Tutors in Lakemba include a mathematics lecturer and former academic head with over five years' experience, a high school maths educator skilled in engaging K–12 students, an engineering graduate who's mentored peers and led science workshops, and several tutors with proven volunteer teaching, peer mentoring, or international awards for academic excellence.
We were all very impressed with Trent, Tamoe in particular. He was very patient and sought out a real connection with Tamoe. This really helped to get Tamoe to focus and listen. Tamoe is very keen to book in more time with Trent when school goes back.Pauline
Year 7 student Steven focused on revision questions provided by his school, including algebra and earlier topics for consolidation.
In Year 10, Yara worked through probability problems and tackled data analysis questions using examples from recent classwork.
Meanwhile, a Year 6 student completed addition and subtraction with 4-digit numbers, practising mental strategies and written methods to build accuracy.
A Year 11 student's lesson revealed that time management is a major obstacle—"we just need a bit more time to explain and understand harder concepts," noted one tutor, highlighting how rushed explanations left gaps in understanding advanced algebra.
In Year 7, skipping written working in division and multiplication ("doesn't write all working down") led to small errors compounding, making review difficult and costing marks.
Meanwhile, a primary student avoided asking for help when unsure about fractions, finishing work but hesitating to communicate confusion until prompted. Each of these moments resulted in missed learning opportunities or extra correction time.
One Lakemba tutor noticed a big shift in a Year 11 student who previously hesitated to speak up, but now clearly voices when she's confused about trigonometry problems—making it easier to address tricky steps together.
In another session, a Year 9 boy who used to get stuck quietly on two-stage probability questions started explaining exactly where he was lost, and even worked through tree diagrams independently after some guidance.
Meanwhile, a Year 4 student recently tackled long division without reminders for each step, showing he now remembers the full process and can check his own work before moving on.
