First Education

During this observation session, I observed Thomas working with his Year 8 student, Olivia, as they reviewed her mathematics exam. The focus of the lesson was on percentages of an amount and surds, with particular attention given to interpreting questions involving increases and decreases, including values greater than 100%.

Olivia demonstrated a developing understanding of core procedures; however, there were some inconsistencies when applying these skills to exam-style questions, particularly those requiring careful interpretation of mathematical language. The session highlighted the distinction between calculating a percentage of an amount and determining percentage change, which is a common area of difficulty at this level.

In relation to surds, Olivia showed basic familiarity with simplification processes, though further consolidation is needed when working with more complex expressions. The lesson revisited key rules and emphasised the importance of applying them accurately within different contexts.

Thomas structured the session in a clear and methodical way, guiding Olivia through her responses and encouraging her to engage with the reasoning behind each solution. Questioning was used to prompt reflection and support understanding, rather than relying solely on direct instruction.

Overall, the session reinforced the importance of connecting procedural skills with conceptual understanding, particularly in exam situations where students must interpret and apply knowledge independently.

Tira Rustom

Kassandra demonstrated a clear and structured approach in her session with Axel, who is studying Module A: Language, Identity and Culture for Year 12 English Standard, with a focus on contemporary Asian Australian poetry. The lesson centred on developing Axel’s ability to identify and analyse literary techniques and poetic form in relation to cultural representation. Kassandra began by guiding Axel through a close reading of the poem, prompting him to consider how cultural identity is constructed through language. She effectively scaffolded his understanding by asking targeted questions about imagery, tone, and symbolism, encouraging him to move beyond surface-level observations. For instance, when Axel identified visual imagery, Kassandra extended his thinking by asking how this imagery reflected the persona’s cultural experiences and broader Asian Australian perceptions. Overall, the session was highly engaging. Kassandra created a supportive learning environment while maintaining clear academic expectations. Axel showed noticeable progress in his ability to identify techniques and analyse form in relation to cultural context, indicating that the lesson objectives were successfully achieved.

John Kotselas

I think the education system should prioritise skills a bit more than content, but not completely ignore content either. In my opinion, students do still need basic knowledge, because without it, it would be hard to think properly about a topic or even join discussions in class. But at the same time, just memorising heaps of content does not always help people in real life. A lot of students can remember facts for a test and then forget them straight after, which honestly shows that the learning did not really stay with them. Skills like critical thinking, communication, problem solving, teamwork and being able to adapt are things people will keep using in university, work and everyday life. For example, knowing a formula or definition is useful, but being able to apply it, explain it, or question it is even more important. The world is also changing really fast, especially with technology and AI, so people need to know how to learn new things, not just repeat old information. I also think focusing too much on content can make school feel stressful and repetitive, because students are pressured to “cover everything” instead of actually understanding it. Skills-based learning can make education feel more meaningful, since students can see why they are learning something. Still, I do not think content should be pushed aside completely, because skills need knowledge to grow from. You cannot think critically about something if you know nothing about it. So overall, I believe the education system should give slightly more priority to skills, while still teaching important content. A balance is probably the best approach, but if one had to come first, I would say skills matter more for the long term.

Mikaylah Nguyen

I think AI should be used in healthcare, but only in a careful way. It can be really useful because it helps doctors and nurses work faster and more efficiently. For example, AI can look at scans, organise patient information, and pick up patterns in data that a person might miss. This could help with earlier diagnosis and quicker treatment, which is really important in healthcare. It can also reduce some of the pressure on healthcare workers, especially since hospitals are often busy and understaffed.

However, I do not think AI should replace healthcare professionals. Healthcare is not just about finding the right treatment or reading results. It also involves empathy, communication, and understanding how a patient feels. A machine cannot truly comfort someone or understand their personal situation the same way a nurse or doctor can. That is why human judgement is still very important.

There are also some risks with using AI in healthcare. If the system is trained on biased or limited data, it could make unfair or inaccurate decisions. In healthcare, even a small mistake could seriously affect a patient’s safety. Privacy is another issue, because patient information needs to be protected properly.

Overall, I believe AI should be used in healthcare because it can improve efficiency and support better care. At the same time, it should only be used as a tool to assist healthcare workers, not replace them. In my opinion, the best healthcare system would use both AI and human professionals together, because AI can bring speed and accuracy, while people bring compassion and understanding.

Mikaylah Nguyen

Recently, I spent some time reflecting on how small changes in tutoring style can make a big difference in how students learn. One approach that has really stood out to me is the idea of breaking problems down into manageable steps, rather than tackling everything at once. While it sounds straightforward, this method can completely shift how students approach challenging material.

Instead of presenting a full solution immediately, I guide students to focus on just the first step. For example, I might ask, “What’s the very first thing the question is asking?” or “What information do we already know?” By narrowing their attention, students avoid feeling overwhelmed and can build momentum gradually. Each small success gives them the confidence to move forward.

This step-by-step approach is especially helpful when students feel stuck. Often, the difficulty isn’t the entire problem, but one specific part of it. By isolating that part, we can address the confusion directly without losing sight of the bigger picture. Over time, students begin to recognise these patterns themselves and learn how to break down unfamiliar problems independently.

Another key benefit is that it reduces anxiety. Large, complex questions can feel intimidating, particularly in exam settings. When students are trained to think in smaller steps, those same questions become far more approachable. They develop a sense of control, knowing they don’t need to solve everything at once.

Ultimately, this method helps students build resilience and independence. Tutoring becomes less about providing answers and more about shaping how students think. By encouraging them to take problems one step at a time, we’re not just helping them solve a single question—we’re giving them a strategy they can rely on in any subject.

Katreen Diab

Module B in HSC English can feel confusing at first because it is not just about knowing the plot of your text. It is about developing a deep, critical understanding of why the text is valuable, how it is constructed, and why it still matters. Naturally, because apparently reading a text once and “getting the vibe” is not enough for NESA.

In Module B, students are expected to study one text closely. This could be a novel, play, film, speech, poetry collection or nonfiction text. The main goal is to evaluate the text’s textual integrity. This means looking at how the ideas, language, structure, form and context work together to create meaning.

To do well, you need to move beyond simple themes. Do not just say a text is about power, love, identity or conflict. Instead, ask: what is the text saying about these ideas? Then ask how the composer uses techniques to shape that message.

A strong Module B response usually includes three things: a clear argument, detailed textual evidence, and analysis of the composer’s choices. Quotes should not be dumped into paragraphs like decorations. They need to be explained properly.

Students should also consider different interpretations of the text. Module B rewards independent judgement, so your essay should show that you have formed your own view of the text’s significance.

The best way to prepare is to know your text extremely well, memorise flexible evidence, and practise writing arguments. Module B is difficult, but once you understand that it is about critical appreciation, it becomes much more manageable.

Anthea Preketes

Today, I had the privilege of observing fellow tutor Joe’s session for his senior maths and physics student, Frida.

Joe took Frida through a few rounds of GeoGuessr to warm up. This game is perfect for tutoring – it’s a fun, challenging, and engaging brain break that forces you to think outside the box, interpret obscure clues in the surrounding environment and to be observant. This really struck me as creative on Joe’s part – it’s definitely a top pick for when I’m tutoring my students, which demonstrates the level at which he understands them. Frida also seemed to be highly invested in this activity, even striking up casual conversation simultaneously with Joe, demonstrating his skill in creating an invigorating yet comfortable and cordial learning environment.

Though even more striking I feel was the way he took Frida through her physics work afterwards. There was a noticeable shift in tone between the two – what was once carefree and energetic was now focused and direct, though nothing about his casual and conversational approach from before had changed. He was always privy to answer any complicated questions Frida was willing to ask. I could tell that Joe gets along with Frida, which is important in tutoring as it really helps in build confidence in the student by keeping things light and low-pressure.

Joe was very effective at summing up otherwise tricky physics concepts in a more intuitive way. He described physical concepts in easy-to-understand everyday language whilst using physical objects in his vicinity to demonstrate phenomena like the forces acting on a particle, which is a tried and true method, again reflecting positively on Joe’s aptitude as a tutor, and is something I’m trying to include more of in my sessions.

Overall a very insightful session which really demonstrated Joe’s efficiency, skill and professionalism as a tutor. Cheers Joe!

Zac Markovina

Something I’ve started to notice in tutoring sessions is how much confidence affects a student’s ability to engage with the content. It’s not always about whether they understand something or not because sometimes they hesitate simply because they’re unsure of themselves.

In one session, I worked with a student who actually had a decent grasp of the material but constantly second guessed their answers. Even when they were correct, they would say things like “this is probably wrong” or look for reassurance before continuing. At first, I found myself jumping in quickly to confirm whether they were right or not, but I realised this might have been reinforcing that uncertainty. Instead, I tried holding back slightly and giving them more space to commit to an answer before responding. I also made a conscious effort to acknowledge their reasoning rather than just the final answer. Over time, they seemed more willing to speak without immediately doubting themselves, which made the session flow more smoothly.

This made me reflect on how tutoring isn’t just about explaining concepts clearly, but also about creating an environment where students feel comfortable taking risks. If a student is too focused on being wrong, they’re less likely to fully engage or attempt more challenging problems.

At the same time, it’s important not to let incorrect understanding go unaddressed. There’s a balance between building confidence and ensuring accuracy, which can be difficult to manage in the moment. To be completely honest, I’m still working on how to best navigate this, particularly in knowing when to step in and when to let the student figure things out independently.

Lily Powell

Tutoring can plan an important role in helping build a students confidence in their own abilities. It can be especially helpful when students may feel scared or embarrassed to ask questions in class, when they don’t understand soemthing. Tutoring creates a safe and comfortable atmosphere, where students feel supported and able to ask questions without feeling judged. By tutoring creating a safe environment, it helps students feel comfortable and confident in their own abilities.

Another way tutoring builds confidence is by helping students to effectively communicate their ideas. Students are able to ask questions, explore ideas and explain their thinking process and how they approached a question in an open and safe environment. By regularly attending tutoring, students faster their communications skills so that they feel more comfortable sharing their ideas in a classroom setting. By students feeling comfortable sharing their thoughts it means that they are more likely to participate in class discussions or debates and that they are able to colloborate with others, when working in group projects.

Tutoring helps students to develop confidence in their abilities and to handle making mistakes. When a student makes a mistake in their tutorial session, they are able to stay motivated as they understand that making mistakes is a crucial part of the learning process. By tutors helping students to understand where they went wrong, it can help the students build resilience and gain confidence in tehir ability, when they answer a question tehy previously answered incorrectly, correctly. Students may feel more comfortable, making mistakes in a tutorial setting, as they know the tutor will support them and not judge them. They may be inclined to attempt questions they wouldn’t attempt at school as they don’t want to embarass themselves incase they get the wrong answer. Therefore, tutoring will help students build up their confidence.

Ashley Cohen

Teaching Animal Farm in Years 9–10 works best when students are guided from simply understanding the story to analysing how George Orwell uses language to construct meaning and critique power. Rather than overloading students with historical detail, briefly introduce the Russian Revolution and map key characters to real figures so the allegory becomes clear and accessible. From there, focus on explicitly teaching language devices through short, targeted extracts, modelling how to identify and explain techniques such as allegory, symbolism, and propaganda. For instance, Squealer’s persuasive and emotive language is an effective way to demonstrate how authority is maintained through manipulation, while the windmill can be used to explore symbolism and false hope. It is essential to move beyond definitions and instead show students how these techniques work to shape meaning, consistently asking what Orwell is trying to suggest about power and control. Structured scaffolds are highly effective at this stage, particularly simple analytical sentences that guide students to link technique, idea, and effect. For example, students can be taught to write responses such as: Orwell uses propaganda through Squealer’s emotive language to manipulate the animals, highlighting how those in power distort truth to maintain control. Providing model responses and unpacking them with the class helps students understand expectations and builds confidence in their own writing. Short paragraph practice is more effective than full essays early on, allowing students to refine their analytical skills incrementally. Ultimately, the aim is to help students shift from retelling the narrative to analysing how language constructs meaning, enabling them to engage with the text on a deeper and more critical level.

Eleni Nicholas