Tutors in Greenwood include a seasoned school maths teacher and department head, an ATAR 99.75 runner-up dux and Olympiad chemistry tutor, experienced K–12 maths specialists with degrees from UWA, peer mentors, youth sports coaches, registered teachers with global classroom experience, and academic award-winners spanning Mathematics Olympiads to university honors.
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The tutoring went extremely well for both Isaac and Alegra. Even more impressive is that my Husband who was there as I was at work was impressed. He does not impress that easily ????. When I spoke to Brendan on the phone before the class I though he was very well spoken and professional.Amanda, Greenwood
Year 10 student Noah worked on identifying and analysing textual features like simile, alliteration, organic imagery, juxtaposition, and tone in Trevor Noah's memoir *Born a Crime*, as well as explaining how descriptive and figurative language shapes interpretation.
Year 8 student Ava practised applying index laws to expressions with negative indices and fractional indices, along with reviewing scientific notation through a range of examples.
Meanwhile, Year 4 student Emily focused on consolidating multiplication skills by practising her 4 times tables and beginning work on two-digit by one-digit multiplication.
A Year 8 student often left homework incomplete, especially before algebra revision, which made it harder to apply feedback and slowed progress on tougher topics.
In Year 10 maths, one learner relied heavily on hints instead of breaking down multi-step problems independently; "she just needed a few hints here and there to trigger her memory," noted a tutor, but this meant real test confidence didn't build up.
A primary student's work in times tables was messy and sometimes skipped clear working for speed—leading to confusion when checking answers later.
When attention drifted or materials were forgotten, momentum slipped away.
A tutor in Greenwood noticed that a Year 10 student, who used to rely heavily on hints for algebra, managed to form algebraic expressions independently this week—marking a clear step up in independence.
Meanwhile, a Year 8 student showed a shift in attitude by openly asking for help with stem-and-leaf plots instead of staying silent when confused; by the end, she could handle those questions solo.
For a younger student, reading aloud had been daunting at first, but after some encouragement during their Greenwood tutoring session, she read an entire passage fluently without pausing or second-guessing herself.
