Lisarow's tutors include a university lecturer and peer mentor with high school maths teaching expertise, a Master-qualified special education teacher and K–12 support specialist, an ATAR 98+ Gosford Selective prefect and peer tutor, seasoned youth mentors and camp leaders, accomplished musicians, published writers, and award-winning STEM students with international credentials.
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.
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Standard Oshi has been very professional, friendly and accomodating. My children really enjoy their sessions with him and we have noticed improvements after 2 sessions and a huge jump in their confidence. He really focuses on areas my children need support with and works to make the sessions fun, yet very beneficial.Reine Megalli
Year 8 student Liv worked on index laws, especially multiplying and dividing powers, including the zero index law and powers of fractions.
For Year 9, Chloe revised formulae for speed, distance, and time as part of test preparation and practiced solving tricky equations from her homework.
Meanwhile, Year 6 student Arielle tackled multiplication and division word problems to build problem-solving skills with step-by-step support.
A Year 9 student, after missing her school notes, found revision for an upcoming exam difficult—he left his notes and school work book at school so he didn't have any guidelines for revision.
In Year 11 Maths, one student relied on a calculator that wasn't working properly; confusion followed when dividing by π without it.
For a Year 7 English assignment, only limited written material was provided, making feedback hard to deliver and progress slow.
In a senior tutorial, frequent late logins and distractions (like phone use) meant much of the session was spent regaining focus instead of building skills.
A Lisarow tutor noticed Liv making a real leap with algebraic fractions: after initially using her intuition, she took on the formal rules and aced tricky problems that had previously slowed her down.
In Year 9, Chloe shifted from relying on guidance to independently double-checking her working when calculating areas—including compound shapes—and even started catching rounding errors herself.
Meanwhile, one primary student, Anureet, moved past hesitation with 11 times tables; after struggling above 10 Ă— 11, she confidently nailed them all during a follow-up test and completed every division question without prompting.
