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Hey Everyone!

Today I had the opportunity to observe Ashley’s primary lesson, which was super valuable! I was really impressed by her approach to primary students because she ensured that she covered all aspects of language learning at the same time. Her and her student worked through a series of words that she had for homework, but Ashley would ask different questions to check the students understanding. This included asking the student to read the word aloud, asking what the word means, asking them to put it in a sentence, and then covering the word and asking them to spell it. I believe this to be an effective method with primary school kids to work on multiple different aspects of English at the same time rather than just on spelling, reading or comprehension at one time. This gives them an understanding of the word in its context and provides variation in the lesson to keep them engaged.

When the student had difficulty spelling a word, she would help the student to break it down into sounds and ask what letters make each sound. This prompts the student to think about the structure of the word and work on learning how sounds combine. After the student had figured it out, she also gave examples of other words that follow a similar spelling rule. This was helpful for the student to further learn the patterns of sound.

One major challenge with primary students is keeping them engaged for the full hour. Ashley maintained the focus of her student by allowing for small ‘chat breaks’ throughout the session and then quickly bringing it back to the task at hand. She also allowed the student to relate the words that they were working on to things that she was interested in or could relate to.

This was a really interesting lesson to observe and am looking forward to integrating what I have learnt into my own sessions!!

Riva Burkett

Teaching methods that actively involve students in the learning process have a long-standing reputation for promoting deeper understanding and retention of material. One powerful approach is allowing students to “teach” the material to their peers and tutors. Research shows that when students explain concepts to others, they clarify and strengthen their own understanding, leading to improved academic outcomes and knowledge retention.

Studies in cognitive science demonstrate that active learning approaches, including peer teaching, enhance comprehension. This is also known as the “protégé effect,” i.e. a phenomenon where students learn more effectively when they’re the ones responsible for teaching and communicating the material. When students know they’ll need to explain the material, they engage in more thorough preparation and tend to gather more information relevant to the topic, thereby reinforcing their grasp of the content. This effect is further backed by research from Australia’s Monash University, which found that students involved in peer teaching showed improved retention rates and analytical skills, both essential for academic and career success.

Moreover, the Australian educational framework places a growing emphasis on collaborative learning and critical thinking, skills that are essential in today’s dynamic work environments. By teaching the material, students practise communicating complex ideas and build the confidence to approach unfamiliar problems. This peer-driven learning environment helps break down barriers between students and teachers, fostering a culture of open discussion and mutual respect, which can be particularly effective in diverse classrooms.

Tutors can support peer teaching by creating activities where the student can lead discussions or explain key concepts using teaching techniques, such as interactive materials (i.e. the whiteboard). This technique also allows tutors to step into a facilitative role, guiding and deepening conversations as needed, rather than simply delivering information. Over time, peer-led teaching has been shown to improve students’ long-term retention and self-efficacy, equipping them with essential skills for both academic and personal growth.

Emily Mackay

I unfortunately had a no-show for my HSC biology student this Thursday but I’ve had a few new Year 12s start the past couple weeks and they are both starting the HSC syllabus with module 8, which is kind of back to front, idk why they’re starting with that and not module 5 but nonetheless. This is my least favourite module mostly because there’s a lot of anatomy content to remember but I wanted to work on compiling some module 8 notes for my students to add to as we progress throughout the term and also for myself to understand/remember the content better so I can teach this content better. Although there are always topic areas as a tutor that you are less comfortable with teaching, I think its important that we try keep ourselves fresh and up to date with every area of content so that those content areas we are less confident with don’t also become the content areas that our students are less confident with. That being said, with teaching biology there is so much to remember and so I think its important that we teach our students how to be resourceful and how to find things out for themselves by showing them how to research content for themselves when they are not sure. I think its realistic that as a tutor you don’t know the answer to all of their questions straight away so its important to show how you go about problem solving and researching when you don’t know the answer. Anyway, yapping out of the way, I used this time to reflect on how I teach and familiarise myself with some of the content which I am less fond of.

Grace Apted

Today, I observed Olga and Elise tutor their students. I opted to observe these two wonderful tutors to recognise the niches between primary and high school tuition. Below are some of my key takeaways:

Attentiveness:
As primary school students tend to become tired throughout the hour, constant attention is integral. Elise was very attentive to her student’s mistakes and working out even when he was working independently. I admire how Elise was also able to read her student’s facial expressions that reflected his emotional state regarding the completion of more complex questions. Rather than asking him about his confusion, she immediately showed him the correct method for answering questions. Elise also kept the focus at the table by using the mini whiteboard and inviting him to write and add his answers on it. Olga mirrored Elise’s behaviour but utilised the bigger whiteboard to break down the working out. This ensured clarity when solving complex equations, preventing her student from becoming discouraged.

Engagement:
Elise ensured that the student was engaged in the lesson through frequent games of hangman to help correct spelling with a focus on vowels. Alternatively, Olga prompted her student to explain his working out and thought processes by asking him numerous questions. In turn, this ensured that the student’s answers and responses were more meaningful and allowed him to think more critically rather than guessing the answers. Both tutors also provided their student’s with an array of options on what to work on first meaning that the student has a degree of control and choice in the lesson, ultimately leading them to be more engaged in their learning.

Creating a comfortable environment:
I admired the tutors ability to address their student’s mistakes in a light hearted way that was also empowering rather than discouraging. By using a soft tone, acknowledging their efforts, the students were then comfortable and eager to hear the correct solutions to their questions and were more accepting of their tutor’s insights. Both tutors used encouraging and motivating language while celebrating their small wins with them. It was apparent that both students had a great relationship with their tutor as they were excited to share their interests.

Overall, these two lessons were very valuable in inspiring my tuition as a high school and primary tutor and I will definitely be implementing their strategies and approaches into my sessions.

Marina Nouris

Hi everyone! I had a last-minute cancellation today, so I had the opportunity to observe Sorcha’s primary English session with Chloe. It was a productive and engaging session, where they focused on English comprehension and narrative writing skills.

Sorcha started by checking Chloe’s homework, which is such an important technique. By reviewing the previous work, she could identify any areas where Chloe needed more support and build on what had already been learned. This step also allowed Chloe to ask questions and clarify any doubts she had, ensuring she was progressing steadily.

They moved on to English comprehension, where Sorcha guided Chloe in finding definitions of key words. She taught Chloe how to use context clues within the passage to deduce meanings and encouraged her to look up words she was unsure about. This was an excellent way to enhance Chloe’s vocabulary and comprehension skills, while also teaching her strategies that will be useful in exam settings. Sorcha made sure to go through each new word slowly, which reinforced her understanding.

Later in the session, they shifted focus to narrative writing. Sorcha emphasised the importance of creating a plan before beginning to write, showing Chloe how to structure her ideas logically. She explained how having a clear outline with a beginning, middle, and end helps to develop a cohesive story. Sorcha walked Chloe through the process of brainstorming ideas, choosing a theme, and building characters, making sure she felt confident about how to start. She guided her to create a detailed plan, encouraging Chloe to think about settings, language devices, and how to resolve the story, which made the writing process less daunting.

What stood out was Sorcha encouraging Chloe to ask questions and think critically, making the session both educational and enjoyable. By the end, Chloe had improved her understanding of key comprehension skills and felt more prepared to tackle narrative writing with a solid plan in place. It was a pleasure to watch Sorcha guide Chloe through these essential English skills, leaving her student feeling more confident and equipped for future tasks.

Eleni Nicholas

One of the strategies I’ve found particularly effective in tutoring engineering students is the use of problem-based learning (PBL). This approach immerses students in real-life engineering scenarios, requiring them to apply the theoretical knowledge they’ve learned. For instance, when discussing mechanical engineering principles, I often introduce case studies that require students to calculate load-bearing capacities or analyze stress distribution on a bridge structure. This contextual learning not only improves their grasp of the material but also enhances their problem-solving skills, which are essential in engineering practice. Another challenge I’ve noticed is that many students, especially first-year engineering students, feel overwhelmed by the fast pace of their courses. Tutoring provides a space for them to slow down, ask questions, and build confidence in areas where they feel less competent. Through one-on-one or small group sessions, I can offer personalised explanations and techniques, like breaking down complex equations into manageable steps or linking abstract concepts to everyday examples. In engineering education, where the stakes are high and the material is demanding, the role of a tutor extends beyond simply clarifying course content. It involves inspiring students to think like engineers—to approach problems analytically, consider various solutions, and recognize the real-world impact of their work. This not only helps them academically but also prepares them for the challenges and responsibilities they’ll face in their future careers.

Cameron Rolph

English comprehension can be a difficult subject, and it is a skill that students need throughout primary and high school. That’s why it’s so important that students form strong foundations in these skills early on. I have had the pleasure of tutoring several primary-aged students in English and I’ve gained some insights along the way.

One of the biggest challenges with keeping younger students engaged in English comprehension is the texts they read. For older primary students, it can be useful to ask what books or movies they enjoy, as this can help you select texts they will be interested in. For younger primary students, I find that they engage more with hands-on activities, such as using grammar clues to solve a mystery. When selecting the right text for each student, there is some trial and error involved where you gauge the student’s interest and engagement with the text, and work from there.

One of the core English comprehension skills all students need is active reading. It can be useful to ask students questions like ‘what do you think will happen next?’ or ‘why do you think the character said that?’. This approach helps students understand the text more broadly, rather than simply reading the words. Predicting what will happen next in a story can also be a fun way of keeping students engaged with the task, as they learn to make inferences from what they have read.

A useful tip when helping older primary students with their English comprehension is timing them as they read a text for the first time. This helps them practice reading at a fast pace, and it also allows the tutor to measure progress throughout the term/year. For example, a student may have taken five minutes to read one page, and with practice, they can now read one page in two minutes. This is particularly important for Year 5 and Year 6 students preparing for high school, where time management and exam skills are crucial.

Hopefully, these tips help make English comprehension a fun, engaging, and useful activity for primary students!

Enya Rose

During my observation of Demi’s tutoring session, I noted her engaging approach as she guided her student through calculations involving the area and circumference of a circle and sectors. Demi’s teaching method was interactive and structured, allowing her student to gradually build confidence with these fundamental concepts of geometry.

Demi began by introducing the formulas for the area and circumference of a circle. She carefully explained each component—specifically the radius, diameter, and pi. To ensure her student understood, she walked through example problems, demonstrating step-by-step calculations. Throughout, she encouraged the student to actively participate by identifying key components of each problem, such as the radius or diameter, before applying them to the formula.

As they progressed to sector-related problems, Demi introduced the formula for calculating the area of a sector, A = θ/360 * pi * r^2. She also provided a more familiar approach using degrees, explaining that sector area is a fraction of the circle’s total area, with the angle determining this fraction.

Demi concluded by assigning practice questions, allowing the student to apply what she learned independently. When errors arose, Demi used them as learning moments, and provided supportive feedback. Overall, Demi’s session demonstrated effective teaching techniques that promote comprehension, engagement, and skill-building in mathematical concepts. Her structured yet adaptive approach highlighted her ability to tailor her methods to the students needs.

Joseph Taouk

Life can be volatile, and sometimes it’s difficult for students (and ourselves) to combat these challenges. It’s common for students to bring their personal struggles into lessons, so I think it’s important to be a voice of support and stability. As a tutor, you might be the only person a student feels comfortable opening up to, and striking the balance between being supportive and staying professional can be challenging. There a few things we can do to support students in these times:

Recognise Signs of Distress
Students rarely come out and say, “I’m struggling emotionally,” so tutors should be attentive to subtle signs that might indicate distress. This could manifest in frequent cancellations, declining performance, unusually withdrawn behaviour, or open expressions of stress. Recognising these cues early on can help a tutor approach the situation sensitively and offer the appropriate type of support. For example, in a session I had the other day, my usually bubbly student seemed very removed and kept asking to be excused from the table. She eventually started crying when she couldn’t understand something. Seeing these signs, I knew I had to be soft and patient in my teaching approach.

Listen Without Becoming a Counsellor
When a student does choose to share their feelings, the most valuable thing a tutor can do is listen actively. Avoid jumping to solutions or interpreting their struggles, as this can make students feel judged or misunderstood. Instead, give them space to express themselves, showing that their feelings are valid without taking on the role of a counsellor. For example, after this student started crying, I asked her whats troubling her, giving her the space to share as much as she wants. I was not trying to therapise her but offered that perhaps these struggles are compounding and making focusing more difficult. Once she calmed down, we refocused to a more tangible activity / goal.

Refocus on Academic Goals
As important as it is to acknowledge students’ feelings, part of maintaining professionalism is gently guiding the conversation back to the session’s academic purpose. Balancing empathy with academic focus helps create a structure where students feel safe but are encouraged to work through their challenges by engaging in constructive activities. We then went through all her subjects and made a concise list of all the work she has to do, setting achievable small goals that would make starting and finishing tasks easier.

Allegra Pezzullo

Hi everyone! Today, I had the pleasure of observing Eireyna’s Year 10 English session, where she worked closely with her student on a scene analysis of Romeo and Juliet. The session was structured to dive deep into the key scenes of the play, focusing on understanding major themes etc. It was inspiring to watch Eireyna guide the student through this literary exploration with attention to detail.

To kick off the session, Eireyna helped the student create two seperate quote banks on core ideas. They went through pivotal lines in each key scene, annotating these with insights about language devices such as metaphor, personification, and oxymoron. Not only did this help the student build a solid foundation for essay writing, but it also allowed them to start seeing how Shakespeare’s language choices add depth to the characters’ emotions and the play’s form, and dramatic tension. Eireyna encouraged the student to write out the analysis in their own words to cement their understanding, and so that they could refer to these pieces of analysis again.

Throughout the analysis, Eireyna made sure to highlight the importance of each language device in conveying the play’s key themes. For example, she showed how the use of oxymoron in Romeo’s speech—such as “loving hate” and “feather of lead”—captures the turbulent nature of young love, aligning it with the theme of conflict. This was useful for the student to understand the importance of language devices in English, and particularly in the play. Eireyna took the time to break down these devices, ensuring the student understood both their meaning and purpose.

Eireyna also guided the student to think critically about these themes, posing thoughtful questions like, “How does this scene shift the balance between love and hate?” or “In what way does this line hint at the inevitable tragedy?”

The session’s best highlight was Eireyna’s supportive teaching approach. Once the student had built a comprehensive quote bank and gained confidence annotating key scenes, they felt reassured. It was wonderful to see the student leave with a deeper appreciation of Shakespeare’s work and positive feedback.

Eleni Nicholas