Learning how to learn

Learning is just as much about dialog and interaction with others as it is about the content itself.  Supporting a student to  listen, interact, and test ideas from different perspectives teaches them a method of learning that allows them to  absorb the content at hand, but also to seek out answers for themselves beyond the realm of the tutoring sessions. This can only happen in an environment that is:

  • Supportive – learning involves the freedom to explore ideas and examine options beyond the scope of the subject’s syllabus. It also means freedom to experience failure as failure is almost always a precondition to success

  • Understanding – of the student’s individual academic ability and their individual learning needs

  • Results Orientated – Having realistic and achievable goals of what a student can achieve and how they can achieve such outcomes are important to measuring learning progress

  • Team Orientated – where both the student and instructor understand that they are working together to achieve a common goal, and respect each other and the process in order to achieve this

  • Accountable – guiding the student to success necessarily entails a process that involves commitment from the student, the parents and the instructor

Thus, the aim of the above  approach is to teach students a skill that they can develop and apply to other subjects and in future years, not just for the purposes of the subject in which they  sought guidance.

Problems simplified

At the heart of learning involves the ability to problem solve.  While this skill may feel daunting to many students, recognising the requirements of a given problem and developing an appropriate method to solve it is a skill that can be learned, and eventually mastered by all students.

Successful problem-solving involves teaching the following skills:

  • Understanding the question being asked – teaching students to read the question thoroughly and understand what is asked of them ensures that they narrow the scope of enquiry to key knowledge outcomes

  • Reducing the problem to smaller questions – teaching students to break complex problems to smaller, more manageable problems that the student can solve. The goal is to then show the student how these smaller problems relate to each other in order to understand the requirements of the given problem

  • Recognising distinctions between concepts – teaching students to understand how knowledge can be viewed as a series of related concepts separated by key distinctions. Recognising and understanding such distinctions involves linking concepts together, recognising when certain concepts apply or aren’t relevant to a question, and to teach a student to analyse a problem through different avenues of enquiry

  • Articulating a solution – teaching students how to articulate both the solution to the problem itself, and more importantly, the method and logic used to arrive at the given solution

The above skills and more form the basis of the teaching methods at Vision Tuition.

About Me

Georgia Bushell
Georgia BushellHead Tutor / Founder

I enjoy working with students that need assistance building solid mathematical foundations in early to middle school, with a view to helping them succeed in VCE mathematics.

My tutoring style involves ensuring that my students understand problems through a variety of learning methods and perspectives. In addition to helping students with the current subject matter covered in their classes, I provide additional instruction and exercises to close exisiting gaps in the student’s knowledge and problem solving skills. I also encourage and provide ongoing support and coaching between sessions to ensure that my students are kept engaged with the material.

I have extensive tutoring experience and have supported many students to achieve academic success in high school maths, VCE Further Mathematics/Methods, VCE Psychology, VCE Legal Studies, and Law School Subjects (LLB and JD).

My professional experience in Neuroscience involves working at Harvard Medical School in a neuroscience laboratory (MRI imaging) for two years, as well as completing two summer internships in neuroscience at the National Institutes of Mental Health and the Stanley Brain Research laboratory.

My professional experience in law involves working at a top tier law firm for two years, as a law graduate (articled clerk) and solicitor (Commercial litigation, Intellectual Property, Banking and Finance). I also completed seasonal clerkships at top-tier firms (Intellectual Property), and worked as a volunteer solicitor in a community legal service for a year.

I also have considerable general experience in teaching adults and kids of all ages, as I was a part-time tennis coach for 3 years, in addition to having worked as a volunteer assistant tennis coach for the MIT women’s tennis team while I was in Boston.

B.A. Psychology (biopsychology/neuroscience), Magna Cum Laude (3.79/4.0), State University of New York at Stony Brook.

JD, Juris Doctor, Second Class Honours (74%), University of Melbourne Law School.

B.Computer Science (in progress), University of New England (Current GPA: 7.0/7.0)

GDLP, Graduate Diploma in Legal Practice, College of Law.


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