Helping a student feel confident can make a bigger difference than any worksheet, lesson plan, or explanation. As a tutor, you could teach everything perfectly and according to the book, but if a student doesn’t feel safe to try, ask questions or make mistakes it just won’t stick. I’ve found that building confidence in your students starts with building a bond. Improvements in their work will follow.

When your student trusts you, they’re not scared to say they don’t get it or ask if they could try again. They’re willing to take risks because they know you’re on their side, not waiting to judge them.I once worked with a younger student who avoided reading aloud because she thought everyone would laugh at her mistakes. So before focusing on reading skills, we worked on comfort. We talked about her favourite books and I let her choose passages she liked. Slowly, she stopped apologising for stumbling over words and started laughing about them and trying again. By the end of the term, not only had her reading improved a lot, she was a lot more confident to make those crucial mistakes and try again.

This is why fostering bonds matters. Students don’t just need instructions or a toneless explanation of the concept. They first and foremost need encouragement and someone who believes in them even when they’re unsure. When students get through something tough and realise they actually can do it their whole mindset changes. I’m sure many tutors have seen the lightbulb moment their student has had. So, as tutors, it’s very important that we show confidence in them, make it an easy environment for them to make mistakes and learn from them without judgment. Once they start trusting themselves, you will see improvement in their work.

Annaliese Lakis

Having been a tutor for a little over a year now, I wanted to write a small reflection. It’s been one of those experiences that I walked into thinking it’d just be another side job, but has ended up becoming so much more than that. When I look back, what stands out to me the most are the connections and relationshps I’ve made along the way. I really never expected to form such genuine bonds with my students (or with their parents), but it has honestly become my favourite part of the whole journey.

There’s something really special about walking into a session and feeling like my student and I are a little team; facing whatever challenge the week has for us, head on. Usually, it’s a tricky maths problem or a topic that feels impossible at first, but working through it together and seeing the moment when it finally clicks for them is incredibly rewarding; we both get to share the win. I know the parents feel it too. I’ve had so many interactions where they express to me how much more confident their child seems or how genuinely excited they are to continue learning with us. It never gets old.

What I love even more is how authentic the relationships have become. I get to see my students grow not only academically, but also in maturity and self belief. Many of them talk to me about their hobbies (or school drama!!) and even what they want to do in the future. These moments remind me that tutoring isn’t just about teaching content. It’s about showing up consistently for people that you care about and helping them realise exactly what they’re capable of.

After a year of doing this, I can comfortably say that tutoring has become one of the most personally fulfilling areas of my life. It feels unbelievable to know that what I do actually makes a difference, even if only locally. Truly, something I’ll never take for granted.

Thomas Koutavas

Classrooms are busy places filled with movement, questions and competing demands. Teachers work hard to support every student, but with a full class it can be difficult to spot the small habits, misunderstandings and learning behaviours that quietly hold students back. In one on one tutoring these details become much clearer and can often explain why a student is not performing to their potential.

One of the first things tutors notice is how a student approaches a task before they even begin. Some rush in without reading the question properly, while others hesitate because they fear making a mistake. These patterns often go unseen in a classroom because the pace is fast and students naturally follow the group. In tutoring sessions there is time to pause, unpack those habits and replace them with stronger strategies.

Tutors also pick up on gaps in foundational knowledge that students have carried for years. A Year 8 student who struggles with algebra may still be unsure about multiplying with negatives. A Year 10 student finding essays difficult might never have fully learnt how to structure a paragraph. These gaps can be small enough to slip under the radar at school but large enough to stop progress. Once identified, they can be fixed quickly with personalised explanation and targeted practice.

Another thing tutors notice is how students talk themselves through a problem. Their thinking process reveals whether they are guessing, memorising or genuinely understanding the concept. This insight helps shape clearer, more effective instruction. Over time students learn how to think aloud, ask better questions and become more independent.

Tutor sessions also create a space where students feel comfortable admitting confusion. Many are embarrassed to ask for help in class, especially in the high school years. When they finally express what they find difficult, progress becomes much faster and their confidence begins to grow.

These small observations are powerful. By noticing what classrooms cannot always catch, tutors help students rebuild their foundations, develop stronger habits and experience real improvement in their learning.

Freddie Le Vay

Effective tutoring goes beyond completing work or preparing for assessments. At its core, tutoring is about supporting a student’s growth over time and that growth can depend on consistent monitoring and open communication with both the student and their parents or guardians. When progress is tracked clearly and shared regularly, everyone involved can work together toward the same goals, like achievements in sessions.

Monitoring progress starts with understanding where the student is now and how to progress from that initial stage. Early sessions should include short conversations about strengths and concerns, and a review of recent schoolwork and what they think is their biggest weakness they would like to work on. This establishes a baseline. From there, each lesson becomes an opportunity to measure improvement, whether that’s through quick check ins like a topic test in Maths, reflection questions, or changes in confidence and engagement.

A key part of progress monitoring is making the student an active participant in their learning. Tutors should explain goals in simple language, celebrate wins (big and small), and encourage students to reflect on what strategies are working for them. When students understand why they are learning something and how they are improving, motivation naturally increases. It also helps them take ownership of their learning, which strengthens independence over time.

Communication with parents or guardians is equally important. Families value clarity, especially when they may not see the full picture of what happens during a session. Short progress updates, either at the end of each lesson or through regular messages, help parents stay informed and feel confident that tutoring is purposeful. These updates might highlight skills covered, areas of improvement, and recommended practice activities. When concerns arise, early and honest conversations ensure that expectations stay aligned.

Ultimately, effective progress monitoring and communication create a partnership between tutor, student, and family. This partnership strengthens outcomes, builds trust, and ensures that every tutoring session contributes meaningfully to the student’s long-term development.

Annie Bulkeley

As a tutor, the majority of the students I teach are younger kids, which can be both easier to teach in terms of content but also more difficult when undergoing the process of building a concrete understanding and comprehension of concepts. Content learned in primary school tends to be the foundational, skills-based learning that leads students to tackle more complex ideas and concepts later on. Because of this, it’s essential for students to understand this foundation and be taught it in a way where they actually understand and retain it.

A significant way that tutoring can benefit this process is through putting an emphasis on minimised pressure to get the ‘right’ answer within a certain amount of time. The environment tutoring creates where the student and tutor are given one on one time to work together allows a space to be created where there is no sense of a race against other students or class expectations. This allows the student to work at their own pace and build confidence. When working with younger students specifically, it’s important to be aware that there’s no ‘one size fits all’ approach to teaching, and each student might need a slightly different explanation or strategy to get the most out of their learning. This flexibility is often what allows real progress to happen. Additionally, catering learning to the child’s personal interests can make a huge difference when needing to engage a younger child. For example, with a year 1 who often needs to work on writing, we make a game of drawing whatever we write about and using the drawings to spark ideas for the next sentence. This allows for a sense of creativity and also gives the student control over their own learning.

Overall, creating a supportive, adaptable learning environment can really make a difference when guiding younger students to build strong foundations and develop a genuine confidence in their abilities.

Annabelle Molloy

It’s crucial to keep students focused on the topic they are studying so that they can stay engaged and motivated in their learning. Students can often get distracted and can shift their focus from the topic they are studying to another topic. It’s crucial that tutors are able to shift their focus back onto the task they are working on. There are many strategies they can use to address the students attention, motivation and engagement in the content they are studying.

One on one tutoring allows, tutors to tailor their teaching approach to their student’s needs and learning style. For example, if there is a student who is a visual learner, tutors can use mind maps, pictures and videos to help their student understand the content they are studying.

Tutors have to overcome the challenge of helping their students who struggle with attention, feel overwhelmed by the material, or have low motivation to do their work and to stay on task. Effective tutors use a combination of structure, interaction, and encouragement to keep students engaged and on task.

A strategy tutors can use to maintain their students focus is at the start of each session, set clear expectations of what they want the student to accomplish in the hour. When students know the specific tasks they need to complete and the time frame they need to complete them can help the student to stay on track and get less distracted as they are motivated to finish the task.

Tutors can also break each session into smaller sections with different types of activities for the student to complete. With smaller tasks to complete it allows the student to sustain their attention. Bu doing different types of activities ca also help the student to stay focused as they are using different parts of their brain to complete the different tasks.

For some students, the tutor can use a small brain break to help their student take a targeted break so that they can remain focused for the rest of the session.

Overall, tutors can use different structures to keep their students focused on the task.

Ashley Cohen

Tutoring students with dyslexia requires patience, intentional planning, and a strong understanding of how dyslexic learners process information. Dyslexia does not reflect a lack of intelligence; rather, it affects the way the brain recognizes and manipulates language. Because of this, effective tutoring must center on structured, multi-sensory techniques that help students connect sounds, letters, and meaning in a clear and engaging way.
A successful approach begins with explicit, systematic instruction in phonological awareness. Breaking words down into sounds, practicing blending, and reinforcing spelling patterns can help students develop the foundational skills needed for reading fluency. Multi-sensory methods—such as tracing letters in sand, using magnetic tiles, or speaking sounds aloud while writing—activate multiple parts of the brain and increase retention. These techniques allow students to anchor abstract language concepts in concrete experiences.
Equally important is pacing and repetition. Students with dyslexia often need more time to master concepts, so a tutor should introduce skills gradually, review them consistently, and celebrate progress along the way. Creating a predictable lesson structure can reduce anxiety and help students feel more in control of their learning. Positive reinforcement builds confidence, which is especially important for learners who may have experienced frustration or discouragement in traditional classroom settings.
Tutors should also emphasize comprehension and strengths beyond decoding. Many students with dyslexia excel in creativity, problem-solving, and verbal reasoning. Incorporating their interests into reading selections or writing prompts can enhance engagement and reinforce a growth mindset. Collaboration with parents and teachers ensures that tutoring strategies align with classroom expectations and provide consistent support.
Ultimately, tutoring a student with dyslexia means teaching with empathy, flexibility, and evidence-based methods. When students feel understood and supported, they are more willing to take risks, practice new skills, and develop the literacy tools they need to thrive.

Angelique Lambrinos

There is a side of tutoring rarely discussed in public or in training – the emotional and strategic management of parents. Tutoring is marketed as an academic service, focused on curriculum support, exam preparation, and confidence building. In practice, the tutor is often managing two clients simultaneously: the student who needs the help, and the parent who needs reassurance. Parents are not passive observers; they are financial stakeholders and emotional stakeholders. Their concerns are driven not just by performance but by fear – fear of their child falling behind, of a competitive schooling system, of making the wrong decisions, or of being judged through their child’s academic outcomes. Tutors quickly learn that explanations of marks, progress, or expectations must be delivered with precision. Too soft and the message is dismissed; too direct and a defensive spiral begins. It becomes a constant exercise in translation – turning school jargon, vague report comments, and teenage reluctance into something parents can understand and act on. The challenge is that parents want fast clarity and long-term certainty in a system that rarely provides either. Tutors end up functioning as unofficial mentors, communicators, and interpreters of the education system itself. The irony is that while qualifications prove subject knowledge, they do almost nothing to prepare tutors for the emotional intelligence, boundary-setting, and diplomatic communication the job demands. The academic hurdle is often the smallest challenge; the real art of tutoring lies in maintaining trust, neutrality, and calm between parent expectations and student reality. It’s a skill never advertised in tutoring brochures, but it is the skill that determines whether a tutor survives beyond the first term.

Oliver Fletcher

When I meet a new student for the first time, I’m always surprised by how much of the anxiety in the room is actually my own. People often talk about the student’s nerves—those are real, of course—but far less attention is given to the tutor’s quiet fears: Will I meet their expectations? Will I understand their needs quickly enough? Will I connect with them as a person? These uncertainties can sit heavily at the beginning of a session, which is why I’ve learned that easing into things is not just helpful for the student—it’s essential for me.

Starting with casual conversation is one of the most grounding parts of the process. Something simple—asking about their day, their classes, or what led them to seek tutoring—gives me a moment to breathe and get a sense of their personality. It helps bridge that brief but uncomfortable gap where two strangers try to figure out how to work together. As we chat, the fear of the unknown softens, and I remember that tutoring is, at its core, a human interaction long before it becomes an academic one.

Once we’ve warmed up, asking the student what they expect from the session and what kinds of explanations or activities they respond well to gives me a clearer map to follow. Setting my own broad expectations—what I can offer and how I typically structure support—helps stabilise both sides. It turns the session from a vaguely intimidating experience into a shared plan.

I’ve also learned not to dive straight into the material. Taking a few minutes to orient myself—looking over prompts, examples, or problem sets—prevents that messy, disorienting scramble that can heighten my anxiety and undermine my confidence. That small pause makes the work ahead feel manageable, and it allows me to show up as the calm, steady presence the student deserves.

Thea Macarthur-Lassen

I’ve worked with so many students, each one different from the next. I’ve learnt that everyone learns in their own way. Spending one-on-one time with these students has taught me just how much their confidence (or lack thereof) can affect their progress. Sometimes it’s not the maths problem or the reading passage that’s the problem, it’s the stress behind it.

One of the most important things I’ve learnt is that students need to know they are supported before they’ll open up. Some need a few minutes to relax, some need a challenge to engage, and some need to talk for a minute before we even start. But once they feel safe, the learning is so much easier. I’ve seen students who would never bring a book to read suddenly excitedly show me what they’re reading. I’ve watched kids who thought they were “bad at maths” ask for harder questions. Those little shifts are what mean the most to me, more than any worksheet we complete.

Tutoring has also taught me to look for the small things. A student tapping their pencil, taking a while to answer, or pausing before writing something down usually tells me more about how they’re doing than the work on the page. And being able to adjust in those moments is what builds trust.

My favourite part of tutoring is seeing those small improvements over time. Not just better grades, but kids who are more confident and more independent. When students start to believe in themselves, everything changes. Their attitude, their effort, their willingness to try.

Tutoring isn’t just about schoolwork. It’s about helping kids believe they’re capable, even when the task in front of them looks overwhelming. It’s about acknowledging the small wins and showing students that they can grow, with the right support. And to be honest, my students teach me just as much as I teach them.

Daniella Siljeg