As a tutor, an observation I’ve made is how impactful personalisation can be in education. Each student provides a different perspective in tutoring. They each enter the learning space with unique strengths, challenges, and aspirations. Recognising each one of these is key in producing meaningful learning.

Personalisation in each lesson does not mean rewriting the curriculum for every student, it is about finding ways to make learning resonate on an individual level. For example, I recently worked with a student struggling with essay structure. Instead of reiterating generic writing rules, we discussed their favorite novel and mapped its plot points to mirror the structure of an argument. Suddenly, the “introduction, body, conclusion” formula clicked, not as a rule to follow but as a natural progression of thought they could relate to.

This approach isn’t just about focusing on their academic skills, it also extends to building their confidence. Many students approach tutoring sessions with a fixed mindset, convinced they’re “bad at math” or “not a natural writer.” Personalisation allows us to dismantle these mental blocks. By celebrating small victories—solving a challenging equation or drafting a strong thesis—we shift their focus from perceived inadequacies to visible progress.

Personalisation within the session also fosters a sense of trust between tutor and student. This is extremely important as this impacts how your student will listen to the advice you’re giving them on how to improve. When these students see how their tutors are willing to invest a level of understanding of their needs and interests, they’re more likely to engage actively. Trust turns the session into a collaborative effort rather than a one-sided lecture, creating a space where students feel safe to explore and even make mistakes.

Ultimately, tutoring isn’t just about helping students pass tests or complete assignments; it’s about equipping them with the skills and confidence to succeed beyond the classroom. Personalisation ensures we do so in a way that feels meaningful, impactful, and empowering.

Kassandra Pegios

One of my students always comments on me asking ‘why’ after they decide on a specific calculation for a maths problem. The reason I do this is to help the student break down the question into smaller individual tasks and ensure they understand the reasons they are doing each step. Furthermore, asking ‘why’ prompts them to explain their thinking processes back to me. If they are able to explain it, this is a good indicator that they understand it.

I often find that students themselves may think that they understand something that they do not fully. This often comes around due to rote learning, specifically for maths, where they learn the process to do something but not really the reason why this process is the way it is. However, this understanding is an integral part of learning because it reinforces the requirement for critical thinking when it comes to a new question that may need a slightly different process. For example, in algebra, most students learn that you must do the opposite calculation to both sides of the equation, then the number will disappear. But what is happening is that we are making this part of the equation equal to zero (for subtraction and addition) or one (for division and multiplication), and we need to do the same thing to the other side to keep the equation unchanged. Explaining algebra to students in this way allows them to relate processes they have done in the past (such as simplifying fractions) to a new idea. Furthermore, it allows them to apply it to new situations, such as if I were to ask how to ‘remove’ a power, or when there are different numbers involved.

Thus, I believe it is essential to always ask ‘why’.

Riva Burkett

Today, I observed Briana working with Peter G her Year 11 Legal Studies student. The session started with Briana reviewing Peter’s homework, and I was impressed by how effectively she provided constructive feedback. She didn’t just give him the correct answers but also shared her marking process and explained what markers typically look for in responses. By going through her own frame of thought, she gave Peter valuable insight into how to approach questions from a marker’s perspective. This approach not only clarified areas where Peter could improve but also gave him a better understanding of the assessment criteria, which will be invaluable for his progress in Legal Studies.

Another standout element of Briana’s tutoring was her ability to communicate complex concepts clearly and effectively. As they discussed cases that could be used in Peter’s short answer responses, she broke down each case’s relevance and application, ensuring Peter understood how to incorporate these cases effectively. When Peter had questions, Briana was patient and used relatable examples to make the legal principles more digestible, which I found really beneficial in reinforcing his understanding. This included concepts such as state state sovereignty, and suffrage.

Briana also created a supportive environment by encouraging Peter to ask questions and guiding him through any uncertainties. Her approach made it clear that she values his input, fostering a comfortable learning environment that promotes active engagement. Each time he responded well or provided a thoughtful answer, she acknowledged his efforts, reinforcing his confidence and encouraging him to take initiative in future answers.

Overall, Briana’s session with Peter highlighted effective tutoring techniques that I’m eager to incorporate into my own sessions. Her constructive feedback, clarity in explanations, and supportive approach made the lesson both informative and engaging for Peter, setting a strong foundation for his future success in Legal Studies.

Demetria Koutavas

When people think about tutoring, the focus often lands on academic knowledge—expertise in maths, English, or science. While subject mastery is essential, equally important are the soft skills that tutors impart to their students. These skills, which include communication, critical thinking, problem-solving, and time management, play a pivotal role in shaping well-rounded, independent learners.

A tutor’s role extends beyond just teaching formulas or explaining historical events. Tutors help students develop the ability to think critically by asking open-ended questions and encouraging them to approach problems from different perspectives. This not only improves comprehension but also nurtures a mindset that embraces challenges. The ability to think critically translates into real-world applications, such as decision-making and creative problem-solving—skills valuable in any future career.

Time management is another soft skill that tutors instil in their students. Effective tutors guide students in breaking down assignments into manageable parts and setting deadlines, fostering an awareness of how to prioritise tasks. This planning ability becomes especially useful during exam season, where the ability to manage time effectively can make or break a student’s performance.

Communication is also at the heart of successful tutoring. Tutors teach students how to articulate their thoughts, whether it’s in explaining a concept back to the tutor or expressing difficulties they’re experiencing. This not only strengthens academic learning but also builds confidence in public speaking and interpersonal interactions.

Moreover, emotional intelligence—empathy, self-awareness, and the ability to manage one’s emotions—is a subtle yet impactful skill developed through the student-tutor relationship. Tutors who model patience and adaptability teach students to stay composed under pressure and adjust their learning strategies when faced with setbacks.

Incorporating these soft skills into tutoring sessions ensures that students don’t just memorise information but become adaptable, confident, and capable of tackling challenges independently. These are the skills that set students up not just for academic success but for lifelong learning and growth.

Freddie Le Vay

I had the pleasure of observing Briana and her year 1 student today. Briana started the lesson off with reading and then they worked on some Maths. There were 2 key aspects of this session that stood out to me.

1. Briana’s warm and gentle nature with her student. Despite giving direct and clear instructions and guidance throughout the lesson she remained calm and aware of her tone, making sure to always be kind and constructive in her feedback.
2. The interactive nature of the lesson. Whether it be alternating mediums (rotating between colouring in, using the whiteboard or completing worksheets/reading) or simply Briana’s enthusiastic attitude her student remained engaged and happy throughout the entire hour. This is a strategy I will definitely be adopting in my sessions moving forward.

Overall, I was very fortunate to observe Briana’s session today, her positive attitude and creative activities are really inspiring to see and something that I as a fellow tutor am eager to incorporate into my own sessions ahead.

Katerina Vrahnos

Today, I had the opportunity to observe Sophie’s Year 12 Maths Advanced tutorial session with Ariel B. She did such a good job going through last practice papers with her student, so he could see real HSC examples. They also went through practical and theory based questions from his school so he was able to see how his school questions compared to trial and HSC questions.

Sophie gave him great guidance on how to start preparing for Year 12 and how there is a jump from Year 11.

She did such a great job using the large whiteboard to draw graphs, angles, trigonometry and other mathematical concepts and formulas clearly on the board. She would draw the formula on the board and then would let him attempt to answer the question. She would then check his working out to make sure he was on the right track. When he had any errors in his working out she would write out the working out on the whiteboard which made it clear for him to understand and see where he went wrong. She would go through a range of different questions so he can see how to approach different questions that are asking you to find different variables.

Ariel B is a visual learner so it was great to see how she was able to cater towards his needs. She also gave him the opportunity to draw his graphs on the board so it was easier and clearer for him to see his working out.

She did a great job explaining difficult concepts to her student. She had a great balance helping to guide Ariel B and letting her student individually answer the questions. She did such a good job helping Ariel B and giving him hints to answer the question which helped instil confidence in him.

Her student asked her lots of questions to help clarify his understanding and to double check he was on the right track. Sophie was great at answering all his questions and her student would then restate his answers to confirm his understanding of Sophie’s answer.

Sophie is a very compassionate tutor who
did such a great job and should be so proud of herself! Great session! Such a pleasure to observe.

Ashley Cohen

I observed Elise during one of her tutoring sessions with a chemistry student. The session began with a discussion where Elise asked the student what they wanted to focus on that day. This open-ended approach allowed the student to express their learning needs and ensured that the session would be directly aligned with their priorities.
Once they set their goals, Elise introduced some printed First Notes on chemistry to guide their review of Chemistry topics. The focus was on delving into material that was slightly ahead of the student’s current class, enabling them to gain a head start and build confidence for future lessons.

The bulk of the session was centered around working through various chemical equations. Elise and the student went through complex reactions step-by-step, discussing everything from balancing equations to understanding reaction mechanisms. Elise encouraged the student to actively participate by asking them to predict the products of reactions and explain the processes involved. This hands-on approach turned the session into a collaborative exploration rather than a lecture, allowing the student to develop problem-solving skills in real time.

When balancing equations, she made sure the student understood the principles behind the law of conservation of mass. She frequently posed questions like, “Why do you think we need to adjust the coefficients here?” Which helped the student understand the concepts rather than just memorizing the method.

Elise’s ability to adapt was evident. When the student encountered difficulties with certain reactions, she would rephrase explanations or break down the problem into smaller, more manageable parts. By doing so, Elise ensured that the student could overcome challenges without becoming discouraged.

Joseph Taouk

This session was a mathematics session, with Sophie tutoring Max mostly on different forms and complexity of long division. What I observed was the revision of this topic, where Sophie first started with simple questions. As the student gained a better understanding of the fundamentals of this topic, Sophie continued creating progressively more complex questions allowing Max to begin to understand the topic more and grasping the concepts even as the questions got harder. She created these questions and went over each solution with the use of the available whiteboard, which seemed to assist the student in their understanding as both the questions and the solutions were laid out well and clearing. You were also able to see Sophie go through and explain each step of each question as she laid it out on the whiteboard. As the lesson progressed, I could clearly see the student starting to understand each aspect of the topic and start to improve in his responses and overall understanding. Towards the end of the session, Sophie created many questions for the student to try on his own. I found this to be a valuable part of the session as the student was then able to take all the practical knowledge he had learned on long division and apply it himself, allowing him to further understand the topic. Of course, Sophie was there to help if the student had any problems, but the action of giving the student time to attempt questions on the topic himself seemed to be a great way to sort of solidify the content he had learned, and I assume would allow him to better retain it for future application. At the end of the session, Sophie assigned the student homework to further advance his understanding of the topic and allowing him to practice it over multiple days. Overall, I think this session was one of value and education, as the student seemed to clearly further his understanding of long division through Sophies effective and efficient delivery and structuring of the session.

Lishai Rubinstein

Hey everyone! When I was thinking about what I could write about for this post I wanted to make it something I really felt was valuable and worth sharing – then it hit me. The most valuable trick/hack/strategy I’ve gained from tutoring at first ed -> THE TIME MACHINE.

I first learned about the time machine when I was actually a student at First Ed and Harry was taking me for a HSC Maths Program session (the image is a screenshot of the zoom when he explained it to me -> I’ve kept it ever since haha). He introduced me to a concept that I’ve never forgotten about and taught to every one of my students since!

So, the idea is; if you could send a piece of paper back to your former self before you took the exam, what would you write on it to help you get full marks? Before every past paper you attempt, you read through your time machine and after every past paper you mark, you add new hints/reminders to it. Rather than copying down the answers, the emphasis is on making your hints generalisable for any similar questions but specific enough to give relevant detail. For example; when integrating an equation with no bounds, don’t forget to add +C

Over the course of your studies, your time machine sits in the cover sleeve of your binder or slipped in the back of your exercise book and grows into a master cheat sheet of all the silly mistakes and weaknesses that you have solved and won’t make again!

As I mentioned, I think this is the most valuable thing I’ve ever taught or been taught at tutoring and it is now a staple of my sessions (ask any of my former students haha!). Glad to share this with other tutors and students and hope it helps – I know it works!

Simon Naglost

I had the opportunity to observe Sophia’s lesson, tutoring a Year 5 student in Maths and English. The session highlighted her ability to create a learning environment that is both structured and flexible, adapting to the student’s abilities. Sophia started the session by reviewing the student’s progress and identifying any areas that needed additional support. This allowed her to pinpoint learning gaps and encourage the student to be more comfortable in addressing concerns and challenges they were experiencing. This built an initial strong foundation for the lesson, helping the student feel more at ease, and setting a positive tone for the rest of the session. The English session emphasised spelling and sentence structure. Focusing on making language concepts accessible and enjoyable for the student. To achieve this, Sophia employed a variety of interactive methods, including spelling challenges, sentence rearrangement activities, and visual aids. These strategies were specifically chosen to address different aspects of language, learning in an engaging manner. The spelling challenges provided a fun and competitive element to the session, encouraging the student to actively engage with word formation and correct spelling patterns. This approach helped reinforce the student’s ability to recognise and remember correct spellings, particularly for more complex or commonly misspelled words. By breaking down language structure into smaller refined parts not only made learning enjoyable but also promoted confidence in the student’s ability to construct sentences independently. To finalise the lesson, Sophia provided a summary of the student’s strengths while providing constructive feedback on improvements that the student could make in the future to avoid challenges and concerns. This helped proactively concise the lesson content in an overview. Sophia’s attention to detail and his creative use of teaching resources made the session both educational and enjoyable. Her patient and adaptive approach helped the student feel supported, while his enthusiastic teaching style ensured engagement throughout. Well done, Sophia! It was a thoroughly productive session that showcased effective teaching techniques.

Evanna Manavis