First Education

SN1 and SN2 are the two mechanisms of nucleophilic substitution reactions where SN1 involves only one molecule, and SN2 involves two. A nucleophile is described as reagents which donate their pair of electrons or share them with another atomic nucleus, or to form a new bond between itself. The process of what a nucleophile does in reaction is shown in figure 1. A substitution reaction is described as a chemical process where an atom or a functional group of a molecular chain is substituted by a different atom or functional group. These synthesis reaction mechanisms stand for “substitution, nucleophilic, unimolecular (SN1)/bimolecular (SN2)” mechanism.

Alkyl halides can be prepared from their corresponding alcohols through an acid catalysed substitution reaction known as the SN1 mechanism which stands for “substitution, nucleophilic, unimolecular” mechanism. A tertiary alcohol is one where the hydroxyl (OH-) function group is connected to a parent chain carbon atom which is also connected to 3 other carbon atoms which are used as the building blocks for the synthesis of natural products and pharmaceuticals. Tertiary alcohols only follow the route of unimolecular nucleophilic substitution (SN1) while secondary alcohols may also follow this mechanism. The rate determining step within the SN1 reaction mechanism is where the reaction follows first order kinetics, meaning the rate of reaction is dependent on the concentration of only one reactant, in this case, it is dependent upon the concentration of t-butanol. Under acidic conditions (the addition of sulfuric acid (H2SO4)) the mechanism of the SN1 reaction involves the rapid protonation of the alcohol, followed by the loss of water as the rate determining step.

Unlike SN1 reactions, the SN2 mechanism occurs all within a single step and is bimolecular reaction. The SN2 reaction mechanism is also referred to as “solvolysis”, which is a chemical reaction where the solvent, such as water or alcohol is one of the reagents and is present in large excess required for the reaction to proceed, in which only primary alcohols and potentially secondary alcohols follow the route of the SN2 reaction (specific for nucleophilic aliphatic substitution). The mechanism for the SN2 reaction relies on the concentrations of both reactants, for example in the following reaction, it requires a collision between a hydroxide ion and a methyl bromide molecule.

Chris Mylonas

I had the opportunity to observe Ava’s session today ! At the start, she took a few minutes to check in with the student, asking about their holidays and how they were feeling about the new school year. This helped re-establish rapport and set a positive, comfortable tone for the lesson which I think is particularly important when starting the new term after such a long break.

I also really liked the way she began by reviewing key concepts from last year to first identify any gaps or weaknesses in the students’ understanding that needed to be addressed before diving into new work. Rather than assuming the student remembered everything, Ava asked more open-ended questions to gauge how they were feeling about the content. Once Ava went over the concepts that were weaker, she effectively built upon this foundation to branch into the content that the student was currently covering in class.

Ava made a great effort to validate the student’s thought process, even when corrections were needed or her logic was slightly flawed. Instead of simply pointing out the mistakes, Ava prompted the student with guiding questions or alternate ways of thinking to help them refine their ideas. This approach not only reinforced the student’s understanding but also built the student’s confidence in their own problem-solving abilities and allowed them to think more critically about the subject matter.

After each new idea that was introduced, Ava made sure to summarise it and reinforce the key take-aways to ensure the student grasped the most important parts of the lesson. Overall, Ava did a fantastic job at easing the student back into the tutoring mindset ! Great job !

Annaliese Lakis

Today, I was able to observe Kieran’s PDHPE session. Although I don’t typically tutor this subject, it was a valuable opportunity to witness Kieran in action and learn from his approach.

The session began with Kieran quizzing the student on content from last term to help them recall key information. This was a great strategy to reinforce learning and assess the student’s retention. Kieran also provided insightful tips about the syllabus, discussing how certain dot points might appear in exams or in exam-style questions. This approach not only clarified the exam format but also helped the student better understand how to apply their knowledge in a test setting.

One particularly effective technique Kieran used was linking the content to the student’s real-life experiences. For instance, he incorporated the student’s experience with a broken wrist to connect it to the content, making the lesson more relatable and engaging.

Kieran also made good use of the whiteboard to explain key terms and symbols. By writing down important concepts visually, he ensured that the student had a clear understanding of the material. This combination of verbal explanations and visual aids helped reinforce the lesson and made it easier for the student to grasp the content.

Overall, it was a great learning experience for me, and I was able to see firsthand how Kieran effectively engages and supports his students.

Tynan Philmara

Establishing clear goals in tutoring is essential for creating a focused and effective learning environment. This goal allows the learning to be more structured and more purposeful as both the tutor and student know what they are working towards. By defining specific objectives for each session, the tutor can plan targeted activities and materials, while the student knows exactly what to focus on. This helps avoid unnecessary distractions and ensures that the time is used in the most efficient way. clear goals can also promote motivation and accountability. When students understand what they are expected to achieve, they are more likely to stay engaged and put in effort. They can also track their progress over time which can increase their motivation and provide a sense of accomplishment which can boost a students confidence. As students meet short-term goals, it can build momentum toward larger academic targets. Having goals in place allows for tutors to tailor sessions and instructions. Each student has unique strengths and weaknesses, and clear goals enable the tutor to personalise the learning experience. By understanding where the student needs improvement, the tutor can adjust methods and pace accordingly. clear goals can also facilitate better communication. Both the tutor and student can assess whether the learning objectives were met at the end of each session. The utilisation of clear manageable goals also allows for adjustments based on whether the student is struggling or excelling.

Olivia Moustakis

As I observed Olga’s one-on-one Year 6 maths lesson, I was struck by her patient and structured approach. She created a calm learning environment, ensuring the student felt comfortable while maintaining focus.

The lesson covered fractions and decimals, a topic that often presented challenges. Olga introduced key concepts methodically, using a number line to reinforce relationships between fractions and their decimal equivalents. She broke down each step clearly, checking for understanding before moving on. Rather than providing immediate answers, she guided the student toward discovering solutions independently.

Her use of visual aids was particularly effective. When the student struggled with converting a fraction to a decimal, she illustrated the process on paper, encouraging them to think through each stage. It was rewarding to see the moment when understanding clicked—a reminder of the impact of well-paced instruction.

What stood out most was her ability to adjust to the student’s needs. She maintained a steady pace, offering reassurance when necessary and allowing time for independent problem-solving. She provided just enough support to keep the student engaged without making the work feel overwhelming.

As I watched, I reflected on my own tutoring style. Olga’s balance of patience, clarity, and encouragement reinforced key teaching principles. The session left me inspired to refine my own approach, particularly in fostering a learning environment where students feel confident tackling challenges on their own.

Nabil Harrar

Today I had the opportunity to observe Georgina tutor a Standard Maths session, and I was so impressed by her patience and ability to guide her student through financial maths concepts, particularly interest calculations. It was a great example of how effective tutoring isn’t just about knowing the content—it’s about how you deliver it.

Georgina’s approach was calm and methodical. She didn’t rush through explanations but instead stepped through each question carefully, making sure the student understood every part before moving forward. When the student hesitated, she gently prompted them with guiding questions rather than immediately providing the answer. This encouraged independent thinking while ensuring they didn’t feel overwhelmed.

One of the standout moments was when she broke down all the calculations into simple, logical steps. Financial maths can be tricky, especially when dealing with different types of interest and formulas, but Georgina made it accessible, easy to understand, and relatable to daily life concepts. She emphasised understanding over memorisation, reinforcing key principles and explaining why formulas work rather than just how to use them.

It was clear that Georgina’s patience and structured approach helped build the student’s confidence. By the end of the session, they weren’t just solving problems—the student was able to explain her reasoning with much more certainty.

Watching this session reinforced how valuable a good tutor can be. It’s not just about getting the right answers but about creating a supportive learning environment where students feel comfortable tackling challenges. Georgina’s approach exemplified that perfectly!! Amazing to observe xx

Shyla Gloster

Today, I had the amazing opportunity to observe a session! The tutor’s calm and welcoming demeanour set the tone for a positive learning environment. Her ability to immediately establish rapport with her student created a space where the student felt comfortable asking questions and engaging with the material. A standout element was the tutor’s use of formative assessment techniques. She regularly checked in with the student, asking probing questions to gauge understanding, and she offered immediate, constructive feedback. This approach not only helped the student stay engaged but also allowed the tutor to correct misconceptions in real time, fostering a deeper learning experience.

Additionally, the tutor was quick to adjust her approach based on the student’s responses and needs, showcasing a deep understanding of how individualised instruction can optimise learning. Whether it was rephrasing an explanation for clarity, providing additional examples, or shifting the focus to a different aspect of the topic, her ability to pivot seamlessly ensured that the student’s understanding was continuously progressing. This flexibility not only enhanced the student’s grasp of the material but also created a dynamic, student-centered learning environment where the focus was always on fostering growth and confidence.

Aside from completing questions regarding the subject being tutored, the tutor also assisted the student in developing an effective study plan, in order to reinforce the importance of time management and enhance organisational skills.

Tira Rustom

Time management can feel impossible when you’re juggling assignments, extracurriculars, and a social life. For many students, deadlines sneak up, procrastination takes over, and suddenly you’re pulling an all-nighter. These are few things you can teach to students who struggle with time management skills.

1. Focus on What Actually Matters
Not everything on a to-do list is urgent. Help students sort tasks using a simple system:

Must-do now: Urgent assignments, upcoming tests.
Schedule it: Important but not due right away.
If there’s time: Things that can wait or be delegated.
Not worth it: Unnecessary distractions.
This keeps them from wasting time on low-priority stuff when big tasks need attention.

2. Plan Ahead
Encourage students to use a planner or calendar—digital or paper, whatever works. Blocking out specific times for studying, assignments, and even breaks makes everything feel more manageable. It’s like putting your life on autopilot for a bit—just without the stress.

3. Break It Down
Big projects are overwhelming, which is why students put them off. Instead of writing “Finish essay” on their list, they should break it into smaller steps: research, outline, write, edit. Checking off smaller tasks gives a sense of progress and keeps motivation high.

4. Beat Procrastination
Distractions are everywhere—phones, social media, Netflix. Suggest the Pomodoro Technique: 25 minutes of focused work, then a 5-minute break. It helps them stay on track without feeling like they’re stuck in a never-ending grind.

5. Make Time for Rest
Students often think time management means cramming in as much as possible. In reality, sleep, downtime, and self-care make them more productive. A well-rested brain works faster and smarter.

Helping students build better time habits now will make their lives way easier in the long run!

Allegra Pezzullo

Since it was the start of the year coming back from holidays, Demi focused on asking about holidays and other activities that her student went on or participated in, before planning out future sessions ahead of the term and year. They also discussed co curricular activities and future subjects that the student would be taking, encouraging her to participate in such activities throughout school life.

Demi was going through stats with her student, particularly interquartile range, mins, maxs and averages. Demi was able to explain a wide array of concepts in good detail, outlining the meaning of each quartile, as well as providing outlier formulae too. Demi was able to also provide good tips regarding unit conversions, explaining how to use certain shortcuts to help with her working. Although the topics of stats were broad, Demi primarily focused on working on the median, explaining a basic concept to help her student attain a better overall understanding before moving onto other more complex concepts.

Demi was engaging and encouraging with her student, always allowing for time to think through her answers and ask questions at free will. Demi encouraged her to critique her reasoning in her answers, and was able to respond to these questions and help develop her understanding further.

Overall, Demi was able to manage a fun and engaging lesson for her student at the start of the schooling year, talking about the new upcoming year and focusing on stats and data. I’ll be looking to implement Demi’s teaching techniques into my tutoring sessions for the start of the year too!

Daniel Rulli

Today, I had the opportunity to observe Olga tutor her Year 12 Standard Math student.

Once Olga and her student had settled in after sharing what they got up to during the holidays, Olga began to focus on the concept of scale drawings. Her student came with questions about the topic from the textbook where Olga guided her student to consider knowledge from the topic of ratios. Once clarifying the questions by using real life examples, her student was then able to successfully complete the questions. This was also ensured through Olga’s encouraging and calm tone as her student felt comfortable asking questions and expressing her worries and concerns about the difficulty of the questions. Olga then began to explain the trapezoidal rule and showed her how it can be applied to different trapeziums. Olga was very patient in explaining the applications of the trapezoidal rule and also explained the importance of using multiple methods to solve questions, illuminating the crossover of content (i.e using Pythagoras to assist in answering area questions). This not only eased the confusion about using the formula in different questions but enhanced the student’s confidence in answering an array of exam style questions. Throughout the entirety of the lesson, Olga ensured that there was a thorough understanding of the content taught and did this by asking her student to explain her thought process and working out back to her. This is highly effective in ensuring that the time is used efficiently as well as ensuring that the student is constantly engaged. Olga concluded the lesson by briefly explaining Networks and all it encompasses. It was amazing to see how the student left the lesson feeling more confident, motivated and excited.

Well done Olga ☺️

Marina Nouris