A popular text studied in Year 10 English is Shakespeare’s play Macbeth. Teaching this text has involved highlighting the main themes and exploring their importance in relation to the context of the play. The main theme of the play, which is the core of most essays, is the destructive nature of unchecked ambition and the moral consequences it holds.

This is seen through the character arc of the main character Macbeth, who falls victim to his unchecked ambition, ultimately leading to his downfall at the end of the play. Whilst Macbeth starts out as a loyal warrior, his desire for power provokes him to make immoral decisions. Macbeth’s initial hesitation to commit murder highlights his recognition of the immoral nature of this act. However, his ambition clouds his judgement, leading him to commit acts he is unable to recover from. This is seen at the end of the play, where Macbeth is ultimately overpowered by guilt, with Shakespeare exploring the danger of unchecked ambition, as it leads to the destruction of one’s morality.

This is also depicted through Macbeth’s wife Lady Macbeth, whose manipulation has a significant impact on Macbeth’s decisions. Her character subverts the theme of gender roles in the play, as she appears more ambitious than Macbeth, challenging traditional notions of femininity. However, she also experiences consequences for her actions, with her descent emphasising the destructive nature of power, as it ultimately overpowers those who try to achieve it immorally.

The play is driven by the motif of guilt, manifested in the character’s hallucinations. These hallucinations display the paranoia and fear felt by Macbeth and Lady Macbeth after engaging in immoral acts. Macbeth becomes unable to escape his guilt, making him forever haunted by the consequences of his actions, ultimately causing his downfall. Shakespeare uses the downfall of these characters to warn readers about the inevitable consequences experienced by individuals who pursue ambition immorally.

Patricia Hardas

Hi all, today I had a last-minute cancellation, so I took the opportunity to observe Isabella and her student, April, who is preparing for her Year 12 HSC exams. This turned out to be a valuable experience, as I could see how Isabella structured her lesson and tailored her teaching to April’s specific needs.

One of the key things I noticed was how attentive Isabella was to April throughout the session. She began by going over the homework from the previous week, making sure to address any questions or areas where April seemed unsure. It was impressive to see that Isabella didn’t just move quickly through this review but took the time to explain concepts thoroughly. This not only clarified the material for April but also reinforced her understanding, which is so crucial for HSC preparation. Isabella’s approach demonstrated her commitment to keeping April engaged and ensuring that she fully understood the material before progressing further.

Another aspect that stood out was the rapport Isabella had clearly established with April. April seemed very comfortable asking questions and openly sharing when she didn’t understand something. It was evident that Isabella encouraged this openness by consistently checking in, asking if April was following along, and adjusting her teaching pace based on April’s responses. This dynamic created a supportive environment that made April feel more at ease and willing to tackle challenging content without hesitation.

Isabella also customised her explanations to match April’s learning style, which seemed to lean towards visual learning. She used diagrams and visual aids to break down complex ideas, helping April grasp the content without feeling overwhelmed. This thoughtful use of visuals demonstrated Isabella’s insight into April’s preferences and her ability to adapt her teaching methods accordingly.

Overall, observing Isabella’s techniques was inspiring and gave me valuable insights. I gained tips that I’m eager to incorporate into my own tutoring sessions to enhance the learning experience for my students and better support their individual needs. ☺️

Demetria Koutavas

Today I observed Lucia’s maths session. She started the session by chatting to the student to make them feel comfortable and engaged. She focused on topics the student wasn’t sure about, using the white board to do example questions and then getting the student to try to test her understanding. They covered financial maths and linear equations – in particular taxes, perpendicular lines, gradients and points of intersection. She went through these topics using questions from a past paper and textbook questions. She was supportive and encouraging, and answered all the student’s questions. When she identified areas the student was stuck on, like perpendicular lines, she explained the concept in a different way until the student felt more confident. She was always patient and offered different ways to solve a question so the student could choose one that made the most sense – for example, explaining different ways of finding intersection points graphically and with algebra. She was friendly throughout the session so the student felt comfortable admitting when she was stuck or confused. When the student got a question wrong, instead of telling them the right answer she showed them where they went wrong so they could figure it out on their own, providing more and more hints until they got to the answer. She would break the question down into easier concepts the student understood, and then put it together to get the correct answer. I could see how much the student improved by the end! I learnt a lot of different ways to explain maths concepts in financial maths and linear relations by observing this session that I will use with my students. I will also try and replicate the friendly atmosphere so my students feel comfortable sharing when they need more help on a particular topic. Overall a great session!

Maya Anderson

Hi everyone! Today, due to a last-minute cancellation, I had the opportunity to observe Alexander as he tutored a Year 2 student in both Maths and English. It was insightful to see how he structured his session and engaged the student throughout.

Alexander began the session by reviewing the student’s progress , taking time to check for any areas of confusion. He used this opportunity to ask if the student had any specific questions, which helped build the student’s confidence. By addressing gaps in understanding early on, Alexander ensured that the session was tailored to the student’s needs.

In Maths, the focus was on shapes. Alexander used a combination of hands-on materials and visual diagrams to help the student grasp concepts like identifying and comparing different shapes. This visual approach allowed the student to connect ideas with examples, making it easier for them to follow along and apply their learning to other examples.

In the English portion of the session, Alexander worked on spelling and sentence structure. He incorporated fun and interactive activities, such as spelling and sentence-building exercises, to keep the student engaged. Again, his use of visual explanations—such as illustrating how words fit together in a sentence—made it easier for the student to grasp more complex ideas. This method not only made learning enjoyable but also deepened the student’s comprehension of key concepts.

Well done Alexander! Good session

Evanna Manavis

Today, I was able to observe Thea!!

She demonstrated incredible patience and attention to her student, who was quite young, ensuring they felt comfortable and confident at every step, even when they got a few questions wrong. One of the most notable aspects of the lesson was how she broke down harder questions into easier, more manageable chunks, simplifying her language, drawing diagrams and using real-world examples to make the content relatable and interesting.

What struck me most was Theas ability to maintain the student’s focus and engagement throughout the whole session. She used a mix of questions, explaining the content and letting the student try it themselves to keep the lesson dynamic and interactive. This encouraged the student to think critically and actively participate, which definitely resulted in a productive and fun lesson!

Thea was able to boost the student’s self-esteem and motivation by encouraging them when they were struggling and congratulating them when they got it right. This definitely made the student more comfortable and created a warm, supportive environment …the student wasn’t afraid to make mistakes!

Thea was able to anticipate where the student would have difficulties and preemptively address them. She did this by spending longer introducing the content, and the questions. She knew exactly when the student needed extra support and clarification. This proactive approach made sure that the student never felt overwhelmed or stressed, which is so important as she was so young!!

From this observation, I learned the importance of changing pace and style to suit the students needs. Thea highlighted the value of creating a super positive atmosphere, where encouragement but also constructive feedback work well together. This set a great example of how effective teaching is not just delivering information, but instead building confidence in students.

Shyla Gloster

When it comes to English Exams I often find that, students tend to struggle with figuring the best way to effectively integrate textual evidence and analysis into their writing when it comes to long answer responses on specific syllabus texts. However, an effective solution, that I have found to this challenge is TEE tables, a valuable tool for students in exam preparation from year 7-12.

TEE tables break down the elements of a text into Technique, Evidence, and Effect, where, students are encouraged to engage deeply with their reading material, resulting in more sophisticated and structured analysis.

How to Use TEE Tables Effectively

1. Technique: In the first column, students identify a literary technique used in the text. This might include metaphors, imagery, symbolism, repetition, tone, or any other device the author employs. By explicitly naming the technique, students develop a clear focus for their analysis and set the stage for their evidence.

2. Evidence: In the second column, students select a relevant quote, excerpt, or example from the text that showcases the identified technique. This step is critical, as it ensures students are actively engaging with the material and finding specific moments that support their interpretation.

3.Effect: In the final column, students explain the impact of the technique and how it contributes to the meaning of the text. This is where students articulate their understanding of the text’s deeper themes and ideas. They should aim to discuss how the technique influences the reader’s perception or emphasises certain themes or character traits. For example, a metaphor might highlight a character’s internal struggle or reinforce the setting’s mood.

Incorporating TEE Tables into Essays and Exam Responses

By practicing with TEE tables, students can develop a strong foundation for integrating textual evidence in their essays. When they move on to writing, they can categorise tables by themes in the texts and hence, use the table as a guide to structure their paragraphs. Each paragraph might focus on one theme of the text and incorporate three examples from the relevant TEE table, providing the quote and analysis needed to build a compelling argument. This method ensures their responses remain organised and

Bianca Douroudis

Mind maps prove to be extremely beneficial for HSC students, especially in subjects that involve writing essays, such as Studies of Religion II (SOR2) and English. They help students visually structure information, allowing them to grasp complex material, recognise connections between concepts, and simplify their thinking process, making them an ideal tool for studying and planning essays. In my experience, I have found both linear and visual thinkers to benefit from this simple method, forcing students to reckon with the most important aspects of their essays.

In SOR2, students often navigate intricate belief systems, ethical frameworks, and significant religious figures or movements. Mind maps enable students to break down these complex topics into more manageable sections. For instance, while studying a religion like Christianity, a student could create a mind map with branches dedicated to key components such as sacred texts, core beliefs, ethical teachings, and rituals. Under each branch, they can further subdivide into specific details—like the role of the Bible under sacred texts or the significance of the Beatitudes under ethical teachings. With SOR being particularly vague with writing structure and requiring specific reference to quotes, this organisation aids in ordering content coherently, facilitating easier recall of specific points during an exam and the construction of a comprehensive essay that covers the syllabus thoroughly.

In the context of English, mind maps are invaluable for essay planning, particularly when analysing intricate texts or comparing themes across multiple works. When preparing for the essay section of an exam, students can utilise mind maps to deconstruct key themes, characters, and literary techniques from their texts.

Mind maps allow for the condensation of a large amount of information into a structured, easily digestible format. They promote active interaction with the content, ensuring that students not only memorise details but also comprehend the relationships between them. For HSC students managing extensive syllabi, mind maps provide a practical and efficient approach to organising their thoughts and enhancing essay writing under exam conditions.

Freddie Le Vay

One of the first things I noticed is the importance of breaking down complex concepts into smaller, manageable parts. Tom often simplifies difficult topics by using analogies or step-by-step explanations, making it easier for students to grasp the material. This reinforces the idea that learning is a process, and understanding doesn’t happen all at once.

Another key takeaway from the lesson was the role of asking questions. Rather than simply lecturing, Tom frequently engaged the student by asking questions that tested their understanding. This technique not only encouraged active participation but also helped Tom gauge where the student stood with the material. It also became clear that mistakes were treated as learning opportunities. Tom remained patient, correcting errors without discouraging the student, creating a comfortable space for learning.

Additionally, the use of visuals was a significant part of the lesson. Whether it was through diagrams, charts, or even digital tools, Tom effectively used visual aids to enhance understanding. Visuals cater to different learning styles and help in illustrating points that might be challenging to convey through words alone. This taught me the value of integrating multiple teaching tools to address different learner needs.

Lastly, I observed the importance of pacing in the lesson. Tom adjusted the speed based on the student’s responses, sometimes slowing down to revisit points or moving forward when the student showed understanding. This demonstrated the importance of flexibility and adapting to the learner’s needs, rather than following a rigid plan.

Watching this tutoring session highlighted the many strategies that contribute to an effective learning experience, from communication to personalization and resourceful teaching methods.

Nabil Harrar

Hello,
Today I had a last minute cancellation which led me to observe a fellow tutor Konstantina tutor her Year 7 Maths student, Mikayla. Today, there were covering perimeter and area of varying shapes. While observing Konstantina, I picked up multiple tips and tricks that I will keep in mind and learn from in my future lessons. This includes Konstantina’s positive attitude and demeanour towards her student, positioning her into a comfortable and welcoming environment. This promotes a free flowing conversation between the tutor and the student that elicits the student in being able to ask any questions that arise. Furthermore, Konstantina thoroughly embedded the concepts around perimeter and area to her student so that there was a full comprehensive understanding, assisting her in exam style questions that will inevitably come up in future exams. Konstantina gradually built her students understanding and frequently checked in to ensure her student was following by asking questions like, “Does that make sense?” and “are you finding everything ok?”. These small check ins confirm that the student is fully comprehending which Konstantina fantastically carried out. She also portrayed a distinct amount of attention to intricate detail so that her student is prepared for any questions/scenario when a question on area or perimeter arises. This was shown through Konstantina’s comments/warnings toward the student like “make sure all measurements are in the same unit before proceeding”. Once she established the foundational concept, she noticed that her student was still struggling with parallelograms. In response to this, Konstantina promptly revisited this topic and revised the area and perimeter of parallelograms where she used a different method of explaining hoping the student would understand better. By the end of the lesson, the student was confident in perimeter and area after grasping the concepts and being exposed to multiple questions and tricks that examiners throw in to put students off.
Overall, I profoundly enjoyed observing Konstantina tutor Mikayla and learnt some very valuable lessons!
Thank you 🙂

Rheanna Leontsinis

Today I observed one of Nahian’s English/Maths tutoring sessions. Their greatest focus was on the concepts of fractions and decimals. I was impressed by her clear, methodical approach to teaching the connection between the two concepts. A particular explanation that stood out to me was how she emphasised the importance of reading each digit in a decimal individually. Using 0.73 as an example, she broke it down step by step. She stated that:
• “The ones place is zero – only thing before the decimal”
• “The tenths place comes immediately after the decimal point.”
• “The hundredths place is second.”

She stressed the ‘th’ ending—tenths, hundredths— which was especially helpful in showing the difference between whole numbers and part of a whole number. She then connected this to fractions by explaining: “Since 0.73 means seventy-three hundredths, the fraction form is 73 over 100.”

This approach made it easy to see how decimals represent parts of a whole, just like fractions do. To further reinforce the concept, she worked through additional examples with her student, including 0.20, 0.46, and 0.04. Each time, she broke the numbers into place values, helping the student identify the corresponding fraction.

This session gave me valuable insights into how I can improve my own tutoring practice. I will adopt this step-by-step method by emphasising the importance of place values and helping students recognise the ‘th’ endings that distinguish tenths, hundredths, and beyond. Breaking decimals down in this way ensures students develop a deeper understanding of how decimals and fractions are connected. In my sessions, I will also incorporate plenty of practice with different decimals, encouraging students to convert them into fractions until they feel confident. I believe this clear, structured approach will help my students become more precise and comfortable when working with both fractions and decimals, building a stronger foundation for future math topics.

Angie Di Giacomo