Emerald's tutors include a Dux in multiple subjects and school captain, an ATAR 97.7 scholar with raw study scores up to 47, seasoned K–12 English teachers and youth mentors, university medalists in maths and science, creative performing arts coaches, academic competition winners, and experienced private and volunteer tutors dedicated to student growth.
Seasoned 
Impressive 
Skilled 
Standard 
Skilled
Standard Alex is a natural teacher. He has a real talent for explaining different maths problems in so many different ways until the student really grasps the concept. He is very patient and encouraging, he really focuses on building confidence in the student. Not a small feat for some one who obviously has such a high level of maths himself.Rebecca Odgers
Year 5 student Daniel worked on multiplying larger numbers using stacked multiplication and reviewed area and perimeter through practice questions.
In Year 7, Vien focused on developing a main argument for an English practice essay and started structuring ideas with prompts.
Meanwhile, Year 8 student Riley tackled decimals in worded problems and reinforced her understanding of decimal operations by revisiting previous topics together for extra confidence.
In Year 10 English, a student tended to focus on one narrow idea when tackling essay questions rather than stepping back to consider broader arguments; as noted, "when responding to an essay question, learn to think 'big picture' instead of immediately trying to zone in on one specific idea." This limited the depth and originality of responses.
Meanwhile, a Year 12 student preparing for exams needed to spend more time practicing syntax and phonology—insufficient revision meant gaps remained in these key areas.
In lower years, messy handwriting and wavering attention made written work hard to follow and slowed progress during writing tasks.
One Emerald tutor noticed that Neva, a high school student, went from having almost no understanding of mode, median, and mean to confidently applying them in practice problems within a single session.
Another secondary student, Vien, initially struggled with essay clarity but quickly recognised how much clearer their second draft was after targeted feedback—proofreading and self-correcting without prompting by the end.
At primary level, Riley showed a shift in reading approach: instead of guessing or skipping tricky words as before, he began sounding them out independently and even remembered familiar ones from his surroundings like 'stop' on street signs.
