Hey everyone, today I had the opportunity to observe Alice’s Year 11 Extension Mathematics tutoring session. The topic for this lesson was Discrete Probability.

Alice conducted the session in a clear, structured, and supportive way. She began by outlining the plan for the session and explaining that they would be moving into some Year 12 content, as it is term 4.
They began by revisiting a practice exam paper that her student had completed as homework. She encouraged him to identify and reflect on the areas he found most challenging.

They reviewed these problems, which allowed Alice to pinpoint specific misunderstandings and guide her student through the correct reasoning. This approach helped build his confidence in tackling difficult questions on his own.
After reviewing the homework, Alice introduced the concept of probability distribution. She carefully explained each step of the process, using examples from the textbook to demonstrate how the theory applied to real exam style problems.

Throughout the explanation, she paused frequently to check for understanding, asking her student to explain his thought process before moving on.

This collaborative learning environment helped her student feel comfortable sharing ideas and asking questions.

What stood out most was how supportive and reassuring Alice was throughout the session. She provided positive feedback and calmly re-explained concepts whenever he seemed unsure. Her patience and encouraging manner helped her student feel comfortable with the topic, and more confident to attempt challenging problems on his own.

Overall, Alice’s lesson was well structured, and tailored to her student’s needs. Her balance of clear explanation, guided practice, and emotional support created an effective and encouraging learning environment.

Pamela Casiou

Leading up to the HSC many students find themselves overwhelmed and stressed out; a completely normal reaction! You may study for 7 hours a day in the lead up to the final exams and still have those common pre-test jitters! This doesn’t mean you’re unprepared; it means you care!

Your brain loves your predictable daily pattern! It is so important to make sure that you are sticking to your regular routine the night before your exam, eating dinner with your family at a normal time, looking over your notes lightly (and not cramming any last-minute questions!), and even if it means spending half an hour on your phone or reading a book before you go to sleep, keep up the routine!

If you try to cram at the last minute, stay up all night, don’t eat a nutritional breakfast, your body will be exhausted the next day, and your mind won’t be able to concentrate properly on the questions in front of you!

Think of your brain like a racing car; you wouldn’t put it in a race without petrol! A balanced breakfast; a banana, smoothie, or yogurt bowl sets you up to be alert and ready for your day ahead! If you skip this step, you might get a case of brain fog, which you especially wouldn’t want on the morning of such an important day.

The morning of your exams; arrive at the testing centre a little bit earlier; so you have time to go over the brief summary notes that you have with you, take some time to settle your nerves, have some water, and strut into the exam hall in a cool and composed manner!

Remember, you aren’t alone in the stress and build up to these exams! Everyone is in the same boat; so don’t disadvantage yourself by doing something that your body isn’t used to!

Sarah Constantinidis

Hey everyone, today I had the opportunity to observe Jemima’s physics session.

She did a great job going through different physics questions. They started to talk about energy and electrical charges and how they can apply these theoretical concepts practically. They then looked at the different formulas that needed to be applied to these questions, including pie.

They then looked at the students ability to interpret and solve each question. This helped to work out how the student interacted with the question.

Jemima also a great job allowing her student to work through each question independently. When her student got stuck she would then help her. Jemima encouraged her student to detail each part of her working out.

When her student got stuck, Jemima would give her student some hints to help her. Jemima got her student to show all her working out, explaining to her that if she made an error in her final answer she could still get some marks for her working out. She could also get some carry on marks.

Jemima would work out each question at the same time as her student. She would then show her student her solution and her working out. She would go through each step of her working out in detail. When Jemima’s student made an error, she would go through the error helping her to understand where she went wrong. They would then either re-do the question or do a similar question to make sure her student understood her error and that she could apply the correct solution.

They looked at the difficulties of different types of questions and depending on how her student was progressing would influence the difficulty of questions they would then do as well as the difficulty of questions Jemima would give her student for homework.

It was great to see how friendly they were and how comfortable her student was with her. They had a great relationship and they got along really well.

Overall, Jemima did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

As we begin Term 4, a lot of students start to have their final exam blocks upcoming, and I can definitely sense the mix of pressure and panic that comes with it. It has led me to reflect on how our tutoring sessions change in the lead-up to exams, as the focus shifts from learning new concepts to refining confidence, strategy, and timing. Over time, I’ve learned that successful exam preparation isn’t just about doing as many practice papers as possible. It’s about being deliberate with how students approach them. I always encourage students to review why they got something wrong, rather than just redoing questions until they get them right. When they understand the reasoning behind their mistakes, they’re far less likely to repeat them under exam stress.

Another strategy that really helps is building a routine. I find that setting up small, focused study goals, for example “revise two topics this week” or “complete one timed section”, makes the process feel more achievable. It also helps students visualise their progress, which boosts their confidence. Often, we break questions down into levels of difficulty, starting with the easy ones to build momentum before tackling the harder ones. This approach mirrors the structure of most exams and helps students manage their time and energy on the day.
Often, the most overlooked part of exam prep is the student’s mindset. I find that it is important to remind students that feeling nervous is normal. However, it is also important to keep the anxiety in check. A lot of the time, most of the panic can be eased with preparation. When they’ve practised enough, reviewed their weaknesses, and built strategies that work for them, the fear begins to fade.

Katreen Diab

Today, I had the opportunity to reflect on how my tutoring approach has evolved this year and the strategies that have shaped my practice at First Education.
Over time, I’ve come to understand that one of the most valuable aspects of tutoring is creating a positive and supportive learning environment. Building a strong, trusting relationship with each student helps them feel comfortable and engaged, which in turn encourages them to enjoy and connect more deeply with their learning. The environment at First Education also plays a big part in this — the centre provides excellent resources and a calm, welcoming space that allows students to focus and thrive. A key part of my tutoring approach involves recognising when to guide a student closely and when to step back and let them take the lead. I’ve learned that this balance fosters independence and confidence, especially when students face challenges or make mistakes. In moments of difficulty, I find it effective to slow down, revisit foundational concepts, and rebuild understanding from the ground up — helping the student regain confidence in their abilities.
Overall, working with a diverse range of students has taught me how to adapt to different learning styles and personalities. Each session provides new insight into how students learn best, and I’ve really valued the opportunity to support their growth while continuing to develop my own skills as a tutor.

Annabelle Molloy

Behind every lesson plan, every practice question, and every homework activity lies the fundamental relationship a student has with their tutor. It’s this connection that often determines not just how much a student learns, but how they feel about learning itself. Tutoring sets up a student for more than just schoolwork but teaches transferable skills applicable to everyday life.

Tutoring for students can often seem daunting and, at times, very vulnerable, but with the right tutor and a supportive team relationship, tutoring can be reframed in the student’s mind. When students feel understood and supported, they’re more willing to take risks, ask questions, and admit when they don’t understand something, making it most effective. They stop fearing mistakes and start seeing them as stepping stones toward growth. Tutoring isn’t just about explaining concepts or improving marks; it’s about creating an environment where students feel capable and valued.

​​For tutors, these relationships are equally transformative. Each session is an opportunity to inspire, guide, and witness the power of encouragement and teaching firsthand. Watching a student develop from uncertainty to confidence is one of the most rewarding aspects of the role. When trust and understanding form the foundation, students don’t just learn, they grow, gaining the confidence to tackle challenges both in and beyond tutoring sessions.

Jessica Ciappara

During study-intensive periods, such as prelim exams or HSC exams, students typically feel that the best thing to do is to study as much as they can, keeping their head down and powering through. While this may work for some students, the idea of “more hours studying = better results” isn’t necessarily true. The brain works like a muscle, needing rest to perform at its best. This is where brain breaks play a role.

Brain breaks are short, intentional pauses that let the mind “recharge”. These breaks aren’t necessarily long or complicated, and could be as simple as going for a walk, stretching, or a quick game of Uno with your tutor! In a tutoring session, when students take these short pauses, energy and focus tend to increase. These breaks also allow for any stressful or negative emotions to ease before moving on, growing confidence. Additionally, information is more easily stored in long-term memory rather than short-term memory (helping with information retention for exams!) when taking brain breaks.

Brain breaks are based on real science. Human brains have limits on how long concentration lasts. This differs between individuals, but once that limit is hit, attention fades and information retention drops. By taking a few minutes to step away, the human brain is able to consolidate what it has learnt, meaning it can be ready to take in more information.

The key is that brain breaks aren’t wasting time, but more so using time smarter. The length of study to break can change and adapt over time as interest and knowledge grow, but the “break” component is always beneficial when used wisely. For younger learners, this break might be standing up and moving around, while for older students, it could be taking a minute for some mindfulness or a quick chat.

Essentially, these pauses aid students to learn better and teaches them balance between study and rest, helping them in both their work and managing stressful emotions.

Tiana Tzoukas

One of the most effective ways to learn something deeply is to teach it. This might sound surprising, but research consistently shows that explaining information to someone else strengthens understanding and long-term memory. When students take on the role of the teacher, they move from passively absorbing facts to actively processing and applying them.

Teaching requires organisation of thought. To explain a topic clearly, students must identify the main ideas, link them together and fill in any gaps in their understanding. This process forces them to think critically about what they know and what they do not. In doing so, they naturally strengthen recall and comprehension. For example, when a student explains a maths concept like fractions to a sibling or parent, they must use their own words, which helps to internalise the logic behind the method rather than memorising steps.

This approach works across all subjects. In English, summarising a text for someone else helps students identify key themes and arguments. In science, explaining an experiment or formula reinforces cause-and-effect thinking. Even in history, teaching events to a friend encourages connections between time periods and ideas, which improves essay writing later on.

Parents and tutors can encourage this by asking students to “teach back” what they’ve learned. It doesn’t need to be formal. A quick explanation of a concept after homework, or a mini presentation on a favourite topic, can turn review time into active learning.

When students teach, they gain confidence in their own abilities and develop communication skills that extend beyond the classroom. Most importantly, they discover that true understanding means being able to explain something clearly. By learning through teaching, students don’t just remember more—they think more deeply and learn more effectively.

Freddie Le Vay

How Maths Boosts a Child’s Learning Journey

Maths isn’t just about numbers; it’s a powerful tool that shapes young minds. From improved problem-solving skills to enhanced critical thinking, maths plays a crucial role in a child’s overall development.

One of the primary ways maths aids learning is through problem-solving. Maths teaches children to approach challenges logically, break them down into manageable steps, and find effective solutions. These skills aren’t just for the classroom; they’re essential for navigating everyday life. Whether it’s figuring out how to share toys fairly or planning a route to school, problem-solving is a lifelong asset.

Moreover, maths cultivates critical thinking. When children engage with mathematical concepts, they learn to analyse information, identify patterns, and make informed decisions. This ability to think critically extends beyond maths, influencing how they evaluate arguments, assess evidence, and form opinions in various subjects.

Furthermore, maths enhances creativity. While it may seem counterintuitive, maths encourages children to think outside the box and explore different approaches. By experimenting with numbers, shapes, and patterns, they develop their imagination and learn to express themselves in unique ways.

Saoirse Early

Losing a friend at work can feel surprisingly heavy. The workplace isn’t just a professional environment. It’s also a social environment where we spend much of our daily lives. When a colleague who was also a close friend leaves, the absence can leave a noticeable emotional gap that affects both morale and productivity.

Work friendships often provide a sense of support and shared understanding that makes challenges easier to handle. Having someone who “gets it” can turn stressful and long days into manageable ones, offering laughter, perspective, and solidarity. When that person is gone, the day-to-day rhythm changes. Work feel quieter, less engaging, and the motivation to come in every day can fall. For many, it can even lead to feelings of loneliness or disengagement from the workplace community.

From a psychological perspective, this kind of loss is a form of social grief. It disrupts routines and removes a key source of emotional connection. Tutors might withdraw temporarily or feel less invested in their team’s dynamics. Managers and coworkers often underestimate this impact but acknowledging it openly can help; whether through casual check-ins, small social gestures, or redistributing collaborative roles to rebuild connection.

At the same time, losing a work friend can also prompt reflection and growth. It may encourage you to expand your social circle, or strengthen other relationships. While the immediate impact can be difficult, over time, it can foster resilience and adaptability, valuable skills in any workplace. Ultimately, losing a friend at work reminds us that professional life is deeply human: relationships shape not just how we work, but how we feel while doing it.

Lewin Fairbairn