Darraweit Guim's tutors include a Master-qualified school teacher with seven years' classroom and tutoring experience, a Science Olympiad silver medallist and international maths competitor, university scholars in biomedical science, psychology and engineering, foster youth mentors, creative writing award winners, and caring specialists in primary English and maths from early learning through to VCE.
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Impressive I just wanted to say how fabulous Max is. He is lovely, smart, gentle, enthusiastic and a great teacher. He is making maths fun which is a gift. I will refer him to other folk with pleasure.Nicola
Year 12 student Ali focused on complex numbers, including extended response questions and some early exposure to Year 12-level problems.
In Year 11, Hannah worked through circular functions in Methods using a range of applied examples and tackled gradients and applications of calculus.
Meanwhile, Year 10 student James reviewed binomial distributions in Methods, applying them to practical scenarios, and explored probability concepts to strengthen foundational understanding.
A Year 11 student showed understanding of force vectors but hesitated to attempt unfamiliar question types independently—"needs more exposure to different scenarios," one tutor observed.
In a senior Methods session, another student avoided textbook review questions after setbacks, limiting practice with integration applications.
Meanwhile, a Year 8 learner often skipped revisiting completed chapters, missing out on consolidating knowledge in probability and algebra; forgotten or incomplete revision tasks slowed progress.
Across year levels, several students were reluctant to try textbook extension problems without guidance, which led to less confidence when facing new assessment formats in class.
One Darraweit Guim tutoring session saw a Year 11 student, who previously hesitated to attempt exam-style questions independently, work through several Year 12 physics problems using their own strategies—something they hadn't done before.
A high schooler in Year 12 maths, who used to struggle with implicit differentiation, was able to tackle related exam questions and get them right after practicing new techniques.
Meanwhile, a primary-aged student who often waited for prompts started trying textbook questions by herself without being asked. She even picked different question types on her own initiative.
