Throughout my time as a tutor, I’ve experimented with many different pedagogical practices to determine what works best for both my students and me. While it’s important to recognise that what works for one student may not work well for another, it’s equally important to experiment and learn about each student’s specific learning needs. In this piece, I will discuss a particular method of questioning that I believe works well for the majority of my students and, in turn, helps me as an educator as well. You may or may not have used this method before or had your teacher or tutor use it with you. It is the method of asking your students to teach back to you what you’ve just taught them. I believe that this method is mutually beneficial for several reasons.

It Increases the Likelihood of Information Entering Long-Term Memory

Of course, it’s incredibly difficult to ensure that the information and knowledge you’re providing to your students is entering their long-term memory and not just their short-term memory. When you ask your student to relay the content that you’ve taught them, it signals to their brain that the information is important and should be stored for future use. The more you do this and the more you ask your students to teach you the same content, the more likely it is that they’ll begin to remember it, often without realising it. I’ve found this works well when asking students to recount the details of the plot of the prescribed text they’re reading. I tell them that I have no idea what the plot is about (which isn’t true), and they often surprise themselves with how well they know it!

It Provides Educators with Valuable Insight into Our Students’ Knowledge and Gaps

When asking our students to recount the information they’ve learned, we can listen carefully and pinpoint what exactly they understand and what might not be clicking as well as it should be. This is a subtle and gentle way of testing their knowledge without them even noticing!

Sophie Marchant

Keeping students engaged and motivated during tutoring sessions can be a challenge, but with the right approach, you can help them stay focused and excited about learning.

1. Build a Positive Connection
Students respond better when they feel comfortable and supported. Start sessions with a friendly check-in, show genuine interest in their progress, and celebrate small achievements. A little encouragement goes a long way!

2. Set Clear, Achievable Goals
Setting realistic and specific goals helps students stay on track. Instead of saying, “Let’s improve your math skills,” try, “Today, we’ll master solving quadratic equations.” Seeing progress keeps them motivated.

3. Make Learning Interactive
Engage students with active learning techniques like quizzes, discussions, and the “teach-back” method, where they explain concepts in their own words. Games and real-world applications also make sessions more exciting.

4. Encourage a Growth Mindset
Help students understand that mistakes are part of learning. Praise their effort rather than just results, and remind them that persistence leads to improvement.

5. Adapt to Their Learning Style
Each student learns differently. Use visuals for visual learners, discussions for auditory learners, and hands-on activities for tactile learners. Adjusting sessions to their needs makes learning more effective and enjoyable.

6. Give Them a Sense of Control
Let students have a say in what they focus on. Offering choices in how to approach a topic makes them feel more invested in the learning process.

7. Keep Energy Levels Up
Be enthusiastic, use a positive tone, and switch things up when students lose focus. Taking short breaks when needed can also help maintain engagement.

Allegra Pezzullo

Today I observed Mary’s year 12 English Advanced where she introduced a new module, Module C: The Craft of Writing.

I gained insight into how the tutor effectively introduced key concepts of the module, focusing on the importance of creative expression and the techniques writers use to shape meaning. The session emphasised the development of personal voice and style in writing!

Mary effectively encouraged her student to analyse how language choices can influence an audience. I found her effective use of questioning engaged her student and built on his critical thinking skills. Mary started off with the Module rubric and applied that to George Orwell’s Political Essay, and explored the language techniques and concepts that can be used within the student’s personal writing.

Chris Mylonas

The perception of a tutors intelligence, approachability and confidence in a session is key in conducting a positive a focused session. The perception of a tutor can be heavily influenced by the clothes they choose to wear.
Clothing plays a significant role in the image and professionalism of a tutor. It helps to set the tone for the learning environment, fostering respect, and authority. When a tutor dresses appropriately, they convey competence and seriousness about the subject they teach, which can positively influence the student’s perception of the lesson and their focus on the material.

Firstly, dressing well can help establish a sense of professionalism. Tutors are often seen as role models by their students, and their appearance reflects their commitment to the tutoring session. Wearing suitable clothing shows that the tutor values the learning process and is prepared for the task ahead. It also demonstrates that they respect both themselves and their students, reinforcing a sense of structure in the educational setting.

The right clothing can also contribute to a more effective learning environment. Tutors who dress appropriately for the context of the lesson create an atmosphere of seriousness, signaling that the time spent learning is valuable. Whether it’s a formal setting or a more relaxed one, dressing suitably can help set expectations for behavior and create a more focused, professional dynamic.

Additionally, how a tutor dresses can influence their confidence. When tutors feel comfortable and confident in their attire, they are likely to perform better and engage more effectively with students. This confidence can enhance communication, making it easier for tutors to build relationships with students and create a positive, productive learning environment.

Dressing professionally can also help with building rapport with the students parents as they will draw the conclusions that the tutor takes the sessions more seriously. This will help when interacting with more involved parents who are unsure if tutoring is the correct path with helping their child improve.

In conclusion, clothing is more than just a matter of personal preference for a tutor. It plays a critical role in establishing professionalism, promoting respect, and fostering a productive learning environment. By dressing appropriately, tutors set a positive example and support the overall educational experience for their students.

Olivia Moustakis

Today I observed Shyla Gloster teaching Mia’s Year 5 maths/english lesson. It was a highly engaging and educational lesson ! From the start it was clear that Shyla had built a strong, positive relationship with the student which helped her create a supportive environment.

Shyla was incredibly responsive and observant to the students’ needs. I’ve noticed that Shyla has tutored this student for a while as she was able to pick up on subtle moments of hesitation or confusion and adapted her approach to accommodate the student. At one point, when the student struggled with a maths question, she reworded her explanation and guided the student through it without ever making Mia feel rushed or self-conscious about her answers. The sense of encouragement she provided was clearly genuine to the student, which I think was enhanced by the sense of familiarity that Shyla had established with Mia over the time she has been tutoring her.

What really impressed me was the way Shyla maintained the student’s engagement throughout the entire session, especially tutoring a young student. She used a variety of strategies to keep the lesson dynamic so the student remained engaged. This included mixing direct instructions with open-ended questions, and also dedicating time for the student to complete questions on her own to build Mia’s confidence. It was clear that Shyla was able to create a thoughtfully planned lesson from the start, but was adaptive enough to change it when the student demonstrated confusion, which I thought was very impressive !

Great job !

Annaliese Lakis

One of the most powerful ideas in education is the growth mindset—the belief that skills and intelligence can improve with effort and practice. As tutors, we can help students develop this mindset, which boosts their confidence and success.
The term “growth mindset” was introduced by psychologist Carol Dweck. It is the opposite of a fixed mindset, where people believe their abilities are set and can’t change. Students with a fixed mindset may avoid challenges because they fear failure. But with a growth mindset, they see mistakes as chances to learn and get better.
In tutoring, helping students build a growth mindset starts with changing how they think about challenges. Instead of saying, “I’m bad at math,” they can say, “I haven’t figured it out yet.” That small word—”yet”—reminds them that learning takes time and effort.
Giving positive and helpful feedback is also important. Instead of just pointing out what’s wrong, tutors can turn mistakes into learning opportunities. For example, if a student struggles with essay writing, instead of saying, “This is incorrect,” a tutor might say, “This is a great start. Let’s work on making your argument stronger.” This approach builds confidence and encourages students to keep improving.
Setting small, achievable goals is another way to reinforce a growth mindset. When students see progress, even in small steps, they feel motivated to keep going. Celebrating their improvements, no matter how small, helps them believe in their ability to grow.
A growth mindset teaches students that effort leads to progress. As tutors, we don’t just help students with school subjects—we help them believe in themselves. This lesson goes beyond academics and prepares them for lifelong learning and success.

Kassandra Pegios

Observing Demetria with her Year 11 English Advanced student, Nickolas, provided valuable insight into her teaching approach and the student’s progress. They began by focusing on the ‘Reading to Write’ module, specifically highlighting the ‘show, don’t tell’ technique. The lesson emphasised sensory imagery and the distinction between interior and exterior expression, both crucial in developing compelling analytical and creative responses.

Nickolas had performed impressively in his recent examination, achieving 80%, which reflected his strong grasp of literary techniques and their application. However, his reflection component was comparatively weaker, suggesting a struggle with deeper analytical writing. This indicated that while he could effectively apply techniques in creative writing, articulating the broader implications and purpose behind them remained a challenge.

To bridge this gap, Demetria employed a structured approach using the PIE (Purpose, Impact, Effect) method to annotate extracts and poems. Her teaching technique was methodical: she first encouraged the identification of literary devices before guiding Nickolas to consider their intended effect and significance within the text. This step-by-step approach helped solidify his analytical skills, ensuring that he moved beyond surface-level identification to a more nuanced interpretation of meaning.

After completing their work on ‘Reading to Write,’ they transitioned to Module A: ‘Narratives that Shape Meaning.’ Here, Demetria encouraged Nickolas to explore how storytelling techniques influence the way meaning is conveyed and interpreted. They examined narrative perspective, structure, and thematic concerns, analysing how different texts engage with and reshape established ideas. This shift in focus allowed Nickolas to apply his understanding of literary techniques within a broader conceptual framework, further strengthening his analytical approach.

A key aspect of the lesson involved engaging Nickolas in discussion about the interplay between techniques and their impact. Through guided questioning, she encouraged him to think critically about how these elements contributed to the overall themes and messages of the texts they analysed.

Briana Vaz

Mathematics is often seen as a subject that requires intelligence, but in reality, it’s more about practice than natural talent. Just like learning a musical instrument or a sport, mastering maths comes from consistent effort and problem-solving. As a maths tutor, I’ve seen first-hand how regular practice transforms struggling students into confident problem solvers.
Why Practice Matters
Maths is a subject built on logic and patterns. The more you practice, the more familiar you become with different types of problems and the strategies needed to solve them. This familiarity helps build speed, accuracy, and confidence, which are crucial in both exams and real-world applications.
Practicing also helps reinforce concepts. It’s easy to follow along in class and understand a topic while the teacher is explaining it, but unless you apply it yourself, the knowledge fades quickly. Solving questions regularly strengthens your understanding and ensures that the methods stay fresh in your mind.
Overcoming Fear and Anxiety
Many students feel anxious about maths, especially when faced with difficult questions. However, consistent practice reduces this anxiety. When you expose yourself to different problems, you start recognising patterns and common tricks, making even the toughest questions feel manageable. Over time, what once seemed impossible becomes second nature.
Developing Problem-Solving Skills
Maths isn’t just about numbers—it’s about thinking critically and logically. By practicing a variety of questions, students learn to approach problems from different angles, improving their reasoning skills. These problem-solving abilities extend beyond maths and are valuable in science, engineering, finance, and even everyday life.
Final Thoughts
If you want to excel in maths, there’s no shortcut—practice is key. Aim to solve problems regularly, challenge yourself with new concepts, and don’t be afraid to make mistakes. The more you practice, the better you get, and soon enough, maths will feel less like a challenge and more like a skill you’ve mastered.

Tom Gloster

The long-term benefits of tutoring extend beyond immediate academic progress and confidence. While tutoring can certainly boost a student’s marks and grasp of particular subjects, its positive influence continues to resonate in broader aspects of life. Some key long-term benefits of tutoring include improved self-confidence, stronger study habits, better time management skills, increased academic independence, and preparation for future success. Primarily, tutoring can influence a significant boost in self-confidence, fuelled by the relationship between tutor and student working to understand difficult concepts and achieving small wins within this space. This renewed belief in their strengths enables students to take on broader challenges both academically and in life with a positive mindset. Moreover, tutoring can teach students stronger study habits through the structure and routine provided within and outside of the sessions. By teaching students particular strategies suited to their learning style such as note-taking techniques and essay structures, students are able to take this approach in their own personal learning spaces, similarly fuelled by the weekly homework tasks set by their tutor. Through tutoring, students are able to become more independent learners as well. Tutors guide students through the process of solving and understanding problems on their own, without simply providing answers. As a result of this structure, students develop key problem-solving and critical thinking skills which enable them to become self-reliant within their academic journey. This autonomy becomes a lifelong asset, as students continue to approach new challenges both within their school year, alongside daily challenges and throughout the workspace in the future. Tutoring also provides students with better time management skills as they navigate school work alongside tutoring homework and the expectations given with their select time with the tutor and the questions they should bring. These benefits, as reviewed above, work in tandem to act as a key preparation for future success, particularly in a student’s older educational years, such as in the HSC and other high-stress exams such as the SAT, or LSAT’s.

Georgina Maxwell

Literature in education, especially senior years, presents an inherent complication. On one side, there’s the need for students to develop critical thinking and genuine engagement with texts; on the other, there’s the practical reality of exams, where ‘ticking boxes,’ memorising essays, and technical precision determine results. As tutors, our role isn’t to reject one in favor of the other but to strike a balance between literary appreciation and exam success.

There is value in learning how to “tick the boxes.” Examinations reward clarity, structure, and the ability to link ideas to established techniques. A well-prepared student should be able to identify how Arthur Miller’s ‘The Crucible’ critiques mass hysteria or how ‘The Meursault Investigation’ responds to colonial narratives. However, focusing only on techniques and pre-prepared responses can make literature feel mechanical, limiting a student’s ability to develop original ideas.

A strong tutoring approach ensures students master both aspects – allowing studentsto break down marking criteria and refine their ability to structure responses effectively while also encouraging them to engage with texts in a way that feels meaningful. One way to achieve this is by linking analytical techniques to broader discussions, perhaps exploring why a motif is significant, rather than just identifying it, or considering how a historical context shapes a novel’s message.

When students approach literature with curiosity, their writing naturally improves. They move beyond formulaic answers while still ensuring their responses meet exam requirements. The goal is to create students who not only perform well in assessments but also develop the confidence to articulate their own interpretations. After all, the best essays don’t just demonstrate knowledge, they show genuine engagement with ideas.

Oliver Fletcher