---We Love Teaching
-----MATHS <3
The Tutoring Guide
Hello and welcome to Learned :). We are so excited to have you on-board! As we only employ the brightest and best individuals, that means that you are in the top of your field, so well done for that :).

A quick overview: here we will present our most important teaching principles that you will need to use during your lessons with our students. We will also provide you with a rundown of how a tutoring session typically works.

Furthermore, we will provide you with the starter documents that you will need for tutoring, including Tutor Invoice, Tutor Availability, and Student Update.

Let's begin :)

How a lesson works
Your role as a tutor is to lead the lesson. You need to know the curriculum very well and teach the students in a way that will help them obtain a strong foundation in all the topics that they need to know in that year.

A few scenarios are given below to prepare you for different situations that may arise :).

Scenario 1

How a lesson shouldn't start:

Tutor: So Sarah do you have any questions?
Student: No, not really.
Tutor: ok, maybe we'll see each other next week when you have questions then.

The problem with the above scenario is that the tutor is not taking command of the lesson. Most students don't know what it is that they don't know. Also many students don't have questions, which by no means indicates that they understand the concepts fully or that they can do any questions in a certain topic.

Your role as a tutor is to take control of the lesson and ensure that you are following what the student is doing at school, while ensuring that you will cover the entire curriculum and prepare the student for their final exams.

What should have happened:

Tutor: So Sarah do you have any questions?
Student: No, not really.
Tutor: Ok, lets go through the trig chapter and give you a head start on the next topic.

Good Practice 1

It is good practice to always ask the student what they are doing at school and if they have any tests coming up. You need to teach the students the topics they are doing at school and also prepare them for any upcoming tests. This will improve students' self-confidence as they will be able to understand their teacher when they're going through the same concepts.. And helping them with topics that will be in their exam, helps them see tangible results and performance improvement.

So if for example the student has a test in trig and algebra in two weeks, you will need to make sure that the student has a deep understanding of these topics. This means teaching them the topics and also doing questions with the student on these topics. Giving homework to the student and getting them to go through past papers is also beneficial.

Crucial Rule


Leadership is the process of directed influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task.

In the context of tutoring, you must enlist the help and trust of the student in order to achieve results for your student. Clients expect that you will be able to engage the student. They expect you have a well defined path to follow with the tutee. They expect lessons to be structured, planned and directed. Clients hate nothing more than a tutor who comes in and aimlessly answers student's questions- this doesn't help much and the student could just see their teacher for help at lunch time instead. You are a mentor and leader for the student. You must demonstrate confidence in your leadership.

Creating Leadership In Your Lessons

You must be the one in control of the lesson. You understand what the student wants and keep redirecting them onto the right path (with their help). You are responsible for progress and are always keen to improve what you are doing. Everything you do has a clear direction and purpose.

- At the beginning of every lesson, especially the first, quickly revise what they are up to and make a plan of things to cover that lesson.

- At the end of the lesson ask them what they liked and didn't like that lesson.

- Explain that it takes time to develop a good working dynamic and the best way to do this is to communicate about what is/isn't working so you can adapt your approach.

- At the end of each lesson make a quick plan of what you expect to do next time and their homework.

- Whenever you are doing any planning, justify your reasoning. Also ask the tutee if they are cool with the plan, involve them in the planning process. When a student is involved in the planning they are more committed to the plan.

Scenario 2

Tutor: Do you have any questions?
Student: No, but I have missed the integration topic at school, could you please go through this with me?
Tutor: Sorry I don't have any teaching material so I can't really teach you a topic, but I can help you with specific questions if you have any

Please don't do this...... ever :)

As a tutor it is your role to teach the student the topics from an in-depth level, going through questions is important too but you certainly have to teach the students any topics that they have problems with.

This is why preparation for your lessons is so important. You need to know the curriculum very well and be prepared to teach a topic from basic principles.

You also receive a link from us to the text books for most schooling levels. These textbooks need to be used to plan your lessons and ensure you're following the curriculum. You can follow a textbook and teach a certain topic in the order that the textbook follows.

If you require a certain textbook you can ask us, in which case we will provide you with it if we can obtain it, and if not, we will let you know what you can do.

Scenario 3

Tutor: So you don't have any other questions?
Student: No
Tutor: Ok, we'll just finish off 20 mins early because you don't have any more questions.

Again, the problem with this scenario is that the tutor is not taking the command of the lesson. Having tutored thousands of students, we have never seen a student that didn't need improvement in problem solving skills and critical thinking skills.

Also, it is not the responsibility of the student to come up with questions and run the session. It is your responsibility as a good tutor to take command of the session and design your lesson in a way that will ensure the student's ultimate success in their exams.

Good Practice 2

If you have finished the topic the student is doing at school, go through harder problems in that topic, or go to the next topic. If you don't know what will be the next topic that they will be doing at school, it does not matter, start a new topic that they will be doing at school that year. If you have finished all topics, work on harder questions, go through past papers, etc.

In general there are three things you need to focus on:

1. The student understands every topic completely. This involves you teaching the student topics that they have problems with. This does not mean asking the student the question "do you understand this topic?", it means asking the students specific questions from that topic, testing their understanding, and then teaching them any gaps in their knowledge.

2. Ensure students can do the different types of questions in that topic. This involves going through various types of questions with the student, making sure the student has seen (nearly) all the different types of questions they can be asked. Again, following the student's textbook makes this very easy and will assist you greatly.

3. Follow the curriculum and ensure the student is prepared for their exams. Again follow the textbook.

Good Practice 3

Your first session with a student is very important. Remember that your first session with the student is actually their second lesson, as the first lesson is done with one of our senior teachers. So what the students and their parents will do, is that they will compare your lesson to the lesson done with the senior teacher. You need to:

1. Have a high level of enthusiasm. You need to convey to the student that you are genuinely interested in their progress, and would like to see them succeed in their studies.

2. Take control of the lesson. Design your lesson before hand and be very very prepared. The first session is important as the students and their parents form their opinion of you.

3. Be helpful, patient, and high energy.

But most important of them all, have fun! You are changing the life of a student, helping them achieve their dreams.

Tutoring will help you improve your leadership skills and your interpersonal skills.

Home Work

Many students need directions in regards to what they should do outside their private lessons, to improve. Setting homework for the students, and telling them exactly what chapters and topics to study during the week is important.

Scenario 4

Imagine you have just been assigned a new student...

... You start your first session with a new client. Once the student and you are both in the virtual classroom, a short introduction follows and you decide to start on the math. You ask the student what they are doing in class and where they are up to. The student typically seems a little uncertain but will manage to tell you what they are doing after looking at their text book and notes. A subtle awkwardness is present but you start questioning the student asking them about their difficulty. Then you explain the questions and ideas.

The student's other knowledge gaps, especially in algebra and arithmetic, create detours in your lesson and progress is a little slow. It is likely that you haven't taught that exact topic at that exact level for a while. Throughout the lesson you are picking up the pieces yourself; relearning how to structure the concepts for the student. This slightly awkward and directionless process continues until the end of the lesson. After agreeing on the same time for next week you part ways. Leaving, you sense the student was satisfied but not exactly thrilled, even though you answered all their questions...

...after you leave the parents will ask your student about the lesson:

Parents: How did it go?
Student: It was okay...
Parents: Well, what was it like?
Student: I dunno... they were good at explaining stuff
Parents: But?
Student: Well...everything was explained well but they didn't really seem to know what they're doing completely I guess, I dunno...it was ok

... The lessons continue in a similar fashion for a few weeks. Similar dialogues will occur between the student and parents. Gradually, you may start to sense that they are not completely satisfied. Suddenly, you will be informed that they are deciding to take a break from math tuition, or, they may even directly ask for another tutor. You are surprised!

Did you fail as a tutor? Are you a bad tutor?

NOT AT ALL! But unfortunately, this happens frequently.

Why does this happen?

This happened because even though the tutor may have the right skills, this wasn't demonstrated or communicated. From the above example, the student and parents would be within their rights to perceive the tutor as someone who:

- They do not have a great rapport with and doesn't have good relationship building skills

- Isn't an expert and doesn't know what needs to be done

- Isn't familiar or confident with the material/syllabus

- Doesn't have the adequate leadership skills or assertiveness to lead the student to success

- Isn't professional enough to notice their dissatisfaction or lack of progress

- Is only good at explaining/drilling mathematics and has no mentoring skill


Rapport refers to a relationship of mutual understanding or trust and agreement between people, a sense of being on the same wavelength. In real estate you hear people say location, location, location. In mentoring roles the equivalent is rapport, rapport, rapport. Without rapport your student will not learn well from you. Period. According to renowned psychologist Dr Robert Cialdini rapport happens because of:

1. A sense of similarity with a person
2. A sense of co-operation/teamwork with a person
3. Receiving praise from a person

Creating Rapport With New Clients

When you start your first lesson, spend at least 5-10 minutes on a general chat and introduction.

- Discuss their profile/situation, recent tests marks, next test etc. Understand the situation and make sure they know you understand.

- Tell the student/parent about your experience and success with mathematics.

- Tell the student that you will help them achieve what they want and you'll work on it together.

- Praise the student that they are getting help.

- Seek out similar experiences/problems that you may have had, tell the student about them.


An expert is a person with extensive knowledge or ability in a particular area of study. An expert is what parents and students expect- they will not tolerate anything less. You must demonstrate your expertise in math and knowledge of what it takes to succeed in math. Otherwise, the client will quickly lose confidence in you. You must always be prepared and know what to do.

Creating Your Expertise Status

To create expertise status you must behave like an expert and convey your knowledge and experience. If you don't make it known you won't get credit for it.

- Make sure you have looked over their syllabus or course material beforehand. This makes a great impression, only takes a few minutes and will give your lesson some direction. Find it at www.boardofstudies.nsw.edu.au or look at their textbook.

- Relate the student's challenges to experiences you have had with other students

- Explain your views and understanding of how to succeed in math. For example:

oFluency in algebra is required for EVERY topic in math and that many students suffer because of poor algebraic foundations.
o Math can't be mastered by rule dependency and memorizing- they must learn to think right
o That tutoring/learning only works when consistent and systematic effort is being made


As discussed before, Leadership is also of utmost importance! You are not there to just answer students' questions, you are there to take ownership of the class and lead.

Do the above and Scenario 4 will change to this!

Imagine you have just been assigned a new student...

...you start your first session, and you and your student are both on the virtual classroom. You speak with the client and student for 5-10 minutes. You discuss their problems and goals in math until they feel you really understand them.

At the same time you tell them a little about yourself and your experiences with math and tutoring – you can tell they are a little impressed. You also shed some light on their problems and explain some reasons why many students have a problem with math.

You tell them of similar problems you've experienced with students. You decide to get started on the math after mentioning that you are familiar with their syllabus. You ask the student to tell you what they are doing in class; the student manages to tell you about a random chapter in their textbook. You explain that the most important thing is to not fall behind the class and that first you will focus on current work and then if you have time, you will move backward to cover various gaps in the current and previous topic. The student agrees.

Throughout the lesson you challenge the student to think for themselves and guide them strategically through the various concepts and questions – always explaining where the topic/idea will fit into their mathematics and exams.

You notice any hindering gaps in knowledge and mention that you will have to cover these soon. At the end of the lesson you write down their homework and make sure they are ok with it. You also jot down loose plans for next lesson. You ask the student what they liked about the lesson and if there is anything they would have preferred differently.

Then, you explain that it takes a little time to develop a good working dynamic and that talking openly about what is working will help. You agree on the same time next week and part ways.

...after you leave the parents will ask your student about the lesson:

Parents: How did it go?
Student: It was okay...
Parents: Well, what was it like?
Student: I dunno... they were good at explaining stuff
Parents: But?
Student: Well, everything was explained well and they really seemed to know a lot about math and what I need to do – I am starting to appreciate what it will take to succeed. I think I can do it with their help.

... Over the next few months your lessons will continue in a similar fashion and similar dialogues will occur between the student and parents. Soon you receive a great testimonial and referral clients are asking us for your tutoring services.

Overall Idea For Getting The Right Start

Clients want an expert tutor who has a great relationship with their child and knows what needs to be done. The tutor must have control of the lesson and strategically engage the student to follow the path to success in math. Lessons are structured and the tutor is keen to reflect on progress, trying to improve lesson quality. The tutor takes some responsibility for progress.

If you do not demonstrate the above to clients you will lose students fast. But if you do, not only will your students love you, you will be able to make such a positive impact on their lives.

1. The How To Study Maths Guide
This is a guide written by our brilliant education director and founder Dr Mahya Mirzaei. This guide is also sent to all our students when they start tutoring with us. You will need to read this guide, and frequently remind the students of these principles throughout your sessions.

If you find a student has not read the guide yet, please ask them to do so before your next session. The guide is important as many students don't know how to study maths, and they lose hope even before they have begun.

Please click on The How To Study Maths Guide to access the Guide.

2. Key Documents

Here we will present the key documents you will need regularly going forward.

a) Tutor Invoice
You will need to send us your tutor invoice at the end of each month. This enables us to pay you for your work during that month. You can find the Tutor Invoice link here. You will need to attach the Tutor Invoice Template document (which is sent to your email as an attachment) to this link every month and submit it.

b) Tutor Availability
The Tutor Availability form is extremely important. This is the information that we use to assign new students to you automatically.

Please ensure you keep your availability up to date and that every time your availability changes, you update the form. The Tutor Availability form can be found here.

c) Tutoring Update to the Parents
It is crucial to keep the parent updated on the progress of their child. After each session you will need to fill out a parent update form which you can find here.

This form will be sent directly to the parent, so please take extra care that it is filled correctly with the correct details. Please aim to fill this form out within 24 hours of your session. The form will also be used by the student's mentor tutor every month to keep track of the student's progress.

Be as detailed as possible and be very direct in regards to the problems and improvements. Also, give suggestions on how the student can improve further.

Please find below a few examples of good tutoring updates:

Tutoring Update example 1:
Written by our brilliant tutor Sanchit
Tutoring Update example 2:
Written by our brilliant tutor, Stuart
Tutoring Update example 3:
Written by our brilliant tutor, Morgan
3. Giving help to students outside the class
Please note that all our students are able to ask 3-5 questions/week from us outside their tutoring class. We provide the students with a dedicated mentor who will help them with outside the class questions etc., however from time to time, the student may send you the question to help them out with.

In such a case, you are more than welcome to answer them yourself. This can be done by taking the student to the virtual whiteboard (just like a regular session), or doing the solution on a piece of paper and taking a photo of it, or giving the student a hint, etc. whatever you deem appropriate for that particular question.

If you are not able to help, you will need to forward the question to 0466 446 344 with the student's name and year level, and respond to the student something like: "Perfect, help is coming your way shortly :)"

Please note that being helpful to the student and making the parent and student feel and understand we are here to help them is our utmost priority.
4. Values
What we do is NOT about doing tutoring for 1-2 hours with the student per week and not caring about what is happening during the week, or if the student is actually progressing. We take responsibility for the student's learning, success, and progress.

So in order to enable this, as a tutor, you need to constantly assess the student's learning during your lessons. You will then advise us of any of these gaps or problems via your Tutoring Update form for that student. It is also important for you to identify how you think the student will improve faster and easier, what changes the student needs to make to their working habit, etc. This information will then be reviewed by the student's mentor tutor and a course of action will be planned along side yourself, the student and the parent.

It is crucial that we make a real difference to students' learning outcomes and help them achieve their goals and dreams.
5. The Virtual Classroom
The virtual classroom consists of the virtual board that both you and your student will write on, and a video conferencing tool that allows you and your student to see each other.

The primary tool that we use is Zoom Cloud Meetings (www.zoom.us). You have to ensure that you download the latest version of Zoom, as otherwise you will have many problems with it. To download the latest version please refer to the link below:


We use the virtual whiteboard and the video conferencing tools of Zoom. Please click here for a demo of how to use Zoom.

Please ensure that you go through the demo above and you familiarise yourself with how to use Zoom's video conferencing tool and Zoom's virtual white board, well before your first lesson.

During your lessons both you and your student will be writing on the virtual white board. You will NOT be writing on pen and paper. You will be writing on the virtual white board using one of the device found on Technology Information Sheet for Tutors. Most students use an iPad or tablet, along with a stylus pen to write on the virtual white board (think of the iPad as their paper, and stylus pen as their pen in traditional tutoring).

Lessons are also recorded using Zoom and a copy of each lesson will be made available to the student and their parent. At the end of each lesson you must upload this video file to the student's google drive video folder. If you have not been shared with the google drive video folder please request access by e-mailing us at contact@learnedhub.com.au

In case of any problems with Zoom you may use the following tools:
(Aside: please ensure that at any time you have a technology problem you let us know ASAP after your lesson. )

Backup whiteboards:

In case for any reason, during one of your lessons, Zoom's virtual white board does not work, you can use AwwApp as your board.

Please follow the link here for a demo of the board. Please ensure you watch this demo so you know how to use AwwApp.

Backup Video Conferencing tools:

In case for some reason Zoom's video conferencing tool doesn't work during your lesson (this very rarely happens), you can use Skype, or Google Hangouts http://hangouts.google.com, or https://appear.in.

For appear.in you just give a name to your room (e.g. appear.in/JamesSally) and you share that link with the student via email, text, etc., or by just spelling it out for them.

Please make yourself familiarised with all these tools (Awwapp, Skype, Google Hangout, AppearIn) and make sure you know how to use them. None of them are hard and they take a minute or two to learn, but if you have any difficulties, please get in touch with us and we will help you out.

Length of your lesson

Please make sure that you teach the students for exactly 60 mins, or 30 mins (depending on what the length of their lesson is supposed to be). Parents will track the length of the lessons and will be very disappointed if lessons go for less than what they are intended to.

For your first lesson, please allow 5 or 10 mins of extra time, in case you run into some technical difficulties with the student and your lesson's start time is delayed.

If there are times that there has been technical difficulties, and you have to leave before your one hour teaching time is up, please advise the student that you will catch up the remaining time with them on another day, etc.

6. Rescheduling and Cancellations
If you need to cancel your lesson:

- Please reschedule the session with your student for another day or time and inform us that you need to reschedule, providing us with adequate justification.

- If you can't reschedule, please let us know at least 2 weeks in advance so we can allocate a substitute tutor for the student for when you are unavailable.

- If you need to cancel in short notice (due to illness, unexpected accidents, etc.), please try to reschedule the session with the student for another day or time. If unsuccessful, please let us know ASAP.

If your student needs to cancel:

- Please reschedule the session with your student.

- If the students have any billing queries, please advise them to speak to us.


- Your students or yourself can reschedule sessions for another mutually convenient day or time. If your regular session times/days change, please let us know.

Public Holidays
- Should your regular schedule session fall on a public holiday you may negotiate with the client to either hold the session as per normal on the public holiday, or reschedule the session for another day. All charges and rates remain unchanged on public holidays.

School Holidays:

- We provide tutoring during school holidays. If a student would like to pause tutoring during school holidays however, they are able to do so. Close to each school holiday period, please discuss whether the student would like to continue tutoring during the holidays or not and advise us of this. Please provide dates that the student would like to pause their service for and a resume date.

- If students would like to pause during school holidays, they need to provide LearnEd with two weeks of notice. Please advise them to speak to us if they have any questions.

- If clients have any billing questions, please advise them to speak to us.

7. Addtional Lessons and Extra Tutoring Time
Please ensure you have bill payer concurrence when scheduling additional lessons or providing extra tutoring time to your students.

Additional lessons:

- Additional lessons are a great way to give that extra boost to a student prior to exam periods, or to progress faster through mathematics content.

- You may schedule additional lessons with your student at any time. If a student requests an additional lesson and you are not able to schedule them in, please contact us so that we can provide additional assistance.

Extra Tutoring Time:

- Occasionally we can be tutoring a student in an important topic and the session will run out of time. The student might request for you to stay longer in order to complete the topic.

- When providing extra time, please ensure that the student understands that the regular session time is over and that additional billable time will now accrue.
Remember as a tutor, you are helping someone see the world differently.

You are the enabler of the next generation of Australians achieving their dreams and believing in themselves.