Hoang Truong.

The screen-share is the session. I can listen to you explain a concept and never know whether you actually understand it. When you share your screen and try to solve the problem yourself, I can see exactly where your reasoning breaks down. That is the only useful moment. Video lectures skip it entirely.

The notes read like a manual, not a textbook. A textbook teaches accounting as an academic discipline. The notes I write describe what you do when the exam question is in front of you: the sequence of steps, the formula, the likely trap. You reference them the night before and reach the answer in minutes, not hours.

An AI tutor cannot watch you make mistakes. Passive content — video, podcast, AI chat — is interchangeable. The value of a live session is that someone sees the specific wrong turn you take on problem 7 and corrects you there, not after you have moved on. That is not a workflow any AI replaces today.

Teaching comes from doing. Before tutoring became the work, I built and ran four businesses — across food and beverage, e-commerce, retail, manufacturing, and education. Some succeeded. Some did not. The accounting and corporate finance I teach is the same accounting and corporate finance I used to track those businesses. When you are working through a cash flow statement in a session with me and wondering why it matters, the answer is: because I have had to read one at midnight and decide whether a business could make payroll. It is not abstract. Former students have gone on to roles in consulting, technology, finance, and luxury. I mention this to describe the calibre of students I have worked with, not to claim credit for where they ended up.