First Education

I had the pleasure of observing Amelia’s session with Brian who’s a Year 7 English student.

In the session Amelia went through practice year 7 English comprehension papers with a year with Brian. Amelia would let Brian independently answer comprehension questions, letting him try to get his head around the question himself first and formulate an answer without her directly telling him. She was great at only prompting him and jumping in when he was really struggling with a comprehension question which was very effective in helping to build up Brian’s confidence in writing his own responses before asking for help.

I also noticed that Amelia had a colour coded highlighting system for Brian, where she instructed Brian to highlight important words in orange and highlight evidence in yellow that he could use to help him answer the comprehension questions later. Additionally, she helped Brian to understand when and where to include evidence in responses to comprehension questions when he was confused whether or not he needed to reference the passage.

Amelia would also give Brian plenty of time to read the text himself and to try understand it the best he could without her having to read it for him, which I though was great for helping him to practice under exam conditions.

Overall, Amelia was very attentive to Brian and great at only promoting him when needed in turn, developing Brian’s independence and confidence with his English comprehension skills when it comes to taking English tests.

Bianca Douroudis

In a crowded classroom, where an urgency to cover an overwhelming plethora of content in limited time takes precedence, a student hesitates to raise their hand – nervous of making a mistake, anxious about slowing a lesson’s pace. Thus, the moment passes, and the class moves on. Their question remains unasked. Confusion lingers, compounding as new information builds upon uncertainty.

In a tutoring session, however, that same student is able to speak up without hesitation. Their uncertainty seems to transform, evolving into understanding as tutoring facilitates a learning process tailored to students needs. This contrast seems to highlight a fundamental truth: students are naturally curious, with an innate capacity for learning, yet it is within the personalised framework of tutoring that curiosity may actually be turned into knowledge.

With a reduced student-to-teacher ratio, tutoring allows for adaptive instruction, able to personalise the pace of the lesson and the strategies of teaching. Tutors identify gaps in understanding and bridge them. This inevitably builds confidence as students’ knowledge grows. This kind of confidence is crucial, particularly in test-taking environments, where anxiety is often a major detriment to performance.

This efficacy of tutoring is not only apparent but well-documented. A meta-analysis of sixty-five independent evaluations of tutoring programs found that “tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs” (Cohen et al., 1982).

Whether refining writing skills, mastering numeracy, or deepening scientific understanding, tutoring proves to be an incredibly viable and powerful source of education.

Oliver Fletcher

Today, I observed Sienna’s session. She did such a good job helping her student Yasmin prepare for her upcoming Reading and Comprehension NAPLAN exam.

Sienna did a great job allowing Yasmin to complete the exam under timed conditions. When her student had any questions, Sienna helped Yasmin to go methodically through the possible answers. This helped Yasmin to understand what process she needs to go through when she answers the questions by herself.

Sienna gave Yasmin some helpful examples tips like how to effectively manage her time and how Yasmin can effectively use the process of elimination to get the correct answer, even when she’s unsure of what the right answer could be.

Sienna also helped her student to understand what the test was assessing. For Yasmin, the test was assessing her comprehension skills, more specifically her reading, understanding and interpretation of the text and how she can apply it to any multiple choice or short answer question .

Sienna allowed her student to read the article out loud. This enabled the student to practice her reading skills and allowed Sienna to assess how well she is able to read and interpret what she is reading.

As her student read, Sienna read the same article on her laptop. This meant that if Yasmin had any questions about what she read, Sienna was able to answer them straight away.

Sienna and Yasmin had a great relationship and they got along really well.

Sienna did such a great job helping Yasmin to build her confidence in reading and she had great tips to help Yasmin improve her comprehension skills.

Sienna did such a great job helping Yasmin to prepare for her English NAPLAN exam and she should be so proud of herself! Great session! Such a pleasure to observe. Keep it up!

Ashley Cohen

Critical reading refers to understanding the content of a piece of text, and similarly examining the author’s purpose and craft. Within the NSW HSC Curriculum, humanities-based subjects including History, English, Studies of Religion and Community and Family Studies provide a grounded framework of syllabus dot points for students to learn from, however, in an effort to excel within these subjects, critical reading is an important avenue to encourage a student’s deeper confidence – a necessity within an exam style context. In engaging the student to read something and question its form, authenticity and intentions, critical articles diverge from the rigidity of NESA assigned textbooks to further encourage students to name and examine one’s own feelings, perceptions and reactions during the experience. This, in essence, broadens the scope of learning within the HSC syllabus, prompting active engagement between a student and the syllabus they are drawing from.

In the evolving nature of artificial intelligence within a modern society, Year 11 and 12 teachers alongside HSC markers are demanding students to discern relationships between concepts as opposed to merely memorising facts from textbooks. Articles that examine philosophical arguments, social theories or historical structures allow students to see beyond basic facts and understand the deeper implications of human actions and societal changes. This, therefore, enables a student’s flexibility in their response to unseen questions within their exams and encourages the emergence of a personal voice within their answers – a notable bonus when seeking to attain a Band 6 response.

Furthermore, while textbooks provide a solid foundation of knowledge, they often fail to capture contemporaneous debates and emerging ideas within a given field. Critical articles, on the other hand, equip students with contemporary research and ongoing discussions on the relevance of the syllabus dot point as examined in a real-life manner.

In conclusion, studying critical articles plays a vital role in advancing the scope of a Year 11 and 12 students’ knowledge on humanity-based syllabus content, encouraging the elevation of their work through engaging with their personal voice.

Georgina Maxwell

Today I observed Annaliese’s tutoring session with a highly advanced Year 7 maths student. This was a dynamic and engaging lesson that balanced and challenged the kids, curiosity, and focus level. From the start, she tailored the session accordingly, moving beyond the what he was doing in class to introduce new concepts and topics. Rather than simply reinforcing and going over what he had already mastered, she presented him with fresh, and complex problems that encouraged deeper thinking and harder problem-solving. she layered in additional elements, to push him to extend his understanding further.

To keep the session going, Annaliese incorporated NAPLAN questions as he is in YEAR 7. She ensured he remained interested by maintaining a conversational approach, weaving in casual discussions and checking in on his engagement level. This balance prevented the lesson from feeling rigid, allowing for a more enjoyable and stimulating learning experience.

Throughout the session, she maintained a flexible structure, adjusting the difficulty of tasks based on his responses. If he solved a problem too easily, she modified it to introduce a more complex twist. When a new concept intrigued him, she allowed space for further exploration rather than rushing through a set plan.

As the session progressed, Annaliese made use of any remaining time by branching into other subjects, reinforcing a well-rounded academic approach. She engaged him in discussions about science and English, making connections between different disciplines and encouraging intellectual curiosity beyond mathematics. This approach ensured that every moment of the lesson was meaningful, leaving the student not only challenged but also excited about learning.

Her ability to adapt, challenge, and engage effectively created an environment where the student thrived, reinforcing his love for learning while preparing him for future academic success.

Shyla Gloster

James created such a positive and encouraging learning environment during his session with Owen. He never spoke down to him or made him feel uncomfortable about not knowing something. Instead, he had a natural way of explaining things that felt supportive, almost like an older brother guiding a younger sibling. Rather than just giving answers, he worked through the maths with Owen, saying things like, “See how I did that? It’s not too hard, hey?” This made the process feel collaborative rather than intimidating, helping Owen gain confidence in his abilities.

Beyond just maths, James showed genuine care for Owen’s learning experience. When he noticed Owen struggling to see the screen, he asked if he wore glasses. When Owen said no, James encouraged him to sit at the front of the class to avoid missing important details. It was a thoughtful moment that showed he was looking out for Owen beyond just their session. He wasn’t just there to teach algebra—he was making sure Owen had the best chance of succeeding in class as well.

They worked through all of Owen’s homework together, and whenever Owen hesitated or found something unfamiliar, James reassured him. When Owen found writing expressions like 2y strange, James responded, “I know it feels weird at first, but everything does when it’s new. The more you do it, the easier it’ll feel.” This kind of reassurance kept Owen engaged and willing to try.

James also frequently checked in to make sure Owen understood, stopping often to ask if he had any questions. When he didn’t get something, James used the whiteboard to break it down in a simpler way. His patience, encouragement, and ability to make learning feel approachable made the session not only productive but also a positive experience for Owen.

Briana Vaz

Finding a student’s best approach to learning involves identifying their unique preferences, strengths, and areas where they might need more support. Strategies include identifying the student’s learning style, providing clear and structured goals, encouraging active learning, using a variety of resources, creating a positive and encouraging environment, emphasising self-reflection, promoting consistent practice and routine, adapting to the students pace, incorporating technology and interactive tools, and building on strengths.

Learning styles can be categorised into visual learners, auditory learners, kinaesthetic learners, and read/write learners. Observing how the student naturally engages with content can help determine which style works best for them.

Providing goals can encourage a student to stay motivated and feel accomplished as they progress. This can result in a promoting of consistency and adapting to a students learning pace.

Encouraging active learning and self-reflection can lead to a better understanding of the material. This encourages a student to interact with the work provided. Self-reflection can include self-assessing progress and identifying struggle areas.

Furthermore, finding a student’s best approach to learning and study is vital in ensuring great communication between the tutor and the student, while also reaching goals and understanding difficult concepts.

Tamiah Mahoney

I’ve found that engagement is one of the most important factors in student success. When students are actively involved in their learning, they not only retain information better but also develop confidence in their abilities. Engagement isn’t just about paying attention—it’s about fostering curiosity, motivation, and a willingness to persist through challenges.

One of the most effective ways to engage students that I have found is by making the material relevant to them. Many students struggle with maths because they don’t see its real-world applications. I always try to connect concepts to their interests, whether it’s using statistics in sports, geometry in architecture, or algebra in financial literacy. When students see the purpose behind what they’re learning, they are more likely to stay engaged. I have also found in particular students often lack an overarching understanding of the content and where it is placed in the grand scheme of things. If i have noticed this, i usually stop my explanation and restart from a greater perspective. I have found students find this helpful and allows them to interact with the content more readily.

Another key strategy is interactive learning. Passive listening leads to disengagement, so I encourage active participation. Asking students to explain their reasoning not only deepens their understanding but also keeps them involved in the lesson. This also stops them from acting as if they have understood it just to move on. Students will often realise how little they understand something when they are trying to explain it back to you.

Building a positive and supportive learning environment is also essential. Many students come to tutoring feeling frustrated or anxious about maths. By being patient and celebrating small achievements, helps them build confidence. A growth mindset—where mistakes are seen as opportunities to learn—encourages students to persist rather than shut down when faced with difficulty.

(the image I added is from an online session I had during COVID, we made the sessions more engaging by drawing little characters with the answers in speech bubbles)

Venus

One of the most rewarding aspects of tutoring is witnessing a student’s confidence grow over time. Academic success is not just about understanding content. It is about believing in one’s ability to tackle challenges, think critically, and apply knowledge independently. A student who gains confidence in their learning is more likely to engage actively, persist through difficulties, and develop a lifelong positive attitude toward education.

Confidence-building starts with creating a supportive learning environment. Many students come to tutoring sessions feeling unsure about their abilities, often doubting themselves even when they know more than they realise. A tutor’s role is not just to teach but to encourage, validate progress, and help students see their own potential. Simple strategies, like acknowledging effort, celebrating small wins, and framing mistakes as learning opportunities, can make a huge difference.

Personalised learning also plays a key role. Every student learns differently, and when tutors tailor explanations to suit individual needs, it helps bridge gaps in understanding while reinforcing a sense of capability. Whether it is using visual aids for a visual learner, breaking down problems step by step, or providing real-world applications, adapting teaching methods ensures students not only grasp concepts but also feel more in control of their learning.

Another powerful confidence-building strategy is guided independence. Instead of immediately providing answers, encouraging students to attempt solutions on their own while offering subtle support reinforces their ability to think critically and trust their instincts. Over time, they begin to rely less on external validation and more on their own reasoning skills.

Ultimately, tutoring is not just about improving academic performance. It is about shaping resilient, self-assured learners. When students leave a session feeling more capable than when they arrived, it is a sign of meaningful progress that extends far beyond the classroom.

Demetria Koutavas

Developing a unique voice in creative writing is one of the most valuable skills a student can cultivate. Writing isn’t just about following structure or using impressive vocabulary—it’s about expressing thoughts, emotions, and ideas in a way that feels personal and authentic. A strong voice makes writing more compelling, allowing readers to connect with the story and feel engaged from the very first sentence.

A writer’s voice is shaped by their word choice, sentence structure, and perspective. Some writers use short, sharp sentences to create tension, while others favour flowing, descriptive language to build atmosphere. The key is to find a style that feels natural and distinctive. In creative writing, originality is what makes a piece stand out. Examiners and readers alike are drawn to stories that feel fresh, not those that rely on predictable phrases or borrowed styles. A strong voice makes writing memorable, helping students communicate their ideas with confidence.

Developing this voice takes practice. One of the best ways to refine it is by writing regularly—whether through storytelling, journaling, or experimenting with different perspectives. Reading widely can also help, exposing students to various styles and techniques. However, the goal isn’t to imitate but to learn what resonates and adapt it in a personal way. Drawing from real experiences and emotions also strengthens authenticity, making writing feel more vivid and believable.

Finding a unique voice isn’t something that happens overnight, but with consistent effort, it becomes second nature. Beyond creative writing, this skill is invaluable in all forms of communication, from essays to speeches. Students who develop their own voice don’t just write better—they express themselves with clarity, originality, and confidence, ensuring their words leave a lasting impact.

Emily Mackay