Warragul West's tutors include a veteran secondary mathematics teacher with over 30 years' experience, an intervention aid and VCE English tutor pursuing a Master of Teaching, Nossal High School graduates with ATARs above 97, Kumon teaching assistants, academic scholarship recipients, university science majors, and accomplished peer mentors with subject awards and leadership roles.
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Skilled 
Standard Alex has built a wonderful rapport with Jack and has helped him understand some tricky concepts in his year 10 math subjects. He has helped improve Jacks confidence and has given him some helpful tips on how to improve in maths.Jack
Year 7 student Mehar focused on converting between decimals and fractions using place value understanding, and also practised adding and subtracting proper fractions represented on a number line.
Year 10 student Gavin worked through graphing logarithmic and exponential functions, exploring how different transformations shift these graphs.
Meanwhile, Year 11 student Alexander revised physics concepts including kinematics and forces on inclined planes, as well as applying energy transfer ideas to collision problems using past exam questions.
In Year 11 Methods, one student relied heavily on the CAS calculator to linearise data but missed key steps when modeling equations; as noted, "he skipped showing steps in algebra, which hid sign errors."
Meanwhile, a Year 9 learner was not organized with note-taking and did not complete assigned homework, making it harder to consolidate class concepts.
In Year 6 maths, a student followed teacher notes without creating their own summary notes—this led to confusion over area formulas and unit conversions. The lack of independent note-making left gaps that surfaced during revision.
One Warragul West tutor noticed a real shift with Tyler, who previously struggled to apply trigonometric ratios but now quickly sets up equations and confidently uses both scientific and CAS calculators—especially during bearings questions that were tricky before.
In another session, Gavin, a senior student, moved from confusion about quadratic inequalities to independently solving them using the discriminant and even tackled transformations on functions with less prompting than usual.
Meanwhile, Omita in Year 6 began justifying his answers out loud for the first time, rather than guessing quietly; he talked through area calculations step by step without waiting for hints.
