First Education

Teaching primary school kids can be both challenging and incredibly rewarding. At this stage in their learning, children are naturally curious, eager to explore, and full of energy. The key to keeping them engaged and motivated is to create an environment where learning feels exciting and fun. Here are a few effective strategies for making lessons enjoyable while helping students retain important information.

Celebrating small victories can make a huge difference in a child’s attitude toward learning. Recognise and praise effort, progress, and creativity. Whether it’s through verbal affirmation or small rewards, positive reinforcement boosts students’ confidence and motivates them to keep going. Remember that a little praise goes a long way in building their self-esteem and keeping them motivated to learn.

Teaching primary school children is about more than just passing on knowledge; it’s about creating a love for learning that will last a lifetime. By making lessons interactive, relatable, and creative, you can help your students not only understand the material but also develop a passion for it.

Elise Petritsis

Mary tutored year 12 English focusing on Module A: Language, Identity and Culture. This student was catching up on an Asian Australian poem, ‘Home’ by Miriam Wei Wei Lo, which she had missed out on in class. This student was practicing her analytical skills, particularly focusing on identifying techniques. Once Mary helped her student identify these techniques through prompting, they discussed the purpose of the techniques and their impact on the audience.

In addition, Mary incorporated the poet’s context in order to understand the cultural references throughout the text. Alongside this, the incorporation of syllabus terminology linked the texts to ideas surrounding paradoxes and anomalous expereinces. Finally, Mary linked the text to the themes of the module; specifically focusing on the cultural links to the idea of home and how one can define what home is.

In order to consolidate the student’s knowledge Mary was testing them on specifically the five kinds of sensory imagery throughout the hour. Going through them whilst analysing, once more in the middle of the session and finally at the end of the hour as a form of recall. Overall, Mary’s session was insightful in terms of her strategies for prompting answers out of her student as well as consolidating knowledge through recall.

Angelique Lambrinos

My observation of Julian Podgornik’s session with Georgina P, enabled me to learn a lot more about how he tutored and the ways he approached teaching foreign concepts. The standard maths session, and they worked through a past exam paper together.

Georgina was struggling with some of the concepts, in particular algebra and geometry. Julian was incredibly patient, never rushing her, and always encouraging her to take her time and work through the problems. When Georgina didn’t understand a certain concept, Julian didn’t just repeat the explanation. Instead, he adapted his approach, trying to explain the material in different ways until she started to grasp it. For example, when Georgina was having trouble understanding how to factorise quadratic equations, Julian broke it down into smaller steps, enabling her to better grasp the concept and ultimately solidify her understanding. He used different methods, in particular in probability where he used diagrams and real world examples to aid in making abstract ideas more tangible. He would also pause and ask if she was following along, ensuring that no step was skipped. On top of this, Julian would always complete the questions at the same time as Georgina to ensure that he understood the working of the questions and ultimately could explain the question and the answer well when Georgina was confused.

The session was a great reminder that effective teaching is not just about explaining concepts but about connecting with the student and adapting to their learning style. Watching Julian’s approach gave me valuable insights into how to teach complex ideas more effectively. It was clear that Georgina left the session with a much better understanding of the material and increased confidence in her abilities. Ultimately, His ability to reframe difficult topics and adjust his teaching style based on Georgina’s needs was extremely impressive.

Michael Fry

This afternoon, I had the chance to sit in on Pamela’s session with Mariah, a Year 9 student working on Maths today, specifically Pythagoras . It was really interesting to see how Pamela explained things—not just going through the formula but making sure Mariah actually understood how and when to use it. She kept things clear and didn’t rush through, which helped Mariah feel more confident tackling the harder questions. There were a few things I took away from l Pamela’s session.

One thing I really liked was how Pamela got Mariah to talk through her thinking. Instead of just telling her what was wrong or right, she asked things like, “Why do you think that?” or “What should we do first?” This made Mariah slow down and think about her process rather than just guessing or rushing to an answer. You could see her becoming more confident as the session went on because she was figuring things out herself rather than just following instructions.

Pamela also struck a good balance between guiding Mariah and letting her work things out on her own. At the start, she worked through a few examples with her, making sure she understood the steps, but then gradually stepped back. When Mariah got stuck, Pamela didn’t just jump in with the answer but encouraged her to look at the problem from different angles. This kept Mariah engaged and thinking rather than just waiting for Pamela to tell her what to do.

They also talked a bit about exam strategies—things like checking answers properly and managing time. For students at this level, knowing how to approach a question can make just as much difference as knowing the content.

Overall, it was a really productive session. Mariah left feeling more confident with Pythagoras’ theorem, and I definitely picked up a few tutoring strategies from Pamela that I can use in my own sessions. Thanks

Eric Mihas

Sometimes I stumble over my words, or get brain fog, or get stuck on a question. We all have bad days. Maybe you’re stressed about an assignment, dealing with personal stuff, or just drained. If you’re a tutor, you can’t just check out—you have students counting on you. So how do you show up when you’re not feeling 100%?

First, recognise that you don’t have to be perfect. You’re there to help, not to be an all-knowing oracle. If you’re feeling off, give yourself permission to take a breath before your session. A short walk, a few deep breaths, or whatever helps you decompress.

Once you’re in the session, focus on the student. Shifting your attention away from yourself and onto their needs can actually be a relief. Ask more questions, let them explain their thinking, and guide them rather than feeling like you have to carry the conversation. When students take the lead in problem-solving, they often learn more effectively anyway.

It also helps to have a game plan. If your brain feels foggy, stick to structured techniques—work through examples together, ask them to summarise key points, or break problems into smaller steps. These strategies don’t just help the student; they also keep you engaged without draining more energy than necessary. Even something as simple as writing key ideas on a whiteboard or notebook can help maintain focus.

And if you really need it, be honest in a professional way. You don’t have to overshare, but saying something like, “I’m a little low-energy today, so let’s work through this together,” can set a collaborative tone and encourage independence.

Most importantly, be kind to yourself. One off day won’t define you as a tutor. Show up, do your best.

Allegra Pezzullo

Watching Emma tutor two students was extremely helpful and insightful for me to discover how different tutoring methods are required for each student.

The first hour involved a student who was very chatty and relaxed, and it was interesting to watch Emma skillfully navigate the balance of work and fun throughout the hour. By incorporating multiple breaks throughout, Emma was able to maximise the student’s focus and concentration during the hour whilst ensuring her student enjoyed herself. Playing the game Uno as well as short 3-5min chatting breaks allowed Emma to create a calm and relaxed environment, whilst also maintaining the expectation that a high level of work would still be completed during the hour. This also ensured that the student was comfortable asking questions as Emma taught, and did not experience negative pressure when answering a question or making a mistake. As a result of this, the positive relationship between tutor and student was clearly shown, with both respect and friendship acting as a demonstration of what a tutor and student relationship can be. Watching this session allowed me to understand how to plan a tutoring session with a student similar to this, and also how to best navigate a positive, respectful relationship between tutor and student. Emma’s second student was slightly quieter, but just as eager to work with Emma, who used a wide range of teaching methods, including workbook questions, whiteboards and educational games to ensure continuous engagement for the session. Adequate homework was provided, and Emma adjusted this amount by asking each student if they were struggling with the usual amount, or wanted more challenging work. Through this, Emma ensured that they would not get overwhelmed and would be able to keep up for next week.

Overall, my 2 hour observation with Emma was super helpful for me to understand the best ways to work with my students to ensure they experience a tutoring session specialised to their own needs, which allows the tutor to foster a positive relationship with their student. I learnt the importance of adapting my teaching methods for each student as well as ensuring a healthy balance between work and breaks is maintained throughout. I am grateful to have had this opportunity to learn from Emma, and look forward to applying these methods to my own students in the future.

Annabelle Molloy

I had the opportunity to observe Tom tutor his student in Year 10 Maths. It is clear that Tom is a highly capable tutor who is effective at ensuring understanding within his students. Firstly, this is due to his effective communication skills, particularly situated around the fact that he is a very confident tutor who speaks with perspicuity. Coupled with this, Tom is also an effective non-verbal communicator, maintaining professionalism by employing a positive body language and hand gestures to aid with his student’s understanding. Although this may not relate directly to the content or the skills that the student learnt, it is important to remember that as tutors it is our responsibility to promote constant engagement and that effective communication is an essential element of being a tutor.

Further, Tom appears to be a highly structured tutor in the way that he teaches. I found it unique how Tom set out a set of “Steps” when explaining specific concepts. They appeared to be working on financial mathematics, focusing mainly on compound interest. By outlining a system to follow, Tom allowed his student to adopt a linear pattern of learning, ensuring understanding through following each step. This ability to be structured and organised as a tutor is a great ability that I encourage everyone to work on, especially as students often require extensive explanations and time to interpret / understand certain things. In this way, by being structured and outlining steps for students to follow we can promote better understanding within our own students and potentially reduce the time that it takes to learn and understand certain topics and ideas.

Overall, this was a great lesson to observe and I have taken away the importance of maintain a sound communication style, coupled with the effectiveness of teaching in a way that is structured and followable.

James Petrakis

Every student learns maths differently. Some students find it easier to have questions broken down step by step in a formulaic way, while others grasp concepts better through patterns and intuition. In a recent tutoring session, I was reminded of just how important it is to adapt to a student’s learning style.
My student was struggling with trigonometry, particularly understanding sine and cosine beyond just plugging numbers into equations. At first, I explained the unit circle in a structured way, defining angles, coordinates, and key values. However, even as my student said that they understood, I noticed that when trying to apply the knowledge to new problems on their own, they were not able to use the concepts.
So, I shifted my approach. Instead of numbers and formulas, I took a different approach. By explaining, it as a wave in a more graphical form, my student quickly was able to grasp the new concepts and after some practice, was able to apply it to new problems.
Furthermore, once he visualized the concept, the equations made more sense. We then graphed sine and cosine together, reinforcing the connection. By the end of the session, he wasn’t just solving problems—he was predicting patterns before even using his calculator.
This session was a reminder that maths isn’t just about numbers; it’s about seeing connections. Some students need real-world analogies, others need visual aids, and some learn best in a purely formulaic way. No one way is incorrect, they are all paths to the same solution. A good tutor doesn’t just teach a topic—they find the right language for each student’s mind.
In the end, the best teaching isn’t about making students memorize facts. It’s about making them see maths in a way that feels natural to them. Once that happens, the numbers start to make sense on their own.

Samuel Lotter

Why Homework is Essential in Tutoring Younger and Older Students
Homework is a crucial component of effective tutoring, reinforcing learning beyond the tutoring session and fostering independence. Whether working with younger or older students, assigning meaningful homework ensures that key concepts are retained, skills are practiced, and long-term academic growth is achieved.

For Younger Students: 
Younger students benefit from homework that reinforces their fundamental skills e.g reading, writing, maths etc. These tasks help solidify concepts learned during tutoring sessions and prevent knowledge gaps. Homework also encourages consistency, teaching children the importance of routine and responsibility. By engaging in short, targeted exercises, students strengthen their foundational knowledge, making future learning smoother and more effective. Additionally, homework can involve creative and engaging activities, such as spelling games, reading comprehension exercises, or hands-on math problems. These not only make learning enjoyable but also develop critical thinking skills from an early age.

For Older Students:
As students grow older, homework takes on an even more critical role in reinforcing complex topics and preparing them for exams. Independent practice allows students to apply their knowledge in different contexts, deepening their understanding. It also encourages problem-solving and time management—skills essential for academic success.
For subjects like math, science, and writing, regular homework helps identify areas where students struggle, allowing tutors to address these gaps in the next session. Essays, research assignments, and practice problems encourage deeper engagement, ensuring that students not only memorise concepts but also learn how to analyse and apply them effectively.

However: it is so important to strike a balance! While homework is essential, it should be purposeful and manageable. Overloading students can lead to frustration and feeling overwhelmed, while meaningful, structured assignments enhance learning and confidence. By assigning targeted homework, tutors empower students of all ages to take control of their learning journey and achieve academic success.

Shyla Gloster