First Education

Both small group and one-on-one tutoring have key benefits, and the choice between the two often comes down to the student’s specific learning style and needs. Primarily, the interaction that small group tutoring provides among peers may foster a heightened level of social intelligence for students – a skill that is applicable to the daily interaction both within and beyond the academic sphere. Social learning is an integral component in the educational process, and the interaction that occurs within a small group setting can initiate a collaborative learning environment. Students are able to ask questions, share ideas and communicate concepts to one another, solidifying their understanding in a teacher-student rhetoric. The social dynamic similarly encourages students to actively participate and engage with the content, fostering motivation and an enthusiasm for learning. Varyingly, one-on-one tutoring may not provide as many opportunities for this peer interaction. Such peer interaction, however, may not prove as important within the tutoring space when considering the role of one-on-one tutoring in establishing a sense of accountability and duty for the singular student to apply within their school-based learning. This is particularly pertinent when regarding homework and the focus the tutor provides to the sole student’s learning situation. If a student is struggling with a particular concept, the tutor can focus on helping that student and ensuring they are providing adequate time outside of school and the tutoring time to apply the strategies decided upon within the session.

Beyond academic learning, small group tutoring aids students in developing important collaborative skills. Working together in a group influences communication, problem-solving and teamwork abilities. These skills not only help the student in their academic growth, but are also highly transferable to real-world scenarios, both in a private and public manner. This may be compromised within a one-on-one scenario, where students are not able to work collaboratively on questions and ideas from multiple perspectives, as opposed to their tutors’ perspective.

Georgina Maxwell

Hi, my names Luka and ive just had the pleasure of observing the teaching of Eugenie by Mary, in the field of biology.
The lesson started as most do with a checkup of the week and homework. Mary followed this up by inquiring about the coursework, bringing the light the newly set presentation task.
Thus, the days work began, with a discussion of the assignment brief. This particular task was a investigation into a disease of the students choice. The pair, after quick deliberation over the assigned options, settles on Phenylketonuria or PKU.
This decision was smartly guided by Mary’s reading of the brief, stating that many students may avoid it due the ‘long name’, but also because of its approachability as a disease that focalises this year’s studies rather than spreading across fields of mutation as a cancer might. PKU is solely a genetic mutation and thus, is a good case study to pursue in depth.
Following this discussion of the basics of PKU, was a return to the Rubric. Having decided upon the projects focus, it was now time to divide up the work. Figure out how to tackle each point and meet the brief’s requirements.
After developing a plan of attack the research began. The focus of which being diagnosing the symptoms and cause of the disease. First was symptoms/effects, including odour and seizures in the short term, with permanent brain damage following. Next was cause.
Unfortunately, this was met with a slight setback, Eugenie’s teacher having rearranged the course modules and thus there being a set of missing information required to complete this assignment. Having not completed the Mutation module a quick refresher on it was needed.
This quick lesson surrounded point mutations, and their three major types. She explained the differences between missense, nonsense, and silent mutations then labelled PKU as primarily missense.
Around this time the lesson was wrapping up, but having given both an introduction into the basics and some finer points of the effects and cause of PKU, and a plan of attack it was vastly successful.
Thank you Mary and Eugenie for allowing me to observe.

Luka Damodaran

Engagement is at the heart of successful tutoring. No matter how well a tutor understands the content, if a student is not engaged, their learning will be limited. A truly effective tutor goes beyond delivering information and actively involves the student in the learning process, making lessons interactive, stimulating, and tailored to their interests.

One of the best ways to keep students engaged is through active participation. Instead of passively listening to explanations, students should be encouraged to think, ask questions, and apply their knowledge. This can be done through discussion-based learning, problem-solving exercises, and real-world applications. When students are actively involved, they are more likely to retain information and develop a deeper understanding of the material.

Personalisation is another key factor in maintaining engagement. Every student learns differently, so adapting teaching methods to suit their strengths can make a significant impact. Some students respond well to visual aids like diagrams and charts, while others benefit from verbal explanations or hands-on activities. Taking the time to understand how a student learns best can make lessons more enjoyable and effective.

Variety in teaching methods also plays an important role. A lesson that relies solely on one approach can become monotonous, causing students to lose focus. By incorporating different techniques, such as using whiteboards, online resources, or real-world examples, tutors can keep lessons dynamic and engaging. Even small changes, like alternating between explanation and practice, can help maintain a student’s attention and motivation.

Ultimately, engagement is what transforms tutoring from a simple transfer of knowledge into a meaningful learning experience. When students are engaged, they are more likely to develop confidence, curiosity, and a genuine interest in their education. By making lessons interactive, personalised, and varied, tutors can create an environment where students thrive.

Demetria Koutavas

Science is the backbone of technological advancement, driving the innovations that shape our world. By fostering an early interest in science among primary and high school students, we lay the foundation for future breakthroughs in medicine, engineering, environmental sustainability, and more.

A multidisciplinary approach to teaching science includes integrating subjects like mathematics, technology, and the arts to encourage curiosity, problem-solving, and creativity. This approach not only strengthens scientific understanding but also prepares young minds for the interconnected challenges of the future.

When students engage with science in diverse ways, such as through hands-on experiments, coding projects, and real-world applications, they develop critical thinking skills essential for technological progress. Encouraging collaboration between different disciplines mirrors the way science operates in the real world, where innovations emerge at the intersection of various fields.

By making science accessible, engaging, and relevant, we can empower the next generation of inventors, engineers, and leaders to create solutions for global challenges. Investing in science education today means fostering a future where technology continues to improve lives, drive sustainability, and push the boundaries of what’s possible.

Emily Mackay

Oliver kindly let me observe his 2 hour HSC Chemistry session, run on Thursday afternoons. It was definitely an interesting experience, but a good and insightful one too.

Oliver was quite adept and knowledgeable with the content being taught – Module 7 Organic Chemistry. Seeing as I haven’t brushed up on it at all in University doing Aerospace Engineering, this session’s been a rough reminder of how much I’ve actually forgotten of the content. Sure, all it takes for one little definition to jog my memory – Oliver talking about “Ketones” and “Functional groups” and “Carboxylic Acids donating protons as a weak acid”… But I remember studying Chemistry in the HSC, and knowing absolutely everything there was to know about the course and the syllabus. It was a good feeling, with information in my mind sprouting out and looping back onto itself in an interconnected web – kind of like how something like Maths or the mechanics side of Physics continues to be a growing area of my mind. I think this demonstrates an importance to sticking to your passion, with your mind sometimes giving way in some areas to allow for the growth and flourishing of others.

I like how Oliver went through the examples with his students. The majority of the examples were questions ripped from HSC Past Papers (arguably the best way to study in the HSC). However, the dynamic he creates amongst his students (each being from a different school) is one that is really allows them to provide their own insights, and learn in a casual, carefree, yet productive and enriching environment. Sitting through it reminded me of classes with my favourite teachers – there’d be friendly lighthearted banter back and forth sure, but I feel the fun and carefree environment really allowed my classmates and I to flourish. It’s definitely a stark contrast to the large, half-empty lecture halls of University. Oliver also draws in experiences of all the students in their current studies (eg: what assignments they’re currently doing), and provides his own experiences from when he was studying the topic. It is a shining testament to the programs run here at First Education, and really reflects the methods any good tutor would incorporate.

And to top it all off, in our little game break, we played the cheeky spot of Spyfall. How good!

While humbling in some respects, and enriching in others, I think overall that this lesson was beneficial to my own insights as a tutor. Thanks Oliver!

Zac Markovina

I had the opportunity to observe Jemima’s Maths Advanced tutorial session. She did such a good job helping her student work through difficult Maths problems.

Jemima did a great job allowing her students to work through complex math problem step by step.

When her student got stuck she helped her to work through each step in chronological order. It was great to see how she would let her student try to work out each problem rather than giving her the answer straight away.

She did a great job at using a whiteboard to draw diagrams to explain different ways to approach the question. By giving her student numerous ways to solve a problem, it allowed her to pick the way that made the most sense to her.

She helped her understand the question by getting her to draw diagrams on the whiteboard. This helped her as she is a visual learner.

Jemima would also answer each question or she would have the answers printed out so when her student got stuck she was able to answer the question straight away. It also meant she could easily check if she got the right answer. This meant they could go through more questions and they could use their lesson time as effectively as possible.

Jemima was great at answering all of her students questions and she always gave very clear responses. Her student was very appreciative of Jemima’s response.

It was great that she applied mathematical theory to her students practice exam questions, so she was able to see how the theory applied in a practical example which could be easier for her to understand.

It was great to see how friendly they were and how comfortable she was with Jemima. They had a great relationship and they got along really well.

Jemima did such a great job helping his student to build her confidence in Maths.

Overall, Jemima did such a great job helping her student to understand, interpret and practically apply mathematical theory to his students homework questions. It was a great session and such a pleasure to observe. Keep it up Jemima!

Ashley Cohen

Every student learns differently, and one of the greatest strengths of tutoring is its ability to adapt to different learning styles. Unlike a traditional classroom, where a single teaching method is used for all students, tutoring offers a personalised approach that helps each student absorb and retain information in a way that works best for them.

There are several common learning styles: visual, auditory, reading/writing, and kinaesthetic. Visual learners benefit from diagrams, charts, and mind maps, while auditory learners retain information better through discussions and verbal explanations. Reading/writing learners excel when given written notes and structured outlines, and kinaesthetic learners learn best through hands-on activities and real-world applications. A tutor can tailor their teaching methods to match the student’s preferred learning style, making the learning process more effective and engaging.

By recognising and accommodating different learning styles, tutoring helps students build confidence in their abilities. Many students struggle in a traditional classroom setting simply because the teaching approach does not align with how they learn best. With a tutor’s guidance, students can explore new ways of understanding concepts and develop study techniques that suit their individual strengths.

Furthermore, tutoring helps students become more self-aware about their own learning preferences. Once they understand how they learn most effectively, they can apply these strategies across all subjects and throughout their academic journey. This level of self-awareness fosters independent learning and equips students with valuable skills that extend beyond school.

Ultimately, tutoring is not just about reinforcing content—it’s about helping students discover the best way for them to learn. By catering to different learning styles, tutoring ensures that every student has the opportunity to reach their full potential and develop a love for lifelong learning.

Eireyna Papinyan

Over my years of tutoring, I’ve noticed a concerning pattern: the perfectionistic mindset that the HSC preparation often instils in students. High school education, while well-intentioned, often unintentionally fosters this mindset in its push to engage students with the demands of the HSC. This environment of pressure can make students believe that anything less than perfection equals failure. As a result, they develop an all-or-nothing mentality, which stifles their learning process. This stagnation, where students sit at desks, staring at empty screens, discarding draft after draft in search of an unattainable ideal, is a wasted effort.

What schools often forget in their efforts to motivate student engagement is that learning is inherently iterative. A student who submits a “good enough” first draft can receive valuable feedback that guides further improvement. But the perfectionist who submits nothing learns nothing—failure doesn’t lie in not succeeding on the first attempt.

To counteract the perfectionist mindset encouraged by the educational system, I aim to create a tutoring environment that is free of judgment. While this may seem simple, providing a space where even imperfect attempts are seen as progress can be incredibly motivating. I also find that modularising tasks into smaller, manageable steps helps reduce the fear of facing an overwhelming challenge. We set time limits for drafting and focus on celebrating progress rather than perfection.

To re-engage a disheartened student, I encourage them to present their worst attempt. The surprise they experience, after consistently aiming to showcase the best work, helps them recognize that imperfection is an inherent part of the learning process. The paradox of education is that perfection-seeking actually undermines achievement. Students who approach learning as a progression of incremental steps, rather than fixating solely on the final outcome, demonstrate improved performance, cultivate a deeper understanding, and develop resilience that will serve them well beyond high school

Thea Macarthur-Lassen

Today I observed a tutoring session led by Oliver with a year 11/12 student studying the Bohr’s model of the atom (and radiation) in chemistry.
Oliver began the session with a friendly welcome and checked in on the student’s homework progress and concepts from the previous session. I enjoyed the structure of the session as Oliver and the student worked through the content booklet, looking at theory and then applying it to practice questions.
I particularly liked how he clearly explained each question and the notes within the workbook, allowing his student to fully understand what is required. Working through questions, Oliver and his student were very comfortable discussing topics with each other, and he prompted her to call upon her own learning. Working aloud and discussing practice questions was great because Oliver was able to assist the student and identify mistakes, correcting them in real-time.
I especially liked how Oliver would reinforce learning by providing practice problems, in particular, harder examples of the content so that his student was challenged to problem-solve and apply her new knowledge independently. Working aloud together enabled Oliver to identify areas that the student was less confident, or the content was more difficult to understand and required extra practice.
It was also great to see the use of the whiteboard and stimulus to engage the student, assist them to visually comprehend concepts and to problem-solve harder questions. The larger visual representation was super helpful for his student, and I will definitely try to use it more in my own sessions. Oliver did an amazing job of clearly conveying several complex, intertwined concepts and encouraged a deeper knowledge of topics within the work.
His tutoring approach is noteworthy, and I enjoyed witnessing how attentive and engaged his student was, asking questions and working hard when she struggled with concepts. Oliver was very patient and worked throughout the session with continuous positive reinforcement and clear explanations.

Molly Espie