First Education

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

Today I had the opportunity to observe Bella and her primary aged student. I personally enjoy observing different tutor’s approach when it comes to their younger students. Primary-aged students are often more open, energetic, and expressive, making their reactions and interactions more immediate and visible. As these are the foundational years of learning, as a tutor to these younger students you play a crucial role in developing their learning styles and habits.

Bella’s approach with her student today included an emphasis on words of affirmation. Her student was left to work independently as Bella was printing homework and was unsure how to continue with the work. Bella, noticing the uncertainty, gently reassured the student with a warm smile and said, “It’s okay, try it again.” Her calm and positive approach helped to reduce the student’s anxiety, allowing them to feel comfortable enough to give the problem another attempt. Bella’s consistent use of reassuring phrases like this fostered a safe space where her student knew that making mistakes was a natural part of the learning process, which in turn helped build their confidence and persistence. The lesson unfolded with a sense of trust, as Bella’s encouragement guided her student to take risks and keep trying, no matter the outcome.

Also, the class was interactive, allowing the student to be engaged with the work while still actively learning the content. Bella made sure that they did a sufficient amount of questions to ensure her student understood the content to a deeper level. I noticed that Bella asked many questions, and rather than answering the question for him when he was unsure, Bella showed him how get the correct answer, rather than telling him.

Overall, the observation was extremely insightful, especially with how to engage in sessions with primary school students as they require different levels of attention than most senior students.

Natasya Ross

I had the great opportunity to observe Mary with her student Olivia. Today they split their session in half, 1st revising her practice HSC written response, then proceeding with Maths.

Together they went over the markings done by her teacher, for her Human Experiences essay. Mary went over what improvements she needed to make, stating what she needed to incorporate to be more descriptive with her essay to become more sophisticated and ultimately increase her marks.

For the second half of the lesson they went over Standard Maths. They began chapter 9, where Mary explained how to convert scale on the map from what is measured to the distance between towns.

All in all, her explanation of concepts in both English and Maths were very easy to comprehend, allowing her student to understand and apply what she said into their work.

Alex Stamoulis

This afternoon, I had the opportunity to observe a biology tutoring session between Chloe and her student, Katerina. Initially what I admired about Chloe’s lesson was her choice to visually draw out the models as an extension to what she was teaching. This was a highly receptive way for her student to be actively involved while exploring new concepts. It was great to see how these visuals made abstract ideas more accessible, allowing Katerina to see connections she may not have grasped from listening or reading alone.

Chloe quickly gauged Katerina’s grasp of the topics and then tailored the lesson to suit her needs. Instead of just revisiting concepts/examples Katerina had already covered in class, Chloe challenged her with new examples and advanced questions, prompting Katerina to think critically and problem-solve on the spot. This not only kept the session dynamic but also encouraged Katerina to think beyond the questions on paper and enhance her analytical skills.

This dynamic approach helped Katerina stay engaged and motivated, ensuring that the lesson didn’t become too overwhelming, especially when learning new concepts which can be daunting. Chloe frequently checked in with her student, adjusting the pace when needed and allowed Katerina to clarify concepts about the topic.

Extending further than learning, the nature of the session was very comfortable with Katerina asking questions whenever she was unsure. Towards the end of the session, Chloe provided numerous resources for her student to extend her knowledge, providing extra notes, specifically for topics she had just learnt.

Throughout the session, Chloe’s ability to adapt her teaching style to Katerina’s needs, while keeping the content challenging and engaging made for a highly effective session.

Jessica Ciappara

Many students face learning challenges at some point, whether it’s struggling with a tough subject, feeling overwhelmed by assignments, or dealing with test anxiety. The good news? These obstacles are not roadblocks but stepping stones to growth. With the right strategies and mindset, students can build confidence and overcome academic hurdles.

1. Identify the Root of the Challenge
The first step in overcoming a learning challenge is understanding its cause. Is the difficulty due to a lack of foundational knowledge? A learning style mismatch? Time management struggles? Identifying the root allows students to take targeted action, whether it’s reviewing past material, exploring different study techniques, or seeking additional support.

2. Develop Effective Study Strategies
Not all study methods work for everyone. Some students retain information better through visual aids, while others learn best by teaching concepts to someone else. Experimenting with different techniques—such as active recall, mind mapping, or the Pomodoro technique—can help students discover what works best for them.

3. Seek Support and Ask for Help
Struggling in silence can make learning challenges feel insurmountable. Encouraging students to ask teachers, tutors, or peers for help can make a world of difference. One-on-one tutoring, in particular, provides personalized guidance that targets specific weaknesses and builds academic confidence.

4. Cultivate a Growth Mindset
A growth mindset—the belief that intelligence and abilities can be developed through effort—helps students persist through difficulties. Instead of seeing mistakes as failures, they can view them as learning opportunities. Encouraging resilience and self-compassion fosters long-term academic success.

By identifying challenges, using effective study strategies, seeking support, and embracing a growth mindset, students can turn struggles into strengths. With patience and perseverance, any learning obstacle can be overcome.

Allegra Pezzullo

Education is often treated as a standardised process, expecting students to learn at the same pace. However, human cognition is far more complex, with each learner bringing unique strengths, challenges, and preferences. Personalized tutoring addresses this by offering a flexible, student-centered approach that enhances understanding, builds confidence, and fosters a love of learning.

A major challenge in conventional classrooms is the lack of individual attention, as teachers must cater to dozens of students, making it difficult to provide targeted support. As a result, struggling students fall behind, while advanced students become disengaged. Personalized tutoring bridges this gap by adapting teaching strategies to suit different learning styles, ensuring lessons are both effective and engaging. A tutor can identify whether a student learns best through visual aids, hands-on activities, or verbal explanations, tailoring instruction accordingly. Beyond academics, tutoring plays a crucial role in shaping confidence and motivation. Many students experience frustration in subjects they find difficult, leading to self-doubt, however, in a tutoring setting, mistakes become opportunities for growth rather than embarrassment. A supportive tutor fosters an environment where students feel encouraged to ask questions, take risks, and persist through challenges. Over time, this builds resilience and a growth mindset, key traits for lifelong success.

Another major benefit of personalised tutoring is its ability to cultivate independent thinking. Instead of merely memorizing facts or following rigid formulas, students learn to approach problems critically, ask insightful questions, and develop problem-solving skills applicable beyond the classroom. This fosters adaptability and self-sufficiency, preparing students for real-world challenges. Technology has made tutoring even more dynamic with AI-driven tools, adaptive quizzes, and interactive simulations allow instruction to be tailored to student progress. However, technology alone is not enough, human intuition, encouragement, and adaptability remain essential for effective learning.

Ultimately, personalised tutoring is not just about improving test scores; it empowers students to take ownership of their education. By addressing individual needs, it transforms learning into an active, engaging experience, one that fosters intellectual curiosity, confidence, and lifelong success.

Charlotta (Lottie) Mackay

I had the pleasure of observing Amelia’s session with Brian who’s a Year 7 English student.

In the session Amelia went through practice year 7 English comprehension papers with a year with Brian. Amelia would let Brian independently answer comprehension questions, letting him try to get his head around the question himself first and formulate an answer without her directly telling him. She was great at only prompting him and jumping in when he was really struggling with a comprehension question which was very effective in helping to build up Brian’s confidence in writing his own responses before asking for help.

I also noticed that Amelia had a colour coded highlighting system for Brian, where she instructed Brian to highlight important words in orange and highlight evidence in yellow that he could use to help him answer the comprehension questions later. Additionally, she helped Brian to understand when and where to include evidence in responses to comprehension questions when he was confused whether or not he needed to reference the passage.

Amelia would also give Brian plenty of time to read the text himself and to try understand it the best he could without her having to read it for him, which I though was great for helping him to practice under exam conditions.

Overall, Amelia was very attentive to Brian and great at only promoting him when needed in turn, developing Brian’s independence and confidence with his English comprehension skills when it comes to taking English tests.

Bianca Douroudis

In a crowded classroom, where an urgency to cover an overwhelming plethora of content in limited time takes precedence, a student hesitates to raise their hand – nervous of making a mistake, anxious about slowing a lesson’s pace. Thus, the moment passes, and the class moves on. Their question remains unasked. Confusion lingers, compounding as new information builds upon uncertainty.

In a tutoring session, however, that same student is able to speak up without hesitation. Their uncertainty seems to transform, evolving into understanding as tutoring facilitates a learning process tailored to students needs. This contrast seems to highlight a fundamental truth: students are naturally curious, with an innate capacity for learning, yet it is within the personalised framework of tutoring that curiosity may actually be turned into knowledge.

With a reduced student-to-teacher ratio, tutoring allows for adaptive instruction, able to personalise the pace of the lesson and the strategies of teaching. Tutors identify gaps in understanding and bridge them. This inevitably builds confidence as students’ knowledge grows. This kind of confidence is crucial, particularly in test-taking environments, where anxiety is often a major detriment to performance.

This efficacy of tutoring is not only apparent but well-documented. A meta-analysis of sixty-five independent evaluations of tutoring programs found that “tutored students outperformed control students on examinations, and they also developed positive attitudes toward the subject matter covered in the tutorial programs” (Cohen et al., 1982).

Whether refining writing skills, mastering numeracy, or deepening scientific understanding, tutoring proves to be an incredibly viable and powerful source of education.

Oliver Fletcher