First Education

Recently, I had the chance to observe one of Tarrant’s tutoring sessions, where he tackled the cubic rule—a topic that can often feel abstract and challenging for students. Watching his teaching approach was both inspiring and insightful, as he skillfully broke down a complex concept into manageable parts while maintaining an engaging atmosphere.

The session began with Tarrant establishing a friendly, relaxed tone, which immediately put the student at ease. This initial connection made the student more receptive and confident to engage with a difficult topic. Tarrant used an analogy to introduce the concept of the cubic rule, likening it to the dimensions of a physical cube: length, width, and height. This visualization bridged the gap between abstract mathematical ideas and tangible real-world examples, making the rule easier to grasp.

He then introduced the key formula step by step, ensuring the student understood how each part contributed to solving cubic equations. Tarrant used a whiteboard to visually demonstrate the relationship between the variables and coefficients in the equation. This was paired with worked examples, which he solved in real time, explaining his thought process at every stage.

What stood out was Tarrant’s use of questioning to gauge the student’s understanding. He often paused to ask, “What do you think the next step is?” or “Why do you think this works?” These prompts encouraged the student to think critically and solidify their grasp of the concept.

By the end of the session, the student not only understood the cubic rule but also felt empowered to approach similar problems independently. Observing Tarrant’s teaching reminded me of the importance of patience, creativity, and adaptability in tutoring. His ability to transform a daunting topic into something accessible and enjoyable was a masterclass in effective teaching.

Chanele Bteddini

Today, I had the opportunity to observe Olga tutor her Mathematics Standard student, and it was a great example of how effective and personalised tutoring can make a difference in a student’s preparation for exams. The session began with a discussion about organising additional tutoring sessions ahead of the student’s upcoming exam. This planning session was crucial as it provided a structured timeline to get in some extra support, helping the student feel more prepared and less overwhelmed as the exam approached.

Olga then reviewed the student’s exam notification, carefully working through it together to identify the specific topics requiring the most attention. This step demonstrated a targeted approach, ensuring that their time and effort were concentrated on areas where the student could achieve the greatest improvement. By focusing on the most challenging topics, Olga helped the student prioritize effectively.

Once the focus areas were identified, Olga transitioned into content review and practice. She guided her student through several example questions, explaining key concepts in a clear and approachable manner. Olga’s ability to break down complex problems into manageable steps stood out as a highlight of the session. Her method of scaffolding learning provided just the right balance of support, gradually building the student’s confidence while encouraging her to tackle problems independently. This approach not only improved the student’s understanding but also fostered a sense of achievement and self-reliance.

Then Olga encouraged her student to practice similar questions on her own to reinforce what had been covered. This hands-on practice solidified the student’s understanding and gave her an opportunity to apply her knowledge. Olga further supported this by providing the student with revision worksheets to continue practicing at home. This thoughtful addition ensured that the learning extended beyond the session, giving the student the tools to consolidate her skills in her own time.

Joseph Taouk

I had the opportunity to observe Demetria in her session with her Year 3 student. This observation was both insightful and enjoyable! It provided a unique chance to see how a tutor tailors their approach to meet the needs of young learners. Observing a session with a student from this age group offered deeper insights into the specific needs of children around 7-8 years old. At this stage, students are transitioning from foundational learning to applying these skills more independently, which requires a blend of support and encouragement. Demetria skillfully navigated this transition by using interactive strategies and encouraging critical thinking throughout the session. When the student was unsure or struggled with how to answer a question, Demetria displayed immense patience. She rephrased questions and provided relatable examples, ensuring that the student could grasp the concept without simply giving away the answer. This approach not only helped the student feel more confident but also reinforced the importance of problem-solving and independent thought.

Another aspect that stood out to me was the way Demetria communicates with her students. She uses clear, age-appropriate language and a warm, encouraging tone, making the learning environment feel welcoming and supportive. Her communication style creates a sense of trust and comfort, allowing the student to feel confident in asking questions or expressing uncertainty. Demetria’s feedback was always constructive and specific, focusing on effort and the process of learning, rather than simply on achieving the correct result. For instance, when discussing handwriting, Demetria praised the student’s improvements and offered tips for further refinement, emphasising growth over perfection.

Additionally, I was impressed by the strong rapport Demetria had built with her student. The student seemed genuinely happy and engaged, which reflects the positive and nurturing relationship they share. This connection created an environment in which learning felt not only educational but also enjoyable. It was clear that Demetria’s teaching style fosters both academic and emotional growth in her students.

Overall, I found this observation provided me with valuable insights that I plan on implementing in my own sessions.

Natasya Ross

I had the opportunity today to observe Cameron’s tutoring session on speed, distance, and time with Dexter. Cameron demonstrated a thorough understanding of the topic and an ability to convey concepts in a way that was engaging and easy to understand. One notable strength was his use of real-world examples, such as travel scenarios and sports, to make the mathematical formulas relatable for the student. This approach not only captured the student’s interest but also made the lesson more interactive and memorable.

Cameron excelled in breaking down the formula into manageable steps. He consistently checked for the student’s understanding by asking them to explain concepts in their own words, which reinforced their learning and helped identify areas needing clarification. I also observed Cameron’s ability to patiently address mistakes, turning errors into learning opportunities. For example, when the student incorrectly calculated time by rearranging the formula, Cameron gently guided them through the correct process, emphasising the importance of unit consistency.

One of Cameron’s standout techniques was the use of a visual aid – a simple triangle diagram to help the student understand the relationship between speed, distance, and time. This tool provided the student with a reliable reference, improving their confidence in solving problems independently.

From this session, I learned the importance of adaptability in teaching. Cameron adjusted the pace of the lesson based on the student’s responses, slowing down to review foundational concepts when needed and progressing to more complex word problems once the student demonstrated confidence. I also observed how Cameron maintained a positive and encouraging atmosphere, which helped the student feel comfortable asking questions.

Overall, Cameron’s ability to combine clear explanations, interactive examples, and visual aids created an effective learning experience. This session taught me how personalised teaching strategies can significantly enhance student engagement and comprehension.

Thank you Cameron and Dexter!

Pasquale Simone Mendoza

Watching Marina and Olga teach has been a fascinating learning experience, offering valuable insights into their unique tutoring approaches. From Marina, I learned the importance of fostering a supportive and patient environment where students feel comfortable expressing their thoughts, especially when tackling writing or reading comprehension. Her approach was centered on encouraging critical thinking, asking open-ended questions that helped students engage with texts more deeply and develop their own interpretations. She also provided clear, constructive feedback, breaking down complex concepts into manageable chunks to avoid overwhelming the student. In contrast, Olga’s teaching style was more structured and methodical, with a clear focus on building a solid foundation through step-by-step problem-solving. Olga emphasized the importance of helping students visualize abstract ideas and apply them to real-world situations, making them feel more accessible and less intimidating. I observed how Olga would first assess what the student already knew before introducing new material, ensuring the lesson felt relevant and achievable. Repetition and consistent practice were key strategies for Olga, reinforcing concepts and boosting the student’s confidence. I noticed that while Marina’s lessons involved a lot of open-ended discussions to stimulate thought and creativity, Olga’s lessons revolved around methodical practice and incremental learning. Despite the differences in their approaches, both shared a commitment to engaging students and prioritizing understanding over simply covering material. I realized that the ability to adapt teaching methods to the student’s needs—whether through discussion and exploration or structured practice and review—is essential. Watching Marina and Olga teach has given me a deeper appreciation for the versatility and thoughtfulness required to be an effective tutor in different academic fields.

Nabil Harrar

Today I had a late cancellation so I observed Sienna’s history session. She began the session by making sure that the student understood the important events and figures involved in World War 2 which was the topic that he is working on in school. They then worked through some questions that the student had from class.

This session was a great one to watch as I do not take any history sessions, so it was useful to see a different type of tutoring session. This is because there are many adaptable techniques to subjects that I do take such as English and Maths that I can incorporate into my sessions. For example, the way in which Sienna started with a discussion to develop the students understanding about the topic prior to starting to work on questions. This is valuable because it allows her to provide the student with the knowledge required to answer the questions whilst still allowing them to answer the question as opposed to helping them with the question as they go. As a result, the student is able to develop their critical thinking and applying their knowledge to different questions and situations which is highly applicable in an exam situation.

Sienna also effectively explored a variety of question types and styles. They began by working with some multiple-choice questions and provided the student with some techniques specific to history multiple choice and allowed the student to practice this. They then moved on to short answer and she guided the student in learning how much to write in relation to how many marks a question is worth. This is very important, especially in the later years of high school since it ensures that they do not write too much and waste time in exams, or to not write enough and sacrifice marks.

Riva Burkett

Today I observed Emma with Cole – a Maths student in Year 7, which was a session that provided some great insight. As the lesson came after the student’s exam, Emma asked Cole about how he had prepared for it and the amount of study he had completed. She gave valuable advice concerning this and asked if he had worked on the chapter review, which is a great resource as it tests a broad range of topics the student should know, exposing to them what they might be weak in and should target with their tutor.  As they revised converting units, Emma ensured he could convert smaller units into bigger ones and vice versa, asking for him to explain his thought process as he was going, avoiding just affirming whether his answers were correct or not. This is vital as it allows the tutor to easily notice any missteps happening within the student’s thinking and accommodate appropriately. Making sure every part of his method is done correctly also increases the student’s confidence as they take on the next questions. Emma continuously consulted his exam paper, which was on area and perimeter, in order to give her a better idea of what to focus on and guide the structure of the session. Any question he struggled to complete or get right in the test was aided by the many example questions she went through with him, ensuring that going forwards he would now understand how to do them. There was a particular exam question where he got ½ possible marks, as he came to the right answer but he lost a mark for not showing his working. Emma explained this to him and the reason for the mark deduction, which is critical for him to know in his future studies given the emphasis tests and teachers place on displaying working out. Overall, it was a great and productive session between Emma and her student and it was especially valuable to observe how she approached teaching her student post his exam. Thank you Emma!

Sofala Vogt

Today I had the opportunity to watch Ashley’s session!

From the outset, Ashley exhibited a keen awareness of effective educational engagement. Her approach was marked by a deliberate attempt to create a space of intellectual curiosity and mutual respect. There was an immediate sense of how critical the initial moments of interaction are in establishing a productive learning environment. A particularly noteworthy moment emerged when the student expressed skepticism about the lesson’s relevance. Instead of dismissing the concern, Ashley transformed it into a genuine point of discussion. By acknowledging the student’s perspective, she demonstrated a nuanced understanding of educational psychology – recognizing that validation often precedes genuine learning.

Ashley’s methodology was particularly impressive in how she broke down complex concepts. Rather than presenting information as an immutable fact, she invited her student to explore the underlying reasoning. This approach did more than teach content; it modelled critical thinking. The student was not merely a recipient of knowledge, but an active participant in the learning process. What stood out was Ashley’s ability to maintain a delicate balance between challenge and support. When the student struggled, the response was neither patronizing nor dismissive. Instead, there was a careful calibration of guidance – providing just enough support to enable independent understanding without removing the intellectual challenge. The session was a reminder that effective tutoring transcends mere information transfer. It is about creating a dynamic where learning becomes an engaging, collaborative journey.

Great work!

Thea Macarthur-Lassen

The defiance of a student is an experience I am sure most of us are familiar with. The perennial “what is the point” query will continue to bother the unassuming tutor for decades to come. The irritation that such a question raises is palpable from both parties: the student is driven mad by work they can’t conceive as valuable. Meanwhile, the tutor sits frustrated by the disruption to the lesson. They also struggle to justify a task whose value is cumulative and only apparent upon reflection. Often seen as an attempt to avoid the prescribed work, the typical tutor response is usually somewhat condescending, dismissing the concern as ‘naïve’ and encouraging the child to ‘get back to work’. While I do not wish to deny the inherent childishness of the student’s position, I suggest that an alternate approach of considered discussion avoids isolating the child; maintaining rapport with students in these pivotal moments of frustration is important to ensure engagement in sessions going forward.

The aim here is to construct a meaningful dialogue. I find it beneficial to first explore the root of their complaint and understand why they feel that way. Forced to confront the shaky foundations of their position, the student often grapples for a ‘half-baked’ justification that invariably falls short. This shows them how their position is undermined by ill-conceived rationale that lacks evidence, illuminating the value of critically considering our arguments. It is vital to then acknowledge the merit of their perspective; while their dismissal for their prescribed work is too quickly concluded, there exist elements of truth in their rejection; for example, there are many counterintuitive components of the curriculum that only serve ‘testing’ purposes. It’s crucial in such moments to validate their feelings while steering the conversation towards a more productive outcome. Emphasizing that understanding and navigating imperfect systems is a valuable life skill empowers students, instilling in them a sense of control and a renewed sense of purpose. Encourage them to view mastery of these tasks as a form of intellectual empowerment—a way to rise above the system rather than be defeated by it. By engaging in these philosophical discussions, we not only address their immediate concerns but also cultivate a deeper appreciation for learning and intellectual growth.

Thea Macarthur-Lassen

Today I had the opportunity to observe Kassandra with her yr 12 Business student. Kassandra made excellent use of the whiteboard to take her student through the structure of a response and how markers would expect a certain standard of writing. Following this she went through specific questions and how her student might approach them to gain all the marks. She didn’t provide her students with the full response but tried to lead her student to understand what questions were asking.

They then used a collaborative document to make plans for a variety of questions. She gave her student the freedom to choose her structures and then base her responses of the scaffolds she created. They aligned her notes with thew various topics to ensure her piece contained relevant information and remained on topic. She discussed case studies and their importance and how to include them in a response to maximise her marks.

She allowed her student to research and provide examples for case studies instead of providing them for her which prepared her for any independent study she would need to do prior to her assessment. When her student was stuck, she still provided hints to avoid any wasted time without giving her the answers. Discussions are an excellent way to help students retain information and so Kassandra mace good use of active discussions.

She further pointed out how to avoid mistakes like confusing marketing and business objectives. This is important to expose the students to what markers look out for.

Overall, I think Kassandra did an excellent job, keeping her student engaged and ensuring she improved in her writing and her ability to retain

Olga-Liana Athanasatos