Tutors in Fawkner include a Master's-qualified primary teacher, VCE dux and subject award recipients, seasoned private tutors with years of K–12 experience, Kumon-trained mentors, an Olympiad medalist, university scholars in engineering, pharmacy and neuroscience, plus educators skilled in early childhood learning support and coaching students with diverse needs.
Seasoned 
Proven 
Skilled 
Standard
Skilled
Standard
Seasoned
Standard
Seasoned
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Skilled
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Seasoned
Proven
Skilled
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Skilled
Standard
Veteran 
Outstanding
Seasoned
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Veteran
Proven After the first session I gave Matt some feedback about Mia (via Text). Matt was open to my feedback about Mia’s learning style, and I feel he listened and implemented during the second session. Mia walked away feeling more confident/ comfortable after the second session.Karen, Fawkner
Year 8 student Harry concentrated on algebra skills, working through expressions and equations to build confidence.
For Year 10, recent sessions addressed data distributions by finding the five number summary (including IQR, median, Q1, and Q3), constructing box plots, and applying the 68–95–99.7% rule for normal distributions.
Meanwhile, a Year 4 student practised multiplication using area models and explored equivalent fractions through hands-on activities.
In Year 12 General Maths, one student struggled to locate formulas in a disorganised bound reference book, leading to wasted time during practice SACs—"he spent several minutes flipping pages for the right formula."
In a Year 10 statistics lesson, another student relied heavily on calculators and spreadsheets rather than practicing manual quartile calculations, risking gaps in understanding under exam conditions.
A primary student frequently left homework incomplete and needed prompting to edit written work; when asked to revise spelling errors, "he understood what was wrong but didn't correct it without help," resulting in repeated mistakes on similar tasks.
One Fawkner tutor recently noticed Charlize, a Year 12 student, move from confusion to confidently identifying outliers and calculating interquartile ranges using box plots—something she struggled with at the start.
In Year 8 maths, Emmanuel now works through new concepts after just one example and has begun tackling similar questions independently instead of waiting for prompts.
Meanwhile, Alex in primary school is showing real initiative: he self-corrects punctuation errors during writing tasks and is starting to choose more complex sentence structures on his own. Last session, he finished his letter draft without needing reminders about capital letters or full stops.
