First Education

Cramming for exams is a common habit among students, but it is one of the least effective strategies for achieving meaningful learning or long-term success. At its core, cramming relies on short bursts of intense memorisation, often the night before an assessment, with little time for reflection, practice, or consolidation. While it may allow students to recall some facts temporarily, the knowledge is rarely retained beyond the exam. This undermines the entire purpose of education: to build lasting understanding and transferable skills.

One of the key issues with cramming is its impact on memory. Human brains consolidate information into long-term memory through repetition, active engagement, and spaced practice. When learning is compressed into a few hours, there is no opportunity for the brain to properly encode or reinforce concepts. This leads to surface-level recall at best and confusion under exam pressure at worst. In contrast, studying consistently over time enables stronger connections between ideas and fosters deeper comprehension.

Cramming also has significant negative effects on mental and physical wellbeing. Late-night study sessions often cut into essential sleep, leaving students fatigued, anxious, and less focused during exams. Sleep deprivation impairs problem-solving, decision-making, and memory recall, all of which are crucial for academic performance. Furthermore, the stress associated with cramming can create a cycle of panic and burnout, reducing motivation for future study.

Most importantly, cramming prevents students from engaging with material in a meaningful way. Exams often test not only recall but also the ability to apply, analyse, and synthesise information. Without steady preparation, students struggle to move beyond rote memorisation. Developing a structured study routine, practicing active recall, and spacing learning sessions are far more effective methods. By avoiding cramming, students not only perform better on exams but also cultivate skills and knowledge that endure long after the test is over.

Michael Fry

Tutoring often gets described as a way to “fill in the gaps” of classroom learning. While that’s true to an extent, it quickly becomes clear that effective tutoring is about far more than explaining content, but about shaping how students approach learning itself.

One key strategy I have found useful in tutoring is to shift queries from answer-giving to question-asking. Students might come to sessions hoping for quick solutions, but they benefit more from tutors guiding them to think critically and independently. Questions like why does this formula work? or how did you get that answer? encourage students to reflect on their work and find out the issues in their work on their own. In the long run, this builds resilience, develops their problem solving skills and gain deeper understanding, not just short-term fixes.

Another important element is making content relatable. Many of my younger students struggle with abstract material because they can’t connect it to their own experiences. Relating their questions to everyday examples like relating trigonometric ratios to buildings or financial maths questions to their everyday spending activities helps my students better understand the theory, and the questions interesting.

Building confidence is equally as important. Some of my students initially come to the session doubting their ability because they had difficulty with their homework/classwork. Small but consistent positive reinforcement like acknowledging effort, celebrating progress, or simply recognising improvement changes how a student sees themselves as a learner. I’ve noticed that when students begin to believe they are capable, their performance often follows.

Ultimately, tutoring is best understood as a process of empowerment. It is not just about raising grades or completing homework. It is about equipping students with strategies, confidence, and habits they can use in the session, at school and in the real world. Seeing students alter their perspective on difficult questions and attempt them on their own shows great success from empowerment.

In this way, tutoring becomes less about teaching and more about mentoring. It’s about helping students see that learning is not a fixed ability but a skill they can strengthen with the right encouragement.

Nicole Stamatelatos

I wanted to write this because I’ve seen a lot of students using loop pods and i wanted to research them and what they do and their benefits to studying. Loop Pods are basically these small, wireless earbuds designed specifically for focus and concentration. They’re not your standard music headphones—they’re built with special technology that claims to enhance focus, block distractions, and even improve memory retention while you’re studying. The idea behind Loop Pods uses “neuro-acoustic technology,” which is basically sounds and frequencies designed to get your brain into a productive state. Some people compare it to listening to white noises, but Loop Pods supposedly take it a step further by actively stimulating your brain to stay alert and focused. There are different modes too, like “focus,” “relax,” or “creative,” so you can pick what kind of session you want depending on what you’re doing—studying for a test, writing an essay, or even brainstorming ideas for a project. I found a few articles and student reviews that suggest Loop Pods can be pretty effective, especially if you’re someone who gets distracted easily or struggles to stay in the “flow” while studying. People said that using them helped them concentrate for longer periods, reduced procrastination, and even made studying feel a bit less stressful because the audio cues acted like a gentle reminder to stay on task. Of course, it’s not a magic solution—studying still takes effort—but it’s interesting to see how technology like this is starting to blend with learning strategies. Personally, I’m curious to try them out and see if they actually make a difference, as I am neurodivergent myself and can get overstimulated by study.

Mary Diamond

Good educational habits do not occur overnight, they are built through the practice of consistency and appropriate strategies. Teaching can play an important role in helping students develop educational routines that are actually active and consistent. In many cases, students study by cramming notes or reading abbreviations, which may help in the short term, but does not lead to a long understanding. Special teachers can introduce more effective techniques, such as active recall, spaced repetition and studying a diverse range of subjects as to not get burnt out. These methods are not only improving the memory, but also improve focus and build work habits that improve efficiency.

Teaching also creates structure, normal session promotes responsibility and accountability for work goals, helping students to be at the top of the work and avoiding stress in the last minute. Over time, this structure translates to self-discipline and more orderly learning methods. Maybe the most important teaching helps students to learn how they learn the best. Some people benefit from seeing other answers from training problems and others from conversations by customizing educational strategies for individual strengths that work for their peers.

Strong education habits go beyond school, They are skills that make students succeed in the university, workplaces and lifelong learning. With correct suggestions, education will become a less boring job and a powerful tool for growth.

Starsky schepers

During Jordan Udler’s Year 11 English tutoring session, it was clear that he possesses a natural ability to guide his student through the English essay writing. His approach was very attentive, listening to the student’s ideas and valuing them before helping him shape them into clearer, more polished, and rubric guided responses. Jordan was not prescriptive. Instead, he allowed the student to take ownership of their own writing by asking open-ended questions that prompted reflection and deeper analysis. This method allowed the student to see writing as a process of discovery rather than simply a task to complete.
Jordan’s great and personable nature created a comfortable and motivating environment. The student appeared engaged and willing to share thoughts, even when uncertain, because Jordan’s responses were supportive and constructive. He struck an effective balance between providing direct feedback and allowing the student space to experiment with their own words. For example, rather than rewriting sentences for the student, he offered suggestions and frameworks that guided the student to self-correct, which reinforced independence and confidence in their work.

Throughout the session, Jordan demonstrated good knowledge of English structures, techniques and writing methodologies, helping the student connect textual evidence with broader thematic points. His explanations were clear, breaking down complex literary concepts into manageable steps. Importantly, he adjusted his language and pace according to the student’s needs, showing flexibility and sensitivity to learning style.

Lewin Fairbairn

Today, I had the chance to observe Hugo and one of his Y12 English students.

I can remember back to when I was studying HSC English in my final year. As someone that is very much a left-brained mathematical thinker, English to me was a very daunting trial – even if it’s the one subject that every school in the state makes you complete in their final year. For me, senior English was a mundane, yet tangled mess that made no sense and wasn’t nearly as pristine and polished and streamlined it felt for me to study mathematics. It was scary, even.

Hugo was very casual and conversational with his student, demonstrating a strong rapport and generally making sure his student was engaged, whilst ensuring he was still delving into effective study strategies with his student and discussing theory relevant to the English course. This is a reminder of a huge reason as for why tutoring can be so effective – it makes things fun! For someone being tutored, they could very well be facing the same feelings and struggles that I had in senior English – the chaotic tangled mess of a subject that made zero sense. Though, having someone there with you that can not only hold your hand, guiding you through the tangled mess and teaching you to do it on your own, but to make it a fun and memorable and comfortable experience, really makes things so much more productive and helpful for the student. This really takes the unnecessary pressures off of learning something like HSC English.

Furthermore, it was very easy to tell that Hugo was an expert on the matter; the constructive feedback to his student was very well-communicated. It’s fascinating to see this process even in my own students, with a discussion allowing a stable path through the tangled mess to form in the student’s mind. In terms of the student’s growth, it really shows that anything can be possible with tutoring.

Cheers for letting me watch Hugo!!

Zac Markovina

Hey all, I had the opportunity to observe Demetria tutor her Year 10 Maths student, Harper. Together, they looked over financial maths today.

From the start, it was clear to me that Harper is definitely on the quieter side, but didn’t hesitate to ask Demetria as many questions as he needed as they went along.

For example, when using the simple interest formula, Harper asked over and over (until he was sure) what each letter represented, and Demetria happily reiterated what they meant until it was all super clear for him.

Demetria also did great to stop Harper whenever he was about to make a mistake that would encourage maladaptive habits in his working out. For example, Demetria made sure on numerous occasions to make sure Harper had his units for rate and time period in alignment (either in weeks, months or years) despite how the question offered them, to help him avoid making the same mistake later on.

In my experience, this a speedy and surefire way to nip problems in the bud before they gain momentum and ensure good practice going forward.

Demetria used the whiteboard to support her words with really clear visuals, using differnt colours for different annotations. Harper affirmed many of Demetria’s points with positive body language (nodding, quick note taking) and was clearly way faster and more confident in answering his assigned questions upon the lesson’s end.

Really great work, Demetria!!

Thomas Koutavas

Tutoring strategies must be tailored to the developmental stage, learning style, and emotional needs of each age group. When working with primary school students, the focus is often on building foundational skills in literacy, numeracy, and basic problem-solving as well as fostering a love for learning. These students benefit from techniques such as visual aids, hands-on activities, and frequent encouragement. Sessions should be dynamic and interactive, using games, storytelling, and movement to maintain engagement. Establishing routine and trust is key, as younger learners thrive in environments where they feel safe and supported.

In contrast, high school students require a more structured and goal-oriented approach. Their academic demands are higher, and tutoring often targets specific outcomes like exam preparation, assignment support, or subject mastery. These learners benefit from critical thinking exercises, study strategies, and time management coaching. Tutors should encourage independence by guiding students to take ownership of their learning by setting goals, tracking progress, and reflecting on outcomes. Emotional support is still important, especially as teens navigate exam stress and academic pressure.

Communication style also shifts between age groups. With younger students, tutors may use simpler language, more repetition, and playful tones. With older students, it’s important to foster mutual respect and treat them as partners in the learning process. Flexibility is essential as some high schoolers may still need reassurance and scaffolding, while some primary students may be advanced and ready for an extra challenge.

Ultimately, effective tutoring adapts not just to age, but to the individual. Whether it’s helping a Year 3 student grasp multiplication or guiding a Year 11 student through essay writing, the tutor’s role is to meet the learner where they are and help them grow with confidence.

Sophia McLean

Hey everyone, today I had the great opportunity to observe Airi’s primary school English session.

Airi and her student started the session, doing her students school homework.

Once they finished the homework, Airi used punctuation questions from a textbook. They went through where to add commas, speech marks and full stops to sentences and dialogue. They went through a range of different worksheets, that had different types of activities and difficulties Airi’s student could complete. It was great to see how Airi encouraged her student to do the question independently, and then when her student got stuck she would then help her, or guide her back on track.

Her student was very focused and motivated, which was great to see. Sometimes she would get distracted, so it was good to see Airi redirect her focus back to the task.

Whilst Airi’s student was doing each worksheet, Airi would mark the worksheet she previously completed. Once the student finished the worksheet, Airi would then go through any mistakes the student made. This was a great way to reinforce her students learning and to ensure her student was on the right track. When her student made an error, Airi would explain the rationale behind the students mistake, helping her to constantly improve.

Airi then gave her student homework based on the punctuation and language convention questions they had been working through during the tutorial. This will help to reinforce what they worked on at tutoring, at home.

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

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

Ashley Cohen

Very often science in high schools are taught in a certain way: a relaying of facts that seemingly just have to be memorised. While this may be a bit easier for the students to learn in the moment, it ends up inhibiting their ability to perform excellence in the subject area.

Because of how science is taught in highly school, most students approach it as if it’s a subject to memorise, not understand. They make very pretty formated notes, highlight key terms, and make flashcards from them. But, when the exam rolls around, and question requiring critical thinking rolls around, the student has no idea how to answer it. That’s because science isn’t about collecting facts – it’s about relating cause and effect at a fundamental level.

This is where effective tutoring makes a real difference. A strong science tutor doesn’t just give you the answers – they teach you how to approach problems logically.

Take enzyme denaturation, for example. Many students simply memorise, “High temperatures cause proteins to unfold.” While this is true, it actually doesn’t explain any sicence behind it, so a good tutor takes you deeper: they’ll explain how heat breaks hydrogen bonds, reshapes the molecular structures, therefore disrupts the active sites – suddenly, it’s not rote learning anymore. It’s cause-and-effect reasoning.

Once you shift from memorising to understanding mechanisms, science becomes predictable. You start recognising patterns, connecting concepts, and solving problems more confidently. That’s when grades improve – not through making massive notes documents and cramming it all, but through clarity.

If your current study routine involves staying up late surrounded by meticulusly crafted colour-coded notes, it might be time to rethink your approach. Science success comes from learning how to think, not just what to know – and the right tutor can teach you exactly that.

Oliver Fletcher