I don't start with the textbook. I start by finding out where your child actually stands — and in 13+ years of teaching, I've found that this changes everything.
60 minutes. One-on-one. ₹750.
Your child gets assessed and taught in the same session. You watch, you see exactly how the class works, and within 24 hours you have a complete picture.
Book a Diagnostic Assessment — ₹750Or call: +91 73966 69430
13+ Years of Teaching · 500+ Students Taught · Batches of 3–5
Homework is taking longer than it used to. Or marks have dipped — not dramatically, but enough that you're paying attention.
Maybe they avoid maths altogether. Maybe they're working hard but results stay flat. Maybe they do well on some topics and fall apart on others, and you can't figure out the pattern.
If this sounds familiar — it's familiar to me too. I see this with almost every new student who comes to me. And the reassuring thing is: there is almost always a clear, fixable reason.
When a Class 10 student comes to me struggling with trigonometry, I don't start by re-explaining trigonometry. I check whether they're comfortable with ratios. Because trigonometric ratios are, at their core, just ratios.
And almost every time, that's where the gap is. Not in Class 10. In something from Class 7 or 8 that was never caught. The good news? These gaps are specific and fixable.
The answer to a trigonometry question is literally a fraction. If fractions aren't solid, trigonometry can't be. Once fractions click — usually 2–3 sessions — trig follows immediately.
Every polynomial term has exponents. If a student doesn't know what x² actually means, the whole expression is confusing. When exponents click — one week — polynomials become manageable.
Solving algebra is just doing arithmetic in the right order. If subtracting and dividing feel shaky, algebra feels foreign. This is the first gap I fix — it makes the biggest difference.
Finds excuses to skip practice. Gets frustrated quickly. In my experience, this almost always changes once the right gap is found.
Puts in the hours. Fills notebooks. But scores stay flat — because the effort is going into the wrong areas. A diagnostic reveals exactly where to redirect.
Can follow along during teaching. But alone with a problem, the understanding vanishes. This is the most common pattern I see — and the most fixable.
Scoring 70–80%. Comfortable but not challenged. These students often surprise everyone — including themselves — once they're pushed properly.
Recognised your child?
Let's find out what's going on — and how quickly it can change.
Book a Diagnostic Assessment — ₹750Or call: +91 73966 69430
I need to see each student's face when I explain something. In a batch of 30, that's impossible. In a batch of 4, I catch it immediately — and that's where real learning happens.
If a concept isn't clear, I stay with it. I explain it differently, test it from a new angle. Once understanding is genuine, speed and marks follow naturally.
If the diagnostic shows a gap from Class 7, I go back to Class 7. There's no shame in it — it's the smartest thing to do. Watching a student realise maths isn't hard — that's one of the best moments in a classroom.
Most tuition centres offer a free demo class. A teacher gives a polished 30-minute presentation on a topic they've prepared. Your child sits and watches. You watch the teacher.
At the end, you know how the teacher presents — but you still don't know what's actually going on with your child's maths.
I do something different.
The session is 60 minutes, one-on-one, online. It has two parts.
I give your child a set of problems — not from one chapter, but spanning foundational areas: fractions, ratios, exponents, algebraic identities, factorisation, linear equations. I also include a few problems from their current Class 10 syllabus.
I don't ask them to rush. I tell them to work through each problem the way they normally would, write down what they try, and not worry about whether the answer is right.
While they work, I watch. I notice which problems they go to immediately and which ones make them pause. I look at what they write first — what they instinctively reach for. I notice where they cross out and start again, and what changes when they do.
These small things tell me more about a student's understanding than any report card.
Once the problems are done, I go through the paper with your child — right there, in the same session.
I take the problems they found difficult and I teach. Not just "here's the correct answer" — I show them why their approach didn't quite work, what the right approach looks like, and what concept was sitting underneath that they hadn't connected yet.
This is the part I enjoy most. Because this is where you see the shift. A student who was stuck five minutes ago starts to get it. They try the next problem and something is different — they know where to start.
Your child walks out of this session having learned something real. Not a rehearsed demo — a genuine teaching moment using their own work.
You're watching all of this. You see exactly how I teach — the pace, the patience, the whiteboard, the way I explain. You see how your child responds. You see what an online maths class with me actually looks like.
By the end of 60 minutes, you have three things:
You know exactly where your child's gaps are. Not "weak in algebra" — specific, precise observations about what they understand and what's missing.
You've seen how I teach, how the online format works, and how your child engages with it. No guesswork about what the classes will be like.
Your child has already started learning. The session isn't a test they endured. It's the beginning of the work.
Within 24 hours, I send you a written report by WhatsApp — what I observed, the specific gaps I found, and a recommended plan: which topics to address first, in what sequence, and why that sequence matters.
This is why I charge ₹750 instead of offering a free demo. A free demo tells you about the teacher. The diagnostic tells you about your child. And that's what you actually need to know.
This message came 3 hours after the exam.
We found his gaps, rebuilt his foundations, and worked through the syllabus together over months.
I didn't ask him to send this. He just did — and that's the kind of outcome that makes this work worth doing.
That's exactly who I work with most. The diagnostic finds the root cause — usually a gap from 2–3 years ago. I've had students scoring in the 30s go on to score 85–90%+ in boards.
60 minutes, one-on-one. I assess your child, then teach using their own paper. You watch the entire session. Within 24 hours — a written report with specific gaps and a learning plan.
No. The diagnostic is standalone — assessment, teaching session, and written report. This way I give you a completely honest evaluation without any obligation.
A free demo shows you the teacher. My diagnostic shows you your child — how they think, where they're stuck, and what's missing. Then I teach using their own mistakes. You get both in one session.
Live on Google Meet with a digital whiteboard. Not recorded videos. Batches of 3–5 students. Interactive — your child solves, asks questions, and gets real-time corrections.
YouTube gives a generic explanation. I start with what YOUR child doesn't understand. Every session is live, adapted to their gaps. The difference between content and teaching.
3 sessions per week, 1–1.5 hours each. Timing is flexible around school hours — evenings and weekends work for most families.
CBSE, ICSE, IGCSE, and IB MYP. 13+ years across all four. The diagnostic adapts to your child's specific board.
Yes. Hyderabad, Chennai, Bangalore, Mumbai, Delhi — anywhere. Everything works the same online. Many of my current students are from other cities.
In a batch of 4, I call on each student directly. I check their work on the whiteboard in real time. Shy students can't hide. Most start participating within 2–3 sessions.
Three things: Do they diagnose first? Is the batch under 5? Can you watch before committing? I let parents observe the diagnostic before deciding anything.
Within a month: approach to problems changes, attitude shifts. Progress notes every 8–10 sessions. Meaningful marks improvement within 2–3 months.
Depends on the gaps — which the diagnostic reveals. I've seen real progress in 3–4 months when the work is focused on the right areas.
Yes. Every student starts with a diagnostic. The plan is personalised — no fixed batch starting point to wait for.
Diagnostic-first. Batches of 3–5. Same teacher throughout. No rotation of tutors. 13+ years of experience across CBSE, ICSE, IGCSE and IB MYP.
Full CBSE syllabus: Real Numbers through Probability — 14 chapters. But I sequence based on what the diagnostic reveals, not textbook order.
Yes — sometimes more. Digital whiteboard, real-time mistake correction, no commute wasted. My online students' results are consistently strong.
Yes — curated to your child's gaps, not generic downloads. Board-pattern papers closer to exams. All included, no extra charge.
One session. 60 minutes. Your child gets assessed, gets taught, and you see exactly how the class works.
Most parents tell me they wish they'd done this sooner.
Book a Diagnostic Assessment — ₹750Or call: +91 73966 69430
13+ Years of Teaching · 500+ Students Taught · Batches of 3–5
