I had the great opportunity to observe Mary with her student Olivia. Today they split their session in half, 1st revising her practice HSC written response, then proceeding with Maths.

Together they went over the markings done by her teacher, for her Human Experiences essay. Mary went over what improvements she needed to make, stating what she needed to incorporate to be more descriptive with her essay to become more sophisticated and ultimately increase her marks.

For the second half of the lesson they went over Standard Maths. They began chapter 9, where Mary explained how to convert scale on the map from what is measured to the distance between towns.

All in all, her explanation of concepts in both English and Maths were very easy to comprehend, allowing her student to understand and apply what she said into their work.

Alex Stamoulis

This afternoon, I had the opportunity to observe a biology tutoring session between Chloe and her student, Katerina. Initially what I admired about Chloe’s lesson was her choice to visually draw out the models as an extension to what she was teaching. This was a highly receptive way for her student to be actively involved while exploring new concepts. It was great to see how these visuals made abstract ideas more accessible, allowing Katerina to see connections she may not have grasped from listening or reading alone.

Chloe quickly gauged Katerina’s grasp of the topics and then tailored the lesson to suit her needs. Instead of just revisiting concepts/examples Katerina had already covered in class, Chloe challenged her with new examples and advanced questions, prompting Katerina to think critically and problem-solve on the spot. This not only kept the session dynamic but also encouraged Katerina to think beyond the questions on paper and enhance her analytical skills.

This dynamic approach helped Katerina stay engaged and motivated, ensuring that the lesson didn’t become too overwhelming, especially when learning new concepts which can be daunting. Chloe frequently checked in with her student, adjusting the pace when needed and allowed Katerina to clarify concepts about the topic.

Extending further than learning, the nature of the session was very comfortable with Katerina asking questions whenever she was unsure. Towards the end of the session, Chloe provided numerous resources for her student to extend her knowledge, providing extra notes, specifically for topics she had just learnt.

Throughout the session, Chloe’s ability to adapt her teaching style to Katerina’s needs, while keeping the content challenging and engaging made for a highly effective session.

Jessica Ciappara

Many students face learning challenges at some point, whether it’s struggling with a tough subject, feeling overwhelmed by assignments, or dealing with test anxiety. The good news? These obstacles are not roadblocks but stepping stones to growth. With the right strategies and mindset, students can build confidence and overcome academic hurdles.

1. Identify the Root of the Challenge
The first step in overcoming a learning challenge is understanding its cause. Is the difficulty due to a lack of foundational knowledge? A learning style mismatch? Time management struggles? Identifying the root allows students to take targeted action, whether it’s reviewing past material, exploring different study techniques, or seeking additional support.

2. Develop Effective Study Strategies
Not all study methods work for everyone. Some students retain information better through visual aids, while others learn best by teaching concepts to someone else. Experimenting with different techniques—such as active recall, mind mapping, or the Pomodoro technique—can help students discover what works best for them.

3. Seek Support and Ask for Help
Struggling in silence can make learning challenges feel insurmountable. Encouraging students to ask teachers, tutors, or peers for help can make a world of difference. One-on-one tutoring, in particular, provides personalized guidance that targets specific weaknesses and builds academic confidence.

4. Cultivate a Growth Mindset
A growth mindset—the belief that intelligence and abilities can be developed through effort—helps students persist through difficulties. Instead of seeing mistakes as failures, they can view them as learning opportunities. Encouraging resilience and self-compassion fosters long-term academic success.

By identifying challenges, using effective study strategies, seeking support, and embracing a growth mindset, students can turn struggles into strengths. With patience and perseverance, any learning obstacle can be overcome.

Allegra Pezzullo

Education is often treated as a standardised process, expecting students to learn at the same pace. However, human cognition is far more complex, with each learner bringing unique strengths, challenges, and preferences. Personalized tutoring addresses this by offering a flexible, student-centered approach that enhances understanding, builds confidence, and fosters a love of learning.

A major challenge in conventional classrooms is the lack of individual attention, as teachers must cater to dozens of students, making it difficult to provide targeted support. As a result, struggling students fall behind, while advanced students become disengaged. Personalized tutoring bridges this gap by adapting teaching strategies to suit different learning styles, ensuring lessons are both effective and engaging. A tutor can identify whether a student learns best through visual aids, hands-on activities, or verbal explanations, tailoring instruction accordingly. Beyond academics, tutoring plays a crucial role in shaping confidence and motivation. Many students experience frustration in subjects they find difficult, leading to self-doubt, however, in a tutoring setting, mistakes become opportunities for growth rather than embarrassment. A supportive tutor fosters an environment where students feel encouraged to ask questions, take risks, and persist through challenges. Over time, this builds resilience and a growth mindset, key traits for lifelong success.

Another major benefit of personalised tutoring is its ability to cultivate independent thinking. Instead of merely memorizing facts or following rigid formulas, students learn to approach problems critically, ask insightful questions, and develop problem-solving skills applicable beyond the classroom. This fosters adaptability and self-sufficiency, preparing students for real-world challenges. Technology has made tutoring even more dynamic with AI-driven tools, adaptive quizzes, and interactive simulations allow instruction to be tailored to student progress. However, technology alone is not enough, human intuition, encouragement, and adaptability remain essential for effective learning.

Ultimately, personalised tutoring is not just about improving test scores; it empowers students to take ownership of their education. By addressing individual needs, it transforms learning into an active, engaging experience, one that fosters intellectual curiosity, confidence, and lifelong success.

Charlotta (Lottie) Mackay

I had the pleasure of observing Amelia’s session with Brian who’s a Year 7 English student.

In the session Amelia went through practice year 7 English comprehension papers with a year with Brian. Amelia would let Brian independently answer comprehension questions, letting him try to get his head around the question himself first and formulate an answer without her directly telling him. She was great at only prompting him and jumping in when he was really struggling with a comprehension question which was very effective in helping to build up Brian’s confidence in writing his own responses before asking for help.

I also noticed that Amelia had a colour coded highlighting system for Brian, where she instructed Brian to highlight important words in orange and highlight evidence in yellow that he could use to help him answer the comprehension questions later. Additionally, she helped Brian to understand when and where to include evidence in responses to comprehension questions when he was confused whether or not he needed to reference the passage.

Amelia would also give Brian plenty of time to read the text himself and to try understand it the best he could without her having to read it for him, which I though was great for helping him to practice under exam conditions.

Overall, Amelia was very attentive to Brian and great at only promoting him when needed in turn, developing Brian’s independence and confidence with his English comprehension skills when it comes to taking English tests.

Bianca Douroudis

In a crowded classroom, where an urgency to cover an overwhelming plethora of content in limited time takes precedence, a student hesitates to raise their hand – nervous of making a mistake, anxious about slowing a lesson’s pace. Thus, the moment passes, and the class moves on. Their question remains unasked. Confusion lingers, compounding as new information builds upon uncertainty.

In a tutoring session, however, that same student is able to speak up without hesitation. Their uncertainty seems to transform, evolving into understanding as tutoring facilitates a learning process tailored to students needs. This contrast seems to highlight a fundamental truth: students are naturally curious, with an innate capacity for learning, yet it is within the personalised framework of tutoring that curiosity may actually be turned into knowledge.

With a reduced student-to-teacher ratio, tutoring allows for adaptive instruction, able to personalise the pace of the lesson and the strategies of teaching. Tutors identify gaps in understanding and bridge them. This inevitably builds confidence as students’ knowledge grows. This kind of confidence is crucial, particularly in test-taking environments, where anxiety is often a major detriment to performance.

This efficacy of tutoring is not only apparent but well-documented. A meta-analysis of sixty-five independent evaluations of tutoring programs found that “tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs” (Cohen et al., 1982).

Whether refining writing skills, mastering numeracy, or deepening scientific understanding, tutoring proves to be an incredibly viable and powerful source of education.

Oliver Fletcher

Today, I observed Sienna’s session. She did such a good job helping her student Yasmin prepare for her upcoming Reading and Comprehension NAPLAN exam.

Sienna did a great job allowing Yasmin to complete the exam under timed conditions. When her student had any questions, Sienna helped Yasmin to go methodically through the possible answers. This helped Yasmin to understand what process she needs to go through when she answers the questions by herself.

Sienna gave Yasmin some helpful examples tips like how to effectively manage her time and how Yasmin can effectively use the process of elimination to get the correct answer, even when she’s unsure of what the right answer could be.

Sienna also helped her student to understand what the test was assessing. For Yasmin, the test was assessing her comprehension skills, more specifically her reading, understanding and interpretation of the text and how she can apply it to any multiple choice or short answer question .

Sienna allowed her student to read the article out loud. This enabled the student to practice her reading skills and allowed Sienna to assess how well she is able to read and interpret what she is reading.

As her student read, Sienna read the same article on her laptop. This meant that if Yasmin had any questions about what she read, Sienna was able to answer them straight away.

Sienna and Yasmin had a great relationship and they got along really well.

Sienna did such a great job helping Yasmin to build her confidence in reading and she had great tips to help Yasmin improve her comprehension skills.

Sienna did such a great job helping Yasmin to prepare for her English NAPLAN exam and she should be so proud of herself! Great session! Such a pleasure to observe. Keep it up!

Ashley Cohen

Critical reading refers to understanding the content of a piece of text, and similarly examining the author’s purpose and craft. Within the NSW HSC Curriculum, humanities-based subjects including History, English, Studies of Religion and Community and Family Studies provide a grounded framework of syllabus dot points for students to learn from, however, in an effort to excel within these subjects, critical reading is an important avenue to encourage a student’s deeper confidence – a necessity within an exam style context. In engaging the student to read something and question its form, authenticity and intentions, critical articles diverge from the rigidity of NESA assigned textbooks to further encourage students to name and examine one’s own feelings, perceptions and reactions during the experience. This, in essence, broadens the scope of learning within the HSC syllabus, prompting active engagement between a student and the syllabus they are drawing from.

In the evolving nature of artificial intelligence within a modern society, Year 11 and 12 teachers alongside HSC markers are demanding students to discern relationships between concepts as opposed to merely memorising facts from textbooks. Articles that examine philosophical arguments, social theories or historical structures allow students to see beyond basic facts and understand the deeper implications of human actions and societal changes. This, therefore, enables a student’s flexibility in their response to unseen questions within their exams and encourages the emergence of a personal voice within their answers – a notable bonus when seeking to attain a Band 6 response.

Furthermore, while textbooks provide a solid foundation of knowledge, they often fail to capture contemporaneous debates and emerging ideas within a given field. Critical articles, on the other hand, equip students with contemporary research and ongoing discussions on the relevance of the syllabus dot point as examined in a real-life manner.

In conclusion, studying critical articles plays a vital role in advancing the scope of a Year 11 and 12 students’ knowledge on humanity-based syllabus content, encouraging the elevation of their work through engaging with their personal voice.

Georgina Maxwell

Today I observed Annaliese’s tutoring session with a highly advanced Year 7 maths student. This was a dynamic and engaging lesson that balanced and challenged the kids, curiosity, and focus level. From the start, she tailored the session accordingly, moving beyond the what he was doing in class to introduce new concepts and topics. Rather than simply reinforcing and going over what he had already mastered, she presented him with fresh, and complex problems that encouraged deeper thinking and harder problem-solving. she layered in additional elements, to push him to extend his understanding further.

To keep the session going, Annaliese incorporated NAPLAN questions as he is in YEAR 7. She ensured he remained interested by maintaining a conversational approach, weaving in casual discussions and checking in on his engagement level. This balance prevented the lesson from feeling rigid, allowing for a more enjoyable and stimulating learning experience.

Throughout the session, she maintained a flexible structure, adjusting the difficulty of tasks based on his responses. If he solved a problem too easily, she modified it to introduce a more complex twist. When a new concept intrigued him, she allowed space for further exploration rather than rushing through a set plan.

As the session progressed, Annaliese made use of any remaining time by branching into other subjects, reinforcing a well-rounded academic approach. She engaged him in discussions about science and English, making connections between different disciplines and encouraging intellectual curiosity beyond mathematics. This approach ensured that every moment of the lesson was meaningful, leaving the student not only challenged but also excited about learning.

Her ability to adapt, challenge, and engage effectively created an environment where the student thrived, reinforcing his love for learning while preparing him for future academic success.

Shyla Gloster

James created such a positive and encouraging learning environment during his session with Owen. He never spoke down to him or made him feel uncomfortable about not knowing something. Instead, he had a natural way of explaining things that felt supportive, almost like an older brother guiding a younger sibling. Rather than just giving answers, he worked through the maths with Owen, saying things like, “See how I did that? It’s not too hard, hey?” This made the process feel collaborative rather than intimidating, helping Owen gain confidence in his abilities.

Beyond just maths, James showed genuine care for Owen’s learning experience. When he noticed Owen struggling to see the screen, he asked if he wore glasses. When Owen said no, James encouraged him to sit at the front of the class to avoid missing important details. It was a thoughtful moment that showed he was looking out for Owen beyond just their session. He wasn’t just there to teach algebra—he was making sure Owen had the best chance of succeeding in class as well.

They worked through all of Owen’s homework together, and whenever Owen hesitated or found something unfamiliar, James reassured him. When Owen found writing expressions like 2y strange, James responded, “I know it feels weird at first, but everything does when it’s new. The more you do it, the easier it’ll feel.” This kind of reassurance kept Owen engaged and willing to try.

James also frequently checked in to make sure Owen understood, stopping often to ask if he had any questions. When he didn’t get something, James used the whiteboard to break it down in a simpler way. His patience, encouragement, and ability to make learning feel approachable made the session not only productive but also a positive experience for Owen.

Briana Vaz