First Education

Hey everyone, I had the opportunity to watch Jake tutor Year 7 Maths!

Together, Jake and Sebastian worked on fractions and decimals. Jake was highly accommodating for Sebastian in that as soon as he expressed to him that he’d had a long day at school, he assured him that it wouldn’t be a problem for him at all to snack on something while they went over some theory together. Jake also did awesome to kick the session off with some light banter and chit-chat, to help Sebastian further unwind and prepare him for one more hour of schoolwork before the weekend. They got stuck into work promptly, and it was immediately clear that Sebastian felt super comfortable in asking Jake as many questions as he needed, speaking to Jake’s warmth and comforting prescence.

Jake made great use of the board to show in explicit detail the answer to all of Sebastian’s questions (for example, when illustrating how decimal places move when multiplying two decimals of different values together).

When Jake noticed Sebastian answering a question wrongly, instead of bluntly stopping him and pointing it out, he encouragingly asked him why he did the previous step the way that he did, allowing Sebastian to reflect on his own work and find the error for himself.

Jake also gave Sebastian plenty of praise when he was on a roll and answering a bunch of questions correctly; they clearly have really great chemistry together. It was awesome to watch!

Thanks for letting me sit in, Jake 😀

Thomas Koutavas

When I started year 12, I heard stories of my friends in the years above who’s only focus during their final year of school was their marks and trying to get the best ATAR that they could. While this motivation can be positive, it can quickly lead to burnout and loss of motivation if you have nothing to focus on outside of school work.

Making time for hobbies and other activities outside of studying is vital in being able to stay consistent in your study habits throughout the year and actually being able to make it to those important HSC exams. Catching up with friends every weekend, taking breaks to watch tv or going outside can make all the difference throughout the year. These little moments can provide motivation to keep on going and give you something to look forward to in those difficult study sessions.

Throughout year 12 I made sure to have many of these moments to stop throughout the week. I would make time to exercise and train in my sport, including travelling to the UK to compete, and made sure to always make time to see my friends. Although this took time out of my studying, it made the time that I did have more productive as I knew what I had to get done and was able to put my head down and complete it.

Just remember that Year 12 is more than just your atar, it’s the experiences and memories with your friends and others that you will remember more than the time spent studying. So make sure to take time away from your desk to do the things that you enjoy the most because it will make the year a positive memory that you can look back on in the future.

Maddie Manins

For many children, maths can feel abstract and disconnected from everyday life. Numbers on a worksheet or symbols on a page do not always seem meaningful, which can make it harder for concepts to stick. One of the most effective ways to build strong mathematical foundations is to bring numbers into real-world situations. When children see how maths applies to the world around them, it shifts from being a subject to being a life skill.

Money is one of the easiest and most engaging places to start. Counting coins, adding prices, and working out change all strengthen number sense and mental arithmetic. Next time you are at the shops, give your child a small budget and ask them to calculate what they can buy. Older children can compare prices, look for discounts, or estimate totals before reaching the checkout. These activities give maths a purpose and encourage independent thinking.

Cooking is another everyday opportunity. Measuring flour, doubling recipes, or converting between grams and kilograms teaches fractions, ratios, and multiplication in a way that feels natural. For older students, following recipes can even become an introduction to algebra, as they learn to scale up or down depending on serving sizes.

Beyond money and cooking, there are countless ways to make maths part of daily life. Reading bus timetables, planning a family outing, or working out how long it takes to travel somewhere all involve applied problem-solving. Even simple games, like keeping score in sports or estimating the cost of a family dinner, reinforce mathematical thinking.

The key is not to present these tasks as formal lessons, but as natural parts of daily routines. When children realise that maths is everywhere, they approach it with more confidence and curiosity. By connecting classroom learning to real experiences, parents can help their children develop not only stronger maths skills, but also a genuine appreciation for the role numbers play in everyday life.

Freddie Le Vay

Success in school isn’t just about how smart you are — it’s about how you think about learning. This is where the concept of a growth mindset becomes so powerful. Coined by psychologist Carol Dweck, a growth mindset is the belief that abilities and intelligence can be developed through effort, good strategies, and help from others.

In contrast, a fixed mindset assumes that intelligence is static — you’re either good at something or you’re not. Unfortunately, this belief often leads students to give up easily when faced with challenges. But those with a growth mindset view mistakes as learning opportunities. They understand that failure is part of the process — not a reason to stop, but a reason to try again differently.

As a tutor, I often see the difference this mindset can make. Students who adopt a growth mindset tend to be more resilient. They ask more questions, try new approaches, and persist through difficult topics. Over time, this leads not only to better academic performance, but also increased confidence and independence.

It’s important for students (and parents) to remember that struggling doesn’t mean failing. In fact, real learning often begins when things get hard. That’s when the brain is forced to adapt, make new connections, and grow stronger.

Encouraging a growth mindset isn’t just about positive thinking. It’s about praising effort over outcome, embracing challenges, and understanding that intelligence is something you build — not something you’re born with.

Whether it’s mastering algebra or writing an essay, the most important step is believing that you can improve. Because with the right mindset, you truly can.

Julian Podgornik

Many students learn differently, and these differences in learning often come down to different learning styles: either visual, auditory or kinaesthetic. Whilst learning and tutoring, it is key to recognise what these different learning styles look like in practice, and shape a student’s learning to their preferred style.

Visual learners understand and retain information best when it’s presented through images, diagrams, charts, or written directions. These students often benefit from color-coded notes, mind maps, and visual aids like flashcards or videos. Tutors can engage visually with their students through whiteboards and illustrations.

Auditory learners prefer to hear information to process it effectively. They thrive in discussions, lectures, and reading aloud. These students often repeat information to themselves or benefit from talking through problems. Tutors can support auditory learners by talking through difficult topics with them conversationally, using storytelling to explain ideas, and encouraging them to verbalize their thinking. Tools like educational podcasts or recorded sessions can also reinforce their learning.

Kinaesthetic learners learn best by doing. They prefer hands-on experiences and often struggle with traditional classroom settings that rely heavily on sitting still and listening. Tutors can give students who ‘learn by doing’ challenge questions related to particular topics, which they can work through, and allow students to learn information through the questions presented to them in sessions.

However, whilst it is important to understand a student’s individual learning style, much research also suggests that the individual academic journey of a student benefits most significantly when a student learns through a variety of learning styles, no matter what their preferred learning style may be. This looks like tailoring a tutoring session towards a particular learning style, but also incorporating techniques and strategies from the other two learning styles. It’s an important balancing act between tailoring lessons towards the learning styles which a student prefers and making sure that their learning is not limited by a narrow approach.

Ultimately, understanding and implementing different learning styles is greatly important in maximising a student’s academic success, by allowing their learning to be tailored to their preferred learning styles.

Ceara Kearnes

Today I had the pleasure of observing a fellow tutor teach Year 9 English, giving me the opportunity to identify new strategies that I can implement into my own sessions.

The session was focused on essay structure, particularly the overall strategy in an exam. What stood out to me immediately was the tutor’s ability to seamlessly jump between building rapport with the student throughout the session and ensuring that sufficient learning was still occurring. Seeing as this particular student was quite social, the tutor employed a strategy the two called “lock-in time”, where a clear task was given and a timer was set in which talking was not allowed (other than asking related questions).

The student didn’t resist the shift; in fact, they leaned into it. They were surprisingly engaged spent every second of the time making significant progress to preparing her draft essay response. The social times gave the student a sense of respite between the real work, while the structure of the timer helped maintain discipline and focus. During and afterwards “lock-in time”, the tutor was sure to provide feedback and help the student improve their essay response.

What I loved about this strategy is how it supports both the relational and academic sides of tutoring. It reminds me that students are more than just learners, they’re children. When we acknowledge that by building in time for connection, they’re often far more willing to meet us in the learning space with focus and effort.
As a fellow tutor, I walked away not just with ideas of how to ensure students stay focused, but with a reminder of how powerful it is to create an interpersonal relationship with each student. Motivation to learn isn’t something we can force; it’s something we can inspire through connection encouragement.

I’m looking forward to incorporating some of these strategies into my own sessions and seeing how they influence the way my students engage with learning.

Connor Kalis

Today, I observed Eleni tutoring Bianca for a maths session. Bianca is currently in year 7 and preparing for her upcoming end of term math exam, therefore the session today was based on preparing her for this upcoming exam!
Eleni initially went over all the topics with Bianca, doing a pre-quiz on the board, this quiz had questions from all the topics that will be covered in her exam, this includes, fractions, decimals and percentages (completing conversions), area and perimeter and geometry. Through this pre-quiz, Eleni was able to understand where Bianca is confident in and where she needs further improvement/ remembering some of the topics for the exam. Eleni re went over the formulas for area especially in harder shapes such as the trapezium, parallelogram and rhombus as well as composite shapes and how to split them up in order to find the total area. She further went over worded problems, as they were harder to solve, and went through the formulas/working out slowly and clearly to ensure Bianca was understanding well and able to complete them on her own. Eleni was very encouraging and patient when teaching these concepts, which made Bianca feel more motivated and confident to try the challenging questions. Eleni further used the resources and gave her homework based on both topics to allow for Bianca to complete further study at home at her own pace to reinforce the concepts taught in class.

Daniella Antoun

Today I observed Airi’s session with her primary school student. This student can be highly distractable and often finds it difficult to concentrate. Working with these types of students requires considerable skill, patience, and understanding. Airi does an incredible job keeping the student on track and guiding him to get back on topic when he becomes distracted. One of the main strategies that I noticed her utilising is the prize box. When students work hard, they can gain stars for the lesson and their homework (up to 10 each session) which they can put towards ‘buying’ something from the prize box. Airi does a great job of reminding the student that staying focused will benefit them as they will eventually be able to earn a prize. I believe this is a highly effective method moving into later years of school, because the motivation of doing well, getting a particular job, or striving for a particular goal will become the prize, but the objective stays the same – it is rewarding to stay focused and learn. She also effectively utilised brain breaks throughout the session to allow the student to work in bursts – working hard when they are working and taking a good break by playing a quick game such as uno.

Riva Burkett

Today, I had the opportunity to observe Emilia tutor her student.

When I first started observing, I immediately noticed the patience Emilia emulates, and this was prominent throughout the entire lesson. Emilia came prepared to the lesson with worksheets and activities planned to ensure her student was engaged, despite her student being tired and, at times, distracted from the lesson. The lesson was centred on sentence construction, with a particular focus on description. Emilia encouraged her student through the promise of having a ‘brain break’ to allow the student to have the option to complete an activity of her choice, on the basis that she completes the tasks set. Emilia also worked on spelling with her student and encouraged the technique of sounding out the word as she wrote it down in order for her student to understand how various letter pairings produce different sounds. It was apparent to me that the student felt very comfortable being in the presence of Emilia and openly expressed that she was finding the content challenging. This allowed the lesson to run smoothly and was very productive. Another technique I noticed was Emilia’s use of colour coding when moving to different tasks, increasing the student’s engagement. Although her students’ attention was turned to many other topics (showing her inquisitiveness), Emilia demonstrated an exceptional amount of patience and maintained control throughout the entirety of the lesson. Overall, it was insightful and enjoyable to watch Emilia conduct a smooth-running lesson filled with motivation, patience and encouragement.

Well done, Emilia!!

Marina Nouris

Today, I observed Razan tutoring Joel for maths session, Joel is in year 7 and has an upcoming maths exam in less than a week, therefore the session today was based on all prep for his upcoming exam. Throughout the hour, Razan went over the topics that will be covered during his exam, this includes fractions, equations, integers and geometry. In this block she gave him practice questions and exams to test his knowledge on these topics to see what he remembers or where he needs further help/improvement, after gauging what he knows and what he struggles with, she helped/went over the topics with him to ensure he remembered the content that was previous taught. Razan was very patient when teaching him, especially when he was completing harder and more challenging questions, she encouraged him and to give them a go and then they could work it out together, after he had completed them to the best of his ability. Joel struggled mostly with fractions, and therefore razan planned most of the time during the session to ensuring he understood the concept of simplifying, adding, subtraction, multiplying and dividing fractions as well as worded problems. Through going over the content joel understood more of the work and was able to answer questions with much more confidence and understanding of what is being asked. Razan further gave him homework to aid in his preparation for his exam, with the homework incorporating all the previous topics he learnt that will be examined on his exam day. After the session was completed, razan and joel played a game on uno to end the session after a lot of work was completed.

Daniella