One tutoring method that has significantly influenced the way I work with students is explicit instruction. Rather than assuming students will naturally infer processes or strategies, explicit instruction focuses on clear, direct teaching of skills and concepts. It removes ambiguity and provides students with a structured pathway to success.
Explicit instruction begins with clarity. Before starting a task, I outline exactly what we are learning, why it matters, and what success looks like. I break complex skills into manageable steps and model each one carefully. For example, when teaching how to analyse a text, I demonstrate how to identify key words, interpret their meaning, and link them back to the question. I verbalise my thinking so students can hear the reasoning behind each step.
After modelling, we move into guided practice. Instead of immediately asking students to work independently, we complete examples together. I prompt them with targeted questions and gradually reduce support as their confidence grows. This structured progression prevents students from feeling overwhelmed and ensures misconceptions are addressed early.
One of the most powerful aspects of explicit instruction is its focus on checking for understanding. I frequently pause to ask students to summarise steps, explain concepts in their own words, or apply the process to a slightly different question. These small checkpoints allow me to adjust the pace and provide clarification when needed.
Over time, students begin to internalise the structured approach. What once required detailed guidance becomes automatic. They learn not just the content, but the process of approaching new problems with clarity and confidence. Explicit instruction shows students that success is not about natural ability, but about learning clear strategies and practising them deliberately.

Katreen Diab

Many students begin high school feeling capable and optimistic. The move into secondary school often brings excitement, new friendships and fresh opportunities. However, for a large number of students, confidence begins to dip somewhere between Years 7 and 9. This shift can be subtle at first, but it often shows up in lower marks, hesitation in class and increased self doubt.

One reason for this confidence curve is the jump in expectations. In primary school students are usually taught by one main teacher and supported closely. In high school they move between subjects, teachers and classrooms, each with different standards and teaching styles. Assessments become more complex and feedback can feel harsher. Even strong students can start to question their ability when results no longer come as easily.

Another factor is comparison. As students grow older they become more aware of how they measure up against peers. Social pressures increase and academic performance can begin to feel tied to identity. A single disappointing result may be interpreted as a sign that they are not good at a subject, rather than as part of the learning process.

Tutoring during this stage can play a powerful role in stabilising and rebuilding confidence. In a one on one setting students have the space to ask questions without fear of judgement. Tutors can identify whether the issue is a content gap, exam technique or simply mindset. Often it is a combination of small factors rather than a major problem.

Most importantly, tutors help students experience consistent progress. Small improvements in understanding or assessment results create momentum. When students see that effort leads to growth, their confidence begins to return. They start participating more in class and approaching tasks with less hesitation.

The confidence dip in early high school is common and completely manageable. With guidance, structure and encouragement, students can move through this stage stronger and more self assured than before.

Freddie Le Vay

When writing an essay it is important to understand methods to improve your work to ensure academic clarity and success within your English endeavors. Here are some steps to ensure your English essays can achieve band 6 marks in no time!!

Firstly ensure your thesis statement outlines all the correct points of the question to ensure your marker knows exactly what you are talking about. This should include avoiding using vague statements about your argument as it will showcase your argument to be weak against others within the cohort. Every single paragraph that follows should act as a “lawyer” defending that one sentence.

Secondly ensure your paragraphs follow a PEEL structure to successfully meet the essay questions guidelines. A PEEL paragraph should include a point; which entails your topic sentence. A piece of evidence from the text including a quote to describe what the argument entails. The paragraph then continues with an explanation which includes using techniques and opinion to persuade the reader as to why this particular point showcases your understanding of the text. And finally the inclusion of a linking sentence sums up the paragraph.

Thirdly, reading out your response can help you understand the text. Reading your work aloud in your head can allow you to hear the flow and clarity of the text to ensure your writing makes sense. Ensuring to keep an open mind when reading your response is important as your work is open to bias and must consider whether the marker will understand if your writing is clear or not.

Furthermore when writing essays it is important to remember these easy tips to ensure accuracy and success in English endeavors.

Flora Carabitsios

Tutoring was first offered to me by my parents as a threat: ‘if you don’t take this next maths test seriously, we’re signing you up for tutoring,’ ‘don’t laugh, we’ll sign you up for tutoring… we will!’ And, indeed, in the past, it had been an egregious experience; tutors easily pushing 60 leering at the front of a stuffy cupboard-sized room, air conditioners that never seemed to work on humid, summer days, endless testing that never seemed to improve results, but succeeded in humiliating poor achieving students. Expecting such an abhorrent experience when my parents first committed to their threats, I was shocked and taken aback at the antithetical approach to tutoring at First Education. From dragging my feet at that first session in year 7 to studying with the same tutor for many years and keeping in touch, from sitting alone at my first group mathematic session to being invited in warmly by my peers and extending our friendship and studying beyond the Masonic Hall, from walking into Chemistry tutoring in year 12 and remarking that ‘this is not even going to count towards my ATAR, I don’t even know why I’m here!’ to studying Chemical Engineering in university, it’s fair to say that First Education is doing something very right.

It’s the approach to learning. Learning immediately ends being methodical, systematic, boring. Instead, it genuinely becomes fun, regardless of how cliche and ‘cringe’ that sounds. Tutors aren’t dispassionate teachers making spare cash, but rather students fresh out of high school who are passionate about their subjects and who, most importantly, know how to interact socially with their students, whether 5 years old or 18. That barrier remains crucial to the tutoring experience, with students engaging with their tutor and their studies in a youthful, relevant way. A way which speaks to them.

I know that this is pivotal, from both ends of the spectrum. As a student who consistently attempted to wriggle her way out of initial tutoring sessions but found herself begging her parents to schedule holiday sessions to a tutor who literally sees her students’ smiles and confidence grow concurrently throughout a session, I know that the way that First Education approaches learning is special. No harsh rules, so-called ‘stupid’ questions allowed, laughing is a must, engaging and motivated tutors, and a mandatory mid-session snack! It just works.

Shahaf Liraz

Today I observed Raphael’s lesson with his Year 8 maths student, and it was an excellent session to watch. Raphael incorporated a range of teaching methods and techniques to ensure the lesson was both productive and supportive. He began with light, casual conversation, which helped to establish rapport and create a calm, relaxed learning environment. This immediately put the student at ease and set a positive tone for the session. From there, Raphael quickly and efficiently assessed what the student needed to focus on, demonstrating strong subject knowledge and an awareness of the student’s current understanding.

The lesson centred on algebraic expressions, with particular emphasis on converting worded problems into numerical expressions using variables. Raphael carefully broke down each question, modelling the thought process required to translate written information into algebra. He ensured that the student understood not just the method, but the reasoning behind each step. When the student appeared unsure or lacking confidence, Raphael offered genuine encouragement and reassurance, which clearly helped to build the student’s self-belief and willingness to attempt more challenging problems.

One of Raphael’s key strengths was his ability to adapt in the moment. He was highly attuned to the student’s level of understanding, recognising when to increase the level of challenge and when to pause and consolidate learning. This flexibility ensured that the student remained stretched but not overwhelmed. Raphael also consistently encouraged the student to take initiative and attempt answers independently, even when it was clear that this felt daunting. This approach fostered resilience and promoted active engagement.

After clearly explaining the key concepts and working through examples together, Raphael set a series of practice questions. The repetition allowed the student to reinforce the method and build fluency, helping the process become more automatic. Overall, this was a highly effective lesson, and I gained valuable insight into Raphael’s thoughtful and adaptive teaching approach.

Jenna Freed

By experiencing what it is like to tutor, I have developed strategic ways to keep students engaged during sessions, especially when materials do not provide an obvious structure. An effective engagement strategy begins with understanding how each student learns. Every student brings different prior knowledge, learning preferences, and motivations. By identifying these factors early, I can tailor sessions to meet their needs. For example, some students respond well to visual aids and structured outlines, while others benefit more from discussion-based exploration or targeted practice questions.

Students are more engaged when they understand why they are learning something and how it connects to their goals. As a tutor, I aim to clearly define session objectives and link activities to measurable outcomes such as improved grades, exam readiness, or skill development. Breaking larger goals into manageable steps also helps maintain motivation by creating frequent opportunities for success without overwhelming the student.

Active participation is another key element of engagement. Rather than relying solely on explanation, I incorporate questioning, collaborative problem solving, and immediate feedback. This approach encourages students to think independently and identify areas for improvement through their own reasoning rather than depending entirely on my guidance.

Maintaining a positive and supportive environment is equally important. Providing constructive and encouraging feedback helps students recognise their progress and strengths. When students trust the feedback they receive and feel comfortable making mistakes, they are more willing to participate and remain engaged.

I also challenge students with tasks that require deeper thinking. Increasing difficulty appropriately encourages sustained focus and promotes stronger skill development. For instance, in English sessions I use past paper questions that challenge their analytical abilities. While these tasks are demanding, I provide structured support so students feel challenged but not discouraged. This balance keeps them motivated and invested in their learning.

Overall, these strategies have strengthened both student engagement and motivation in my tutoring sessions.

Matisse Laurent

Tutoring creates a learning environment where confidence and capability grow side by side. When a student feels supported, they begin to take intellectual risks, ask questions they once held back, and recognise that their ideas are worth exploring.

Confidence isn’t something students magically acquire, it’s built through repeated experiences of being heard, understood, and guided without judgment. In a one‑on‑one setting, students can express confusion openly, revisit concepts at their own pace, and celebrate small wins that often go unnoticed in a busy classroom. Over time, this shifts their internal narrative from “I can’t do this” to “I can figure this out.” That mindset change is powerful as it influences not just academic performance, but how students approach challenges in every part of their lives. As a tutor, it makes me so happy to see students grow and take those risks within their academic studies. By doing so, their confidence is effectively strengthened and developed to trust their own judgement within their studies.

Tutoring helps students develop their skills in certain aspects of education, where they may need extra assistance in understanding. Tutoring seeks to teach students how to learn. This is achieved by developing practical skills such as breaking down complex tasks, organising their study time, and identifying the strategies that work best for them. As tutors work with their students, they understand the most effective ways to approach their study routines to ensure success and consistency within their education. Skill building is an important tool for many students to have in their “tool kit” as it helps them proactively adjust to exam times with techniques that work for them. Furthermore, tutoring is an excellent place to help build foundational skills within a student’s education.

Tutoring ultimately becomes a space where students strengthen their confidence, build practical learning skills, and grow into independent, capable learners who trust their own thinking.

Flora Carabitsios

Something I have noticed during chats with parents or even students themselves is that they often conflate education with accumulation of knowledge. Degrees, certificates, and completing modules are, in many ways, just a visual representation of ‘progress.’ But meaningful progression goes far beyond this mere content delivery. It transforms our perspectives, helps us solve problems, and understand our responsibility and, in turn, our purpose. Real education challenges our assumptions. Forcing us to confront ideas that are uncomfortable or convoluted. Growth rarely happens in comfort. We must engage in perspectives different from our own, forcing us to think critically. This is transformation, not just answering questions and earning qualifications but the ability to think with an open mind and foster curiosity and wonder (spirit of academia). I often see how fast-paced this world is in my own life but also in the lives of those around me, distracted by what the world deems as ‘important’ and ‘unavoidable.’ The degree, the job, the promotion.

However, this knowledge becomes obsolete. But what remains valuable is adaptability. Meaningful education is not just information, but instead, it is a development of resilience and initiative. It teaches us how to learn continuously rather than depend on what we learned once. This is the true separation between those who react to change and those who respond to it. Transformation is also linked intrinsically with accountability. When we truly understand something, we can recognise our role in applying it responsibly. Knowledge without action has little impact. But knowledge paired with integrity and thoughtful execution is an instigator of true change. Meaningful learning builds confidence, not arrogance but grounded confidence. The kind that stems from competence. When investing in understanding the “why” behind what it is we do, our work improves. Decisions become more strategic. Communication becomes clearer. Education is not about checking boxes, it is about expanding capacity. It equips independent thinking and adaptability in all areas of our lives. In a world that constantly evolves, this kind of transformation is not optional. It is essential.

Angelina Castelli

From observing over the session, I thought Piper’s style of tutoring is very interesting, as noticeably, the approach for tutoring different subjects can contrast significantly.

In her session, she might ask Toby what he thinks about a character or how a poem makes him feel. It’s more about igniting ideas and thoughts with the student, and Piper encourages this, as she asks questions and helping him go in depth further. The work feels open, with more than one possible answer, and the focus is on explaining thoughts clearly.

In maths tutoring, it is quite different with my own sessions. The talk becomes more precise. I provide questions and state out the steps carefully, and then they follows along and do it themself. There is often a clear right or wrong answer. So when my student makes a mistake, I can trace it back through the steps to find exactly where it went wrong.

So overall, one session feels exploratory and discussion-based; the other feels structured and methodical.

Lucas Sinnott

If you are currently in Years 3, 5, 7 and 9 you’ve probably heard a lot about NAPLAN. Some people make it sound completely terrifying while others say it does not really matter at all. So, it is completely normal and very common to feel a bit confused and even quite anxious, because you don’t really know what to expect. So, let’s break it down it and understand what it really is.

The National Assessment Program Literacy and Numeracy (NAPLAN) is a standardised test completed by all students in Australia who are currently in year 3, 5, 7 and 9. It is designed to check how you are progressing in key skills such as reading, writing, language conventions (spelling, grammar and punction), and numeracy. It is really important to note, that these tests are not designed to see if you PASS or fail nor is it a test that determines a your future, and it definitely does not define your intelligence or potential, its more of a snapshot of where you are with your key skills! Think of it as a good opportunity for feedback and self improvement of your learning as a whole!

Prep work that works for all levels should be calm and practical. The goal is not cramming, but building familiarity and confidence. Reviewing basic literacy and numeracy concepts, reading a variety of texts and practicing clear writing strategies are all proven effective. Also completeing questions from previous papers (past papers) can help you understand the question format making it a comfortable strategy to utilise and can help reduce some stress!

By coming into tutoring and answering questions together and sitting previous papers with your tutor will most definitely help prepare you for these tests! One on one feedback will help you understand your errors, build your confidence and help create a plan to ensure your success and peace of mind!!

Daniella Antoun