Tutors can be game-changers for kids with different learning needs. Since no two kids learn the same way, tutors can tweak their approach to match what works best for each student.

First off, they create personalised learning plans, focusing on what a kid struggles with while playing to their strengths. Instead of a one-size-fits-all approach, they adjust lessons so kids can learn at their own pace. Using different teaching styles—like visuals, hands-on activities, and even storytelling, helps make things click. Some kids do better with charts and videos, while others learn best by doing.

Tutors are also great at breaking things down into smaller, bite-sized steps so concepts don’t feel overwhelming. They use real-life examples to make tough subjects easier to grasp. Plus, they’re all about building confidence, nstead of just pointing out mistakes, they encourage effort and progress, helping kids develop a positive attitude toward learning.

Beyond academics, tutors provide emotional support. Learning difficulties can be frustrating, and a good tutor creates a safe space where kids feel comfortable asking questions. They can also introduce assistive tools, like audiobooks or learning apps, to make studying more engaging.

Most importantly, tutors work hand-in-hand with parents and teachers, making sure everyone’s on the same page. Over time, they help kids become more independent, teaching them how to advocate for their learning needs and develop solid study habits.

At the end of the day, it’s not just about better grades, it’s about helping kids enjoy learning and feel more confident in themselves.

Jordan

I had the opportunity to observe Deanne in her Year 9 Maths lesson with her student Stella. Although I do not tutor maths for more senior students, I find it important and useful to observe these lessons as they offer another perspective that I can adopt within my own tutoring. Across this hour I was left with many observations that were beneficial and useful including the importance of being a role model, balancing friendship and professional boundaries and encouraging the use of mental maths/work over calculators or computers.

At the beginning of the lesson Stella was eager to discuss her issues within her friend group at school, expressing her need for an outlet. Considering students in high school spend 5 days a week at school it is unsurprising that issues that arise from playground conflicts are so significant in their life and they seek an outside opinion. Building trust with students means they feel comfortable seeking guidance and as educators we have the responsibility to offer support while setting positive examples. Deanne offered her advice whilst demonstrating patience, fairness and empathy, impacting not just her learning, but personal growth as well.

Another challenge that became evident was managing the fine line between friendly and maintaining a tutor-student relationship. Encouraging an open and comfortable environment is key to student engagement, but it’s equally important to uphold professional boundaries. Deanne achieved this well by setting these boundaries clearly and separating time to work on their topics from time to discuss school issues. Her student was on task for the remainder of the lesson and it displayed a clear balance that ensured learning remained the top priority, without dismissing her student’s feelings.

Finally, a recurring theme was the challenge of encouraging students to rely on their mental maths rather than reaching for their calculator or relying on other technology. While technology aids in problem solving faster, it has also created a dependency which could weaken fundamental skills.

Overall, observing this lesson reinforced that education extends far beyond the curriculum. Tutors play a crucial role in shaping students’ academic abilities, personal confidence, and social development.

Natasya Ross

Oliver’s tutoring session with Annika was both engaging and productive as they worked through her Year 12 Chemistry depth study on titration. Right from the beginning, Oliver took a methodical approach, carefully reviewing Annika’s experimental procedures to ensure clarity and precision. He asked numerous questions about her experimental methods to assess her understanding and clarify any ambiguities. Before making any changes, he always checked with Annika to ensure she was comfortable with modifying her methodology. As they refined her procedure, Oliver emphasized the importance of concise and precise language, ensuring all volumes were clearly stated and correcting any inconsistencies in the method. He encouraged Annika to think critically about improvements, such as standardizing her sample volumes and adjusting the number of times the flask was rinsed. When they encountered sections where her explanations were vague or overly complex, Oliver guided her in rewording them carefully to maintain accuracy while improving clarity. He also helped her identify redundant language, making her method more concise and effective. Despite the technical nature of the session, Oliver maintained a lighthearted and enjoyable atmosphere. Oliver’s friendly demeanor and reassuring approach contributed to the collaborative nature of editing the depth study, making the process feel less daunting, with their shared humour balancing the intensity of their work.

Oliver provided encouragement when Annika was unsure of how to phrase something and made sure she felt confident in the changes they implemented. At about the half an hour mark, Annika demonstrated initiative by suggesting they move on to another section that needed improvement, making the most of their remaining time. By the conclusion of the session, she had a clearer, more refined method for her depth study and greater confidence in her understanding of titration techniques.

Grace

Today I observed Chloe’s session with her Year 8 Maths/English student. This was a two hour session and I observed the first half of the lesson where they focused on maths. Chloe started the lesson by going over some revision for the expansion topic as her student said that she did not remember it well and wanted more practice. Chloe gave her student time to work through the questions herself and notice any errors she made before marking and going through the answers. Chloe ensured that she made the time to go through each question that her student got incorrect and highlighted where she went wrong and how to prevent this in the future, which was great.

I also liked how Chloe utilised the mini whiteboard to provide her student with visual explanations over verbal explanations, which was very beneficial. Chloe wrote down a step by step method for her student to follow for the questions she was struggling with. When Chloe identified that her student was good at doing expansion questions, except for questions that contained negative numbers, she wrote some questions herself that contained negative numbers to target her student’s weaker areas which I though was a great idea! Chloe also encouraged her student to look back at her working out to double check she was correct before moving onto a new question, which is a great habit to instill in students, especially during exams.

Chloe’s session was great to observe and I think she did a great job. Well done Chloe!

Sophia McLean

Annabelle Molloy

In any learning environment, students bring more than just their academic challenges, they bring their emotions, experiences, and personal struggles. As educators and tutors, it’s important to recognise when a student is upset or sad and respond with empathy and understanding.

Not all students openly express their emotions. Some may become withdrawn, less engaged, or struggle with tasks they’d usually complete with ease. Others might show frustration, impatience, or even resist participating. Noticing these subtle shifts is the first step in providing support. A student who feels emotionally safe is more likely to open up. Small gestures, like offering a quiet moment before starting the lesson or asking how their day is going, can make a big difference. If they do share, listen without interrupting or rushing to solve their problem. Sometimes, they just need to be heard.

If a student is struggling emotionally, pushing too hard academically may backfire. Adjusting the session’s pace or incorporating a more relaxed, low-pressure activity can help them regain focus. A short break, breathing exercises, or even discussing an unrelated topic can help reset their mindset. While it’s important to be compassionate, it’s equally crucial to help students develop coping skills. Encouraging self-reflection, problem-solving, or even discussing strategies for managing stress can equip them with tools for future challenges.

Ultimately, showing kindness and patience can make a lasting impact. Even if you can’t solve their problem, knowing they have support can help students feel valued and understood.

Allegra Pezzullo

Charlie, the tutor, and Max, the student, are working through trigonometry. They are covering a plethora of topics – including graphing sine, cosine, and tangent functions, tweaking them with dilations and shifts. There’s also differentiation, specifically the reverse chain rule, and also integration – working towards calculating the area between two trigonometric functions.

Charlie’s able to strike a balance between being confident, whilst avoiding condescension in his teaching. He has an ability to break down what initially seems like intimidating, complex problems into a manner that’s easy to follow. They work through the problems together, and if Max happens to make a mistake – Charlie quickly catches it, pointing it out with a polite correction. The enthusiasm is clear, it’s clear Charlie hasn’t simply just memorised the content and begrudgingly relays facts; he enjoys it.

Max is clearly a hardworking kind of student who puts in the effort. He listens carefully, asks questions when something isn’t clear, and applies himself to the problems they tackle. This is what makes tutoring sessions the most beneficial for the students. He has a few questions from his holiday homework, mostly about trig identities and integrating complex functions. Charlie walks him through the steps, making sure he understands not just the “how” but the “why.”

Despite the heavy amount of work that has to be gone through, they keep a steady pace, keeping it efficient but definitely not rushed to a point where information and understanding is lost. There’s an ease to the lesson. By the end of the session, Max seems more confident, his grasp on the material stronger. Math might be challenging, but the more you learn about it the more it seems like something worth figuring out.

Oliver Fletcher

HSC preparation is difficult… everyone knows that. With final marks directly impacting the university admissions, the pressure to perform well is immense. While schools provide structured lessons, many students turn to individualized tutoring to refine their skills, deepen their understanding, and develop the confidence needed to excel in their exams.

Each HSC subject presents unique difficulties, making a tailored tutoring approach extremely helpful. In English, students must master essay writing, textual analysis, and argument construction. Many struggle with structuring responses effectively or expressing ideas clearly, and a tutor can provide targeted feedback to improve these skills. Mathematics requires strong problem-solving abilities, and while school lessons cover the syllabus, additional tutoring allows students to work through complex problems at their own pace, reinforcing their understanding. Subjects like the sciences and humanities demand both conceptual knowledge and memorization, and tutoring can help students develop active recall strategies, create structured study plans, and engage in effective revision techniques.

Beyond content mastery, exam technique plays a crucial role in achieving strong HSC results, an aspect of the course which schools often neglect. Many students find themselves running out of time in their exams, struggling to complete extended responses or multiple-choice questions efficiently. Tutors help students refine their exam strategy by practicing timed responses, identifying areas of weakness, and teaching them how to approach different question types strategically. Learning to manage time effectively can significantly improve a student’s ability to maximize their marks under exam conditions.

The HSC is not just academically demanding but also mentally exhausting. Stress and burnout are common, particularly as exams approach. A tutor provides structure and support, helping students stay motivated and manage their workload effectively. Regular feedback, encouragement, and guidance can make a significant difference in reducing anxiety and building confidence. With the right preparation and support, students can approach their exams feeling in control, knowing they have done everything possible to achieve their best results.

Freddie Le Vay

One significant tutoring that I have been working on improving is using simple concepts to explain more complex ideas. For example, when explaining how to add fractions containing algebra, I ask the student to explain how they would add normal fractions (not containing any algebra) and write down the theory and the steps that they took. Using what they have explained, I simply add on the additional layer which helps them to problem solve and make connections about the reason behind the processes.

Similarly, I have been working on using analogies that my students would use in their everyday life. For example, when explaining how to subtract two negatives or how to move along the number line, I will say something like ‘It is currently negative 2 degrees and tomorrow it will be 3 degrees colder, what temperature will it be?” since sometimes this is an easier way for students to visualise the situation. Once they understand, I will explain it by going back to the number line and explain how to move along it.

Essentially, I have found it highly useful to lead the student to explain the step below what they wish to learn, and then help them to make the connections on how to get to the next step based on their previous knowledge. I find that this allows for a deeper understanding of the topic and allows it to stick in their mind more as they are not rote-learning.

Riva Burkett

Today I observed a session with Sophie’s Year 8 Maths/English student where they focused on revision for his upcoming assessments.

She firstly focused on his English assessment which was due the next day. This involved an oral presentation. Sophie advised her student on how to summarise his key points on his presentation slides so it looks more appealing and then have a longer speech written on his flashcards. She also helped her student with how to include an introduction to his presentation. I also liked how she helped him cut down big chunks of text into dot points so it is easier for the audience to read.

After that Sophie focused on preparation for his maths test at the end of the week. They firstly went through a topic test that his school provided him with as revision. I like how she made sure to focus on practice for both multiple choice and short answer questions. Another thing I liked that Sophie did was to not allow her student to look back at his maths book when they were doing practice exam questions as he wouldn’t have his book during his school test. Sophie also provided her student with enough time to express his thought process for each question and led him on the right track without giving the answer away. If her student was stuck when first answering a question, Sophie would help her student with what process he would have to use then once he understood what steps he would need to take she let him work through it by himself.

I thought Sophie did a great job during this lesson! Especially since she helped her student prepare for multiple upcoming assessments which helped to build his confidence in himself during his assessment. Welldone Sophie!!

Sophia McLean