Today, I got to observe the big room. In this room Deanne and Elise were each tutoring their students. Elise was tutoring her student in Maths specifically probability while Deanne was tutoring her student in Chemistry.

Deanne made great use of the whiteboard to help work through questions while highlighting each step to make the question easier to tackle. She also highlighted some key ideas to be aware of in case of similar questions in exams. She went through an exam paper with her student to expose him to a range of questions likely to come up in his exams and allowed him to lead in answering them as to see where he was in terms of his knowledge and his confidence. She made sure his working was thorough and he had what was needed to achieve all the allocated marks in an exam. She gave him some ideas for resources he could use to help visualise the concepts he was learning.

Elise worked together with her student to solve questions until her student was comfortable enough to do questions herself. This is important to help increase her confidence enabling her to do the work by herself especially when it comes to homework and exams/tests. If her student struggled, she gave her hints to push her in the right direction without giving her the answer straight away. She went through different types of probability questions including bar graphs and tables, which each have a varying approach that she made sure to outline and familiarise her student.

Both sessions provided me with a lot of insight into how to approach various questions avoiding giving answers away. By hinting and giving the student time to immerse themselves in the question, we can help them work through it consequently giving them confidence which prompts them to do well in homework and exams.

Olga-Liana Athanasatos

Today I observed Annaliese’s tutoring session!

During my observation of Annaliese teaching trigonometry to a Year 10 student, I was so impressed by her ability to simplify the complex concepts and maintain the student’s focus. She started the session by reviewing Pythagoras theorem, and shape angle sum and then introduced the key trig ratios – she did this to ensure the student had a solid understanding of their definitions and triangles and when to apply them. Annaliese used real-world examples, e.g measuring the height of a building using angles, to make the content relatable and less abstract. This method definitely captured the student’s interest but also helped make the formulas make sense.

Another part of Annaliese’s lesson, was teaching her student how to use the trigonometry buttons (sin/cos/tan, and inverse trig ) on the calculator. She broke down each step of the calculation process, guiding the student through pressing the correct buttons, and showing how to save the results using the ANS button. This hands-on approach allowed the student to gain confidence in using the calculator (which can be confusing) and made them comfortable as Annaliese worked through them with her. She provided lots of practice opportunities, where they worked through questions together, but also let the student try on their own. She corrected any mistakes without discouraging the student, and used positive reinforcement to keep them motivated. She started with easier questions, to build foundations and confidence and then moved on to more complex questions after that!

Annaliese’s teaching style was very structured but also flexible to suit the pace of the student. She regularly asked the student to explain concepts in their own words, and show how they did their working out (even it it was wrong) to understand what was going wrong/how they could fix it.

Shyla Gloster

Hi everyone, I hope you are well! Today I had the opportunity to observe Eireyna’s Year 10 Maths session. During the session, Eireyna did a great and engaging job with helping the student understand graphing, using concepts about finding coordinates and the x and y intersection to guide them.

Firstly, Eireyna marked last week’s homework and this step allowed her to assess the student’s progress, spot any particular difficulty they may have had, and identify any gaps in understanding. She also took the time to ask questions, ensuring the student could articulate the reasoning behind each answer. When they went through finding the axis on a cartesian plane, Eireyna used the whiteboard to draw a graph, ensuring it was clear, and then told the student to copy this graph in their own workbook. She broke down each step, explaining how to determine where a line crosses the axes and what that represents mathematically. This not only helped the student understand how to find the intercepts but let them know how these ideas an be used in real life. In this way, Eireyna created a supportive environment where the student felt comfortable asking questions and making mistakes, because she reminded them that without this, they won’t make good progress.

The encouraged the student to think aloud, asking them to predict where lines would intersect and guiding them when needed. This questioning technique helped the student actively engage with the material they while they were studying. Eireyna also emphasised the correct order of the axis intersections and when plotting each of the points, so they could follow independently. This kept them on the right track. One of the standout aspects of the session was Eireyna’s ability to maintain a positive and encouraging tone throughout, so the student could feel comfortable with developing their problem-solving skills. Because of this, her combination of active learning strategies ensured the student was feeling more confident and better prepared for future challenges in broader areas of maths.

By the end of the session it was clear the student had gained a better understanding of these equations and their overall confidence was strengthened. The student’s positive response to her methods highlighted the importance of fostering an encouraging learning environment between Eireyna and her student.

Eleni Nicholas

I had the lovely opportunity to observe Marina’s session with her Primary English student!
Marina delivered a highly organised as well as engaging lesson, focusing on spelling. Together they worked through some look-cover-write-check worksheets…

Here are some great techniques Marina was using in her lesson that I will be sure to take on within my own lessons.

Voice:
When tutoring younger students it is important to speak in a way that allows the student to connect and engage with the lesson. I was impressed by Marina’s use of a clear yet kind and enthusiastic voice when she was teaching. I took note of how she commended her student when he got a question right and showed kindness and support when he got stuck. It was clear that the student’s confidence in his work increased as the lesson progressed.

Attentiveness:
It is very important to always show attentiveness towards the students when they are completing their work in session. I noticed how closely Marina worked with her student throughout the lesson, being constantly engaged. This technique is hugely beneficial as it makes the student feel supported as they do their work, and creates a sense of teamwork where the tutor is someone the student is working “with” not “for”. The tutors engagement also makes it much easier for the student to stay on task, which is especially beneficial when tutoring primary/younger students.

Use of resources/tools:
Sometimes the difference between a good tutoring session and a great one can be how creatively the tutor uses their tools to keep the student engaged and excited to learn. I was impressed by Marina’s use of a variety of resources to keep the lesson constantly moving and changing. Some examples were, her use of the mini whiteboard for explanations which the student could also use and interact with, using coloured pencils as part of an exercise to make the work more fun, and giving the student a crossword puzzle as a short mental break while she marked his work. Marina’s creative use of resources kept the student engaged and interested in the work throughout the entire hour.

Using all these methods and more, Marina’s lesson was super effective and engaging, leaving the student confident and happy by the end. I’ll be sure to take these great tips with me in my future lessons.
Thanks Marina!!

Demi Tselios

Memorisation is a major aspect of academic success, however, what works for one person might be different for another. It is important to consider that all students learn differently, so below are a couple of tips outlining different methods of memorisation I found to be very effective.

Active Recall
Whilst it can be daunting to throw yourself in the deep end and cover the answer, testing yourself is one of the most effective ways to consolidate the information you have learnt and see whether you can actually recall it, or whether it requires more studying. Instead of simply just re-reading pages and pages of notes, focusing on the key concepts and testing yourself without looking at the answer will help solidify the information into your memory, and identify areas that need a bit of extra work. Flashcards or mini quizzes are very helpful for active recall as they don’t require you to physically cover the answer, but instead just flip it over once you’ve given it your best shot!

Teaching others
Once you think you are somewhat confident with a topic, the real test of your knowledge is to see whether you can teach the content to someone else for the first time. Explaining a concept to another person actually forces you to fully understand it and be able to break it down into smaller, more understandable segments, ultimately reinforcing your memory in the process.

Using mnemonics
Mnemonics are simply just any form of memory aid that helps you retain information through association. There are a variety of different mnemonics that work for different people, such as rhymes, visual aids or acronyms, all of which aim to make complex information a bit simpler so that it is easier to understand and recall.

Daisy Brenac

Today, I had the chance to observe David’s session.

In the session David covered fractions, decimals and integers. He mainly started doing this by going through questions with the student on the whiteboard. He used an organised table to help the student memorise the methods of converting between the fractions and decimals. He also quizzed the student quickly trying to catch him off guard and train his ability to think quickly. Well done David!

Tynan Philmara

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, I had 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, 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