First Education

Something I’ve started doing more of lately is asking students to explain a concept back to me after we’ve covered it. It sounds like a small thing, but it changes the dynamic of a session pretty significantly. The gaps in understanding show up immediately in a way they never do when a student is just listening or following along, and honestly, it’s often more useful than any practice question I could set.

I noticed it with my own students first: they’d track a worked example fine, then freeze when asked to try one by themselves. There’s a real difference between recognising something when you see it and being able to explain it yourself, and most students don’t realise how wide that gap is until they’re asked to explain it out loud. The fix, as far as I can tell, is just making them talk more and me talk less. I’ll step back after introducing something and ask how they’d explain it to a friend who missed class and what follows is usually more revealing than anything else in the session. For HSC students especially, this matters. I try to do this as much as possible now when I’m teaching.

Luke Livolsi

Goal setting is a simple but highly effective strategy that can help students stay motivated and focused throughout their tutoring journey. Whether a student is working towards an upcoming assessment, improving a particular skill, or building confidence in a subject, having clear goals provides direction and purpose.

One of the main benefits of goal setting is that it helps students break larger challenges into smaller, more manageable steps. A goal such as improving overall maths results can feel overwhelming, but focusing on mastering fractions or improving problem solving skills makes progress easier to track and achieve.

Goals also help students recognise their progress. It is common for students to focus on what they still need to improve rather than how far they have come. Regularly revisiting goals allows students to see evidence of their growth, which can boost motivation and confidence.

Another advantage is that goals encourage accountability. When students have a clear target to work towards, they are more likely to stay engaged during lessons and put effort into independent study. Tutors can support this by helping students create realistic and achievable goals that match their current ability level.

It is important that goals remain flexible. As students develop new skills and gain confidence, their goals may need to change. Reviewing goals regularly ensures they continue to be relevant and challenging without becoming unrealistic.

Demetria Koutavas

Patience is one of the most valuable qualities a tutor can possess. While subject knowledge and teaching strategies are important, a tutor’s ability to remain patient can have a significant impact on a student’s learning experience and overall confidence.

Every student learns at a different pace. Some may grasp a concept immediately, while others may need multiple explanations and examples before it clicks. It can be easy to focus on getting through content, but taking the time to ensure a student truly understands often leads to better long term outcomes. A patient tutor recognises that learning is a process and that progress looks different for every student.

Patience also helps create a positive learning environment. Students are much more likely to ask questions and admit when they are confused if they feel they will be met with understanding rather than frustration. This openness allows tutors to identify gaps in knowledge and provide support where it is needed most.

Another important aspect of patience is giving students time to think. Often, tutors are tempted to jump in with hints or answers when a student hesitates. However, allowing students a few extra moments to process information and work through a problem independently can build confidence and strengthen problem solving skills.

Patience is especially important when students make mistakes. Errors are a natural part of learning and provide valuable opportunities for growth. A calm and supportive response encourages students to learn from their mistakes rather than fear them.

Demetria Koutavas

For many NSW students, achieving a 90+ ATAR is seen as the benchmark of academic success. However, the process of earning a high ATAR is far more complex than simply studying hard and getting good marks.

One of the biggest misunderstandings is that the ATAR measures a student’s intelligence or raw academic ability. In reality, the Australian Tertiary Admission Rank is a ranking system. An ATAR of 90 means a student has performed better than approximately 90% of their age group. This means students are competing not only against assessment standards but also against thousands of other students across the state.

Subject selection also plays an important role. Many students choose subjects based on scaling, believing that harder courses automatically guarantee a higher ATAR. While scaling can influence results, strong marks in any subject are generally more valuable than poor marks in a highly scaled course. Choosing subjects that align with a student’s strengths is often a more effective strategy.

Another challenge is balancing internal assessments and final HSC examinations. Throughout Year 12, students must consistently perform well in school assessments while also preparing for exams that cover two years of content. Maintaining high ranks within subjects can be just as important as performing well in the final examinations.

Beyond academics, students face significant pressures from part-time work, extracurricular commitments, family expectations, and the stress of university entry requirements. Managing these responsibilities while maintaining motivation and wellbeing can be difficult.

Ultimately, achieving a 90+ ATAR requires more than intelligence and hard work. Success depends on effective time management, strategic subject choices, strong exam technique, and the ability to remain resilient under pressure. While a high ATAR is an impressive achievement, it represents a combination of dedication, planning, and consistency rather than simply academic talent alone.

John Kotselas

One of the challenges of teaching the Literary Worlds elective in English Extension 1 is helping students move beyond simply understanding a text and towards understanding how a text creates an entire world. Many students initially focus on plot and character, but Literary Worlds asks them to consider how composers construct realities that reflect particular values, assumptions and perspectives.

In my experience, the most effective approach is to begin with the concept of a “world” itself. Before opening a novel or short story, I ask students to think about the worlds they already inhabit: family, school, online communities and friendship groups. Each has its own rules, expectations and values. Once students recognise that worlds exist beyond physical settings, they are better equipped to analyse how authors create literary worlds through language.

Another strategy that consistently produces strong results is focusing on patterns rather than isolated techniques. Too often students are taught to identify a metaphor here or a symbol there. Instead, I encourage them to look for recurring images, motifs, settings and character types. These patterns reveal what a text values and how readers are positioned to interpret the world being presented.

Close reading is also essential. Rather than racing through a text, students benefit from spending significant time analysing key passages. A single page can reveal the atmosphere, social structures, conflicts and ideologies that underpin an entire literary world. Teaching students to slow down and notice the deliberate choices made by authors develops far more sophisticated analysis than simply summarising events.

Finally, I believe students should write frequently and informally. Analytical paragraphs, reflective journal entries and creative imitations help students explore how literary worlds operate. Creative experimentation is particularly valuable because students quickly discover how difficult it is to establish a convincing world through language alone.

Ultimately, the best Literary Worlds classrooms are those that prioritise curiosity. When students stop asking, “What happened?” and start asking, “Why has the composer constructed this world in this way?”, we see a major difference in how they address the rubric. I hope this helps!

Eleni Nicholas

Today I had the opportunity to observe Annaliese tutoring a Year 11 Mathematics student on the topic of linear equations. Throughout the lesson, she showed such a clear understanding of the content and had a structured approach that helped the student build their understanding and confidence.

At the beginning of the session, Annaliese started by casually chatting about the students week, how they have found the weeks content. They then reviewed the topics they have previously been through to ensure the student had a strong foundation before going into more complex problems. She clearly explained variables, gradients, intercepts, forms of linear equations etc. Her explanations were super easy to follow!!

Annaliese was her able to break down challenging questions into smaller, manageable steps. Rather than simply providing answers, she encouraged the student to think about the process required to solve each problem. She asked guiding questions and prompted the student to explain their reasoning.

Throughout the lesson, Annaliese regularly checked for understanding and adapted her explanations when necessary. When the student encountered difficulties, she used alternative examples and diagrams to clarify concepts. This ensured the student remained engaged and continued to make progress.

The learning environment was so supportive and encouraging. Annaliese consistently reinforced the student’s successes while treating mistakes as valuable learning opportunities. Her positive feedback helped build the student’s confidence and willingness to attempt more challenging questions independently. She finished off the lesson by working through past paper questions which I could tell the student found really helpful.

Overall, the lesson was highly effective. Annaliese used excellent communication skills to create an engaging and productive learning experience. Her ability to scaffold learning, encourage independent thinking and adapt to the student’s needs enabled the student to develop a stronger understanding of linear equations and greater confidence in their mathematical abilities.

Shyla Gloster

Most of the time, studying feels like a massive chore so your brain naturally resists. So, by shifting your focus to small, repeatable habits, you can train your mind to look at studying as a manageable, everyday task rather than something to avoid or dread.

There are a plethora of things that can build up high-impact habits which positively improve willingness to study:

1. Leverage the “Five-Minute Rule”:

The hardest part of studying is almost always simply starting. When an assignment feels overwhelming, tell yourself you only have to do it for five minutes. Open the book, write one sentence, or review one flashcard. Once you break the initial tension, your brain stops viewing the task as a threat, and momentum begins to takes over. More often than not, you’ll find yourself pushing past the five-minute mark because the psychological barrier has been broken and you subconsciously start thinking “just a bit more”

2. Protect your study sanctuary:

Your environment dictates your behaviour. If you try to study in bed, your brain gets confused because it associates that space with sleep and rest. Dedicate a specific spot such as a particular desk, a corner of the library, or even a specific chair that is solely for learning. Keep it clear of non-study clutter, and most importantly, keep your phone out of arm’s reach. Over time, entering this clean space acts as a physical trigger, automatically shifting your brain into focus mode.

3. Anchor study to an existing habit:

Instead of trying to summon motivation out of thin air, attach your study time to a habit you already do without thinking. This is called habit stacking. Tell yourself, “Okay, after I finish this iced latte , I will open my laptop and study for thirty minutes.”

By anchoring the new behavior to an established anchor, you eliminate the decision-making fatigue that usually leads to procrastination.

Building the willingness to study is a practice of consistency. So, start small, protect your focus, and let momentum do the hard stuff!!

Amanda Susanto

At the end of year 11, choosing your HSC subjects can be extremely daunting. Even more daunting can be the choice of extension 2 maths for extension 1 students. E2 maths is considered the most challenging HSC subject available, requiring hours of dedication a week. Even though a third of my classes were dedicated to maths during my HSC, I am incredibly grateful that I chose it in the end.

If you are even relatively comfortable in E1 maths, I would strongly recommend picking up E2 in year 12. While extension 1 is already one of the best scaling subjects, extension 2 has the highest scaling out of any subject. While scaling should not be the sole reason to pick a subject, if you enjoy maths and are comfortable with it, i’d highly recommend. A raw mark of 60-65% can scale to over a 99 ATAR contribution, making it incredibly useful for a high ATAR to get into those difficult uni courses.

Although E2 does not come without its difficulties. It requires you to be on top of your work, studying nearly everyday, and understanding new and difficult concepts. It encourages you to creatively approach unfamiliar questions, occasionally using techniques from multiple topics you’ll learn (vectors, complex numbers, proof, mechanics) in the same question. You may even be entering the HSC not knowing how to do half the questions. Regardless though, the payoff is amazing.

Aside from the HSC mark, E2 maths is great to prepare you for tertiary studies, especially degrees in engineering, physics, maths, computer science, data science etc. Many topics in E2 appear in the first year of these degrees, giving you a great foundation for the remainder of the course. It also forces you to develop your resiliance, logical skills, critical thinking skills and more. For students questions whether extension 2 maths is worth picking or not, do it!

James Xylas

Throughout my experience as a tutor, I have observed a significant shift in the way students engage with learning. Contrary to popular belief, the issue is rarely a lack of access to information. Rather, it is an increasing discomfort with intellectual uncertainty.

Modern students exist within an environment of unprecedented convenience. Answers are available within seconds, explanations are instantly accessible, and digital platforms are designed to minimise waiting. While these advancements have undoubtedly enhanced educational accessibility, they have also reduced opportunities for students to engage in one of the most valuable aspects of learning: sustained cognitive struggle.

The concept of boredom is often viewed negatively. However, boredom, or more accurately, the absence of constant stimulation can serve as a catalyst for deeper intellectual engagement. It is within these moments of uncertainty that students are compelled to analyse, hypothesise, question, and problem-solve independently. Before the rise of artificial intelligence and instant digital assistance, students were often required to rely on their own reasoning when resources were unavailable. Today, tools can analyse texts and generate explanations within seconds, reducing the need for independent thought.

As tutors, we frequently witness students abandon challenging tasks after only a brief period of difficulty. The expectation of immediacy has conditioned many learners to perceive confusion as failure rather than a necessary stage of understanding. Yet educational growth rarely occurs through the passive reception of answers. Instead, it emerges through grappling with ideas, testing possibilities, and refining thinking. It is often these moments of discovery, the “light bulb” moment, that foster genuine curiosity and engagement.

Perhaps the role of educators is not simply to provide answers, but to create environments where students learn to think critically when answers are not immediately available. In doing so, we prepare learners not only for examinations, but for the complexities of the world beyond them.

Vicki Synesios

High school can feel like a juggling act. Between schoolwork, sports, part-time jobs, clubs, friends, and family commitments, not to mention sleep, it’s easy to feel overwhelmed. But with the right approach, it is possible to find balance and thrive across all areas of life.

Start by recognising that balance doesn’t mean doing everything equally. Some weeks school might take priority, while other times you might focus more on a big sports event or important personal time. The key is being intentional with your time and energy.

Time management is crucial. Using a planner or digital calendar can help you map out your weekly commitments and find windows for study, rest, and fun. Planning ahead also prevents last-minute stress and missed deadlines.

Learn to prioritise. You don’t need to say yes to every opportunity. Choose extracurriculars that genuinely interest you, not just the ones that look good on a résumé. Focus on quality, not quantity.

Make time for rest and wellbeing. Sleep, exercise, and downtime aren’t luxuries, they’re essential. Overcommitting might seem productive at first, but it quickly leads to burnout. Regular breaks and time to relax with friends or family help recharge your mind and boost your academic performance in the long run.

Lastly, don’t be afraid to ask for support. Whether it’s a teacher, tutor, parent, or coach, talk to someone if you feel like you’re slipping behind or stretched too thin. Often, small adjustments can make a big difference.

Balancing a busy schedule is a skill, one that takes practice. But with planning, self-awareness, and a focus on what truly matters, you can succeed academically and enjoy everything else that makes school life fulfilling.

Julian Podgornik