Salisbury North's tutors include a 14-year university lecturer and PhD candidate, multiple seasoned K–12 and English teachers with education degrees, an ATAR 99.90 Dux and maths Olympiad medalists, STEM competition winners, award-winning peer mentors, a Master of Teaching candidate, and accomplished maths and science graduates with extensive tutoring experience across all school levels.
Tutoring with Sakshi has been going really well thanks. She's a really good fit for Felix who was a bit reluctant to get tutoring. She has a lovely, calm demeanour and clearly knows her stuff. she relates well to Felix, and he's making progress already as reflected in his grade.Lyn
Year 5 student Alex practised adding and subtracting decimal numbers, then solved word problems involving decimals for extra challenge.
Year 8 student Olivia focused on collecting like terms in algebra and multiplying negative integers, using step-by-step worked examples from her schoolwork.
Meanwhile, Year 10 student Ethan applied the distance and midpoint formulas to coordinate geometry questions, then explored equations of straight lines by plotting graphs and interpreting their gradients.
A Year 8 student found herself hesitating to show working for algebra questions, with a tutor observing, "She needs to realise that writing the working out is just as important as writing the correct answer."
In Year 10, one learner's essay was well structured but too short—unfinished homework meant missed chances to deepen her ideas.
Meanwhile, a primary student struggled with focus during times tables drills; when distracted, she lost track of steps and felt less confident in tackling new multiplication problems.
For a senior class, forgetting formulas during tests led to unnecessary pauses and frustration mid-exam.
A Salisbury North tutor recently noticed a Year 10 student who used to make frequent errors with negative integers now completing nearly all his homework correctly and quickly grasping new concepts like collecting like terms.
Another high schooler, initially hesitant to ask questions in maths, is now actively seeking clarification and confidently finding y-intercepts and gradients from linear equations on her own.
For a younger learner, there's been real change in classroom habits—she now breaks down big maths problems into manageable chunks instead of freezing up when faced with lots of numbers, tackling each section calmly until finished.
