Tutors in Melton South include a 20-year maths teaching veteran and trainer, a primary teacher with years of classroom and tutoring experience, current university students in education, psychology, and data science, accomplished peer mentors, volunteer maths tutors, an assistant schoolteacher, and competition award-winners—offering real expertise across K–12 learning.
Skilled 
Standard Tahlia has commenced sessions with Dwight, who has been incredibly informative, professional, friendly and supportive. She seems to have developed an immediate rapport with him. Hence we are very pleased with how things are progressing.Jana
Year 7 student Zoe focused on simplifying fractions and decimals as well as multiplication and division skills through targeted quiz questions.
In Year 8, Ray revised all times tables for fluency and practiced using BODMAS to solve numerical expressions with multiple operations.
Meanwhile, Year 10 student Sienna worked through interpreting displacement/time and velocity/time graphs, applying F = ma, and solving equations of motion for constant acceleration in her Physics lessons.
A Year 10 student struggled to stay engaged with maths when word problems arose, saying, "I feel lost and unsure" if the question didn't use just numbers. This meant he'd leave sections blank, even when he knew the calculation steps.
In Year 7 algebra, a reluctance to write out each working step led to confusion and missed errors; as one tutor noted, "he calculated in his head but couldn't show how he got there."
A senior student faced difficulty checking factors without relying on synthetic division—she grew frustrated as trial-and-error took over, slowing her progress through polynomial tasks.
One Melton South tutor noticed Jordan, a Year 10 student, making up lost ground in maths after COVID disruptions—he's now picking up new concepts faster and working through problems more independently.
In another session, Colin (Year 7) shifted from struggling to organise his ideas to confidently brainstorming creative writing topics without prompting.
Meanwhile, Aaylah in Year 3 has started reading longer passages aloud with fewer skipped words; where she once lost focus easily, she now manages double-digit addition on the whiteboard with little guidance and even answered comprehension questions after reading a passage.
