First Education

Big tasks can feel intimidating for students, especially when they are juggling multiple subjects and deadlines. Whether it is a research assignment, a creative project or a block of exam revision, the size of the task often feels harder than the task itself. The good news is that overwhelm can be reduced by learning how to break work into smaller, manageable steps that make progress feel achievable.

The first step is to understand the task clearly. Students often feel stressed because they are unsure where to begin. Reading instructions carefully, highlighting key requirements and identifying the final outcome helps create certainty. Once the goal is clear, it becomes easier to map out the actions needed to reach it.

Next, the task should be divided into logical parts. A history assignment, for example, can be separated into research, note-taking, paragraph planning and writing. Exam preparation can be split into topics, question types and practice sessions. Each part becomes a smaller task that feels less overwhelming than facing the entire thing at once.

Timing also matters. Setting short, focused work sessions helps students make steady progress without feeling drained. Even fifteen to twenty minutes of focused effort can move a project forward. When students experience small wins regularly, motivation increases and the task feels more manageable.

It is also important to prioritise. Not every step requires the same amount of time or energy. Students should tackle the most challenging or important part first while their mind is fresh. This builds momentum and reduces the temptation to procrastinate.

Finally, checking off each completed step provides a sense of progress. Visual reminders such as lists or calendars help students see how far they have come and what remains. This reduces stress and builds confidence.

Large tasks lose their power when broken into smaller steps. With clear planning and steady effort, students can replace overwhelm with control and complete their work with confidence.

Freddie Le Vay

A signifcant principle in learning and development, Inclusive Edcuation (IE), recognises the interplay of social experience and cultural background in the sahping of learner’s unique strengths and limaitions. Drawing on inclusive practcies in the classroom shifts the foucs from this limited, discriminative idea of ‘ability’ and rather a braoder understanding of student development and education. This is of great importance, specifically as many students seek tutoring because they have felt ignored or misundertsood in traditional classroom enviornments, not only for academic assistance. An inclusive tutor is someone who makes effort to observe and note these barriers while actively acting to progressively remove them.

One of the most critical aspects fo inclusive education is the atmoshpere that is created, with students often learning better in an enviornment where they feel safe and comfortable to answer questions, make mistakes and reattempt difficult concepts without any hate or judgement. An educator who understands this prioritises explicit instruction as a powerful strategy to faciliate the develpment of a strong tutor-student relationship while still establishing clear learning goals. This is especially benficial to students with additional elarning needs, who often suffer from anxiety and confidence issues.

Inlcusive approahces are additionally useful in improving the quality of instruction itself as rather than treating tutoring as a one-size fits all approach, educators who undertsand and prioritise inclusion alternate their methods. Whether this be rotating between guided practice, verbal explanation/discussion or visuals, learners specific needs are not only suppported but there undertsanding of the taught concepts is strengthened. By embracing diveristy and adapting instructuon accordingly, educators can assist students to develop independence, grow their confidence and feel a snese of belonging.

Katerina Vrahnos

As a tutor, I’ve noticed a recurring pattern. Bright, curious students especially around Year 7 suddenly hit a wall with mathematics. They start to pull back, and before long, the familiar line appears: “I’m just bad at math.” But most of the time, the issue isn’t the student. It’s the widening gap between how the syllabus teaches math and how young minds actually learn.

The curriculum, in its pursuit of academic rigor, often pushes students into abstraction too early. Take algebra, for instance. The syllabus might jump straight to equations like 2x+5=15. For a 12-year-old, that random letter ‘x’ feels foreign a symbol with no story, no emotional or logical hook. They’re told to follow steps and manipulate symbols they don’t yet understand, and when it doesn’t make sense, they assume it’s because they aren’t good at it. But really, it’s a failure to connect the concept to something that feels real.

So, what if we flipped it? What if, before introducing the letter ‘x’, we started with a story something tangible? “I’ve got two identical mystery bags of lollies. My friend gives me five more, and now I’ve got fifteen in total. How many lollies are in each bag?” Every student can relate to that. They can reason it out: “Before the five extras, there were ten. Two identical bags, so five in each.” Then comes the magic moment: “You just did algebra. That mystery bag? That’s what we call ‘x’.”

Now the abstract symbol has meaning. It’s not some random rule it’s a language for describing something they already understand. The syllabus too often presents math as a finished product tidy, polished, and disconnected. Our job as educators is to reverse-engineer it. Start with the real, the concrete, the intuitive. When students can see math as a way to make sense of their world, they stop fearing it and start owning it.

Edward

Marina worked on multiplication practice with her Year 6 student, ensuring they had opportunities to revise strategies and apply them to a range of problems. After completing the maths component, they continued with English, focusing on persuasive writing. Marina broke down the planning steps clearly and modelled how to draft the text, guiding the student through organising ideas and strengthening their arguments. She thoroughly explained the structure of effective persuasive paragraphs and discussed the importance of using more complex vocabulary to enhance the writing. Throughout the drafting process, Marina also addressed spelling, as the student made a few errors. She reviewed and corrected these words carefully, using each mistake as an additional practice opportunity. This approach helped reinforce accuracy while supporting the student’s overall writing development.

Razan Rustom

Tutoring is one of those rare roles where the impact often unfolds quietly, yet meaningfully, over time. As a tutor, I’ve come to realise that my work isn’t just about explaining formulas, refining essays, or preparing students for exams, it’s about meeting them exactly where they are, and helping them take confident steps forward. The joy I find in tutoring comes from witnessing these transformations up close, even in the smallest moments.

There’s something incredibly rewarding about seeing a student’s expression shift from confusion to clarity. It’s not just academic understanding they gain, it’s belief in their own abilities. When a student who once hesitated to answer questions begins to contribute ideas confidently, or when a shy writer finally shares a paragraph they’re proud of, I’m reminded that tutoring is as much about building confidence as it is about building skills.

What continually inspires me is how deeply personal the learning journey is for each student. Every session offers a chance to tailor explanations, reframe concepts, and encourage reflection. No two students think the same way, and that challenge and privilege pushes me to become more empathetic, patient, and creative. I get to witness growth not only in my students but in myself.

The most meaningful moments often come unexpectedly: when a parent tells me their child is excited about a subject for the first time, or when a student messages after an exam to say, “I finally understood it.” These moments reaffirm why I do what I do. They remind me that even small improvements can change a student’s relationship with learning.

At its heart, tutoring is about connection and empowerment. It’s about standing beside students as they discover that they are capable of much more than they thought. And for me, there is no greater joy than watching them step into that confidence—one lesson at a time.

Kassandra Pegios

Today I was able to observe Daniella tutoring two year six students in maths. Throughout the lesson she was able to engage the two students and unpack these topics with them thoroughly.

Daniella began the lesson by outlining some general definitions of area and perimeter, assessing the students’ prior understanding level and creating a baseline which they were able to work off in the lesson. Starting with learning about perimeter, Daniella engaged the students by drawing shapes on the whiteboard, asking them to find the perimeter of these shapes. This was a clever way to engage the students and gave them opportunities to express their confusion.

Then moving onto area, the tutor began by introducing some key abbreviations, terms and formulas, such as the classic area of a triangle formula. These were important to canvas before they could be applied. After teaching these to the students, they were able to move onto solving area questions that applied this knowledge. Daniella wrote questions on the whiteboard specifically tailored to meet and slightly extend the knowledge level of the students, allowing them to be challenged and learn without getting lost.

The final topic they tackled was volume, again by introducing the topic in plain terms before introducing formulae, then finally, introducing questions to solve.

As a fellow tutor, I noticed several very effective aspects to Daniella’s tutoring approach. For example, she always made sure to start with concrete examples before moving to formulas. In maths, formulas can often seem nebulous or abstract, so this was an effective technique to make sure the students knew what they were learning.

She also encouraged the students to verbalise their reasoning to strengthen understanding. The tutoring session was highly engaging and communicative and this allowed the students to explain solutions in their own words. This is a powerful teaching technique as it solidifies concepts in a student’s own mind and also allows their tutors to assess their level of understanding.

She also used questioning strategically, asking the students questions that challenged them, but that they were ultimately able to tackle and solve. This was an effective technique to promote independence and critical thinking in the students, equipping them with the skills to continue to solve perimeter and area questions without dependence on a tutor.

Ceara Kearnes

In one of my sessions this week, I wanted to write a paragraph with my year 2 student. At the start of each session, I like to spend time getting to know the student. This week I learnt that he liked playing basketball and piano. I believe it is important for students to write about topics that are interesting to them, so I asked if he wanted to write about why he likes basketball. He said no, so I said, ‘what about piano?” – no again. Then something clicked for me, I wouldn’t want to write about that either, how boring! He has probably written and spoken about that same thing plenty of times before. So instead, I asked him if he believes unicorns a real. Then I could see some emotion. “No!” he said immediately. I asked him why and he gave several reasons to support his case:
– If they were real why had he never seen one
– He has been told that they live amongst the clouds, but the clouds are made of air, so there is no way for the unicorns to stay up there.
– Unicorns are colourful so you would be able to see them from far distances
No matter what his arguments were, what I liked about this question, was that he had a clear opinion that he WANTED to write about. I aided this by challenging him slightly “Well I believe they are real, what makes you say they aren’t”. Then all he had to do was write it down.
A topic like this may not be something that he generally gets the chance to write about, and it was also such a random question that he seemed genuinely excited to share his opinion.

Riva Burkett

If there’s one thing that defines my lifestyle, it’s balance the kind that comes from chasing the sun, spending time with friends, and escaping to the beach whenever life feels too heavy. Between uni, work, and all the noise of everyday responsibilities, those moments by the ocean are where I reset.
The beach has always been my calm space. There’s something about the rhythm of the waves that makes everything else fade away. I’ll grab my towel, music, and maybe a takeaway iced coffee, and just sit for hours, letting the salt air clear my head. It’s not just about tanning or swimming it’s about feeling small in the best way possible, like the world is so much bigger than whatever’s stressing me out.
When I’m not at the beach, I’m usually out with friends. We’ll go for brunch, explore new spots around Sydney, or just drive with the windows down, music blasting. Those moments the late night laughs, random adventures, and shared playlists remind me how important it is to live beyond the deadlines and to-do lists.
I’ve realised that my happiness doesn’t come from constant productivity, but from connection to people, places, and the present moment. Whether it’s a beach walk at sunset or a night out with mates, I try to appreciate the small things that make life full.
University can be intense, but I’ve learnt that it’s okay to slow down. Taking a break isn’t wasted time; it’s what keeps me motivated and inspired. The beach, my friends, and those carefree days are what recharge me. They remind me that while studying and goals matter, living really living matters too.

Sara Theocharidis

Exam season at uni always feels like a storm I can’t quite escape. No matter how early I start studying, it seems to hit all at once deadlines, revision, and that constant background hum of stress. It’s the time of year when my desk becomes a permanent fixture of coffee cups, highlighters, and half-open textbooks.
For me, the hardest part isn’t the exams themselves but managing the pressure that comes with them. My mind races with to do lists and worst-case scenarios. I’ve learnt that stress doesn’t just live in your head it shows up in your body too. Sleepless nights, headaches, and constant exhaustion are clear signs that I’m pushing myself too far. When that happens, I’ve learnt to pause rather than power through.
Over time, I’ve found that small, consistent habits make a huge difference. Breaking my study into short, focused sessions helps me retain information without burning out. The Pomodoro technique 25 minutes of study followed by a short break has become my go-to. It keeps me productive but also reminds me to breathe, move, and refocus. I’ve also realised that my brain performs best when I take care of the basics: proper meals, hydration, and at least seven hours of sleep. It’s cliché, but it works.
What’s helped most, though, is shifting my mindset. I’ve stopped treating exams like a test of my worth. They measure what I know, not who I am. When things feel overwhelming, I remind myself that everyone struggles, even if they don’t show it. Talking to friends or accessing uni support services has helped me feel less alone.
Exam stress is inevitable, but it doesn’t have to control me. By being kinder to myself, planning realistically, and keeping perspective, I’ve learnt that surviving exams isn’t just about studying hard it’s about caring for myself too. And that’s a lesson worth remembering long after the exams are over. Attached is my ling ipa chart I am memorising for my exam.

Sara

Many students hold back from asking questions in class or tutoring sessions because they’re afraid it will make them look silly, unprepared, or “slow.” But in reality, asking questions is one of the smartest and most powerful things a learner can do — and it’s a key habit of high achievers.

When you ask a question, you’re not admitting failure — you’re showing curiosity and engagement. You’re taking ownership of your learning and saying, “I want to understand this fully.” That takes confidence and maturity, not weakness.

In tutoring sessions, the students who improve the most aren’t the ones who never make mistakes — they’re the ones who ask lots of questions. They clarify confusing points, explore “what if” scenarios, and double-check their understanding. This active approach leads to deeper learning and better long-term results.

Asking questions also helps teachers and tutors help you. We can’t read minds — but your questions give us insight into what you’re thinking and where you might be stuck. Often, a simple question opens the door to a bigger conversation that helps everything “click.”

It’s also worth remembering that if you’re confused, you’re probably not the only one. By speaking up, you might be helping others who were too nervous to ask.

So next time you’re unsure about something — whether it’s a maths concept, a science explanation, or even a word in an assignment — ask. Be bold, be curious, and don’t let pride or fear get in the way of progress.

Because asking questions doesn’t show you’re weak — it shows you’re serious about learning. And that’s real strength.

Julian Podgornik