First Education

Today during Olivia’s session she worked with her Year 10 Mathematics student on preparing for their upcoming half yearly exam. The lesson focused on revising key mathematical concepts, working through exam style questions and developing strategies to approach different question types with more confidence.

Throughout the session, Olivia encouraged the student to think carefully about how exam questions are worded and what each question is actually asking. Rather than rushing straight into calculations, the student practiced identifying important information, planning their approach before solving the problem and highlighting key terms. This helped build confidence and reduce common mistakes that can occur under exam conditions.

Olivia provided guidance throughout the lesson while also encouraging the student to work independently where possible. When the student was unsure of a question, Olivia helped them work through the problem step. by step, focusing on understanding the process rather than simply finding the answer. This approach helped strengthen both problem solving skills and overall confidence.

A particular strength of the session was the focus on exam strategy. Olivia discussed practical tips for targeting exam questions, including recognising command words, showing clear working out, checking answers where possible and knowing when to move on from difficult questions to make the best use of exam time.

The student remained focused and engaged throughout the session, showing a positive attitude towards revision and a willingness to tackle challenge questions. As the lesson progressed, they became more confident in explaining their reasoning and applying the strategies discussed.

Overall, it was a productive session that balanced content revision with valuable exam preparation skills. Olivia created a supportive learning environment and provided clear explanations and encouragement throughout. The session helped the student feel more prepared for their half yearly mathematics exam and gave them practical strategies that can be applied across a range of exam questions.

Isabella Naumovski

I observed Shyla teaching a history lesson to her student. The session focused on historical figures, their lives and their significance. An example was the historical figure Ned Kelly and exploring the complexity of his life. She broke down the content step by step to help the student understand the order of Kelly’s life events and how it connected to the broader historical context. Using the booklet the student provided (which had the content in long paragraphs), she broke it down by constructing a timeline in order to make the information easier to follow and helped the student see Kelly’s story as a sequence of connected events rather than separate facts. After this, she quizzed the student on the facts to ensure she had understood and memorised all the key events in his life. She also asked her short answer questions which gleaned whether the student understood the significance of these facts. Her approach supported the students comprehension and helped make a complex topic more structured and accessible. She followed the same structure for other historical figures in the booklet. Overall, the session was specifically tailored the the students specific learning style by making large blocks of text much more accessible for the student to memorise and understand. Great job !

Annaliese Lakis

Today I got to observe Pamela tutoring a Year 8 English student she was covering. Their main focus was working on practicing essay paragraphs and developing the student’s ability to analyse the novel they had been focusing on in class in more depth. The novel was called ‘The Case of the Missing Marquess’.

Some of the areas they had covered included:
– Explaining quotes and their significance rather than simply retelling the story.
– Learning how to structure an essay paragraph clearly.
– Using evidence from the novel to support ideas.
– Looking at key characters, themes and events in the novel.

Pamela had guided the student through each step of writing a paragraph, helping her build on their ideas and provide more detailed explanations. Pamela had asked her student questions throughout the lesson to encourage her to critically think about the text and come up with their own interpretations and personal view.

The student was engaged during the session and contributed well to discussions. They had showed a willingness to challenge themselves and worked hard to develop stronger analytical responses. Pamela also had provided helpful feedback and encouragement throughout the session. This allowed to create a comfortable learning environment where the student felt comfortable asking any question they thought was worth sharing.

Overall, it was a very productive session which helped the student thoroughly build their confidence with essay writing and text analysis while developing a stronger understanding of the ‘The Case of the Missing Marquess’.

Isabella Naumovski

One of the most effective strategies I’ve found as a tutor is encouraging students to join in on the learning process instead of just listening to explanations. while at times it can be easier to just give students the answer, long term learning often comes when students are rather guided to find a solution on their own. Asking students to explain their thoughts or work through problems out loud can lead them to point out their own mistakes or allow the tutor to find the problem with their working more effectively, while getting the student to engage more with the content. This helps students move from recognising information to understanding it.

This approach is particularly important in subjects like maths and science. In these subjects, students may rely on memorising steps without understanding why they work. By providing guiding questions, students develop critical thinking and problem-solving skills that apply to more than just one topic or test. This is also valuable in english and social sciences. Encouraging students to justify their interpretations, analyse, and build their own arguments improves both their understanding and communication skills with arguments coming across stronger on the page by doing this.

Additionally it builds confidence. When students find the right answer through their own efforts and critical thought, they develop a stronger belief in their capabilities. This can lessen academic anxiety and make challenging questions on their own. Overall, effective tutoring isn’t just about passing on knowledge. It’s about creating chances for students to think, engage, and build confidence in their own learning. By promoting active participation, tutors can help students develop the skills they need for long-term academic success.

Aidan Prentice

Many students spend hours each week completing homework, studying for assessments and attending extracurricular activities. Despite being constantly busy, some still feel as though they are not making the progress they want. This is because being busy and being productive are not always the same thing. At First Education, we often help students shift their focus from simply spending time on schoolwork to using their time more effectively.

Being busy is about activity. A student might spend an entire afternoon at their desk, surrounded by notes and textbooks, yet achieve very little. They may reread the same pages multiple times, switch between tasks frequently or become distracted by their phone. Although they are technically studying, the quality of their learning is limited.

Productivity, on the other hand, is about progress. Productive students have a clear purpose when they sit down to work. They know what they want to achieve and choose strategies that actively improve their understanding. Rather than passively reading notes, they might complete practice questions, test themselves on key concepts or explain ideas in their own words. These methods require more effort but lead to stronger learning.

One reason students confuse busyness with productivity is that visible effort feels rewarding. Spending a long time studying can create the impression of hard work, even if the learning is not particularly effective. However, academic success is usually driven by the quality of study rather than the quantity alone.

Tutoring helps students recognise this difference. Tutors can identify study habits that are not producing results and introduce more effective techniques. They also help students set realistic goals for each study session, making it easier to measure progress and stay focused.

Learning how to be productive is an important skill that extends beyond school. Students who develop efficient study habits often experience less stress, greater confidence and better results. By focusing on meaningful progress rather than simply staying busy, students can make better use of their time and achieve more from their efforts.

Freddie Le Vay

Today we worked on one of the most challenging components of the Year 12 English Advanced course: the discursive writing module. Rather than treating discursive writing as simply a persuasive or creative piece, we explored how it functions as a reflective form that allows writers to investigate ideas, questions and experiences without necessarily arriving at a definitive answer. We focused on developing a more sophisticated and authentic voice by analysing how personal anecdotes, observations and reflections can be used to explore broader concepts. Particular attention was given to the importance of crafting meaningful insights rather than relying on generic statements or forced messages. We discussed how strong discursive writing often emerges from specific moments, memories or experiences and then expands those details into larger reflections about human nature, relationships, identity and memory.

The session also examined effective structural techniques, including the use of recurring motifs, reflective transitions and cyclical endings to create cohesion. We analysed how writers can seamlessly integrate personal experiences with broader cultural, historical or literary references to deepen their exploration of an idea. To support HSC preparation, we reviewed exemplar responses and identified the qualities that distinguish high-band discursive writing, including conceptual depth, authenticity of voice, purposeful reflection and control of language. We then applied these principles to the student’s own writing, refining expression, strengthening insights and ensuring each paragraph contributed meaningfully to the central exploration.
By the end of the lesson, the student demonstrated a stronger understanding of how discursive writing differs from traditional essays and creative writing, and developed greater confidence in constructing thoughtful, engaging responses that balance personal reflection with intellectual exploration. These skills will be invaluable for both the Common Module and future discursive writing tasks in the HSC.

Anthea Preketes

During this observation, I had the opportunity to observe Daniella working with her Year 7 student, George, on key mathematical concepts including BODMAS and measurements of data such as mean, median, mode, and range. The lesson was well-structured and demonstrated effective teaching practices that supported George’s understanding and confidence.

Daniella began by revising prior knowledge, ensuring George had a solid foundation before introducing more complex questions. Throughout the lesson, she used clear explanations and step-by-step demonstrations to break down mathematical processes, particularly when solving BODMAS expressions. This helped George understand the importance of following the correct order of operations and minimised common errors.

A key strength of the lesson was Daniella’s use of questioning techniques to assess George’s understanding. Rather than immediately providing answers, she encouraged him to explain his thinking and justify his solutions, promoting critical thinking.

The second part of the lesson focused on statistical data concepts, including calculating and interpreting the mean, median, mode, and range. Daniella used worked examples and guided practice to reinforce each concept, helping George recognise the differences between the measures and understand when each one is most useful. George actively participated in discussions and demonstrated increasing confidence when solving independent questions.

Throughout the session, Daniella maintained a positive and supportive learning environment. She provided regular encouragement and constructive feedback, which helped keep George engaged and motivated. Her ability to adjust explanations and provide additional examples when required demonstrated strong adaptability and responsiveness to the student’s learning needs.

Overall, this observation highlighted the importance of clear instruction, effective questioning, and positive reinforcement in mathematics education. The lesson successfully supported George’s understanding of both BODMAS and data analysis concepts while fostering his confidence and problem-solving skills.

Tira Rustom

I usually tutor Year 12 students, so most of my sessions involve advanced maths, exam preparation, and helping students tackle complex problems under time pressure. Today, however, I covered a Year 4 maths session for another tutor. The experience reminded me that teaching younger students requires a completely different approach. While the mathematics itself was much simpler, the challenge was communicating ideas in a way that made sense to a younger learner.

With Year 12 students, I can often explain concepts using mathematical language and abstract reasoning. Younger students need something different. Instructions have to be shorter, examples need to be more concrete, and lessons must be paced more carefully. Rather than focusing on applying knowledge, much of the session was about building the foundations that future learning depends on. I also noticed how important engagement is. Senior students are usually motivated by exams, university goals, or academic achievement. A Year 4 student is more likely to learn when they are interested, encouraged, and enjoying the process. Celebrating small successes and maintaining enthusiasm became just as important as teaching the content itself.

The session gave me a new appreciation for teachers and tutors who work primarily with younger students. Teaching simple concepts clearly is often more difficult than teaching advanced ones because it requires breaking ideas down into their most fundamental parts. Although I only spent one session with a Year 4 student, it was a valuable reminder that effective tutoring is not just about subject knowledge. It is about adapting your teaching style to meet students where they are and helping them build confidence as they learn.

Sophie McGrath

There’s something quietly remarkable about watching a student move from confusion to clarity. I had the chance to observe one of our tutoring sessions recently, Zac working with Emily on Standard Maths, and it was a good reminder of what effective one-on-one support actually looks like in practice. Emily arrived with that particular kind of low-grade anxiety that comes before a test: textbook open, highlighter in hand, but not quite sure where to start. She’d flagged simultaneous equations as her sticking point. Zac settled in across from her, glanced at her notes, and didn’t launch straight into a method. Instead, he asked her to talk him through what she already understood. That small move, making her articulate her own thinking first, seemed to change the energy of the session. Emily explained, haltingly, that she could follow the substitution method when the numbers were neat, but fell apart when fractions appeared. Zac nodded, wrote out a messy example, and said, “Let’s do an ugly one first, then.” What followed was about forty minutes of careful back-and-forth. Zac didn’t solve problems for her. He’d get halfway through a step, then pause and hand the pen over. When Emily made an error in her arithmetic, he didn’t point it out directly, he asked her to check her line again. She found the mistake herself. You could see the difference in her posture when she did. By the end, Emily had worked through five problems independently, including two involving decimals. She didn’t suddenly love maths. But she left looking less defeated, and with a method she felt she actually owned.
That’s the real work of tutoring: not transferring answers, but building enough confidence that the student starts trusting their own process.

Lewin Fairbairn

When a test doesn’t go well, most students want to just go over the answers to see where they went wrong but will never look at that exam paper again. However, a past exam is one of the most useful tools to help turn past exam mistakes into marks for a future exam.

Geting an answer wrong on an exam is not necessarily proof that you are ‘bad’ at a subject, but it is instead a clue into what you might have missed during class or when you were studying. Maybe the student missed a key idea or misunderdood what a question was really asking. The key here is to not look a the exam and think ‘why am I so bad?’ and rather ‘what exactly went wong?’

From there, it is useful to organise the mistakes into simple categories. This would include if you lost marks because you didn’t know the content, mix up formulas, run out of time or misread the question. This will help to see if you are missing gaps in your study notes, or need more exam practice.

This is where tutoring can make a real difference. For tutors, categorising exam mistakes helps us to clearly understand whether the student needs to work more on the content of an exam or practice exam skills. Tutors will help a student notice these patterns in their past exams, explain a concept in a clear way, and give you targeted practice questions so you don’t make the same mistake in the next exam. Tutors can also help with exam practice, where we help you to learn how to manage your time and decode questions independently. With extra support, the past exams stop feeling like something to hide and instead help to become a tool to improve your results for the next exam.

Emma Birrell