Austinmer's tutors include a university teaching academic with over seven years' experience and 25+ published research papers, an award-winning primary/secondary school teacher with eight years' classroom and tutoring expertise, peer mentors and high school duxes, experienced K–12 coaches, Gold Duke of Edinburgh recipients, creative writers, STEM Olympiad participants, and specialist swim and sports instructors.
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Seasoned
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Seasoned
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Byron and my son had a great rapport from day one. I can't believe how much value my child is getting from this tutoring - it far exceeds my expectations. Can't recommend Byron highly enough.Gerald
Year 4 student Remi worked on multiplication and division through his homework, as well as quick-fire practice with fractions and time questions.
For Year 8, Olivia tackled linear equations using algebraic methods and revised rates and ratios with real-life worded problems.
In Year 10, Ben focused on solving quadratic equations both by completing the square and applying the quadratic formula, then explored how these relate to sketching parabolas on graphs.
In Year 9 algebra, one student often assumed pronumerals kept the same order as previous questions, leading to confusion in working out—"attention to detail, especially to the pronumerals," as a tutor noted.
Meanwhile, a Year 11 student facing hyperbolas and exponentials sometimes avoided showing all working, making it hard to spot calculation errors early.
For a primary learner with focus challenges, skipping numbers while counting down for subtraction led to incorrect answers until a short break helped him reset.
In Year 8 English, reliance on spellcheck replaced real spelling practice, reducing skill retention when writing without digital aids.
One Austinmer tutor noted a high school student who, after struggling with simultaneous equations, now confidently chooses between methods on her own and solves similar problems without prompting.
Another older student recently showed a big shift—after previously missing errors in quadratic factorisation, he's now actively spotting where he went wrong and can redo those questions correctly.
In Year 3, Remi had avoided finger-counting out of embarrassment, but this term he's begun using it openly for tougher addition and subtraction problems and even tackled perimeter questions for irregular shapes with less hesitation than before.
