Success Stories
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Phil, a studious year 11 boy, needed help with just one subject. He worked online with me as required, on average once a week, all the while maintaining his good results in the other subjects.
Phil is now well into his university studies. I didn’t do this for him; I helped him do it for himself. He had ability, application and strong character.
“I just wanted to say thanks again for all your help. Couldn’t have gotten through English without you! I ended up getting an 18/25 on the external exam and got the dux award for my school with an ATAR of 97.55. Right now I’m at UQ about to study pharmacy for medicine. Thought I’d just let you know how I’m getting along and say thanks for all your help.”
As always, tutoring cannot make anyone into something they are not – but it can, and does, make them into the best of themselves.
Well done, Phil!
Laura, a Year 11 girl, came to me for help with Maths. She was suffering a significant problem with self-esteem and confidence along with her academic struggles. When I asked her to tell me about her Maths she became teary, not only because of the struggle itself, but because it was a severe embarrassment for her when a teacher asked her a question in class.
The confidence solution had to be applied before we went any further!
Laura had missed out somewhere along the line and was getting further behind. Her troubles had been snowballing. It was soon evident that Laura’s difficulties were not inherent, but first, she needed to be convinced of this.
After only eight tutoring sessions, Lauren was achieving a “B” in Maths. Her confidence was restored. Her teachers advised that she no longer needed tutoring. Later in the year she made speeches to her peers and was elected prefect for the following year.
In Laura's words:
“Mum and I talked about continuing the tutoring, and have come to the conclusion that I no longer require tutoring for Maths. I have also talked to my Maths teacher, and my curriculum leader, and they have both agreed that I no longer require tutoring and that I have improved tremendously. I want to thank you so much for the confidence you have brought me in Maths. If I have any problems, you will be the first person I see.”
And later:
“I really want to thank you so much for the support you have given me the past few months. I feel so much more comfortable in my ability to do my schoolwork and to trust that I know what I am doing. I would also like to tell you that I am the college’s new ** Leader. I wanted to tell you this because the confidence in myself that I feel in Maths directly extended to how I felt about applying as a school leader, and I really have you to thank for that.”
Grace came from a country area where she had been doing Distance Education and Homeschooling, and recuperating from other conditions.
She and her parents wanted a third party opinion as to where she stood and how she was faring compared to the majority in her age group.
I was able to tell them that Grace had most of the background schooling she needed, as well as obvious intelligence and commitment, to continue in mainstream schooling.
She was still going to need help in certain areas and someone to walk with her through the next phase.
Grace is now on top of everything and is following a plan to pursue a career after school.
“Grace has done so well. I could not be prouder of her. Thanks for your help. I really do appreciate you in her corner! I have referred you to my friend. I said you were fabulous!” – Grace’s Mother
Issac had endured a difficult time in primary school and on the farm. A less-than-sympathetic teacher had destroyed any belief he had in himself and in the usefulness of school.
After struggling in the first months of secondary school, Isaac was going nowhere. His mother decided it was time to act.
Chelsea had been working through family trauma for several years. Now, in Year 11, she was having academic problems as well.
She asked for help. With just a few tutoring sessions, Chelsea was able to leap that hurdle.
Then came the bullying. We talked her through her final year of school. Now she’s at uni and enjoying life with true friends.
We often hold Chelsea up as an example of how difficulties can be overcome with the right approach and beliefs.
After struggling in the first months of secondary school, Isaac was going nowhere. His mother decided it was time to act.
We weren’t sure if we were doing things right, and we weren’t sure where it would end.
With James being dyslexic, and in Year 11, this was decision time. Should he drop out of academic studies to follow a vocational path, or does he follow his true wishes and throw everything at his studies and risk bombing out altogether?
David knew how to answer our questions.
He worked with James for the next year and a half. The rest is now our history. James will graduate from university in a couple of months.
Gabby was in late primary school when we called Mr Plummer. She had just completed a very advanced program of dyslexia treatment.
We were advised that the next step would be to engage a private tutor.
We started right away, even though it was school holidays. Gabby had three tutoring sessions, then one more when school resumed. Having been failing Maths, Gabby topped her class at the end of the first week back.
For the rest of Gabby’s schooling we saw David once a week. She not only managed high school, but was able to take advanced subjects. Gabby went on to excel at university, achieving the same high results she had from the time she started tutoring. By this stage, however, she was doing it on her own.
She is still dyslexic, and always will be. But now she knows how to fly above her problems and achieve what she was born for.
Gabby is loving her new career in the medical field.
**These testimonials and case studies are true. For privacy reasons, names have been changed, and identifying details have been altered. All photos are stock images.