First Education

After teaching math students over hundreds of hours, I’ve realised that success in maths has much less to do with talent and more to do with the problem attacking mindset and approach. In my experience, most students don’t struggle because they are naturally “bad at maths”, rather, they can often struggle because they’ve lost their confidence. As cliche as it sounds, once you start believing you can improve, I have witnessed students getting everything easier. Throughout my time tutoring, I have also learned that there’s no single right way to understand or learn a topic, some people need diagrams, others need analogies, and sometimes it takes a mix of both. Practice works best when it’s focused and attuned, most notably the strategy I end up using most often is finding a way it could relate to real life. I also found that not just doing dozens of random questions, but instead identifying where you went wrong and fixing that part goes a long way too. Progress isn’t always straight onwards and upwards either; you might hit a plateau (or horizontal asymptote), and that’s completely normal. What matters most is consistency and celebrating small wins along the way. Every time you finally get a question right or understand something that confused you before, that is the real progress. The truth is, anyone can get better at maths – it just takes patience, curiosity, and a willingness to keep trying, even when it feels tough.

Starsky

I had to great opportunity to observe a session today!

Start of lesson:
– Start tutoring with catch up talk — building relationship and understanding where the student is at with what they have learnt recently and what they’re learning now
– Discuss with the student what they want to learn/focus on this session
– Check if they did last weeks homework

During lesson
– Talk through questions, giving examples, checking understanding at each step
– Ask little questions needed as steps to check understanding not skipping straight to the answer
– Offer resources if the student doesn’t have something to work on or is unsure what to do
– Read the question aloud with student
– Ask the student definitions of harder terms to confirm they know what they mean
– Show written examples talking through steps rather than always verbalising how to work it out (writing on big whiteboard, small whiteboard, piece of paper)
– Use relevant terms when explaining and answering questions to familiarise the student with them
– Mix up the question difficulty so the student doesn’t always feel its too easy or too hard
– Develop an understanding of the best methods the student learns through (e.g. examples, repetition, manipulative’s, etc)
– Find what the students are passionate about and show an interest when they talk about it/ try to link work to it if possible

End of the lesson
– Confirm seeing them next week
– Comment on what was done this lesson
– Assign homework/ give tips for what they should work on in the upcoming week before the next session
– Congratulate them for their work effort during the lesson

– Tutor practice
– Make sure you know the answer before the student so when they tell you, you know if it is correct or incorrect and know the steps so you can quickly tell them where they went wrong
– Point to specific parts your talking about and use body language when explaining
– Admit if you accidentally say something is wrong when they actually were correct (explain why they were correct and why you thought it was incorrect)

Kaeley Pitt

Tutors play an important role in supporting students who are feeling stressed or overwhelmed. The first step is to create a calm, understanding environment where students feel comfortable expressing their concerns. Taking the time to listen and show empathy can make a big difference. Tutors can also help students manage stress by breaking larger tasks into smaller, achievable goals and setting realistic study plans. Encouraging regular breaks, healthy study habits, and positive self-talk can further build resilience.

When appropriate, tutors can remind students that it’s okay to ask for help and direct them to wellbeing or academic support services offered by their school or university. Ultimately, showing patience, understanding, and encouragement can help students regain confidence and motivation.

Katie Waller

Discursive writing is one of the most versatile forms in the HSC English exams. It asks students to explore a concept rather than argue a single position, allowing them to weave together personal voice, cultural commentary and intertextual references. Teaching it well means demystifying the balance between reflection and argument, and showing students that style is just as important as substance.

I often begin by showing students a strong exemplar. A text like this will open with an anecdotal hook and uses a conversational, self-deprecating voice to build rapport with the reader. Pointing out these features helps students see that discursive writing is not confined to formal essays: it thrives on voice, tone, humour and curiosity.

A key technique to teach is the extended metaphor. In the exemplar, the metaphor of “tasting every chocolate” runs through the piece to tie together otherwise eclectic paragraphs. Extended metaphors provide cohesion and give students a way to make abstract ideas more vivid.

Another powerful device is variation in sentence length. Students often default to long, formal sentences; showing them how a short sentence like “Not anymore.” can punctuate a paragraph for emphasis teaches them control of rhythm.

For structure, I encourage students to think in mini-essays or vignettes: each paragraph can stand almost on its own, united by the central idea. Including an abstract or playful sub-headings (like “Taste Every Chocolate”) is especially effective in Advanced English, demonstrating deliberate crafting of form.

Reflection is essential. Linking their stylistic choices to a prescribed Module C text—for example, Zadie Smith’s That Crafty Feeling—shows students they understand how form influences meaning.

When teaching, model how to brainstorm topics by pairing personal anecdotes with a broader insight: a failed netball trial as a gateway to discussing resilience, or an awkward speech contest leading into authenticity.

Ultimately, successful discursive pieces read as if the writer is inviting the reader into a lively conversation. By combining voice, metaphor, structure and reflection, students can create authentic, insightful responses that satisfy both Standard and Advanced outcomes.

Eleni Nicholas

For many Australian students, the Higher School Certificate (HSC) represents the final hurdle before stepping into adulthood — and it’s one of the most stressful experiences they’ll ever face. The pressure comes from all directions: exams, expectations, uncertainty about the future, and the fear that one set of marks will determine everything that follows.

The HSC’s design itself creates tension. Students are asked to master a broad range of subjects, remember large volumes of information, and perform under strict time limits. The exams are heavily weighted, meaning a few hours in a silent hall can shape years of effort. This high-stakes environment naturally fuels anxiety. Even capable students often doubt themselves, fearing that one bad day could undo years of hard work.

Adding to this is the ATAR system, which ranks students against each other. Instead of focusing on personal growth or genuine learning, many feel they’re in a competition — not just with classmates, but with thousands of others across the state. That comparison culture can make students feel like numbers rather than people.

Outside the classroom, the stress doesn’t stop. Many juggle part-time jobs, sport, family expectations, and social commitments while trying to revise for multiple subjects. Parents and teachers, while well-meaning, can sometimes add pressure through constant reminders about “how important” the exams are. For students already struggling with anxiety or perfectionism, this can be overwhelming.

Social media also plays a role. When peers post study routines, scores, or “productive day” montages, it reinforces the idea that everyone else is coping better — which, of course, isn’t true. The result is burnout, sleepless nights, and a loss of motivation right when it’s needed most.

But it’s worth remembering that the HSC, while challenging, is not the ultimate measure of a person’s potential. There are countless pathways after school, and no single exam defines intelligence, creativity, or success. Recognising this perspective — and supporting each other through the chaos — can turn the HSC from a source of panic into a lesson in resilience.

Tom Gloster

Communication is the backbone of effective tutoring. It is what turns information into understanding and lessons into knowledge. No matter how sound a tutor’s area of expertise, his or her success depends on how well they can transmit ideas, listen, and build rapport with his or her student.

Effective communication begins with trust. When tutors listen attentively, are patient, and reply thoughtfully, they make students feel valued and encouraged. That creates a safe environment where they can ask questions, admit confusion, and explore without worrying about being judged. A relationship built on trust encourages curiosity and makes learning an enjoyable, mutual experience.

One of the key elements of tutoring is simplifying complex information. Skilled tutors use simple descriptions, illustrations from common sense, and analogies to make abstract information concrete. They also adjust their vocabulary and pace to meet the specific students’ levels of understanding. Requesting that students rephrase ideas in their own words is another good communication technique that supports learning and pinpoints areas of knowledge deficits.

Tutoring works best when it is a dialogue, not an address. Open communication invites learners to take an active role in learning, asking questions, offering opinions, and debating together. This back-and-forth discussion intensifies engagement and allows tutors to pivot on strategy in the moment.

Constructive feedback is the most valuable form of communication in tutoring. Feedback given with empathy and balance guides development and promotes motivation. Feedback helps students view mistakes as areas of potential growth rather than failure, reinforcing perseverance and resilience.

Effective communication in tutoring is not just about knowing a topic. It teaches students how to express themselves clearly, listen carefully, and think critically: skills that help them succeed in school, in their careers, and beyond.

In the end, tutoring is more about individuals than facts. By communicating clearly, empathetically, and adaptively, tutors do more than share knowledge; they provide confidence, curiosity, and enthusiasm for learning that endure a lifetime.

Samuel Lotter

Tutoring senior high school students for the Higher School Certificate (HSC) in New South Wales (NSW) is a specialised process that requires both subject expertise and an understanding of the demands of Year 11 and 12. The HSC is a critical milestone for students, often determining university entry and future career paths. As such, tutors play a crucial role in guiding students through a rigorous academic journey.
Effective HSC tutoring goes beyond simply re-teaching classroom content. It involves identifying gaps in a student’s knowledge, addressing areas of weakness, and reinforcing strengths. Tutors must be familiar with the NESA syllabus for each subject, as success in the HSC relies heavily on understanding how to meet syllabus outcomes and marking criteria. Whether it’s Advanced English, Mathematics Extension 1, or Chemistry, tutoring must be aligned with the requirements of assessments and the final exams.
Personalised support is key. Senior students face significant pressure and time constraints, so tutors must also help develop study strategies, time management skills, and exam techniques. Practice papers, essay writing, and past HSC questions are essential tools in helping students become confident and exam-ready.
A strong tutor-student relationship is important for engagement and motivation. Tutors should foster an encouraging environment where students feel comfortable asking questions and making mistakes. This builds resilience and a growth mindset, both essential for senior study.
Online tutoring has also become increasingly popular across NSW, providing flexible options for students in regional areas or with busy schedules. Digital tools, shared documents, and recorded sessions allow for efficient and interactive learning.
Ultimately, tutoring for the HSC is about empowering students to reach their full academic potential, reduce anxiety, and approach their final exams with confidence and clarity.

Angelique Lambrinos

When we think of great tutoring, we often imagine clear explanations, structured lesson plans, and endless patience. But one of the most overlooked tools in effective tutoring is the micro-pause: deliberate 2-5 second silences that come right after a question, explanation, or hint.

Micro-pauses often go overlooked, but they create space for processing. Many students, especially those under pressure, need a few seconds to mentally assemble information before responding. Tutors who rush to fill silence often unintentionally rob students of cognitive engagement time.

For example, imagine a student working through a factorisation. A tutor explains the first step, then asks, “What do you think comes next?” If the tutor immediately starts rephrasing or giving hints after one second of silence, the student becomes passive – expecting the answer to arrive without effort. But if the tutor confidently holds that silence, the student starts retrieving knowledge, making mistakes, self-correcting – all essential parts of learning.

Micro-pauses are especially powerful for language tutoring and exam prep, where students need to articulate ideas under time pressure. Giving them small, consistent silences during practice simulates real test conditions.

Incorporating micro-pauses doesn’t require changing your entire teaching style. It simply requires trusting the student’s ability to think, and resisting the urge to over-help. Micropauses are an excellent pedagogical tool, turnign sessions from tutor-led monologues into genuine learning conversations.

Oliver Fletcher

If tutoring were a sport, my students would be the athletes, and I’d be the coach minus the whistle, plus a whiteboard. Like any good sport, learning takes training, strategy, and teamwork. You can’t just show up to game day without practice and expect to win.
Each tutoring session is like a training session . We review old “plays” aka the concepts that need tightening —and then move into new drills that challenge their skills. Sometimes the student feels like they’re stuck in a losing streak, but that’s when the coaching matters most. A good tutor knows when to push, when to pause, and when to remind their player that mistakes are just part of the game.
Then comes game day! Exams, assignments, or oral presentations. That’s when the adrenaline kicks in. I watch as students apply their strategies, pacing themselves like seasoned athletes who know how to handle the pressure. Whether they win by a landslide or scrape through with a close score, the real victory is seeing their confidence grow.
And like any sport, no player succeeds alone. Parents are the supportive crowd cheering from the sidelines, the ones providing snacks, pep talks, and quiet encouragement when motivation dips. They see the effort behind the scenes that others might miss, and their belief in their child often becomes the fuel that keeps them going. When parents, tutors, and students work together, progress happens faster and feels more rewarding for everyone.
Because in tutoring, as in sport, it’s not just about talent. It’s about showing up, practicing consistently, and believing you can improve. Every week is a new chance to train, grow, and get a little closer to your personal best.

Natasya Ross

One of the small but surprisingly powerful things that make a big difference in my tutoring sessions is having organised stationery readily available. It might sound simple, but when everything; pens, highlighters, rulers, sticky notes, and paper, is neatly arranged and easy to find, the whole environment feels more efficient, calm, and professional.

At first education, all the stationery is provided and carefully maintained, which makes preparing for lessons so much easier. There’s no need to rummage through my bag or worry about forgetting something at home. Everything I need is already there and in its place. Having that level of organisation means I can focus completely on teaching and helping my students learn, rather than being distracted by missing supplies or cluttered spaces.

It’s also amazing how much organised stationery contributes to the overall atmosphere. A tidy desk and a well-stocked shelf set the tone for productivity and care. It shows that first education values preparation and takes pride in creating a supportive learning environment.

Personally, I’m really grateful for this system. It saves time, reduces stress, and makes every session run more smoothly. Knowing that I have access to everything I might need allows me to be flexible and creative with my teaching.

Having organised stationery might seem like a small detail, but it’s one of those things that quietly improves everything around it. It supports both the tutors and the students, creating a space where learning can truly flourish. I’m incredibly thankful to work in a place that recognises how much those little details matter.

Maddie Swain