Rokeby's tutors include a senior maths teacher with over 30 years' experience and multiple education degrees, an intervention aid and VCE English dux, a Nossal High School graduate with a 97.75 ATAR and peer mentoring background, high-achieving science and biomedicine undergraduates, Kumon-trained teaching assistants, youth workshop facilitators, and passionate student leaders in STEM and the arts.
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Standard In a nutshell, Nathanael is a brilliant tutor! He has already facilitated Lachlan's learning in a most positive way.Federica
Year 7 student Mehar focused on converting between fractions and decimals using place values, and practiced adding, subtracting, multiplying, and simplifying both proper and improper fractions.
In Year 11, Gavin worked through solving linear equations and quadratic functions as well as exploring domain and range of functions using targeted practice questions.
Meanwhile, Alexander in Year 12 revised physics topics including kinematics with constant acceleration and forces on inclined planes, drawing from recent practice exam materials to strengthen his understanding before assessments.
In Year 11 Maths Methods, one student relied heavily on their CAS calculator for linearising data but had not practiced manual approaches, making it difficult to spot errors or understand underlying steps. He needed reminders to check each part instead of just entering values.
Meanwhile, a Year 7 learner often followed only teacher notes and avoided creating personal summaries—resulting in confusion when revising measurement formulas and units.
In another case, incomplete homework and unorganized note-taking meant missed chances for feedback on probability questions. The result: extra time spent re-learning rather than building new connections.
One Rokeby tutor recently noticed Gavin, a senior student, shift from confusion to confidently solving quadratic inequalities with the discriminant and expanding polynomials independently—last session he even explained how transformations affect graphs using matrices.
Tyler, preparing for a maths redemption task, previously struggled with direct and inverse variation but was able to work through tricky examples unaided after targeted practice.
In a younger year, Omita began justifying his answers aloud instead of guessing quietly; when challenged on area calculations, he talked through each step and now chooses strategies more independently than before.
