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i can't speak highly enough of Amos. My reluctant student son actually looks forward to his sessions with Amos. Thank you!Anne Finlay
Year 5 student Ethan practiced spelling patterns using Sound Waves and explored author's purpose in texts—distinguishing between persuasive, informative, and entertaining writing with examples.
In Year 9, Sarah worked on interpreting index laws through both simple and complex problems, then applied these to algebraic expressions and worded questions involving pronumerals.
Meanwhile, Year 10 student Liam revised trigonometry by calculating unknown side lengths and angles using tangent ratios and practiced drawing diagrams from worded problems for geometry review.
A Year 10 student, despite solid maths understanding, forgot to write down working steps in algebra and Pythagoras questions; as one tutor noted, "he recognised sign errors only after seeing missing steps."
In Year 11 English, a lack of organisation meant test topics weren't communicated ahead—no time for targeted revision.
For a Year 7 student, skipping annotation during text analysis made it harder to find evidence for interpretations.
Meanwhile, a Year 5 learner often left working unlabelled when solving area problems, making it difficult to spot where confusion started.
Missed opportunities for feedback or review slowed progress in each case.
One Guildford tutor noticed a Year 9 student who used to skip steps in algebra now carefully writes out all their working and talks through each question, which has made tricky problems much less overwhelming.
In a recent session with a Year 11 English student, the tutor saw them confidently analyse quotes by connecting character motives to broader themes—something they hesitated with before.
Meanwhile, a Year 4 learner who often rushed through reading slowed down and sounded out unfamiliar words independently, leading to much more fluent reading when tackling a harder text this week.
With each chemistry lesson, there's more and more information. After a while, it gets harder and harder to pinpoint how it's all connected.
No wonder most students get overwhelmed and start memorising instead of understanding the concepts. Or worse, they just give up.
We've heard it time and time again, you’ve probably heard it too. Some students connect everything as they go, but some are just stuck. This kind of attitude can lead to poor grades, but it can also lead to a crack in your child's self-esteem.
So what can you do?
The truth is - everyone struggles. Some might get there easier or quicker, but everyone struggles at some point. We know that and the Guildford chemistry tutors we work with know that, too.
All it takes is a bit of guidance by someone who's been there before. Someone who can foster the right attitude and study habits, but most importantly, someone who clicks with your child - a tutor who truly cares about your child's needs and goals.
That's what we do.
We find tutors and organise one-on-one chemistry tutoring in Guildford, at your home or any other place that works for you.
There are no extra fees, just a simple hourly rate. You don't like the tutor? No need to worry, the first lesson comes as a risk-free trial and we find you a better match. Simple as that.
Thinking about finding your child a tutor in Guildford?
Give us a call!
1300 312 354