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Today I had the opportunity to observe Grace! She was not only knowledgeable but also incredibly supportive and intuitive in her approach. The student, Colby, was very quiet, often hesitant to speak up, yet Grace’s warm demeanour and approach to tutoring created a safe space for him to engage.
From the moment they began, it was clear that Grace was Colby’s regular tutor, knowing and committed to meeting Jake where he was. She started by asking open-ended questions about what he found challenging, giving him the chance to express his thoughts without pressure. Grace’s patience and calming tone shone through as she listened attentively, encouraging him to speak more and consistently providing him with affirmations to make sure he felt best supported.
What struck me most was how she simplified complex concepts into relatable, bite-sized pieces. For example, they covering Shakespeare together and she consistently broke down themes and techniques able to explain them simply and clearly, getting him to best understand the content they were covering. She was able to explain the context of Shakespeare on a broader level, combine their ideas to make him really understand its content. As the session progressed, Grace was also able to adjust her tutoring style for each type of question. By making sure Jake had his own time to brainstorm and write down his ideas, she covered different material in different ways to engage him without feeling pushed too much.
This was an incredible lesson to watch. Different students definitely have their nuisance’s and it can be difficult to engage with a student who is quite quiet and, especially in an English lesson, getting them to feel comfortable with sharing ideas. Grace’s supportive and adaptable teaching style was a beautiful reminder of the impact a compassionate tutor can have on a student’s learning.

Katherine Petsoglou

Today I had the opportunity to observe Joseph tutor his Year 8 Math student.

Joseph immediately noticed his student’s anxiety surrounding his upcoming yearly Math exam so he began by talking his student through each topic which his student then began to remember methods and content he had learned previously. By breaking the notification down and briefly explaining each topic by using examples from his school textbook, this alleviated the initial stress his student was experiencing. Joseph then tested his students knowledge on different topics to see what he knew prior to beginning revision questions. This ensured that optimal time was spent on areas that presented difficulty. Joseph helped his student organise and condense his notes through illustrations and summary points, providing him with an alternative study technique to what he had previously done. As students may find revision challenging when there is an overwhelming amount of content, this strategy effectively ensured that the student had a clear understanding of topics. Additionally, Joseph allowed his student to explain his thought process and provide reasoning for his answers, ensuring meaningful engagement throughout the lesson. Overall, I admired Joseph’s patience and reassurance that allowed for the lesson to run smoothly while creating a comfortable environment for his student.

Great job!! :))

Marina Nouris

As Term 4 begins, many Year 11 students are transitioning into Year 12 and facing the reality of HSC preparation. With the weight of exams ahead, some students might feel a mix of motivation and intimidation. A common challenge at this stage is procrastination—putting off tasks until the last minute due to overwhelm, lack of direction, or even the misconception that there’s “plenty of time” to study later. For tutors working with new HSC students, the focus on breaking procrastination habits early is crucial for setting them up for a productive year.

One of the most effective strategies to combat procrastination is goal setting. Setting clear, attainable goals for each subject gives students a direction and a sense of purpose. Encourage students to break down large tasks into manageable steps. For instance, instead of “study for the English exam,” a more focused goal could be “outline three themes from Module B text and gather quotes.” This approach allows students to celebrate small wins and stay motivated.

Accountability is another powerful tool in the tutoring arsenal. Regularly check in with students on their progress to keep them on track. Discussing what they accomplished each week reinforces responsibility and highlights their achievements, even if they’re small steps. Tutors can help students build a simple study plan, aiming for consistency rather than cramming. This habit of steady, planned study also helps reduce stress and build confidence as the HSC year progresses.

Lastly, teaching time management techniques such as the Pomodoro Technique, where students study in short, focused intervals with breaks in between, can help make study sessions feel less daunting. It breaks the cycle of lengthy, unstructured study time that often leads to distraction and procrastination. Even practicing time-limited exercises, like answering past HSC questions in set timeframes, can gradually build students’ focus and pacing.

By addressing procrastination head-on with structured strategies, tutors can help HSC students build effective study habits. Establishing these early can transform their approach to Year 12, making the HSC journey feel achievable and even empowering.

Freddie Le Vay

Today, I decided to observe Briana tutor her Year 8 student (Ava) in Visual Arts.

Briana appeared to be assisting her student with a reflection for her visual arts ceramics project. Briana worked closely with her student to help her plan out and write an effective reflection. Working alongside her on her personal computer, Briana was great at prompting thought in her student, rather than solely telling her exactly what to write. This is a very important trait that tutors must possess as it ensures that students are completing their own work and that they are understanding exactly what they are doing.

Observing Briana and the way in which she tutors, it is clear that she possesses leadership traits. By being assertive and implementing positive reinforcement, her student easily followed her highly methodical and structured way of teaching. Briana is a very direct communicator, having used both verbal and non-verbal cues, to ensure that her student was attentive and understood what was being taught to her. Following up on my previous statement about Briana’s methodical nature, an example of this was seen at the start of the lesson. Before writing the reflection Briana asked her student about the different stages of creating her ceramics project, in which Briana drafted the phases – planning, crafting, detailing, & painting. This was an effective brainstorm as it allowed her to guide her student in the process of writing the reflection.

By working together and thoroughly planning what would be said in the reflection, Briana’s student had confidence when it came to hand writing the reflection in her visual arts book. This is particularly due to the open-ended questions that Briana frequently asked, such as “What inspired your design?”. In this way, Briana ensured that her student understood that the key to writing a reflection is rooted in personal insights.

Overall, this was an enjoyable lesson to observe. It is clear that Briana is a highly capable tutor who inspires her students.

James Petrakis

I had the opportunity to observe Lewin’s session. Observing Lewin, his attention to his student’s concerns was immediately apparent. It was clear that he was fully committed to providing personalised support for his student, as he jumped right into the student’s specific questions. One particularly noteworthy aspect of the session was Lewin’s focus on calculator skills. Often overlooked in school education, the ability to efficiently use a calculator is crucial for success in many areas of study. Lewin took the time to guide the student through various calculator functions, explaining not just which buttons to press but also why certain operations were necessary. This practical approach to learning will undoubtedly serve the student well in future mathematical endeavours; this showed me the value of educating the students in content that is outside but adjacent and relevant to their schooling.

The collaborative nature of Lewin’s session was evident throughout. Rather than simply providing answers, he worked alongside the student, encouraging active participation in problem-solving. This approach not only reinforced the student’s understanding but also helped build confidence in their ability to tackle challenging problems independently. A highlight of the session was Lewin’s explanation of exponential population growth and decay. This complex concept, which often confuses students, was broken down into simple, digestible parts. Using clear language and relatable examples, Lewin managed to demystify the topic, making it accessible and comprehensible to the student. Lewin’s enthusiasm for the subject matter was palpable, creating an engaging and positive learning environment. It was clear that the student left the session not only with a better understanding of the material but also with increased confidence in their mathematical abilities.

Great job!

Thea Macarthur-Lassen

I had the pleasure of observing Daphne’s session. Daphne began her session by making a conscious effort to connect with the student. Her warm approach reminded me that the first few minutes with a student are an important moment to gauge their  attention that day, so it was lovely to see Daphne dedicate time to initial casual conversation and open the session with an engaging learning environment. Daphne’s approach helped put the student at ease in what can be a daunting environment and establish a rapport that proved invaluable throughout the session.

Daphne and her student were working on Area and Volume. While this content can be tricky for some, it was great to see how comfortable Daphne made her student feel with the content. Not only did she anticipate questions and effectively explain challenging aspects of the content by breaking each question down, but she utilised the connection she had built with the student to maintain their engagement and, importantly, their enjoyment throughout the process. It was truly impressive to see how well Daphne integrated the content with conversation to make the session fun for the student while also staying on task.

Daphne’s approach to teaching area and volume was also fantastic; her expertise in making complex concepts accessible and enjoyable became all the more evident. Rather than presenting these mathematical principles as isolated topics, Daphne skilfully wove them together, illustrating how volume is a natural extension of area. This approach deepened the student’s understanding and showcased the interconnectedness of mathematical concepts, which are often taught as distinct processes. What stood out most was Daphne’s ability to infuse enthusiasm into this learning process.

Thanks for a great session!

Thea Macarthur-Lassen

I tend to find that students are usually quite good at picking up the distinct elements of an essay: the general purpose of the author and the techniques of the writing. This makes for fairly good essay-writing. It’s missing something, though. What I have noticed students particularly struggle with is the link between, for example, Shakespeare’s use of metaphor in The Merchant of Venice and his actual desire to critique emerging transactional capitalistic ways of thinking he noticed were leaving people feeling unfulfilled and hollow.
I consistently find this is the biggest struggle for students as they progress to the senior years of high school. There is a missing piece here – macro techniques!
These are the wider conceptions of form and structure that constitute the ‘middle man’ between the smaller techniques in the writing and the wider purpose of the text. Macro techniques are the big choices that you’d talk about in a synopsis: Why does Shakespeare tell the story of Antonio and Portia through a comedy? Is it really a comedy? Why does Shakespeare constantly have his characters describe their love and desire through economic language? Asking the right questions helps to bridge between purpose and form. Why is the particular story the author is writing such an effective way of exploring their ideas?
Shakespeare’s Merchant of Venice is a story about love, told through a framework of money. The reason why it works is because theatre allows characters to speak directly, to lead the audience through their narrative. We know that Bassanio’s love for Portia belies a preoccupation with wealth and venture symptomatic of his mercantile world… because from the moment he opens his mouth, he can only express his love through economic language – of thrift, venture, and gain. This connectivity, between Shakespeare’s concerns about a world whose frameworks of understanding were too hollow to sum up the human experience, and his decision to express this through the dramatic form, and then intricately embed it into the dialogue of his characters…I love reading this in an essay. Tell me exactly why that metaphor matters!

Kate Ambrogio

I have been a tutor myself for nearly three years, a job that I take great pride in adding to resume. “Effective & Empathetic Communication,” “Problem Solving” “Relationship Building” – buzzwords that stand proudly next to “Tutor at First Education” subheading. Tutoring has taught indeed taught me how to effectively communicate and solve problems, more than just those in a maths textbook. I have learnt not only how to adapt to diverse learning styles and academic needs but also how to listen, empathise, and encourage students as they navigate their academic journeys, something I myself experienced as a student at First Education nearly four years ago as I was extended the chance to get to know my tutors.

Each session brings a new challenge, and each student a new story, which has pushed me to be creative and flexible in my approach. One of the things I value most about tutoring is the opportunity to build meaningful relationships with my students. It’s such a lovely thing to see how students’ confidence grows when they start getting and understanding concepts that once seemed impossible. Watching them overcome challenges with persistence and self-belief is incredibly inspiring, and it reminds me of the impact that patient, personalised guidance can have on a person’s academic path, especially when I think back to my own experience at school. Whether in English or Maths, I’ve learned to make each session feel less like a lecture and more like a collaborative journey – a skill I believe I would be without as I come towards the end of my degree without having worked here.

Tutoring has been a significant part of my professional growth, and hence, it’s a role I’m genuinely proud to share when I am asked about it in a job interview and how its helped me develop as a person.

Teg

I had the pleasure of observing my good friend Chloe tutor and her student in Mathematics.

Chloe appeared to be tutoring her Year 9 student, focussing specifically on two main topics – factorising and financial mathematics. They were working through textbook questions as well as printed worksheets / past paper questions. I commend Chloe for her unique ability to inspire efficiency within her lessons. This was made clear when I noticed her marking her student’s work, while at the same time her student was working on a new question. In this way, Chloe was able to get through an array of questions and maximise productivity throughout the lesson.

In alignment with her diligent and productive nature, Chloe tutors in a way that is highly engaging. By asking her student questions and prompting thought she was able to solidify her understanding of certain concepts, rather than solely telling her student the answer. This interactive method of promoting thought is necessary when teaching students as it allows the development of active recall and critical thinking.

Chloe’s optimism provided a sense of reassurance to her student, particularly when she appeared to be worried about an upcoming exam and the style of questions that she will be examined on. Chloe’s ability to reassure her student through positive reinforcement, in alignment with her direct way of communicating, provide her students with confidence and allow them to understand and retain information. As tutors we must all be able to provide this reassurance to our students and aim to inspire confidence within them.

It is clear that Chloe is a highly skilled tutor and places much emphasis on the success of her students. Overall, I believe that it would be wise for other tutors to adopt Chloe’s innate ability to be efficient, coupled with her ability to effectively communicate with others in the pursuit of their learning.

James Petrakis

This semester, my social psychology lecturer introduced a really cool concept called “referent influence”. The idea centres on how peer influence can be surprisingly powerful—often even more effective than authority figures. Although this phenomenon is primarily employed within spheres of politics, my lecturer also explained how students tend to respond better when guidance comes from someone they see as a peer rather than from teachers. It clicked for me then, that this concept shifts my perceptions of how tutoring works, notably how it can feel more natural and impactful when tutoring comes from someone relatable.

Take a typical classroom—students usually learn from teachers who are knowledgeable but might feel distant. Now, imagine a tutoring setup where the “teacher” is a peer, someone the student can relate to or admire. This kind of peer-to-peer setup can make a big difference because the motivation isn’t just about completing assignments; it’s about wanting to keep up with or emulate someone they look up to. In this way, the learning feels more personal and likely sticks because it’s not based on pressure from above​.

Around the same time, I stumbled on some research about music psychology and its role in reducing anxiety. Although we don’t provide music during sessions, as a person who plays and sings, I found it profoundly interesting to reflect on my own past with music as a tool during school and a gateway to connect with others. The study talked about how group music sessions could provide a low-key but effective way for students to handle stress and bond with others. Thinking about it, tutoring often comes with stress, and these group sessions might offer a new way to make the environment more comfortable. Music, in this context, becomes a tool to break down stress, giving students a chance to connect and express themselves without pressure. It’s easy to imagine how this would help them feel more at ease and open to learning.

Together, these ideas make me see tutoring as more than just helping someone understand a subject. When we factor in things like peer influence and stress management, tutoring could actually become a really powerful support system that meets, in my mind, equally vital criteria; academic and emotional needs.

Toby Bower