First Education

I had the opportunity to watch James tutor Year 8 Maths. Today, James and his student focused on ratios and rates. James made great use of the whiteboard to keep relevant and foundational information on the board as he guided his student through more and more examples. Initially, James even performed the calculations for his student on the calculator so that he could watch, which clearly gave his student an extra confidence boost when he eventually got to do them all by himself. We all know how difficult it can be to keep students on track as the end of the year rolls around… With assessments finishing up, it can be a real challenge to keep the students focused. James maintained his student’s attention wonderfully by implementing a game of UNO in the middle of the session as opposed to the end, as a kind of intermission before a final 25 mins of solid focus. James also made sure to remind his student of the importance of writing neatly as we solve problems, to avoid errors and to make life easy for our teachers and markers. Overall, a very engaging and productive lesson.

Thanks James!

Thomas Koutavas

Tutoring has always been a deeply rewarding experience for me, and there are a few key reasons why I love it so much. First and foremost, there’s a unique sense of fulfillment that comes from helping a student build their confidence. Watching them move from uncertainty to a place where they not only understand the material but also feel proud of their progress is incredibly satisfying. Over the years, I get to see them grow—not just academically, but as individuals. When you can see that a concept finally makes sense to a student, it’s a reminder of why I do what I do.

What makes tutoring especially fulfilling is the ability to form a personal connection with each student. Everyone learns differently, and that means I have to approach each lesson with a fresh perspective. The challenge of teaching the same concept to two different students, each with their own learning style, keeps things dynamic and exciting. It’s never a one-size-fits-all approach, and that variety makes every tutoring session a unique problem to solve. Whether it’s breaking down a tough math equation or explaining a tricky grammar rule, I enjoy finding creative ways to make the material click.

Sharing my knowledge with others has always been a passion of mine, and tutoring allows me to do just that in a more intimate setting. It doesn’t feel like “work” because I genuinely enjoy the process—whether it’s helping a student catch up on a lesson or pushing them to go beyond what they thought possible. Each tutoring session is an opportunity to not only teach but also to learn from my students, to see their perspectives, and to help them grow both academically and personally.

Lainey Ku

Today, I observed Toby teaching Mattia a Year 9 Maths lesson on angles, parallel lines and perpendicular lines. It’s one of those topics that can feel confusing until it’s broken down properly, and Toby did a great job of making it click.

Instead of just focusing on definitions, Toby started with real-life examples. He compared parallel lines to two roads that never meet, and perpendicular lines to intersections or crosswalks. This approach helped Mattia connect the ideas to things he actually sees every day, which made understanding them a bit more natural. For students, having that context can really make a difference, especially with concepts that can feel abstract. He was great at keeping Mattia engaged and on topic.

One thing Toby did really well was helping Mattia visualise different angles. They went through examples on the whiteboard, and Toby had Mattia create his own versions to test his understanding. They explored different types of angle pairs – co-interior, corresponding, alternate etc – and practiced identifying and measuring them in different ways. Gradually, Mattia got more comfortable identifying and calculating angles without needing much prompting.

It was great to see Mattia start to feel more confident as they worked through each example. Topics like angles and lines can be tough to grasp at first, but with enough practice and the right explanations, they start to make sense. Seeing students build these foundations is one of the best parts of tutoring. These skills not only help them in school but also improve problem-solving and logical thinking in the long run. It’s rewarding to watch students develop these skills and see that moment when everything clicks into place.

Allegra Pezzullo

Today I observed Sophie’s session with Annika for Year 10 Maths. During the session they were working on probability and how to navigate a wide variety of questions.
Sophie started by providing an enrichment question for Annika to challenge her and fully understand where her knowledge was at. From this, Sophie noticed that Annika could work on understanding harder worded questions involving Venn Diagrams, particularly those including more than two circles. While doing these questions, Sophie asked Annika to attempt the question on her own first without her guidance. This allowed the student to recognise her own level of knowledge which encouraged a boost in confidence. The student still asked questions which Sophie provided a very extensive answer to ensure the student fully understood what was being said.
The enrichment question also involved other topics such as simultaneous equations. This provided a perfect segway for Sophie to further strengthen her student’s knowledge on simultaneous equations which the student had somewhat forgotten how to do. Sophie then explained how to set up two equations and solve them simultaneously. She also provided an extra question for her to do to fully understand the topic and revise her student’s knowledge.
Once noticing some gaps in her knowledge, Sophie went back to the basics of probability to revise her student’s understanding. This made sure the student fully understood all aspects of probability before delving into harder exam style questions.
Throughout the session, Sophie was extremely encouraging and kept a very positive mindset which fostered an environment where the student felt extremely comfortable asking any questions. As a result, I noticed a deeper level of understanding was reached which I will definitely try to include in all of my sessions especially with students who may be a bit shy when it comes to asking questions.

Lily Powell

Today, I had the opportunity to observe James working with Owen, his Year 6 student, on his weekly homework. Their lesson covered a range of subjects, including science, geography, and maths, and it was encouraging to see the strategies James used to engage Owen and support his understanding across these topics.
One of the standout elements of James’s approach was his use of interactive questioning throughout the session. Rather than simply providing answers, James asked Owen guiding questions that encouraged him to think critically and arrive at conclusions on his own. For instance, when they tackled a challenging maths problem, James would ask questions that led Owen step-by-step through the process, allowing him to build confidence and problem-solving skills. Observing this reminded me of the power of questioning techniques in helping students develop independent thinking, which I plan to incorporate more in my own lessons.
James also demonstrated excellent communication skills, adjusting his tone and language to match Owen’s comprehension level. For example, when working on a science concept, he used real-world examples that Owen could relate to, making the subject matter more tangible and understandable. James checked in regularly to ensure Owen was following along, and I noticed that this kept Owen engaged and confident in his responses. This approach reminded me of the impact of clear, relatable communication in helping students feel comfortable to ask questions and express any confusion.
Finally, James included positive reinforcement throughout the lesson. Each time Owen successfully completed a question or grasped a challenging concept, James acknowledged his effort, reinforcing his confidence. This small but impactful approach encouraged Owen to stay motivated and participate actively. I plan to incorporate this consistent encouragement in my own lessons, as it fosters a supportive learning environment that celebrates progress.
Overall, observing James and Owen’s lesson provided valuable insights into effective tutoring techniques, which I look forward to applying in my future sessions to enhance my students’ learning experiences.

Demetria Koutavas

Reflecting upon my style of tutoring with primary school students, my students have helped me learn how to help my students learn and how to get them excited about learning. For one of my primary school students, I tutor her mostly for English. We work on a range of topics including reading comprehension, spelling, and both creative and persuasive writing. Throughout the lessons I write down things that she is particularly struggling with that may need a deeper explanation for her to understand. For example, in spelling, that may be a particular rule that she may not be familiar with or that she finds difficult to identify consistently. In the session, I will explain it to her and work through some examples. Then the following lesson, for the first 10 minutes or so, I ‘test’ her on the things that she learnt last week with examples by making it into a bit of a game. As a result, I have found her coming to sessions feeling excited to learn something new to add to her quiz the following week. This is highly valuable for primary school students especially, since it is instilling in them an excitement to learn and grow their minds. I believe that this is due to a rapport that we have built over several sessions that allows the student to feel comfortable to ask questions and learn new things. Another major factor which I have found to be effective for primary school students is that once I believe they understand the concept with enough depth, reverse the session back onto them. For example, when teaching one of my Year 4 Maths students about long division and I believed that she had grasped the concept effectively, I asked her to create her own questions, specifying whether I wanted remainders to be included or not. This allowed her to gather a broader understanding of the topic in relation to other mathematical ideas such as multiplication and factors. She also enjoyed being in control of the outcome and seeing everything come together due to her own making. She found this highly rewarding, asking me multiple times if we could do another one.

Riva Burkett

Today I observed Lily’s lesson with her Year 1 student Alex. For Maths they focused on addition and subtraction. Lily was always encouraging her student and gave him time to attempt the questions and let him recognise any mistakes before assisting him. Before beginning a new worksheet, she always supplied thorough explanations on how to complete it.

Additionally, she ensured that the worksheets she gave progressed in difficulty. For example, with subtraction, the first worksheets had circles that the student could use to help count the difference. Then he progressed to worksheets without the use of visual aids and had to use other methods such as using his fingers and counting up in his head. Lily gave her student quick breaks so he could get refocused on his work and concentrate in a calm manner.

Lily did an excellent job and I am happy I observed her today. Good job Lily!

Sophia McLean

Today I had the opportunity to observe Eric with his student. Eric was teaching his students equations specifically solving equations.

Eric made sure to give his student examples to make sure that as he taught the content, his student was retaining the information and able to apply it to any question he was given. He went over all the possible difficulties to make sure his student was prepared to encounter any challenging equations in his assessments. Eric made sure to use the board to easily show his student how to format his working out which is an extremely important factor to ensure he gets all the marks in the questions. He made his student aware of how to make sure his answers were correct. Specifically, he taught his student to substitute his answers back into equations. This is extremely important in ensuring understanding and guaranteeing the student can maximise their marks.

He asked open ended questions, these are important and should be implemented more often to make sure students are not only listening but understanding. asking questions which expect answers forces students to stay on their toes and pay attention throughout the entire session. This also prompts students to ask questions about anything that is confusing and make sure that by the end of the lesson, they have learnt and developed in the topic being studied.

Overall, I believe he did a great job in teaching the topic and his explanations and methods can be implemented in many mathematics lessons to ensure our students understand the content and are aware of the various ways to check their work in order to receive the marks they need. Great job!!

Olga-Liana Athanasatos

Preparing for the HSC Maths exam may feel challenging, but with the right plan, you can approach it with confidence. Here are some tips to help you make the most of your study time and feel prepared on exam day.

Start by reviewing the syllabus. It’s your guide to every topic you need to know, so make sure you’ve covered each one. Go through each section carefully, ensuring you understand the basics before tackling more complex concepts. If certain topics aren’t clicking, consider asking for help from a teacher, tutor, or online resources.

Next, focus on practice. Working through past HSC Maths papers is one of the best ways to understand the types of questions you’ll encounter. It’s also an excellent way to learn how to pace yourself during the exam. Try timing yourself on sections to build comfort with the structure, and pay attention to any question types that show up frequently—they’re worth prioritising.

Maths isn’t just about knowing formulas; it’s about understanding when and how to apply them. Practicing problem-solving techniques helps you learn to break down questions, identify what’s being asked, and apply the right methods confidently.

Creating a study plan can also be helpful, allocating time each day to cover different topics. Include breaks to stay fresh and review any mistakes to learn from them.

Finally, remember to take care of yourself. Sleep, healthy food, and exercise all support focus and calmness. With solid preparation and a positive approach, you’ll be ready to tackle the HSC Maths exam.

Lochlan Beetham

I had the opportunity to observe Deanne. She began the lesson by asking her student how he was doing and engaging in light conversation to create a relaxed working environment for the session. She then inquired about his progress with his work so they could start on some Chemistry tasks. Since most of the work was on the student’s laptop, she allowed him a couple of minutes to get everything ready. Instead of wasting this time, Deanne used it to fill out the spreadsheet, enabling her to focus entirely on teaching for the remainder of the lesson.

She started by asking the student to recite information from the subject to warm him up and identify any areas where he might need additional help. When he struggled to remember some of the information, she addressed this by drawing chemical diagrams on the whiteboard. This effectively allowed the student to engage with the material, as he could visualize the content and observe her calculations—a great strategy for memorization. She then allowed the student to work through questions independently, stepping in to assist whenever he got stuck.

Deanne was adept at breaking down each question to prompt the student toward the next steps in solving it. Throughout this process, she encouraged him to attempt these smaller parts on his own, enabling her to assess his understanding and critical thinking skills. She also continued to use the whiteboard as a tool to clarify challenging topics that were hard to visualize. This technique proved effective, as the student’s confidence and abilities steadily improved.

Moreover, when the student started to go down the wrong path on a question, Deanne quickly intervened to redirect him, helping to prevent the formation of bad habits that could lead to repetitive mistakes in the future. She excelled at making her student feel comfortable with making mistakes by using inclusive language, such as “we,” to emphasize that they were working through each question as a team. Overall, she was excellent at keeping the student engaged and confident throughout the lesson, and I will definitely incorporate many of her techniques and strategies into my own teaching.

Jenna Freed