When working with students on discursive writing, I have found the most effective way to build genuine passion is to begin from their own interests. Rather than introducing discursive essays as a mechanical formula, I ask them to choose an issue they already feel strongly about—something they argue about with friends or debate at home. This immediately shifts the exercise from abstract skill-building into a lived, personal engagement. A student might care deeply about climate action, gaming, or school uniforms. Whatever the topic, they discover that discursive writing is not about compliance, but about giving structured form to thoughts they already have.

From there, I emphasise that strong argumentation is never one-sided. Students often assume persuasive writing is simply about pushing their view harder. I guide them to see that real conviction requires understanding the opposite perspective. By modelling this, I show them that acknowledging and responding to counterarguments strengthens rather than weakens their stance. When they realise that good writing involves exploring tension between competing positions, they begin to intuitively recognise the intellectual satisfaction of discursive form.

At this stage, I link passion and critical thinking to paragraph structure. Using the familiar PEE (Point, Evidence, Explanation) or TEEL (Topic, Evidence, Explanation, Link) frameworks, I demonstrate how their ideas can be sharpened, clarified, and sequenced. They see that writing is not simply a record of opinion but a craft that can produce emergent understanding—by balancing argument and counterargument, their essays generate nuance.

Ultimately, the goal is for students to experience discursive writing not as a school task but as a vehicle for thinking. When they see that passion combined with structure allows them to communicate complex ideas, they develop both confidence and genuine enthusiasm for the form.

Thea Macarthur-Lassen

When I had the opportunity to observe David teaching maths to a student, I quickly realized that the experience was just as much about learning effective teaching strategies as it was about the subject itself. From the very beginning, David’s calm and approachable manner set the tone for the lesson. The student seemed relaxed, which made it easier for them to engage with the material. This highlighted for me the importance of creating a positive learning environment before even addressing the academic content.
As the session unfolded, I noticed how David broke down complex problems into smaller, manageable steps. For instance, instead of presenting an entire equation at once, he guided the student through each stage of the problem, checking for understanding along the way. This approach not only built the student’s confidence but also reinforced the idea that mastering maths is about process rather than memorization. I learned that scaffolding learning in this way helps students avoid feeling overwhelmed and keeps them motivated.
David also asked thoughtful, open-ended questions rather than simply giving answers. For example, instead of saying “this is the solution,” he would ask, “why do you think this step is important?” or “what could we try next?” These prompts encouraged the student to think critically and take ownership of their reasoning. Watching this, I understood how questioning techniques can foster deeper understanding and independence, rather than reliance on the teacher.
Another thing that stood out was David’s use of encouragement. Even when the student made mistakes, David treated them as opportunities for growth. He reassured the student that errors are part of learning, and he showed how to correct them without judgment. This positive reinforcement helped maintain the student’s confidence and willingness to try again. I found this particularly valuable, as it reminded me that emotional support is just as crucial as intellectual guidance in teaching.
By the end of the session, the student not only understood the topic better but also seemed more enthusiastic about tackling future problems. Observing David’s teaching showed me that effective maths instruction is about clarity, patience, and encouragement. It is not just about delivering knowledge but about nurturing a learner’s confidence and problem-solving skills.

Maria Kargas

Man and a Woman by Allegra Pezzullo

The vignettes of this piece trace moments of looking that fracture the boundary between ordinary observation and obsessive fixation. A dinner in a candlelit restaurant, a laugh too loud for its setting, a woman waiting at the end of a train line — each scene begins with the texture of the everyday, only to slide into unease as the gaze sharpens. What might begin as neutral description soon transforms into scrutiny: the flex of a tendon, the crust of bread against a lip, the colour of a bra beneath a shirt.

Julia Kristeva’s concept of the abject is embedded throughout these pieces. For Kristeva, the abject unsettles the distinction between subject and object, between self and other; it is both magnetic and repellent, the site where order breaks down. The woman in these vignettes becomes abjected: not fully subject, not simply object, but a figure dissolved into fragments of body and gesture. Desire renders her unstable — enticing yet unsettling, present yet slipping from narrative control.

What emerges is not mastery but disquiet. The man’s focalisation attempts to fix her — tracing lines of fabric, imagining scenarios of possession — yet this fixation exposes its own fragility. His gaze does not dominate so much as reveal its own limits: the woman remains unknowable, resisting containment even as language dissects her.

The reader, too, is drawn into this tension. To read is to participate in the act of looking, to feel the pull of detail while sensing the violence in its reduction. The work unsettles by implicating us in its dynamics of desire, where attraction and disturbance coexist. It is here — in this simultaneous intimacy and estrangement — that the abject takes form.

Allegra Pezzullo

Today I had the opportunity to observe Cameron’s Yr 11 Maths Standard session. In the session, they worked through revision on equations.

Cameron guided the student through a sequence of problems, beginning with one-step equations and gradually moving on to two-step and multi-step examples. When the student struggled with negatives and fractions, Cameron slowed the pace and explained these concepts in detail, ensuring the learner had time to process and practice them.

Throughout the session, Cameron emphasised the importance of writing out each step clearly, rather than attempting to solve problems entirely in their head. This method reduced errors and allowed the student to follow the logical flow of their own reasoning. Cameron also included word problems to demonstrate how equations can be applied to real-life situations, which made the learning more engaging and meaningful.

By the end of the session, the student showed improved confidence and was able to attempt questions with less support.

Alexander Nikitopoulos

Hey everyone, I had the opportunity to watch Jake tutor Year 7 Maths!

Together, Jake and Sebastian worked on fractions and decimals. Jake was highly accommodating for Sebastian in that as soon as he expressed to him that he’d had a long day at school, he assured him that it wouldn’t be a problem for him at all to snack on something while they went over some theory together. Jake also did awesome to kick the session off with some light banter and chit-chat, to help Sebastian further unwind and prepare him for one more hour of schoolwork before the weekend. They got stuck into work promptly, and it was immediately clear that Sebastian felt super comfortable in asking Jake as many questions as he needed, speaking to Jake’s warmth and comforting prescence.

Jake made great use of the board to show in explicit detail the answer to all of Sebastian’s questions (for example, when illustrating how decimal places move when multiplying two decimals of different values together).

When Jake noticed Sebastian answering a question wrongly, instead of bluntly stopping him and pointing it out, he encouragingly asked him why he did the previous step the way that he did, allowing Sebastian to reflect on his own work and find the error for himself.

Jake also gave Sebastian plenty of praise when he was on a roll and answering a bunch of questions correctly; they clearly have really great chemistry together. It was awesome to watch!

Thanks for letting me sit in, Jake 😀

Thomas Koutavas

When I started year 12, I heard stories of my friends in the years above who’s only focus during their final year of school was their marks and trying to get the best ATAR that they could. While this motivation can be positive, it can quickly lead to burnout and loss of motivation if you have nothing to focus on outside of school work.

Making time for hobbies and other activities outside of studying is vital in being able to stay consistent in your study habits throughout the year and actually being able to make it to those important HSC exams. Catching up with friends every weekend, taking breaks to watch tv or going outside can make all the difference throughout the year. These little moments can provide motivation to keep on going and give you something to look forward to in those difficult study sessions.

Throughout year 12 I made sure to have many of these moments to stop throughout the week. I would make time to exercise and train in my sport, including travelling to the UK to compete, and made sure to always make time to see my friends. Although this took time out of my studying, it made the time that I did have more productive as I knew what I had to get done and was able to put my head down and complete it.

Just remember that Year 12 is more than just your atar, it’s the experiences and memories with your friends and others that you will remember more than the time spent studying. So make sure to take time away from your desk to do the things that you enjoy the most because it will make the year a positive memory that you can look back on in the future.

Maddie Manins

For many children, maths can feel abstract and disconnected from everyday life. Numbers on a worksheet or symbols on a page do not always seem meaningful, which can make it harder for concepts to stick. One of the most effective ways to build strong mathematical foundations is to bring numbers into real-world situations. When children see how maths applies to the world around them, it shifts from being a subject to being a life skill.

Money is one of the easiest and most engaging places to start. Counting coins, adding prices, and working out change all strengthen number sense and mental arithmetic. Next time you are at the shops, give your child a small budget and ask them to calculate what they can buy. Older children can compare prices, look for discounts, or estimate totals before reaching the checkout. These activities give maths a purpose and encourage independent thinking.

Cooking is another everyday opportunity. Measuring flour, doubling recipes, or converting between grams and kilograms teaches fractions, ratios, and multiplication in a way that feels natural. For older students, following recipes can even become an introduction to algebra, as they learn to scale up or down depending on serving sizes.

Beyond money and cooking, there are countless ways to make maths part of daily life. Reading bus timetables, planning a family outing, or working out how long it takes to travel somewhere all involve applied problem-solving. Even simple games, like keeping score in sports or estimating the cost of a family dinner, reinforce mathematical thinking.

The key is not to present these tasks as formal lessons, but as natural parts of daily routines. When children realise that maths is everywhere, they approach it with more confidence and curiosity. By connecting classroom learning to real experiences, parents can help their children develop not only stronger maths skills, but also a genuine appreciation for the role numbers play in everyday life.

Freddie Le Vay

Success in school isn’t just about how smart you are — it’s about how you think about learning. This is where the concept of a growth mindset becomes so powerful. Coined by psychologist Carol Dweck, a growth mindset is the belief that abilities and intelligence can be developed through effort, good strategies, and help from others.

In contrast, a fixed mindset assumes that intelligence is static — you’re either good at something or you’re not. Unfortunately, this belief often leads students to give up easily when faced with challenges. But those with a growth mindset view mistakes as learning opportunities. They understand that failure is part of the process — not a reason to stop, but a reason to try again differently.

As a tutor, I often see the difference this mindset can make. Students who adopt a growth mindset tend to be more resilient. They ask more questions, try new approaches, and persist through difficult topics. Over time, this leads not only to better academic performance, but also increased confidence and independence.

It’s important for students (and parents) to remember that struggling doesn’t mean failing. In fact, real learning often begins when things get hard. That’s when the brain is forced to adapt, make new connections, and grow stronger.

Encouraging a growth mindset isn’t just about positive thinking. It’s about praising effort over outcome, embracing challenges, and understanding that intelligence is something you build — not something you’re born with.

Whether it’s mastering algebra or writing an essay, the most important step is believing that you can improve. Because with the right mindset, you truly can.

Julian Podgornik

Many students learn differently, and these differences in learning often come down to different learning styles: either visual, auditory or kinaesthetic. Whilst learning and tutoring, it is key to recognise what these different learning styles look like in practice, and shape a student’s learning to their preferred style.

Visual learners understand and retain information best when it’s presented through images, diagrams, charts, or written directions. These students often benefit from color-coded notes, mind maps, and visual aids like flashcards or videos. Tutors can engage visually with their students through whiteboards and illustrations.

Auditory learners prefer to hear information to process it effectively. They thrive in discussions, lectures, and reading aloud. These students often repeat information to themselves or benefit from talking through problems. Tutors can support auditory learners by talking through difficult topics with them conversationally, using storytelling to explain ideas, and encouraging them to verbalize their thinking. Tools like educational podcasts or recorded sessions can also reinforce their learning.

Kinaesthetic learners learn best by doing. They prefer hands-on experiences and often struggle with traditional classroom settings that rely heavily on sitting still and listening. Tutors can give students who ‘learn by doing’ challenge questions related to particular topics, which they can work through, and allow students to learn information through the questions presented to them in sessions.

However, whilst it is important to understand a student’s individual learning style, much research also suggests that the individual academic journey of a student benefits most significantly when a student learns through a variety of learning styles, no matter what their preferred learning style may be. This looks like tailoring a tutoring session towards a particular learning style, but also incorporating techniques and strategies from the other two learning styles. It’s an important balancing act between tailoring lessons towards the learning styles which a student prefers and making sure that their learning is not limited by a narrow approach.

Ultimately, understanding and implementing different learning styles is greatly important in maximising a student’s academic success, by allowing their learning to be tailored to their preferred learning styles.

Ceara Kearnes

Today I had the pleasure of observing a fellow tutor teach Year 9 English, giving me the opportunity to identify new strategies that I can implement into my own sessions.

The session was focused on essay structure, particularly the overall strategy in an exam. What stood out to me immediately was the tutor’s ability to seamlessly jump between building rapport with the student throughout the session and ensuring that sufficient learning was still occurring. Seeing as this particular student was quite social, the tutor employed a strategy the two called “lock-in time”, where a clear task was given and a timer was set in which talking was not allowed (other than asking related questions).

The student didn’t resist the shift; in fact, they leaned into it. They were surprisingly engaged spent every second of the time making significant progress to preparing her draft essay response. The social times gave the student a sense of respite between the real work, while the structure of the timer helped maintain discipline and focus. During and afterwards “lock-in time”, the tutor was sure to provide feedback and help the student improve their essay response.

What I loved about this strategy is how it supports both the relational and academic sides of tutoring. It reminds me that students are more than just learners, they’re children. When we acknowledge that by building in time for connection, they’re often far more willing to meet us in the learning space with focus and effort.
As a fellow tutor, I walked away not just with ideas of how to ensure students stay focused, but with a reminder of how powerful it is to create an interpersonal relationship with each student. Motivation to learn isn’t something we can force; it’s something we can inspire through connection encouragement.

I’m looking forward to incorporating some of these strategies into my own sessions and seeing how they influence the way my students engage with learning.

Connor Kalis