About Me

  • Indian Institute of Technology

    M.Tech (Hon), Medical Biotechnology

    Department of Biochemistry, University of Oxford (Lincoln College)

    PhD degree, Computational Biology

  • Carfax College, Oxford (2014-2021)

    Taught Biology, Chemistry and Science (KS2 to A-level)

    Easter Revision and 1:1 private lessons through the College*

    Examiner

    Oxford International Study Centre, Oxford (2022-2024)

    Taught Biology, Chemistry (A-level)

    Easter Revision and 1:1 private lessons through the College*

    *Private lessons taught to students from elite schools across the world

  • Oxford International Study Centre

    Head of Science (2022-2023)

    Head of Academics (2023-2024)

More about me

I grew up in Delhi, India where I attended a private school. I studied Engineering in Biotechnology during my undergrads and eventually completed my Masters in Engineering specialising in Medical Biotechnology. During my undergrad I was an avid traveller and explored most places I could reach in India.

I joined Lincoln College in 2009 to study D.Phil in Computational Biology at Department of Biochemistry, University of Oxford. During that time, I worked with University’s summer school and found interest in teaching rather than academia. I greatly enjoyed teaching young international students, so I stayed in Oxford and worked at independent schools in Oxford, eventually becoming Head of Science at an independent school. Throughout this time, I have continued my interest in travelling and exploring British countryside.

Being Head of Science, gave me an excellent opportunity to make student-centric curriculum, this was assisted by assessment by tutors (including myself) and clarity of student’s aspiration. This enabled tutors and students to take confident steps to their goals.

To contact me, please email me with your request details and I will reply even if I am fully-booked.

My approach to tutorials

Initial assessment:

I like to setup a meeting with prospective students and parents to discuss the student career path, their study habits, and any study approach the student tried which helped them. The students can discuss their current strengths, any areas they are currently finding difficult. This is followed by review of recent past papers to formulate an initial plan for the lessons which are unique to each student.

Tutorials:

Students go through a difficult transition from GCSE style learning to university style self-study during A-levels. The purpose of tutorial is to help them by providing the right environment for their learning. The tutorials are built to provide correct pacing for learning, along with guidance and feedback to help them improve.

Through the initial assessment, we plan to focus on the areas where the student can most readily improve their grade. Then, it will be decided whether student needs help with some foundational misunderstanding or will benefit from detailed discussion of the topic. In either approach, we engage the students through problem solving. Sometimes students may just need help with study or exam skills, which is also provided by discussing past paper questions, study skills and exam techniques.

  • Each tutorial follows a few key stages:

    • A check on progress and retention from previous tutorials

    • Guidance and further help on any homework that was set

    • A quick check to see how much they can do or know about a topic or skill already

    • Teaching of the correct method, with guidance and structure to help build their skills

    • Recap and check on the student’s understanding, see how much they can do on their own

    • Suggestions for further work or practice, including worksheets and questions as appropriate

    • UK A-level Chemistry (AQA, Edexcel, OCR A)

    • International A-level Chemistry (CIE, IAL)

    • GCSE Chemistry (AQA, Edexcel)

    • IGCSE Chemistry (Cambridge, Edexcel)

  • All our lessons are online. This is because I will be able to take online tutorials can be taken anywhere and at almost any time, therefore it is easier to provide consistency to students enrolled. Since there is better connectivity and faster connections, and lots of online platforms for whiteboards, it is easier to provide an engaging lessons online.

    Lastly, offline lessons provide me with an opportunity to have all my resources on fingertips, allowing me to teach with the same amount of care and attention to what the student needs to do to improve but with more resources. I also send the exercises and questions to students in case they want a print copy to work from.

  • Although there are some advantages of tutoring in person, particularly a more natural and self-study directed manner in which offline lessons can be conducted. When I tutored in-person during my D.Phil years, I quickly realised that two main drawbacks. Firstly, I was limited by the resources I could take to the student’s house which limited the scope of the lessons. Secondly, finding a conducive space for student to work, which was not her bedroom, for an hour lesson without interruptions.

    Offline lessons also limited flexibility to schedule lessons which was convenient for both parties, lead to me wasting a lot of time reaching the place, and therefore costing student more.

    Since there is better connectivity and faster connections, and lots of online platforms for whiteboards available now, I have shifted to online lessons only.