Today, I had the opportunity to reflect on how my tutoring approach has to adapt for different students in terms of their ages, subjects and personal needs. When comparing my tutoring methods for primary school kids vs high school students, I found that a common thread was the value in creating a positive and supportive learning environment for my students. This allows for the lesson to be engaging and encourages the students to connect with their learning and feel comfortable in the First Education space. Additionally, for my younger students I have found it important to develop the ability of switching activities and teaching styles frequently enough to maintain their focus and engagement, due to these students commonly having a shorter attention span. This is contrasted to my high school students, who, depending on the individual student, often benefit from more discussion-based learning and also lead where they would like us to go in each session. Despite these differences, I have found the central focus remains on fostering confidence, curiosity and a sense of progress. This has been important for me to develop a cohesive and consistent tutoring approach where all my students feel supported and motivated to learn.

Overall, I’ve really enjoyed working with a range of different students so far, as it has allowed me to develop a deeper understanding of how to adapt my teaching style to suit each student’s age, personality and learning needs. Through this experience, I’ve learned the importance of being flexible, patient and responsive — whether that means adjusting the pace of a lesson, incorporating more interactive activities, or allowing older students to take greater ownership of their learning. Each student has taught me something new about how to build engagement and confidence, and I’ve found a lot of fulfilment in being able to provide meaningful support across these different areas. This variety has not only strengthened my tutoring skills but has also reinforced my passion for helping students grow, both academically and personally.

Annabelle Molloy