Tutors in Glandore include a 16-year veteran maths and science teacher, an ATAR 99.95 graduate with multiple academic awards, experienced university-level physics and software engineering graduates, a peer mentor and school Dux, seasoned private tutors in STEM and English, and accomplished mentors with backgrounds in teaching, research, coaching, and student leadership.
The tutor arrived on time, a confident, happy and friendly attitude throughout the time he spent with us. My daughter seemed to get on with him very well but thought that they will both have to work towards her getting his teaching methods. This tutor is passionate about what he can teachlen, Clarence Gardens
Year 11 student Lachlan focused on solving trigonometric equations using the unit circle and right triangles, and practised rearranging formulas for his electrician studies.
Year 9 student Archie worked through linear inequalities by graphing and interpreting worded problems, as well as reviewing test errors to strengthen his approach to algebraic expressions.
Meanwhile, Year 5 student Zara developed her skills in converting improper fractions to mixed numbers and decimals, along with practising long division and addition of time.
A Year 10 student missed key fractions homework over the holidays, which meant gaps remained in applying these skills to new topics.
In Year 11 Chemistry, a report draft showed unclear structure and repeated sentences—one tutor noted, "the main point wasn't communicated logically," making it hard for readers to follow.
A Year 9 student repeatedly left out equal signs when constructing algebraic equations from worded problems, causing confusion during revision.
Meanwhile, a senior student's research folio lacked critical evaluation of sources; copy-pasting replaced thoughtful synthesis, so her argument lost coherence under assessment conditions.
A Glandore tutor noticed Mitch, a high school student, now tackles trigonometry problems independently—he's begun constructing his own 'cheat sheets' for upcoming tests and is remembering to apply test strategies independently, which he previously avoided.
Erin, also in high school, used to rely on reminders for evaluating source reliability in her research projects but now clearly distinguishes valid references and consistently addresses social implications without prompting.
Meanwhile, Zara in Year 5 went from confusion about fractions to confidently comparing them using common denominators and even explained her reasoning aloud as she solved practice questions.
