COMMON MISTAKES TUTORS SEE

By Good School Learning Hub

Working with students across primary school, secondary school, JC, and Polytechnic, certain mistakes appear again and again—regardless of ability level. These are not signs of poor attitude or lack of intelligence. More often, they come from misunderstandings about how learning actually works and what leads to steady improvement.

One common mistake tutors observe is relying too heavily on familiar study habits. Students often continue using methods that once worked—such as rereading notes, memorising answers, or cramming—without adjusting as demands increase. While these approaches feel safe, they become less effective at higher levels where application, reasoning, and consistency matter more. When results dip, students may work longer hours instead of changing strategies.

Another frequent issue is avoiding weaknesses. Many students spend most of their time revising topics they are already comfortable with, because it feels productive and boosts confidence. Unfortunately, this leaves gaps unaddressed. Tutors often see that progress accelerates only when students are willing to spend time on what they find difficult, even if it feels slower and less satisfying at first.

Poor response to feedback is also common. Some students glance at corrections but do not analyse patterns in their mistakes. Others take feedback personally and become discouraged. In both cases, learning stalls. Tutors consistently find that students improve faster when they treat feedback as guidance—asking why an answer was wrong and how to avoid repeating the same error.

Another mistake is inconsistent effort. Students may work very hard for short periods and then disengage due to fatigue or disappointment. This stop-start pattern creates stress and uneven results. What tends to work better is moderate, consistent effort sustained over time, even when motivation is low.

Finally, many students underestimate the emotional side of learning. Comparing with peers, tying self-worth to grades, or fearing mistakes quietly undermines confidence. Tutors often find themselves helping students reframe setbacks and manage expectations—not just cover content.

These mistakes are common because students are still learning how to learn. The encouraging part is that once these patterns are recognised, they are highly fixable. With guidance, reflection, and steady habits, students avoid repeating the same pitfalls—and make progress feel clearer, calmer, and more sustainable.