Tutors in Buln Buln include a veteran secondary maths teacher with over 30 years' classroom and lecturing experience, Nossal High graduates with ATARs of 97+ and peer mentoring backgrounds, an intervention aid and homework club leader, Kumon teaching assistants, VCE subject award winners, private tutors, youth coaches, and aspiring educators from top universities.
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Skilled 
Standard We were very happy with the 1st session with Charalambia (Carol). Olivia really liked her, and I don't think I've ever seen Olivia sit so focussed for a whole hour before doing maths work.elissa
Year 6 Mehar focused on converting between fractions and decimals using place value understanding, and also worked through adding and subtracting fractions with visual number line support.
Year 10 Gavin revised how to graph logarithmic and exponential functions, looking closely at how transformations shift the graphs, then practiced anti-differentiation basics for calculus introduction.
For Year 11 Alexander, preparation included tackling kinematics problems involving constant acceleration and forces on inclined planes in physics, as well as discussing energy transfer during collisions.
A Year 10 student preparing for trigonometry assessments repeatedly confused the SOHCAHTOA mnemonic, saying "SAHCAHTOA," which led to mistakes when calculating unknown sides. As one tutor noted, "she needs to check the mnemonic use."
In Year 12 Physics, another student relied on teacher notes without creating their own summaries, so struggled to recall key formulas during energy transfer problems.
Meanwhile, a Year 7 learner arrived with incomplete homework and disorganized notes, making it harder to revisit fraction concepts or clarify misunderstandings in class. This meant precious lesson time was spent catching up rather than moving forward with new material.
One Buln Buln tutor noticed a real shift with Tyler in Year 10: after struggling to set up trigonometric ratios, she now labels triangle sides correctly and confidently uses both scientific and CAS calculators to solve problems independently.
In senior maths, Gavin showed clear progress—he was previously hesitant about integrating polynomials, but last session he recognised integration patterns and distinguished between definite and indefinite integrals without prompting.
Meanwhile, Omita (Year 5) used to just guess answers, but when asked to justify his thinking during a problem on triangle areas, he explained his reasoning step by step for the first time.
