First Education

It’s crucial to keep students focused on the topic they are studying so that they can stay engaged and motivated in their learning. Students can often get distracted and can shift their focus from the topic they are studying to another topic. It’s crucial that tutors are able to shift their focus back onto the task they are working on. There are many strategies they can use to address the students attention, motivation and engagement in the content they are studying.

One on one tutoring allows, tutors to tailor their teaching approach to their student’s needs and learning style. For example, if there is a student who is a visual learner, tutors can use mind maps, pictures and videos to help their student understand the content they are studying.

Tutors have to overcome the challenge of helping their students who struggle with attention, feel overwhelmed by the material, or have low motivation to do their work and to stay on task. Effective tutors use a combination of structure, interaction, and encouragement to keep students engaged and on task.

A strategy tutors can use to maintain their students focus is at the start of each session, set clear expectations of what they want the student to accomplish in the hour. When students know the specific tasks they need to complete and the time frame they need to complete them can help the student to stay on track and get less distracted as they are motivated to finish the task.

Tutors can also break each session into smaller sections with different types of activities for the student to complete. With smaller tasks to complete it allows the student to sustain their attention. Bu doing different types of activities ca also help the student to stay focused as they are using different parts of their brain to complete the different tasks.

For some students, the tutor can use a small brain break to help their student take a targeted break so that they can remain focused for the rest of the session.

Overall, tutors can use different structures to keep their students focused on the task.

Ashley Cohen

Tutoring students with dyslexia requires patience, intentional planning, and a strong understanding of how dyslexic learners process information. Dyslexia does not reflect a lack of intelligence; rather, it affects the way the brain recognizes and manipulates language. Because of this, effective tutoring must center on structured, multi-sensory techniques that help students connect sounds, letters, and meaning in a clear and engaging way.
A successful approach begins with explicit, systematic instruction in phonological awareness. Breaking words down into sounds, practicing blending, and reinforcing spelling patterns can help students develop the foundational skills needed for reading fluency. Multi-sensory methods—such as tracing letters in sand, using magnetic tiles, or speaking sounds aloud while writing—activate multiple parts of the brain and increase retention. These techniques allow students to anchor abstract language concepts in concrete experiences.
Equally important is pacing and repetition. Students with dyslexia often need more time to master concepts, so a tutor should introduce skills gradually, review them consistently, and celebrate progress along the way. Creating a predictable lesson structure can reduce anxiety and help students feel more in control of their learning. Positive reinforcement builds confidence, which is especially important for learners who may have experienced frustration or discouragement in traditional classroom settings.
Tutors should also emphasize comprehension and strengths beyond decoding. Many students with dyslexia excel in creativity, problem-solving, and verbal reasoning. Incorporating their interests into reading selections or writing prompts can enhance engagement and reinforce a growth mindset. Collaboration with parents and teachers ensures that tutoring strategies align with classroom expectations and provide consistent support.
Ultimately, tutoring a student with dyslexia means teaching with empathy, flexibility, and evidence-based methods. When students feel understood and supported, they are more willing to take risks, practice new skills, and develop the literacy tools they need to thrive.

Angelique Lambrinos

There is a side of tutoring rarely discussed in public or in training – the emotional and strategic management of parents. Tutoring is marketed as an academic service, focused on curriculum support, exam preparation, and confidence building. In practice, the tutor is often managing two clients simultaneously: the student who needs the help, and the parent who needs reassurance. Parents are not passive observers; they are financial stakeholders and emotional stakeholders. Their concerns are driven not just by performance but by fear – fear of their child falling behind, of a competitive schooling system, of making the wrong decisions, or of being judged through their child’s academic outcomes. Tutors quickly learn that explanations of marks, progress, or expectations must be delivered with precision. Too soft and the message is dismissed; too direct and a defensive spiral begins. It becomes a constant exercise in translation – turning school jargon, vague report comments, and teenage reluctance into something parents can understand and act on. The challenge is that parents want fast clarity and long-term certainty in a system that rarely provides either. Tutors end up functioning as unofficial mentors, communicators, and interpreters of the education system itself. The irony is that while qualifications prove subject knowledge, they do almost nothing to prepare tutors for the emotional intelligence, boundary-setting, and diplomatic communication the job demands. The academic hurdle is often the smallest challenge; the real art of tutoring lies in maintaining trust, neutrality, and calm between parent expectations and student reality. It’s a skill never advertised in tutoring brochures, but it is the skill that determines whether a tutor survives beyond the first term.

Oliver Fletcher

When I meet a new student for the first time, I’m always surprised by how much of the anxiety in the room is actually my own. People often talk about the student’s nerves—those are real, of course—but far less attention is given to the tutor’s quiet fears: Will I meet their expectations? Will I understand their needs quickly enough? Will I connect with them as a person? These uncertainties can sit heavily at the beginning of a session, which is why I’ve learned that easing into things is not just helpful for the student—it’s essential for me.

Starting with casual conversation is one of the most grounding parts of the process. Something simple—asking about their day, their classes, or what led them to seek tutoring—gives me a moment to breathe and get a sense of their personality. It helps bridge that brief but uncomfortable gap where two strangers try to figure out how to work together. As we chat, the fear of the unknown softens, and I remember that tutoring is, at its core, a human interaction long before it becomes an academic one.

Once we’ve warmed up, asking the student what they expect from the session and what kinds of explanations or activities they respond well to gives me a clearer map to follow. Setting my own broad expectations—what I can offer and how I typically structure support—helps stabilise both sides. It turns the session from a vaguely intimidating experience into a shared plan.

I’ve also learned not to dive straight into the material. Taking a few minutes to orient myself—looking over prompts, examples, or problem sets—prevents that messy, disorienting scramble that can heighten my anxiety and undermine my confidence. That small pause makes the work ahead feel manageable, and it allows me to show up as the calm, steady presence the student deserves.

Thea Macarthur-Lassen

I’ve worked with so many students, each one different from the next. I’ve learnt that everyone learns in their own way. Spending one-on-one time with these students has taught me just how much their confidence (or lack thereof) can affect their progress. Sometimes it’s not the maths problem or the reading passage that’s the problem, it’s the stress behind it.

One of the most important things I’ve learnt is that students need to know they are supported before they’ll open up. Some need a few minutes to relax, some need a challenge to engage, and some need to talk for a minute before we even start. But once they feel safe, the learning is so much easier. I’ve seen students who would never bring a book to read suddenly excitedly show me what they’re reading. I’ve watched kids who thought they were “bad at maths” ask for harder questions. Those little shifts are what mean the most to me, more than any worksheet we complete.

Tutoring has also taught me to look for the small things. A student tapping their pencil, taking a while to answer, or pausing before writing something down usually tells me more about how they’re doing than the work on the page. And being able to adjust in those moments is what builds trust.

My favourite part of tutoring is seeing those small improvements over time. Not just better grades, but kids who are more confident and more independent. When students start to believe in themselves, everything changes. Their attitude, their effort, their willingness to try.

Tutoring isn’t just about schoolwork. It’s about helping kids believe they’re capable, even when the task in front of them looks overwhelming. It’s about acknowledging the small wins and showing students that they can grow, with the right support. And to be honest, my students teach me just as much as I teach them.

Daniella Siljeg

There’s a moment in tutoring that always makes me smile, when a student finally feels comfortable enough to ask their first real question. Not the polite “Is this right?” or the cautious “Do I have to write this?” but a genuine, curious , “Wait… why does this actually happen?”.

That moment tells me they’re starting to trust the process.

Asking questions is often misunderstood. Many students believe it exposes what they don’t know. They worry about sounding silly or slowing things down. Some even think asking questions makes them look less capable. But in reality, it’s the opposite. Students who ask questions engage more deeply, understand more clearly and learn more efficiently.

Tutoring makes this possible because it removes the fear of judgement. There’s no classroom full of eyes watching, no pressure to keep up with thirty others, no expectation to stay quiet. It’s just the student, their thoughts and a safe space to explore them and the change is remarkable.

A student who begins a session quietly, barely whispering answers, can end up leading the discussion the following week. They start asking things like, “What’s a better way to attempt this” or “Is there an easier way to remember that?” or my personal favourite, “Can we go over that again so I properly understand it?”.

These aren’t signs of weakness, they’re signs of maturity. They show a student who isn’t satisfied with memorising, but wants to truly understand.

When a student asks questions, they take ownership of their learning. They begin steering the session. They become active rather than passive and most importantly, they build a quiet confidence that spills into the classroom, exams and beyond.

So whenever a student hesitates to ask a question, I remind them, the smartest learners aren’t the ones who know everything, they’re the ones who want to.

Isabella Naumovski

As Year 6 students approach the end of primary school, they stand at an exciting crossroads! While the transition to high school can feel daunting, exploring high school content early, especially at tutoring, can make this step smoother, more empowering and far less intimidating. This exploration is not about rushing students; it is about building confidence, curiosity and readiness. One of the greatest benefits of introducing high school-style content in tutoring is familiarity. When students get a preview of what lies ahead (e.g. early algebra, science-style investigations or more advanced reading tasks), they begin to understand what learning in Year 7 will feel like. This removes the fear of the unknown. Instead of entering high school unsure and overwhelmed, they walk in thinking, “I know this. I’ve done something like this before.”

Tutoring also allows for targeted skill development. High school requires strong organisation, independent thinking and deeper comprehension skills. Tutoring centres like First Education provides the perfect structured setting to carefully build these skills at a student-tailored pace. Tutors can identify gaps early and extend their students just enough to prepare them for the demands of secondary schooling, ensuring they start Year 7 with a solid academic foundation.

Exploring high school content in primary tutoring also boosts engagement. Many older primary students appreciate the idea of being challenged. Giving them opportunities to attempt more complex tasks keeps learning exciting. In a tutoring environment, these challenges should feel safe, supportive and personalised to students’ strengths, as well as areas needing improvement.

Most importantly, early exposure nurtures a positive mindset. It helps students see themselves as capable learners ready for the next chapter in their schooling journey. With guidance, encouragement and the right level of challenge, Year 6 students step into high school with confidence rather than anxiety. Supporting students through this transition is not just about academic preparation; it is about empowerment. When students feel ready, their start to high school becomes a launchpad for future success!

Kaelyn Tan

There’s a very specific sound students make when something finally clicks. It’s not quite a word, not quite a sentence, just a simple, drawn out….

“Ohhhh!”

Every tutor knows it. Every tutor waits for it and honestly? That tiny moment is one of the biggest rewards of the job.

It often comes after a long explanation, an attempt, a confused stare, a half finished sentence or three different diagrams drawn at slightly odd angles. Then suddenly there it is. Something shifts. Their eyes flick up. Their posture changes and you can practically see the idea land.

What’s funny is that the “Ohhhh!” rarely appears in the classroom with 30 other students. But in tutoring, where there’s no pressure to be quick or perfect, students give themselves the time and space to actually understand. That’s when the magic happens.

Sometimes the moment is small such as, “Ohhhh… I didn’t realise negative signs move when you solve the equation”.

Sometimes it’s dramatic such as, “Ohhhh! So that’s what Shakespeare meant. I thought he was just being dramatic”.

And sometimes it’s quietly triumphant such as, “Ohhhh… I get it now. I actually get it”.

Tutoring isn’t just about worksheets or grades, it’s about these little breakthroughs. Every “Ohhhh!” is proof that effort works, confidence grows and learning is actually happening beneath all the stress and self doubt students carry around.

It’s only a second, but it’s a powerful one and for tutors, that single second is enough to remind us exactly why we do what we do.

Isabella Naumovski

Recently I’ve started tutoring primary school kids, and it’s actually been more challenging than anything I’ve done with older students. I went into it thinking it would be easier because the content is “simple,” but I learned pretty quickly that the real challenge isn’t the work — it’s how you teach it.

With senior students, you can explain something once and they usually meet you halfway. With younger kids, everything has to be broken down into really small steps, and you constantly have to make sure they’re still focused, still understanding, and not drifting off into their own little world. I’ve had to slow down my whole teaching style and rethink the way I explain even the most basic concepts.

But honestly, it’s been good for me. Teaching little kids forces you to go back to the foundation of learning — things we normally take for granted, like sounding out words or understanding place value. You realise how important these basics are and how much confidence comes from mastering them early.

The best part has been seeing how excited they get over small wins. When a student finally reads a tricky word or nails something they’ve been struggling with, they light up in a way that reminds me why I like tutoring in the first place.

So even though it’s been a big learning experience for me, it’s also been rewarding in a different way. Teaching primary kids is definitely its own challenge, but it’s made me a more patient and adaptable tutor.

Ellie Mceachern

Hey everyone, today I watched Maddie’s primary school English tutorial.

It was great to see how friendly her student was and how well they got along. Her student was very comfortable with Maddie!They had a great relationship and they got along really well.

They started the session by going through her students homework, Maddie gave her last week. Maddie marked her homework and then went through any errors she made. She then explained the mistakes her student made, so she wouldn’t repeat the same mistake. Maddie then spent half of the session going through her students school homework. They read a book the student choose in class. They then spoke about the book. Maddie corrected any words her student pronounced incorrectly. She also explained any word her student didn’t understand.

They then moved onto spelling words to prepare her for her weekly spelling test. Maddie started by reading out each spelling word. She would then put the word into a sentence to give the word some context. She would then get her student to spell out the word and to write it on the whiteboard. Maddie also got her student to put the word into a sentence. If her student got the word wrong, Maddie would help explain why she spelt it incorrectly and would give her another chance to spell it correctly.

Maddie also then worked with her student on some maths. They did some fraction worksheets. They did some identification of different types of proper and improper fractions where Maddie got her student to colour in different fractions. They also did some addition and subtraction of fractions. When her student got stuck, Maddie would give her student some hints to help her.

Maddie then gave her student some fractions homework to do, based on what they worked on in the session.

Overall, Maddie did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen