Waterloo Corner's tutors include a Master of Teaching candidate and former school Dux, an experienced high school science teacher with eight years' classroom expertise, a 99.90 ATAR achiever and multi-year Dux, private maths and English specialists with postgraduate degrees, award-winning peer mentors, netball coaches, and accomplished academic competition participants in both maths and science.
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Standard My son Adam is very comfortable working with Tom. They are still a work in progress as they have only had a couple of sessions. Adams first assignment with Tom, We had an excellent result. Adam is a high functioning Autistic he struggles with comprehension & Tom gets it. 5 StarsNahida
Year 5 student Amelia worked through perimeter and area of kites and irregular shapes, and also practised graphing on cartesian planes with X,Y tables.
In Year 8, Suhana focused on partitioning numbers as well as building confidence with basic multiplication, division, and simple fractions using visual models.
Meanwhile, Year 9 student Archie tackled converting between fractions, decimals, and percentages, plus applied these skills to financial maths topics such as calculating price reductions and profit/loss scenarios.
A Year 2 student frequently avoided writing numbers independently, often needing repeated tracing practice and close guidance.
As one tutor observed, "he would imitate what was said rather than attempt sounding out words on his own," showing a reluctance to risk mistakes during English phonics work.
In Year 8 maths, another student hesitated to talk through problem-solving steps aloud, which limited her ability to break down multi-step word problems—she tended to say "I don't know" quickly instead of unpacking the question.
In Year 10, confidence wavered after errors in Pythagoras' theorem; she left working blank when unsure, slowing progress through test review.
One Waterloo Corner tutor noticed a high school student now checks her working without reminders, catching and fixing her own mistakes in Pythagoras' theorem questions—something she rarely did before.
Another older student, who used to hesitate when starting problems, now talks through her reasoning aloud and can spot where she's gone off track, only occasionally needing help.
Meanwhile, a primary student who previously rushed maths problems has begun slowing down to double-check answers and uses number-lines more independently to solve addition with negative numbers. In last week's session, she completed all textbook exercises on her own initiative before asking for extra practice.
