Tutors in Joyner include a Dean's Scholars program awardee and university-level peer facilitator for maths and engineering, seasoned private tutors with years of K–12 experience, pre-service secondary teachers, a teaching assistant with a physics degree, competition winners and school prefects, and STEM mentors who've coached robotics teams and led youth learning initiatives.
Love your tutor or it's free. Guaranteed.
Carefully screened, fewer than 10% are good enough to work with us.
No booking fees, no hidden fees. Cancel any time, no lock-in.
You decide where and when to meet. As little or as often as you want.
All tutors have a valid working with children check
Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
Master 
Exceptional
Skilled 
Impressive
Skilled
Impressive 
Seasoned
Impressive
Master 
Outstanding
Veteran
Impressive
Ash worked very well with my son, was quite to adapt and shift her techniques to suits Jacks learning style.Donna, Warner
Year 4 student Tasha worked on understanding surface area and reviewed key exam topics using practical examples.
In Year 10, Ava focused on trigonometric functions and tackled related textbook questions to consolidate her skills.
Meanwhile, Year 11 student Zoe practiced calculus techniques by working through differentiation and integration problems, applying them to real-world scenarios.
A Year 8 student, when unsure how to proceed with a maths problem, often gave up and immediately asked for help; this meant less time spent building confidence through independent attempts. As one tutor noted, "she can improve her confidence over time to become more independent."
In Year 10, another student's revision was limited by waiting for the school to cover topics before engaging fully—resulting in unfinished word problems ahead of tests.
For a Year 11 assignment, guessing equations without understanding led to wasted effort rather than strategic practice with formulas, making assignments feel harder than necessary.
A tutor in Joyner recently noticed a big shift with Kiana (Year 11), who at first hesitated on negative indices but, after some guided practice, was independently solving those questions quickly and accurately by the lesson's end.
In Year 10, Clancey started off unsure about trigonometric functions but gradually worked through his uncertainty—by the close of the session, he was confidently answering problems solo without prompting.
Meanwhile, Sophia (Year 3) has become much more accurate counting coins since switching to hands-on activities; she now finishes her worksheets unaided using real coins and rarely asks for help checking her answers.
