Tutors in Arthurs Creek include a university teaching fellow with six years' classroom experience, a Masters-trained secondary teacher, VCE high achievers with academic excellence awards, experienced K–12 private tutors, a Maths Olympiad distinction recipient, school peer mentors and leaders, and an engineering PhD researcher—offering proven subject expertise and genuine passion for student growth.
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Master 
Exceptional Aden has improved a lot with Jarod’s help. His teachers have been very impressed with his progress as I have been. Jarod has been very motivated, organised and conscientious in his role of tutor.Robyn
Year 8 student Sarah practised solving linear equations and interpreting straight line graphs, focusing on finding x- and y-intercepts.
Year 10 student James tackled applications of integration and differentiation, then worked through problems involving the surface areas of abstract objects.
Meanwhile, Year 6 student Emily built confidence with decimals and fractions by adding, subtracting, and multiplying them in her maths sessions.
A Year 11 student relied heavily on the CAS calculator for trigonometry and surds, with errors sometimes caused by "separating characters on the CAS calculator which may cause incorrect answers."
In Year 9 maths, messy working meant the method behind probability and algebra solutions wasn't always clear—one tutor observed that writing out steps could have reduced mistakes.
Meanwhile, a Year 7 student often forgot to bring class materials, so lessons were disrupted when worksheets or notes were missing.
During creative writing in Year 8 English, reluctance to take feedback led to repeated issues with topic jumps and underdeveloped ideas.
A tutor in Arthurs Creek noticed a real turning point with one Year 12 student who'd previously struggled to connect integration and differentiation, but this week confidently applied both concepts together in practical problems.
Another high schooler, after weeks of hesitation, began openly identifying which trigonometric ratios—sin, cos, or tan—to use in different geometry questions rather than waiting for hints.
Meanwhile, a Year 4 student who used to stay quiet when confused started clearly communicating what she found tricky during her session and even shared a new problem-solving method she'd tried herself.
