First Education

Organisation is a key element of effective tutoring, and its importance cannot be overstated. Whether working with primary or high school students, an organised session helps create a productive environment where learning can happen efficiently and with clarity. Being well-prepared demonstrates professionalism, builds trust, and ensures that the session runs smoothly from start to finish.

An organised tutor begins each session with a clear plan. This might involve reviewing the student’s goals, revisiting previous content, and outlining the day’s focus. When students know what to expect, they are more likely to stay engaged and feel a sense of progression in their learning. A well-structured session also makes it easier to manage time effectively, ensuring that each topic receives the attention it needs without the lesson feeling rushed or disjointed.

Having materials ready in advance, such as worksheets, questions, or past paper prompts, also helps maintain flow. It minimises downtime and allows the tutor to move confidently between activities. This level of preparation communicates to the student that their time and learning matter, which can be highly motivating.

Organisation also supports flexibility. When a tutor knows their content and structure well, they can more easily adapt to the student’s needs in the moment—whether that means spending longer on a tricky concept or switching to a different strategy. Being organised does not mean being inflexible; rather, it provides a solid base from which to respond to the student effectively.

Ultimately, an organised session fosters confidence, both for the tutor and the student. It allows for greater clarity, maximises learning time, and creates a calm, purposeful environment. When students experience consistent, well-structured lessons, they are more likely to develop strong learning habits, make progress, and enjoy the journey of learning.

Demetria Koutavas

Hey everyone, today I had the opportunity to observe Hugo’s session. He did a great job explaining different concepts to his student. He did a great job working through different tutorial questions and any homework questions her student had. They went through each question step by step, detailing each part of the working out.

He used textbooks to get different questions so his student can see how different questions are worded and what different aspects of the questions are asking for. This also means that his student is able to understand how to apply the theory to different practical questions.

By Hugo teaching his student the theory concept makes it easier for his student to understand the content in class. So when she goes to class she is able to have a better understanding of the content so it can be a bit of revision.

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

He did a great job explaining different ways to approach the question. By giving his student numerous ways to solve the problem, it allowed her to pick the way that made the most sense to her.

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 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 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 Hugo!

Ashley Cohen

Today I had the opportunity to observe Freddie’s Yr 12 Math Ext session.

I was impressed by Freddie’s effective initial rapport with the student. He maximised the use of the whiteboard, methodically working through complex problems while maintaining the student’s engagement. Rather than simply presenting solutions, he demonstrated each step visually, allowing his student to follow the mathematical reasoning process in real-time. This approach proved particularly effective when tackling challenging calculus problems that required multiple steps.

I particularly noted Freddie’s commitment to critical engagement. He consistently prompted his student with thoughtful questions that encouraged deeper analytical thinking. When the student proposed a solution approach, the tutor would ask “Why does this method work?” or “How could we verify this answer?” This teaching style fostered active participation rather than passive reception of the information.

During the session, they worked through a recent test his student completed. They carefully analysed each question, identifying patterns in the student’s approach and highlighting both strengths and areas for improvement. When discussing a question where the student had made calculation errors, Freddie demonstrated an alternative solution that didn’t diminish the student’s initial attempt but extended it to help them avoid similar mistakes in future.

A significant portion of the session addressed the student’s recent exam performance, which had fallen short of their expectations. Freddie handled this sensitively yet constructively, emphasizing specific concepts that needed reinforcement while maintaining an encouraging tone. His supportive attitude clearly helped rebuild the student’s confidence. Before concluding, he offered practical advice about study intensity, emphasizing that math requires more practice than one would typically anticipate, recommending them to “study more than they think they should”. This realistic guidance about the effort required for mastery was delivered with sincerity that resonated with the student.

Great job Freddie!

Thea Macarthur-Lassen

It is without a doubt that active student participation in tutoring sessions is crucial for effective learning. There is no fighting that! When students take on a role, they become more engaged and invested in their own educational journey. This ownership fosters a sense of responsibility, encouraging them to reflect on their strengths and areas for improvement. As tutors, we don’t just want students to passively receive the information we teach, but rather be comfortable enough to ask questions, seek clarification and collaborate with us to set achievable goals.

Students who are involved in discussions and activities are more motivated and find the learning experience more relevant, and enjoyable. This increased enthusiasm can lead to improved academic outcomes, as students are more likely to persist through obstacles and stay committed to their learning. Here, confidence and independence can also grow, as they begin to trust their own thinking, become more willing to take risks and develop the skills needed to learn independently. We want to increase their sense of empowerment in supporting their long-term educational development. To support this idea, students are more able to build a growth mindset because when students engage with challenges and view mistakes as learning opportunities, they can build resilience! This mindset promotes continuous improvement and a positive attitude toward learning, which is vital for overcoming obstacles.

From a tutor perspective, a student’s active participation in their session will also help to inform us on their unique needs and preferred learning style. This will allow us to provide a more personalised, tailored support that is in the best interests of our students. For instance, if a child lacks confidence and finds it difficult to voice their opinion or answer questions, utilising a whiteboard throughout the session could greatly benefit. Ultimately, by encouraging our students to be active participants, we are working to transform tutoring from a one-sided interaction into a dynamic and collaborative process that supports long-term academic growth.

Kaelyn Tan

Being a tutor is one of the most empowering experiences I’ve ever had. There’s something uniquely fulfilling about helping someone understand a concept that once seemed out of reach. It’s not just about explaining information—it’s about making that information click and helping students see their own potential.

The process of teaching requires a deep understanding of the material, which has made me appreciate my own knowledge on a new level. When you’re responsible for explaining a topic, whether it’s math, economics, legal studies, or business studies, you have to break things down in a way that’s clear and accessible. This challenges me to think creatively about how to communicate complex ideas in simple terms. It’s an intellectually rewarding process that sharpens my own understanding while I help others build theirs.

What makes tutoring so empowering is watching students transform before your eyes. The shift from confusion to clarity, from uncertainty to confidence, is incredibly rewarding. When a student finally grasps a difficult concept, their pride and excitement are contagious, and that moment of understanding is a shared victory. Knowing that I played a part in that growth is incredibly fulfilling.

It’s also empowering to see the long-term impact that tutoring can have. Beyond just helping with immediate assignments or exams, I’m helping students develop critical thinking skills, problem-solving strategies, and a deeper understanding of the world around them. I’m giving them tools they can use long after they leave my sessions.

Ultimately, tutoring is not just about imparting knowledge—it’s about empowering students to believe in themselves, to take ownership of their learning, and to feel capable of tackling challenges head-on. There’s nothing more fulfilling than watching that transformation happen.

Nabil Harrar

Sophie’s tutoring session went exceptionally well, with a strong focus on ensuring the student gained a clear and confident understanding of the topic of surds in mathematics. From the beginning of the session, Sophie demonstrated a well-structured and thoughtful approach. She began by clearly outlining all the fundamental rules of surds, including how to simplify them, rationalise denominators, and operate with both like and unlike surds. Her explanations were clear, concise, and tailored to the student’s current level of understanding, which helped create a supportive learning environment.

Throughout the session, Sophie consistently checked in with the student to make sure they were keeping up with the content. Rather than simply presenting information, she encouraged active engagement by asking purposeful questions that tested comprehension. This allowed her to identify any areas of confusion early and clarify them in real time, ensuring the student remained on the front foot and did not fall behind.

What stood out was Sophie’s ability to encourage the student to think independently and apply the rules in a variety of contexts. By using a range of examples and providing opportunities for the student to attempt questions on their own, she built their confidence and understanding. Sophie patiently guided the student through each step when needed, reinforcing key concepts and celebrating their progress.

The session concluded with a short recap to consolidate learning and ensure the student felt confident moving forward. Sophie also offered strategies for approaching similar problems in the future. Overall, the session was highly productive and showed Sophie’s strong ability to communicate complex ideas in a student-friendly way, foster engagement, and support academic growth.

Jordan Udler

When tutoring primary students, one of the most effective tools is establishing a consistent and reliable routine. At this developmental stage, students thrive on predictability. Routine helps them feel safe, focused, and ready to engage with learning. It also sets clear expectations, which can reduce distractions and anxiety during sessions.

A structured tutoring session does not need to be rigid, but having a familiar format provides a strong foundation. For example, beginning each lesson with a short warm-up question or activity helps settle the student and shift their mindset into learning mode. It signals that the session has started and gently transitions them from the day’s distractions.

Following this, tutors can move into the main content, whether that is reviewing previous work, tackling a new concept, or practising a skill. Having a consistent flow such as revisiting past material, introducing something new, then applying it helps students understand the purpose behind each part of the lesson.

Closing the session with a quick recap or reflection helps reinforce what has been learned and gives the student a sense of accomplishment. It also allows the tutor to praise effort and progress, which is incredibly motivating for younger learners.

Routine also supports the development of study habits. By modelling a consistent and organised approach to learning, tutors teach students how to manage their time and approach tasks in a logical order. These habits, when formed early, become tools that students carry into later schooling.

In primary tutoring, learning is about more than mastering content. It is about creating an environment where students feel secure and supported. A simple and predictable routine can provide that structure, helping young learners to build confidence, stay engaged, and develop a positive relationship with learning.

Demetria Koutavas

Today I was able to observe the second half of Kate’s 2 hour session with her student Will. They were going over his maths exam and fixing any of the questions that he’d struggled with. They were discussing how important it is to check your answers before moving on, to try and eliminate any silly mistakes that might have been made- for example, doing calculations in your head regularly and not checking them on a calculator, which might cause some avoidable errors. Kate was also offering advice on how to bounce back after a test when you do badly and might be scared to confront your mistakes. She suggested that sometimes doing badly can be the best motivator for fixing all your gaps in knowledge and working harder to do better in the next test. I think Kate’s advice was very valuable and a good lesson to learn- that only hard work can correct mistakes and gaps in knowledge. I learnt a lot from observing her that I can apply when I’m helping my students after they struggle in an exam. Thanks Kate! Sienna

Sienna Apted

To make things more fun in my session with my year 2 student today, I tried to incorporate more games whilst still making sure they were learning. In today’s session, I wanted to work on sentence writing so after our mid-session uno game, I utilised the card and asked him to pick one. Whatever number was on the card would be the number of words in the sentence, and wild cards were 12. I believe this was a highly beneficial game as it encouraged the student to work with sentences of different lengths and learn how to incorporate different kinds of words into his language. For example, one of the sentences needed 11 words and he initially wrote “The beach is a fun place to visit on holidays” which is 10 words. He was struggling to add in another word, so I suggested he use a ‘describing’ adjective word. So, he added in ‘special’ before beach. Thus, this developed his ability and understanding of the importance of different types of words in the sentence.

I have also incorporated spelling into a game of tic tac toe. This works by specifying a specific category such as ‘colours’ and instead of putting an ‘x’ or an ‘o’ into the box, you must spell a word. This helps to make learning new words and spelling more enjoyable which is especially important for younger primary school children as they often find it harder to concentrate for long periods of time. It makes the session more engaging.

Riva Burkett

Studying Romeo and Juliet by William Shakespeare is a typical, and fundamental high school text for all students throughout high school. This famous tragedy follows the doomed love of two youth from feuding families—whose secret romance leads to devastating consequences. When approaching the play, it helps for students to first break down the key themes and language techniques, so students are able to comprehend its value. Major themes include love versus hate, as Romeo and Juliet’s deep affection is constantly challenged by the violent feud; fate and destiny, with the “star-cross’d lovers” line suggesting their lives are already mapped out; and youth and impulsiveness, shown in how quickly they fall in love and make life-changing decisions. Conflict is further present in the play—between families, within characters, and between individual desires and social expectations; Challenging students to consider themes like loyalty and family conflict may place them at a different standard to others, and is encouraged for more powerful writing.

Shakespeare’s language is rich and layered, so students must keep an eye out for his techniques. Metaphors and similes appear frequently, like when Romeo compares Juliet to the sun, showing how he idealises her. Oxymorons such as “loving hate” or “sweet sorrow” highlight emotional confusion, while dramatic irony creates tension, a core aspect of Shakespeare’s dramatic form—for example, the audience knows Juliet isn’t truly dead, but Romeo does not. When I have taught this play numerous times in the past, it was important to first let the students consider the structure of the play; it is written in iambic pentameter, a poetic rhythm that sounds natural but controlled, showing Shakespeare’s skill with verse. Studying this play also means looking at how scenes shift tone—from romantic to violent to tragic—and how Shakespeare builds suspense through turning points like Mercutio’s death or Juliet’s decision to fake her own. For students in Years 7–10, I have found t’s useful to annotate key passages, summarise each scene, and practise writing about how characters change over time. Understanding the social and historical context—like Elizabethan attitudes to marriage and family honour—can also deepen your analysis. By focusing on themes, techniques, and characters, you’ll not only understand the play better, but also build skills that apply to all kinds of literature studies.

Eleni Nicholas