First Education

One of my students is highly knowledgeable of the content in her maths course, she understands the concept and questions which she gets wrong in the exam she can usually figure out on her own afterwards. This begs the question of what causes her to lose so many marks in some of her exams? Time management. She often comes back after an exam telling me that she didn’t finish or didn’t have time for the last question, or she had time but didn’t know how to do it, only to work out the answer after the exam. This may be because she is spending too long thinking about the questions. The best way to approach this problem is to maximise reading time and the order in which the questions are answered. When working through exams, I spend the reading time identifying a strategy to use for each question, so that I know how to start immediately when I get to it in the exam. When the exam time starts, I work from the back of the test forward, and if I don’t know how to answer a question, I make sure I understand what the question is asking and then move on. This allows my brain to subconsciously think through these questions as I am answering easier ones that I do know the answer to. This allows me to think about the longer questions for longer, rather than cramming them in at the end.

Riva Burkett

Preparation is crucial for both students and tutors because it sets the foundation for productive and effective learning. For students, being prepared helps them focus, absorb material efficiently, and retain information better. When students come to a session ready, whether it’s by reviewing material, completing homework, or having specific questions, they maximise the time spent with their tutor. Preparedness reduces frustration and confusion, allowing for a smoother, more productive exchange of ideas. It also fosters a sense of responsibility, which can boost self-confidence and encourage a more proactive approach to learning.

For tutors, being prepared ensures that they can provide structured, targeted support that meets the individual needs of the student. It allows them to anticipate potential challenges and plan effective strategies to overcome them. Tutors who are well-prepared can present concepts clearly, adjust their teaching methods as needed, and create engaging, relevant activities that will resonate with the student. Preparation also helps tutors manage time more effectively during sessions, ensuring that key points are covered without wasting valuable time.

Ultimately, the combined preparedness of both parties creates a positive, goal-oriented learning environment. Students are more likely to stay engaged, while tutors can adapt their approaches to help the student succeed .

Elise Petritsis

Hey everyone, I had the opportunity to observe Pamela, and her year 9 student in maths.

Firstly, Pamela immediately showcased a positive and fun bond with her student, sharing laughs and relating over various experiences in various topics with maths. This was able to pave the way for an engaging lesson, leading to further collaboration and understanding from her student.

Pamela started the lesson by going through mixed numerals and fractions. Pamela was able to convey the importance of understanding how fractions worked when it came to multiplication and division, showcasing the multiplication process, and how you can multiply fractions that are being divided by reciprocating the latter fraction.

Pamela was also able to demonstrate how simplifying fractions worked, highlighting how to find common factors and divide both the numerator and the denominator to result the simplest possible fraction.

They also worked through algebraic equations, going through the syntax of algebraic expressions such as expressing powers and multiplications. After building this basis, they were able to go through factorising and simplifying, with Pamela once again expressing how to find common factors in order to factorise expressions.

Building on simplifying, Pamela was able to briefly add unit conversions into work problems, demonstrating how to convert from various units of measurement and then applying such conversions to algebraic questions. She was also able to apply such conversions to various other day forms of life, such as converting dollars and cents.

Overall, Pamela showcased exceptional explanation abilities and was able to resonate with her student and have a positive bond to keep the lesson engaging. I will look to implement how Pamela was able to teach various topics and correlate them between each other.

Daniel Rulli

The HSC is a pivotal moment for Year 12 students, but with the right strategies, you can approach your exams with confidence and clarity.

1. Create a Study Plan and Stick to It
Time management is key to effective revision. Create a realistic study timetable that covers all your subjects while allowing for breaks and rest. Prioritise subjects or topics where you need the most improvement and allocate more time accordingly.

2. Understand the Exam Format and Syllabus
Familiarise yourself with the structure of each exam. Review past papers and marking criteria to understand the types of questions that are commonly asked. Use the NESA syllabus as a checklist to ensure you’re covering all necessary content.

3. Active Study Techniques
– Active recall
– Practice questions
– Mind maps and summaries
– Teaching others:

4. Balance Study with Breaks and Self-Care**
Burnout is real, so don’t neglect your well-being. I like to use the Pomodoro Technique (25 minutes of study, 5-minute break) to maintain focus.

5. Seek Help When Needed
If you’re struggling with a particular subject, don’t hesitate to ask for help. Teachers, tutors, and study groups can provide valuable insights. Online resources such as HSC Hub, ATAR Notes, and YouTube tutorials can also offer helpful explanations.

6. Simulate Exam Conditions
Practicing under exam conditions is one of the best ways to prepare. Set a timer and complete past papers in a quiet space without distractions. This will help you build stamina and improve time management for the actual exam.

Allegra Pezzullo

This afternoon, I had the chance to observe Mia working with her student on a narrative writing task. Her patient and supportive teaching style made it clear that she tries to have a very strong relationship with her student’s and cares for their ideas.
They began the session by brainstorming different story ideas and mapping out a plan before diving into the writing process. Mia kept the session engaging by allowing her student to take the lead while stepping in with guidance when needed. They had a very strong rapport which created a natural and enjoyable learning environment.
To keep the student motivated, Mia introduced a collaborative approach whereby her student would write three sentences independently, and she would contribute with the fourth. This pattern continued until the story was completely finished, helping to break the task into manageable parts while maintaining momentum.
She also explained how certain aspects of grammar majorly change the structure of a sentence and paragraph. They focused on certain examples of this until her student was able to recognise where commas, full stops, quotation marks should be placed throughout the sentence.
Alongside writing, they also worked on addition and subtraction with four-digit numbers. Mia guided her student through each problem step by step, offering helpful strategies and tips. She encouraged her student to break down numbers, check her work carefully, and use different methods to find solutions. Whenever her student got stuck, Mia provided gentle prompts rather than immediate answers which helped build her confidence.
It was great to see how Mia balanced encouragement and structure, making the session both productive and rewarding. Her ability to make writing feel fun while still ensuring learning showed just how well she connects with her student.

Lily Powell

Today I had the opportunity to observe Demetria tutor her primary student English.

Demetria began her lesson with revision on spelling from her student’s homework task. By testing her student’s knowledge about the areas focused on, this can provide further confirmation on the student’s confidence and capacity to answer questions on the topic. Demetria then moved to focus on differentiating between “b, “d”, and “p” sounds. Demetria effectively used active recall to gauge her student’s understanding. After he repeated the sounds allowed and used them in sentences, Demetria provided him with a series of worksheet questions which she began guiding him through and then allowed him to independently complete them. Demetria was very attentive to her student, reminding him to read the questions carefully and not rush through the sheets. The focus of the lesson then moved to merging different letters with these sounds to produce many different words. After a few practice rounds on the board her student was then able to read and sound out lots of words with confidence. The lessons focus then shifted to maths where Demetria focused on addition. Through an online activity which required him to separate the place values to solve, her student was engaged and became confident solving various addition problems. This was especially achieved through Demetria’s encouragement which provided him with reassurance in his ability. It was apparent that Demetria’s student was comfortable where he was confident to a ask for help and express his concerns about the difficulty of the work set.

Overall, I really enjoyed watching Demetria’s lesson. Well done!! ☺️

Marina Nouris

It can be tricky keeping our students focused and willing to work for the full hour. This inattentiveness can stem from boredom, frustration, or mental fatigue, but there are effective strategies to combat this!

1. Encourage active participation

A passive student is an inattentive student! Instead of spending an hour lecturing and explaining, get them involved – get them to stand up beside you and work on the whiteboard, or ask them to explain a concept in their own words. This forces students to engage with the material physically and mentally, and will also have the added benefit of allowing us tutors to identity errors in real-time!

2. Take Strategic Breaks

Attention spans are limited, especially when dealing with dense subjects. A short break can significantly improve focus and retention. Playing just one game of uno or chatting about the weekend for a few minutes will break up the content and make them happier to continue to learn!

3. Vary Teaching Methods
Monotony leads to inattention. Mix up explanations with games, real-world examples, or short quizzes. Tailoring your approach to the student’s learning style (depending on whether they’re visual, auditory, or kinesthetic learners) keeps things fresh and engaging!

Sophie McGrath

As a tutor, our role goes beyond simply answering a student’s questions and explaining concepts. We are there to motivate, guide and empower our students, helping them to unlock their full potential and reach their academic objectives. To maximise each tutoring session, it is integral to have a strategy, to keep the sessions engaging and to tailor each session to our different students’ unique needs. One key way tutors can maximize their tutoring sessions is by setting clear goals for each session. Before each session, take a few minutes to set specific, attainable goals. Ask yourself: What do I want my student to comprehend at the end of the session? What skills do I want to narrow in on? These goals can vary from mastering particular concepts to developing study techniques they can employ in their own personal study time. Having a clear focus empowers both the tutor and their student to stay on track within the session, giving the student a sense of accomplishment at the end of each lesson. Moreover, a tutor can engage with their students’ learning style to maximise their session. Each student learns differently, with approaches ranging from visual and auditory learners to reading/writing learners. Take time to understand how your student learns best and mould your teaching methods accordingly. For a visual learner, for example, the whiteboard may be a useful tool to explain key concepts in an engaging manner. Similarly, a reading/writing student may prefer timed tasks such as practice responses within the lesson to ensure adequate understanding of the information. On a broader sense, tutors should engage in reflection across their working period to recentre their understanding of their goals. Primarily, tutors should ask themselves are the methods working? Are they meeting their goals? In considering this, they should adjust their strategy accordingly to keep each individual student on track.

Georgina Maxwell

Year 12 is often described as a marathon, not a sprint. It is a time of high expectations, pressure and change. However, during this time some students neglect their wellbeing and self-care. As tutors, one of the most powerful things we can do is help students find balance between academic success and prioritising wellbeing.

Balancing starts with recognising that the rest, healthy routines and social time is necessary. Encouraging students to maintain regular sleep patterns, eat proper food and exercise does not just support physical wellbeing, but also improves focus and memory. A student who has slept well is far more likely to retain what they revise than one pulling all-nighters.

Equally important is emotional wellbeing. Year 12 can feel overwhelming, so it is extremely important to remind students that asking for help is not an issue. Whether it is chatting with a friend, reaching out to us as a tutor can help cultivate openness, helping reduce stress and normalising the ups and downs of Year 12.

Helping students plan their study schedule by moving sessions forward or setting goals and breaks during the school term can help prevent burnout and feeling exhausted. Encourage short, focused study sessions and stress the importance of maintaining hobbies and connections with others. Although they might be distractions, they can help re-fuel a student to keep going.

Most importantly, remind students that their worth is not tied to a single number or result. Success looks different for everyone, and Year 12 is just one segment of their bigger life. If you do have a student that struggles with maintaining balance, celebrate the small wins along the way. Remind them that if they find Year 12 a breeze and there wasn’t at least one little set back, they might not have truly pushed themselves.

By supporting a balanced approach, we can help our students not just to survive Year 12 but do as best as they can through it.

Annie Bulkeley

Watching Christina work with her student on creative writing was truly inspiring. The student, who typically struggles with a lack of interest in English, was completely drawn into the lesson, thanks to Christina’s engaging and dynamic approach. From the very beginning, it was clear that Christina was not just teaching; she was creating an environment where the student could see the value and fun in writing.

She started the lesson by asking her student if there is any topic of interest that would engage him in English, whether it be for creative writing or reading. Throughout the lesson, her enthusiasm never wavered. She guided the student through the key elements of narrative writing—setting, characters, and plot—while making the process feel like an exciting challenge rather than a chore. When the student struggled to come up with ideas, Christina offered prompts that sparked his imagination. This small tweak turned a challenging moment into a creative opportunity.

In addition to working on narrative writing, Christina also focused on spelling during the lesson. Recognising that spelling can be a challenge for her student, she approached it in a way that kept him engaged. Instead of traditional drills, Christina used creative strategies to make spelling more interactive. She encouraged the student to break words down into smaller parts and sound them out, turning each word into a manageable piece.

What was truly special was how Christina used positive reinforcement. Every time the student made progress, whether it was coming up with an interesting character or describing a scene vividly, or spelling a word correctly, Christina praised him with genuine excitement. By the end of the session, the student had written a short narrative, and mastered some difficult words. Although he still didn’t love English, his attitude had shifted. Thanks to Christina’s patient and engaging approach, the lesson was both productive and enjoyable.

Tira Rustom