First Education

Every January, we all decide our new year’s resolutions and they look different for everybody. Whether that be pick up a new hobby, learn an instrument or get a new PB in that sport. For students these resolutions or goals are often centred around school results.
‘Improve my grades in science’
‘Study better’
‘Focus on important exams’

But by February? Most of those resolutions disappear.
Not because students are lazy, but because most resolutions are vague, unrealistic, or based on motivation instead of habits.

Below are a list of goals/resolutions that you can apply easily and are actually effective.

1. Ask One Question Every Lesson
You don’t need to ask ten. Just one.
Asking questions shows engagement in sessions and clarification can be the difference between understanding a concept fully or not.
One question per lesson:
* Shows engagement
* Fixes misunderstandings early
* Builds confidence
Smart students aren’t the ones who know everything. They’re the ones who aren’t afraid to not know.

2. Review Your Notes Within 24 Hours
Reviewing your notes that day means that you are aware of any potential gaps in your learning or things that you missed in the lesson. This also ensures that we aren’t stuck cramming later on and having to revise basic concepts the day before an assessment.
Studying isn’t about intensity. It’s about timing.

3. Stop Saying “I’m Just Bad at ___”
“I’m just bad at maths.”
“I have never been good at English.”
“I will never understand this.”
The brain listens to what you repeatedly tell it.
Instead try to change the mindset to :
“I don’t understand this yet..”
“I could improve on this area”
“I need a bit of help but I am excited to learn…”
Mindset matters

4. Use a Planner Properly
High-performing students don’t rely on memory. They rely on systems.
Write down:
* Homework
* Assessment dates
* Study blocks
* Revision goals
Planning reduces anxiety because your brain doesn’t have to constantly remember everything. It frees up mental energy for actually learning.
Organisation is a skill that will benefit you well into your adult life.

An academic glow up isn’t about becoming a different person overnight.
It’s about consistent behaviours repeated over months.
The students who improve the most aren’t the ones who suddenly become geniuses.

Natasya Ross

In the past, the only real thing I’ve prioritsed as a metric for whether or not I should move past a topic with any of my students has been understanding – how clearly they’ve been able to demonstrate to me that they understand how to work out a certain type of question and how thoroughly they can explain to me their thought process while doing so.

I noticed one of my Year 8 Maths students yesterday really savouring the working out part of a few questions in a row that I knew he had figured out the answer to long before he put it down on paper. He was adding more steps than he needed to in his working, because he was clearly just deriving so much pleasure from the actual process – when your student is humming songs and tap dancing while answering questions correctly, it really is a beautiful things to see. When you’re good at something and it makes sense to you, it can be very enjoyable to take your time.

And I’m all for enjoying the process. But, the reality of Maths is that in exams (because you know, they kind of matter) we don’t have the luxury of unlimited time. If you’re doing multiple steps because they’re integral to your working out process, that’s different. But, when I saw my student unnecessarily simplifying fractions in his head on the way to his answer instead of just punching it all into the calculator (taking 3 lines of working to do what could very well be done in 1), I felt it necessary to pull him up and explain to him the following:

Once the stuff makes sense, our next priority is moving more efficiently.

The faster we can get to our answer by trimming the fat off of our working – cutting out unnecessary steps, the better. We save our mental bandwidth for tougher questions coming up ahead and allow ourselves more time to come back and check our working out later on.

I know personally how easy it can be to derive so much enjoyment from a process that you almost completely forget what the end goal is, but I feel it our obligation as tutors to keep our students in check and prioritise what is in their best interests in the grand scheme of things, at all times.

We can have fun doing maths and work on moving faster through our questions (once the stuff makes sense), all at the same time.

Thanks for reading 😀

Thomas Koutavas

Exercise plays a key role in supporting cognitive function that becomes vulnerable under exam pressure. Elevated anxiety can impair working memory, slow information processing, and reduce attention span, all critical cognitive abilities during long study sessions and timed exams. When cognitive functions decline, students often experience a cycle where anxiety worsens performance, and concern about performance increases anxiety. Regular exercise helps break this cycle, by enhancing the brains systems responsible for concentration, memory, and executive control.

Exercise stimulates the release of endorphins and serotines, neurotransmitters that regulate mood and counteract the cognitive effects of high cortisol. Exercise also stimulates the parasympathetic nervous system, which counteracts the ‘fight-or-flight’ response triggered by anxiety, helping lower the heart rate and reduce muscle tension, helping adolescents return to a regulated state more quickly. This physiological response collectively supports clearer thinking and more stable focus, especially during extended study sessions.

Further, evidence from Frontiers in Psychology shows that adolescents who engage in aerobic activity such as running and swimming, experience significant reduction in self-reported anxiety levels, performing better on tasks requiring working memory and sustained attention compared with less active peers.
Additionally, exercise is shown to improve sleep quality, anxiety commonly disrupts sleep patterns, which negatively affects memory consolidation and problem-solving. A 2025 study reported that adolescents who exercise regular reported better sleep quality and lower pre-exam anxiety. This improvement in sleep contributed to sharper cognitive performance, steadier emotional regulation, and reduced stress load during demanding HSC periods.

Daniella Antoun

Many students fall into the trap of believing that mastering textbook questions is enough to succeed in exams. Textbooks are essential for building foundational understanding. They introduce definitions, explain core concepts, and provide structured practice. However, textbook questions are often predictable, neatly organised by topic, and designed to reinforce a specific method you’ve just learned. Real exams are not.

Examiners combine ideas across topics, test subtle conceptual understanding, and frame questions in unfamiliar ways. If you rely solely on textbook exercises, you may feel confident during study but shocked during the exam. That gap between familiarity and application is where marks are lost.

Past papers bridge that gap. They reveal patterns in how questions are phrased, how marks are allocated, and which topics are frequently assessed together. More importantly, they train you to manage time under real conditions. You begin to recognise common traps, recurring themes, and the depth of explanation required for full marks.

Ideally, students should begin serious past paper practice at least two weeks before the exam. This allows enough time to review mistakes, identify weak areas, and refine exam strategy. Textbooks build knowledge. Past papers build performance. If your goal is not just understanding, but top results, past papers must become your priority.

Nabil Harrar

When you’re teaching someone a new concept, especially something complex, it’s easy to forget what it felt like not to understand it yourself. What makes sense in your head might feel confusing or overwhelming to your student. I’ve found that this is where analogies and breaking ideas into smaller steps really matter. They help bridge the gap between what a student already knows and what they’re trying to learn.

Analogies work because they connect new information to familiar experiences. If I compare electric current to water flowing through pipes, for example, students can picture something they’ve already seen. Instead of just memorising abstract definitions, they can actually visualise how the system works. That makes the concept feel less intimidating and more logical. I don’t use analogies to replace the real explanation, but to give students a starting point. Once they feel comfortable, we can build on that foundation and add the more precise details.

Breaking concepts into smaller steps is just as important. A lot of processes—whether in maths, science, or essay writing—can seem complicated when they’re presented all at once. When I split them into clear, manageable parts, it reduces that sense of overload. Students can focus on understanding one piece at a time instead of trying to process everything simultaneously. For example, when we’re solving an equation, I make sure to explain why we’re doing each step rather than just rushing through the full solution. That way, they can see the reasoning instead of just copying what I write.

I’ve noticed that this approach also builds confidence. When students understand each stage of a process, they’re much more willing to try similar problems on their own. They’re not just memorising procedures; they’re actually understanding how and why something works. That deeper understanding makes it easier for them to apply the concept in different situations.

Overall, I think using analogies and breaking down ideas into smaller steps makes learning feel more approachable. It shows students that complex topics aren’t impossible—they’re just made up of simpler parts that we can tackle one at a time.

Alexis Papas

Using AI in tutoring sessions can be both helpful, yet it also comes with some limitations.

It’s important for students and tutors to understand the benefit of using AI to further a students knowledge and application of theory so they can apply it practically. However, it’s important for them to understand the risks associated so that they don’t just rely on using AI instead of using their brains.

AI can enhance tutoring by providing instant explanations, examples, and feedback. It can give students exam styles questions and ca mark their responses and grade their response, giving them one in one personalised feedback. If a student is stuck on a math problem, AI can break down the steps clearly and patiently and ca explain each step of the solution in detail. AI can also personalize instruction by adjusting explanations to a student’s level, learning style, or pace. AI can also provide summaries of topics and quizzes.

However, there are issues with students relying too heavily on AI. AI cannot understand a student’s emotions, frustrations, or persona learning challenges. Whereas, a tutor can offer a personalised teaching environment, where they can cater to the needs of each student. They can see their students body language and signs of confusion, distraction boredom, or anxiety and they can adjust their teaching approaches accordingly, which AI cannot do. AI also risks giving oversimplified explanations and can give incorrect answers. In writing and critical-thinking tasks, students may rely on AI to provide them answers to school homework questions rather than thinking for themselves. This takes away a key part of learning. This can mean students, excessively use AI which can create dependency. Students may turn to AI to answer all their problems and to create all the solutions rather than learning critical thinking skills and developing problem-solving skills.

Overall, AI can offer many benefits to tutoring, however it also has many limitations and risks that need to be considered to prevent students from relying on it.

Ashley Cohen

Taking effective notes is one of the most powerful ways to improve focus, understanding and long-term retention. Whether you’re in a lecture, a meeting or reading a book, the right note-taking strategy can transform scattered information into clear, usable knowledge. There are multiple ways to take notes. Here are some of the best ways to take them efficiently and meaningfully.

1. The Cornell Method
The Cornell Method is a structured system that divides your page into three sections: notes, cues, and summary. During a class, write main notes in the largest section. Later, add keywords or questions in the cue column and finish with a brief summary at the bottom. This method encourages active review and makes studying so much easier.

2. The Outline Method
The Outline Method works well for organised topics. Start with main ideas, then indent supporting details underneath. This creates a hierarchy of information and helps you see connections between concepts. It’s especially useful for subjects with structured content, such as history or science.

3. Create Visual Notes (Mind Mapping)
If you’re a visual learner, mind mapping may be ideal. Start with a central topic in the middle of the page and branch out with related ideas. Use colours, symbols and arrows to show relationships. Visual notes can improve memory by engaging both logical and creative thinking.

4. Keep it Simple and use Keywords
Avoid writing everything word-for-word. Instead, focus on key phrases, important terms and core ideas. Abbreviations and symbols can save time and keep your notes concise. The goal is understanding, not transcription.

5. Review and revise quickly
The real power of note-taking happens during review. Spend 5–10 minutes after class revising and clarifying your notes. Fill in gaps, highlight important points and write questions. Reviewing within 24 hours significantly improves retention.

6. Choose the right format
Some people prefer handwritten notes because they enhance memory and focus. Others prefer digital tools for organisation. Experiment to see what works best for you.

Overall, the best note-taking method is the one you consistently use. Stay organised, review regularly and focus on understanding rather than copying. This way, your notes will become one of your most valuable learning tools! ☺️

Amanda Susanto

Creative writing is a vital component of Primary School English, particularly in preparation for NAPLAN in Years 3 and 5. While primary school tutoring can be fun, it definately has its challenges!!

In NAPLAN, for example, students in year 3,5, and 7 are assessed on their ability to respond to a stimulus through imaginative or persuasive writing. However, strong creative writing skills are not just about test performance. They build vocabulary, sentence control, imagination, and confidence in communication. Students who can craft a clear narrative with engaging detail are far more likely to succeed across all areas of literacy.

Sentence variety is another essential skill. Model how to combine short and long sentences for effect. For example, a short sentence can build tension: “The door creaked open.”

For tutors, the key is to explicitly teach the building blocks of storytelling. Start with structure. Students need to understand orientation (who, where, when), complication (the problem), and resolution (how it is solved). In Years 3 and 5, clear structure is often more important than complex ideas. See attached example response for assistance.

Next, focus on vocabulary development. Encourage students to replace simple adjectives like “big” or “nice” with more precise words such as “enormous,” “ancient,” or “mysterious.” Create adjective banks linked to common NAPLAN themes such as adventure, friendship, or fear. Teach them to “show, not tell” by adding sensory detail. Instead of writing “He was scared,” guide them to write “His hands trembled and his heart thumped loudly in his chest.” (See dialogue attachment here)

Finally, provide regular practice with feedback aligned to NAPLAN criteria: ideas, structure, language features, vocabulary, and spelling. Use model texts and jointly construct paragraphs before asking students to write on their own for the very first time. I think it can be a very rewarding experience for tutors themselves!

Eleni Nicholas

If you have ever asked a student a question and heard an immediate “I don’t know”, you are not alone. Many parents assume this means the student has not been paying attention or has not learnt the content. In reality, it is often a protective response rather than a true lack of knowledge. At First Education we see this phrase frequently and it is one of the clearest signals that a student needs confidence and thinking support, not just more practice questions.

For many students, “I don’t know” is a way to avoid being wrong. Some learners would rather opt out than risk making a mistake, especially if they have had experiences of feeling embarrassed in class. Over time they begin to associate learning with pressure and judgement. The phrase becomes a habit, and it can appear even when they actually understand the topic.

Another common reason is that students do not know how to start. They may have the knowledge somewhere in their mind, but they cannot access it quickly under pressure. This is particularly common in maths problem solving, reading comprehension and extended responses where students need to organise their thinking before answering. When a question feels too big, “I don’t know” becomes a shortcut.

Tutoring helps by slowing the moment down and teaching students how to think their way into an answer. Instead of accepting the phrase, tutors use gentle prompts like “What do you notice?”, “What does the question remind you of?” or “Can you tell me the first step?”. These small prompts help students realise they do have ideas, even if they are not fully formed yet.

Over time, students begin to replace “I don’t know” with more useful language such as “I’m not sure yet” or “I think it might be…”. That shift is powerful. It changes the student’s identity from someone who cannot do it to someone who is learning. Once students feel safe to attempt answers, their progress speeds up and their confidence grows across every subject.

Freddie Le Vay

1. Encourage Frequent Movement Breaks During Study
Parents can support their teen by incorporating brief movement breaks into study sessions. A simple guideline of encouraging 10 minutes of light exercise for every 60 minutes of study. Activities like stretching, walking or short jog require no equipment and help reduce the physiological build-up of anxiety by lowering cortisol and relieving muscle tension. Since anxiety accumulates during long periods of cognitive work, these quick movement resets help prevent stress from escalating and aid adolescents in return to their study feeling calmer and more focused.

2. Educate Your Teen About the Anxiety Reducing Benefits Of Movement
Adolescents are more likely to maintain exercise when they understand ‘why’ it helps. Parents can explain in simple terms how exercise lowers cortisol, activates the body’s parasympathetic system and supports mood regulating chemical such as serotonin. This can be reinforced through everyday conversations, short science-based videos or by helping their teens reflect on how they feel after different types of movement. By building this understanding, parents strengthen their teens emotional literacy, increases their intrinsic motivation, and enables them to use exercise deliberately to manage anxiety throughout the HSC.

3. Build A “High-Anxiety Action Plan” That Links Predicable Stress Triggers With Targeted Exercise
Creating a personalised plan that links known anxiety triggers with targeted exercise can be highly effective. This involves identifying when anxiety typically peaks, such as before practice exams, during long study sessions, or in the evening, and scheduling specific types of movement that reliably reduce anxiety symptoms and the teen finds calming or regulating. Some adolescents benefit most from walking or stretching, while others respond better to class Pilates, swimming, or resistance training. Establishing this plan helps parents and teens anticipate anxiety spikes and respond proactively with movement, rather than waiting for anxiety to escalate. This structured approach supports more consistent emotional regulation and develops long term anxiety management skills.

Daniella Antoun