First Education

In today’s ambitious educational landscape, every student is unique, with individual learning strengths, styles and challenges. Whilst classroom instruction provides solid groundwork, there are times when students need further support to reach their full academic potential. This is where tutoring plays an important role. Tutoring can be the missing key to unlocking a student’s potential, helping them gain the confidence, knowledge and skills required to excel in their studies. But how exactly does tutoring unearth a student’s academic potential? In a traditional classroom setting, teachers have limited time and resources to ensure each of their students fully comprehends the information detailed within class. This means that students who may require extra help can sometimes be left behind academically. However, with tutoring, either one-on-one or small group tutoring, the focus shifts entirely to the needs of the student. Tutors can provide personalised attention, allowing them to understand each student’s specific learning style, needs and challenges. Personalised tutoring ensures the lessons are customised to suit the pace and preferences of the student. Whether the student is struggling with a particular subject or concept or may be looking to excel in a certain area, tutors can adjust their teaching methods to ensure the student comprehends the material presented to them in their classroom setting. This targeted approach helps students tackle problems more efficiently and throughout the progression of the syllabus, accelerating their understanding and boosting their academic performance. Similarly, tutoring can facilitate confidence through a tutor providing students with the tools and support they need to overcome problem areas. As students tackle these areas, their confidence grows. This flows onto prompting a student to engage in active learning techniques, helping students develop problem-solving skills and the ability to approach new challenges with creativity and confidence. Critical thinking is essential to day-to-day interactions and can be applied in all areas of life.

Georgina Maxwell

When we think of tutoring, it’s easy to picture textbooks, worksheets and academic goals. But as any experienced tutor knows, real progress often starts before the lesson begins; during the small talk, shared laughs and the quiet moments of connection.

Tutoring isn’t just about transferring knowledge. It’s about creating a space where students feel safe enough to say, “I don’t get it”. That kind of vulnerability doesn’t come automatically, it’s earned through trust. Trust is built through the human side of tutoring, showing up consistently, listening with empathy and caring about the student behind the homework.

I once worked with a student who rarely engaged in lessons. His marks were slipping and his confidence was low. But rather than push harder academically, I took a step back. I asked about his interests, remembered the names of his pets and gave him space to talk about his day. Over time, he opened up. Once we built that connection, his attitude shifted and so did his progress.

This isn’t just anecdotal, it’s supported by educational psychology. When students feel seen , respected, this increases their motivation levels. They’re more willing to take risks, make mistakes and keep trying and that’s where real learning happens.

It’s easy to get caught up in covering content, especially with tight schedules or exam pressure. But tutors know that the strongest foundation isn’t built with facts, but it’s built with trust.

So next time a session starts, don’t be afraid to ask how their weekend went or follow up on something personal they mentioned last time. These moments might seem small, but they’re what transform a tutor from a teacher into a mentor and a session from a task into a turning point.

Isabella Naumovski

As an aspiring teacher, being a tutor has immensely helped me prepare for my career. I have learned so much from teaching my students and I was able to apply the theories and skills learned from university to develop a stronger understanding on how to build rapport and engage students in their learning.

The biggest insight I have taken from tutoring is that learning does not have to be mundane. Learning should be fun and exciting, and the only way to achieve this is by understanding and learning who your students are. The most important standard when gaining your teaching accreditation, is to know your students first, and this has never felt more true. Taking time to develop rapport with your students means that you can tailor your teaching to suit their needs. When students feel appreciated and included, we create a positive learning environment where they build the confidence and love for learning.

With this, I have seen first hand that no two students are the same. Each student brings their own unique identity to the class, which forces me to be creative and adapt to my surroundings. I currently have two year 12 math students, and I have to approach each lesson differently. One learns best through scaffolding and explicit teaching, while the other learns through making links to real world applications. This has taught me that teaching is not a straight forward, one size fits all approach. It’s about finding multiple ways to teach a topic that tailors towards each individual student. Now all I have to do is be able to set differentiation techniques when heading to a class of 30 students!

Tutoring has been the window into what it’s like being a teacher. It has helped me discover my teaching philosophy, build confidence and made me realise that I have chosen the right career. I am thankful for the experience that tutoring has given me.

Celdric Grecia

Today I had the opportunity to observe Tynan’s year 10 maths session. Today they focused on surface area and volume of different shapes.

To start off the session, Tynan went through different examples on the whiteboard to highlight the key concepts and how to approach different types of questions. He explained the process while breaking things down step by step so that the student could follow along. Moreover, he paused regularly to check that his student understood the topic as well as engaging him in the session. This allowed for his student to confidently tackle questions later in the session.
Tynan allowed his student to independently work on different types of questions while guiding him on the way and steering him in the right direction. Whenever the student had difficulties, Tynan was quick in giving guidance to his student. By doing this, this allows the student to become more confidence and gain a deeper understanding on the given topic.
Overall, a great session to observe.

Alexander Nikitopoulos

The HSC can feel pretty overwhelming at times. With multiple subjects to juggle, assessments popping up left and right, and the pressure to do well constantly hanging over your head, it’s easy to feel like you’re drowning in it all. That’s where a study timetable can really make a difference.

Having a timetable isn’t about being rigid or taking all the fun out of your life. It’s about giving yourself structure and making sure you’re not leaving everything to the last minute. Breaking things down into manageable chunks can help you stay on top of your workload and actually reduce stress. It’s a good feeling to know exactly what you need to do and when you need to do it.

What’s more, a good study timetable helps you keep balance in your life. You can plan in time to catch up with friends, go for a walk, or just binge your favourite show for a bit. It’s not about working non-stop, it’s about working smarter. When you know you’ve got time set aside to relax, it’s easier to stay motivated when it’s time to focus.

And let’s face it, distractions are everywhere. Phones, social media, Netflix, you name it. A timetable gives you a clear plan so you’re not constantly second-guessing what to study next. That way, you waste less time and get more done.

Of course, things don’t always go to plan. Some days you’ll be tired, or something unexpected will come up. That’s okay. Your timetable isn’t set in stone, it’s there to guide you, not stress you out!

In the end, a study timetable is a small thing that can make a big difference. It helps you stay organised, feel more in control, and get through the HSC with a bit more confidence and a lot less panic.

Sophie

Math anxiety is something I encounter often in tutoring sessions. Many students come in believing they are simply “bad at math,” but in reality, their struggle is often rooted in past negative experiences or a lack of confidence rather than actual inability. Over time, I’ve learned that my role isn’t just to teach concepts—it’s to change the way students perceive their own potential.

One of the most memorable tutoring experiences I had was with a student who was convinced she could never understand algebra. Every time she saw an equation, she would tense up and shut down. Instead of diving straight into problem-solving, I started by breaking down her fears: What about math made her anxious? When did she start feeling this way? Simply acknowledging her frustration helped her feel heard, which was the first step toward building her confidence, and it ensured I helped her come out of her math-hatred shell.

From there, I introduced a strategy I often use: breaking problems into small, manageable steps. Instead of overwhelming her with entire equations, we worked on recognizing patterns in numbers and practicing simple manipulations. I also encouraged her to verbalize her thought process; breaking down to the basics helped her to build up her own confidence, and getting questions right slowly brought her to enjoy math, to enjoy the process.

One day, after solving a particularly tricky problem on her own, she looked up at me and said, “Wait… I think I actually get this.” That moment—that spark of realization—is what makes tutoring so rewarding. It’s not just about mastering formulas or passing a test; it’s about proving to students that they are capable.

Now, whenever I work with a student who struggles with math anxiety, I remind them that learning is a process, not a performance. Mistakes are not failures but stepping stones. The goal isn’t just to solve problems, but to build confidence in their ability to think and reason through them. Seeing a student transform from doubtful to determined is why I love what I do.

Samin Hossain

In primary tutoring, one of the most important goals is to build a strong foundation not just academically, but emotionally as well. At this early stage, students are still developing their sense of self as learners, and their confidence can deeply influence how they approach challenges. Helping them feel capable and supported can shape their entire academic journey.

Primary students often doubt themselves, especially when they encounter something new or unfamiliar. As tutors, we have a unique opportunity to influence their mindset. Simple strategies like celebrating small wins, reinforcing effort over results, and using positive language can make a big difference. For example, instead of saying “That’s wrong,” we might say, “Good try, let’s look at another way to approach it.” Subtle changes like this help keep students open to learning.

Another key to building confidence is creating a predictable and safe learning environment. When students know what to expect in a session, such as starting with a warm-up question, using visual supports, or ending with a recap, they begin to feel more in control. This sense of routine can reduce anxiety, particularly for students who may struggle in classroom settings.

Tutors can also build confidence by giving students opportunities to make choices. Even small ones, like selecting which question to work on first or choosing a coloured marker for a task, help students feel involved and valued. When they feel that their input matters, their confidence grows naturally.

The ultimate goal of primary tutoring is not only to teach content, but to help students believe in their own ability to learn. By supporting their confidence from the beginning, we help them develop resilience, curiosity, and a positive attitude that will serve them well in all future learning experiences.

Demetria Koutavas

During a recent tutoring session, Isabella was working with a Year 8 student on indices. She began by going through some examples on the board with him, explaining the key rules and working through problems together. This helped set the foundation for the student to understand how indices work and apply them in different mathematical contexts.

After ensuring he had grasped the basic concepts, Isabella provided him with worksheets to complete independently. As he worked through the problems, she remained available to assist whenever he encountered difficulties. She would step in to clarify any confusion, offering explanations and guiding him through tricky questions without directly giving him the answers.

The student showed good engagement throughout the session, attempting the questions on his own while occasionally checking in with Isabella when he was unsure. By the end of the session, he had worked through several problems with increasing confidence, demonstrating a better understanding of indices.

The session was a good example of balancing direct teaching with independent practice, allowing the student to develop problem-solving skills while still having support when needed.

Joseph Taouk

Creative writing is often seen as one of the easier aspects of school, especially in younger years. However, there is great benefit to investing in the development of creative writing skills before later high school years.

One of the most significant benefits of creative writing is its ability to foster imagination and creativity. This helps students build a broader perspective on life, fostering problem-solving abilities. These are particularly useful when tackling questions in other subjects, such as economics or biology, which the student may not have the exact answer to. They can use their ability to think outside the box and use their wider scope of societal knowledge to formulate a good answer.

In addition to creativity, writing also plays a vital role in improving language skills. By practicing grammar, sentence structure, and vocabulary usage, students improve their overall writing proficiency. These skills are invaluable for essays and reports, which are fundamental across most subjects the student will take. Strong skills in creative writing also help students gain confidence in their ability to express ideas clearly and effectively.

Having strong creative writing skills that are built from a young age is also crucial when it comes time for a student to take their HSC. In the compulsory English Standard or Advanced subjects, questions that require a creative response can, and often are, asked. Having a foundational confidence in this area allows a student to excel. Furthermore, if a student has worked on creative writing skills for several years, it will deflate the pressure to quickly expand these skills. Unfortunately, for many students it is often the case that their creative writing skills are neglected until close to the HSC, and this leads to large amounts of stress, pressure, and less time to improve these skills.

As tutors, we have the responsibility to treat the development of creative writing skills as just as important as the development of other skills in primary and early high school education, in order to build the foundational confidence that underpins many other positive outcomes.

Ceara Kearnes

Tutoring is so much more than typical ROTE learning and revisiting the same classroom textbook definitions and material, rather, it is about engaging students the right way so that it makes the content stick. This can be achieved through a vast array of techniques and games that really sparks new ways of thinking and visualising the concepts, but largely is part of the type of teaching called active learning. New teaching methods arise all the time, yet standard teachers in a room of 30 students become very limited in the way they can teach and often revisit standard memorisation and the intense repetition of it right before exams time after time. The flaw with this method, albeit good short-term for marks means that students often fail to gain proper understanding and be able to apply their learning to the world around them. Active learning strategies such as being asked to teach the content the way they’ve learnt it to someone else for example being the tutor, or asking open ended questions to slowly guide the students answer and explain how they got there, allow students to retain knowledge by engaging the content in a more fun and less standardised way. I find these techniques particularly help with teaching mathematics as teaching derivatives for example seem empty handed, but when you phrase a question differently such as making the variables context relevant to the students passions. For example if a student is super into space and rocketry, you could shape the variables into how rocket fuel is consumed over time as well as how the decrease in mass would affect airtime. Now each concept can be related to a larger and more interesting purpose where suddenly the student can find the respective maximums and minimums to ultimately solve real world challenges and problems of creating the most efficient solution. Ultimately, how knowledge gets taught from one person to another has huge implications on the amount of knowledge actually being retained, where in more smaller settings, these techniques can be better put in practice.

starsky