Oxford University student. Expert GCSE & A-Level tutor for Maths, Chemistry and Geography. Achieved nine 9s at GCSEs and 4 A*s at A-Level.

Find out more about Aarav

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

  I've loved geography and maths ever since primary school. I've always found it fascinating to learn about different places and the world in general. As for maths, I've always enjoyed being challenged by tricky questions - solving them feels especially rewarding when you've really had to think about the problem rather than just knowing the answer straight away. Chemistry came a bit later, but it's always been my favourite of the three sciences, partly due to all the practicals involved.
  
  
  I first got involved in tutoring when I volunteered at school, helping with French and German. It was always a great feeling to see younger students improve and gain confidence. Later, during my gap year, I decided to take tutoring on as a job. I wanted to stay connected with academics, and my past experiences of one-on-one tutoring had been so positive that it felt like the perfect choice. Looking back, it's definitely been a great decision.

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

  In maths, I really enjoy the problem-solving aspect. I love working through longer questions where it's not immediately obvious what to do - it's all about figuring out how to apply your knowledge. Cracking a tough problem is one of the most satisfying parts, and it's even better when I see one of my students do the same!
  
  
  When it comes to geography, I definitely prefer teaching the human side of things at GCSE and A-Level. Unfortunately, the exam boards tend to make physical geography quite dry compared to its real-world relevance. While I'm more than capable of teaching physical geography, it often feels very fact-based rather than offering room for opinion, as you find in human geography. That said, at university, I've discovered just how fascinating physical geography can be - it might even be my new favourite!
  
  
  In chemistry, I find almost all of the topics equally interesting, but as a lover of maths, I do especially enjoy the calculation-based questions and topics. The only real disappointment comes with the practicals. They are so enjoyable and hands-on, but the way they're tested in exams often strips away all the interesting parts, making it feel less engaging than it should be.

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

  I've been fortunate to have many great teachers, especially during my A-Levels, and I couldn't have asked for better. However, there's one geography teacher who had a particularly strong impact on me. I was beginning to doubt my passion for geography in Year 9, but when he joined the school, my interest was reignited. He made geography incredibly fascinating and often taught us things beyond the specification, which really fuelled my curiosity.
  
  
  Because of him, I chose to study geography at university, and he was also my EPQ supervisor. He played a huge role in helping me prepare for my Oxford interviews, so much of my success is tied to his guidance and support.
  
  
  Now, as a tutor, I strive to have a similar impact on my students-not necessarily by encouraging them to study geography further, but by helping them enjoy whichever subject I teach. I want to inspire them, build their confidence, and ultimately help them achieve great things, just as my teacher did for me.

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

  I believe a good tutor must both love their subject and have a genuine passion for teaching. If either of those is lacking, it can be hard to fully engage with the lessons and give students the best experience. I truly love tutoring my subjects and seeing my students improve, which makes it feel less like work. A conversation with one of my university professors sums it up perfectly: 'When you do something you love for a job, it doesn't feel like work.'
  
  Beyond that, a good tutor must be patient, approachable, and adaptable. Every student learns at a different pace and in different ways, so being able to adjust my teaching style to suit their individual needs is essential. I also make myself available outside of lesson hours. I encourage students to contact me if they have any questions between lessons to ensure they feel supported.
  
  I like to create a relaxed and open environment in my lessons. When students feel comfortable, they are more likely to express themselves and enjoy the process, which ultimately makes us more productive. That being said, there's a balance to strike. While it's important to foster a relaxed atmosphere, I also believe in gently pushing students to reach their full potential. Pushing them too hard is never helpful, but a little encouragement and challenge are often necessary to help students achieve their best.

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

  Both in geography and maths, I remember struggling at times with memorising certain facts, but I was lucky to have teachers who came up with funny and memorable ways to help us remember them. In geography, I'll never forget how my teacher helped us memorise the term 'grikes'-those cracks in limestone-by telling us a joke: 'What does an Australian say when his foot slips down a crack in the rock? Grikey mate!' It definitely worked and stuck with me!
  
  In maths, there's a funny way to remember one of the trigonometry identities: 'The 1 with the cot is cosy.' I've actually passed this little memory aid on to my students, and it's always nice to see them chuckle and appreciate the connection.
  
  It's funny, though, because while I've been able to share the maths trick with my students, I've yet to share the geography joke! It's a reminder of how far I've come as a learner, and it makes me feel like I've come full circle - from student to tutor.

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

  During my A-Levels, there were certainly topics I struggled with, but the solution was always the same: practice, practice, practice. Overcoming those challenges became a matter of repetition and breaking things down until I understood them fully.
  
  The challenges I face now as a tutor are a bit different. With maths, it feels like an endless journey. While I'm fully comfortable with everything I teach, I sometimes find myself looking beyond the A-Level content, as I find the further study of maths incredibly fascinating. The downside is that much of it falls under the further maths A-Level, which I didn't study, so I can find myself facing new topics that challenge me. However, I love expanding my knowledge, and I'm always keen to explore and learn these new concepts.
  
  In chemistry, I'm comfortable with all the topics I teach, but every now and then, a student will ask a question out of curiosity that goes beyond the syllabus. If it's something I haven't been taught, I'll take the time to research the answer and get back to them. I love that my students are taking an interest in going deeper, and I enjoy the challenge of learning alongside them to find the right answers.
  
  As for geography, the subject is vast and you can never know everything, which is part of what I love about it. Currently, I don't find much difficult at university, though the sheer amount of reading required can be overwhelming at times!

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

  I have many passions and interests, and sometimes it can be hard to keep track of them all! One of the main reasons I chose to study geography at university is because it's such an interdisciplinary subject. In just one and a half terms, we've already covered aspects of maths, physics, chemistry, biology, history, politics, religious studies, English literature and art-there are probably even more subjects we've touched on. I love learning about how the world works, and geography offers such a wide-ranging view of that. It's not just about rivers and volcanoes, as many people think-it's so much more than that, and that variety keeps me engaged.
  
  Despite my love for geography, I'm still quite mathematically minded and enjoy tackling logical problems-not just on paper but in real-life situations as well. I find real-world applications of logic fascinating.
  
  I also have a genuine passion for teaching, which is why I continue tutoring even with the heavy workload at university. Seeing my students succeed and knowing I've played a part in their progress is incredibly rewarding.
  
  But, to be honest, I think I have too many interests to stick to just one thing!

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

  I think what makes me a Superprof is my dedication to my students and my willingness to always go the extra mile for them. Whether it's helping out between lessons or offering a free lesson before an important test, I make sure I'm available and ready to offer extra support when needed.
  
  I'm also able to explain concepts in different ways on the spot if I see that my student isn't fully understanding the way I initially taught something. I find that flexibility really helps students grasp difficult topics.
  
  Being relatively close in age to most of my students helps create a more comfortable and relatable environment. They often feel that I understand their struggles more than their school teachers might, and I believe that makes it easier for them to express themselves and ask questions without feeling judged.
  
  I also love seeing my students' personalities shine through in our lessons. In school, teachers can sometimes limit how much students can express themselves, but I encourage a more relaxed, open atmosphere where they feel free to be themselves. Finally, my passion for learning never ends, and I love sharing what I've learned with my students. It's incredibly rewarding to see them grow, not just in their subjects, but as individuals too.