Miller's tutors include an award-winning youth leader and peer mentor studying secondary education, a University of Sydney medical science and engineering graduate with four years' experience at NumberWorks'nWords and Kumon, high-achieving HSC graduates (ATARs 92–93, Honour Roll), experienced private maths and English tutors, and aspiring teachers with strong mentoring backgrounds.
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Standard Rhealyn has made a great start with our boys, teaching Year 1 and Year 3 maths. Her reports about their progress and challenges are helpful. The boys really like her and appreciate the instruction.Josh
Year 6 student Ariana reviewed her school exam paper, focusing on angle relationships and probability, and practised recalling square roots and squares through quick-fire questions.
In Year 10, Jack worked on solving quadratic equations using the factorising method and interpreting functions by sketching their graphs.
Meanwhile, Year 11 student Liam tackled differentiation from first principles and applied the chain rule to a set of practice problems.
Ariana (Year 7) often leaves homework incomplete, especially revision sets covering earlier topics—recently, most Year 7 test questions were left unanswered.
Messy and unclear working in long division and graphing tasks has made it hard for teachers to follow her process; as noted, "her graphs are quite messy and hard to understand."
In exam settings, she struggles when notes are lost or not referred to—she forgot angle properties after misplacing her angles notes.
After setbacks or confusing lessons, Ariana can lose confidence quickly ("I can't," she said before eventually completing a long division question), making her hesitant to attempt new problems.
One Miller tutor noticed a Year 8 student who used to hesitate with long division now solving questions independently and even explaining her steps out loud—last session, she completed all homework without mistakes.
In a recent high school tutoring session, a Year 11 student who previously struggled with exam errors began identifying his own mistakes during revision, correcting them on the spot rather than waiting for guidance.
Another high schooler, after weeks of confusion over congruent triangles, was finally able to prove them unaided and started structuring his working much more clearly in his notes.
