Tutors in Glenwood include experienced school teachers, peer mentors, and academic high achievers—such as a Science teacher with K–12 expertise, several maths tutors with ATARs above 95 and Olympiad distinctions, Extension 2 Maths duxes, accomplished cricket coaches, and volunteers who've guided primary students to OC test success and excelled in national competitions.
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Exceptional Very happy with the service & progress Zoe has made. Michael is doing a great job & it has shown in her results.Margret, Glenwood
Year 7 student Aryan worked through fraction operations—adding, subtracting, and multiplying fractions—and practised connecting percentages to decimals and fractions.
For Year 8, Alisha focused on finding the surface areas and volumes of composite solids using notes and worksheets, along with reviewing formulas for prisms.
In senior secondary, Maya (Year 11) completed HSC exam preparation by tackling varied past paper questions and clarifying major doubts in topics including trigonometry and statistics.
In Year 8 algebra sessions, a student often left working incomplete when solving equations, which made it hard to spot where misunderstandings with variables arose. As one tutor observed, "she needs to talk aloud so the tutor can know which areas need improvement."
In a senior geometry lesson (Year 11), revision focused mostly on easier past exam questions rather than tackling harder bearings and proof problems—missing a chance to build deeper confidence before assessments.
A Year 7 student avoided writing out steps for fraction addition, leading to repeated denominator errors and confusion about simplifying answers during timed practice.
A tutor in Glenwood noticed a Year 10 student who previously struggled with scatter plots now drawing them accurately and sharing that he'd received high marks on his topic test.
In a senior session, another student who tended to rely heavily on the tutor's help for algebra was able to tackle multi-step questions solo after a few alternate explanations—solving harder problems without prompting.
Meanwhile, during primary tutoring, one child who rarely asked questions started pausing to clarify things mid-task instead of pushing through confused, showing real initiative. The last session ended with her confidently converting fractions both ways on her own.
