First Education

I had the wonderful opportunity to observe Hugo’s Maths session. He did such a good job helping his student work through Maths problems.

Hugo did a great job allowing his student to work through the math problem step by step. When she got stuck he helped her to work through each step in chronological order. It was great to see how Hugo let his student try to work out each problem rather than giving her the answer straight away.

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

When his student was answering each question, Hugo would also answer it on a seperate piece of paper so he could then easily check if she got the right answer.

By Hugo also answering each question it meant that if his student had any questions on how to answer the problem, he was able to answer them straight away. This meant they could go through more questions and they could use their lesson time as effectively as possible.

I liked how Hugo was able to help his student understand what each question was asking. This helped her to build her interpretation skills. It was great that he applied mathematical theory to his students homework 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 him. They had a great relationship and they got along really well.

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

Overall, Hugo did such a great job helping his 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 Hugo!

Ashley Cohen

After nearly two years of tutoring at First Education, I’ve learned that engagement is key to effective learning. No matter how well I explain a concept, if students aren’t interested or involved, the knowledge won’t stick. So, how do I keep kids engaged? Every student is different, so I take the time to learn their interests and strengths, integrating these into lessons. If a student loves sports, I use examples from their favourite game to explain concepts. If they enjoy storytelling, I turn math problems into narratives. Tailoring lessons to their interests makes learning more relatable and enjoyable.

Likewise, instead of lecturing, I encourage students to participate – whether through discussion, problem-solving, or hands-on activities. Simple techniques like asking open-ended questions or having students teach back concepts keeps them involved and reinforces their understanding. When students explain a concept in their own words, it deepens their grasp of the material. This active involvement also builds their confidence, making them more eager to tackle the next challenge.

A positive learning environment makes a huge difference, too. I celebrate progress, no matter how small, and frame mistakes as learning opportunities. I find that when students feel supported and confident, they’re more willing to stay engaged and tackle challenges. I also make it a point to check in with them throughout the session to ensure they’re feeling comfortable and motivated, adjusting the pace or activity as needed.

At the end of the day, learning doesn’t have to be a drag… When students are engaged, they enjoy the process, and the knowledge sticks far better than if it’s just delivered in a one-size-fits-all manner. Ultimately, as tutors, our role is not just to impart knowledge but to inspire curiosity and a love of learning. When students feel motivated and see their own progress, the educational experience becomes much more rewarding for both them and us.

Carmen Yuen

Today I observed Adrianna who was tutoring two of her maths students. for one of them she was going over compound interest and the methods to solving questions. She specifically explained Compound interest by breaking it down and trying to use real life concepts like investing to help her students understand. She allowed her students to try examples to implement what they had learned and utilised textbook examples as well as the board to thoroughly highlight the methods that would maximise their marks. She dedicated her time very well between both students which can be difficult in a short 1 hour session. I believe I can’t take a lot away from the session particularly when I have a session with multiple students during which splitting attention can be quite difficult. Overall she did an amazing job!

I also observed another tutor, Andrea, in the room who was tutoring her English student. She specifically went through how to write responses in English. She would walk through how to breakdown an essay and how to alter responses to suit what a marker would expect. She highlighted the importance of rereading to make sure students pick up all key ideas. She continuously gave him pointers and pushed him to correct himself rather than giving him all the answers. Tutor and student discussed key terms in English and exactly what they mean when analysing questions and how these key terms can be used in responses to get as many marks as possible. However, she also highlighted how important it is not to overuse words that may disrupt the flow of a written piece. She continuously asked him to reflect on his choices and writing while also giving him feedback herself. These methods can be implemented in any written based subject and helps build confidence in students. Overall amazing work!

Olga-Liana Athanasatos

How to Support Well-Being
A well-rested, emotionally balanced student is more likely to perform well academically. Here are some simple ways to enhance well-being:
1. Prioritise Sleep
Lack of sleep affects memory, concentration, and mood. Students should aim for 7–9 hours per night to stay alert and focused.

2. Exercise Regularly
Physical activity boosts brain function, reduces stress, and increases energy. Even a 15-minute walk or quick stretching session can make a difference between study sessions.

3. Practice Mindfulness and Stress Management
Techniques such as deep breathing, journaling, or prayer help manage stress. Taking time for self-reflection and relaxation is crucial for mental well-being.

4. Maintain Social Connections
Spending time with family and friends fosters emotional support and reduces stress. Older students, especially during exams, should make an effort to stay connected.

Final Thoughts
Achieving a balance between school, life, and well-being is not about perfection; it’s about creating a sustainable routine that students can achieve. By implementing effective time management techniques, prioritising self-care, and making intentional choices, students can lead a well-rounded life without sacrificing academic excellence or their health.
Remember that success is not just about grades, it’s about growth and well-being, elements that students will carry through with them for the rest of their lives.

Vicki Synesios

In today’s fast-paced world, many of my students, including younger students, often juggle multiple responsibilities: academic deadlines, extracurricular activities, sports, part-time jobs, and social commitments. The challenge of maintaining a balance between school, personal life, and well-being can feel overwhelming, often affecting student’s performance and confidence in their schooling. However, effective time management techniques allow students to create sustainable routines that support their academics.

Why is this important?
A healthy balance is crucial not only for academic success but also for personal growth. Prioritising only studies puts students at risk of burnout, stress, and poor mental health. While not enough focus on schooling affects their knowledge. A well-balanced life ensures that students can remain productive and motivated.

Effective Time Management Techniques
1. Eisenhower Matrix
This tool helps students categorise tasks by urgency and importance:
– Urgent & Important: Complete immediately (e.g., assignment due tomorrow).
– Important but Not Urgent: Schedule for later (e.g., studying for an exam in two weeks).
– Urgent but Not Important: Minimise or delegate (e.g., answering non-essential emails).
– Neither Urgent nor Important: Eliminate (e.g., excessive social media scrolling).
Using this method, students can focus on what truly matters, reducing stress and improving productivity.

2. Create a Weekly Schedule
A structured schedule helps allocate time for studying, social activities, and rest. Digital calendars like Google Calendar make it easy to visualise commitments and adjust plans when needed. A well-planned week ensures students meet deadlines without sacrificing well-being.

3. Pomodoro Technique
This method improves focus by alternating work sessions (25 minutes) with short breaks (5 minutes). After four cycles, a longer break (15–30 minutes) helps prevent burnout and enhance retention.

4. Set Realistic Goals
Clear, achievable goals help students stay motivated. Instead of vague targets like “study more,” a better approach is “study maths for 30 minutes every evening before dinner.”

5. Learn to Say No
Overcommitment can lead to exhaustion. While extracurricular activities and social events are important, setting boundaries ensures students focus on essential tasks without compromising well-being.

Vicki Synesios

I can think back and remember a time when I was learning 2 unit Mathematics during the HSC. I remember this new, wonderful (and hard) thing called Calculus, that could magically describe the gradient of a function as another function, or inversely, find the area beneath a curve. As a fledgling Aerospace Engineer, I can happily say that the maths itself hasn’t gotten any easier, but one constant between my university and high school studies were the fact that there was always something new to learn; always another facet of the topic studied formerly that delves into another situation in which to complete a certain operation, or perhaps applications of the operation itself. Addition turns to multiplication, turns to exponentiation, turns to tetration, and so on.

In school (and in uni – though I’ve had the practice by now), it’s so easy to get lost in this sea of new ‘stuff’. This was especially so in my junior years. There was much I had to learn in the moment, and much I had yet to even begin to comprehend. It’s easy to drown in this sea, and it’s a common feeling for students doing their HSC.

How did I even begin to manage?? I think the good thing about maths is that the more you do it, the better you get at it. Think about it. I think there were times when we all struggled with counting up to 100 as toddlers. Though it’s second knowledge now. There are financial skills in our schooling that we apply every day as adults. So repetition and habit is our best friend here.

While a mathematical mind helps, for me it was ensuring I completed every question of every exercise handed out that enabled me to gain a strong grasp of the content learnt in class (you can do this with something like a TV show running in the background). There is something universally satisfying in finally understanding how to complete a certain type of question, and completing similar questions like nothing! Similarly, HSC Past Papers were my best friend when it came to exam-season studying. There are countless free resources online with answers and worked solutions – getting tutored can help you with this also. Another strategy to ensure I knew everything I was being assessed on were handmade summary sheets, crammed with theorems and formulae.

Ultimately, though, the key to success in mathematics is passion. I believe this is possible for anyone. Repetition builds knowledge. Building knowledge builds passion, which encourages the growth of more knowledge – the rest is then history.

Zac Markovina

I was able to observe Harry Mav tutoring a class of kids during his Wednesday afternoon 4-6 Y11 Extension Mathematics session, to which I found was a very insightful experience. It reminded me that tutoring doesn’t have to be as robotic as some of the work we might have in schooling. Being a tutor is being a leader, and adapting your learning style to the needs of your student. Harry’s style reminds me of simpler times with my own mathematics education in high school, and how enjoyable that was for me. Watching him nourish the passion of his students inspires me in my tutoring.

In his session, Harry would take his students through the basics of the content – allowing them to engage, ask questions and provide their own insights, and progressively delving into more advanced concepts or questions. He was very casual and lighthearted in his manner of speaking. He would often ask the students things like “what’s the proper name of this?” or “What do you call this type of function?”…etc, really allowing his students to fill in the blanks. It was really clear that Harry has a passion for maths. Hearing him tutor took me back to a time when I was learning this content in my own mathematics classes, with my old high school teacher. She would often incorporate a similar demeanor and engaging approach, which really made lessons enjoyable and memorable. I owe my own success to this, and it’s Harry’s effective approach that really gave me some insight on how I can try to apply these practices in my own tutoring.

The 10 minute “game breaks” Harry took the students through backs my point up. It’s in the little things like this that really make lessons like his memorable and enjoyable. Harry doesn’t just know his stuff here – he allows the brain to rest, and allows a ‘session’ to also be a fun activity – which fosters a growing passion in his students. This helps if the student’s with friends, turning the chore of schoolwork into a fun, yet productive, weekly club.

I ultimately found Harry’s approach to tuition to be admirable and inspiring. He took charge and led his students in an effective and empathetic manner that fostered curiosity and confidence. This allows them to grow ever-more passionate for mathematics, whilst keeping things enjoyable and lighthearted. Watching him tutor students was like watching a gardener tending to his flowers – ensuring they’re growing and developing ‘happily’. Thanks Harry

Zac Markovina

Watching Brianna’s tutoring session for English Standard HSC Module B, it was clear that Brianna had the ability to break it down and explain it in a way that resonated with her student. It was also great to observe this lesson, as I had done the same module text at the same school as her student during my HSC. Watching this session allowed me to also put my input in to further help the student. The teamwork between Breanna and I helped the student to grasp the concept more.

This session focused on thesis writing, a crucial skill for Module B, with the prescribed text being The Curious Incident of the Dog in the Nighttime. Brianna had her student analyse practice essays, taking tips and ideas from other papers to strengthen their approach. She emphasised how these examples could be used as a guide for structuring effective arguments, showing her expertise in helping students connect the dots between theory and practical application. She consistently encouraged the student to identify key takeaways from these examples and tailor them to their unique writing style.

Brianna used my previous study notes I had saved from this text to draw different themes that they hadn’t picked up together, such as the disorder and the complexities of human emotions, as well as trust and honesty in relationships. I felt that this input was great help as well. This visual approach added a unique layer to the session, helping the student internalise the material on a deeper level. Her ability to adapt explanations to suit the student’s learning style showcased her talent as a tutor.

Brianna’s ability to provide constructive feedback was also evident. She took the time to go through the student’s writing, offering practical advice on how to refine their thesis and make their arguments more persuasive. Her guidance on linking ideas back to the Module B requirements showed a clear understanding of what the HSC markers are looking for, setting the student up for success. She also highlighted common pitfalls to avoid, ensuring the student felt confident in their approach.

Overall, Brianna’s tutoring was structured, thoughtful, and incredibly effective. It’s clear her student is in excellent hands as they prepare for their HSC English exams!

Demi Roussakis

I had the pleasure of observing Alexander’s session with Malik who’s a Y10 Maths student.

In the beginning of the session, Alexander went through a condensed revision on surface area allowing Malik to attempt the questions before he walked Malik through it. While attempting the first question, Malik was unsure of a couple aspects of question ie if he was to include the area of the cylindrical face that met with the surface of the rectangular prism. Alexander did a great job with prompting Malik towards the right answer instead of simply telling him the answer, allowing Malik to really wrap his head around the question. Afterwards, Alexander walked through the solutions, ensuring that Malik had solutions to compare his working out to. Before going onto the next question, Alexander asked how the student felt on the level of difficulty of the question and ensured the student was comfortable with the level of difficulty before moving onto the next question.

Malik was able to consolidate his learning through the multiple questions Alexander provided – each which increasing difficulty as Malik was able to consistently solve for the correct solution.
I found that this teaching plan allows the student to be able to independently work through questions, introducing him to more complex questions wherein multiple formulae are to be used as well as well as building his confidence with attempting questions with abnormal shapes which are more likely to appear in exam papers.

Alexander and Malik did a great job with working through difficult questions today! Such a pleasure to observe!

Gabrielle Tran

Today I observed Sophie’s lesson with her Year 12 English student Irene. Sophie started the session by going through the responses Irene wrote for homework whilst Irene annotated a new poem by herself. I think it is good that Sophie gave Irene some time to annotate the poem without any help so that she could get an understanding herself of the poem’s meaning. They then went through the feedback from Irene’s reading comprehension homework. Irene’s responses were really great but Sophie gave some advice for a few of the questions to help her achieve full marks in the future.

Then they started to go through the next poem together and I liked how Sophie asked Irene for her initial impression of the poem and what she thinks it’s about. They then went through Irene’s annotations together and then read through an overview and analysis of the poem and expanded on the ideas mentioned in the analysis page.

After going through the first poem they moved onto a new one, starting by Irene reading out the new poem. They then talked about what they thought the poem was about and the main themes and important sections of the poem. They then talked about further analysis of the poem and read through an overview of the poem. Next, they went through a quote table including some of the most significant quotes of the poem and they talked through further analysis of those quotes. Then they started mapping out an essay to a question Irene was given at school using the three poems they have analysed together so far.

It was great to observe this lesson!! Amazing job Sophie!!

Sophia McLean