First Education

I observed an observation where the tutor was teaching the student about the reproductive system. They went over the content in the textbook, breaking down the information. They first went over hormones, going over important terms and definitions before moving onto mammalian reproduction where important terms and definitions were also discussed. The tutor wrote down the key words and definitions on the whiteboard, and continually discussed definitions with the student to ensure active learning. Such as discussing the terms androgens and testosterone, and allowing the student to form the definition of spermatogenesis by themselves. On top of discussing important terms and definitions, the tutor also asked the student questions to get them actively thinking and using terms discussed. This allows the student to solidify the knowledge learnt and also apply the knowledge to know how to answer questions. They also discussed the hormones in males and females and the functions of them, such as oestrogen and progesterone. To help the student take in the dense information covered, active recall was used with the student explaining back terms to the tutor. They then moved on to the female reproductive cycle, discussing the ovarian cycle and menstrual cycle. The tutor would continuously encourage the student to connect different terms to different concepts, allowing the student to actively engage in the content and create schemas. Gonadotropic hormones were discussed such as follicle stimulating hormone (FSH) and Luteinising hormones (LH) and their functions. Lactogenic hormones were also discussed such as prolactin which prepares breast tissue for milk production. The tutor also showed the student a graph/diagram in the textbook, and told the student to explain the graph to him. This allows the student to bring together all the knowledge he learnt in the lesson and connects it to a visual representation to solidify and active recall the knowledge related.

Cynthia Lam

Ever gotten an English essay back and seen in the feedback section, your teacher has written ‘needs more critical thinking’ or ‘unpack this idea more.’ Now, what exactly is that? Teachers mention critical thinking all the time and they are right, it is the key to success in many subjects such as English but what exactly is it? And how can we implement it correctly?

Critical thinking is all about asking ‘and why?’ It is taking a piece of information such as a quote from a text (like Shakespeare) and then asking why? Why is this quote important to your essay about how love is undermined by power? Why did you pick this quote to talk about love and power? Clearly it was important enough for you to include it so tell your marker why! In many English essays, marks come from how much you unpack a quote, not how many there are. Anyone can put a bunch of Shakespeare quotes into a paragraph, but a Band 5-6 student can successfully tell you why that quote is important in more than just one sentence.

But how exactly do we do this? Well it is all about the language you use. Incorporating a quote into a sentence about love and power like normal. But an extra important sentence that starts with ‘This demonstrates…. Or ‘This indicates….’ needs to be added. As you unpack a quote you should use more sentences that build to an idea or concept. These sentences should start with words like ‘Furthermore,’ and ‘Additionally,’ to really show the marker that you are continually building to a central idea for your paragraph. The final piece of resistance is to link this strong idea that you have built, to the author’s own purpose. Now that you have said what the quote says about love and power, ask yourself why Shakespeare specifically has made this comment. By using this structure you will begin to see that unpacking one quote can have 3-4 sentences to it and you can really see your ‘voice’ coming through as it is your ideas about Shakespeare’s quote, not just Shakespeare talking throughout your essay.

I really hope this helps to give some sort of structure to the concept of ‘unpacking.’ Sometimes it feels like an abstract concept that teachers talk about all the time but critical thinking is really key to your essays and when done correctly can really elevate responses into the higher bands.

Alana O’Sullivan

The session, provided me valuable insight into effective teaching strategies and student engagement. The session focused on maths primary school. The tutor immediately identified the learners skills and misconceptions he had when looking at his calculations (looking at times tables). The student showed focus and clear respect for the tutor throughout the lesson. The lesson began with the tutor checking over the students revision wok in his workbook (looking through working out and answers). Throughout the lesson, the tutor continuously asking open-ended questions like “Can you tell me how you worked that out?” This encourages the student to verbalise what they are thinking. When the student made a mistake, the tutor didn’t immediately correct them, but they offered prompting. The student then had t learn through guided discovery. The tutor spoke a lot about ‘steps’ and looking at the next step ahead. This helped aid the student to think about their thinking. When moving to English, the tutor further provided positive reinforcement to the student to help build confidence and motivation when completing an activity where they identify errors such as spelling (climbed, had a missing ‘b’ or the placement of speech marks). The tutor showed an effective strategy where the student used a highlighting techniques in the activity when identify the common errors. The student physically visualises their work.

Emilia Labos

During my time at First Education I have had a variety of students across various subjects, but the one thing that has consistently stood out to me during the process is the importance of student-led sessions.

The importance of this practice arose when I was in high school and was a tutee myself. During my sessions, I found it most beneficial when I was able to guide how the session was laid out, bringing forth the topics and questions I found most concerning and how I wanted it to be conveyed back to me. I found this very insightful as I was able to have control over my learning and have my mind put at ease when I could bring forth the topics that were concerning me the most.

Now, I have carried that over into the work I am doing throughout my time as the tutor. At the very beginning with my students, I always ask them what topics they find the hardest and how they tend to learn best. This would allow me to adapt my teaching, whether it be more visually utilising the whiteboard, verbal communication involving me explaining or working out the questions alongside the student allowing us to compare and see where the student went wrong. I have found this highly beneficial as I can better see how receptive the students are to different teaching methods and can see when they are being a more active listener.

This interest in how the sessions wants to go does not stop during the first few sessions, but it something I attempt to carry out consistently. This entails me continuously asking what topics they would like to work on and creating a schedule together that best helps prepare them for upcoming tests and assignments.

I believe that student-led learning is one of the most beneficial ways for students to learn, as it allows them to take control over their learning and solidify their confidence in asking for help and consolidating their understanding.

Edie Dennis

Allot of students ask me for help with discussing homework plans, and devising strategies to learn and work through homework effectively. There is so much expectation and stress about how to work better and quicker and smarter, and I think that this is a very contemporary issue. It began with self help books coming around the turn of the 20th century, and this has in turn become books about habits, business success and motivation, which has further dissolved into corporate productivity, goal setting, and most recently – the ‘hustle’. I think these hyper-prodctive ideals have really began to saturate education and learning. People feel so pressured to perform better, some do not perform at all. So when someone comes up to me to discuss these homework strategies, yes it is very important to do well and try to maximise your time, however, it is more important to start doing homework in the first place, no matter how “inefficiently”. Many students are thinking too far ahead and already feeling left behind, that is why it is so important to positively reinforce their learning every step of the way – it is so easy to feel lazy and unproductive. As much as I don’t like to admit it, ‘most improved’ and ‘participation’ awards have their place – and are necessary even more so today then every before. So next time you feel anxious for not studying effectively enough, ask yourself, where is it coming form?
But remember – you should DEFINITELY be doing some homework right now.

Luca Smith

Every child learns differently, and it’s perfectly normal for students to struggle in certain subjects at some point in their education. Whether it’s math, reading, or science, a parent’s support can make a huge difference in helping a child build confidence and overcome challenges. A few ways parents can offer meaningful support when their child is having a tough time in school.

Starting with understanding rather than frustration. When a child struggles, they often feel embarrassed or defeated. Instead of focusing on grades, ask questions like, “What part of this is confusing?” or “How can I help you feel more comfortable with this topic?” Showing empathy and patience helps your child feel safe enough to express what they’re struggling with.

Create a positive learning environment at home. Set aside a quiet, distraction-free space for studying, and stick to a consistent routine. Short and focused study sessions are more effective than long and stressful ones. Encouraging breaks, movement, and rewards to keep motivation up is another great way to help.

Collaboration with teachers is also key. Teachers can offer insights into your child’s learning style, suggest extra resources, or recommend tutoring if needed. Open communication ensures that everyone is working toward the same goal, your child’s growth and confidence.

Finally, celebrate small victories. Improvement takes time, and recognising progress, no matter the size, can boost your child’s confidence and motivation. Remind them that struggling doesn’t mean failure; it’s part of the learning process.

With patience, encouragement, and the right support, students can turn struggles into strengths and learn how to learn. When parents focus on effort and perseverance rather than perfection, children learn that effort is the only way to succeed and that struggling is the best indicator that what you’re learning is worth it.

Olivia Moustakis

I was able to observe a 2-hour long high school student session which covered the subjects of Business and Maths.

The first thing I observed was how the tutor chose to separate the session to ensure that the student stayed consistently interested throughout the session. The first tactic was to split the session into two smaller 1-hour sessions, one which covered maths and the other, business. The tutor did this by utilising one of the mini games the centre has to offer, Spot It. This allowed the student to reset their concentration by taking a brain break and switching over to a different topic.

As I did not do Business within my high school years, it was interesting to see what the subject entailed and how tutoring can assist with this understanding. During my observation, I saw the student working through a past paper and worked alongside the tutor to better their understanding. One of the ways the student did this, was by cross-checking what their teacher had told them with the tutor’s understanding, which helped solidify their understanding and confidence in the topic. This was something I do not come across often, with my students mainly relying on my insights rather than their teachers, revealing that I should be consistently asking my students about what their teacher said and make sure their understanding is consolidated.

During the maths session, the tutor used a variety of teaching methods to best convey the information to the student. This involved using the whiteboard, verbal communication and working out on paper to ensure that the student understand the topic they were working on. This is a method I carry throughout my tutoring sessions, and it was beneficial to see another tutor use this and see the student being highly receptive, which consolidated my confidence in utilising this multi-method approach.

This demonstrates how a multi-method and multi-perspective approach to tutoring is highly beneficial, and can help keep students engaged for a more prolonged time period.

Edie Dennis

Observation of Daniella with Charlie, Yr 4 student.

Daniella began asking Charlie what he had to work on during the week. Charlie mentined he had to complete a 1 minute speech on “The Annunciation” in Christianity.

They began by researching the topic together, and Daniella dictated the beginning of the story to Charlie, testing his spelling, grammar and vocabulary on the way as he constructed the piece of writing.

Charlie had alot of energy, and was distracted easily. Daniella did an amazing job of ensuring Charlie stayed on track, while keeping a positive atmosphere.

Charlie practiced reading and reciting the speech from memory while Daniella timed him, both suggesting edits and adjustments to make. Daniella was excellent at both guiding Charlie with the changes he should make, while also allowing him to make decisions on his own. She showed a great balance at affirming Charlies thoughts and word choices, and also adding words and phrases to strengthen Charlies vocabulary.

Halfway through the lesson, Daniella pivoted to doing some Maths tutoring. Charlie was vehemently opposed to Maths, exclaiming it was his least favourable subject.

They focused on simplifying fractions by applying concepts of factorisation and division. Again, Charlie was very easily distracted, and Daniella did a great job keeping him on task.

Overall, Daniella showed great patience, compassion and persistence at ensuring Charlie had a productive and positive experience with tutoring this evening. As I do not tutor primary school students often, I learnt a lot from this observation, and will employ some of her strategies in my own tutoring sessions.

Sebastian Zois

No two students learn in exactly the same way. Some students are visual learners meaning they thrive when they can see concepts through diagrams, colour-coded notes, or videos. Others are auditory learners, who grasp ideas best through repetition, and discussion. And some are kinesthetic learners, who need to move, touch, or physically interact with materials to fully understand what they’re learning such as using blocks when counting.

Learning also goes beyond these learning types and personalisation is also important for specific behaviours. A quiet student might need gentle encouragement and time to open up, while a more energetic learner may benefit from fast-paced tasks. Because of this, no two tutoring sessions should look exactly the same. Tutors must learn to adapt their teaching styles to fit the student they are teaching. Tutoring isn’t just about teaching content, it is about teaching the student, which some people can forget when they think about how ‘easy’ tutoring can be.

Lily Powell

Boy Oh Boy, how thankful I am for the Snacks. Whether it’s a handful of GrainWaves, a few mini pretzels, or something sweet like Smarties or M&Ms (my personal favourite), snacks play a surprisingly powerful role in keeping my students and I motivated, connected, and performing at our best.

Snacks aren’t just about satisfying hunger; they’re little boosts of joy and energy throughout the day. For staff who are constantly on the talking and chattering, a packet of chips between classes or a cool cup of water can make all the difference. These quick bites keep our minds sharp, our bodies fuelled, and our moods lifted; especially during those long and busy afternoons when energy starts to dip.

And it’s not just the adults who benefit! For our students, especially the younger ones, snack time is an important part of the session. It gives them a chance to pause, reset, and recharge before diving back into learning. A quick snack can turn a tired moment into a fresh start; and sometimes, a little treat is the perfect motivation for focus, effort, and kindness in the classroom.

Beyond the practical benefits, snacks bring people together. The snack table often becomes a little hub of connection, a place to share a laugh, grab a treat, and take a well-deserved break.

We’re so appreciative of the staff at First Education who make sure snacks are always available. Their thoughtfulness adds warmth, energy, and care to our sessions; keeping both staff and students smiling, one Smartie at a time!

Lewin Fairbairn