Tutoring Guide
Your comprehensive guide to everything you need to know about Tutoring for LearnEd.
Policies and Procedures
The Tutoring Process
Technology for Tutoring
Become A Great Tutor

Introduction to the Tutoring Guide
About LearnEd
LearnEd is an Australian tutoring business that aims to give all students an equal opportunity to learn and be successful in Maths, English, Sciences and other subjects that our tutors are capable of delivering. We offer the ability for our students to take online tutoring sessions or in person sessions, and boast a very high quality service that our clients are very happy with time and time again.
About Our Tutors
As a tutoring company, the quality of our service depends almost entirely on the quality of our tutors! So we make sure that we only recruit the brightest, most successful minds with a special spark for their subject areas, and an instilled desire to help others learn and grow. Our tutors are not only selected for their high academic performance, but also for their ability to make lessons both enjoyable and effective.

A question you might hear quite often at LearnEd is 'what makes a great tutor?'
There are so many factors that can affect this, and we talk about it much more deeply in this Tutoring Guide. But in essence, we believe that a great tutor is not only great at teaching their subject in unique ways adapted to each type of learner, but they are also a mentor and a role model to their student. A great tutor should inspire their student to learn and give them the motivation and self confidence to do well in their studies. A great tutor can change a student's life!

Being a great tutor isn't something you are born with. Being good at a subject is completely different to being good at teaching that subject, and teaching is also an entirely different skill to being able to inspire and motivate learning. At LearnEd, we want all of our tutors to be great tutors. We hope that by reviewing the tutoring advice in this Tutoring Guide, that it will be the first step in your journey to becoming a great tutor.
About This Tutoring Guide
This Tutoring Guide should be something you refer to in your initial training, but also throughout your LearnEd journey. It contains the most updated information regarding our policies and procedures (including how to get paid or take time off), as well as a very clear break down of how tutoring works. It will also help you set up and trouble-shoot our Virtual Whiteboard, and give you some guidance about how to make your lessons effective, enjoyable and a positive experience for both you and your students!

Policies and Procedures
1 Tutor Responsibilities and Expectations
As a LearnEd tutor, you are the face of our company for our clients, so you must behave in a way that is aligned with the way we want LearnEd to be viewed. Below is a clear outline of our expectations of you as a tutor and LearnEd representitive, and your responsibilities as a tutor that you must perform during your employment at LearnEd.
1.1 Respect and Non-Discrimination
How to behave in a respectful and non-discriminatory manner.
What is Respect?
There are many things that can create a feeling of respect between parties. It is important for all of your interactions to be respectful. Some guidelines include;
  • Good listening, truly listening to someone speak
  • Being able to acknowledge other points of view
  • Considering other people's situations
  • Behaving in an inclusive and polite manner
  • Being open and honest

What is Discrimination?
Discrimination is any behaviour or language that treats a person differently or unjustly based on prejudice. This includes but is not limited to judgements based on;
  • Physical appearance
  • Race
  • Age
  • Gender
  • Socioeconomic status
  • Physical or mental health

Disrespectful or discriminatory behaviour by tutors, admin staff or clients is NOT tolerated at LearnEd.

If you have been exposed to any behaviour that has made you uncomfortable, please report the situation immediately to a team member at LearnEd.
1.2 Professionalism
How to behave professionally in engagements with clients and other LearnEd staff.
Professional Communication
Professional communication includes;
  • Polite and formal
  • Respectful and Non-Discriminatory
  • Correct use of English
For more information about good and professional communication policies, please see:
Section 4 - Communications in LearnEd.

Professional Tutoring Service
This means dealing with your obligations in a professional manner. This includes;
  • Punctuality (being on time for sessions, rescheduling lessons with reasonable notice, timely completion of any additional tasks).
  • Organisation (sending lesson reminders to students, being prepared for your classes).
  • Addressing any issues the moment they arise by letting us and the client know (issues could be anything ranging from scheduling problems, technology issues, or inability to complete a set task)
Professional Self-presentation
This mainly refers to how you present yourself in your lessons to your client. It includes;
  • Wearing appropriate clothing (neat casual or semi-formal is a good guide - something that you would wear to an office job)
  • Having a neat desk space and video background (clean work area, no inappropriate or distracting background elements)
1.3 Time-management and Organisation
How to remain punctual and orgnaised to ensure our service feels smooth and hassle-free to the client.
We require our tutors to;
  • Respond to text messages, phone calls and emails in a reasonable time frame
  • Attend all lessons on-time (be ready 5mins before your lesson begins)
  • Complete relevant tasks in a timely manner (such as lesson reports, setting homework)
  • Be organised with your tutoring schedule and complete all necessary tasks
  • Reschedule lessons with a reasonable amount of notice
  • Be well prepared for your lessons in advance
1.4 Completion of Responsibilities
Know your role and duties before you start teaching.
Knowing your role and duties before you start teaching is a very important step in preparing yourself to teach. Make sure you read this guide thoroughly so that you are completely aware of what is expected of you as a tutor.

Common duties for tutor include:
  • Confirm with the student/parent best mode of contact
  • Contact Student/Parent to confirm sessions time & date
  • Leading tutorial classes
  • Minimise rescheduling of lessons and only reschedule in the event of an emergency.
  • Attend all lessons on time and stay for the duration of the lesson.
  • Complete Progress Reports in the tutor portal at the end of each tutorial session
  • Send student's homework via email or attached in the LearnEd Digital Classroom at the end of each tutorial session
  • Source your own textbooks and other resources such as MrCarterMaths.com as required to prepare content before the session, during the session and to set homework.
  • Create weekly, monthly/term and end of year goals and track student's overall progress in the tutor portal and provide recommendations on a weekly basis
  • Assist the student to understand the topics in depth
  • Assist the student to gain problem solving skills and confidence in the topics
2 Health and Safety
Our employee and client safety and well-being is very important. Ensure you are following these procedures carefully in your work role.
2.1 Safe Work Environment
How to keep your tutoring environment safe.
Even though you are working from home, there are still some things you should look out for to make sure your work environment is as safe as possible.

Safe Setting / Work Space Features:
  • Neat and tidy desk environment
  • No exposed electric cords
  • Good lighting conditions
  • Desk chair with good posture support
  • Carefully adjusted screen brightness and sound volume
2.2 Healthy Work Environment
How to stay healthy in your tutoring job.
Your work commitments should never take precedence over your physical and mental health and well-being. Here are a few tips to keep in mind that can help you maintain a healthy work environment.

  • Do not overload your schedule; it is not recommended that you work more than 8 hours per day (across all of your jobs/ study commitments)
  • If you are feeling overwhelmed or stressed at work, it is okay to ask for some time off.
  • Incorporate regular exercise into your lifestyle. Unfortunately tutoring can be quite sedentary, so it is vital that you get some physical activity into your day
  • Get a healthy amount of sleep. Your work commitments should not get in the way of a regular sleep schedule.
2.3 Working With Children Checks
All tutors aged 18+ must have a Working With Children's Check valid in their state of residence. Learn about the requirements and procedures.
Before you can begin tutoring, you will need a valid (employee) Working With Children's Check (WWCC). The regulations differ by state, so ensure you have completed the steps necessary to be able to work with under-age students by the standards of your residential state. Please note LearnEd does not cover the cost of any WWCC fees.

For information regarding the WWCC requirements by state, please visit:

In some states WWCC may also expire after a certain amount of time, so it is your responsibility to keep this up to date and validated. We do not accept Volunteer WWCC as this is paid work. We may contact you regarding your WWCC throughout your LearnEd commitment and require you to take actions such as updating details or re-validating your check.

Let us know if you have any questions or concerns regarding your WWCC.
3 Privacy Agreement
An outline of important rules regarding privacy and confidentiality. Ensure you abide by these rules during and after and your employment.
3.1 Confidential or Personal Information
Understand personal and confidential information procedures.
The following information is also outlined and must be agreed to in your Contract Agreement:

Never disclose, copy, transmit, retain or remove any personal information of any other staff, clients or other students, including addresses, contact details, names, birth-date, or any other personal details.

Similarly, you must keep LearnEd business-related information confidential.
3.2 Intellectual Property and Tutoring Materials
Understand what materials you are able to use outside of LearnEd.
The following information is also outlined and must be agreed to in your Contract Agreement:

Please do not use any textbooks, tutoring materials or resources shared with you by LearnEd for any other purpose aside from tutoring your LearnEd students and your other LearnEd responsibilities.

Any content or materials that you create in connection with LearnEd services is owned by LearnEd.
3.3 Non-Compete
Procedure for undertaking other work, including tutoring students externally to LearnEd.
The following information is also outlined and must be agreed to in your Contract Agreement:

Tutors may engage in other work (including tutoring externally to LearnEd) during their LearnEd contract provided that it does not conflict with the tutors obligations under their LearnEd Contract Agreement.

The tutor must never tutor LearnEd clients outside of LearnEd without LearnEd's knowledge or consent, even after terminating their work for LearnEd. This also applies to any students who may have heard of you from another LearnEd client. Referrals shall be referred back to LearnEd in all instances.

If one of your existing LearnEd clients recommends you to their acquaintance, you are not permitted to tutor the acquaintance without referring them to LearnEd first and informing us. Please read more information about client referrals in Section 1.11 Referral Programme of The Tutoring Process chapter of this Tutoring Guide.
4 Communications in LearnEd
Our communication policies for all business-related communications.
4.1 What is Good Communication
Understand LearnEd communication expectations, and how you can optimise your communications with clients or staff.
As a tutor, you will be doing a lot of communicating in your role; including your in-lesson communication with your student, scheduling and planning communications with your student and their parents, general communications with other LearnEd staff members and plenty more.

As a representative of the LearnEd business, your communication should always be professional and respectful, regardless of the situation. Below are some guidelines as to what we expect from your communications:

  • Be polite - expressions like 'thank you', 'please' and 'my apologies' can go a long way to build a sense of respect.
  • Use correct English - do not use slang or any rude or inappropriate language in any situation. Think carefully before speaking in case what you are saying can be interpreted in a different way to what you intended (this is a particularly large issue when communicating in writing).
  • Listen actively - being a good listener is a vital aspect of being a good communicator. Never speak over the top of anyone, and ensure everyone has an equal opportunity to speak and be listened to.
  • Be aware of your body language - look at the person if they are speaking, keep your arms and body open and relaxed, be aware of your facial expressions.
  • Remain empathetic - always consider how the other person might be feeling, and respect and try to understand their point of view even if you do not agree. Keep an open mind.

For tips about how to communicate and tutor effectively in your lessons, and build rapport and good relationships with your students, please refer to the Become A Great Tutor section of this Tutoring Guide.
4.2 Policies for Written Communications
Understand LearnEd policies for written communications such as emails to clients and other staff.
We expect all of our tutors and staff to communicate professionally with one another and clients when writing emails, text messages or other forms of written communication. Here are a few things to keep in mind;

  • Use an appropriate email address, such as FirstnameLastname@example.com. Do not use unprofessionally named email addresses such as hotdog99@example.com
  • Use an appropriate sign off in every email such as 'Kind regards, Firstname Lastname'.
  • Include a respectful greeting at the beginning of your email, such as "Hi Joe", or "Dear Joe".
  • Use a descriptive subject header for your emails, such as "Technical Issue in Joe Lastname's Tutoring Lesson" rather than just "Technical Issue" or "Problem Tutoring".
  • Use correct spelling and grammar in your email, and be clear and concise. Re-read your final email to check for clarity, spelling and other issues.
  • Use the 'cc' option if you are in a discussion involving someone else, or you may want that email to be read by someone as well and might be wanting their input.
  • Use the 'bcc' option if you are ever sending a mass email to maintain anonymity between recipients.
4.2 Policies for Written Communications
Understand LearnEd policies for written communications such as emails to clients and other staff.
We expect all of our tutors and staff to communicate professionally with one another and clients when writing emails, text messages or other forms of written communication. Here are a few things to keep in mind;

  • Use an appropriate email address, such as FirstnameLastname@example.com. Do not use unprofessionally named email addresses such as hotdog99@example.com
  • Use an appropriate sign off in every email such as 'Kind regards, Firstname Lastname'.
  • Include a respectful greeting at the beginning of your email, such as "Hi Joe", or "Dear Joe".
  • Use a descriptive subject header for your emails, such as "Technical Issue in Joe Lastname's Tutoring Lesson" rather than just "Technical Issue" or "Problem Tutoring".
  • Use correct spelling and grammar in your email, and be clear and concise. Re-read your final email to check for clarity, spelling and other issues.
  • Use the 'cc' option if you are in a discussion involving someone else, or you may want that email to be read by someone as well and might be wanting their input.
  • Use the 'bcc' option if you are ever sending a mass email to maintain anonymity between recipients.
5 Payment and Invoicing
Everything you need to know about how to submit your monthly invoice to be paid for your completed tutoring work.
5.1 Nature of Contractor Engagement
Explanation of what it means to be a contractor and how to obtain an ABN,
As a LearnEd Tutor, you will be hired as a Contractor. This means we hire you for your tutoring service, and you charge us using an invoice and Australian Business Number (ABN). If you do not already have an ABN, you will need to obtain one before you complete your contract.

Follow this link for information on how to apply for an ABN:
5.2 Invoicing Procedure
The procedure you need to follow to get paid for each month of work.
  • Tutors do not need to submit an invoice. Invoices are paid automatically when all lessons and reports for the month have been complete. Pay-runs occur on the 1st and 3rd Monday of each month.

If you have any queries of concerns about how to complete the invoice or receiving your pay, including concerns about being under or over paid, please send an email outlining the issue to support@learned.au
5.3 Tax and Superannuation
Your tax procedure as a contractor.
As a contractor, you must manage your own tax payments at the end of the financial year. LearnEd does not deduct any tax from your pay, or pay superannuation or any other benefits.

Ensure you are correctly completing your taxation documents. You will need to pay tax if your total income for the financial year exceeds the tax threshold. Follow the ATO taxation guidelines for self-employed persons here:

Read the ATO information regarding superannuation for self-employed persons here:
6 Availability and Leave
How you can set your student intake availability and information about taking time off tutoring.
6.1 Setting Your Availability
How to set your tutoring availability.
From the start of 2022, your tutoring leave, availability and desired hours can all be set and checked via the Tutor Profile page. Links to this page can also be found on the Tutoring Portal Home page. Please ensure you keep your availability up to date and that every time your availability changes, you update the form.

In general we require a minimum of 4 hours of availability per week during the week.

Keep in mind that if you have a higher availability, you will more likely be able to be assigned more students because it will be easier to match you to students.

The availability submission allows you to have a different availability for First Lessons compared to Ongoing Lessons. We recommend having your first lesson availability as broad as possible to maximise your chances of matching with a client's requested lesson time. For example, a tutor may wish to keep their weekends free in general, however if they set their First Lesson availability to include weekends, the scheduling team can offer them a once-off first lesson on a weekend and if it is successful, they can negotiate a weekly lesson time with the client that is during the week.

The scheduling team will always check with you before assigning a lesson, but they will only offer lessons to you if they fall within your specified availability. Therefore it is important to keep this up to date.

In the Tutor Portal you can also update your desired minimum and maximum amount of tutoring hours per week. These are helpful for our team when scheduling new students. Please note that these are preferences only and do not guarantee that you will be assigned tutoring hours.
6.2 Updating Your Tutoring Preferences
How to update your preferred year levels and tutoring subject areas
To set your preferred subjects for tutoring, please use the Subject Selection Form in the Tutor Portal.

Our students often ask if we can tutor other subjects beyond the subject you may have started tutoring them in. Let us know in the above form which subjects that you would like to teach. We rely on your self-assessed competency and your experience to tutor various subjects.

It is helpful to make yourself available for a broad range of subjects and year levels as you will be more likely to be assigned students.
6.3 Tutor Leave or Time Off
What happens if you want to take some time off tutoring.
It is possible for you to take some time off tutoring. Please give us sufficient notice (at least four weeks in advance, or at least two times the requested leave period for Type 2 leave). You can submit a leave request via the Tutor Profile page in the Tutor Leave section.

There are two types of Tutor Leave:

Type 1 - Do not offer new students on these dates (only).
This should be used to show that you are not available to be offered any one-off lessons during these days. However, you continue tutoring your existing students, or organise to reschedule lessons with your existing students. This type of leave is approved automatically, and is mainly used by our team to check whether or not we can assign first lessons to you for a particular date.

Type 2 - Do not offer new students on these dates AND organise replacement tutor for these dates.
This type of leave is to be used if you are unable to continue tutoring your current students during this time. This is usually only used for longer periods of leave, for example if you are going on a multi-week holiday. This leave needs to be approved by an admin because we may need to assign your current students to a replacement tutor while you are away.

Please carefully consider whether you need a replacement tutor or not while you are away. This can be disruptive to student learning, so we strongly prefer if you could take holiday leave during school holidays when students are likely to be on pause, or for you to try to organise catch-up lessons with your students instead. If this isn’t possible, please apply for Type 2 leave and our team will try to accommodate by organising a replacement tutor.

I need to take leave. What will happen to my students?
Please refer to Section 1.9 Tutor Leave or Time Off of The Tutoring Process chapter for scheduling information regarding your time off.
6.4 Resigning From Tutoring
What happens if you want to resign your tutor position.
If you wish to resign as a LearnEd tutor, please complete the following form: https://learned.typeform.com/to/mJMjnAnx providing at least 30 days notice in advance so that we have sufficient time to re-assign your students.

Our preferred resignation notice in order of preference is as follows:

  1. Resign at the end of the calendar year
  2. Resign at the end of the current school term (unless this is less than 30 days notice then go to 3)
  3. Provide at least 30 days notice

The Tutoring Process
1 Scheduling
Information about how tutoring lessons are organised, students are assigned to tutors, and how to maintain your weekly lesson schedule or make changes when needed.
1.1 Getting Assigned Students
How students are assigned to tutors.
New students are assigned to tutors based on a number of factors. These include (but are not limited to):
  • The amount of availability you have (more availability generally means we can match more students to you).
  • Your desired number of students per week
  • How many students you already have (tutors with no students are prioritised)
  • Your preferred tutoring subjects and year levels
  • Feedback from your previous / current students.
  • How long you have been at LearnEd (in the beginning, we will drip in students fairly slowly for you to get used to the role).
  • How well you communicate with us - we are more likely to offer students to tutors who respond in a timely fashion to our emails so that we feel confident that we can organise a tutor for the new student in a reasonable timeframe.
Keep in mind that we can only assign new students when we have new clients signing up, which sometimes happens in very high numbers such as at the start of the school year, and at other times it can be very quiet. Unfortunately we cannot guarantee that you will get any students, and often cannot predict when you will get your first assignment.
1.2 Lesson Duration
Everything you need to know about lesson duration options and changing lesson duration.
At LearnEd, we typically offer two types of lesson duration: 30mins and 60mins. You can discuss and negotiate the lesson duration with the parents based on the student needs.

2 x 30min lessons per week
This is usually the ideal lesson duration for younger students, because it can help them remain focused throughout the lesson, and it means you can spread the learning out throughout the week. It can also mean you can break down the topics into small, easy to digest sections.

A general good structure for a 30min session might be; 5-10mins to discuss homework, 5-10mins on explaining the new concept and teaching some examples, and then 10-15mins doing practice problems on the concept of varying difficulty where the student is doing most of the writing / thinking (keep in mind this is just a rough guide).

1 x 1hr lesson per week
This may be a better duration for older students or students covering a more advanced topics. Sometimes 30mins is not enough to fit in an entire topic, so this is the ideal situation for harder subjects.

Other possible lesson lengths
You can negotiate or discuss the ideal amount, length and number of lessons with your student and their guardian. For higher year levels and harder subjects, sometimes 2x 1 hour lesson is the preferred amount of tutoring.

Negotiating Lesson Duration
In general, a good guide is to aim for approximately one concept per lesson (this might be a textbook exercise, or even one idea from the textbook exercise if that exercise covers multiple ideas).

If you notice that your lessons are too short and you aren't fitting in an entire concept, you might want to suggest increasing the length of your lessons. Likewise, if you have longer lessons but you are noticing your student losing focus or getting distracted towards the end, you might want to suggest breaking it down into two 30min sessions instead.

Please make sure you have a written agreement with the parent if you are increasing or changing the total weekly tutoring time, and you let us know as well so we can update our records and billing.

Timing in the Lesson
Please make sure that you teach the students for exactly 60 mins, or 30 mins (depending on what the length of their lesson is supposed to be). Parents will track the length of the lessons and will be very disappointed if lessons go for less than what they are intended to. However, going over your lesson time is not ideal either, because it can create unrealistic expectations of you over time. If you notice that you are coming to the end of the lesson but don't feel that it will be enough time to adequately finish the topic, you do not need to 'stay back' on your own time to continue the lesson. You can resume the topic next lesson, or if it is urgent you can offer for the student to extend the lesson (eg. by 15mins), but before proceeding with the additional time, you will need to get signed permission from the parent that they understand it will be an additional cost.

For your first lesson, please allow 5 or 10 mins of extra time, in case you run into some technical difficulties with the student during the initial set-up and your lesson's start time is delayed.

If there are times that there have been technical difficulties, and you have to leave before your lesson time is up, please advise the student that you will catch up the remaining time with them on another day, etc.
1.3 New and Ongoing Student Scheduling
How your students are booked and scheduled.
Your schedule
Your tutoring schedule including upcoming and completed lessons will appear in the My Lessons system. This is the system we use to track lesson times and lesson completion, so it is important that all of your lesson dates and durations are correctly reflected here. This schedule is also automatically linked to your monthly invoice in My Invoices. Please carefully review the My Lessons Guide to understand the tools you will need to use on this platform.

New-student Scheduling
When being assigned a new regular student or a first session, you will be sent an email asking if you would be happy / available to take on the assignment. Your initial lesson and weekly session schedule for a new student will be decided by a LearnEd staff member who can negotiate back and forth between you and the client to come to a suitable lesson time agreement.

Ongoing-student Scheduling
Once you have had your first session with your student, if the client decides to sign up for regular tutoring they will notify our scheduling team. Once they sign up, the scheduling team will get in touch with you, the tutor, to let you know that you have a permanent student. You can negotiate a suitable weekly lesson time for you and the client with the help of the scheduler.

You will have a permanent weekly lesson time, however we understand that sometimes the client or you may need to re-schedule the weekly session (on a once-off basis or even permanently changing the lesson time). If for any reason your lesson time / day changes (even as a once off), you can make any changes to your schedule in My Lessons as per the My Lessons Guide, so that your schedule can be reflected correctly in our database.
1.4 Communications with Parents and Students
The main regular and once-off communications you as the tutor must have with parents and students.
Below is a description of the main areas and topics of communications you will need to have with students and parents throughout your tutoring engagements with them.

Introduction Prior To First Session
When you are first assigned a new student for the first lesson, you will need to contact the guardian (by phone) a day or two in advance to introduce yourself, find out what topic areas they want to go over in the first session, and gain their confirmation of attendance.

You can also use this call to explain briefly how the first lesson will work (i.e. that they must create a free account and download Zoom on their device, and that you will email them a link a few minutes before their session). Answer any questions or concerns the client has and make sure they are feeling confident and prepared for their first session.

It is also a good practice to then send a follow-up email confirming the details you discussed in your call.

First Lesson Call-Up
5mins prior to the start of your first session you will need to call the guardian via phone and let them know that you are waiting online in the LearnEd Digital Classroom. A link to join the class is provided in the Client Portal at https://portal.learned.au and a reminder is sent the day prior and day of the lesson to the client with a link to join the lesson.

Wait for them patiently to join the lesson.

Lesson Reports
One of your role requirements is to write a lesson report after every week of tutoring for the parents/ guardians to remain updated about their child's tutoring. It is also a good way for you as the tutor and for the student to have a record of their progress. Please refer to section 4.3 Lesson Reports in The Tutoring Process chapter of this Tutoring Guide for more information.

Information About Scheduling
If you or your student ever need to change your lesson time for any reason, you will need to get in contact with the parents or students and negotiate a mutually suitable make up lesson time. This also includes needing to permanently change your lesson day/time. Please refer to sections 1.5 and 1.6 for more information about how to reschedule sessions.

Information About Pausing lessons / Time Off
You will need to make sure the parents and student are aware if you are taking any time off tutoring and how this will be arranged. Additionally, you may need to discuss if the student needs to take time off such as over school holidays. Please refer to sections 1.7 and 1.9 for more information about pausing lessons or taking time off.
1.5 Re-scheduling Lessons Due To Illness
How to cancel / re-schedule lessons due to illness or unforeeable events.
If you need to cancel your lesson due to sickness or unforeseeable events:

  • Inform LearnEd (support@learned.au) and the student/parent with as much notice as possible including a brief reason why it was re-scheduled and who it was re-scheduled by - you or the client

  • Reschedule the session with your student for another day or time. Please give them as much notice as possible. Update your lesson schedule by rescheduling the lessons in the Tutor Portal

If your student needs to cancel due to sickness or unforeseeable events:

  • Please reschedule the session with your student.

  • If the student has any billing queries, please advise them to contact the support team at support@learned.au
1.6 Scheduling Additional Lessons or Extra Tutoring Time
Procedures regarding tutoring a student for an additional lesson or extra time on a once-off period.
Please ensure you have written bill payer concurrence (SMS or e-mail) when scheduling additional lessons or providing extra tutoring time to your students.

Additional lessons:

  • Additional lessons are a great way to give that extra boost to a student prior to exam periods, or to progress faster through content.
  • You may schedule additional lessons with your student at any time using the button/form in the Tutor Portal. A notification will be sent to the guardian to approve the additional lesson.

Extra Tutoring Time:

  • Occasionally we can be tutoring a student in an important topic and the session will run out of time. The student might request for you to stay longer in order to complete the topic.
  • When providing extra time, please ensure that the student understands that the regular session time is over, and that additional billable time will occur. Again, you will need written bill payer concurrence (sms or e-mail) for extra billable time. You could say, "To keep going with the lesson I'll need a quick text or e-mail confirming the lesson date and additional time required". This is required and may be requested by LearnEd in case of any disputes.
1.7 Student Pausing Lessons for Holidays
Information regarding students taking time off on School Holidays or Public Holidays
School Holidays:

We provide tutoring as per usual throughout the school holidays. If a student would like to pause their tutoring service during the school holidays, they are able to do so. Close to each school holiday period, please discuss whether the student would like to continue tutoring during the holidays or not and advise us of this. Please ask the student's guardian to complete the pause request form on the contact page of our website providing us with 14 days' notice.

Public Holidays:

Should your regular schedule session fall on a public holiday you may negotiate with the client to either hold the session as per normal on the public holiday or reschedule the session for another day. All charges and rates remain unchanged on public holidays. Please ensure you communicate any changes to us.

Pausing or Cancelling Lessons:

If your student needs to cancel/pause their service due to them being away, school holidays or any other reasons; Please inform the parent/Student to complete the pause request form or pause cancellation form on the client portal https://portal.learned.au
If a student has paused, but have no done this through the portal, please let our support team know through support@learned.au, so that we can process the request retrospectively.
1.8 Unplanned Lesson Cancellations
What to do if a student forgets or misses a lesson.
Sometimes a student might forget or miss a lesson without letting you know, or they might try to cancel without giving you sufficient notice (such as trying to cancel right at the start of the lesson, or half an hour before). They might also come late to the lesson start time.

To avoid this happening:
  • If the student is not online after 5mins since their lesson was scheduled to begin, call their guardian on the phone and let them know / check that they remember about the session. If you can't get a hold of them, please stay online for the duration of the lesson time in case they join late.

If the student doesn't show up anyway / comes late / cancels last minute (without reasonable reason for being unable to attend, like illness or other unexpected circumstances):
  • The first time this happens, we encourage you to still re-schedule the full session, but explain to the student and their parents that usually / for future occurrences their lesson will not be rescheduled or refunded as it is unfair on you as the tutor to have to wait for them. It is part of their contract agreement with LearnEd to provide minimum 6 hours notice to cancel a lesson. Let us know about the situation as well.
  • If the situation re-occurs and there is no reasonable reason as to why the student could not provide you with adequate notice, please report the situation by using the Report Missed Lesson option in the Tutor Portal. In this case, we will review your comments and if we believe it meets our contract terms with the client, the lesson time will be added to your monthly invoice and you will not be required to reschedule the lesson. If the student is late you may have the session for just the remaining time without making up missed time.

However, to be paid for a 'missed lesson', you must have put sufficient effort into contacting your our student or guardian to help them join the lesson. We may also get in touch with the guardian on your behalf to discuss the situation if necessary.

If you are unsure of what action to take, please contact the LearnEd support team at support@learned.au
1.9 Tutor Leave or Time Off
Scheduling and rescheduling procedure for when a tutor takes time off tutoring.
It is possible for you to take some time off tutoring. To find out how to apply for Tutor Leave and definitions of Type 1 and Type 2 leave, please check Section 6.3 of the Policies and Procedures chapter.

What will happen to my students?
If you are taking leave for a short period, such as one or two weeks, please reschedule the lessons and make up any missed time either before or after the leave period.

Whilst LearnEd provides tutoring throughout the school holidays, students sometimes take time off tutoring, so if possible please try to book trips / time off during school holidays to minimise disruptions to the student's weekly lessons.

If you are taking leave for a longer period of time (Type 2 leave), we will either organise a temporary substitute tutor or a permanent replacement tutor for your students to ensure their studies are not disrupted.

Make sure you submit your leave request via the Tutor Profile page well in advance so that our team can approve your request and organise any changes. Discuss it with your students and parents as well so that they are aware of the situation and involve them in any scheduling decisions.
1.10 Time Zone Awareness and Daylight Savings
Information about lessons falling across different time zones and how to make sure you are scheduling correctly.
As LearnEd tutors online and Australia-wide, you may have students assigned to you from different states, which can fall across different time zones. You will need to make sure you are aware of what time zone each of your students are in in relation to you.

Additionally, some time zones are affected by Daylight Savings (including Melbourne, Sydney, and Canberra), while others (including Perth and Brisbane) are not. This can unfortunately cause clashes between students from different time zones when the clocks change, so please be very careful making sure that you re-schedule students as required if issues like this arise.

Please check this fact sheet for information about Australian time zones and daylight savings:

Please always send your lesson reminders to students with their lesson time correct according to their time zone to avoid confusion on their end.
1.11 Referral Programme
What to say if one of your students / parents wants you to privately tutor their friend or relative.
If one of your students / parents recommends you as a tutor to someone else, this is fantastic! It means you have really impressed them with your work :) The new student can be assigned to you, but please make sure you let us know and make sure the students are enrolled at LearnEd before commencing any tutoring. As per your contract, you are not permitted to take on any private students if they were referred to you by an existing LearnEd client.

If a tutor who has taken on a client with LearnEd is asked to provide private tutoring for that client's friend/acquaintance, then that acquaintance needs to be referred to LearnEd first. This can be done via our referral programme where both the referrer and referee receive $100 credit if the referee enrols in regular lessons.

1.12 Do First Lessons Guarantee That You Will Get a Regular Student?
Information about how clients might proceed after first lessons.
After a first lesson, the customer has the choice to opt-out of further lessons. If they don't choose to opt-out, lessons will be rescheduled at the same time the following week.

Unfortunately, not all first lessons will result in a permanent student. This is why we encourage our tutors to be open to taking as many first lessons as possible. If you take a first lesson and you do not hear back from the scheduling team about next steps, it might mean that the client did not sign up for permanent lessons.

Please don't feel discouraged if this happens - a lot of the time, it actually has nothing to do with the tutor. Reasons clients may not sign up could be that they didn't feel like the online environment was going to be suitable for their learning, that our lesson prices are too expensive for them or they were not ready to commit to tutoring. Sometimes clients even take a first lesson and then sign up for regular lessons much later (even the following year!).

The scheduling team will only be in touch with you know if the first lesson was successful. If you have any questions or unsure about what happened with your first lesson, please contact the scheduling team on support@learned.au
1.13 How to Secure First Lessons
Not being offered first lessons? Here are some reasons why this might be the case.
Often tutors feel like they are not getting enough first lessons assigned / students. The most common reasons for this occurring is having low availability or not responding to our communications in time.

  • Have maximum availability for first lessons. We recommend having a broader availability for first lesson than regular lessons, since after the first lesson the client will often change to a different weekly time. For more information about availability, please see Chapter 2 Policies and Procedures Section 6.1 Setting Your Availability.

  • Make sure you are checking your emails and mobile. Our scheduling team will send you an email asking if you are willing to take a first lesson, however since these are usually booked within 1-2 days of the session, if our team doesn't get a response within 24 hours we will often need to reach out to other tutors to ensure a tutor is assigned to that first. Therefore, ensure you are looking at your emails every day and add the email support@learned.au to your email contacts to ensure our emails are not going to spam.

Other reasons that a first lesson may not be assigned to you could be:
  • A client may have requested a specific tutor (for example, if they are referred by an existing client).
  • Client preference for the experience / qualification of the tutor (clients can be pretty picky, sometimes insisting on very specific characteristics about their tutor)
  • Your availability to teach certain subjects / curriculums / year levels (the more areas you are willing and able to teach, the easier it is for us to match you with a first lesson)
  • Feedback from your previous / existing clients and your previous communications with us.
2 Tutoring Content
How to plan your lesson topics, what you are going to teach and where to access tutoring material.
2.1 Content Overview
How to know what topics you should be covering in your tutoring lessons.
The content of your tutoring classes is largely up to you as the tutor to decide. You should be guided by discussions you have had with the student / parents in the beginning and throughout your sessions.

It is always a good idea to ask your student in advance what topic they would like to cover in class so that you can prepare some material. Most commonly, they would like to go along with what they are doing at school, so you can ask them or their parent to provide their school syllabus / rubric for you to follow along with the topics in the same order.

You can also review our textbook archive and other resources to get a good idea of what topics are covered in particular year levels (refer to section 2.2 for links).
2.2 Resources for Tutoring
Where to access tutoring notes, exercises and homework materials for every year level.
Our Textbooks and Resources Library
You can access textbooks for every year level in your electronic textbook library. These textbooks are great because you can send screenshots of exercises to students for homework, and work through the example problems in your lessons. This library also contains a folder titled Resources which contains a range of past exams, sample exams and solutions for different levels of assessment for different states.

Mr Carter Maths
This is an additional resource available to you which can generate questions on a range of levels and topics in mathematics. You will need a login for this resource, which will be set up for you during your Onboarding. If you do not have a login yet, please send us an email and we will set an account up for your use.

This is another useful resource that can help you break down exactly what is in the Australian curriculum for each year level. It is particularly useful for lower year levels which may not have textbooks.
2.3 Tutoring Subjects
What subjects will you be tutoring?
LearnEd primarily began as a maths tutoring company, but in recent years we have been branching out to English, Science and other areas.

We leave it up to our tutors to decide which subjects they are capable of tutoring. You can let us know about your preferences in this Subject Selection Form.

Please keep in mind that the majority of our student are looking for Mathematics, English or Science subjects, so while it is great if you can tutor other subject areas too (eg. Drama, History, IT, Design, other languages, etc) please keep in mind that it may be less likely that you will be offered students in these areas, as we simply don't get many enquires about subjects like these. However, we strongly encourage you to still include any other subjects in your Subject Selection Form, because if we DO get a student in a less-common subject, we will immediately know which tutor to go to for that!
2.4 Planning Your Lessons
How to plan and prepare content for your tutoring sessions.
It's very important that your tutoring sessions have a sense of direction and purpose. Therefore it's crucial for you to come to your lessons with a plan of what you will cover.

Here are some things you can do to get prepared;

Think about topic(s) the student will want to cover in the session. It's a good idea to ask in advance, or to procure a copy of the rubric/ syllabus the student is following so that you always know what's coming up.

Prepare the material thoroughly. Revise the ideas, think about how it would be best to explain the concept to your student. What will probably be challenging for them to understand about it? You can look at the textbook notes to help you think of a good way to explain the theory.

Prepare practice questions you will work on; use the resources discussed in 2.2 to generate questions with a range of difficulty that you and your student can work through in the class. Make sure there are questions of different styles that use this concept, including application questions if possible.

Make sure you have plenty to work on - it's better to have prepared too many questions than not enough!

Get your virtual whiteboard set up and organised before the class time to avoid any technical issues.

Revise and apply the concepts in the 'Become A Great Tutor' chapter of this Tutoring Guide.
3 Tutoring Sessions
Everything you need to know about the types of tutoring lessons and how to run and structure your lessons.
3.1 Tutoring Sessions Overview
Information about the two main types of lessons LearnEd offers.
There are two main types of lessons that LearnEd offers to students; the first lesson and then regular or ongoing lessons.

The first lesson is quite literally that - it's a session that the student can use to test out what online tutoring at LearnEd is like, meet a potential tutor and see how they like the service. After the first session the student and parent can decide if they want to sign up or not.

The ongoing lessons are weekly classes at a set time and day once the student has signed up for regular tutoring. Typically, you will be assigned the student you took for a first lesson for ongoing classes, although this is not always the case.

We have recently also been developing a few other types of sessions. One of these is a 'once-off' tutoring session. This is aimed at students who do not want to have ongoing tutoring, but maybe have just one topic they need to revise a few days before an exam. They can use our service to request a single tutoring session from a tutor to work through one topic. The 'once-off' tutoring sessions are still very much a work in progress but they might become more common in the future!
3.2 First Sessions
Exactly how a first session works and the process you need to go through to run your trail lessons.
Initial session booking
You will receive an email from us asking if you are free/available to take on the first lesson at a certain day and time. If you agree, we will assign you the trail and send another email with more information about the student such as their name and contact details, year level, their state of residence and time zone, and any additional information we may have like areas they are struggling with or their goals.

1-2 days before the session
You will need to contact the parents (ideally by phone) and have a quick chat to them - introduce yourself, explain how to download and set up their Zoom account (see 'Technology For Tutoring' section) and ask what their goals are for tutoring and what topics they are currently working on in school. Explain how the first lesson will work - that you will send a Zoom link to their email at the beginning of the session and this will take them into the meeting. Make sure you answer any of their questions or concerns!

10-15 mins before the session
Plan and prepare your content for the class. Start up Zoom and check that everything is working correctly on your end.

5 mins before the session
Send an email with the Zoom invitation to the parent. If this is their first lesson with LearnEd, you will also need to call the client up on their phone and talk them through finding the link and opening it up in Zoom. Keep talking with them over the phone until they are set up and their sound and video is working correctly. You can then hang up on the phone and start the session.

During the first session
A first session is usually 30mins long, but you should allow a bit of extra time in case there are any technical difficulties. In the session, use the first 5-10mins to get to know the student, tell them about yourself and explain how tutoring will work. Then use the next 20-25mins to do some tutoring - work through some problems of varying difficulty on different topics with the student. You are trying to identify gaps in the student's knowledge, and also their strengths and weaknesses in general. Be careful not to make it feel like a test so that the student doesn't feel intimidated or discouraged. Spend the last 5mins wrapping up the session, getting some feedback about how the student felt, explaining what will happen next, and making sure the student and parents don't have any unanswered questions. For a very detailed breakdown of questions to ask, topics to talk about and how to structure the lesson content, please read through the next section (section 3.3).

Common Technical Issues
Sometimes the student will not be able to write on the whiteboard, whether it be a technical issue or it could be because they just haven't bought a stylus or writing device yet. If this happens, explain that for this session you will do all of the writing for them on the whiteboard. Do NOT have the student write on paper because that makes it very difficult and cumbersome. Get the student to tell you exactly what they want to write and you can write it on the whiteboard for them. Let the student know that for future lessons they could consider investing in a stylus or device they can write on so that they can engage in the lesson better.

Other technical issues might be sound or videos not working or a laggy internet connection. For information on how to deal with these technical issues, please have a look at our LearnEd Digital Classroom Guide and Common Technical Issues Guide.

Directly after the lesson
Complete the Lesson Report in the tutor portal. Try to reflect on what the student did well, what their strengths are but also what gaps you might have noticed. Suggest how you think the student and tutor could best use tutoring to improve going forward.

Get some feedback
If this is your first lesson, if it was a particularly tricky one, or even if you just want to get some more tips - tick the relevant box in the First Lesson Report form that indicates you would like your lesson to be reviewed. An experienced tutor will then look at your lesson recording and send you an email within a few business days letting you know what you did well and what areas you could continue to work on. Please don't be afraid to ask for feedback - we are all beginners at some point. When you are starting out, tutoring can be pretty intimidating, no matter how much you prepare for it! We want you to improve and gain confidence in your tutoring by giving you the best help possible.

A few days later
If the student signs up for tutoring, we will get in touch with you and arrange an ongoing lesson time with the student :)

Download First Lesson Checklist
3.3 First Lesson Content and Discussion Topics
What you should talk about with the student and parents during your first session, and what content to cover.
Because the first lesson is a test-run, you want to make sure you make a good impression on both the student and their parents. By planning ahead you can feel more confident and be able to give the lesson a sense of direction and purpose can really help made the lesson be successful.

Here is a good structure of discussion topics to work through during your first lesson.

Introductions (1-2 mins)
This is the part where you can break the ice a little bit with your student. A lot of the time, the student might be a bit shy or nervous, so make sure you are being super friendly and smiling a lot!
  • Introduce yourself - what is your background in this subject? How long have you been a tutor? Give the student a good reason to trust your skill and knowledge. It's always a good idea to introduce yourself first before moving onto getting to know the student because you would have already started to build a sense of trust by offering up some information about yourself.
  • Next, try to get to know the student by asking some open-ended questions. For example;
  • How are you?
  • What is your favourite subject at school?
  • What is your goal after you finish school?

Explain How Tutoring Will Work (2-3 mins)
In this part you can explain briefly what the tutoring service will be like for the student.
  • How the online Zoom whiteboard works
  • Explain the benefits of the 2x 30min lesson structure
  • Explain about lesson updates and reports for the parents
  • Talk about sessions being recorded and slides and the recording being shared with the student for revision
  • Tell them that you will be setting weekly homework (you can mention also the importance of independent study and practice for learning).
  • (ask if they have any questions so far).

Set The Student's Goals and Discuss Learning Styles (2-3 mins)
Now this is getting to the interesting stuff - try to get a good understanding of what the student's goals are, how they learn and offer them some suggestions about how you can run the tutoring sessions in a way that would be most effective for them.
Questions to ask;
  • Have you done tutoring before? If yes, what did you like / what was effective about it?
  • Why are you thinking of getting tutoring now? What are your goals / what do you want to get out of tutoring?
  • How are you going with (subject) at the moment? What are your best topics? What topics are not as good?
  • Would you like to stay a few topics ahead of your class at school or go at the same pace as them? Do you want to catch up on topics you got stuck with from previous semesters?
Make sure you do not sound like you are quizzing or testing the student too much with these questions, or they might feel intimidated. You can add some light discussions in-between, like relating to your own experiences in school at that age.

To set a goal, go onto the 'Students' tab on the tutor portal and click '+New Goal'. You can then set a goal suitable for the student. We recommend a minimum of 3 goals; one for the year, one for the term, and one for homework.

Work On Some Problems (~20 mins)
For the rest of the lesson (around 2/3 of the first lesson), you can tell the student that you will just work through some example-problems in a tutoring style so that they can see what it's like. You can either come with a topic prepared, or ask the student what topic they would like to work on.
While you work through the problems, try to mentally assess what level the student is at, what are their strengths and weaknesses, what is their learning style. Again, make sure you don't make it feel like a test! If the student doesn't know how to do something, tutor them and help them understand how to do it!
  • Always start with an easy question - pick a question that you are almost certain the student will know how to do all or most of. This will give the student a bit of a confidence boost and can make the lesson feel positive for them. Unfortunately if you start with a question that is too difficult for them it could make them feel like they are not smart enough or feel embarrassed that they couldn't do it. Make sure you give the student some positive feedback if they do well, and encouragement if they make a mistake.
  • Once they complete the easier question, you can let them know that you want to see now how they will deal with a more challenging problem. Continue to work your way up to harder and harder problems that the student may not be as used to.
  • You can also go onto a topic that is completely new to the student, and explain a small part of it from scratch and then see if they can then apply the concept. This will often also feel like a positive experience for the student, and also gives them an opportunity to experience what a lot of tutoring will be like.

Wrap Up the Session (3-5 mins)
As the first session comes to an end, you want to make sure you finish on a positive note.
  • Ask the student how they found the session; writing on the whiteboard, learning new ideas online, recalling older concepts, your tutoring style
  • Give some feedback on how you think they went; particularly if you have observed anything about their learning style. You can make a suggestion about what you think the best approach to their tutoring would be for the ongoing sessions.
  • Explain to the student and their parents an idea of what the next steps are (that you will upload the lesson recording and share it with them, that you will be writing a lesson report about the first session and that the parents will receive the report in an email with a link they can follow to sign up for the tutoring service).
  • Ask the student / parents if they have any questions.
  • Finish off by on a positive note such as saying that it was lovely to meet them, that you really enjoyed the session and are looking forward to tutoring them and helping them achieve their study goals in the future

This is definitely a lot of information to take in at first, but don't get intimidated! If you get familiar with this process, have a good idea of what you will need to say / explain or ask, and have some questions prepared across a range of difficulties, your first lesson will almost certainly go well! However, there is one remaining thing though that you MUST do to make sure the first lesson is a positive experience for the student:

SMILE!! :)

Yep that's right! It's that easy! As soon as you smile and have a bit of a laugh, any feelings of nerves or awkwardness for both you and the student will reduce greatly, and you can create a safe, friendly atmosphere where the student will feel like they are ready to grow and learn.

Download First Lesson Discussion Topic / Content List
3.4 Ongoing Sessions
What to do before, during and after your regular sessions with a student.
Initial weekly session booking
You will receive an email from us asking if you are free/available to take on a regular lesson at a certain day and time. If you agree, we will assign you the student and send another email with more information about the student such as their name and contact details, year level, their state of residence and time zone, and any additional information we may have like areas they are struggling with or their goals.

1 day before the first session
If this is a new client to you, you will need to contact the parents (ideally by phone) and have a quick chat to them - introduce yourself, explain how to download and set up their Zoom account (see 'Technology For Tutoring' section) and ask what their goals are for tutoring and what topics they are currently working on in school. Make sure you answer any of their questions or concerns!

1 day before / morning of the regular session
If you have already had a first lesson with this client, simply send them a reminder email or text message confirming their lesson time for the following day, and letting them know to come prepared with any homework questions, their calculator on hand etc. At this point it's also a good idea to get a copy of the rubric or syllabus the student is following at school.

10-15 mins before the session
Plan and prepare your content for the class, including theory and a range of practice questions of increasing difficulty (see section 2.4 on how to prepare content for your classes). Start up Zoom and check that everything is working correctly on your end.

5 mins before the session
Send an email with the Zoom invitation to the parent by email. Once you have had a few sessions, you can also suggest to add one another as contacts on Zoom, and use this to call them directly at the start of the lesson.

During the session
Review homework that you set or any concepts from school homework the student needs help with. Once the student feels confident with last lesson's homework and has no other concerns, introduce the next topic. Work through the theory and demonstrate some examples, keeping the student involved. Then give some examples for the student to try more independently, with increasing difficulty. Include a range of questions that they can expect to involve this topic. At the end of the session, ask the student how they think the session went, how they feel about the topic and let them know when the next session will be.

Directly after the lesson
1. Send the student some homework exercises (see section 4.2 Setting Homework).
2. If it is your last lesson of the week with that student, complete the Lesson Report for that week in My Lessons (see section 4.3 Lesson Reports for more about this).
3. Upload lesson recording and slides to Google Drive folder (see section 4.4 Lesson Slides and Recordings).

Between sessions
Be available for the student to ask quick questions (see section 4.5 Outside Session Help).

Download Ongoing Lesson Checklist
4 Post-Session Responsibilities
There are a few things that need to be done after your lessons and in-between lessons, including writing a short lesson report to parents, sharing the video recording of you session and answering questions during the week.
4.1 Post-Session Overview
List of things to do after each session and before the next session.
Directly after each session
  • Set homework (4.2)
  • Upload Video and Slides (4.3)
  • Submit Lesson Report (4.4, 4.5, 4.6)

Between sessions
  • Be available online to answer question (4.7)

Before next session
  • Send a lesson reminder / confirm next lesson time
  • Prepare tutoring content for the next class (2.4)

Make sure you remember to do all of these tasks! We recommend you download and print the
Lesson Checklist
to ensure you remember to do all of these important steps!
4.2 Setting Homework
How to find homework problems and set homework for your students.
Many students need direction regarding what they should do outside their private lessons to improve. Setting homework for the students and telling them exactly what chapters and topics to study during the week is very crucial.

You can give practice questions from a textbook for your student complete between lessons, or for Maths students you can use your MrCarterMaths.com account to generate homework worksheets. Tell your student when the homework will be due and make sure to look over the homework next lesson and reinforce any weak points.
4.3 Lesson Slides and Recordings
How to create, save and share lesson slides and lesson recordings.
Lesson Recordings
One of the great things about online tutoring is that the sessions can be recorded and the student can then access the lessons at a later time for revision purposes. It is a requirement that all of your sessions are recorded and made available to the student and their parents. You can learn about how to record videos in Zoom, our virtual whiteboard, in the Technical Guide.

Lesson Slides
As you write on the virtual whiteboard, you will need to be saving screenshots of the slides which you should also share with the student and their parents to use as notes for revision. Luckily there is an easy way to do this using Zoom. Again please refer to the Technical Guide for detailed instructions about the Zoom Whiteboard.

Google Drive
All of your lesson slides and recordings will be uploaded to a folder in a shared Google Drive that LearnEd will provide to you at the beginning of your employment (if you have not yet had a Google Folder shared with you, please send us an email).

Important: the tutor is responsible for sharing your recordings and lesson slide files with the student and parents. Our team will create your main folder for you initially, but it is up to you to create sub-folders for each of your students and share them with the relevant accounts!

You should create a separate sub-folder for each student with their name, and then share it with that student and their parents. For each lesson you have, create a new folder with a descriptive name and upload all of the slides and lesson recording to that folder.

Folder name for each session is to be the concept covered, the date of the session, followed by
student's full name. You can also add a number to the beginning to help keep the folders organised in order of the lessons. Here is an example of what might be in your Google Folder:

John Student (folder shared with John and his parents)
--> 05_Calculus introduction 09 May 18 – John Student
------> video.mp4
------> slide1.png
------> slide2.png
------> slide3.png
--> 06_Integration revision miscellaneous examples 15 May 18 – John Student
------> video.mp4
------> slide1.png
Sarah Student (folder shared with Sarah and her parents)
--> 00_First Lesson Algebra and Linear Equations 20 June 18 - Sarah Student
------> video.mp4
------> slide1.png
------> slide2.png
------> slide3.png

A few notes;
  • If you haven't used Google Drive in the past, please review this short tutorial video and refer to the Technical Guide.
  • Because this folder is shared with you by LearnEd, it should not impede on your personal Google Drive storage space. If it does, please get in touch with us so we can fix the issue!
4.4 Lesson Reports
How to fill out your weekly Lesson Reports
Completing Lesson Reports
It is crucial to keep the parent updated on the progress of their child. For ongoing lessons, lesson reports are due after every lesson for each student. This is completed on https://tutors.learned.au

Purpose of Reporting
The purpose of the lesson reports is to give the parent an idea of what was covered in the lesson, give them a sense of direction and plan with your tutoring, and also suggest ways that the student can improve.

This kind of reporting gives the parents and student (neither of which are necessarily aware of the best study practices) a course of action to take to help the student improve. It also demonstrates that you have a plan in place based on your expertise that you are implementing during your tutoring to help the student become more confident in their subject.

Another important reason we do lesson reporting is to act as 'evidence' of lesson completion, which is why lesson reports are what is used to populate your monthly invoice.

What To Write
The completed form will be sent directly to the parent and/or student, so please take extra care that it is filled correctly with the correct details. Please aim to fill this form out on the same day as your last lesson lesson of the week with that student, ideally directly after or shortly after the lesson. Be as detailed as possible and be very direct regarding the problems and improvements. Also, give suggestions on how the student can improve further.

Technology for Tutoring
Getting Started With the LearnEd Digital Classroom
For your tutoring sessions, you will be using a LearnEd provided digital classroom suit called Lessonspace. LearnEd refers to this as the LearnEd Digital Classroom. This involves a virtual whiteboard which both you and your student will be able to see and write on, as well as the automatically recorded sessions, see each other via camera, save screenshots and much more. All work is saved between lessons as the digital classroom is a persistent digital collaboration space.

Read our getting started guide here: https://learned.thelessonspace.com/help/getting-started
Dealing with Technical Issues
Unfortunately in the online environment, there are a range of issues that can occur before or during your lesson, but luckily a lot of these can be avoided or easily fixed. The Technical Guide contains a range of troubleshooting ideas and what to do if you are in a technical-issue situation.

Technical Guide link: https://learned.thelessonspace.com/help/getting-started


Remember to always let us know if you have a technical issue that impacted your lesson.

Becoming A Great Tutor
1 What Makes A Great Tutor
A 'great tutor' is a concept that can be different depending on each student, however there are a few main elements that are always important for having a success in tutoring, no matter what or who you are tutoring. If you try to do at least the key aspects described in this section, you will be well on the way to being a great tutor!
1.1 Know What You Are Doing
A great tutor is prepared, organised and takes charge of the tutoring sessions.
It is so important for your student's learning for you to be able to deliver a structured and well-prepared session in your tutoring. A successful tutor is an expert in the subject they teach, and they would be able to take control of the lesson by knowing what to cover, what to discuss and how to teach the ideas.

You must be organised and well prepared for lessons. Plan some quality content for each session that aligns with the student's needs, revise the ideas before the session and be prepared to answer questions. Give the lesson a sense of direction by discussing your lesson plan, and also create a 'bigger picture' by discussing long-term goals.
1.2 Be Flexible and Adapt To Your Student
A great tutor can understand student learning and adapt their teaching techniques to suit the unique needs of each student.
A great tutor should have a good understanding of the various styles of student learning, and have a good understanding of effective approaches to teaching (see Section 2 of this chapter).

From the very beginning of tutoring a student, you should be observing and analysing what works well for their student, how they learn best and where their knowledge gaps are. As you go along, you should then be able to adapt to the student's needs and facilitate their learning as smoothly as possible.

For example, this might mean being able to adapt your lesson plan by taking a detour and working on filling in some gaps in the student knowledge. Or it might mean changing the way you explain a concept to adapt to a more visual style of learning.
    1.3 The Mentor Role
    A great tutor plays a mentor-like role for their student - tutoring is a partnership!
    The nature of the student-tutor relationship is a very important aspect of being an effective tutor. You should treat your student-tutor relationship as a partnership, rather than taking the role of an instructor. You need to be a mentor for your student.

    You will need to build rapport, establish expectations, create a sense of leadership, be patient and compassionate, be able to facilitate learning and growing, be able to share your expertise, be there for your student to rely on for help and be able to motivate your student to learn.

    Building a successful tutor-student relationship is arguably one of the toughest facets of being a great tutor, and it requires a lot of practice, adaptability and interpersonal skills. Read through Section 3: Student-Tutor Relationship to help you understand how to develop the most crucial areas of your student-tutor partnership.
    1.4 Keep Your Cool
    A great tutor is prepared to handle unexpected situations seamlessly.
    Be prepared for things to go wrong, and know what to do when unexpected situations arise! Part of tutoring is being able to deliver a smooth and seamless service to the clients, which means being able to resolve issues quickly and easily. This creates an environment where the student is able to focus on their studies without distraction or stress.

    A great tutor can anticipate and deal with challenges effectively, and is well prepared to deal with situations where things go wrong.

    To be prepared, review this Tutoring Guide, especially 'Dealing With Challenges' (section 4 of this chapter) and 'Dealing with Technical Issues' (section 2 of 'The Tutoring Process' chapter). Make sure you know the tutoring process in-and-out, know your teaching content and are aware of how to handle a variety of possible challenges in the tutoring environment.
    1.5 Focus on Long-Term Goals
    A great tutor not only uses tutoring to help with the upcoming tests, but also as tool to help create life-long learning habits.
    Tutoring isn't about giving your student quick fixes by telling them to memorise rules and formulas. The purpose of tutoring should be to inspire life-long learning, create effective study habits and teach your student to think critically for the future.

    Focus on not just answering questions in your lessons, but on helping the student learn how to learn. Once your student finishes their tutoring with you, they should be able to continue applying these study techniques long into their future, and be able to independently learn new ideas and problem-solve.
    1.6 Invest In Your Student's Success
    A great tutor wants their student to succeed, and takes responsibility for their learning and progress.
    Tutoring is not about turning up to the lesson about being on auto-pilot. We take responsibility for the student's learning, success, and progress.

    In order to enable this, as a tutor, you need to constantly assess the student's learning during your lessons. You will then advise of any of these gaps or problems via your tutoring update form for that student. It is also important for you to identify how you think the student will improve faster and easier, what changes the student needs to make to their working habit, etc. and a course of action should be planned alongside the student and the parent.

    Clients want an expert tutor who has a great relationship with their child and knows what needs to be done. The tutor must have control of the lesson and strategically engage the student to follow the path to success in their studies. Lessons are structured and the tutor is keen to reflect on progress, trying to improve lesson quality. The tutor takes responsibility for progress.

    If you do not demonstrate the above to clients, you will lose students fast. But if you do, not only will your students love you, you will be able to make such a positive impact on their lives.

    It is crucial that we make a real difference to students' learning outcomes and help them achieve their goals and dreams.
    2 Understanding Student Learning
    A successful tutor should understand how students learn, appreciate the different approaches to learning that different students have, and be able to adapt their teaching to meet their student's learning needs. Read this chapter to develop your understanding of how to most effectively help your student to learn!
    2.1 How To Study Maths Guide
    A guide on how to study mathematics for students with some important study tips and principles.
    This is a guide written by our brilliant education director and founder Dr Mahya Mirzaei. This guide is also sent to all our students when they start tutoring with us. You will need to read this guide, and frequently remind the students of these principles throughout your sessions.

    If you find a student has not read the guide yet, please ask them to do so before your next session. The guide is important as many students don't know how to study maths, and they lose hope even before they have begun.

    Please click on The How To Study Maths Guide to access the Guide.
    2.2 What Do Students Learn?
    A guide of the way students learn, and how you can explain and teach topics in a way that maximises learning.
    According to research (e.g., Arnold et al, 1991; Laird, 1985) generally students retain:
    • 20% of what they hear
    • 30% of what they see
    • 50% of what they see and hear
    • 70% of what they see, hear and say
    • 90% of what they see, hear, say and do

    As Confucius says, "I hear, and I forget. I see and I remember. I do and I understand". Consequently, effective learning is most likely to occur if students could hear you explain a topic or discussion, see a demonstration or visual display, discuss the material, and have an opportunity to do something with this material. 'Doing' something is what we call 'active learning', engaging with the learning material through activities. However, not all students learn in the same way. The next section will discuss some key ideas relating to the ways in which students approach their learning
    2.3 Purposeful Activity
    Importance of direction and planned, purposeful lessons for student learning.
    Learners must recognise that information is important if it is to be learned – knowing why you must know something, enables students to 'fit' this into their developing knowledge, connecting new information with their existing knowledge. It is much easier to learn subsets of knowledge when you have an idea of the big picture, can see its relevance, see how it is connected to practice and how it builds on what you already know.

    Therefore, each session should have a purpose (that is clearly explained to students) and developed in an orderly way – this requires you to plan tasks that are going to bring about the learning you want students to achieve.
    2.4 Role of Small Classes in Student Learning
    Why small class sessions and one-on-one tutoring are important and how these can benefit a student's learning.
    Small classes provide opportunities for demonstrations, expansion and elaboration on student understanding, a more effective forum for the giving and getting of feedback for both students and tutors and allow students to explore the relevance of knowledge within the context of a course, lecture or topic. Moreover, in the small class environment, students can develop in several key ways:

    • Building confidence (developing the ability to discuss, to present and justify an opinion etc)

    • Develop problem solving skills

    • Develop reasoning skills

    • Speaking skills

    • Listening skills

    • Leadership

    • Cooperation

    2.5 How do students approach their learning?
    Two principal theories on student approaches to study, which you can use to help adapt your teaching style.
    There are a variety of models that explain the different ways in which students approach their learning, most reflecting different activities or strategies that students use and the motivations behind using them. The following is an example of one framework developed by Richardson (1990) based on work by Ramsden and Entwistle (1981), which includes a questionnaire called the Approaches to Study Inventory.

    Approach: Meaning Orientation
    • Deep approach. E.g. active questioning in learning – "I usually set out to understand thoroughly the meaning of what I am asked to read"
    • Comprehension learning. E.g. Readiness to map out the subject and think divergently – "In trying to understand an idea, I let my imagination wander freely to begin with, even if I don't seem to be much nearer a solution".
    • Relating ideas. E.g. Relating information to other parts of the course or beyond – "I try to relate ideas in one subject to those in others, or to real life situations".
    • Use of evidence and logic. E.g. Relating evidence to conclusion – "Puzzles or problems fascinate me, particularly when you have to work through the material to reach a logical conclusion"

    Approach: Reproducing Orientation

    • Surface approach. E.g. Preoccupation with memorising – "The best way for me to understand what technical terms mean is to remember the textbook definition"
    • Improvidence. E.g. Over-cautious reliance on details – "Tutors seem to want me to be more adventurous in making use of my own ideas".
    • Fear of failure. E.g. Pessimism and anxiety about academic outcomes – "The continual pressure of study and assignments, deadlines and competition often make me tense and depressed".
    • Syllabus-boundness. E.g. Relying on staff to define learning tasks – "I like to be told precisely what to do in essays or other assignments".

    Another very well-known model of student approaches to learning is by John Biggs (1987) who developed the Study Process Questionnaire (SPQ) to measure an individual student's typical learning style. Like Richardson's model above, the SPQ contains the surface and the deep approaches, but also includes an achieving approach to learning. Each approach is a combination of 'motive' (motivation) and 'strategy' (action).

    Surface Approach
    • Motive: Extrinsically motivated – (often to avoid failure) by assessment requirements and the need to 'pass', seeing study to an end such as a job, balancing not working too hard with passing.
    • Strategy: Focuses often on only the essentials, the facts and details (rather than making connections between them and seeing the structure of what is being learned), in order to reproduce the information accurately, and often use memorising strategies. They aim to meet assessment requirements but often only to minimum standards and appear to be focused on passing the assessment instead of learning and understanding.

    Deep Approach
    • Motive: Intrinsically motivated – usually to satisfy personal curiosity and interest in the topic.
    • Strategy: Aim to maximise their own understanding of concepts and make sense of what they are learning. They read widely, discuss ideas with others, reflect on different perspectives, relating ideas together and making connections with previous experiences

    Achieving or Strategic Approach

    • Motive: Motivated to achieve academically, often linked to ego and self-esteem, and wish to obtain high grades or other rewards/ recognition.
    • Strategy: Optimise their organisation of time and effort and choose the most efficient and effective strategy for tasks (while memorising is often considered a surface strategy, it depends on the intention, and is often a part of the achieving approach if the most efficient and effective way of learning the material). They identify the assessment criteria and estimate the learning effort required to achieve a grade. Often follow up all suggested readings/exercises, scheduling time and organising workspace.

    Studies of student learning show that often the approach adopted by students is strongly influenced by factors in the environment, the teaching method, or the nature of the subject, such as the type of assessment used, the workload required, feedback received, the enthusiasm of the teacher, or a large amount of content to be covered in the subject (e.g. first year biology or chemistry).

    Research also shows that the learning approach adopted by students is often closely related to the quality of their learning and their academic achievement – students who have a surface approach to learning, being extrinsically motivated and focussed on facts and details rather than understanding and relating concepts, and developing an interest for in what is being learned, will normally achieve a lower quality learning outcome. Teachers can influence these factors to varying degrees. For example, we can discourage disinterest and extrinsic motivation, and encourage intrinsic interest by sharing our own passion and enthusiasm for the subject, emphasising its relevance to their overall program of study and their career goals, particularly in designing interesting activities and assessment tasks that help students to make connections between the subject and the 'real world' of work or the profession.

    It is the making of connections between ideas that distinguishes between surface and deep approaches to learning, and hence, the quality of students' learning. We can also see now why students retain more knowledge if they see, hear, say and do; that the more students 'say' and 'do', the more they are like to make sense of the information for themselves, develop an understanding of the material and relate information learned to other parts of the subject or beyond. These ideas are brought together in the following section on theories and principles of learning.

    2.6 Theories and Principles of Learning
    Some research-based information that can help you understand the theories behind student learning.
    Recent developments in student learning have been primarily based on a constructivist philosophy, whereby effective learners are the determinants of what is learnt. From this 'learner-centred' view, the tutor's role is that of a facilitator of the learning, and the prior ability and knowledge of the learner determines the learner's approach to a learning task. Learners take an active role in the learning process, particularly for those who choose to be engaged in meaningful learning where their intentions become more significant than those of the teacher (Moon, 1999).

    According to the constructivist view of learning, the effective learner constructs their own knowledge and the knowledge is conceived to be organized like a network (i.e., cognitive structure) rather than a bucket of information contained in memory. Students utilise what they already know (their prior knowledge) in helping the learning of new material and integrating or assimilating it with their existing knowledge – they build on what they already know and are more likely to engage in meaningful learning.

    Meaningful learning (or deep learning) occurs when the learner intends to understand the learning material and make sense of it in terms of what they already know and experience, and to utilise this knowledge in new situations. This contrasts with rote learning or learning by memorising (or surface learning) which occurs when the learner does not, or cannot, relate the material of learning to prior knowledge and instead learns isolated bits of knowledge such as facts and details. Given these notions about how students learn, here are some key principles of learning that are important foundations for effective teaching and learning (Angelo, 1998; Biggs, 1999).

    1. Learners need guidance and support, and benefit from being given some basic structure from which to grow their knowledge from – having 'sign posts' pointing out key information is crucial if it is to be learned.

    2. Learning is best facilitated when students' prior knowledge is 'cued', so that they can begin to assimilate new information in an organised way that relates to their existing knowledge.

    3. Learning occurs through communication and social interaction, and students should be encouraged to share, question, reflect on and challenge ideas so that their knowledge is modified and advanced.

    4. Learning is not a 'spectator sport' and students need to act on information for it to become meaningful and integrated with their existing knowledge.

    5. Deep understanding occurs when students can apply their knowledge to new situations, and this kind of learning occurs through practising with this information many times in different contexts.

    6. Students learn better when they are aware of their own learning processes, the strategies they use, and if they continually monitor their understanding
    3 Student-Tutor Relationship
    Your relationship with your student will play a huge role in how successful your tutoring is, whether the student learns from you and whether they feel like the lessons are successful. You should be working on developing rapport with your student, being an expert in your area, a leader and a mentor.
    3.1 Establishing Expectations and Ground Rules
    Suggestions of good ground rules to establish in the beginning of the relationship for both student and tutor.
    Often problems arise with students because of unclear expectations about your role as a tutor and about their role as a student. Establishing expectations or ground rules from the beginning can help clarify these expectations and help in maintaining a good working relationship between you and the individual students. Getting the students to generate the ground rules themselves (with input from you as the tutor, of course) can also help to establish rules that will be more likely to be kept, as students will feel like you trusted and valued their perspectives.

    A set of ground rules can be a helpful tool when having to deal with difficult situations later – for example, if some students are dominating discussion or behaving inappropriately, being able to refer to the ground rules that the students themselves negotiated can be quite powerful in getting back control of class. It is also quite useful to review the ground rules during the session, to get feedback from students on how they think things are going, if there are any rules that aren't working or any rules that should be added.

    Here are some possible ground rules (for the tutor and the students).

    • Be on time.

    • Respect each other's point of view

    • Come prepared for each class.

    • Acknowledge that it is okay to make mistakes – mistakes are an opportunity for learning.

    • If need to cancel or reschedule the session for whatever reason, then a minimum notice of 6 hours must be given.

    • If encounter any technical issues during the class or before the class, inform the other party via text and try to resolve otherwise reschedule to another time.

    3.2 Creating Rapport
    The importance of rapport in tutoring and how to build rapport with your students.
    Rapport refers to a relationship of mutual understanding or trust and agreement between people, a sense of being on the same wavelength. In real estate you hear people say location, location, location. In mentoring roles, the equivalent is rapport, rapport, rapport. Without rapport your student will not learn well from you. Period. According to renowned psychologist Dr Robert Cialdini rapport happens because of:

    • A sense of similarity with a person

    • A sense of co-operation/teamwork with a person

    • Receiving praise from a person

    Creating Rapport with New Clients is a crucial key for the students learning. When you start your first lesson, spend at least 5-10 minutes on introduction to get to know your student and as discussed earlier make the student feel that you do care about their learning.

    • Discuss their profile/situation, recent tests marks, next test etc. Understand the situation and make sure they know you understand.

    • Tell the student/parent about your experience and success with your subject area.

    • Tell the student that you will help them achieve what they want, and you'll work on it together.

    • Praise the student that they are getting help.

    • Seek out similar experiences/problems that you may have had, tell the student about them.
    3.3 Leadership
    Importance of taking control of your lessons and how to create leadership effectively.
    Crucial Role To Play
    Leadership is the process of directed influence in which one person can enlist the aid and support of others in the accomplishment of a common task.
    In the context of tutoring, you must enlist the help and trust of the student in order to achieve results for your student. Clients expect that you will be able to engage the student. They expect you have a well-defined path to follow with the tutee. They expect lessons to be structured, planned and directed. Clients hate nothing more than a tutor who comes in and aimlessly answers student's questions- this doesn't help much, and the student could just see their teacher for help at lunch time instead. You are a mentor and leader for the student. You must demonstrate confidence in your leadership.

    Creating Leadership in Your Lessons

    You must be the one in control of the lesson. You understand what the student wants and keep redirecting them onto the right path (with their help). You are responsible for progress and are always keen to improve what you are doing. Everything you do has a clear direction and purpose.

    • At the beginning of every lesson, especially the first, quickly revise what they are up to and plan of things to cover that lesson.

    • At the end of the lesson ask them what they liked and didn't like that lesson.

    • Explain that it takes time to develop a good working dynamic and the best way to do this is to communicate about what is/isn't working so you can adapt your approach.

    • At the end of each lesson make a quick plan of what you expect to do next time and their homework.

    • Whenever you are doing any planning, justify your reasoning. Also ask the tutee if they are cool with the plan, involve them in the planning process. When a student is involved in the planning, they are more committed to the plan.
    3.4 Mentor Role
    How to act as a mentor for your student.
    An effective tutor isn't just an instructor, they are also a mentor for their student.

    What does a mentor do?
    • Helps see a long-range view of the student's growth and development
    • Motivates their student to learn and to appreciate learning
    • Helps the student build long-term goals
    • Encourages the student to step out of their comfort zone
    • Actively listens; they want to understand and hold meaningful two-way discussions
    • Creates a comfortable environment for the student to grow
    • Is honest and is able to give feedback in a constructive way
    • Is patient and compassionate

    Some tips for tutors:
    • Be there for your student as a support system through their studies, in ways that are not only related to their ability to perform well in the subject they are studying with you.
    • Build rapport in your relationship (see 3.2)
    • Help them develop goals for your student's studies long-term, guide them to resources that can help them in the future.
    • Work with them to understand how to learn and study effectively, not just how to answer specific types of questions.
    • Give them the motivation and drive to work harder and give them the knowledge and expertise to work smarter. Inspire them to want to study and learn!
    3.5 Expertise
    How to get your student and their parents to trust your expert status.
    An expert is a person with extensive knowledge or ability in an area of study. An expert is what parents and students expect- they will not tolerate anything less. You must demonstrate your expertise in your subject area, and knowledge of what it takes to succeed in that subject. Otherwise, the client will quickly lose confidence in you. You must always be prepared and know what to do.

    To create expertise status, you must behave like an expert and convey your knowledge and experience. If you don't make it known you won't get credit for it.

    • Make sure you have looked over their syllabus or course material beforehand. This makes a great impression, only takes a few minutes and will give your lesson some direction.
    • Relate the student's challenges to experiences you have had with other students
    • Explain your views and understanding of how to succeed in your subject area. For example:
    • 1. Fluency in algebra is required for EVERY topic in math and that many students suffer because of poor algebraic foundation
    • 2. Chemistry can't be mastered by rule dependency and memorising - they must learn to think right.
    • 3. That tutoring/learning only works when consistent and systematic effort is being made
    4 Responding To Challenges
    There are a range of challenges that you might experience as a tutor, including your own nerves and concerns, as well as problematic students, parents and clients. It is good to have an idea of how to deal with certain challenges before they arise, so that you can mitigate them effectively. Read this chapter to learn about how to deal with the most common challenges you might expereince as a tutor.
    4.1 Concerns Before Teaching First Session
    You are probably going to be a bit worried before your first lesson, but if you prepare well everything will be okay!
    New tutors often have a variety of fears and concerns about their first tutoring experience, and most of these fears and concerns are common worries for all new tutors.
    • "I feel so overwhelmed, that I don't know where to start"
    • "How will I last a whole hour? It will be embarrassing if I haven't got much to say"
    • "I don't really know what they are going to expect of me... and what if I don't give them what they want?"
    These comments are valid concerns for new tutors who have never dealt with students before, or if you are tutoring in a new environment. However, there are some things that you can do in the first lesson (and beyond) to start addressing these concerns. That's why careful preparation and planning before the first lesson and every lesson thereafter is so important.

    How to prepare:
    • Read this Tutoring Guide, complete all associated practice tasks and take notes. Make sure you understand your responsibilities and have a good idea of how to conduct a lesson.
    • Learn what you can about your student in advance; their year level, the topics they might want to cover, their learning goals.
    • Revise the content yourself so that you are confident with all of the ideas.
    • Prepare some theory and example problems with varying levels of difficulty (that will be enough to work through for a whole lesson).
    • Prepare some discussion topics for you, the student and the parents to have. If you don't know what they want, find out! Talk to them about their goals for tutoring, what they want to get out of it, their learning style etc.
    4.2 Dealing With Nerves
    How to reduce your nervousness before and during a session and how to make the lessons feel comfortable.
    "I'm really nervous, and worried that the students will see how nervous I am"

    Nerves are quite a natural response to starting something new, especially in situations where there are factors out of your control.

    Dealing With Nerves
    The best way to deal with your nerves, is to prepare as much as you can for your session. Prepare your content in advance, revise it so that you are confident with the material, organise a lesson plan so that you don't run out of things to cover and have a sense of direction in your session.

    You should also prepare for your discussions with the student and parent, by preparing some discussion topics and things you might want to tell them about yourself and your tutoring. You can think of some good questions to ask the student/ parents in advance as well (refer to the Tutoring Process chapter of this guide, Section 3.3 Trail Session Content and Discussion Topics).

    Have a little notepad next to you with some questions, discussion topics, concepts / topics and the lesson content planned out. This way you will give off a sense of direction and control over the session and will feel more confident because you will know exactly what to do!

    Even if you are well prepared, you will still likely feel a bit nervous in the beginning. This is okay! Remember, your student is probably nervous too, so it's important that you work on making them feel comfortable in the lesson. The best way to reduce both your own and the student's feelings of nerves or awkwardness, is by smiling! Be friendly, laugh a bit if something is a bit uncomfortable or awkward to ease the tension, and just smile as much as you can! If you and the student are having a good time, the feelings of nervousness will quickly go away :)
    4.3 When You Don't Know How To Respond To a Question
    How to respond when you don't know the answer to a question during your lesson.
    A common concern for new tutors is; "What if I don't know something? I'll be so embarrassed!"

    Even experts can sometimes be stumped by a problem - nobody can know everything, and with lots of subjects there are sometimes problems that take a bit of out-of-the-box thinking.

    If your student poses a question that you are unable to complete in the lesson because you don't know how to do it, the most important thing is to be honest. Let the student know that you haven't seen a problem of this style before and that you will need some time to figure it out, and you don't want to spend a lot of lesson time trying to solve it yourself. Let them know that you will work on it after the session and will let them know next lesson what is the correct way to solve the problem. Continue working on different problems for the rest of the session.

    After the lesson ends, research how to complete this question, or if you are really stuck send an email to us and we can help you out!

    Note: Of course, if this happens very frequently, the student might suspect that you are not very confident in the subject you are teaching, which can be a problem. You can reduce the likelihood of this happening by being prepared for your lessons. Revise the topics, re-read the theory and do some examples on your own before coming to the lesson.
    4.4 Student Behaviour Challenges
    How to deal with disengaged, distracted, disruptive or otherwise tricky student behaviours.
    You might be feeling concerns before starting with a new student, feelings like;
    • "I'm worried that there will be some problem students who I won't be able to handle"
    • "What if the student doesn't want to do the things, I've planned... what if they don't want to participate?"
    • "What is the student is really quiet and not engaging in the lesson?"
    As a tutor, you will encounter students with different personality types and learning styles. Establishing ground rules, providing explicit instructions, will help you identify potential problems early on and enable you to take steps to manage and defuse them.

    • Silence
      If the student is silent or unresponsive, here are some methods to encourage discussion: Asking open-ended questions - "What do we already know about...?" "Explain how...?" "What is the meaning of...?" "What might happen if...?"Ask the student to think about their ideas or response to a question or problem on their own, then after a couple of minutes, ask them to share their response.

    • Non-listening
      If the student is not listening, try using a listening exercise, e.g. where you would ask them to repeat what you explained to them. Or try to engage them by asking them to solve a question.

    • Derailing
      If the discussion goes off track or becomes irrelevant: Set a clear topic at the start. Draw the student attention to the situation (e.g. "I'm wondering how this is related to our topic of discussion?"). Ask a clear question or make a clear statement to direct discussion back to the topic.

    • Anger
      If a student is angry, remember the anger resolution process: Listen - give full attention and stay silent. Paraphrase - wait three seconds, then summarise your understanding of what was said. Empathise - acknowledge their feelings and point of view ("I do want to help"). Apologise - if applicable. Ask questions - "What would you like me to do?" Explain - explain what you can and can't do. Act - get their understanding and agreement on a plan of action and follow up on this.

    • The expert student
      These are students who seem to have a comment or opinion about everything. Don't openly show your frustration. Sometimes people who appear to be 'experts' are over compensating for a lack of self-esteem.

    • The disruptive student
      Try using silence to direct the student's attention to you and to the situation. Politely ask for their co-operation, using the ground rules set up by you and the class to direct your request

    4.5 Over-bearing Parents
    How to deal with parents who want to control the way you run your tutoring sessions.
    It is natural for parents to want the best for their children, and for them to get the most out of their tutoring experience. However this can sometimes unfortunately manifest itself as the parents trying to micro-manage your tutoring, by telling you exactly what to do and what they believe is the best way for you to tutor (e.g. by asking you to do all of the school homework together with the student, for example, which is definitely not helpful for the student learning!).

    In most cases, it is important that you take what the parent is saying on-board in your tutoring to make sure they are satisfied with the tutoring service. However if you are feeling like they are trying to control your tutoring in a way that will not be beneficial to the student's learning, it is important that you discuss this situation.

    You could handle this by explaining to the parent the reasons behind your tutoring method being a certain way, and how/why doing tutoring a particular way is the most effective. Make sure you are still respectful and open minded when responding to the parent's suggestions.

    Parent: I want you to spend your tutoring sessions doing the homework questions with Sam. That way he can see exactly how to do the questions from school and will know how to do them in the test.
    Tutor: I understand your reasoning. We will work on problems similar to the problems in Sam's homework in our tutoring sessions to make sure he has a good idea of how to do these types of problems. However Sam will need to still work on his school homework independently, because he needs to practice being able to do these problems and apply the concepts on his own. This is because in his tests and in the future, he will need to be able to think through the entire process on his own. In tutoring we will give Sam the tools to do these problems, but he still needs to practice using these tools on his own.

    Parent: Jas has a test coming up on sketching linear equations so can you spend the next few lessons working on this topic? I have noticed you have been working on other topics that are not in the syllabus like algebra and fractions.
    Tutor: Yes definitely we will work on preparing for Jas' test on linear equations. The reason we have been working on topics like algebra and fractions is because I've noticed Jas has some gaps in her knowledge on these topics, and while these topics aren't directly being covered in school anymore, they underlie almost every other topic that she will be studying, including linear graphs. This is why we need to make sure Jas is feeling confident with the base topics first before we can more onto the harder concepts.

    Sometimes, parents still will be very closed-minded and want the tutoring done in a certain way, and won't agree with your methods. If this happens, please let us know and we can have a chat with the parents.
    5 Lesson Scenarios
    Your role as a tutor is to lead the lesson. You need to know the curriculum very well and teach the students in a way that will help them obtain a strong foundation in all the topics that they need to know in that year. A few scenarios are given below to prepare you for different situations that may arise.
    5.1 Scenario 1: Taking Command of the Session
    What is an example of what to do when the student doesn't have any questions for the tutor.
    Poor Practice:
    : Sarah do you have any questions?

    Student: No, not really.

    Tutor: ok, maybe we'll see each other next week when you have questions then.

    The problem with the above scenario is that the tutor is not taking command of the lesson. Most students don't know what it is that they don't know. Also, many students don't have questions, which by no means indicates that they understand the concepts fully or that they can do any questions in a certain topic.

    Your role as a tutor is to take control of the lesson and ensure that you are following what the student is doing at school, while ensuring that you will cover the entire curriculum and prepare the student for their final exams.

    Good Practice:

    Tutor: Sarah do you have any questions?

    Student: No, not really.

    Tutor: Ok, let's go through the trig chapter and give you a head start on the next topic.

    It is good practice to always ask the student what they are doing at school and if they have any tests coming up. You need to teach the students the topics they are doing at school and prepare them for any upcoming tests. This will improve students' self-confidence as they will be able to understand their teacher when they're going through the same concepts. And helping them with topics that will be in their exam, helps them see tangible results and performance improvement.

    So, if for example the student has a test in trig and algebra in two weeks, you will need to make sure that the student has a deep understanding of these topics. This means teaching them the topics and doing questions with the student on these topics. Giving homework to the student and getting them to go through past papers is also beneficial.
    5.2 Scenario 2: Teaching Content
    Importance of being prepared to teach topics to students, not just respond to their specific questions.
    Poor Practice:
    Tutor: Do you have any questions?

    Student: No, but I have missed the integration topic at school, could you please go through this with me?

    Tutor: Sorry I don't have any teaching material so I can't really teach you a topic, but I can help you with specific questions if you have any

    Good Practice:
    As a tutor it is your role to teach the student the topics from an in-depth level, going through questions is important too but you certainly must teach the students any topics that they have problems with.

    Therefore, preparation for your lessons is so important. You need to know the curriculum very well and be prepared to teach a topic from basic principles. You also receive a link from us to the text books for most schooling levels. These textbooks need to be used to plan your lessons and ensure you're following the curriculum. You can follow a textbook and teach a certain topic in the order that the textbook follows. If you require a certain textbook you can reach out to us for further assistance.
    5.3 Scenario 3: Running Out Of Questions
    Another example of how to take command of the session and how to never run out of content to work on!
    Poor Practice:
    : So, you don't have any other questions?

    Student: No

    Tutor: Ok, we'll just finish off 20 mins early because you don't have any more questions.

    Again, the problem with this scenario is that the tutor is not taking the command of the lesson. Having tutored thousands of students, we have never seen a student that didn't need improvement in problem solving skills and critical thinking skills.

    Also, it is not the responsibility of the student to come up with questions and run the session. It is your responsibility as a good tutor to take command of the session and design your lesson in a way that will ensure the student's ultimate success in their exams.

    Good Practice:

    If you have finished the topic the student is doing at school, go through harder problems in that topic, or go to the next topic. If you don't know what will be the next topic that they will be doing at school, it does not matter, start a new topic that they will be doing at school that year. If you have finished all topics, work on harder questions, go through past papers, etc.

    In general, there are three things you need to focus on:

    1. The student understands every topic completely. This involves you teaching the student topics that they have problems with. This does not mean asking the student the question "do you understand this topic?", it means asking the students specific questions from that topic, testing their understanding, and then teaching them any gaps in their knowledge.

    2. Ensure students can do the different types of questions in that topic. This involves going through various types of questions with the student, making sure the student has seen (nearly) all the different types of questions they can be asked. Again, following the student's textbook makes this very easy and will assist you greatly.

    3. Follow the curriculum and ensure the student is prepared for their exams. Again, follow the textbook.
    Your first session with a student is very important. You need to:

    1. Have a high level of enthusiasm. You need to convey to the student that you are genuinely interested in their progress and would like to see them succeed in their studies.

    2. Take control of the lesson. Design your lesson before hand and be very prepared. The first session is important as the students and their parents form their opinion of you.

    3. Be helpful, patient, and high energy.
    But most important of them all, have fun! You are changing the life of a student, helping them achieve their dreams. Tutoring will help you improve your leadership skills and your interpersonal skills.
    5.4 Scenario 4: Dissatisfied Student
    An example of what might make a student unhappy with their sessions, and how to avoid this.
    Imagine you have just been assigned a new student...

    You start your first session with a new client in mathematics. Once the student and you are both in the virtual classroom, a short introduction follows, and you decide to start on the problem solving. You ask the student what they are doing in class and where they are up to. The student typically seems a little uncertain but will manage to tell you what they are doing after looking at their text book and notes. A subtle awkwardness is present, but you start questioning the student asking them about their difficulty. Then you explain the questions and ideas.

    The student's other knowledge gaps, especially in algebra and arithmetic, create detours in your lesson and progress is a little slow. It is likely that you haven't taught that exact topic at that exact level for a while. Throughout the lesson you are picking up the pieces yourself; relearning how to structure the concepts for the student. This slightly awkward and directionless process continues until the end of the lesson. After agreeing on the same time for next week you part ways. Leaving, you sense the student was satisfied but not exactly thrilled, even though you answered all their questions...

    ...after you leave the parents will ask your student about the lesson:

    Parents: How did it go?

    Student: It was okay...

    Parents: Well, what was it like?

    Student: I dunno... they were good at explaining stuff

    Parents: But?

    Student: Well...everything was explained well but they didn't really seem to know what they're doing completely I guess, I dunno...it was ok

    ... The lessons continue in a similar fashion for a few weeks. Similar dialogues will occur between the student and parents. Gradually, you may start to sense that they are not completely satisfied. Suddenly, you will be informed that they are deciding to take a break from tuition, or, they may even directly ask for another tutor. You are surprised!

    Did you fail as a tutor? Are you a bad tutor?

    NOT AT ALL! But unfortunately, this happens frequently.

    Why does this happen?
    This happened because even though the tutor may have the right skills, this wasn't demonstrated or communicated. From the above example, the student and parents would be within their rights to perceive the tutor as someone who:

    • They do not have a great rapport with and doesn't have good relationship building skills

    • Isn't an expert and doesn't know what needs to be done

    • Isn't familiar or confident with the material/syllabus

    • Doesn't have the adequate leadership skills or assertiveness to lead the student to success

    • Isn't professional enough to notice their dissatisfaction or lack of progress

    • Is only good at explaining/drilling topics and has no mentoring skill

    Good Practice:
    You review and apply the ideas from the Sections 3.2 Rapport, 3.3 Leadership and 3.4 Expertise.

    ...you start your first session, and you and your student are both on the virtual classroom. You speak with the client and student for 5-10 minutes. You discuss their problems and goals in math until they feel you really understand them.

    At the same time, you tell them a little about yourself and your experiences with math and tutoring – you can tell they are a little impressed. You also shed some light on their problems and explain some reasons why many students have a problem with math.

    You tell them of similar problems you've experienced with students. You decide to get started on the math after mentioning that you are familiar with their syllabus. You ask the student to tell you what they are doing in class; the student manages to tell you about a random chapter in their textbook.

    Throughout the lesson you challenge the student to think for themselves and guide them strategically through the various concepts and questions – always explaining where the topic/idea will fit into their mathematics and exams.

    You notice any hindering gaps in knowledge and mention that you will have to cover these soon. At the end of the lesson you write down their homework and make sure they are ok with it. You also jot down loose plans for next lesson. You ask the student what they liked about the lesson and if there is anything they would have preferred differently.

    Then, you explain that it takes a little time to develop a good working dynamic and that talking openly about what is working will help. You agree on the same time next week and part ways.

    ...after you leave the parents will ask your student about the lesson:

    Parents: How did it go?

    Student: It was okay...

    Parents: Well, what was it like?

    Student: I dunno... they were good at explaining stuff

    Parents: But?

    Student: Well, everything was explained well, and they really seemed to know a lot about math and what I need to do – I am starting to appreciate what it will take to succeed. I think I can do it with their help.

    ... Over the next few months your lessons will continue in a similar fashion and similar dialogues will occur between the student and parents. Soon you receive a great testimonial and referral clients are asking us for your tutoring services.

    6 Additional Resources
    The links and information below is all optional reading that can help you gain more confidence in tutoring, and also gain an appreciation for teaching and the world of mathematics!
    6.1 Video Links and Inspirational Ted Talks
    Some fantastic resources about teaching, learning and the language of mathematics.

    6.2 Developing Critical Thinking In Your Students
    An interesting blog post about how to help your students develop critical thinking skills (blog post).
    Source: https://blog.tutorhub.com/2014/01/17/tips-for-tutors-developing-critical-thinking-in-your-students/amp-on/

    Tutoring students to pass an exam is one thing. Setting out to improve students critical thinking skills, to help them develop their knowledge of how to look at a problem and analyse it thoroughly requires different skills. The purpose of this blog post is to look at the technique of critical thinking and give tutors some practical tools that they can use in a lesson with their students.

    The concept of critical thinking stems from ancient philosophers such as Socrates, who encouraged his students to analyse the validity of their arguments by answering a series of questions that often-exposed contradictions in their initial assumptions.

    These days, critical thinking incorporates Socratic methodology, but it goes further than that, attempting to apply conclusions made during discussions, to solve current issues or even to create new models' participants had not envisioned at the start of the class/discussion.

    So, what is critical thinking?

    The Duke University Talent Identification Program (Duke TIP) defines it as: "Often regarded as equivalent to higher-level thinking, critical thinking requires individuals to engage in more complex processes, frequently connected with the upper domains of Bloom's Cognitive Taxonomy: analysis, synthesis, and evaluation. This kind of thinking assists individuals in their quest for greater understanding and responsible, independent inquiry".

    Critical thinking frameworks

    Bloom's Cognitive Taxonomy may sound like a complex piece of reading but in fact, it is a highly practical set of learning objectives proposed in 1956 by a group of educators in the US, who aimed to aid educators in sharing materials. The reach of this document was, in fact, much more extensive than they would imagine, since it highlighted the need to engage students in classes and tutoring sessions that went beyond superficial handling of subjects.

    Unfortunately, most classes, especially at the primary and secondary school, focus only knowledge and comprehension; they fail to delve into deeper analysis, argumentation and application of knowledge gleaned. According to Bloom, education should go much further, encouraging students to synthesise what they have learned to produce totally new ways of thinking or creative solutions to problems, Additionally, students should be encouraged to evaluate the validity of their ideas and the quality of their work based on set criteria.

    A handy way to use Bloom's Cognitive Taxonomy in your tutoring session is by using this table to determine your student's level attributes, focus on keywords and ask the right questions. For instance, simpler questions might simply involve testing your student's knowledge and comprehension – e.g. "When was Parliament established?", "How would you compare the House of Commons to the House of Lords?" can be easily answered with simple knowledge of facts. More complex questions would involve the application of the student's knowledge – e.g. "What would happen if the election process for the House of Commons were changed?". Students might then engage in:

    Analysis – "What ideas justify the existence of the House of Commons?"

    Synthesis – "What changes would you make to current government?"

    Evaluation – "What data did you use to make that conclusion?"

    Another interesting framework for classroom educators and tutors is the Toulmin Model of Argumentation. It can be used in essay writing and consists of a number of 'phases. The first phase is the pre-writing phase: during this stage, the teacher/tutor presents students with a question/argument and helps him/her 'unpack' it by asking more questions to ensure they understand what it means. During this phase, tutor and students should research into the topic and gather evidence. The second phase involves writing.

    Tutor and student will use the Toulmin model to make a claim, clarify the scope of the claim, provide evidence to back it and justify the ways in which the evidence backs the claim. The third phase involves evaluation: checking for clarity of meaning, depth, relevance and accuracy.

    Things you can do today to develop your students critical thinking skills

    These methodologies are will be highly useful in helping you structure your tutoring sessions though you may wish to warm your student up first by simply teaching them to delve deeper into the higher-level thinking.

    Some simple ways to do this include:

    • Asking questions that have more than one answer. One of the foundations of critical thinking lies in understanding how subjective considerations often underpin many ideas and assertions we hold as inexorable truths. Socrates was a true champion at getting his students to reassess their values and beliefs through logical argumentation.
    • Encourage thoughtful discussions on matter that are important to your student. As a tutor, your role is not only to help your student achieve specific academic aims but also to encourage them to think in a more enlightened, responsible and profound way about an array of issues, ideas and institutions.
    • To encourage critical thinking, introduce themes your student will always question and ruminate over, even when your tutoring days are over.
    • Use critical thinking games to pique your student's interest. Some interesting sites include Riverdeep Interactive Learning, Don't Buy It (which teaches kids to get media savvy and make intelligent purchases) and Free Thinking Games, for kids and adults alike.
    • Present your student with examples: At the end of a tutoring class, show your student with an excellent piece of writing that demonstrates excellent critical thinking skills.
    • Teach your student introductory phrases that reveal they are thinking critically, such as "We should, however, ask ourselves if this is a universal truth" or "This assertion may or may not be evidence of…", etc.
    • Be a model for your student: There is no better way to lead than by example. Inspire your student with your own higher order questions and analyses.
    • Encourage healthy debate: If you are tutoring a group, before or after going through a topic in depth, arbitrarily assign students to two different groups and ask them to argue for or against a topic. The best thing about this type of debate is that it forces a student to find arguments to back and assertion or belief they may not agree with in real life. This encourages them to approach one issue from various contradictory angles.
    • If you are in a group session, ask students to evaluate each other's arguments and point out flaws in the latter. You should provide them with objective criteria which will help them assess their peers.
    The key thing is not for the tutor to behave like Socrates, by pointing out gaping holes in their student's work. Rather, it is to encourage students to ask important, relevant, valid questions that will turn them into profound thinkers for the rest.
    6.3 Eight Ways To Become A Better Tutor
    Some more great ideas about how you can develop and improve your tutoring approach (blog post).
    Source: https://blog.tutorhub.com/2014/01/06/top-tips-eight-ways-to-become-a-better-tutor/amp-on/

    Whether you are a seasoned tutor or new to the world of tutoring, you will be well aware that each student is different, and what works for one doesn't work for another. So the purpose of this blog post is to give you some tips on how to mix and match your tutoring.

    1. Cater the lesson to the student's learning sytle: Some learners are reflective; they like to thoroughly prepare before each tutoring session and prefer to have access to the material to be covered in class beforehand so they can go over it various times and feel confident in the subject you will be covering. Others may be the total opposite; they like to learn by doing. For instance, they might prefer to perform a chemical experiment in a laboratory, rather than swat for hours on the structure of molecules.

    2. Keep it fresh: A lesson plan that may be interesting for two or three lessons will cease to be so once the novelty wears off. Surprise your student by introducing new activities in a class (e.g. games testing their maths skills, songs illustrating a theme or poem recently studied or a brand-new app that encourages them to put what they have learned to practical use).

    3. Take a look at innovative new ways of teaching: Read up on the latest developments in education; take the best from these new styles of teaching and use them in your tutoring sessions. One new method reporting great success is Spaced Learning. A typical class involves presenting students with a topic (usually via a 10-minute PowerPoint presentation) followed by a 10-minute break during which students perform a physical activity like playing a sport. After the action-packed phase, students watch the same PowerPoint presentation, this time with blanks they have to fill in. During a typical class, there are three 'information input' sessions divided by two 'active' 10-minute breaks. The system may be unfamiliar, but its proponents are claiming notable benefits from adopting it. Apparently, the secret lies in creating new connections in the brain which encourage memory retention.

    Another new teaching method is called Engagement; it involves encouraging students to visit local businesses so they can see how the subjects they are learning apply to real life. There is no reason why you, as a tutor, cannot incorporate these systems into your tutoring sessions. Your interest in your student shouldn't end as soon as the hour-long tutoring session is up.

    4. Learn from alternative education methods: For some students, the newest is not necessarily the best. Check out tried-and-tested techniques such as the Steiner-Waldorf and Montessori methods, which still receive rave reviews from teachers and parents alike.

    5. Be patient, be innovative: Some students are able to grasp concepts at a quicker pace than others. Don't despair if you find that you have to repeat ideas you have already spent a considerable amount of time explaining. If you find that your students have problems retaining information, try to use memory retention techniques like mind maps, which take a visual approach to synthesising and memorising large quantities of information.

    6. Be tech savvy: Most students nowadays have an almost intuitive relationship with technology; indeed, almost 100 per cent of UK youth own a mobile, tablet or iPod. Think of how you can incorporate these devices into your tutoring sessions. There are thousands of apps on almost every subject you can think of, from mathematics to science and even literature. Don't spend the entire session on gadgetry but do introduce them as a nice wrap-up to a productive class.

    Technology can also be used outside tutoring sessions. There are many interactive apps and software solutions that enable you to comment on a student's work as it progresses or make your own additions to their mind maps. When a student sees that their tutor's interest in them extends beyond the official paid hour, they are much more likely to feel motivated to go 'beyond the call of duty' when it comes to learning.

    7. Ask your student how you can improve: Sometimes, it pays to get to the point and end a tutoring class by asking your student how you feel you can make the class more beneficial to them. Some students will ask for more variety; others will tell you that you are going too fast and they need to spend more time on the basics. At this stage, you can also suggest ways you feel your student can make the most of what you are teaching them through additional projects they can complete in their own time.

    And, finally…

    8. Make it personal: You can probably recall a teacher that changed your life, inspired you to become more academic or gave you the gentle push you needed to make it into University or the course of your choice. What made this teacher so special was probably the personal interest they took in you; their gentle understanding of your circumstances, obstacles and goals. This teacher or tutor probably walked that extra mile to bring you a book you needed or told you how much they believed in in your ability. It is amazing how something as simple as a lack of confidence in one's own skill and capacity can be a student's greatest downfall.

    Try to be that source of inspiration for your student. Point out the areas you feel they really have talent in; if they express themselves well, encourage them to write, start their own blog or attempt to have their work published. Sometimes, something as simple as telling your student they are amazing is the only thing they need to reach for the stars.
    6.4 Twelve Teaching Strategies for More Effective Tutoring
    Another great blog post that you can use to refine your tutoring approach (blog post).
    Source: https://tutorhubuk.wordpress.com/2014/01/29/tips-for-tutors-teaching-strategies-for-more-effective-tutoring/

    Finding the best way to connect with a student is a skill. The purpose of this blog post is to provide tutors with information on the various teaching strategies available, and provide some practical advice.

    Make learning relevant: For many students, subjects such as calculus, physics or even literature have little connection to their lives. The trick is to bring it alive. So why not perform a practical chemistry experiment, share your passion for an interesting historical figure like Caligula or Augustus, or read them a poem by Blake – the kind of poems that speak straight to the heart, but using a language we all understand.

    Fostering independence: You should be teaching them to become independent learners. The buzzword in both schools and universities these days is critical thinking: encouraging students to analyse subjects in a deeper, more analytical manner. You may do this by asking questions that don't just have a 'yes or no' answer or by applying the Socratic method to point out illogical conclusions made by your student. Set them assignments that go beyond testing their knowledge / comprehension of a matter; encourage them to voice their opinions on the intelligence of historical figures or on the talent of a famous writer. Critical thinking does more than give rise to more responsible, creative and profound thinkers; it also raises students' self-confidence since, perhaps for the first time in their lives, they can feel like their opinions are valued by their tutor. This fosters a mentoring approach that makes students feel supported and cared for.

    Assessment through games: After teaching a particular topic, test your student's comprehension through additional problems and games. Luckily, there are a wealth of online games for everything from children's mathematics to science for adults.

    Using the Pause Procedure: To ensure your students do not tune out and lose interest in what you are teaching, use frequent pauses to ensure the student has understood what you have just been explaining. For instance, ask them to summarise the idea you have just explained and if you are teaching a group tutorial, ask students to summarise what they have just learned to each other. Alternatively, during pauses, ask students to answer a short test or complete a problem using the skills you have just explained.

    Utilisation of the Think-Pair-Share Technique: If you are tutoring a small group, this technique can work very well. It begins by providing information to your students by asking them to read a short text, listen to a short lecture or video. The tutor should then ask one question, instruct students to reflect on it, write an answer down and share their response with another student. Finally, tutors should ask each pair to provide a single answer they have come to after discussion/debate.

    Use of Fast-Paced Drills: If you are tutoring your student in a subject that involves a significant degree of memory work (such as Biology), drill your students frequently on particular points to ensure they retain important facts and information.

    Use of Multi-Media Tools: Think about adding interesting videos to your lessons, songs or works of literature that cover the theme you are teaching. If you are teaching mathematics, show your student interesting videos on, for instance Mayan mathematics which shows how easy it can be to grasp a basic knowledge of mathematics when a hands-on approach is taken to learning.

    Requesting feedback: Make sure that you request feedback from your student (and their parents, if relevant) regularly. Do you fully understand their preferred learning style, or are you spending enough time on a subject? The ultimate aim is to make the most of your student's limited time and resources.

    Introducing humour into the tutoring session: Studies have shown that the use of humour can have highly positive effects on students, greatly increasing their level of engagement and interest. Encourage student to bring comics, funny quotes or jokes to class and dedicate a few minutes to having a good laugh.

    Analysing sources of information: Part of critical thinking is analysing the sources of information you are consulting in order to come to one conclusion or another. Tutors can research the backgrounds of people who have contributed in a significant way to the subject being studied (historiographers, philosophers, scientists, authors, etc.) to increase the student's chances of making an emotional or intellectual connection with these people.

    Encouraging students to create: One of the easiest way to engage students in a subject is to encourage them to create website or blog covering the themes covered in tutorial sessions. Being responsible for a blog involves constantly updating one's knowledge publishing new findings and even being prepared to receive comments from readers. It is also a great way to connect with other students or intellectuals in one's chosen field.

    Changing class settings: You need to keep boredom at bay. Once a month, why not hold your lesson in a different place: at a museum, park, library or an historical site?