Year 12 student Derin focused on differentiation and integration, specifically tackling derivatives of exponential, logarithmic, and trigonometric functions as well as applying chain and product rules; he also reviewed integration concepts through practice tests.

Year 11 student Olivia worked through discrete random variables with a focus on Bernoulli and Binomial distributions, along with statistics revision using targeted practice exams.

For Year 10, Sam revised algebraic translations and transformations by solving textbook problems, then moved into exam preparation with SACE-style practice questions.

A Year 10 student repeatedly left major Research Project tasks until the last minute, resulting in rushed articles and incomplete notes; "because of time pressure the opportunity to absorb learning is limited," one tutor noted.

In Year 11 Maths, a student's reliance on working through assignments only during tutoring sessions meant less independent revision and shallow preparation for upcoming tests.

Meanwhile, a Year 4 student did not complete assigned times tables homework, making it difficult to move forward with division skills—she still relied heavily on counting fingers in sessions.

In each case, avoidable process habits led to stress or slower progress during lesson time.

One Evanston tutor noticed a big shift with a Year 11 student who, after often waiting for guidance in past sessions, arrived knowing exactly what he wanted help with—leading to his questions being resolved much more quickly and independently.

A Year 10 student showed new initiative by adapting calculus and algebra skills to unfamiliar problems without prompting, something she previously hesitated to attempt on her own.

Meanwhile, a primary schooler who used to lose focus when distracted managed to stay on task throughout her session and completed all her spelling words quiz with full marks.