Torrington's tutors include a Bachelor of Education-qualified school teacher and volleyball coach, an English specialist with over a decade of classroom and private tutoring experience—including competition coaching abroad—and a PhD-awarded scientist with international research honours, alongside accomplished university students in maths, IT, psychology, and engineering who've mentored peers and younger learners.
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Standard He is a brilliant person, and before he worked for Ezymath, he mentored, coached and trained my kids to so well that they basically improved academically. Great tutor indeed.Patrick Felix
Year 6 student Kagan focused on area calculations for compound shapes, including triangles and trapezoids, using diagrams to support understanding.
Year 11 student Tom worked through balancing redox reactions in Chemistry, identifying oxidised and reduced species and ensuring electrons were balanced, then moved on to logarithmic functions in Maths Methods.
For Year 12, Sam explored financial mathematics by calculating annuities and compound interest scenarios, as well as tackling network theory questions relevant to exam preparation.
In Year 12 Chemistry, some clarification of E0 values needed; manipulation of log functions needs to be handled carefully—misreading these details led to errors when interpreting experimental data.
A Year 11 student lost a significant chunk of work after a computer crash, highlighting the need for regular saving and backup routines during assignments.
In Year 5 Maths, missed homework ("did not do any homework assigned") meant less progress with multiplication tables and word problems.
For a Year 9 student, as noted, "still hard to get him to write down every step for problems," which made it difficult to spot calculation slips in algebra practice.
A tutor in Torrington recently noticed a big shift for a Year 12 student who, after struggling with complex chemistry data, began adjusting his answers independently based on unexpected results rather than forcing the "right" response—showing real analytical thinking.
Another high schooler tackled integration questions with more independence this week, methodically working through positive and negative areas after previously missing these distinctions.
Meanwhile, a Year 4 student has started reading aloud more willingly and now tries new problem-solving strategies out loud instead of working silently—something he was hesitant to do just a few weeks ago.
