Verified Tutor
What do I enjoy most about tutoring? 😁
I always enjoy being around kids, so have been doing tutoring like a part time hustle. The thing I enjoy the most is I also get a recap of all the concepts I have learnt before and everyday is a new learningMy Strengths as Tutor 💪
I try to understand the student forst and make them understand the concept the way they perceive itMost important things I can do for a student 🏅
A tutor is just not a tutor,but also a mentor so they should always be open to advice students what they can do in their career based on their interests and strengthsTutoring students in 👦 👧
- year 2
- year 3
- year 4
- year 5
- year 6
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- year 8
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- year 12
About Avanish
Strong Mathematical and Analytical Background
Avanish brings a robust foundation in mathematics and problem-solving, built through advanced studies in computer science and consistently high academic achievement. His expertise extends beyond classroom theory, with hands-on experience in coding, logic, and data analysis. These skills allow him to break down complex mathematical concepts into simple, relatable steps, making learning accessible for students at all levels.
Experience in Mentoring and Leadership
This tutor has demonstrated leadership and mentoring abilities as an elected High School Sports Captain and Vice Captain of his university’s badminton team. He has organised events and guided teams to success at various competitions. These roles have strengthened his communication skills and his ability to motivate students—qualities that translate directly into engaging and effective tutoring sessions.
Personalised Approach with Real-World Application
Avanish’s passion for technology and sport is woven into his tutoring style. He enjoys relating maths and English concepts to real-life situations, such as sports strategies or game development scenarios. By drawing on his diverse interests and technical background, he keeps lessons relevant and interesting, helping students build both confidence and curiosity in their studies.
