First Education

Upon observing the tutors surrounding me as well as in my own experience tutoring, it is abundantly clear that, at its core, tutoring is the ability to interpret the miscommunications or misinterpretations that have occurred in the classroom. The ideas or concepts that are taught must fundamentally be understandable, otherwise they would not be taught. Hence, what matters is the relationship between communication and perception. As human beings there are bound to be miscomings and thus the role of the tutor appears. A concept that may be understood completely by one student may require a rerouting in its explanation in order for another student to feel confident with it. This may be caused by a lack of foundational knowledge or perhaps the inability to see how different ideas connect. The tutor, therefore, needs to diagnose why in this instance understanding has failed before they can continue in fixing it. This is particularly visible in content heavy writing subjects. Often students will feel confident in their knowledge of the content but will fall short of marks when it comes to the exam or assignment. What has often occurred here is not the failure to understand but the failure to apply it correctly. In recognising this “diagnosis” it is the tutors job to then explain how the student should successfully express their knowledge in a way that aligns with the marking criteria. It’s important to recognise what has caused this initial disjunction in order to help the student not fall into a habit of it. It is equally important in showing to the student that their error was not a lack of intelligence, just simply a miscommunication or a need for reframing of the idea so that the student does not become disheartened and lose the confidence they need in order to succeed. It is this interpretive dimension of tutoring that makes it both challenging and rewarding.

Lara Vennjones

The beginning of a new school term is a fresh start—new classes, new goals, and new opportunities to set students up for success. It’s also one of the best times to start tutoring. Beginning tutoring early in the term can make a powerful difference in a child’s academic progress and overall confidence.

One key reason is prevention. When tutoring starts early, small gaps in understanding can be addressed before they turn into bigger problems. Many subjects, especially math and reading, build on previous concepts. If a student misses an early skill, later lessons can feel confusing and overwhelming. Early tutoring helps students stay on track, rather than scrambling to catch up later.

Starting tutoring early also helps establish strong routines. The first weeks of school are when study habits, organization, and expectations are formed. A tutor can guide students in managing their workload, planning ahead for assignments, and developing effective study strategies from the start. These skills benefit students throughout the entire school year—not just in one subject.

Another major benefit is confidence. When students feel supported early on, they’re more likely to participate in class, ask questions, and approach schoolwork with a positive mindset. Tutoring provides a safe space for students to build understanding without pressure, which reduces anxiety and boosts self-belief before stress has a chance to build.

Early tutoring also allows for a more personalized approach. Tutors can get to know a student’s learning style, strengths, and challenges before grades or test scores become a concern. This creates a strong foundation and a trusting relationship that makes learning more effective and enjoyable.

Starting tutoring early isn’t about assuming a child will struggle, it’s about giving them an advantage. By investing in support at the beginning of the school term, students are better prepared, more confident, and more likely to thrive all year long.

Gabrielle Tran

The move from Year 5 to Year 6 is one of the most important transitions in primary school. Year 6 maths and English introduce higher expectations, more complex skills, and preparation for assessments that can feel overwhelming for many students. Targeted tutoring during this stage can make a powerful difference, especially when learning is built confidently from Year 5 foundations.

In maths, Year 6 focuses on applying knowledge rather than just learning rules. Students are expected to work confidently with fractions, decimals, percentages, long multiplication and division, problem-solving, and reasoning. Many of these concepts are introduced in Year 5, but gaps often appear when students are asked to apply them independently. A tutor can identify exactly where understanding has slipped and reinforce key skills step by step, helping students move from confusion to confidence.

In English, the leap is just as significant. Year 6 students must read more complex texts, analyse language, infer meaning, and write with greater structure and accuracy. Grammar, punctuation, spelling, and vocabulary are all assessed at a higher level. Tutoring helps students strengthen reading comprehension, develop clear writing structures, and use language more effectively , skills that rely heavily on what was learned in Year 5.

One-to-one or small-group tutoring allows lessons to be tailored to each child’s needs. Instead of rushing ahead, tutors can revisit essential Year 5 concepts, explain them in new ways, and then extend learning into Year 6 expectations. This personalised approach boosts confidence, reduces anxiety, and encourages a positive attitude toward learning.

With the right support, Year 6 doesn’t have to feel daunting. Strong foundations, clear explanations, and consistent practice help students succeed, not just in exams, but in their overall learning journey.

Airi Yamanaka

We’ve all been there — staring at an exam question that feels more like a riddle than a clear prompt. Wordy or tricky exam questions are designed to test more than just content knowledge; they challenge your reading comprehension, critical thinking, and ability to apply what you’ve learned in unfamiliar ways. But with the right strategies, you can break them down and respond with confidence.

1. Read the question carefully — twice.
It’s easy to miss key details when you skim. Always read the question slowly, then read it again to spot hidden cues, command words (like explain, justify, or compare), and constraints (like “using only data from the table above”).

2. Highlight or underline keywords.
Pull out the most important words or phrases. What exactly is the question asking you to do? Are there multiple parts? Is it referring to a graph, scenario, or formula? This helps keep your answer focused.

3. Rephrase the question in your own words.
Before answering, try putting the question into simpler language. This ensures you understand it and helps reduce anxiety caused by complicated wording.

4. Plan your response.
Don’t just start writing. Take 20–30 seconds to jot down key points or steps, especially for extended responses. A quick outline can save time and help keep your answer structured and relevant.

5. Don’t overthink it.
Sometimes tricky questions seem difficult because they look different — but they’re still testing familiar concepts. Trust your preparation and focus on applying what you know logically.

Finally, practice is key. The more past papers and unfamiliar question styles you expose yourself to, the more comfortable you’ll become with handling complex wording under pressure.

Julian Podgornik

The session began with Demetria introducing spelling and grammar through a clear focus on verbs. She started by asking the student what they had done that morning, prompting responses such as “walked,” “ate,” and “brushed.” These action words were written down and used to demonstrate that verbs show what someone does or what is happening in a sentence. This practical connection to the student’s own experiences helped make the concept immediately meaningful. She explained the definition of a verb in simple language, then modelled several examples, highlighting the verb in each sentence and thinking aloud to show her reasoning.
The student practised identifying verbs by underlining them in short sentences and sorting words into categories. When confusion arose between nouns and verbs, Demetria used guiding questions rather than direct correction, encouraging the student to think more carefully about each word’s function. Positive reinforcement and specific feedback supported the student’s confidence and engagement. Short spelling activities and quick games were incorporated to reinforce learning and maintain focus.
Overall, the lesson was structured, interactive, and responsive to the student’s needs, demonstrating effective scaffolding, clear explanations, and strategies that supported both spelling development and grammatical understanding

Nabil Harrar

For a long time, the Shakespeare we met in high school felt like a historical monument rather than a person. He was taught as a set of rigid rules: iambic pentameter, complex metaphors, and a glossary of “old” words that felt like a barrier to entry. We studied him as a literary deity whose genius was so absolute it felt supernatural. In classrooms, the focus was often on the “perfection” of his structure, which inadvertently turned him into a statue—brilliant, yes, but cold and untouchable.

The Hamnet movie completely subverts that academic tradition. It takes the “Bard” we were forced to analyze and replaces him with a man who was clearly just trying to survive his own life. By centering the death of his son, the film recontexturizes the plays from “required reading” into raw, private documents of grief. When you see a father struggling with the guilt of being away while his child was dying, the soliloquies we used to memorize for exams suddenly stop being “art” and start being survival tactics.

This shift makes his work feel accessible in a way a textbook never could. It tells students that you don’t need a PhD to understand Shakespeare; you just need to have felt loss or love. In 2026, we’re finally moving away from worshipping the myth and starting to empathize with the man. Hamnet shows us that his genius didn’t come from some divine source, but from a very human heart that was broken and trying to make sense of the world through ink. It’s a much-needed reminder that before he was a legend, he was just a person.

Joseph Katz

When most people think about maths, they think about getting the answer — preferably the correct one. But what’s often overlooked is that maths is just as much about the process as it is the final number written in the box.

In reality, maths is a way of thinking. It teaches us how to break problems down, identify patterns, reason logically, and make decisions based on evidence. These skills are incredibly valuable — not just in exams, but in everyday life and future careers.

Focusing only on the final answer can lead students to rush, guess, or memorise without truly understanding. But maths isn’t about speed or shortcuts — it’s about understanding why something works and how different methods connect. This kind of deep thinking takes time, but it’s what builds confidence and long-term success.

That’s why in tutoring, I often ask students to explain their thinking, even when they’ve made a mistake. In many cases, the reasoning behind an incorrect answer shows far more understanding than a lucky guess. It’s not about being perfect — it’s about being curious and reflective.

Exams and assignments certainly require correct answers, but the real learning happens during the journey: exploring different methods, correcting errors, and applying concepts to new situations. That’s where growth happens.

So next time you’re working through a tricky problem, remember — the goal isn’t just to reach the answer. The goal is to understand the path that gets you there. Because in maths, as in life, the process matters.

julian podgornik

Tutoring isn’t just about explaining maths problems or helping with study notes — it’s also about learning. While I’ve helped many students grow in confidence and skill, I’ve learned just as much from the experience myself.

One of the biggest lessons I’ve learned is that every student learns differently. Some need visual explanations, others need to talk things through, and many need time to make mistakes and work it out for themselves. As a tutor, I’ve learned to adapt, listen carefully, and meet students where they are — not where the textbook says they should be.

I’ve also come to appreciate the power of small, consistent effort. The students who make the most progress aren’t always the fastest or most naturally gifted — they’re the ones who show up regularly, ask questions, and try even when it’s tough. That’s a lesson I think we can all learn from: progress comes from persistence.

Another insight is how important confidence is in learning. Many students don’t struggle because they can’t do the work — they struggle because they’ve convinced themselves they can’t. Part of my job is helping them shift that mindset. When students start believing in their ability to improve, the results quickly follow.

And finally, tutoring has reminded me that learning should feel human. It’s not just about ticking boxes or memorising facts. It’s about growth, curiosity, connection — and sometimes, just needing someone to believe in you.

So whether you’re a student or a tutor, remember this: learning is a two-way street. We all have something to teach — and something to learn.

Julian Podgornik

The start of a new school year can feel very weird for everyone; each day went from chilling out at home, going to the beach and hanging out with friends to loud alarms, early morning starts and the urgent need to study again. As a tutor (and past student), everyone always has the same issues; feeling out of place, easily falling behind, and a sudden stress that catches you by surprise. But don’t worry! Everyone is in the same position, not behind, just at the beginning.

The key to getting back into a school routine is to start light and build gradually. You don’t need to launch straight into three hour study sessions right away! Instead, focus on establishing old good habits; setting a consistent homework time, organising your folders or digital notes, and getting used to sitting down and concentrating again. Even 30 to 45 minutes of focused work a day can make a huge difference early on!

A common question I get from students is whether they should start studying before content is taught in class. The short answer: yes! If you do have a textbook, going slightly ahead can be incredibly helpful. Read and practice questions in the early upcoming chapters and learn key definitions. And if you get stuck on anything, that’s what we here at First Education are here to help with! Studying earlier in the term is always good to help wake up your mind and help yourself get into better habits sooner.

If you’re feeling stuck or unmotivated, remember that a constant routine helps you to stay disciplined and motivated to stick to a healthy weekly routine. You may not feel ready to start, but once you start no matter what your feelings are, it will always help you feel ready!

Sarah Constantinidis

Preparing students for Year 12 English is about far more than revising texts or memorising quotes. It is a process of building confidence, independence, and a clear understanding of how meaning is constructed and communicated. As a tutor, I’ve observed that the students who perform best are not always the ones who know the most content, but those who understand how to think, write, and respond under pressure.
One of the most important aspects of Year 12 English preparation is helping students shift from passive learning to active engagement. At this level, success depends on a student’s ability to analyse, evaluate, and synthesise ideas rather than simply describe them. This means explicitly teaching students how to unpack a question, identify key directives, and shape a purposeful argument before they begin writing. Many students struggle not because they lack insight, but because they rush into responses without a clear line of reasoning.
Another key focus is developing a flexible understanding of texts. Rather than learning pre-prepared essays, students benefit more from exploring core themes, concerns, and authorial intentions that can be adapted to a range of questions. This approach not only aligns with NESA’s emphasis on critical thinking, but also reduces anxiety by giving students tools to respond confidently to unseen questions in exams.
Regular writing practice is essential, but quality matters more than quantity. Short, targeted responses—such as thesis statements, introductions, or paragraph plans—allow students to refine their expression and argumentation without becoming overwhelmed. Feedback plays a crucial role here, especially when it focuses on clarity, coherence, and control of language rather than just marks.
Ultimately, effective Year 12 English preparation is about empowering students. When they understand expectations, trust their thinking, and feel equipped to adapt, English becomes less intimidating and more manageable. As tutors, our role is to guide students toward that confidence—because strong writing begins with strong belief in one’s own voice.

Anthea Preketes