First Education

My observation of Julian Podgornik’s session with Georgina P, enabled me to learn a lot more about how he tutored and the ways he approached teaching foreign concepts. The standard maths session, and they worked through a past exam paper together.

Georgina was struggling with some of the concepts, in particular algebra and geometry. Julian was incredibly patient, never rushing her, and always encouraging her to take her time and work through the problems. When Georgina didn’t understand a certain concept, Julian didn’t just repeat the explanation. Instead, he adapted his approach, trying to explain the material in different ways until she started to grasp it. For example, when Georgina was having trouble understanding how to factorise quadratic equations, Julian broke it down into smaller steps, enabling her to better grasp the concept and ultimately solidify her understanding. He used different methods, in particular in probability where he used diagrams and real world examples to aid in making abstract ideas more tangible. He would also pause and ask if she was following along, ensuring that no step was skipped. On top of this, Julian would always complete the questions at the same time as Georgina to ensure that he understood the working of the questions and ultimately could explain the question and the answer well when Georgina was confused.

The session was a great reminder that effective teaching is not just about explaining concepts but about connecting with the student and adapting to their learning style. Watching Julian’s approach gave me valuable insights into how to teach complex ideas more effectively. It was clear that Georgina left the session with a much better understanding of the material and increased confidence in her abilities. Ultimately, His ability to reframe difficult topics and adjust his teaching style based on Georgina’s needs was extremely impressive.

Michael Fry

This afternoon, I had the chance to sit in on Pamela’s session with Mariah, a Year 9 student working on Maths today, specifically Pythagoras . It was really interesting to see how Pamela explained things—not just going through the formula but making sure Mariah actually understood how and when to use it. She kept things clear and didn’t rush through, which helped Mariah feel more confident tackling the harder questions. There were a few things I took away from l Pamela’s session.

One thing I really liked was how Pamela got Mariah to talk through her thinking. Instead of just telling her what was wrong or right, she asked things like, “Why do you think that?” or “What should we do first?” This made Mariah slow down and think about her process rather than just guessing or rushing to an answer. You could see her becoming more confident as the session went on because she was figuring things out herself rather than just following instructions.

Pamela also struck a good balance between guiding Mariah and letting her work things out on her own. At the start, she worked through a few examples with her, making sure she understood the steps, but then gradually stepped back. When Mariah got stuck, Pamela didn’t just jump in with the answer but encouraged her to look at the problem from different angles. This kept Mariah engaged and thinking rather than just waiting for Pamela to tell her what to do.

They also talked a bit about exam strategies—things like checking answers properly and managing time. For students at this level, knowing how to approach a question can make just as much difference as knowing the content.

Overall, it was a really productive session. Mariah left feeling more confident with Pythagoras’ theorem, and I definitely picked up a few tutoring strategies from Pamela that I can use in my own sessions. Thanks

Eric Mihas

Sometimes I stumble over my words, or get brain fog, or get stuck on a question. We all have bad days. Maybe you’re stressed about an assignment, dealing with personal stuff, or just drained. If you’re a tutor, you can’t just check out—you have students counting on you. So how do you show up when you’re not feeling 100%?

First, recognise that you don’t have to be perfect. You’re there to help, not to be an all-knowing oracle. If you’re feeling off, give yourself permission to take a breath before your session. A short walk, a few deep breaths, or whatever helps you decompress.

Once you’re in the session, focus on the student. Shifting your attention away from yourself and onto their needs can actually be a relief. Ask more questions, let them explain their thinking, and guide them rather than feeling like you have to carry the conversation. When students take the lead in problem-solving, they often learn more effectively anyway.

It also helps to have a game plan. If your brain feels foggy, stick to structured techniques—work through examples together, ask them to summarise key points, or break problems into smaller steps. These strategies don’t just help the student; they also keep you engaged without draining more energy than necessary. Even something as simple as writing key ideas on a whiteboard or notebook can help maintain focus.

And if you really need it, be honest in a professional way. You don’t have to overshare, but saying something like, “I’m a little low-energy today, so let’s work through this together,” can set a collaborative tone and encourage independence.

Most importantly, be kind to yourself. One off day won’t define you as a tutor. Show up, do your best.

Allegra Pezzullo

Watching Emma tutor two students was extremely helpful and insightful for me to discover how different tutoring methods are required for each student.

The first hour involved a student who was very chatty and relaxed, and it was interesting to watch Emma skillfully navigate the balance of work and fun throughout the hour. By incorporating multiple breaks throughout, Emma was able to maximise the student’s focus and concentration during the hour whilst ensuring her student enjoyed herself. Playing the game Uno as well as short 3-5min chatting breaks allowed Emma to create a calm and relaxed environment, whilst also maintaining the expectation that a high level of work would still be completed during the hour. This also ensured that the student was comfortable asking questions as Emma taught, and did not experience negative pressure when answering a question or making a mistake. As a result of this, the positive relationship between tutor and student was clearly shown, with both respect and friendship acting as a demonstration of what a tutor and student relationship can be. Watching this session allowed me to understand how to plan a tutoring session with a student similar to this, and also how to best navigate a positive, respectful relationship between tutor and student. Emma’s second student was slightly quieter, but just as eager to work with Emma, who used a wide range of teaching methods, including workbook questions, whiteboards and educational games to ensure continuous engagement for the session. Adequate homework was provided, and Emma adjusted this amount by asking each student if they were struggling with the usual amount, or wanted more challenging work. Through this, Emma ensured that they would not get overwhelmed and would be able to keep up for next week.

Overall, my 2 hour observation with Emma was super helpful for me to understand the best ways to work with my students to ensure they experience a tutoring session specialised to their own needs, which allows the tutor to foster a positive relationship with their student. I learnt the importance of adapting my teaching methods for each student as well as ensuring a healthy balance between work and breaks is maintained throughout. I am grateful to have had this opportunity to learn from Emma, and look forward to applying these methods to my own students in the future.

Annabelle Molloy

I had the opportunity to observe Tom tutor his student in Year 10 Maths. It is clear that Tom is a highly capable tutor who is effective at ensuring understanding within his students. Firstly, this is due to his effective communication skills, particularly situated around the fact that he is a very confident tutor who speaks with perspicuity. Coupled with this, Tom is also an effective non-verbal communicator, maintaining professionalism by employing a positive body language and hand gestures to aid with his student’s understanding. Although this may not relate directly to the content or the skills that the student learnt, it is important to remember that as tutors it is our responsibility to promote constant engagement and that effective communication is an essential element of being a tutor.

Further, Tom appears to be a highly structured tutor in the way that he teaches. I found it unique how Tom set out a set of “Steps” when explaining specific concepts. They appeared to be working on financial mathematics, focusing mainly on compound interest. By outlining a system to follow, Tom allowed his student to adopt a linear pattern of learning, ensuring understanding through following each step. This ability to be structured and organised as a tutor is a great ability that I encourage everyone to work on, especially as students often require extensive explanations and time to interpret / understand certain things. In this way, by being structured and outlining steps for students to follow we can promote better understanding within our own students and potentially reduce the time that it takes to learn and understand certain topics and ideas.

Overall, this was a great lesson to observe and I have taken away the importance of maintain a sound communication style, coupled with the effectiveness of teaching in a way that is structured and followable.

James Petrakis

Every student learns maths differently. Some students find it easier to have questions broken down step by step in a formulaic way, while others grasp concepts better through patterns and intuition. In a recent tutoring session, I was reminded of just how important it is to adapt to a student’s learning style.
My student was struggling with trigonometry, particularly understanding sine and cosine beyond just plugging numbers into equations. At first, I explained the unit circle in a structured way, defining angles, coordinates, and key values. However, even as my student said that they understood, I noticed that when trying to apply the knowledge to new problems on their own, they were not able to use the concepts.
So, I shifted my approach. Instead of numbers and formulas, I took a different approach. By explaining, it as a wave in a more graphical form, my student quickly was able to grasp the new concepts and after some practice, was able to apply it to new problems.
Furthermore, once he visualized the concept, the equations made more sense. We then graphed sine and cosine together, reinforcing the connection. By the end of the session, he wasn’t just solving problems—he was predicting patterns before even using his calculator.
This session was a reminder that maths isn’t just about numbers; it’s about seeing connections. Some students need real-world analogies, others need visual aids, and some learn best in a purely formulaic way. No one way is incorrect, they are all paths to the same solution. A good tutor doesn’t just teach a topic—they find the right language for each student’s mind.
In the end, the best teaching isn’t about making students memorize facts. It’s about making them see maths in a way that feels natural to them. Once that happens, the numbers start to make sense on their own.

Samuel Lotter

Why Homework is Essential in Tutoring Younger and Older Students
Homework is a crucial component of effective tutoring, reinforcing learning beyond the tutoring session and fostering independence. Whether working with younger or older students, assigning meaningful homework ensures that key concepts are retained, skills are practiced, and long-term academic growth is achieved.

For Younger Students: 
Younger students benefit from homework that reinforces their fundamental skills e.g reading, writing, maths etc. These tasks help solidify concepts learned during tutoring sessions and prevent knowledge gaps. Homework also encourages consistency, teaching children the importance of routine and responsibility. By engaging in short, targeted exercises, students strengthen their foundational knowledge, making future learning smoother and more effective. Additionally, homework can involve creative and engaging activities, such as spelling games, reading comprehension exercises, or hands-on math problems. These not only make learning enjoyable but also develop critical thinking skills from an early age.

For Older Students:
As students grow older, homework takes on an even more critical role in reinforcing complex topics and preparing them for exams. Independent practice allows students to apply their knowledge in different contexts, deepening their understanding. It also encourages problem-solving and time management—skills essential for academic success.
For subjects like math, science, and writing, regular homework helps identify areas where students struggle, allowing tutors to address these gaps in the next session. Essays, research assignments, and practice problems encourage deeper engagement, ensuring that students not only memorise concepts but also learn how to analyse and apply them effectively.

However: it is so important to strike a balance! While homework is essential, it should be purposeful and manageable. Overloading students can lead to frustration and feeling overwhelmed, while meaningful, structured assignments enhance learning and confidence. By assigning targeted homework, tutors empower students of all ages to take control of their learning journey and achieve academic success.

Shyla Gloster

I had the pleasure of watching Sam and his student Felix in their Maths session. Sam kept Felix constantly engaged during their session, using the whiteboard to great effect, demonstrating various financial principles like annuities and loans. His student asked many questions, and it was clear he was wanting to learn from Sam. Sam answered these questions in a very open way, not only answering the question but providing justification and demonstrating how he came to the answer. Thus helping guide his students work process, segmenting equations into smaller, more manageable mathematical problems.

He broke up the session and used his time wisely, designating time to explain a mathematics principle, then give Felix a problem related to the principle, then allow Felix to work it out in his book before finally going over his answer and explaining where he may have gone wrong or what he did strongly. Overall, it seemed like a great session full of engaging discussion and mutual respect. Well done Sam!

Finnegan Bodey

One of the greatest advantages of tutoring is the ability to tailor learning to the individual needs of a student. Unlike the traditional classroom setting, where a teacher must cater to an entire group, tutoring provides a personalised approach that allows students to learn at their own pace.

A common challenge in schools is that students often feel lost in subjects they struggle with, leading to frustration and disengagement. However, in a tutoring session, a tutor can identify specific gaps in knowledge and focus on reinforcing those areas. This not only boosts a student’s confidence but also makes learning more enjoyable and effective.

For example, a student struggling with essay writing might simply need a structured approach rather than a complete overhaul of their skills. By breaking down the process—brainstorming ideas, organising thoughts, and refining arguments—a tutor can demystify the task, making writing less daunting. Similarly, in maths, a concept that seemed impossible in class can suddenly ‘click’ when explained in a way that resonates with the student’s learning style.

Tutoring is not just about improving grades; it’s about developing skills that last a lifetime. Critical thinking, problem-solving, and independent learning are all nurtured in tutoring sessions, equipping students with the ability to approach challenges with confidence. Many students who have benefited from tutoring find themselves applying these skills beyond school, whether in university, the workplace, or everyday problem-solving.

As educators, we see firsthand the impact of one-on-one learning. It’s not just about helping students pass their exams—it’s about instilling a love of learning, giving them the tools to succeed, and helping them recognise their own potential. This is why personalised learning is at the heart of effective tutoring.

Eireyna Papinyan

Emily kindly let me observe her mixed Maths/English session with Ciaran today, who is in Year 6. She started with checking his homework and asking if he had struggled with anything, while also maintaining friendly conversation with him in order to build rapport and make him feel comfortable. She then noticed that his homework task, which had been to complete a creative story had not been attempted over the week and she asked him whether he had forgotten about it. She appropriately noted to him that she would mark it down as having not been completed in his spreadsheet, which she had been keeping up on her screen so that he could view the edits she would make to it. She also told him that his homework for this week would be whatever she sets for him as well as that previous uncompleted homework, which I believe is an effective way of getting students to take responsibility for work that is fallen behind on, not allowing them a ‘way out’ of doing it. The fact that he has to complete it anyway, despite not doing it for homework teaches him that work cannot be simply ‘skipped’ and that he only increases his homework load by neglecting it. She kindly but seriously reinforced this to her student, pointing out that the missed homework was “not good”, and she pointed out the ‘Homework Rules’ which display direct consequences and would communicate the seriousness of the matter. This is an excellent way of disciplining students and instilling in them the importance of work completion that takes place outside of school and tutoring, as she also went on to explain why it is essential as it has an impact. Her words were paired with continuous encouragement as she told him that she believed he was absolutely capable of doing it. It is easy to overlook the importance of homework disciplining in favour of maintaining friendly rapport with students however it is critical to reaping results in their learning and seeing hard work come to fruition. Information learned in an hour, on one afternoon a week at tutoring can easily slip away in their minds, so homework serves to help them retain what they’ve learnt but also allows them to find areas that they struggle with and bring them into tutoring the next week. The rest of the session consisted of reading comprehension & maths, which saw Emily ask engaging and valuable questions instead of just giving her student the answers. Overall, it was an excellent session to observe, thank you Emily.

Sofala Vogt