I observed a math session conducted by Chris. At the beginning of the session, he asked the student if they had any questions from the previous week. The student had many hard questions that he was unable to work at home. Instead of Chris directly answering the questions, he was able to convince and motivate the student to answer the question, providing guidance on how to answer the question without giving the answer. This is something that I will like to include within my own sessions, as it provides the student with the independence and autonomy to answer questions that they previously had difficulty answering. This is an effective way of allowing the student to think outside the box and steer them back into the correct method to answer the question. It gives them the self-satisfaction of answering hard questions.

After this, he started going through the new topic, integration, with hard questions. He used the same approach as he did with the homework, allowing the student answer the questions but also introducing the new topic. This method of simultaneously solving the question with previous knowledge whilst also incorporating the new techniques to answer hard questions is something I would also like to include within my session. Sometimes they would get different answers and go through each method to see where they went differently. This allows for the student to see where they might of gone wrong within the question and adapt to the tutors method of approaching the question.

This session was done great, allowing me to learn new techniques that I’ll approach within my sessions.

James Bletsas

Many high school students feel overwhelmed because they approach their workload as one large, undefined problem instead of a series of small tasks that can be completed one at a time. When assignments, homework, tests and extracurricular commitments all blend together, the mind treats them as a single source of pressure, which creates stress and reduces the ability to start any of them effectively. Students often think they are overwhelmed because they are not capable enough or not organized enough, but the real issue is that their work has not been broken into clear, manageable steps. When a task feels unclear, the brain avoids it, which leads to procrastination, rushed work and even more stress. For me, a personal anecdote is when I need to start a CompSci assignment, or project, it is next to impossible to even start if I don’t break things up and plan ahead. For most students, this doesn’t need to be such a high level, but any level of task decomposition is effective.

Task decomposition means taking any piece of work and dividing it into specific actions that can be completed within short time periods. For example, instead of writing in your planner that you need to study for science, identify the exact actions such as review chapter three, complete ten practice questions and summarise key terms. Instead of telling yourself to start an English essay, identify the actions of choosing a quote, writing a thesis, planning the paragraphs and drafting the introduction. Clear steps reduce mental load because you always know the next action.

A second cause of feeling overwhelmed is the lack of a predictable routine. When tasks are done randomly or only when motivation appears, there is no structure that helps the mind stay on track. Creating a simple daily routine with short focused study blocks gives your brain a reliable framework to work within and prevents last minute stress. A final factor is unrealistic expectations. Many students try to complete everything at once, which guarantees burnout. Focusing on one task at a time and finishing it before moving on increases productivity and reduces anxiety. Overwhelm is not a sign that you are unable to succeed. It is simply a signal that your tasks need clearer structure and more realistic steps.

Samin Sadaf Hossain

Many parents are surprised when a child who once read confidently in primary school begins to struggle with reading in the later years. It can show up as difficulty keeping up with novels, frustration with textbook chapters or an overall drop in comprehension. At First Education we see this pattern often and the reason is rarely a decline in ability. It is usually the result of the type of reading changing faster than students expect.

In primary school most reading is narrative based and written in accessible language. Texts are designed to build fluency and enjoyment. Once students enter secondary school the expectations shift. They encounter subjects like science, history and geography which require them to read informational texts filled with specialised vocabulary and complex sentence structures. A student who has never been taught how to break down these texts may suddenly feel overwhelmed.

Another factor is that reading becomes a tool rather than the focus of the lesson. Teachers assume students can interpret diagrams, skim for key information and summarise arguments, but many learners have never been explicitly taught how to do this. Without these strategies they read everything at the same pace, miss important details and lose confidence when assessments require deeper analysis.

There is also the challenge of digital reading. Many students are used to scrolling rather than sustained concentration, so long chapters or dense articles can feel tiring. This does not mean they are poor readers. It simply means they need support rebuilding their endurance and learning techniques to stay engaged.

Tutoring can make a significant difference by teaching students practical skills such as annotating, identifying author intent, unpacking unfamiliar vocabulary and understanding text structures. When students learn how to approach a difficult text step by step their confidence grows and reading becomes more manageable again.

The good news is that a decline in reading skills is not permanent. With the right guidance students can adapt to the demands of secondary school and become strong, independent readers once more.

Frederick Le Vay

For Year 11 and 12 students, the HSC can feel like a huge mountain of content. It’s easy to think tutoring is just about learning more stuff. But in my experience, the biggest wins come from working on simpler, smarter skills.

Here are three key ones:

1. Interrogate the Question.
Before answering a question, spend one minutes dissecting the question. Circle the key verb—‘analyse’, ‘evaluate’, ‘discuss’. Underline the core concept and any text or source mentioned. This simple act forces you to engage with what is actually being asked, ensuring your entire answer is on target from the very first sentence.

2. Practice under timed conditions.
Knowing the content is only half the battle; delivering it within the strict exam timeframe is the other. Instead of only writing full practice essays, break it down. Set a timer for 10 minutes and draft a single, perfect paragraph. Or give yourself 5 minutes to plan an entire essay structure. This builds ‘muscle memory’ for the exam’s pace and reduces panic on the day.

3. Past Papers.
The best way to study is to use past papers. There are numerous places where these are accessible, whether through school or websites such as THSC, these past papers are your best friends.

True preparation isn’t about endless, draining repetition. It’s about targeted, intelligent practice. By focusing on these three strategies, you build confidence and clarity, turning the HSC from a marathon of memorisation into a manageable showcase of your skills.

Ella Fisher

Often in tutoring students, the barrier to understanding is rarely a lack of intelligence, but of confidence.

Years and years ago, my year six teacher once sat the whole class down, and gave us a talk, as she usually did. This talk, however, has stuck with me to this day. “Everybody is their own kind of smart”, she said. I feel it is especially in my tutoring that I’ve seen this to be true; each and every student I’ve had is uniquely bright, going about topics or problems in their own complicated and special way. Though, when these kids struggle through their problems, often they won’t be feeling just confused, but defeated – already deciding the problem on their page is a fortress they cannot breach. However, lacking understanding never means a lacking capability.

My role, then, becomes less about imparting knowledge and more about dismantling this fear that halts them from moving forward. Tutoring is a way to teach students that learning and getting things wrong doesn’t have to be such a scary and impossible process, by abandoning the textbook’s prescribed order and find one small, winnable battle. It might be taking another angle, teaching a method or helpful tip that really helped me as a tutor when I was a student, or even dumbing down the problem into a simplified form that covers the base concepts only. The moment they find that first correct answer is often accompanied by a surprised “Oh!”. The dynamic shifts, and the fortress walls give way to a door.

This small victory creates a sliver of confidence – a “proof of concept” in their own ability. From there, it is a constant process of baby steps forward – each subsequent step being slightly harder, but now taken with a bit more trust. The question changes from “Can I do this?” to “What do I do next?”. They no longer succumb to this impossible fear, but now move forwards as they learn, fluidly.

It is in this that my old year 6 teacher’s message really resonates – everyone is their own smart. Everyone is bright. Everyone is capable of doing amazing things. School is it’s own thing, sure – but anyone can learn to do it well in their OWN way. Academic subjects are not walls to be scaled by the gifted, but landscapes to be explored by the brave – and my primary job as a tutor is to hand them the map, and convince them they are explorers.

Zac Xavier Markovina

In the tutoring environment, homework plays a crucial role in strengthening learning, building independence, and ensuring students genuinely progress. While tutoring sessions provide guided instruction and real-time correction, homework extends that learning beyond the session, giving students the space to practise, consolidate, and apply new skills on their own. Without this, tutors will never really know if the student fully understands the work and can apply their knowledge.

One of the primary benefits of homework is reinforcement. Concepts covered during a lesson can fade quickly if not revisited, especially for students who struggle with confidence or retention. Homework allows them to rehearse these ideas, turning short-term understanding into long-term mastery.

Homework also promotes accountability as when students know they’re expected to complete work independently, they begin developing stronger study habits, time management skills, and a sense of ownership over their learning. For many students, this shift allows them to transform from passive recipients of knowledge into active learners who can recognise their strengths and tackle their weaknesses.

From the tutor’s perspective, homework provides invaluable insight. Reviewing a student’s independent work reveals patterns that may not appear during guided sessions, such as, common errors, misunderstandings, rushed thinking, or areas where extra support is needed. This feedback helps tutors tailor future lessons more effectively, ensuring the lessons are personalised.

Importantly, homework should be purposeful, not excessive or burdensome. Thoughtful tasks that reinforce key skills or preview upcoming topics can make tutoring more efficient and meaningful. When implemented well, homework becomes a tool that empowers students, deepens engagement, and builds academic resilience.

Ultimately, homework isn’t just an extension of tutoring, it is an essential part of the learning journey, fostering independence and confidence long after the session ends.

Rheanna Leontsinis

Today, I had the opportunity to observe Angelina tutor her Year 8 Maths student.

Angelina began the lesson by checking in on her student and her progress in her study for her upcoming exam. Angelina was very proactive in printing out an array of practice papers for her student to complete, where she was exposed to an array of questions of various difficulty. Angelina quickly found that her student had experienced difficulty in algebra. By taking a step-by-step approach to answer the questions and asking the student about her thought process, her student gradually became comfortable with answering more challenging questions. After spending some time on algebra, Angelina asked her student to consider the key takeaways to solving an array of problems involving skills and knowledge in algebra.

The lesson’s focus then shifted to area and volume, where Angelina provided lots of reassurance and assistance when her student answered questions. I admire the way Angelina engages with her students and her ability to read her students’ emotions as they experience uncertainty or stress. In turn, Angelina was effectively able to keep the session calm and smooth sailing. Finally, it was clear that the student was very comfortable in the lesson which can be attributed to the reassurance Angelina provided.

Marina Nouris

In a world where sales run year-round and every app is engineered to nudge us toward “Buy Now”, shopping addiction has quietly become one of the fastest-growing behavioural issues, especially among young Australians. What used to be a weekend activity has, for many, turned into a coping mechanism, a distraction, or even a financial trap.
Shopping addiction, often called compulsive buying disorder, isn’t about loving fashion or treating yourself occasionally. It’s when the urge to buy becomes so strong that it overrides logic, budget, and long-term wellbeing. People describe a “rush” when they click purchase, followed by guilt, stress, or secretive behaviour. It’s not the products they’re craving — it’s the temporary emotional high.
Part of the challenge lies in how modern shopping is designed. Online stores track preferences, push personalised ads, and send notifications the moment a price drops. The brain reacts to these cues the same way it responds to gambling: with dopamine, the chemical linked to reward. Over time, the habit reinforces itself.
But the issue isn’t just psychological, it’s social. Influencers showcase endless “hauls”, fast-fashion brands release hundreds of new items weekly, and society often celebrates consumption as success. For someone feeling lonely, stressed, or insecure, buying something shiny feels like control.
The good news? Shopping addiction is highly manageable. Strategies such as budgeting apps, spending limits, unsubscribing from marketing emails, and using the 48-hour rule (waiting two days before buying) help reset the impulse. Talking to a psychologist or financial counsellor can also make a huge difference, especially when deeper emotional triggers are involved.
Most importantly, understanding that you’re not alone removes the shame. Shopping should be enjoyable, not a source of stress. When we recognise the signs early, we can regain control and rebuild a healthier relationship with money, emotions, and the things we value most.

Sara Theocharidis

When we think about learning, we usually picture classrooms, textbooks, and teachers armed with whiteboard markers. But some of the world’s most powerful lessons don’t come from humans at all, they come from animals.
Across Australia, animals play a huge role in education, from early childhood centres with classroom pets to high school agriculture programs and even therapy animals in universities. What makes them such brilliant teachers? It’s simple: animals model behaviours that humans often forget.
Take the humble kangaroo. Watching a joey learn to balance, fall, and try again teaches students more about resilience than any poster on a classroom wall. There’s no shame, no hesitation, just pure trial and error. When teachers use animal examples like this, students begin to understand that failure is not an ending, but part of the learning curve.
Dogs, on the other hand, offer lessons in emotional intelligence. Therapy dogs in Australian schools have been shown to reduce stress, increase attendance, and help students regulate their emotions. Children who struggle to communicate with teachers often open up more easily when patting a calm, non-judgemental animal. It’s a simple reminder: connection fuels learning.
Even insects, the often-overlooked heroes, have something to offer. Watching bees in a school garden can spark rich conversations about teamwork, environmental sustainability, and the delicate balance of ecosystems. Suddenly biology is no longer just a topic; it’s happening right in front of the students’ eyes.
Animals turn abstract ideas into real, observable experiences. They transform curiosity into understanding, helping students develop empathy, responsibility, and a genuine appreciation for the natural world.
In an age where screens dominate attention, animals bring learning back to something real. They remind us that education isn’t confined to classrooms, sometimes the best teachers have wings, scales, paws, or fur.

Sara

Tutoring is often seen as a way for students to “catch up,” or work specifically on what they aren’t good at but its true value lies deeper. Tutoring assists learners to recognise who they are as students. Understanding strengths and weaknesses is one of the most important steps toward academic growth, and tutoring provides the ideal environment for this kind of self discovery and understanding.

In a busy classroom, students rarely have the time or confidence to pause and reflect on how they learn best and most students don’t even realise until the late high school years. Tutoring changes that dynamic. Through one-to-one conversations, targeted questions, and personalised tasks, tutors can observe patterns that students might overlook. Whether it’s strong critical-thinking skills, creativity, attention to detail, or resilience when solving complex problems, a tutor can highlight these strengths and show students how to use them intentionally.

Equally important is the gentle uncovering of weaknesses, not as flaws, but as opportunities for improvement. A tutor helps students identify the gaps in their understanding or the habits that hold them back. Instead of letting these weaknesses define the student, tutoring reframes them as areas for growth. With guided practice, tailored strategies, and continuous encouragement, students learn to approach challenges with confidence rather than fear.
What makes this process powerful is the shift in self-awareness. As students gain clarity about what they can do well and where they need support, they develop a stronger sense of ownership and autonomy over their learning.

Ultimately, tutoring is not just about improving marks, it’s about helping students understand themselves as learners which is valuable in all areas of life and across all subjects. When students recognise both their strengths and their weaknesses, they unlock the tools they need to grow, adapt, and thrive far beyond the classroom.

Jessica Ciappara