First Education

I did some research and reflection on the way in which I tutor primary students to ensure they can get the best out of their next session.

One of the most important things with primary students is making the sessions fun and engaging. I have found the most effective way to do this, specifically in English, is create sessions that allows the student to explore their own interests. For example, my main focus for my year 1 student is differentiating between when it is appropriate to use capital letters and when not to, as well as the motor skills behind all of these letters. To do so, I prompt the student to pick simple sentences that we can use to put his skills into practice. I do so by asking a question, or having a sentence starter, that he is able to finish in any way he likes. We then craft the sentence together and decide what he is going to be writing before he starts. This ensures that he can think about the sentence as a whole before getting started and is thus able to focus on the specific skills that need to be worked. I found this method to be extremely effective at keeping him engaged with the lesson and learning as much as possible.

Furthermore, I also like to break up the middle of the session with a short game, but instead of Uno, I keep the student on topic by playing word tic tac toe. This is essentially normal tic tac toe, however instead of putting a x or an o in the box, you must write a word. I also change this up and make things more challenging by requesting different things. For example, all capital letters, all lower case, or words with more than 4 letters. I feel that this also allows the student to remain on track in the session and learning whilst still feeling as though he is having a break.

Riva Burkett

Today I observed Kristina’s session with her Year 11 maths advanced student Katerina. They were focusing on the indices topic during the lesson. The session started of with them covering the key rules to know when working with indices before starting with questions. I like how Kristina ensured to check in with her student’s prior confidence with this topic to make her aware of what parts her student finds difficult and what to focus more strongly on during the lesson. Kristina started by doing the question on the board and asking her student what she thinks she should do next.
Completing the first few questions on the board together evidently helped Katerina with her confidence on some of the difficult questions!! She continued working through questions without needing Kristina’s help on the whiteboard and would ask questions to double check her work. Kristina continued to thoroughly explain the different methods to do certain questions and the certain mathematical conventions associated with this topic. I also liked how Kristina reminded her student about certain ways she should ensure to write answers especially in school exams. Kristina would also tell Katerina if she was close to the answer so Katerina could figure out her slight error herself instead of Kristina immediately pointing out the mistake, which is a much better learning experience!!
They continued with answering past HSC questions where Kristina gave her student further tips on how to answer the trickier questions.
It was great experience to observe this session and I think Kristina did very well!! Good job Kristina!!

Sophia McLean

Teaching dystopian literature to students in early high school education serves as a crucial gateway to developing critical thinking about society, governance, and human nature. At this developmental stage, when young people are beginning to question the world around them, exploring these genres helps them understand that societal structures exist on a spectrum rather than in simple binaries of “good” and “bad.”

The inclusion of these texts is particularly valuable because it coincides with students’ growing awareness of social issues and their capacity for abstract thinking. Importantly, the real educational opportunity lies in helping students recognise that the distinction between dystopias and utopias is often blurred. What appears perfect on the surface may harbour hidden costs, and what seems dystopian might protect certain fundamental values.

Consider how “The Giver” by Lois Lowry presents a society that initially appears utopian – free from pain, conflict, and inequality – but gradually reveals the price of this perfection: the loss of emotional depth, individual choice, and human connection. This complexity teaches students that societal decisions often involve trade-offs and that different perspectives can view the same situation radically differently. Students develop sophisticated analytical skills that extend beyond literature by exploring these nuances. They learn to question absolute statements, recognise competing values, and understand that most real-world situations exist in shades of grey.

The tutoring environment proves especially conducive to this deep analytical exploration. Freed from the constraints of classroom rubrics and standardised assessments, students in one-on-one settings can fully engage with the philosophical complexities these texts present. This intellectual freedom allows them to challenge the very notion of utopia’s existence, examine the hidden merits within dystopian systems, and question the artificial boundaries between these concepts. Paradoxically, this unrestricted exploration in the tutoring space often translates into stronger academic performance within the classroom structure, as students develop more nuanced and sophisticated analytical frameworks that enhance their formal essay writing and class discussions.

Thea Macarthur-Lassen

Allowing pupils to assume the role of the teacher is one of the most revolutionary approaches in education. By doing this, students are forced to not only take in information but also clearly explain and convey it to others. Instead of memorising a particular example and repeating what they have learnt, this approach guarantees that the learner genuinely comprehends the complexities of what they have learnt.

To implement this as a tutor I pose a question to my students, and they work the question on the whiteboard as if they were teaching the topic back to me. This can also be adapted to group sessions among other students by leading discussions and presenting mini-lessons to guiding small-group activities. This act of learning, processing and then teaching knowledge requires students to truly understand information, identify key points, and anticipate potential questions—skills that elevate understanding far beyond surface-level memorisation.

One of the biggest advantages of this approach is the stimulation of a student to assess and correct their own newly acquired knowledge. Students gain awareness of their own learning processes as they break down complex concepts and structure their explanations. This reflective process helps them identify gaps in their knowledge, encouraging further exploration and mastery.

Additionally, this method helps students to simplify often complex questions into a simpler process that they can better understand and apply when needed. Furthermore, in a group setting, when students teach their peers, they use relatable language and examples, often creating a more engaging and accessible learning experience. Their efforts build confidence and a sense of ownership over what they have learnt.

The “flipping the classroom” approach is a powerful way to shift from passive learning to active engagement. By giving students the reins, educators not only deepen subject understanding but also nurture essential life skills, preparing learners for success both in and beyond the classroom.

Samuel Lotter

Every tutor has faced the challenge of trying to capture a student’s attention or motivate them to tackle their studies. Whether it’s navigating distractions, managing academic stress, or finding the relevance of subjects they struggle to connect with, engaging high school students requires more than just subject knowledge. It calls for empathy, adaptability, and an understanding of their unique perspectives.

Building rapport and trust is essential for breaking down barriers to learning. Students are more inclined to participate when they feel respected and understood. Taking the time to learn about their interests, goals, and challenges creates a foundation for positive engagement. Approaching sessions with patience and a non-judgemental attitude fosters open communication and helps alleviate performance anxiety.

A key aspect of engagement lies in making learning relevant to their lives. Many students struggle to see the practical applications of their studies, leading to disengagement. By connecting concepts to real-world scenarios or their personal interests—such as demonstrating how mathematical principles apply to budgeting or exploring historical events through the lens of current social issues—tutors can ignite curiosity and motivation.

Encouraging active participation is also crucial. Rather than simply delivering information, tutors can ask open-ended questions, promote critical thinking, and invite students to explain concepts in their own words. This approach reinforces understanding and builds confidence, empowering students to take ownership of their learning.

Recognising that every student learns differently, adapting teaching strategies to suit individual needs—whether through visual aids, hands-on activities, or verbal discussions—can greatly enhance comprehension and retention. Additionally, fostering a growth mindset helps students view challenges as opportunities for growth rather than obstacles. Providing constructive feedback, celebrating progress, and emphasising effort over innate ability cultivates resilience and a positive attitude toward learning.

Ultimately, successful tutoring goes beyond academic performance; it’s about inspiring confidence, curiosity, and a lifelong love of learning.

Toby Bower

Mental health issues among students are more common than many realise, with 14-20% of school-aged children experiencing challenges that interfere with their learning and well-being​. From anxiety and depression to behavioural disorders, these struggles impact not only academics but also friendships, self-esteem, and future opportunities. Schools are on the front lines, and their response can make all the difference.

Factors such as academic pressure, social expectations, family stress, and trauma can contribute to mental health struggles​. Despite the growing need, many students don’t receive the support they require due to stigma, lack of awareness, or limited resources. Left unaddressed, these challenges can lead to academic failure, social isolation, and long-term health risks​.

Fortunately, many schools are stepping up by providing mental health services. Programs like California’s Student Mental Health Initiative have introduced teacher training and early intervention strategies​. Schools are also offering counselling, awareness campaigns, and peer support programs​.

However, more work is needed. Schools must invest in additional resources, ensuring students have access to counsellors and mental health professionals. Breaking down stigma through open conversations can encourage students to seek help without fear of judgment. Preventative programs that teach coping skills and resilience can equip students with the tools they need to navigate challenges​. Stronger partnerships with community mental health services can further expand support​.

Prioritising student mental health isn’t just about academics—it’s about creating a safe, supportive environment where every student can thrive. When mental well-being is valued, students are better prepared for success in school and beyond.

Toby Bower

Alice began to teach time to one of her students in primary school by drawing a large clock on the whiteboard. Alice has a friendly approach and asks prompting questions while correcting her student when necessary. She maintained engagement from the student by visually showing the student how to understand how to read time on an analog clock.

Alice experimented with different times on the clock for the student to read, whilst reminding her of the rules when reading time. The diagram of the clock was detailed as Alice labelled it with the number of seconds and minutes within the clock. Then, the hours were kept on the clock while the student read different times. The student then wrote the times in digital form next to the clock. Alice also drew a timeline to show day and night by starting at 12am and finishing at 12pm, and she and the student drew visuals to match such as a sunrise. Overall, Alice supported her student to understand time by being patient and correcting her when appropriate. I like this holistic approach to teaching time and I would definitely consider a similar approach to teaching time.

Andriana Mitrevski

Today, I observed Olga working with Kris K, a Year 5 student, on overall revision topics, including addition, subtraction, place value, and fractions. The session highlighted Olga’s effective teaching strategies and her ability to create an engaging and supportive learning environment.

Olga began by assessing Kris’s understanding of each topic, using a mix of quick questions and brief exercises to identify his strengths and areas needing further practice. This initial assessment allowed her to tailor the session to Kris’s specific needs, ensuring time was spent effectively on areas requiring more attention.

One of Olga’s strengths was her clear and structured explanations. For example, when revisiting place value, she used a combination of visual aids and real-world examples to make the concept more tangible. Similarly, in fractions, she related the topic to everyday scenarios, such as slicing a pizza, to help Kris grasp the idea of parts of a whole.

Olga’s patience was another standout feature. When Kris struggled with subtraction involving borrowing, she calmly broke down the process into smaller steps, repeating explanations as needed and offering encouraging feedback. This approach allowed Kris to work through his difficulties without feeling rushed or frustrated.

To keep the session engaging, Olga incorporated interactive elements, such as puzzles and problem-solving activities, which helped maintain Kris’s focus and made the revision more enjoyable. She also praised Kris’s efforts consistently, boosting his confidence and encouraging a positive attitude toward learning.

By the end of the session, Kris demonstrated improved understanding across the topics covered, and he seemed more confident in tackling similar problems independently. Olga’s thoughtful approach to revision underscored the importance of adaptability, clear communication, and fostering a positive learning environment, qualities I hope to emulate in my tutoring sessions.

Demetria Koutavas

Katerina displayed exceptional teaching skills in her session with her kindergarten student, Harrison, by tailoring her approach to suit his interests and developmental level. She incorporated drawing activities into the lesson, recognising his enthusiasm for creative expression. For instance, they illustrated each word they pulled from a selection, effectively blending fun with learning. This strategy not only maintained Harrison’s engagement but also helped reinforce his understanding of vocabulary.

Katerina’s ability to keep Harrison focused stood out during the session. While Harrison occasionally got cheeky with his drawings, Katerina redirected his attention with gentle prompts like asking for an “awesome drawing.” Her encouragement was unwavering, and she avoided negative feedback. Instead of pointing out mistakes, she framed corrections positively, suggesting, “That’s great, should we flip that around?” This approach nurtured Harrison’s confidence and willingness to learn.

Furthermore, Katerina frequently celebrated Harrison’s progress, highlighting milestones like mastering the proper formation of the letter “J,” which he had previously struggled with. Her consistent praise, such as telling him how proud she was, reinforced his achievements and built his self-esteem.

Finally, the highlight of the session was a Christmas-themed activity where Harrison coloured a festive village, labeled objects within it, and crafted sentences about “Santa Land” using sight words. This multi-step task allowed him to practice various skills while still having fun. Perhaps too much time was spent on the colouring in portion, however it was still a great activity!

Overall, Katerina’s session was a testament to her thoughtful, engaging, and supportive tutoring style.

Briana Vaz

Today, I observed Thomas working with George, a Year 8 student, on understanding and using a speed, distance, and time table. It was inspiring to see Thomas’s thoughtful and adaptive teaching approach throughout the session.

Thomas began by introducing the basic principles behind the speed, distance, and time relationship, ensuring George had a clear grasp of the formula. When George expressed difficulty understanding how the formula applied in practical scenarios, Thomas adjusted his explanation. He used relatable examples, such as calculating travel times for a family road trip, to make the concept more accessible and engaging.

A standout feature of Thomas’s tutoring was his patience. He allowed George ample time to process each example, gently guiding him through the steps without rushing. When George made errors, Thomas reframed them as opportunities to learn, offering supportive feedback that encouraged George to think critically and try again. This approach fostered a calm and positive learning environment, where George felt comfortable asking questions and experimenting with solutions.

Thomas also demonstrated flexibility by tailoring his explanations to suit George’s learning preferences. For visual support, he sketched out examples using diagrams and tables, showing how data could be organised and interpreted. When George indicated he preferred working through problems step-by-step, Thomas broke down the process into smaller, manageable parts, reinforcing each stage with practical exercises.

By the end of the session, George was noticeably more confident in using the speed, distance, and time table, successfully solving problems with greater independence. Thomas’s ability to adapt his teaching style and remain patient throughout the lesson played a crucial role in this progress. Observing this session provided valuable insights into the importance of flexibility and patience in tutoring, qualities I aim to embody in my own practice.

Demetria Koutavas