I'll teach you chemistry till you understand it and help you with your homework. If you're looking to take an exam soonest, I can help you prepare adequately.

Learn more about Adetona

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

  My interest in Chemistry started when I was in secondary school. I was always curious about why things happened the way they did, and Chemistry gave me a way to understand some of those things.
  
  My love for teaching came naturally too. I noticed that I enjoyed explaining things to my classmates, especially when they were struggling with something I understood. That eventually led me to study Chemistry Education.
  
  Over time, I discovered that I really enjoy one-on-one tutoring because I get to understand each student and work at their pace. There is something really satisfying about watching a student go from “I don't understand this” to confidently solving the question on their own.

• 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 teach Chemistry, mainly at high school, IGCSE and A-Level levels, and I also work with university students preparing for school test and lab
  
  I particularly enjoy Organic Chemistry. I like showing students that it isn't just about memorising reactions; there is actually a pattern behind most of what they are learning.
  
  I also enjoy calculations, energetics, equilibrium and electrochemistry. Honestly, I enjoy the topics most when I see a student who initially finds them difficult finally understand them.
  
  There are definitely topics I enjoy more than others, but I try not to transfer that preference to my students. My job is to make even the less exciting topics understandable and manageable.

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

  Yes, I have had teachers and lecturers who influenced me greatly.
  
  What I remember most about the good teachers I encountered was how they made difficult things feel simple. They also made it okay to ask questions without feeling embarrassed.
  
  That is something I try to bring into my own lessons. I don't want a student to be afraid to say, “I don't understand.” In fact, I would rather they tell me immediately so we can find another way to explain it.

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

  For me, patience is number one.
  
  A tutor also needs to know their subject well, but knowing Chemistry isn't enough. You have to know how to explain it in a way the student can actually understand.
  
  I also think a good tutor should be observant and flexible. If one method isn't working, I change it. Some students need diagrams, some need lots of examples, some need to practise, and some simply need the concept explained in a completely different way.
  
  And of course, you need to genuinely care about the student's progress.

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

  One thing I have noticed repeatedly in tutoring is that students can sometimes convince themselves that they are simply “not good at Chemistry.”
  
  I once worked with a student who was very uncomfortable with Chemistry calculations. Whenever they saw a calculation question, the first reaction was usually, “I don't know how to do this.”
  
  Instead of giving them more formulas to memorise, I started teaching them how to look at the question first: What information has been given? What are they being asked to find? What concept is being tested?
  
  After practising this several times, the student eventually solved a question independently. The excitement on their face was priceless!
  
  For me, moments like that are why I enjoy tutoring. Sometimes the biggest change isn't just an improvement in a grade; it's the confidence that comes with realising, “Oh, I can actually do this.”

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

  One of the biggest challenges I see is that many students already believe Chemistry is difficult before they even give themselves a chance to understand it.
  
  Some students come to lessons saying, “I'm just not a Chemistry person.” I don't agree with that mindset.
  
  Another challenge is that Chemistry can easily become a memorisation subject if it isn't taught properly. I try to help students understand the reason behind what they are learning instead of simply memorising everything.
  
  Of course, Chemistry can be challenging. But I believe that with the right explanation, enough practice and consistency, most students can make much more progress than they initially think.

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

  Teaching is definitely one of my biggest passions.
  
  I love that moment when a student suddenly gets something they have been struggling with. Sometimes you can literally see the change in their expression when everything finally clicks.
  
  I'm also passionate about STEM and helping students develop problem-solving skills. I don't just want students to memorise Chemistry for an examination. I want them to understand what they are doing and feel confident tackling questions they have never seen before.

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

  I think what makes me a Superprof is that I genuinely care about how my students learn.
  
  I don't walk into a lesson with the mindset of, “This is what I will teach today, whether you understand it or not.” I pay attention to the student in front of me and adjust my approach when necessary.
  
  I have experience teaching different age groups and working with different curricula. So whether a student is preparing for IGCSE or A-Level, trying to improve their Chemistry grade, or simply struggling with one particular topic, I try to meet them where they are.
  
  And honestly, I love seeing students become more confident.
  
  For me, a successful lesson isn't just one where we finish a topic. It's when the student leaves thinking, “Okay, Chemistry isn't as scary as I thought.”