Tutors in Fitzroy include a classroom teacher with a Master of Teaching and extensive K–12 experience, an award-winning medical student and seasoned high school tutor, a Flinders lecturer with over a decade in maths education, advanced STEM graduates with Olympiad honors, bilingual educators, experienced youth mentors, and accomplished academic prizewinners.
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Proven She is great , lovely and kind. Plus she has the positive energy to deal with the kids. She is generally good with the little ones and has the tactics to keep them engage. I am happy with her. She gives the right amount of hone work for the rest of the week.Sarah, Medindie
Year 6 student Emily worked on simplifying fractions and converting between units, including multiplying and dividing by 10, 100, and 1000.
For Year 9, Sam practised expanding brackets in algebra and solving equations with fractions using cross-multiplication.
Meanwhile, Year 10 student Olivia focused on factorising quadratic trinomials and applied these skills to financial problem scenarios.
A Year 8 student often skipped revising written notes before starting exercises, leading to repeated confusion with algebra sign rules—she made the same mistake regarding sign changing very often despite being reminded and her notes are available.
In Year 6, forgetting to complete homework meant less time consolidating geometry formulas.
A Year 10 student did not inform the tutor ahead of a test, missing out on targeted preparation.
Several students in Years 4 and 7 relied on calculators for timetables instead of memorisation, slowing progress in more complex topics.
Moments of distraction during lessons left working incomplete or unclear.
A Fitzroy tutor recently noticed Athena, a Year 10 student, making a shift from needing reminders to independently taking notes and actively solving algebraic word problems—she even scored 87% on her latest test after struggling with similar content last term.
In another session, Constanza (Year 7) moved from hesitating over new fractions topics to posting thoughtful questions and finishing her homework without prompting.
Meanwhile, Valentina in Year 6 started writing down her problem-solving steps during lessons instead of relying solely on verbal explanations; she completed all her homework and correctly applied new strategies to worded equations.
