First Education

Today, I had time to reflect on the approach toward teaching younger students that may get distracted a bit more easily and have a lot of energy, as opposed to older students. Tutoring younger students is incredibly rewarding, but it is not always an easy task.

One of the biggest lessons I’ve learned is that keeping children focused throughout the lesson is not only about making the lesson “fun”, but more so about tailoring the material so that it becomes more engaging, and they want to keep learning. A child who is interested will naturally pay more attention and absorb more of the information, which makes the time spent together far more effective.

One strategy that works well in doing so is linking the content to the student’s personal interests. For example, if a student enjoys cooking, it can be helpful to relate a maths problem to doubling a recipe. After this link, a concept that felt abstract and confusing can become much more engaging and concrete. These connections aid in making learning more memorable and relevant. It can also strengthen the connection between the tutor and the student, as they bond over something, which effectively also makes the learning more successful.

Another important aspect is making questions and notes more accessible. Younger students can easily feel overwhelmed by long explanations or complicated wording. However, by breaking things down into simple steps, using photos and diagrams, or even incorporating colours and drawings can make a big difference. I’ve also found that giving them space to rephrase a question in their own words helps us as tutors to know what they truly understand and where they might be struggling.

Ultimately, tutoring younger kids is not just about teaching content and answering questions. While this is always important, it is also crucial to find ways to use their interests to spark curiosity, and present information to them in a way that feels approachable. When lessons are both accessible and enjoyable, learning becomes something they look forward to rather than something they dread.

Katreen Diab

Hey guys, I had the great opportunity to observe Lottie and her student Austin. As Austin is in year 12, they went over past papers in preparation for the HSC maths standard 2 paper.

Lottie revised all the concepts, with a focus on networking. She explained how to ensure Austin would answer the specific questions as per the syllabus dot points, i.e. how to get a minimum spanning tree and how to ensure that his answer was correct; he would look to the the lowest weighted edges, and then find a way to connect these lowest weighted edges together by considering the different paths to do so, such that a minimal spanning tree is ensured.

They moved onto functions, revising tips and tricks for how to answer the questions quickly – using x=-b/2a for the x value of the vertex of a parabola, and always reminding him to always check his graph to see if his equation was correct (identifying the vertex and whether or not the graph was ‘right way up’ or ‘upside down’).

Austin looked to be confident with the remainder of the questions, answering questions Lottie would ask, and leading the approach in answering the questions.

Overall it was a great session to observe. Great job Lottie!

Alex Stamoulis

A strong foundation in mathematics is essential for high school students, not only for academic achievement but also for developing confidence in their own ability to approach complex problems. Too often, students are eager—or pressured—to leap ahead into advanced topics without first mastering the basics. While this might seem like an efficient way to accelerate learning, it often undermines long-term understanding and can leave students feeling overwhelmed and discouraged.

Mathematics is inherently cumulative: algebra builds on arithmetic, calculus builds on algebra, and so on. Without a secure grasp of core concepts such as fractions, decimals, ratios, or basic algebraic manipulation, students struggle when faced with higher-level material. They may attempt to memorise procedures instead of understanding the reasoning behind them, which quickly unravels when problems become less familiar. This creates frustration and fosters the belief that they are “not good at maths,” when in reality the issue is an insecure foundation.

Focusing on fundamental skills allows students to develop mathematical fluency and flexibility. When a learner understands the “why” as well as the “how,” they can recognise patterns, make connections across topics, and approach problems with creativity. This not only makes advanced material more accessible, it also builds the confidence that comes from genuine competence. A student who can confidently manipulate equations or interpret graphs is far more likely to persevere with challenging material than one who feels constantly on shaky ground.

Moreover, a solid foundation encourages a growth mindset. Success in mastering the basics shows students that progress in mathematics comes through practice and persistence, not innate talent. This mindset is crucial as they encounter more abstract and complex ideas in later years.

Ultimately, building strong foundational knowledge is not about holding students back; it is about equipping them with the tools to move forward with confidence, resilience, and a genuine appreciation for the subject.

Jemima Smith

Today, I decided to work on my module 6 notes. Module 6 is an important module to cover well with the students as it is often done later in the year and students remember it less. It also involves knowing a lot of different examples of genetic technologies. The notes I worked on today are from the first IQ on mutation which involves understanding examples of different mutagenic agents and how they function, which not many students fully understand. You also need to understand all the different types of mutations and different ways you can categorise them, as well as their mechanisms and how they affect protein function. I found this a fulfilling and helpful activity in working on some notes that I can hopefully share with my students in their sessions.

Grace

I think AI has helped in many ways from summarising key points to finding information on a topic. However, as leaders, I think it has hindered our ability to problem solve, persevere and decreased our attention span. In saying this, I don’t think AI will replace leadership in any way, however, it will inhibit some key skills. To test this, I put in Chat GPT “Give me resources on how AI will inhibit leadership”, and it gave me numerous resources. This is helpful, but it reduces our ability to divert our attention for 20 minutes trying to find resources on this topic. Thus, reducing our attention span as everything is so instant and reducing our ability to problem solve when we can’t find the source for a topic. However, AI is unable to grapple with the ‘soft’ human skills like empathy, authority, honesty, humility and communication. Thus, when leaders use AI in their jobs, for example writing a speech, it can come of cold, detached and formulaic. Thus, is not as impactful. This made me think about the most impactful speeches, which were infused with so much emotion (for example, ‘I Have a Dream’ speech), which was written before AI was even created. Therefore, I believe AI has not place in leadership as leadership relies on so much of the ‘soft’ human skills that AI cannot replicate.

Charlotte

Many tutors are trained in talking, how to talk, what to talk about, what tone to talk in, but not many are taught when to listen. Every student is a completely unique individual, with all of their learning styles and levels of understanding different to every other student that we work with every day. When we first meet a student, we listen to their background, what they struggle within the subject etc, but from that point onwards we try our best to tell the student every piece of information we know every session in an attempt to help them.

Some students are great communicators and always discuss what they are confused or concerned about. However, not all students have learned how to effectively communicate and some may even tend to pretend they understand something they do not to prevent embarrassment or avoid being disruptive. This is where listening as a tutor is so important. Learning how to spot whether your student is not fully comprehending a topic is so crucial to building a base of knowledge to build on. Having a student explain a worked problem to you, like you are their friend is another way of listening which can help tutors to observe their students level of understanding. Once you have identified that your student is not properly understanding a concept, it is very important to listen to why they are confused or stuck on certain concepts, instead of jumping into an explanation.

Listening helps tutors understand their students issues from the roots, and provides each student with an opportunity to feel heard and understood, building a stronger understanding between the student and the tutor. Listening and understanding is the key to developing a students education, no matter the level or the difficulty of the problem being addressed.

Katie Waller

Sometimes, the reason why a student is struggling with a subject is because they truly do not find it interesting. As a tutor, it is easy to find topics we know a lot about interesting, however, many students do not know enough about a topic to find it interesting. In the past when I have identified that students do not find the topic in the slightest interesting, it has been my mission to make the student see the joy in the same way that I do.

My first step is normally to have a discussion with a student about themselves, what sports they are interested in, what movies they like, what jobs they think may be interesting and what they like to do with their spare time. This can help me to think of topics that relate to the subject I am trying to teach. For example, one of my students hated persuasive writing and never performed well in school in any kind of persuasive topic, but loved playing soccer. She then completely exceeded my expectations when I told her to write a persuasive essay on why her local soccer club should not be shut down. With a little bit of guidance and examples writing about other topics she was interested in, such as the environment and pollution, the student fully grasped persuasive techniques and was eventually able to write persuasive essays on topics she did not particularly care about.

This method is applicable from a small scale to large scale of lessons, whether it is just explaining why math’s is important for the future or making a student see how science is everywhere around them. Every student at all levels should have the opportunity to experience joy and curiosity from education just as much as the ones who are teaching them do.

Katie Waller

One of the most valuable lessons I have learned in tutoring is that success is rarely about the content alone. While the curriculum and subject knowledge are, of course, essential, the real foundation of effective tutoring lies in building a student’s confidence. When students feel capable and safe to take risks, they engage more openly with the material, ask better questions, and persist through challenges, and are less likely to shut off, and instead persist and enjoy mathematics..
I observed this recently during a mathematics session with a Year 11 student who had always described themselves as “bad at maths.” They had come off a bad run of marks from exams. The problem wasn’t exclusively their ability, but their mindset was ultimately hindering any progress. Each time they encountered a difficult step, they would stop before even attempting a solution, convinced they would fail. They would simply leave the problem as is, without trying different potential methods and breaking down the question. Rather than diving straight into the formulas, I paused and reframed the session. Together, we celebrated small wins, such as setting up an equation correctly, even if the solution wasn’t perfect, as long as it made progress towards the final solution. By shifting the emphasis away from being “right” and toward making progress, the student began to engage more willingly. By the end of the session, their confidence had grown to the point where they attempted questions independently, something they had previously avoided.
This experience reaffirmed a principle often overlooked in education: strategy matters as much as knowledge. A tutor who can patiently scaffold learning, encourage incremental steps, and provide reassurance often unlocks potential that might remain hidden in a purely exam-focused environment. The best tutor’s don’t necessarily understand everything, they instead have the ability to get the students to become confident, and get their full potential out of them.
Ultimately, tutoring is about more than delivering content. It is about fostering resilience, curiosity, and the belief that improvement is possible. When students leave a session not just knowing more, but also believing more in themselves, the impact extends far beyond the classroom.

Samin Hossain

Hey everyone, today I had the opportunity to observe Riva’s Year 12 Maths standard session.

She did a great job going through a practice HSC exam paper her student completed at home. They went through all the answers her student got wrong, and worked through each question so her student understood her error, so she wouldn’t make the same mistake again.

They went through each line of working, for each question. So her student could clearly see the correct solution, and how Riva got the correct answer.

They broke down each question and all the key terms, so her student understood what the topic was and what she needed to apply. They went through financial maths, looking at the different interest rates. They also looked at gradient questions.

They focused on answering word problem questions. Some of the questions ranged from being easy to hard. It was great to see how familiar her student was with the content.

Riva did a great job explaining interest rates and how interest rates practically apply to different types of financial questions. They looked at GST, VAT interest rate questions. They focused on this topic, as her student often became confused on the process of answering financial questions.

Riva did a great job allowing her student to work through each question independently. When her student got stuck she would then help her. They worked through each question carefully and Riva encouraged her student to detail each part of her working out. This will ensure she can receive carry on marks if she makes an error.

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

Riva then gave her student a HSC exam paper to do for homework. This is great exam prep for the upcoming HSC.

Overall, Riva did a great job helping her student! It was a great session! Keep it up!

Ashley Cohen

High school tutoring is often viewed primarily as a way to strengthen subject knowledge, fill gaps, and prepare for assessments. While content mastery is certainly important, the most effective tutors recognise that their role extends beyond teaching formulas or marking essays. For many students, tutoring provides a bridge between school and the wider academic world, and the advice a tutor gives about transition skills can be just as valuable as help with coursework.

One key area is the transition into university or further study. Many high school students are unaware of the differences in expectations, workload, and independence at tertiary level. Tutors who share insights about what university study looks like—such as the need for self-directed learning, critical thinking, and effective time management—help students enter that environment with fewer surprises. This guidance can demystify higher education and empower students to make a smoother, more confident adjustment.

Another important aspect is subject selection. Choices made in the final years of high school often shape future opportunities. A tutor, drawing on their own academic experience, can help students weigh their interests, strengths, and long-term goals against the prerequisites for different courses. This perspective ensures that students make informed decisions, balancing challenge with achievability, and keeping doors open for future pathways.

Equally valuable are organisation and study skills. Many students who struggle academically are not lacking ability but strategies. Tutors who model effective note-taking, goal-setting, and revision techniques give their students tools that apply across all subjects. These skills build independence and resilience, qualities essential not only for success in high school but also in the more demanding university environment.

By broadening their role beyond content delivery, tutors can have a transformative impact. They not only help students improve their grades, but also equip them with the confidence, clarity, and practical skills needed to thrive in the next stage of their education.

Jemima Smith