First Education

Creative writing is often overlooked as a “fun extra” for students to do. Something students do if there’s time after the “real” work. But in truth, it’s a powerful tool that can support academic development and personal growth. Particularily, in the case of thinking creatively about problems.

Through creative writing, students learn to express themselves clearly, think critically, and explore ideas from multiple perspectives. It encourages originality and helps build confidence in their voice. This is something that further translates into stronger performance in subjects like English, history, and even science.

Creative writing allows students to experiment without fear of being “wrong.” There are no strict right answers. Only opportunities to imagine, reflect, and take risks. This freedom builds resilience and helps students feel more engaged in their learning. It also promotes “out of the box” thinking which is crucial for complex problem-solving.

It’s also a fantastic way to develop core literacy skills. Vocabulary, sentence structure, punctuation are all strengthened when students write regularly and with purpose. Plus, the process of planning, drafting, and editing teaches valuable habits that apply to all forms of writing.

Encouraging creative writing is a tool to encourage students to think imaginatively and deeply about their ideas, language, and structure. And often, that’s where real learning begins.

Emily Mackay

Today I had the opportunity to observe one of my fellow tutors teach a high school student English, giving me the opportunity to learn some new tutoring methods that could help me in my own session.

Working on essay writing, the session began by reviewing classwork and progress that had been made over the past week. This allowed the tutor to see how their student had done individually without their help, and was able to help them refine areas where this was needed. After this they moved on to working on quotes for the essay, and how to implement these properly into the text so that the writing flowed. Through the use of various techniques such as highlighting, brainstorming and using the whiteboard to sketch out ideas, the tutor and student worked together to form great base paragraphs to continue to develop. The use of the whiteboard was a great way for the tutor to understand the mental process of her student, and to come up with new ideas along the way.

Following this, the tutor and student returned to the essay that had been written over the past week, implementing the new quotes, sentences and ideas that they had come up with during the first half of the session. This allowed them to develop the essay further with even stronger techniques. To ensure that her student had absorbed what they had talked about, the tutor used the last 20 minutes to get her student to practice writing with a new essay question. Through this, the tutor tested her students’ ability to remember her quotes and techniques whilst practicing working under pressure. This demonstrated the tutor’s skill to be able to guide her student and also ensure that they were independent as well.

Overall, this observation was very helpful for me to see how best to structure an essay, collaborating together whilst also developing writing independence and self confidence.

Annabelle Molloy

Some topics in primary tutoring, for maths particularly, need to be revisited over and over. This includes basic operations (multiplication, addition, subtraction, division) word problems, or algorithm strategies. They’re often simple in our heads as tutors, but for students, they can be the things that slip away the quickest. That’s why I try to make repetitive practice more engaging, especially during end-of-term review sessions.

One of the ways I do this is by turning the termly quiz into a game show-style challenge. I usually start with a Twinkl end-of-term quiz (they’re aligned with the curriculum and easy to adapt), then split the questions into different themed “rounds” – a bit like sections of a real quiz show. There might be a speed round, a problem-solving round, a worded problem round, or even a head-to-head buzzer-style segment where we take turns answering (make the titles of the rounds unique & fun for them though). I let the student ‘verse’ me, which they always find entertaining, and I adjust the difficulty to suit their level.

I also use UNO cards for maths practice. For younger students or when we’re drilling number fluency, I split the deck in two and we each pull a card. Then, I’ll ask them to add, subtract, multiply or divide the two numbers. Power cards are worth trickier numbers to increase difficulty. We turn it into rounds too e.g. “Speed Round” for quick recall, then a challenge round where I give them algorithm-based problems like 2-digit × 1-digit or 2-digit × 2-digit.

Sometimes I go a step further and print out custom number cards with their favourite things — jerseys, horse names, dog breeds — whatever they’re into. It sounds small, but they get excited about using something that feels personal to them.

The goal is to make revision feel like something they want to do, not something they have to do. It keeps them engaged and helps cement those skills in a way that worksheets alone just can’t.

Briana Vaz

When working with senior English students, the first session is more than just an introduction, it’s an opportunity to show them you’re genuinely committed to their learning.

One of the most effective ways to build trust early on is to come prepared. During that first session, ask what texts they’re studying for each module. Whether it’s Module A, B, C or Common Module, get a clear idea of the syllabus breakdown, prescribed texts, and any assessments they have coming up. From there, create a shared Google Drive folder where you can start collecting and uploading resources.

This doesn’t need to take hours – even 15 minutes of your own time can make a huge difference. Start small: upload annotated versions of key texts, exemplar essays, analysis tables, writing scaffolds, or even just a list of relevant YouTube videos and articles (the centre has heaps of login/resources – there’s also free resources like acehscnotes).

Not only does this show initiative, but it also sets the tone that tutoring isn’t just a once-a-week drop-in, it’s ongoing support. Students at this level often feel overwhelmed or unsure of what to focus on. Giving them a structure, a dedicated space where everything is organised by module, helps ease that anxiety and builds confidence.

Ultimately, this small step creates a big impact. It says: I’ve thought about you before you walked in the door and that goes a long way in motivating a student to engage, trust you, and push themselves further.

Briana Vaz

One of the best ways to make your tutoring sessions more effective, especially for primary school students, is by having a simple, consistent lesson structure. We’re lucky to have access to resources like IXL, which lays out the full Australian curriculum for both English and Maths from Kindergarten through Year 6. Instead of starting each session with “What did you do at school today?”—only to have your student shrug and draw something completely unrelated on the board—you can come in with a plan.

What I like to do is print out the relevant IXL syllabus for the student’s year level and pop it into a plastic sleeve. We colour-code our progress: green means the student understood it straight away, orange means we’re still working on it, and I note anything in orange as homework. It’s also a great visual for parents. They can see exactly what we’re working through, where their child is struggling, and how we’re tracking overall.

What makes IXL even better is that each syllabus dot point links directly to an interactive quiz. This means you’re not just ticking boxes — you’re confirming understanding in real time. While IXL doesn’t always have the most in-depth worksheets, I simply outsource material from Twinkl, K–5 resources, or even generate them using AI. Once we’ve worked through the content and the student shows understanding, we jump on the IXL quiz to consolidate it.

Having this structure not only saves you time but also allows you to lead the session confidently. It signals to the parent that you’re prepared, knowledgeable, and committed to their child’s progress — which is exactly the impression you want to leave.

Briana Vaz

Distractions are one of the biggest challenges students face today, and as a tutor, I’ve learned that helping students manage them is just as important as teaching content. Whether it’s the buzz of a phone, background noise, or even just a wandering mind, distractions can quickly derail progress and motivation. The first step I take is helping students build a routine. When they sit down to study at the same time each day in the same place, it conditions their brain to focus. A quiet, tidy, dedicated study space makes a huge difference. I also encourage students to keep their phones out of reach—ideally in another room. If they need it for study purposes, I recommend apps that limit screen time or block certain notifications while they work.

Goal setting is another powerful tool. Instead of vague intentions like “do some study,” we break tasks into small, clear goals like “finish English question 1–3” or “revise the science definitions for 20 minutes.” This makes tasks more manageable and gives students a sense of achievement. I also introduce time-based strategies like the Pomodoro technique, which balances work with short, structured breaks to keep energy levels up. But beyond tools and strategies, one of the most important things I do is listen. Often, distractions stem from feeling overwhelmed or unsure. When students feel heard and supported, they’re more likely to engage and less likely to seek escape through distractions.

Ultimately, focus is a skill. It’s something that can be taught, practiced, and improved over time. With the right environment, structure, and encouragement, even the most easily distracted student can learn to manage their attention and achieve meaningful progress. As a tutor, that transformation is one of the most rewarding parts of the job.

Carmen Yuen

After tutoring Maths for a few years, I’ve realised something important – success in Maths isn’t just about formulas, rules, or right answers. It’s about mindset. And behind that mindset is something even more fundamental: trust.

Many students come into tutoring with a bit of fear around Maths. Maybe they’ve been told they’re “not a Maths person,” or they’ve fallen behind and now associate the subject with frustration or embarrassment. I’ve seen students freeze up when faced with a problem they don’t know how to solve – not because they’re lazy or uninterested, but because they’re afraid of being wrong.

This is where trust comes in. If a student doesn’t feel comfortable making mistakes in front of you, they won’t take the risks they need to grow. On the other hand, once they realise it’s safe to get things wrong – that we want them to get stuck so we can figure it out together – their whole approach changes. They stop asking “Is this right?” and start asking “Why does this work?”

Over time, you see the shift: they go from passive to proactive, from guessing to reasoning. But that shift only happens when the tutor-student relationship is strong.

Building that trust isn’t about being overly serious or pushing through more worksheets. It’s about listening, showing patience, and being encouraging. Celebrating progress – even if it’s just remembering one small step in a method – goes a long way.

At its core, Maths tutoring is about helping students rebuild their confidence in how they think. When students feel safe and supported, they’re more willing to wrestle with hard problems – and that’s where real learning happens. Maths is about problem-solving, but the first problem we often have to solve is the student’s belief in themselves.

Pasquale Simone Mendoza

Tutoring is more than just extra help—it’s a powerful tool for unlocking a student’s full potential. Tutoring provides a safe space to slow down, ask questions, and build confidence in a supportive environment.
In subjects like English, tutoring can help students strengthen their writing, boost their analytical skills, and refine their communication. From essay writing and comprehension to creative writing and exam preparation, students get the opportunity to explore language and ideas in depth. With personalised feedback and targeted strategies, they become more confident and capable writers.

The benefits of tutoring go far beyond academic results. Students develop critical thinking, time management, and study habits that stay with them well beyond school. They learn how to approach problems independently, set achievable goals, and take ownership of their learning.
One of the most rewarding outcomes of tutoring is watching a student go from feeling unsure to truly believing in themselves. That growth in confidence often leads to improved grades—but more importantly, it builds a mindset of resilience and lifelong learning. Whether a student is struggling to keep up or aiming to excel, tutoring is a valuable investment in their education and future. It’s not about doing the work for them—it’s about empowering them to do it better.

Tamiah Mahoney

I had the opportunity to observe Katreen’s YR7 English session today. The session centred around the distinction between primary and secondary sources and how to go about analysing these sources. Katreen explained the differences between a primary and secondary source, with a primary source being the original first hand account and a secondary source being one that analyses a primary source in one way or another. She identified many examples of both primary and secondary sources with the student, to make the distinction clear.

This was followed by a quick quiz to really consolidate the students understanding, in which she answered all questions correctly. They then looked at analysing some primary and secondary sources and developing some short responses to some source-based questions. Katreen effectively prompted the student to develop their own answers, rather than simply giving them the answers to these questions. When the student asked questions, she hinted at the answers and guided them towards the desired answers, which was another effective method to consolidate the students understanding. I find this method personally effective, opposed to the ‘spoon feeding’ teaching method that we often are exposed to in school. It enables students to truly integrate their own critical thinking skills, as would be required in exam-like environments. Overall, it was a great session to observe, and I look forward to integrating some of the new techniques I’ve developed in my own teaching.

Kieran Fung

Today I had the opportunity to observe Chloe teaching a Year 9 English session focused on William Shakespeare’s play Romeo and Juliet. The session was both engaging and intellectually stimulating, providing students with a supportive environment in which to explore the complexities of the text.
Chloe established a warm and interactive learning atmosphere from the outset. She encouraged the student to take an active role in their learning by posing thoughtful questions and prompting them to share their own interpretations of the play. Rather than providing immediate answers, Chloe created space for the student to reflect on the language, characters, and central themes. This approach empowered the student to develop and express their own ideas with increasing confidence.
As the student articulated their thoughts, Chloe listened attentively. She acknowledged the student’s contributions, validating their interpretations while also gently challenging them to think more deeply. Chloe guided the discussion by introducing additional perspectives and interpretations of the text. She connected the student’s ideas to broader themes such as love, fate, and conflict, and she encouraged the student to consider how Shakespeare’s language choices and dramatic techniques contributed to meaning.
Chloe’s feedback was insightful and constructive, helping the student to refine their analytical thinking and engage more critically with the play. Throughout the session, Chloe maintained a positive and encouraging tone
In addition to facilitating discussion, Chloe also provided targeted support with the student’s analytical writing on Romeo and Juliet. She guided the student in crafting clear and focused topic sentences that directly addressed the essay question, and she emphasised the importance of using relevant quotations from the play to support their arguments. Chloe offered practical strategies for analysing Shakespeare’s language, such as unpacking imagery and exploring the effects of literary devices like metaphor and oxymoron. She also helped the student link their analysis back to the play’s central themes—such as love, fate, and conflict—ensuring their writing remained cohesive and purposeful. Her feedback on sentence clarity, vocabulary, and paragraph structure was specific and constructive, helping the student to develop confidence and precision in their writing.
Overall, it was a great session to observe

Alexander Nikitopoulos