Experienced and Supportive Maths and Physics Tutor | Grade 4 - 10 | Homework Help and Exam Prep (State Standardised Tests, GCSE, IGCSE, O-Level, A-Level)

Learn more about Naila

• 1) When did you develop an interest in your chosen field and in private tutoring?

  My interest in Maths and Physics developed during my school years when I began to realise that these subjects are not simply about memorising formulas—they are about understanding how and why things work. I became especially interested in Physics because it connects mathematical ideas with the real world.
  
  My interest in tutoring developed naturally from this passion. I always enjoyed helping classmates and other students understand concepts they initially found difficult. Seeing someone go from saying, “I don't understand this,” to confidently solving the problem themselves is extremely rewarding. Over the years, this interest developed into more than five years of teaching and tutoring experience with students at different levels. Private tutoring particularly appeals to me because every student learns differently, and one-to-one lessons allow me to adapt my explanations, pace, and examples to the individual student.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I primarily teach Maths and Physics, including Algebra, Geometry, Trigonometry, numerical problem-solving, mechanics, and other topics from primary and secondary levels through GCSE, IGCSE, O-Level and A-Level.
  
  What I particularly enjoy is helping students understand the reasoning behind a method rather than simply memorising steps. Algebra and Physics problem-solving are among my favourite areas because they develop logical thinking and allow students to see connections between different concepts.
  
  I also enjoy exam preparation and past-paper practice because students can clearly see their progress as their understanding and confidence improve. There isn't really a topic I dislike teaching; the topics students find most difficult are often the most satisfying to teach because finding a simple explanation for a challenging idea is part of what makes tutoring enjoyable for me.

• 3) Did you have any role models; a teacher that inspired you?

  Yes. Throughout my education, I was fortunate to learn from teachers who demonstrated that a good teacher does much more than deliver information. The teachers who influenced me most were those who remained patient when students struggled and were willing to explain the same concept in several different ways.
  
  They taught me an important lesson that I now apply to my own tutoring: if a student does not understand an explanation, simply repeating it is not always the solution. Sometimes we need to change the example, visualise the problem, connect it with something familiar, or return to an earlier concept. Their patience and commitment strongly influenced the type of tutor I aim to be.

• 4) What do you think are the qualities required to be a good tutor?

  I believe a good tutor needs strong subject knowledge, patience, communication skills, adaptability, empathy, and the ability to motivate students.
  
  Knowing Maths or Physics well is important, but being able to explain it clearly is equally important. A tutor should recognise that two students may need completely different explanations for exactly the same problem.
  
  I also believe students should feel comfortable making mistakes. Mistakes are valuable because they show us exactly where understanding needs to be strengthened. My role is therefore not simply to give students the correct answer but to help them understand why an answer is correct and eventually become capable of solving similar problems independently.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One lesson that has stayed with me from my own education is that difficult problems often become surprisingly simple once the underlying concept is understood. Like many students, I sometimes encountered Maths and Physics questions that initially looked complicated because they contained many numbers, formulas, or unfamiliar wording.
  
  I gradually learned to stop asking, “Which formula should I use?” and instead ask, “What is this question actually asking me to find?” That small change completely improved the way I approached problem-solving.
  
  It is something I now encourage my students to do. Before calculating anything, we identify what information is given, what we need to find, and how the two are connected. I have seen students become much more confident simply by developing this habit.

• 6) What were the difficulties or challenges you faced or still face in your subject?

  One of the biggest challenges in Maths and Physics is that the subjects are cumulative. If a student has missed an important foundational concept, later topics can suddenly seem extremely difficult.
  
  For example, difficulty with fractions or basic algebra can later create problems in equations, trigonometry, mechanics, and many other areas. Instead of assuming that a student is “bad at Maths,” I try to identify the specific missing foundation and rebuild it step by step.
  
  Another challenge is mathematical anxiety. Some students arrive convinced that they cannot do Maths or Physics because of previous experiences or examination results. Helping them replace that fear with confidence is an important part of my work. Small successes, regular practice, and clear explanations can make a remarkable difference.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My strongest passion is making complicated ideas understandable. This applies particularly to Maths and Physics because students sometimes become intimidated by formulas and technical terminology before they have had the opportunity to understand the underlying idea.
  
  I enjoy breaking a difficult problem into smaller, manageable steps and gradually helping the student put those steps together. I am especially interested in problem-solving and in the connection between Mathematics and Physics. Mathematics gives us the language and tools, while Physics shows how those tools can describe and explain the world around us.
  
  Teaching is particularly rewarding when I see a student's attitude change from “I can't do this” to “I understand it now—give me another question!”

• 8) What makes you a Superprof (besides answering these interview questions :-P)?

  What makes me a Superprof is that I don't believe in a one-size-fits-all approach to teaching. Every student has different strengths, weaknesses, goals, and ways of learning, so I adapt my lessons accordingly.
  
  With a Master's degree in Physics, a strong Mathematics background, and more than five years of teaching experience, I combine subject knowledge with a patient and supportive teaching style. My lessons follow a simple principle: “Learn one, do one, teach one.” First, we understand the concept together. Next, the student solves problems with guidance. Finally, I encourage the student to explain the idea back to me. If you can explain something clearly, you have probably understood it.
  
  I also use examples, worksheets, past-paper questions, digital tools, and structured revision notes to support learning beyond the lesson.
  
  Most importantly, I want my students to become independent learners. My goal isn't for them to need a tutor forever; it is to give them the understanding, problem-solving skills, and confidence to eventually say, “I can solve this myself.”