Too often, students find themselves scrolling on TikTok mindlessly, texting friends or binging a Netflix TV show, all in order to procrastinate the homework and study they should be doing. Whilst procrastination can be a difficult obstacle to overcome, with the right mindset and a few helpful strategies, you can learn how to stay on track and achieve all of your study goals.

Before we get into these strategies, it is important to briefly address why procrastination impacts many students. First, students sometimes feel overwhelmed by large tasks that they have to complete and so they put off starting their homework or assignments because it appears to be too daunting. Also, students may feel unmotivated with their study if they do not have clear goals. These barriers can be worked through with some of the below strategies:

1. Break down large tasks into smaller, concrete goals. For example, if you have to work on writing an English essay that is due in two weeks, separate the task into brainstorming ideas about the question, collecting relevant notes and quotes, writing an introduction, writing body paragraphs etc. This way, you can assign when you want to have each smaller goal achieved by and it gives you a sense of accomplishment to tick off each small goal that you have completed.

2. Set yourself a study timer. If you are feeling particularly unmotivated one day, set yourself a 20 minute timer to work on a task and then take a short break afterwards. Once you keep repeating the process, you will likely find yourself wanting to work for slightly longer periods. Working in these short bursts over a few hours in an afternoon means you are keeping consistent with your study!

3. Set goals with your tutor. Especially with HSC students, setting goals with tutors helps to keep students accountable and on track with their study.

Overall, I recommend for all students to try a range of different strategies to work out what works best for them to ensure that they are not procrastinating so that all study goals can be achieved whilst still taking meaningful breaks!

Kristina McLean

When it comes to excelling academically, most students think the key is studying harder and longer. While dedication is important, there’s one often-overlooked factor that can make or break performance: rest.

Rest isn’t just about sleep—it’s about giving your mind and body time to recharge. Research shows that adequate sleep improves memory retention, concentration, and problem-solving skills. When you’re well-rested, your brain processes information more efficiently, making study sessions more productive and exams less stressful.

Unfortunately, many students sacrifice sleep to cram for tests or finish assignments. This approach often backfires. Sleep deprivation can lead to fatigue, poor focus, and even anxiety, all of which negatively impact academic performance. In contrast, students who prioritise rest tend to perform better, feel more confident, and maintain a healthier balance between school and life.

So, how can you make rest a priority? Start by setting a consistent sleep schedule—aim for 7–9 hours each night. Take short breaks during study sessions to avoid burnout, and don’t underestimate the power of relaxation techniques like deep breathing or mindfulness. These small habits can help you recharge and stay sharp.

We want to encourage students to adopt a holistic approach to learning. Academic success isn’t just about hard work—it’s about smart work, and that includes taking care of your well-being. When you rest, you’re not wasting time—you’re investing in your ability to learn and succeed.

Ready to boost your performance the healthy way? Contact us today to learn how our tutoring programs support not only academic growth but also balanced, sustainable learning habits.

Maya Weizman

I had the chance to observa Ceara tutor her year 9 student in Maths. Initially, they appeared to be going through a past paper and were working through questions together and reviewing any errors. Cearais a really intelligent tutor and is great at explaining concepts in ways that students understand. This is a fundamental skill that all tutors must strive to constantly develop as verbal communication is an inherent part of our job. Therefore, it is our responsibility to constantly adjust the way that we communicate and skew this towards different students who have different needs and/or personalities.

Another thing that I noticed Ceara was doing effectively was discussing why her student was making mistakes. This can be difficult to hear as a student but it is fundamentally important to progress learning and solidification of concepts. Rather than just marking her student’s work, Ceara was discussing any errors and showing her the correct and appropriate method / working out. Coupled with this, Ceara asks an array of questions rather than just giving answers away. This was prevalent when they were working through area and circumference of circles, whereby Ceara would selectively aim to ignite her student’s active recall via the asking of questions, as opposed to solely giving the answer away to her student.

It is quite an uncommon sight to have a student consistently engage with their studies and their tutor for an entire 60 minutes (especially on a 36 degree day). The fact that Ceara’s student was solely focused on her studies and did not get side-tracked by other topics of discussion is a prominent indicator of Ceara’s effectiveness to actively engage her students. It was not out of fear or shyness that her student was diligent, but it was evident that it was out of respect for her highly capable and understanding tutor.

Great Lesson

James Petrakis

Every student experiences pressure during the school year, especially in exam periods, but not all students respond to that pressure in the same way. Some seem to rise to the challenge and perform better while others freeze, panic or struggle to think clearly. Understanding why this happens is essential for helping students build healthier and more effective responses to stress, particularly in the high-stakes environment of the NSW curriculum.

One of the most significant factors is a student’s interpretation of pressure. Students who thrive tend to view pressure as a signal to focus. Their mindset frames stress as a natural part of doing something important rather than a sign that they are failing. This perspective reduces the emotional weight of assessment and redirects energy toward the task. Others interpret pressure as a threat instead of a challenge, which can trigger avoidance, overthinking and a drop in performance.

Another key difference lies in preparation habits. Students who cope well under pressure usually rely on consistent routines that make assessments feel like an extension of their everyday learning. When study is regular, pressure feels manageable because the student is building on strong foundations. Students who cram or rely on bursts of intense effort often reach exam week without enough cognitive structure to support them, which makes pressure feel overwhelming.

Finally, self-regulation plays a large role. Students who have practised techniques like controlled breathing, time chunking or deliberate breaks often maintain clarity even during stressful situations. Those without these tools may feel consumed by worry before they have a chance to begin.

Pressure affects everyone, but with the right support, most students can learn to shift their mindset, prepare more effectively and develop strategies that allow them to perform at their best when it matters.

Freddie Le Vay

Today, I had the opportunity to observe Edward’s Year 9 Mathematics tutoring session, which focused on foundational trigonometry skills. The main concepts covered were calculating unknown angles and sides in right-angled triangles using the primary trigonometric ratios: sine, cosine, and tangent. The lesson was structured to gradually build the student’s confidence and understanding, ensuring they were not only following along but also able to apply the methods independently.

Edward began the session by revisiting the key trig ratios, reinforcing when and how each one should be used. He explained SOH-CAH-TOA clearly and provided examples that illustrated different problem types, such as finding a missing side when an angle and a side are known, as well as finding an angle when two sides are given. Throughout these demonstrations, Edward paused frequently to check for understanding, asking the student guiding questions to help them think through each step rather than simply memorise formulas.

He then worked through a series of example questions on the board. For each problem, he modelled the process of identifying the correct ratio, setting up the equation, and using a calculator accurately—an important skill at this level. Edward also highlighted common mistakes, such as mixing up opposite and adjacent sides or forgetting to use inverse trig functions when solving for angles.

After several examples, Edward shifted responsibility to the student. He provided a set of practice questions, encouraging the student to attempt them independently while he observed. Edward offered support only when needed, prompting the student to explain their reasoning or revisit the diagram when they appeared unsure. This balance of guidance and independence helped reinforce the student’s problem-solving skills and gave them the opportunity to consolidate what they had learned.

Overall, a great session to observe.

Alexander Nikitopoulos

Highschool learning adapts towards how students utilise both short-term memory (STM) and Long-term memory (LTM). Both systems of the brain work differently, but support each other and play important roles in helping students understand new content, complete class tasks, and perform well in assessments.

Short-term memory acts like the brain’s “holding space.” It stores small amounts of information for a short period of time, often just a few seconds. Highschool students use STM constantly: remembering the steps of a math equation while working it out, keeping track of instructions the teacher gives at the beginning of an activity, or holding onto ideas while forming a paragraph in an English essay. Because STM has limited capacity, students can easily become overwhelmed if too much information is given at once. For tutors, this shows the importance of explaining concepts in small, clear stages and checking for understanding before moving forward.

Long-term memory is where knowledge is stored more permanently. This includes facts, definitions, processes, formulas, and even personal experiences. When a student remembers how to solve equations from last term or can recall quotes from a novel during an exam, they are drawing on LTM. Effective learning involves transferring information from STM into LTM through repetition, meaningful practice, and active engagement. Strategies such as spaced revision, practice quizzes, and using examples from students’ everyday lives help strengthen these long-term memory pathways.

The connection between STM and LTM becomes especially important as students move into senior years. When core knowledge, like times tables, essay structures, or scientific terms, is firmly stored in LTM, students do not need to use valuable STM space to recall it. This allows them to focus on higher-level thinking, such as analysing texts, solving multi-step problems, and applying knowledge in new contexts.

Overall, STM helps students process information in the moment, while LTM gives them the foundation to build a deeper understanding. For highschool learners, strengthening both systems supports confidence, improves academic performance, and makes learning more efficient and enjoyable.

Tiana Tzoukas

Recently, I began working with a kindergarten student, my first kindergarten student, and it has presented itself with yet another learning opportunity for myself as a tutor (one of the perks of this job – constantly learning!). Whilst this student is well behaved, eager to learn, and always giving their best, working with someone as young as five years old, teaching them the very basics and setting out the foundations of their education journey, has taught me that my tutoring approach must change too.

With older students, it’s quite easy to engage in simple, small conversations to gauge their strengths and weaknesses and understand their interests. This makes tutoring them slightly easier as building rapport and targeting areas of weakness happens much earlier on. For kindergarteners however, this is a slightly slower process. As they are so young, it is more challenging to have those constructive conversations and requires patience and collaboration with parents/carers to understand areas to focus on and how to best engage the student. Further, the way the session is structured and conducted must also change. Kindergarteners are only small but super keen! The way we speak, use resources, and provide reinforcements must be carefully considered to not overwhelm the student but rather foster their curiosity and build their confidence, something which is very important so early on.

For me, I have found that speaking in a slightly higher voice, with lots of dynamic, and words of encouragement has helped my student feel comfortable and confident answering questions. Additionally, asking leading questions is something my student responds well to. By not instantly providing answers and rather providing prompts or strategies to work something out seems to excite the student as it is now in their hands to try and explore different ways to understand a topic. I have also found checking in with parents more often than usual and mimicking the topics/approaches taken in school builds consistency and familiarity for my students as well.

Overall, working with this new student has been so rewarding and heartwarming. It has allowed me to understand how to work with young children and connect with them to help make learning an enjoyable experience. As a tutor, it is incredibly special knowing I am able to be a part of a young student’s journey so early on, helping them to understand that learning is a gift and something that is exciting!

Andrea Nouris

Every tutor has met students that are really passionate about their favourite subject or who love to share information or sometimes even try to teach a topic themselves in their own way. When these students genuinely love a topic, they become powerful in a way where learning becomes natural, effort becomes enjoyment and their confidence boosts. As tutors, our job is to inspire our students in order for them to excel, thrive and most importantly love a subject. When they feel ownership over a topic, they begin to enjoy the session, process information faster and eventually take risks at attempting more advanced questions and exploring. Their passion begins to fuel confidence and their enthusiasm turns into academic achievements.

Razan Rustom

Today I observed a year 11/12 standard maths session. They successfully went over various questions and Misha carefully explained any questions and mistakes that were made. As it was the end of term, there was not much content that needed to be covered so they spent the majority of the session reviewing content from throughout the term. Misha did a good job connecting with the student and asking questions about how they were going outside of maths, which helps create a strong tutor-student relationship that assists in building confidence in the student. They managed to be productive throughout the entire session and finished the session off with playing a game which keeps the student motivated and enjoy tutoring sessions.

Maddie Manins

Empowerment sits at the heart of effective tutoring. While tutoring is often framed around improving grades, mastering content, or preparing for assessments, its deeper purpose is to cultivate confidence, independence, and a belief in one’s own potential. When students feel empowered, they don’t just perform better academically, they begin to view themselves differently. They shift from “I can’t do this” to “I can figure this out,” and that mindset lasts far beyond any single subject or exam.

Specifically as the years get older and the work gets harder, tutoring as a means of empowerment matters more than ever. True empowerment starts with creating a safe, judgement-free learning environment. Many students arrive at tutoring convinced they’re “bad at English” or “not a maths person.” Empowering tutors gently rewrite these internal psychological narratives by highlighting strengths, breaking tasks into achievable steps, and celebrating incremental progress. Every small win becomes evidence that improvement is not only possible but already happening. Over time, students internalise these successes as part of their identity.

Another key aspect of empowerment is giving students ownership over their learning. Instead of simply providing answers, tutors can ask questions, guide thinking, and encourage curiosity. This approach teaches students how to problem-solve, how to reflect on mistakes, and how to persist through academic challenges. When students begin to recognise their own agency in learning, they become active participants rather than passive recipients of information.

Empowerment also stems from representation, showing students that their voices, ideas, and perspectives matter. Whether it’s supporting creative expression, validating personal interpretations, or encouraging students to trust their instincts, tutors can help students feel seen and heard. This builds not only academic confidence but personal confidence, too.
Ultimately, tutoring is most powerful when it empowers students to believe in themselves long after the session ends.

Jessica Ciappara