First Education

Observing Toby tutor a Year 7 maths student provided valuable insight into the importance of building trust and confidence with your student. The session was highly relaxed and conversational, I could tell immediately helped the student feel comfortable. Rather than rushing straight into difficult content, Toby spent time asking him about his week, what he enjoyed at school, the areas of maths he felt confident in this week, and the topics he disliked or found challenging. This created a supportive atmosphere where the student felt safe to admit when they did not understand something, rather than pretending to know the answer.

One of the strongest aspects of the lesson was Toby’s calm and encouraging communication style. He listened carefully to the student’s responses and adapted the lesson accordingly, ensuring explanations were clear and paced appropriately. The student appeared far more willing to ask questions because there was no pressure or judgement during the session. Toby regularly reassured the student that making mistakes was part of learning, which helped build confidence and reduce any anxiety around maths or asking for help.

Another effective strategy observed was the use of goal setting. Toby worked collaboratively with the student to identify specific goals for upcoming lessons and preparation for their assessment. Together, they discussed the key topics that required further revision and created a game plan to improve understanding over the next few weeks. I could tell this gave the student a clear sense of direction and made him feel less stressed about the amount of content to get through!

Overall, the observation highlighted that successful tutoring is not only about strong mathematical knowledge, but also about communication, patience, and relationship building. Toby created a super positive learning environment where the student felt supported, motivated and more confident in approaching maths challenges. He seemed really engaged and excited to come back next week!

Shyla Gloster

Today, I observed Mary and Katerina working together through a practice paper on dilations and related function questions during the lesson. Together, they worked through a worksheet that included a range of questions on transformations of functions, with a strong focus on translations and dilations. At the beginning, they started with more basic transformation questions, identifying how graphs shift when values are added or subtracted either inside or outside the function.

As they moved further into the practice paper, the questions became more challenging and focused more on dilations. Mary and Katerina worked through vertical dilations first, multiplying functions by constant factors and observing how this stretched or compressed the graph. Horizontal dilations required more thought, and they occasionally paused to discuss their reasoning, particularly around the idea that changes inside the function produce an opposite effect on the graph compared to what might be expected.
Some of the later questions involved logarithms, including expressions using log base e. They attempted to simplify these expressions using basic log laws, such as expanding products into sums and turning powers into coefficients. At times they needed to revisit earlier examples, but they gradually became more confident as they progressed through similar questions.
Throughout the lesson, both students made effective use of the available materials. They referred to their textbooks to check formulas and confirm examples when they were unsure, which helped them stay on track. The whiteboard was also used to work through selected questions step-by-step, allowing them to visualise the transformations more clearly and identify small errors in their working.
Overall, Mary and Katerina made steady progress through the practice paper. They demonstrated a developing understanding of transformations, dilations, and basic logarithmic rules. The lesson highlighted how combining practice questions with textbooks and whiteboard explanations can support understanding and improve confidence with more complex mathematical problems.

David Hanna

Most students who struggle in class aren’t struggling because they’re not smart. They’re struggling because something earlier didn’t quite stick, and the class moved on without them.

That’s where tutoring comes in.

The best thing about one on one tutoring is that there’s nowhere to hide, but also no need to. A student who’d never ask a question in front of 30 classmates will ask it when it’s just the two of you. That changes everything. You can actually find the gap, go back, and fix it.

The job isn’t to do the work for them. It’s to stay one step ahead of where they’re at and pull them forward slowly. Sometimes that means explaining the same thing three different ways until one of them lands. Sometimes it means going back further than you expected, realising the problem isn’t the current topic at all but something from six months ago that was never fully understood. Sometimes it just means shutting up and letting them think.

It’s not glamorous work. A lot of sessions are just sitting at a kitchen table going through problems one by one. There’s no audience, no big reveal. But the progress is real and you see it up close, which is more than most teachers get.

And occasionally a student will come in defeated and leave having figured something out on their own. That’s the whole point, really. Not that they got the right answer, but that they started to believe they could find it.

Justin Ho

Golden retrievers have cemented themselves as one of the most beloved dog breeds on the planet, and honestly, it’s not even a close competition.

First, the personality. Goldens are basically happiness in dog form. They wake up every single day acting like it’s the greatest day of their life, and somehow that energy is completely infectious rather than exhausting. They don’t have bad moods, grudges, or off days. You could be gone for five minutes or five hours and you’ll get the exact same ecstatic welcome home — tail spinning like a helicopter, whole body wiggling, possibly a toy offered as a gift because they just have to bring you something.

Then there’s their emotional intelligence. Golden retrievers have an almost supernatural ability to read a room. Having a rough day? Your golden will quietly rest their head on your lap without being asked. Want to play? They’re already halfway to the backyard. They seem to genuinely understand human emotions in a way that makes them exceptional therapy and support dogs — a role they’ve taken on across hospitals, schools, and disaster sites worldwide.

They’re also ridiculously versatile. Guide dog? Golden retriever. Search and rescue? Golden retriever. Family pet that tolerates a toddler using them as a pillow? Golden retriever. They adapt to whatever you need them to be, which speaks to a level of patience and good nature that other breeds simply can’t match.

And let’s not overlook the obvious — they’re gorgeous. That flowing golden coat, those warm brown eyes, the perpetual soft expression that looks like they’re always pleasantly surprised by life.

Other dogs are great. Truly. But golden retrievers operate on a different level of wholesome. They don’t just fit into your life — they make your life measurably, demonstrably better just by being in it.

Evan Mihail

Algebra is one of the biggest turning points in a students mathematical learning. Maths changes from simple arithmetic to abstract thought where the student is introduced to letters in maths and has to truely understand what they represent. The student goes from working with actual numbers to understanding variables, equations and patterns that are often challenging to see. This shift can feel overwhelming.

One major reason students struggle with algebra is due to weak foundational skills, they may have forget the rules to fractions of number facts thats are heavily required in algebraic techniques. These small gaps in there understanding quickly develops into something more concerning.

Another common issue is students have been conditioned to memorise but with algebra understanding why we do each step is fundamental for applying it to other often more challenging problems. When solving an equations there is not a simple formula which tells you what you must begin with you need to understand which variable would affected and why.

Algebra can be extremely intimidating to students when they are first introduced however it becomes much easier when the correct approach is taken. Students should begin with mastering the basics before introducing variables, strong arithmetic skills will make algebra significantly easier. Practicing mental maths, fractions and how negative numbers interact can quickly build confidence. This practice can then be applied with the algebraic questions.

Visualising the question can also help immensely, sometimes imagining a real life example that reflects the questions can allow the student to understand what is being asked much easier. This further allows the student to not simply rely on a generic formula that will most likely result in an incorrect answer.

Consistent practice like most topics is key, and for algebra it is essential. Understanding improves through repeated exposure and pattern recognition from questions you have previously done will improve your speed and accuracy exponentially.

Olivia Moustakis

Today, I had the great opportunity to observe Annabelle act as a cover tutor and teach year 8 maths.

During my observation, I watched Annabelle tutor a Year 8 maths student who was working on indices, algebraic expressions and solving equations. They appeared to be preparing for an upcoming assessment task so there was much importance on understanding certain concepts. As a newer tutor, she presented herself very professionally and created a welcoming environment for the student from the beginning of the lesson. I noticed that she was friendly and approachable, which seemed to help the student feel comfortable asking questions whenever they became unsure.

One thing that stood out to me was Annabelle’s ability to explain concepts clearly without overcomplicating them. When teaching indices, she broke down each rule step by step and regularly checked the student’s understanding before moving on. Rather than simply giving answers, she encouraged the student to attempt each question independently first and then guided them through any mistakes. This appeared to build the student’s confidence throughout the lesson.

I also observed how patient she was when the student struggled with algebraic equations. Instead of rushing through explanations, she used multiple examples and related the concepts back to previous questions so the student could identify patterns. Her communication skills were strong, and she maintained a calm and encouraging tone during the entire session.

Another positive aspect of the lesson was her organisation. She transitioned smoothly between topics and ensured the student stayed focused and engaged. I noticed that she balanced support with independence well, allowing the student enough time to think critically before stepping in to help.

Overall, the observation was valuable because it highlighted the importance of patience, clear communication and adaptability when tutoring students in mathematics.

Overall, this was a great lesson to observe and i commend Annabelle for her welcoming and approachable nature. Well done.

James Petrakis

Time management is an important skill all students need to develop. Students from a young age should learn this skill. Time management is the ability to plan how much time is spent on different activities so the entire task can be completed within a set time frame. Students need to learn how they can balance their time so they can maximise the marks they receive. They will learn that if they spend too much time completing one task, it will have a flow on effect and will also impact their ability to complete other tasks. They will learn how the mark allocation will help them determine how much time they spend on each question or task. Time management is crucial for all students to learn from a young age. In primary school, students get introduced to this idea when they have to complete a school task in a set amount of time. Students learn not to spend too long on a question they are stuck on as they may not finish the test. Students learn to keep an eye on the clock so they can effectively manage their time. They are also taught to leave enough time at the end of a test to check over the work. This allows them to make sure they’ve completed each question and it gives them a chance to fix any spelling or grammar mistakes. Throughout primary school students can practice their time management skills completing class activities. They can also practice these skills under exam conditions when they take NAPLAN, ICAS, OC and selective school tests. Students in high school also practice these skills when they complete exams and tests.

For students, effective time management is an essential skill as it helps them balance their homework, study, personal life and extracurricular activities. When students manage their time well, they are able to complete assignments and homework on time, prepare for exams, attend co curricular activities and still have time social activities.

Overall, time management is a crucial skill all students need to learn and apply.

Ashley Cohen

Choosing your subjects before going into Year 11 is one of the most critical decisions a student faces in their school life. Students often feel significant pressure to “get it right”, which is why I’ve put together a couple of tips from my experience.

Pick the subjects you love
This is undoubtedly one of the best pieces of advice I found when it came to picking subjects. Since you have to study these subjects (most of them) for the full two years, it is essential that you are picking subjects that you enjoy and would be happy to study for the full two years. This means enjoying the classes, the content you cover, as well as being willing to sit down and study for several hours.

A thing to ignore to a certain degree here is scaling; while it does play a role in your marks, you want to be choosing your subjects primarily based on what you enjoy and are good. You don’t want to find yourself in a situation where you pick a subject that is “high scaling”, and you eventually find yourself out of your depth because it is a lot more difficult than you expected.

Start with your goals
An important consideration when selecting your subjects is to ensure that they align with your goals beyond school, whether that may be based on what you want to study at university or potential career paths. It is key to consider what subjects will provide you with the necessary skills while also helping you get into a specific degree, which then assists in entering the industry you wish to work in. Prerequisites may be a critical roadblock in helping you get into your dream degree, so it is essential to ensure you meet these.

Overall, there is no perfect formula when picking Year 11/12 subjects, but these two tips served me well and ultimately led to a set of subjects I thoroughly enjoyed and felt I could thrive in during Year 12.

Hayden McCarthy

Tutoring is more than simply explaining concepts or helping students complete homework. It is a continuous journey of growth, learning, and self-improvement. One of the most valuable ways tutors can develop their skills is by learning from other tutors. Every tutor has unique teaching methods, experiences, and perspectives that can inspire others and improve the overall learning experience for students.

When tutors share ideas with one another, they gain new strategies for explaining difficult topics. For example, one tutor may use visual examples to teach mathematics, while another may focus on storytelling or real-life applications. By observing and discussing these techniques, tutors can discover approaches they may not have considered before. This not only strengthens their teaching abilities but also helps them adapt to different learning styles among students. Learning from other tutors also builds confidence and professionalism. New tutors, especially, can benefit from the advice and encouragement of experienced educators. Watching how skilled tutors communicate with students, manage challenges, and maintain patience can provide valuable lessons that cannot always be learned from textbooks or training sessions. Through collaboration, tutors become more prepared to handle a variety of academic and personal situations. Another important aspect of growth is feedback. Tutors who are open to constructive criticism from their peers are more likely to improve over time. Feedback allows tutors to reflect on their strengths and identify areas where they can grow. Instead of viewing criticism negatively, successful tutors use it as an opportunity to develop and become more effective educators.

Collaboration among tutors also creates a supportive community. Tutoring can sometimes feel isolating, especially when working independently. Connecting with other tutors encourages teamwork, motivation, and the sharing of resources. This sense of community helps tutors stay inspired and passionate about helping students succeed. In conclusion, growth as a tutor comes not only from teaching students but also from learning from fellow tutors. By sharing ideas, accepting feedback, and supporting one another, tutors can continuously improve their skills and become better educators.

William Kelleher

Education is often imagined as a straight road: lesson, homework, test, result. But tutoring reveals something far stranger. Learning is less like building a wall and more like exploring a maze where every student carries a different map.

One student may solve algebra perfectly but freeze when asked to explain their thinking. Another may write creative stories yet believe they are “bad at English” because of one poor grade years ago. Tutoring exposes the hidden psychology behind education: knowledge is emotional as much as intellectual.

An interesting paradox exists in modern education. Schools measure answers, but tutors often teach confidence. The greatest breakthroughs rarely happen when a student suddenly understands content. They happen when a student realises they are capable of understanding. That shift changes everything.

Tutoring also reveals how differently humans experience time. In classrooms, learning moves collectively. In tutoring, time stretches and contracts. A concept explained in thirty seconds can unlock months of confusion, while a simple question like “Why do we do it this way?” can spark a twenty-minute philosophical discussion. Education becomes less mechanical and more human.

There is also an abstract beauty in watching knowledge transfer between people. A tutor is not simply delivering information like a machine. They are translating ideas into the language of another mind. Sometimes that language is humour, diagrams, stories, or even silence. Good teaching is adaptation.

Perhaps this is why tutoring feels so personal. It sits at the intersection of psychology, communication, patience, and trust. Beneath every worksheet is a student trying to make sense not only of equations or essays, but of themselves.

In that way, education is not really about producing perfect students. It is about slowly teaching people that confusion is temporary, curiosity is valuable, and growth is possible.

Nicholas Michailou