Monash's tutors include a registered teacher with 22 years' K–12 classroom and exam prep experience, a PhD-qualified engineer and university lecturer, seasoned high school maths mentors, peer and private tutors with academic awards in science and mathematics, plus coaches and youth leaders skilled at inspiring students from primary to senior levels.
Isobel is energetic and a great communicator and Max felt instantly at ease with his first tutor session. She was a great listener and asked lots of questions to find out how she could assist and support him.Michelle
Year 8 student Lily focused on solving simultaneous equations using substitution and also practised factorising and expanding binomials.
Year 10 student Noah worked through quadratic equations, including both the quadratic formula and solving by factorising with the null law.
Meanwhile, Year 5 student Emma reinforced her understanding of fractions and percentages, tackling word-based problems that required breaking down each scenario step-by-step.
A Year 11 student did not complete any extra exam revision between sessions, so independent study routines are still not in place.
In Year 9, "he needs to prepare for sessions by picking out specific Pattern Test examples," but has yet to bring these to tutoring, slowing targeted help.
A Year 7 learner's algebra struggles were made worse by inconsistent written working; as one tutor noted, "workings were messy and backchecking was missed."
Meanwhile, a Year 5 student's homework was mostly incorrect when done alone but accurate during the lesson—showing difficulties applying feedback independently outside of support.
A tutor in Monash noticed a big change in one Year 10 student who, after weeks of hesitating to speak up, started confidently telling the tutor when something didn't make sense during their session on simultaneous equations—making it much easier to target help.
Another high schooler quickly picked up on how changing variables affects quadratic graphs and now asks for more challenging examples instead of just following along.
In a recent primary session, a younger student began using part-whole strategies for tricky word problems and started talking through her process out loud rather than guessing silently—she finished the lesson by solving the last problem completely independently.
