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Information About Thanh Binh - Christchurch tutor -

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Subjects Taught


Price Guide
Primary $35.00
Secondary $35.00
NCEA Levels 2-3 $35.00
University $35.00


Price Guide
NCEA Levels 2-3 $20.00


Price Guide
Primary $35.00
Secondary $35.00
NCEA Level 1 $35.00
NCEA Levels 2-3 $35.00
University $35.00

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Personal Description:

Teaching has been my hobby since childhood because it’s a very interesting challenge for me. I have started working as a private tutor for Math since 2014. Lately, in 6/2018, I worked as a Math tutor for Kip McGrath Education Merival Center in Christchurch. I am also a Bible study leader at church to teach primary children about Christianity.

When studying in VUW, I was selected to work part-time for the VUW School of Math and Statistics. Started as a marker, I was promoted to be a class tutor after 3 months thanks to my good communication skills.

As a member of Awhina VUW Student Club, I had opportunities to support Māori and Pacifica students in Math and Statistics courses.

In my free time, I like to play pool, go bowling, read books and climb mountains.

Tutoring Experience:

* Private Tutor (Mar 2015 – Present) - 4 people in Wellington and 2 people in Christchurch
* Laboratory Demonstrator (Jan 2017 – Jun 2017) – University of Canterbury, Christchurch
* Mentor (Mar 2015 – Dec 2016) – Te Roopu Awhina ki Porirua, Wellington
* Mathematics Tutor (Nov 2015 – Dec 2016) – Victoria University of Wellington
* Mathematics Tutor (Mar 2015 – Dec 2015) – Number Works N Words, Wellington

I can assist in:

* Primary Level (1 to 10)
* Secondary: NCEA- 1, 2 & 3; Cambridge:- IGCSE, AS/A Levels
* 100 University Level
* Calculus Scholarship
* Statistic Scholarship
* Chemistry Scholarship
* English general essays

Tutoring Approach:

I usually use an initial meeting with my student, often in presence of a parent for school-aged children, to define the student’s needs and align the direction of how tuition should take place. Then we work on a program of study which focuses on filling gaps in knowledge and addressing any areas of weakness.

Often, this involves looking in detail at sentence construction and grammar or the techniques of literary analysis – the kinds of things that tend not to happen in a busy classroom.

Rather than explaining, I ask questions to get my students to think deeply about what they’re learning, so my students are the one who do the explaining about the study subjects. My questions help my students:
• build on what he or she already knows
• compare concepts with other concepts
• distinguish concepts from other concepts
• connect the material to his or her personal experience
as well as
• apply concepts to new situations or problems

This doesn’t mean I never explain anything to my students. That would just frustrate them to no end. After explaining a problem step-by-step, I give a similar problem for the students to try for themselves. I don’t just use the same problem and change the numbers. Instead, I ask my student to try a completely different problem to apply the concept in a different way.


I believe in a focused, systematic approach of enabling my students to solve problems with as little guidance from me as possible, so that they can be developed to their fullest potential and become independent from me at the earliest possible speed.

Tutor Resources: (free to download)

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Native Language: English
Additional Languages: Vietnamese
Availability: Weekends / Weekdays (evenings)
References Available: Yes (✔ On File)


  • University of Canterbury (2018) - Graduate (Bachelors) (✔ On File)
  • Victoria University of Wellington (2016) - Graduate (Bachelors) (✔ On File)

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