Today, I observed Isabella working with Vivienne, a Year 9 student transitioning from Year 8 content to Year 9 data and statistics. The session was thoughtfully structured to bridge the gap between the two levels, ensuring Vivienne felt confident with the foundational concepts before moving into more advanced material.

Isabella started the lesson by revisiting key Year 8 topics, such as averages and basic graph interpretation, to assess Vivienne’s understanding. She used targeted questions to gauge Vivienne’s knowledge and encouraged her to explain her reasoning, which helped identify areas needing further clarification. This gradual approach ensured a smooth transition into Year 9 topics like histograms and measures of spread.

A standout aspect of Isabella’s teaching was her ability to integrate theory with application. When introducing new concepts, such as interpreting box plots, Isabella provided relatable examples that connected the data to real-life scenarios. This made the material more engaging and relevant for Vivienne, helping her see the practical value of what she was learning.

Isabella also tailored her explanations to Vivienne’s preferred learning style. Recognising that Vivienne was more comfortable with visual aids, Isabella incorporated diagrams and charts into the lesson. This approach not only simplified complex ideas but also reinforced Vivienne’s understanding through visual reinforcement.

What I found particularly effective was Isabella’s emphasis on developing Vivienne’s analytical skills. She encouraged Vivienne to ask questions about the data and draw her own conclusions rather than just solving problems mechanically. This focus on critical thinking will undoubtedly benefit Vivienne as she progresses through Year 9 content.

Overall, Isabella’s session showcased the importance of adaptability, clarity, and fostering a deeper understanding of the subject. Observing her approach gave me valuable insights into how to support students during key academic transitions, which I look forward to applying in my own tutoring.

Demetria Koutavas

I got the opportunity to observe Jordan’s tutoring session with one of his Maths students. The student was a bit late, however, Jordan made sure he didn’t rush through any concepts and still maintained an effective pace to allow the student to get through enough work whilst still understanding all of the concepts required for the questions. The way he explained such concepts was very clear and concise and he made sure the student understood it thoroughly before moving on or trying to apply it to a question, which was great to see.

Jordan made very good use of the whiteboard to make it a more interactive lesson, which I noticed helped the student understand more abstract concepts when she used the whiteboard herself as well. They took turns using the whiteboard which was great as he really encouraged the student to participate by asking her questions and inviting her to solve the problems on the whiteboard before he explained them.

He also made sure to reassure her when she struggled with certain questions or when they were covering a concept she was unfamiliar with, and would break it down again if she was still confused. This helped motivate the student to attempt the harder questions she was initially hesitant about, showing the positive learning environment Jordan created for his student!

Daisy Brenac

Affirmation plays a crucial role in the tutoring process, ensuring an environment where students can thrive academically and personally. When tutors use affirmations effectively, they better assist students, boost their confidence, and encourage a positive mindset, which can significantly enhance learning outcomes.

One of the primary benefits of affirmation is its ability to build self-esteem. Students often face self-doubt, especially when trying to learn complex topics subjects. In this case affirmations can help students believe in their abilities and persevere despite difficulties. This boost in self-confidence often translates into greater academic success and a willingness to tackle new challenges.

Affirmation also allows for the student to develop a growth mindset, emphasizing effort and progress over ability. By affirming the process rather than the result, tutors encourage students to see mistakes as learning opportunities.

Moreover, positive affirmations create a safe and supportive learning environments. When students feel appreciated and valued, they are more likely to engage actively, ask questions, and express their ideas freely. This open communication enhances the tutor-student relationship and facilitates a more effective exchange of knowledge.

Finally, the use of affirmations promotes emotional well-being. Acknowledging students’ efforts, whether through verbal praise or encouraging feedback, reduces stress and builds a sense of accomplishment. Students who feel emotionally supported are better equipped to focus on their studies and develop a lasting love for learning.

Incorporating affirmations into tutoring sessions is a simple yet powerful strategy to inspire and motivate students. By reinforcing their strengths and encouraging their growth, tutors can help students unlock their full potential and achieve academic success.

Lishai Rubinstein

Tutoring is often seen as a process of filling gaps in knowledge, but at its core, it’s about empowering students to become independent learners. One of the impactful strategies in education is scaffolding, a teaching approach that provides structured support to help students achieve tasks they might initially find overwhelming. Reflecting on its application, I’ve realised how transformative it can be, not just for academic success but also for building confidence and resilience.

The strategy of Scaffolding in tutoring involves breaking down complex concepts into manageable parts, and guiding students step-by-step until they can master the skill independently. For example, when working with a student struggling with essay writing, I might start by focusing on a single element, such as crafting a strong thesis statement. Once they’ve mastered that, we move on to organising paragraphs, and eventually, they can write a cohesive essay with minimal assistance. This gradual release of responsibility fosters understanding while instilling a sense of achievement.

This strategy is particularly valuable when tackling texts or topics in the syllabus that students often find intimidating, such as Shakespeare or advanced mathematics. In my experience, scaffolding helps to demystify these challenges. Take Macbeth, for instance, a text known for its complex language and themes. By breaking it into smaller parts; analysing key soliloquies, exploring themes like ambition or guilt, and connecting these ideas to relatable situations, students begin to see it as less of an insurmountable challenge and more of a puzzle they can solve.

Scaffolding also aligns with the principles of differentiated learning, catering to each student’s unique needs and pace. It reinforces the idea that learning is a journey, not a race, and that struggling isn’t failing, it’s growing.

As tutors, our role isn’t just to teach content but to nurture self-belief. Scaffolding allows us to meet students where they are, offering just enough support to guide them forward while allowing them to feel pride in their own progress. With the right tools and encouragement, every student has the potential to succeed.

Isabella Naumovski

I had the opportunity to observe Briana and her Year 1 English/Maths student. Briana was able to keep the lesson fun and engaging throughout, setting up rewards and incentives to encourage the student to do her work. She also made the work engaging and interactive, listening to the students stories about herself and her family.

Briana was also able to establish the importance of the student completing her homework, after some lessons of incompletion. Briana was able to express why her student needed to do her homework, and was able to make the work more engaging and fun so the student was more willing to complete the given work. This resulted in her student bringing in homework that was successfully completed, showcasing improvement in the students engagement in her work.

Briana went through spelling throughout the lesson, actively helping her student with such spelling, sounding out words and syllables to help her student. Briana was able to help her when she made mistakes in a positive manner, adding suggestions to help her solve the spelling for herself.

After, they went through writing stories. Briana made sure to further engage her student through writing festive Christmas stories, with the story mainly being about Christmas trees and decorations. Throughout, Briana was able to help with her story, helping with spelling and grammatical mistakes. Her student consistently improved, understating and learning from her prior errors.

Briana was able to make such work more fun and engaging for her student in a number of ways, tuning into the students attachment to colouring and creativity. She allowed her student to use coloured pencils instead of regular led pencils, further engaging her student in her work.

Overall, Briana was able to construct a fun and engaging lesson through actively engaging with her student, and making the lesson relate to Christmas through festive stories. I will look to implement these strategies with my primary students for the remainder of the term.

Daniel Rulli

I had the great opportunity to observe Sophie’s year 12 Maths Advanced session with George. She did such a good job going through the homework questions her student had from school. He was able to go through each question, revising the relevant concepts and then apply them practically to the question. Each question was different and asked the student to identify different components, which meant he was able to ensure he throughly understood the topic. They then compared his homework questions to real HSC examples, so he was able to visually see how the questions were similar and how they differ.

Sophie gave him great guidance on how to start preparing for year 12 especially when his school term is coming to an end and often students get tired towards the end of term. She gave great advice to help motivate him.

She did such a great job using the large whiteboard to draw algebraic equations and other mathematical concepts and formulas clearly on the board. She would draw the formula on the board for him to clearly see. She would let him attempt the questions first . Then she would check his working out to make sure he was on the right track. When he had any errors in his working out she would write out the working out on the whiteboard which made it clear for him to understand and see where he went wrong. She would go through a range of different questions so he can see how to approach different questions that are asking you to find different variables.

Her student was a visual learner so it was great to see how she was able to cater towards his needs.

Her student often got distracted, so it was great to see the different strategies she used to help him get focused and then stay focused on answering mathematical questions.

She did a great job explaining difficult concepts to her student. She had a great balance helping to guide George and also letting him individually answer the questions.

Sophie would stand at the whiteboard and would go step by step through the working out. She would also give him hints so he could come to the answer himself rather than her just working it out in front of him.

Sophie is a very compassionate tutor who did such a great job and should be so proud of herself! Great session! Such a pleasure to observe. Keep it up!

Ashley Cohen

I had the wonderful opportunity to observe Patricia’s Year 4 Maths session. They were working on times tables.

Patricia started the session off by getting the student to work through a set of times table worksheets. They started with some easier questions to build confidence, and Patricia was really supportive the whole way through. She asked questions like, “What patterns do you notice here?” and “Is there a quicker way to solve this?” It was great to see her not just focusing on answers but really helping the student think through the process.

When the student got stuck Patricia encouraged the student to try her hardest to solve it and if she still couldn’t she assisted her in solving the question. Instead of jumping in with the answer, she broke things down into smaller steps, like “What’s 4 times 5? How can we use that to figure out 6 times 5?” She also encouraged using strategies like counting in groups or visualising the numbers.

As the questions got harder, Patricia kept things interesting by adding a little competition. She timed how quickly the student could answer three questions in a row, and it really motivated them! Patricia also used a whiteboard to break down trickier problems, which helped the student see the steps more clearly.

Towards the end of the session, they tackled a few challenge problems together, and Patricia gave lots of positive reinforcement when the student solved them. By the end, the student was feeling much more confident and even managed to finish a section of the worksheet on their own.

Overall, Patricia did a great job keeping the session engaging, breaking down concepts, and building the student’s confidence. It was a really productive hour. Well done Patricia!

Eireyna Papinyan

I had the opportunity to observe Sophie and one of her year 12 English students.

Throughout the entirety of the session Sophie remained calm, consistent and constructive with her instructions and feedback, remaining supportive and encouraging her student. All of this contributed to the making of a warm and comfortable environment for work to be completed sufficiently.

Sophie’s balance of assisting her student while also allowing her time to individually attempt the set work is an effective technique and something that I will be using in my sessions moving forward. This not only fostered the positive student-teacher relationship between her and her student but additionally allowed the student to understand their own abilities and what they might need to improve in the future.

Furthermore, an element of Sophie’s approach to tutoring that stood out to me was her combination of patience and clarity. Despite always being patient with her student in areas of potential weakness she continually enforced set time limits and specific goals and tasks for the student to complete throughout the lesson. This combination proved to be very efficient and something to consider doing moving forward.

Katerina Vrahnos

During a recent tutoring session, I observed Demetria working with her Year 3 student on two important focus areas: Writing a Biography for school and Solving Worded Maths Problems. The session was well-structured, engaging, and thoughtfully tailored to the student’s learning needs.

The lesson began with an Introduction to Biographies. Demetria explained the concept clearly, using examples of well-known figures familiar to the student. She asked insightful questions like, “What makes someone’s life story worth telling?” This approach encouraged the student to think critically and connect with the task.

To make the activity manageable, Demetria guided the student through writing a biography about an individual she was interested in. They started by brainstorming key details such as the person’s name, age, achievements and fun facts. Demetria introduced a graphic organiser to help the student structure their ideas, which was particularly effective in illustrating the flow of information. She provided clear instructions while leaving room for the student’s creativity, and her consistent encouragement boosted the student’s confidence.

The second part of the session focused on solving Worded Maths Problems, an area where the student had been struggling. Demetria introduced many different tips and tricks, which helped break the task into smaller, manageable steps. She encouraged the student to underline key information and determine the operation required, such as addition or subtraction.

When faced with a tricky problem, Demetria patiently supported the student by asking open-ended questions like, “What do you think this part means?” This approach allowed the student to develop their critical thinking skills without relying on direct answers.

Throughout the session, Demetria displayed excellent rapport with her student. Her positive reinforcement and calm, supportive manner created a safe and engaging learning environment, fostering both skill development and confidence.

Overall, Demetria’s session was a strong example of effective, student-centred tutoring. Her ability to scaffold learning, adapt to the student’s needs, and promote independence ensured significant progress in both literacy and numeracy skills.

Isabella Naumovski

Hi everyone, today I had the opportunity to observe Lottie’s Year 12 Math standard session! Lottie started the session by going through worksheets on simultaneous equations and linear equations in preparation for the student’s exam on Monday. Lottie printed a range of worksheets from the Cambridge Math book and allowed him to work through the questions. When the student had a question, Lottie would help explain the working out to make sure he understood how to answer the question, so that he would be able to solve similar questions in the future. Lottie also went through how to plot linear equations on a graph.

After the Cambridge Math worksheets, Lottie found questions in past papers which the student could use to practice. When the student found a question difficult, Lottie would give the student tips to help remind him how to solve the question instead of giving him the answer straight away. This helped the student remember how to solve the question and he was then able to solve the question correctly. Lottie also emphasised the importance of showing all working out in math questions in exams. This is important as the marks are split between different stages of working out, and students can still receive marks even when their final answer is wrong, but parts of their working out is correct.

Lottie then showed the student a website which he can use to access practice questions on all HSC subjects and topics in preparation for his exams, which is helpful for getting extra practice on difficult topics and becoming familiar with the type of questions asked in HSC exams. They also went over financial maths, specifically the formula used to solve for profit. Lottie explained what each of the variables meant and how it can be used to solve problems.

Overall it was a great session!

Patricia Hardas