Recently, I had the opportunity to shadow another tutor, Sienna, during a Year 9 mathematics tutoring session. Observing her approach provided valuable insight into effective teaching strategies, particularly the importance of an empathetic style of teaching to teach difficult concepts. Rather than focusing solely on reaching the correct answer, she took the time to understand how the student was thinking and where their confusion originated. When the student expressed uncertainty, Sienna responded with patience and reassurance, creating a supportive environment where the student felt comfortable asking questions and making mistakes.

Sienna also demonstrated a strong skill in explaining difficult concepts in a simple and accessible way. She broke down complex problems into manageable steps and used clear language to guide the student through each stage of the process. By relating abstract ideas to familiar examples, she made the content more relatable and easier to grasp. This approach not only improved the student’s understanding but also boosted their confidence in tackling similar problems independently.

What stood out most was Sienna’s ability to actively engage the student throughout the session. She asked thoughtful questions, encouraged the student to explain their reasoning, and adapted her explanations based on the student’s responses. This interactive approach ensured that learning was meaningful and supportive.

Shadowing Sienna reinforced the importance of empathy, clarity, and engagement in effective tutoring. The experience inspired me to adopt similar strategies in my own teaching practice, particularly by prioritising student understanding over speed and fostering a learning environment that encourages curiosity and confidence.

William Kelleher

Hey everyone, today I watched Hugo’s high school session.

It was great to see how friendly he was with his student and how well they got along. His student was very comfortable with Hugo and they had a great relationship and got along really well.

They started by going through her students homework. They started the session by going through her students homework, Hugo gave her last week. Hugo marked her homework and then went through any errors she made. He then explained the mistakes his student made, so she wouldn’t repeat the same mistake.

They went through different types of questions to work out what the difficulty of the questions. They did some easy questions a when her student felt more confident they then moved on to do some harder questions.

They went through some practice questions. They went through the structure of each question. They went through an appropriate response she can follow.

Hugo then created an exemplar with his student. They went through what his liked and didn’t like in the exemplar and what he should include in the next body paragraph. They then worked on crafting the next body paragraph and the rest of the students response.

They then did some editing of the response, looking at spelling and grammar. When her student got stuck, Hugo would give his student some hints to help him.

Hugo gave her student some homework, based on what they went through in the session.

Overall, Hugo did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

One key benefit of tutoring is the speed at which feedback is delivered. Unlike classroom environments tutoring allows for instant learning, where mistakes are identified and addressed as soon as possible. This feature can greatly impact a student’s self-assurance and skill level frequently affecting their attitude, toward learning.

During a tutoring session, feedback often arises naturally. A student attempts a question hesitates or makes an error and the tutor immediately provides input. This instant is powerful. The student can still recall their reasoning. The explanation relates directly to the issue. Of perceiving it as criticism the student experiences encouragement and comprehension. This fosters an environment where errors are viewed as steps toward improvement, than obstacles to evade.

Offering feedback in tutoring sessions is likewise very personalized. A tutor may concentrate on a skill and clarify it in a manner that matches the student’s preferred learning approach. This could be a grammar mistake or an overlooked part of a math solution. Pointing it out gently and away enables the student to make corrections before frustration arises. Gradually this lessens repeated mistakes. Enhances autonomous problem-solving abilities.

An essential emotional aspect is also present. Numerous students approach tutoring burdened by self-doubt due, to educational encounters. Immediate feedback confirms that mistakes are usual and controllable. When learners notice advancement during the session their motivation increases. Progress appears concrete of remote which fosters continued effort.

Feedback in tutoring sessions doesn’t have to be formal or lengthy. A short remark, an example or a straightforward question, like “why do you think that succeeded” can suffice to spark comprehension. These minor exchanges, when repeated regularly accumulate gradually.

By focusing on timely feedback, tutoring becomes a conversation rather than a lesson. The student is not just completing tasks, but actively learning, adjusting, and building confidence with every step forward.

Samuel Lotter

Tira began the session by revisiting Melody’s most recent exam. She broke down the exam and addressed errors that Melody had made in the exam and explained them thoroughly with a highly supportive approach. The concepts were explained in a way that built further understanding without discouraging Melody. Tira focused on reinforcing key concepts and identified all gaps to ensure the student could apply these skills confidently in the future. The session then progressed to targeted practice questions including problem solving. They than began exploring year 11 Math topics in preparation for next year, particularly equations and further Algebra. Overall, Tira’s approach was fantastic and Melody exited the session with confidence after reviewing her exam.

Razan Rustom

Tutoring and studying are often discussed as separate academic activities, but in reality, they are deeply connected. Studying is the foundation of learning, involving independent review, practice, and reflection. Tutoring, on the other hand, acts as a guided extension of studying, providing structure, feedback, and clarification. When combined effectively, the two form a powerful partnership that strengthens understanding and boosts academic performance.

Studying allows students to engage with material at their own pace. It helps build discipline, responsibility, and familiarity with content through repetition and active recall. However, independent study can sometimes lead to confusion, misconceptions, or stalled progress, especially when students encounter challenging concepts. This is where tutoring becomes especially valuable, stepping in to address gaps that studying alone may not resolve.

Tutoring enhances studying by personalizing the learning process. A tutor can identify a student’s strengths and weaknesses, explain difficult topics in alternative ways, and adapt strategies to fit individual learning styles. Rather than replacing studying, tutoring improves its quality by showing students how to study more effectively – whether through better note-taking, problem-solving techniques, or exam strategies.

At the same time, studying strengthens the impact of tutoring. Students who regularly study come to tutoring sessions better prepared with specific questions and clearer goals. This preparation allows tutoring time to be more focused and productive. Without consistent studying, tutoring risks becoming a short-term fix rather than a tool for long-term academic growth.

Ultimately, the relationship between tutoring and studying is collaborative, not competitive. Studying builds independence, while tutoring provides guidance and insight. Together, they promote deeper understanding, confidence, and academic success. When students view tutoring as a support for their studying habits – not a substitute – they are more likely to develop lifelong learning skills that extend far beyond the classroom.

Amanda Susanto

Building strong study habits isn’t about cramming or quick fixes, it’s about creating routines that become second nature. Consistency is the secret ingredient, and with a few simple steps, students can transform their approach to learning.

1. Set Clear Goals
Start by defining what success looks like. This could be mastering a maths topic or preparing for an exam, clear goals give direction and motivation. Break big objectives into smaller, achievable milestones to avoid overwhelm.

2. Create a Dedicated Study Space
Environment matters, a quiet, organized space signals to the brain that it’s time to focus. Keep distractions such as phones out of reach, and stock the area with essentials such as pens, notebooks, and water.

3. Establish a Routine
Consistency thrives on routine. Choose regular study times each day, even if they’re short. For example, 30 minutes after dinner can be more effective than sporadic long sessions. Over time, the body and mind adapt to this rhythm.

4. Use Active Learning Techniques
Passive reading rarely sticks. Instead, try summarizing notes aloud, teaching concepts to a friend, or practicing with flashcards. Active engagement strengthens memory and deepens understanding.

5. Balance Work and Rest
Breaks are not wasted time, they’re essential for productive studying. The Pomodoro Technique (25 minutes of study followed by a 5‑minute break) keeps energy levels high. Adequate sleep and exercise also play a huge role in retention and focus.

6. Reflect and Adjust
At the end of each week, review what worked and what didn’t. Small tweak, like shifting study times or trying new methods help refine habits until they truly stick.

By following these steps, students build routines that feel natural, reduce stress, and lead to lasting academic success. The key is patience: habits form gradually, but once established, they become powerful tools for lifelong learning.

Sophia McLean

Teaching Year 8 maths as a tutor is a constant exercise in balance: meeting students where they are, while gently showing them where they can go next. At this stage, maths is often a turning point. Concepts become more abstract, confidence can waver, and many students begin to decide whether maths is “for them.” As a tutor, my role is to slow things down, rebuild foundations, and create a space where questions are not just allowed but encouraged.

What I find most rewarding is extending capable Year 8 students into Year 9 content. Introducing ideas like algebraic manipulation, linear relationships, or early trigonometric thinking can feel daunting at first, but when framed correctly, it becomes empowering. Rather than rushing ahead, I focus on showing how new concepts grow naturally from what they already know. This helps students see maths as a connected system, not a set of random rules.

Extending students isn’t about pressure or acceleration for its own sake. It’s about building confidence, curiosity, and resilience. When a student realises they can tackle work “meant for older students,” their mindset shifts. They stop asking, “Am I good at maths?” and start asking, “What can I try next?” That shift is where real learning begins.

Avigal Holstein

In education, confusion is usually treated as a problem to eliminate as quickly as possible. Teachers re-explain, students ask for answers, and silence is often seen as failure. However, research in cognitive science suggests that productive confusion – a short, managed period of not understanding – is one of the strongest drivers of deep learning.

Productive confusion occurs when students struggle just enough to activate prior knowledge without becoming overwhelmed. During this phase, the brain is actively forming connections, testing assumptions, and identifying gaps in understanding. When clarification comes after this struggle, learning becomes more durable and transferable.

This is different from unproductive confusion, where students feel lost, anxious, or disengaged. The key difference is structure. Productive confusion is intentional and time-limited. For example, a teacher might present a challenging problem before teaching the formula, or ask students to predict an outcome before revealing the correct explanation. The discomfort is brief, but the payoff is significant.

One study in mathematics education found that students who attempted complex problems before receiving instruction performed better on later transfer tasks than students who received step-by-step guidance from the start. The initial struggle made the explanation more meaningful.

Despite this evidence, many classrooms avoid confusion entirely, often due to time pressure or fear of student frustration. As a result, students may appear to understand content in the moment but struggle to apply it independently later.

Teaching students that confusion is a normal and valuable part of learning changes this dynamic. When learners expect confusion, they are more likely to persist, ask better questions, and engage actively with material.

Productive confusion does not slow learning – it strengthens it. By allowing space for struggle before clarity, educators can help students move from memorisation to genuine understanding.

Oliver Fletcher

Homework can be one of the most debated parts of schooling. Some students race through it without thinking, others avoid it altogether and parents are often left unsure how much support to give. The truth is that homework can be incredibly valuable, but only when it is done with purpose. At First Education we often help students transform homework time from something stressful into something productive.

Effective homework is not about the amount of work but the quality of thinking it encourages. A worksheet completed quickly with little attention does not build understanding. What matters most is whether the task reinforces a skill, deepens thinking or helps students practise applying knowledge independently. When homework feels like busywork students disengage and rush just to finish. When it feels meaningful they are far more likely to take their time.

Another ingredient of effective homework is clarity. Many students struggle not because the work is too difficult but because they are unsure what the question is asking. Encouraging students to read instructions carefully, highlight key words and plan their approach can make a noticeable difference. Tutors often model these habits so students can confidently apply them on their own.

Timing also plays a role. Short, focused sessions are far more effective than long, drawn out ones. Concentration drops quickly when students are tired or frustrated, so breaking homework into smaller blocks helps maintain quality. For younger students this might mean ten to fifteen minutes at a time. For older students it might be twenty five minute intervals with short breaks in between.

A positive homework routine is just as important as the academic task itself. A calm workspace, predictable schedule and reduced distractions help students enter “study mode” more easily. When the environment supports focus, students complete work more efficiently and with a clearer head.

Most importantly, effective homework gives students a chance to practise independence. It helps them build discipline, reinforce classroom learning and track their own progress. With the right structure and support, homework becomes less of a chore and more of an opportunity to grow.

Freddie Le Vay

Using AI in tutoring sessions can be beneficial to the student but also comes with limitations.

It’s important for students and tutors to understand the benefit of using AI to further a students knowledge and application of theory so they can apply it practically. However, it’s important for them to understand the risks associated so that they don’t just rely on using AI instead of using their brains.

AI can enhance tutoring by providing instant explanations, examples, and feedback. It can give students exam styles questions and ca mark their responses and grade their response, giving them one in one personalised feedback. If a student is stuck on a math problem, AI can break down the steps clearly and patiently and ca explain each step of the solution in detail. AI can also personalize instruction by adjusting explanations to a student’s level, learning style, or pace. AI can also provide summaries of topics and quizzes.

However, there are issues with students relying too heavily on AI. AI cannot understand a student’s emotions, frustrations, or persona learning challenges. Whereas, a tutor can offer a personalised teaching environment, where they can cater to the needs of each student. They can see their students body language and signs of confusion, distraction boredom, or anxiety and they can adjust their teaching approaches accordingly, which AI cannot do. AI also risks giving oversimplified explanations and can give incorrect answers. In writing and critical-thinking tasks, students may rely on AI to provide them answers to school homework questions rather than thinking for themselves. This takes away a key part of learning. This can mean students, excessively use AI which can create dependency. Students may turn to AI to answer all their problems and to create all the solutions rather than learning critical thinking skills and developing problem-solving skills.

Overall, AI can offer many benefits to tutoring, however it also has many limitations and risks that need to be considered to prevent students from relying on it.

Ashley Cohen