First Education

Sleep plays a crucial role in learning and memory, yet many students sacrifice it in favour of late-night study sessions. While staying up to cram may seem productive, research shows that a lack of sleep negatively impacts focus, retention, and problem-solving skills. Understanding the connection between sleep and learning can help students develop better study habits and improve academic performance.

One of the most important functions of sleep is memory consolidation. Throughout the day, the brain absorbs vast amounts of information, but it needs time to process and organise it. During sleep, particularly in the deep and REM (rapid eye movement) stages, the brain strengthens new connections, transferring information from short-term to long-term memory. Without adequate sleep, students struggle to retain what they’ve learned, making revision less effective. This is why pulling an all-nighter before an exam can do more harm than good. Even if students feel like they’ve covered more content, their ability to recall and apply that information is significantly reduced.

Sleep also plays a key role in problem-solving and critical thinking. When well-rested, the brain is better equipped to make connections between ideas, analyse complex problems, and apply knowledge in different contexts. This is particularly important for subjects like mathematics, science, and essay writing, where students need to think logically and creatively. A tired brain, on the other hand, struggles to focus, leading to more mistakes and frustration.

To optimise learning, students should aim for 7-9 hours of quality sleep each night. This means maintaining a consistent sleep schedule, avoiding screens before bed, and creating a relaxing bedtime routine. Power naps of 10-20 minutes can also be beneficial, especially after intense study sessions, as they provide a mental refresh without causing grogginess.

Prioritising sleep is not a sign of laziness but an essential strategy for academic success. By making rest a non-negotiable part of their routine, students can improve memory retention, enhance problem-solving skills, and ultimately perform better in their studies.

Freddie Le Vay

Many of my students complain about homework and honestly, I get it. However, when done right, homework isn’t just extra work; it’s a key part of learning that helps students understand, refine, and build essential skills.

Firstly, homework reinforces learning. Just like practicing a sport or an instrument, going over material at home helps understand ideas, making them easier to recall later. Learning something once in class isn’t always enough; repetition strengthens memory and understanding, making students more confident when facing new challenges.

Then there’s independent thinking. In class, students have teachers or tutors to guide them, but at home, or during exams, they need to figure things out for themselves. Homework helps develop problem-solving skills, resilience, and confidence, which are valuable far beyond school. When students tackle assignments on their own, they learn how to break down problems, think critically, and find solutions, skills that will help them in university, work, and everyday life.

One of the biggest complaints I hear is, “I’m too busy!”, and fair enough, students juggle a lot. Learning to balance responsibilities early on builds time management skills that make life much easier down the track. Adults deal with deadlines all the time, homework is just early training for that. The ability to prioritise tasks, stay organised, and manage time effectively is something that benefits students long after they leave school.

And let’s not forget the home to school connection. When parents check in on their child’s homework, it starts conversations about what they’re learning, where they’re excelling, and where they might need extra support. It’s a great way to stay involved without overwhelming them. Homework also gives parents insight into their child’s strengths and struggles, allowing them to provide guidance and encouragement.

Of course, balance is key, too much homework can be stressful, while too little is not sufficient. When it’s meaningful and manageable, homework helps students gain knowledge, independence, and life skills. So while it might not always be fun, homework is definitely worth the effort!

Vicki Synesios

I thought it would be fun (and pretty interesting) to apply some of the research I’ve learned in my psychology classes at university and give some study tips that can really improve your tutoring sessions.

1. Make Reinforcement Work for You

B.F. Skinner’s research on reinforcement showed that positive feedback, like praise, rewards, or even a simple high five, can help reinforce good study habits. Set up a reward system that keeps students engaged and motivated.

2. Teach Active Recall and Spaced Repetition

Passive reading is the killer of memory retention. An alternative would be for students to quiz themselves instead! Research by Hermann Ebbinghaus showed that retrieving information strengthens memory, while spacing out study sessions over time (instead of cramming) boosts long-term retention. Try using flashcards or low-stakes quizzes.

3. Break Big Tasks into Small Wins

Large assignments can feel overwhelming, for everyone (no matter who you think you are). Use behaviour shaping and chaining (Thorndike’s Law of Effect) to guide students through tasks step by step. Celebrate each milestone to maintain momentum!

4. Foster Intrinsic Motivation

Self-Determination Theory (Deci & Ryan) suggests that students are most motivated when they feel in control, competent, and connected. Give them choices in their study routine and highlight their progress to keep them engaged.

5. Encourage Deep Learning Techniques

Help students move beyond memorisation by using elaborative interrogation (asking ‘why’ questions) and self-explanation (verbalising their reasoning). This strengthens connections between concepts and improves understanding.

6. Promote Self-Regulated Learning

Metacognition; thinking about thinking is key! Encourage students to reflect on what study methods work best for them and adjust accordingly. Self-testing and planning ahead are great ways to build this skill.

7. Tackle Procrastination Head-On

David Premack’s Principle suggests that pairing a less preferred task (like studying) with a more enjoyable one (like listening to music) can boost motivation. Help students structure their time so they tackle hard tasks first, followed by something rewarding.

8. Guide Students to Make Smarter Choices

The Matching Law (Herrnstein) states that people allocate effort based on expected rewards. Teach students how to prioritise study tasks by focusing on the areas that will yield the biggest academic payoff.

Stay Safe~

Toby B

Tutors can be game-changers for kids with different learning needs. Since no two kids learn the same way, tutors can tweak their approach to match what works best for each student.

First off, they create personalised learning plans, focusing on what a kid struggles with while playing to their strengths. Instead of a one-size-fits-all approach, they adjust lessons so kids can learn at their own pace. Using different teaching styles—like visuals, hands-on activities, and even storytelling, helps make things click. Some kids do better with charts and videos, while others learn best by doing.

Tutors are also great at breaking things down into smaller, bite-sized steps so concepts don’t feel overwhelming. They use real-life examples to make tough subjects easier to grasp. Plus, they’re all about building confidence, nstead of just pointing out mistakes, they encourage effort and progress, helping kids develop a positive attitude toward learning.

Beyond academics, tutors provide emotional support. Learning difficulties can be frustrating, and a good tutor creates a safe space where kids feel comfortable asking questions. They can also introduce assistive tools, like audiobooks or learning apps, to make studying more engaging.

Most importantly, tutors work hand-in-hand with parents and teachers, making sure everyone’s on the same page. Over time, they help kids become more independent, teaching them how to advocate for their learning needs and develop solid study habits.

At the end of the day, it’s not just about better grades, it’s about helping kids enjoy learning and feel more confident in themselves.

Jordan

I had the opportunity to observe Deanne in her Year 9 Maths lesson with her student Stella. Although I do not tutor maths for more senior students, I find it important and useful to observe these lessons as they offer another perspective that I can adopt within my own tutoring. Across this hour I was left with many observations that were beneficial and useful including the importance of being a role model, balancing friendship and professional boundaries and encouraging the use of mental maths/work over calculators or computers.

At the beginning of the lesson Stella was eager to discuss her issues within her friend group at school, expressing her need for an outlet. Considering students in high school spend 5 days a week at school it is unsurprising that issues that arise from playground conflicts are so significant in their life and they seek an outside opinion. Building trust with students means they feel comfortable seeking guidance and as educators we have the responsibility to offer support while setting positive examples. Deanne offered her advice whilst demonstrating patience, fairness and empathy, impacting not just her learning, but personal growth as well.

Another challenge that became evident was managing the fine line between friendly and maintaining a tutor-student relationship. Encouraging an open and comfortable environment is key to student engagement, but it’s equally important to uphold professional boundaries. Deanne achieved this well by setting these boundaries clearly and separating time to work on their topics from time to discuss school issues. Her student was on task for the remainder of the lesson and it displayed a clear balance that ensured learning remained the top priority, without dismissing her student’s feelings.

Finally, a recurring theme was the challenge of encouraging students to rely on their mental maths rather than reaching for their calculator or relying on other technology. While technology aids in problem solving faster, it has also created a dependency which could weaken fundamental skills.

Overall, observing this lesson reinforced that education extends far beyond the curriculum. Tutors play a crucial role in shaping students’ academic abilities, personal confidence, and social development.

Natasya Ross

Oliver’s tutoring session with Annika was both engaging and productive as they worked through her Year 12 Chemistry depth study on titration. Right from the beginning, Oliver took a methodical approach, carefully reviewing Annika’s experimental procedures to ensure clarity and precision. He asked numerous questions about her experimental methods to assess her understanding and clarify any ambiguities. Before making any changes, he always checked with Annika to ensure she was comfortable with modifying her methodology. As they refined her procedure, Oliver emphasized the importance of concise and precise language, ensuring all volumes were clearly stated and correcting any inconsistencies in the method. He encouraged Annika to think critically about improvements, such as standardizing her sample volumes and adjusting the number of times the flask was rinsed. When they encountered sections where her explanations were vague or overly complex, Oliver guided her in rewording them carefully to maintain accuracy while improving clarity. He also helped her identify redundant language, making her method more concise and effective. Despite the technical nature of the session, Oliver maintained a lighthearted and enjoyable atmosphere. Oliver’s friendly demeanor and reassuring approach contributed to the collaborative nature of editing the depth study, making the process feel less daunting, with their shared humour balancing the intensity of their work.

Oliver provided encouragement when Annika was unsure of how to phrase something and made sure she felt confident in the changes they implemented. At about the half an hour mark, Annika demonstrated initiative by suggesting they move on to another section that needed improvement, making the most of their remaining time. By the conclusion of the session, she had a clearer, more refined method for her depth study and greater confidence in her understanding of titration techniques.

Grace

Today I observed Chloe’s session with her Year 8 Maths/English student. This was a two hour session and I observed the first half of the lesson where they focused on maths. Chloe started the lesson by going over some revision for the expansion topic as her student said that she did not remember it well and wanted more practice. Chloe gave her student time to work through the questions herself and notice any errors she made before marking and going through the answers. Chloe ensured that she made the time to go through each question that her student got incorrect and highlighted where she went wrong and how to prevent this in the future, which was great.

I also liked how Chloe utilised the mini whiteboard to provide her student with visual explanations over verbal explanations, which was very beneficial. Chloe wrote down a step by step method for her student to follow for the questions she was struggling with. When Chloe identified that her student was good at doing expansion questions, except for questions that contained negative numbers, she wrote some questions herself that contained negative numbers to target her student’s weaker areas which I though was a great idea! Chloe also encouraged her student to look back at her working out to double check she was correct before moving onto a new question, which is a great habit to instill in students, especially during exams.

Chloe’s session was great to observe and I think she did a great job. Well done Chloe!

Sophia McLean

Annabelle Molloy

In any learning environment, students bring more than just their academic challenges, they bring their emotions, experiences, and personal struggles. As educators and tutors, it’s important to recognise when a student is upset or sad and respond with empathy and understanding.

Not all students openly express their emotions. Some may become withdrawn, less engaged, or struggle with tasks they’d usually complete with ease. Others might show frustration, impatience, or even resist participating. Noticing these subtle shifts is the first step in providing support. A student who feels emotionally safe is more likely to open up. Small gestures, like offering a quiet moment before starting the lesson or asking how their day is going, can make a big difference. If they do share, listen without interrupting or rushing to solve their problem. Sometimes, they just need to be heard.

If a student is struggling emotionally, pushing too hard academically may backfire. Adjusting the session’s pace or incorporating a more relaxed, low-pressure activity can help them regain focus. A short break, breathing exercises, or even discussing an unrelated topic can help reset their mindset. While it’s important to be compassionate, it’s equally crucial to help students develop coping skills. Encouraging self-reflection, problem-solving, or even discussing strategies for managing stress can equip them with tools for future challenges.

Ultimately, showing kindness and patience can make a lasting impact. Even if you can’t solve their problem, knowing they have support can help students feel valued and understood.

Allegra Pezzullo

Charlie, the tutor, and Max, the student, are working through trigonometry. They are covering a plethora of topics – including graphing sine, cosine, and tangent functions, tweaking them with dilations and shifts. There’s also differentiation, specifically the reverse chain rule, and also integration – working towards calculating the area between two trigonometric functions.

Charlie’s able to strike a balance between being confident, whilst avoiding condescension in his teaching. He has an ability to break down what initially seems like intimidating, complex problems into a manner that’s easy to follow. They work through the problems together, and if Max happens to make a mistake – Charlie quickly catches it, pointing it out with a polite correction. The enthusiasm is clear, it’s clear Charlie hasn’t simply just memorised the content and begrudgingly relays facts; he enjoys it.

Max is clearly a hardworking kind of student who puts in the effort. He listens carefully, asks questions when something isn’t clear, and applies himself to the problems they tackle. This is what makes tutoring sessions the most beneficial for the students. He has a few questions from his holiday homework, mostly about trig identities and integrating complex functions. Charlie walks him through the steps, making sure he understands not just the “how” but the “why.”

Despite the heavy amount of work that has to be gone through, they keep a steady pace, keeping it efficient but definitely not rushed to a point where information and understanding is lost. There’s an ease to the lesson. By the end of the session, Max seems more confident, his grasp on the material stronger. Math might be challenging, but the more you learn about it the more it seems like something worth figuring out.

Oliver Fletcher