First Education

This Sunday I had the opportunity to observe Chloe and her Year 2 Maths and English student Emily. This session was highly valuable to observe as I learnt immensely about the importance of integrating educational games in order to enhance learning. Chloe and Emily engaged in addition worksheets, to which Emily responded well, but I noticed that her engagement and enthusiasm increased significantly when Chloe introduced a maths-based educational game. Chloe’s interplay of education and play was a very effective approach for the lesson as it minimised distraction in an engaging way.

Additionally, what also was really valuable was the ability for Chloe to read the dynamics of the lesson. Chloe understood when concentration was at its peak and then how to accommodate her lesson to fluctuating concentration levels. Whether this was through adding small breaks or switching different ways to explain addition, Chloe was able to adapt the environment of the lesson to her students’ needs.

Observing this session highlighted the importance of using interactive and dynamic techniques to support her students’ academic growth and learning. Educational games not only make learning more enjoyable but also foster engagement, critical thinking, and confidence. Chloe’s teaching approach conveyed to me that when students are given the opportunity to learn in a dynamic and fun environment, they are more likely to retain information and develop a positive attitude toward learning. This in turn, minimised her students’ disengagement and shifted her perspective to view learning as a fun activity, engaged within a supportive environment.

Jessica Ciappara

In a fast-paced environment filled with both internal and external pressures, student’s of all ages often face challenges with their educational process. Tutoring can aid in easing this pressure through a myriad of ways; boosting confidence through granting small wins, improving study skills and time management, overcoming individual learning barriers and acting as preparation for high-stakes exams. One of the most significant advantages of tutoring is its personalised structure. Unlike traditional classroom settings, where a single teacher has to engage with upwards of twenty students with a variety of learning preferences, one-on-one tutoring and small-group tutoring narrows in on an individual students’ learning pattern, ensuring engagement and therefore confidence. In answering personalised questions and honing in on areas of concern, tutoring can build a solid foundation of knowledge at the individual students’ pace. Many student’s feel dissatisfied when they are unable to grasp topics, with tutoring breaking this cycle by offering small, achievable goals, with tutors celebrating small successes along the way. In doing so, a students’ confidence will build, a feeling which will likely lead to confidence in other settings including in a class and exam room. Moreover, tutors go beyond teaching concepts and strategies for students, they build life-long skills such as time management, organisation and effective study habits. Through tutoring, students are able to plan their study schedules, organise assessment timetables and ensure their homework is completed on time before their session. Tutors are also able to teach strategies to remain focused, breaking down large chunks into manageable tasks, and reviewing material which maximises retention. These skills are crucial for student’s of all ages, whether they are in primary school, senior school or in the future for university and the workplace. Furthermore, a tutor is able to use alternative teaching methods for students with learning disabilities which will cater to their specific learning style including those who value auditory, visual or written strategies. This ensures students are able to study effectively for their exams, maximising the likelihood of their academic success.

Georgina Maxwell

In an age where online integrated learning and virtual meetings are becoming more and more mainstream, the importance of personal connection and face to face learning within the world of tutoring has become more relevant than ever before. This aspect of learning is prevalent in almost everything we do in our day to day and it has become increasingly harder and harder to maintain a stong connection between teacher and student both at school and in the tutoring environment. With increasing demands of the school taught curriculum as these young students grow up into a more technology integrated society, there is an extra level of importance of maintaining the individualised attention that face to face learning brings. This resource has so many facets of benefits towards the student such as providing a joy and drive to learning new and challenging subjects where students don’t feel left behind which is all too common place in the school environment. This also allows students to really focus on patching holes in knowledge to then provide an overall better understanding on more complex topics. Struggling with the coursework will always be discouraging however having this personal connection to learning that face to face tutoring brings really does build a lot of new-founded confidence in academia, especially being able to chat on the day to day lives of students and being able to relate to a large amount of struggles. This face to face learning allows for students to not only create healthy study habits on-top of the regular weekly lesson, but also learn new ways of problem solving, uncommon tips and tricks ontop of critical thinking skills that will stay with each student well off into the future. Now it’s impossible to say what the future of tutoring is as the prevalence of AI-driven learning such as ChatGPT and Microsoft Copilot to summarise curriculum goals as well as online websites and companies providing online services that are both highly flexible and convenient at a moments notice. Non-the-less, the human touch remains irreplaceable, benefitting in the form of providing encouragement, motivation, and guidance, altogether boosting confidence in all forms of learning.

Starsky Schepers

Hi everyone,  I observed Eleni’s Year 11 English session. The focus of the session was on preparing the student for his Year 11 Reading to Write assessment, with a particular emphasis on responding to a stimulus in a creative writing task with a reflection. Eleni began the session by asking the student to write a short creative piece under timed, exam-style conditions using a provided stimulus. She explained that the stimulus should not be randomly inserted or quoted directly, but rather used as a starting point to shape the story’s direction and meaning. She highlighted the importance of interpreting the stimulus in a way that feels purposeful and integrated, as well as drawing inspiration from prescribed texts studied in the course. She frequently asked the student if he was unsure of anything or if he needed further clarification on any of his ideas.
While the student worked on his creative piece, Eleni read and marked a written reflection the student had completed previously. She provided constructive feedback, acknowledging strengths while clearly identifying areas for improvement. She reminded the student that the reflection should not just summarise the writing process but be connected to decisions made about narrative voice, structure, and meaning. Eleni also stressed the importance of referencing storytelling techniques in reflections and how they shape the final product.
After the student completed his creative piece, Eleni provided detailed feedback, particularly around ensuring the themes of the Reading to Write course were woven throughout the narrative. She explained that while establishing and describing the setting is important, it shouldn’t overshadow the development of ideas and themes. Eleni took the time to ensure the student understood her feedback and gave him strategies to revise his piece accordingly. Overall, it was a well-structured and engaging session that allowed the student to practice developing his writing style and improve his understanding of the topic.

Patricia Hardas

One of the greatest advantages of tutoring is the ability to personalise learning to suit each student’s needs. Unlike a classroom setting, where teachers must cater to an entire group, tutoring allows for a tailored approach that focuses on a student’s specific strengths, weaknesses, and learning style. This personalised attention can make a significant difference in both academic performance and overall confidence.

Understanding how a student learns best is the first step in effective personalised tutoring. Some students are visual learners who benefit from diagrams and colour-coded notes, while others may prefer verbal explanations or hands-on activities. By adapting teaching methods to match the student’s learning preferences, tutors can help them grasp concepts more effectively and retain information longer.

Another benefit of personalised learning is the ability to work at the student’s own pace. In a classroom, students often feel pressured to keep up with the rest of the class, even if they haven’t fully understood a topic. In tutoring, the pace can be adjusted to ensure full comprehension before moving on, reducing frustration and preventing gaps in knowledge from accumulating.

Personalised tutoring also allows for targeted support in specific areas of difficulty. A student struggling with essay writing can receive structured guidance on planning and refining their arguments, while another who finds algebra challenging can focus on step-by-step problem-solving strategies. This focused attention ensures that students get the help they need where it matters most.

Ultimately, personalised learning helps students feel heard, supported, and empowered in their education. When students see that lessons are tailored to their individual needs, they become more engaged, motivated, and confident in their ability to succeed.

Demetria Koutavas

This afternoon, I observed a Year 6 English session where the student worked on a speech for school. The lesson was a great balance of creativity and structure, as the tutor guided the student through refining their ideas while helping them improve their expression.

The session focused on writing the body paragraphs and conclusion of the speech. The tutor ensured the student’s ideas remained central, encouraging them to express their thoughts while introducing ways to enhance clarity and engagement. When the student struggled to phrase certain points effectively, the tutor suggested alternative wording and sentence structures, helping to elevate the speech without taking away the student’s ideas.

What stood out most was the collaborative nature of the session. Rather than simply correcting or rewriting sections, the tutor worked with the student to refine their arguments, ensuring they understood why certain changes were beneficial. This approach gave the student confidence in their writing and helped them develop their ability to express ideas clearly.

By the end of the session, the student had a well-structured and engaging speech that was both authentic and polished. The tutor’s balance of guidance and encouragement created an environment where the student felt supported while completing their work.

Ellie Tsoukalas

One of the most effective ways to immerse readers in these realms is by engaging their five senses: sight, sound, smell, taste, and touch. By incorporating sensory details, writers can create vivid, memorable scenes that resonate deeply with readers. When crafting pieces of imaginative writing for the Year 11 module ‘Reading to Write’ or the Year 12 module ‘The Craft of Writing’, this language is what markers are on the hunt for.

Sight is often the most utilised sense in writing but it is often not used enough by students. By describing the visual elements of a scene, the colours, shapes, and movements, it helps readers picture the setting and characters. For instance, instead of saying “the garden was beautiful,” a writer might describe “the vibrant hues of blooming roses, the delicate flutter of butterfly wings, and the golden sunlight filtering through the leaves.”

Sound adds another layer of depth. The rustling of leaves, the distant hum of traffic, or the melodic chirping of birds can bring a scene to life. Sounds can also convey emotions and set the tone. A sudden, loud bang can create tension, while soft, soothing music can evoke calmness.

Smell is a powerful, often underutilised sense in writing. Scents can trigger memories and emotions, making scenes more relatable. The aroma of freshly baked bread, the pungent scent of rain-soaked earth, or the faint whiff of perfume can transport readers to a specific time and place.

Taste can be challenging to incorporate but is incredibly effective when done well. Describing the tangy sweetness of a ripe apple, the bitterness of strong coffee, or the spicy heat of a curry can make readers’ mouths water and enhance their connection to the story.
Touch involves the physical sensations characters experience. The rough texture of a wooden table, the warmth of a cozy blanket, or the chill of a winter breeze can make scenes more tangible and immersive.

Incorporating the five senses in imaginative writing not only enriches the narrative but also creates a multi-dimensional experience for markers. It transforms simple descriptions into vivid, sensory-rich scenes that linger in the mind long after the story is over.

Sophie Marchant

Sometimes our lives get in the way of things and it can be difficult to be on your 100% A-game for tutoring sessions (I know I can get like that). Here’s a checklist of things you can look out for to keep you on track and prepared for tutoring sessions.

1. Understand the Student’s Needs
Before each session, review spreadsheet to identify areas where the student needs the most help. If possible, ask the student in advance what topics they want to focus on so you can tailor your lesson accordingly.

2. Plan a Structured Lesson
While flexibility is important, having a rough structure in place helps keep the session productive. Outline key topics to cover, examples to use, and exercises to work through.

3. Gather Resources
Having the right materials ready can make a big difference. Find relevant textbooks, worksheets, practice problems, or digital resources. Interactive tools, such as visual aids or online quizzes, can make learning more engaging.

4. Create a Positive Learning Environment
Students learn best when they feel comfortable and supported. Begin the session with a friendly check-in, encourage questions, and create a judgment-free space for learning.

5. Adapt to the Student’s Learning Style
Every student is different – some learn better through visuals, others through hands-on practice or discussion. Pay attention to how your student responds and adjust your teaching methods accordingly to ensure they grasp the material effectively.

6. Encourage Active Participation
Tutoring should be an interactive process. Instead of just explaining concepts, ask students to solve problems, explain their thinking, or apply knowledge to real-world examples. Encouraging engagement will help them retain information more effectively.

7. Prepare for Common Challenges
Anticipate potential difficulties a student may have with certain topics and think of alternative ways to explain them. Having multiple approaches, including analogies or step-by-step breakdowns, can help overcome learning roadblocks.

8. Reflect and Improve
After each session, take a few moments to reflect on what went well and what could be improved. Consider asking the student for feedback to better tailor future lessons. Continuous self-improvement will make you a more effective tutor over time.

Allegra Pezzullo

Today, I was able to observe David conducting a detailed revision lesson on the Year 10 5.3 topic: Linear Relationships.

David began the lesson reviewing a worksheet which the student had trouble completing. The worksheet, I noticed, was an extremely effective way of identifying the student’s strengths, weaknesses and queries through an array of practice questions on the specific topic. Each question the student had identified as a weakness David was able to carefully break it down and explain it in simple terms.

Utilising the white board was one way in which he had done this. Recognising that the student had become overwhelmed with the congested page, in which the question and initial working out was presented, David moved the focus to a larger and easier working space on the white board. This decision allowed the student to start the problem solving process again on a clean slate and David to take more time and space in which he was able to explain it.

Another observation I had identified within the session was David’s ability to engage the mind of the student, encouraging them to independently seek to solve the problem through his guidance. Once the student was confronted with a difficulty in the working out process of the question, David was quick and careful to steer the student in the right direction. However, in doing so he was still able to allow the student time to configure a solution by themselves. This strategy is a largely beneficial implementation in David’s tutoring as it allows the student to foster the skills of problem-solving, patience and determination in an academic mindset. Through David’s guidance the student is able to feel more fulfilled as they themselves overcame this specific problem.

David, within his tutoring sessions, makes use of the spaces and tools around him to guide and foster an independent and determined academic mindset within his students.

Paul Diab

Some of my students get assigned Maths homework in the form of online questions, where they must complete working out in their books (for example) and then enter a final answer digitally.

What’s neat about this is that we get immediate feedback on whether or not we got the question right. As tutors, it can be easy at certain times to feel like “there’s no way I could get this wrong,” especially with our younger students’ classwork. There was an instance yesterday, however, where I missed a tiny nuance in one of my student’s questions that changed its entire meaning. Because of this, the initial answer my student and I worked up (with my guidance) was completely wrong.

Had we been answering questions out of the textbook, there’s a great chance that we may have moved past this one without any second thought and onto the next. The fact that we were forced to confront the correct answer immediately turned out to be extremely valuable.

I know that with Maths textbooks it can somewhat laborious, flipping back and forth between the questions you’re doing and the answers, because most of the time they’re (what literally feels like) a ton of pages apart. What I like doing to make this easier is keeping two whiteboard markers that I’m not using as bookmarks at all times; one on the page of the questions we’re doing, and the other on the page of the corresponding answers. This way, we can flip back and forth between questions and answers effortlessly and ensure that we are answering every single question the right way.

Thomas Koutavas