First Education

Today, I had the chance to observe Hugo and one of his Y12 English students.

I can remember back to when I was studying HSC English in my final year. As someone that is very much a left-brained mathematical thinker, English to me was a very daunting trial – even if it’s the one subject that every school in the state makes you complete in their final year. For me, senior English was a mundane, yet tangled mess that made no sense and wasn’t nearly as pristine and polished and streamlined it felt for me to study mathematics. It was scary, even.

Hugo was very casual and conversational with his student, demonstrating a strong rapport and generally making sure his student was engaged, whilst ensuring he was still delving into effective study strategies with his student and discussing theory relevant to the English course. This is a reminder of a huge reason as for why tutoring can be so effective – it makes things fun! For someone being tutored, they could very well be facing the same feelings and struggles that I had in senior English – the chaotic tangled mess of a subject that made zero sense. Though, having someone there with you that can not only hold your hand, guiding you through the tangled mess and teaching you to do it on your own, but to make it a fun and memorable and comfortable experience, really makes things so much more productive and helpful for the student. This really takes the unnecessary pressures off of learning something like HSC English.

Furthermore, it was very easy to tell that Hugo was an expert on the matter; the constructive feedback to his student was very well-communicated. It’s fascinating to see this process even in my own students, with a discussion allowing a stable path through the tangled mess to form in the student’s mind. In terms of the student’s growth, it really shows that anything can be possible with tutoring.

Cheers for letting me watch Hugo!!

Zac Markovina

Hey all, I had the opportunity to observe Demetria tutor her Year 10 Maths student, Harper. Together, they looked over financial maths today.

From the start, it was clear to me that Harper is definitely on the quieter side, but didn’t hesitate to ask Demetria as many questions as he needed as they went along.

For example, when using the simple interest formula, Harper asked over and over (until he was sure) what each letter represented, and Demetria happily reiterated what they meant until it was all super clear for him.

Demetria also did great to stop Harper whenever he was about to make a mistake that would encourage maladaptive habits in his working out. For example, Demetria made sure on numerous occasions to make sure Harper had his units for rate and time period in alignment (either in weeks, months or years) despite how the question offered them, to help him avoid making the same mistake later on.

In my experience, this a speedy and surefire way to nip problems in the bud before they gain momentum and ensure good practice going forward.

Demetria used the whiteboard to support her words with really clear visuals, using differnt colours for different annotations. Harper affirmed many of Demetria’s points with positive body language (nodding, quick note taking) and was clearly way faster and more confident in answering his assigned questions upon the lesson’s end.

Really great work, Demetria!!

Thomas Koutavas

Tutoring strategies must be tailored to the developmental stage, learning style, and emotional needs of each age group. When working with primary school students, the focus is often on building foundational skills in literacy, numeracy, and basic problem-solving as well as fostering a love for learning. These students benefit from techniques such as visual aids, hands-on activities, and frequent encouragement. Sessions should be dynamic and interactive, using games, storytelling, and movement to maintain engagement. Establishing routine and trust is key, as younger learners thrive in environments where they feel safe and supported.

In contrast, high school students require a more structured and goal-oriented approach. Their academic demands are higher, and tutoring often targets specific outcomes like exam preparation, assignment support, or subject mastery. These learners benefit from critical thinking exercises, study strategies, and time management coaching. Tutors should encourage independence by guiding students to take ownership of their learning by setting goals, tracking progress, and reflecting on outcomes. Emotional support is still important, especially as teens navigate exam stress and academic pressure.

Communication style also shifts between age groups. With younger students, tutors may use simpler language, more repetition, and playful tones. With older students, it’s important to foster mutual respect and treat them as partners in the learning process. Flexibility is essential as some high schoolers may still need reassurance and scaffolding, while some primary students may be advanced and ready for an extra challenge.

Ultimately, effective tutoring adapts not just to age, but to the individual. Whether it’s helping a Year 3 student grasp multiplication or guiding a Year 11 student through essay writing, the tutor’s role is to meet the learner where they are and help them grow with confidence.

Sophia McLean

Hey everyone, today I had the great opportunity to observe Airi’s primary school English session.

Airi and her student started the session, doing her students school homework.

Once they finished the homework, Airi used punctuation questions from a textbook. They went through where to add commas, speech marks and full stops to sentences and dialogue. They went through a range of different worksheets, that had different types of activities and difficulties Airi’s student could complete. It was great to see how Airi encouraged her student to do the question independently, and then when her student got stuck she would then help her, or guide her back on track.

Her student was very focused and motivated, which was great to see. Sometimes she would get distracted, so it was good to see Airi redirect her focus back to the task.

Whilst Airi’s student was doing each worksheet, Airi would mark the worksheet she previously completed. Once the student finished the worksheet, Airi would then go through any mistakes the student made. This was a great way to reinforce her students learning and to ensure her student was on the right track. When her student made an error, Airi would explain the rationale behind the students mistake, helping her to constantly improve.

Airi then gave her student homework based on the punctuation and language convention questions they had been working through during the tutorial. This will help to reinforce what they worked on at tutoring, at home.

It was great to see how friendly they were and how comfortable her primary school student was with her. They had a great relationship and they got along really well.

Overall, Sienna did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

Very often science in high schools are taught in a certain way: a relaying of facts that seemingly just have to be memorised. While this may be a bit easier for the students to learn in the moment, it ends up inhibiting their ability to perform excellence in the subject area.

Because of how science is taught in highly school, most students approach it as if it’s a subject to memorise, not understand. They make very pretty formated notes, highlight key terms, and make flashcards from them. But, when the exam rolls around, and question requiring critical thinking rolls around, the student has no idea how to answer it. That’s because science isn’t about collecting facts – it’s about relating cause and effect at a fundamental level.

This is where effective tutoring makes a real difference. A strong science tutor doesn’t just give you the answers – they teach you how to approach problems logically.

Take enzyme denaturation, for example. Many students simply memorise, “High temperatures cause proteins to unfold.” While this is true, it actually doesn’t explain any sicence behind it, so a good tutor takes you deeper: they’ll explain how heat breaks hydrogen bonds, reshapes the molecular structures, therefore disrupts the active sites – suddenly, it’s not rote learning anymore. It’s cause-and-effect reasoning.

Once you shift from memorising to understanding mechanisms, science becomes predictable. You start recognising patterns, connecting concepts, and solving problems more confidently. That’s when grades improve – not through making massive notes documents and cramming it all, but through clarity.

If your current study routine involves staying up late surrounded by meticulusly crafted colour-coded notes, it might be time to rethink your approach. Science success comes from learning how to think, not just what to know – and the right tutor can teach you exactly that.

Oliver Fletcher

Writing literary analysis can feel daunting, but at its core it’s about joining a conversation with a text, asking why an author writes a certain way, and how meaning emerges. To polish your analysis, focus on three key areas: clarity, depth, and structure.

1. Start with a focused thesis.
A polished analysis is driven by an argument, not just observations. Instead of saying “Shakespeare uses imagery,” ask: Why does he use this imagery? What does it reveal about power, identity, or desire? Your thesis should make a claim that could be debated, giving your essay purpose and direction.

2. Close reading matters.
Evidence is everything. Select short, significant quotations and unpack them. Don’t just paraphrase—analyse diction, form, and symbolism, and link these choices to larger ideas. For example, explaining how Virginia Woolf’s fragmented syntax mirrors Clarissa’s fractured identity is far stronger than simply pointing out the fragmentation.

3. Balance theory with your own voice.
Engage with critical perspectives, but don’t let them overshadow your insights. Literary theory—feminism, psychoanalysis, postmodernism, can deepen analysis, but polished writing shows you steering the argument, weaving critics in as support.

4. Organise with flow.
Each paragraph should begin with a clear topic sentence that builds on your thesis. Think of paragraphs as steps in an argument, each one should extend, complicate, or challenge what came before. Transitions like “Similarly,” “However,” or “This suggests” keep your analysis cohesive.

5. Revise for precision.
Polish comes in editing. Eliminate vague words (“thing,” “shows”) and replace them with precise verbs (“constructs,” “undermines,” “foregrounds”). Read your work aloud to spot clunky phrasing.

Allegra Pezzullo

When people imagine how tutoring sessions go, they picture constant explanations, encouragements, and hints. What I have learned during my time tutoring is that methods like that are not always the most successful in ensuring the best education for my students. A far less obvious strategy which can be very effective for the larger majority of my students is silence. Calculated pauses throughout the session can create better learning environments, where the student learns not to depend on the tutor, but to attempt questions themselves and not constantly jump to the tutor for answers. Silence teaches the children that they have to try stuff themselves in order to progress. They have to show their capabilities without the hand-holding and guidance (which can mostly be the easy way out). Students normally expect instant help from their tutors the moment they have even the slightest misunderstanding of the question. While this can be due to their dependence on the tutor, it can build bad habits, unintentionally training students to rely too much on external guidance or an easy fix/solution. As tutors, by resisting the urge to jump in and help, and instead sit there and let the students try again and figure it out themselves, we give our students the opportunity get used to not always knowing. This helps them build problem solving and memory skills (as well as other skills) which can help them finish their work themselves, not always relying on others to help. This method also portrays a level of trust, like by sitting there in silence, a tutor has confidence that the student knows what they are doing and are very capable of doing it themselves. This simple act of trust can give the students the confidence that they need to properly attempt and complete the question. Of course, using this method is not always effective, and the tutor must properly judge when they are able to be silent, otherwise the student will not make any progress, as they really do not understand how to make any progress on the problem at hand. Silence is an important tool it allows the student to reflect and learn, gaining confidence in the process, but it must be used correctly.

Lishai Rubinstein

One of the most underrated contributors to academic success isn’t intelligence or talent — it’s routine. Establishing a consistent routine helps students manage time effectively, reduce stress, and stay on track with their goals.

Routine brings structure to the chaos of school life. Between classes, assignments, extracurriculars, and exams, students often feel overwhelmed. But a well-planned routine breaks the day into manageable blocks, giving time for study, rest, and personal activities. This not only prevents last-minute cramming but also promotes better retention and understanding of material.

Consistent sleep and study habits are particularly powerful. Going to bed and waking up at the same time each day supports memory consolidation and mental focus. Likewise, studying at the same time and in the same environment builds a mental association with learning, making it easier to get started and stay concentrated.

From a tutor’s perspective, routine also enhances the effectiveness of lessons. Students who attend sessions regularly — at the same time each week — are more likely to come prepared, retain information, and progress steadily. Irregular study habits, on the other hand, often lead to gaps in understanding and lack of confidence.

Of course, routines should be flexible enough to accommodate life’s surprises, but having a consistent framework is key. I often encourage my students to create weekly study plans, incorporating tutoring, revision, and downtime. It helps them take ownership of their learning while maintaining balance.

Ultimately, success isn’t about working harder — it’s about working smarter. And nothing makes smart work more sustainable than a good routine.

Julian Podgornik

Today I observed a math session where the tutor went over different textbook questions with the student. The tutor first went over a question and its working out, explaining each step and checking in with the student to see if he understood. After laying out an example on the board, the student then attempted similar questions on his own. During this, the tutor was actively checking over his work and working out, ensuring he was on the right track and guiding him if he wasn’t. The tutor also guided the student on what technique he should use for each question, which encouraged the student to work out the question himself but also with the support of the tutor. When the student needed help with a question, the tutor slowly explained the question, working together with the student. This ensures that the student is putting in the effort and understanding the work but also allows the tutor to guide the student. After the student attempted the question, the tutor checked over his work and working out to ensure he was understanding the question fully but also doing it properly.

The tutor was able to work through the question with the student by breaking down the elements of the question and what information has been given. Once this was broken down, the tutor then continued the working out on the whiteboard, subbing in the appropriate numbers into the formula. They showed how to work out the question in two ways, substitution and elimination, which allowed the student to decide which method was easier for them and worked for them. The student copying the working out afterwards, allowed the student to lock in their understanding and also gain an example of how to set up their working out. The tutor would also ask extended questions about the example question, to ensure that the student fully understood the question and concepts. From all these techniques used in a session, it allows encouraged student growth under the guide of a tutor.

Cynthia Lam

Bedtime stories are often thought of as a way to relax children before sleep, but they can also be powerful tools for learning. Reading together at night is not only a comforting routine, it is an opportunity to strengthen vocabulary, comprehension and critical thinking in a way that feels natural and enjoyable.

When parents read aloud, children hear how words are pronounced and learn the rhythm of language. This exposure builds phonemic awareness, which is the foundation of strong reading skills. For younger children, simply hearing new words in context expands their vocabulary and helps them connect spoken language to meaning. For older children, listening to more complex stories introduces them to sentence structures and ideas they may not encounter in their own reading.

Bedtime stories also improve comprehension. Asking simple questions during or after the story encourages children to think actively about what they have read. Questions like “Why do you think the character made that choice?” or “What do you think will happen next?” prompt prediction, inference and reasoning skills. These are the same skills tested in school reading tasks and NAPLAN.

Another benefit is that stories provide a safe space to discuss values, emotions and problem-solving. Children can explore big ideas through characters and scenarios, building empathy and perspective in the process. A story about courage or friendship may lead to conversations that help them navigate their own experiences at school and with peers.

Most importantly, bedtime reading creates positive associations with books. When children see reading as enjoyable rather than a chore, they are more likely to pick up books independently and develop lifelong literacy habits. By making storytime a consistent part of the evening routine, parents can give their children the gift of learning in a calm and nurturing way.

Freddie Le Vay