Observation

Observing Hugo tutor Abby in HSC English gave me an opportunity to reflect on how teaching strategies from another subject could improve my own maths tutoring. Although English involves interpreting texts and developing arguments, while maths focuses on calculations and problem-solving, both subjects require students to understand questions, organise their thinking and communicate their reasoning clearly.

One approach I noticed was Hugo's use of guiding questions. Rather than immediately telling Abby how to improve her response, he asked her to explain her interpretation and identify evidence supporting her argument. This encouraged Abby to think independently and helped Hugo recognise where she needed support. In my maths tutoring, I could apply this by asking students why they selected a particular formula or what information in the question helped them choose their approach.

Hugo also broke down the writing process into manageable steps, including identifying the question's key terms, developing a main argument and selecting relevant examples. This reminded me that challenging maths questions can become more approachable when students follow a clear sequence. I could encourage students to identify the given information, determine what they need to calculate and plan their working before attempting a solution.

Another useful observation was how Hugo provided specific feedback while allowing Abby time to revise and practice her own HSC paper. Instead of correcting everything himself, he encouraged her to recognise weaknesses and make improvements. I could adop this approach by helping students locate errors in their calculations and explain how they would correct them.

Overall, the session reinforced that effective tutoring involves more than demonstrating an answer. Whether teaching HSC English or maths, the goal is to build confidence, independence and clear reasoning. I would apply these observations by using more purposeful questioning, structured problem solving and opportunities for studetns to evaluate thier own work during future tutoring sessions.