Kartar Singh

I am Kartar, a passionate Mathematics teacher based in Amritsar, Punjab, with a strong and continuous connection with Mathematics, both as a learner and as a teacher.

My journey with Mathematics is somewhat different from the usual academic path. During my senior secondary education, I chose Mathematics as an additional subject alongside the Arts stream because of my genuine interest in the subject. Mathematics was not something I selected simply because it was required for my academic stream; I chose it because I enjoyed understanding numbers, concepts, patterns and the logic behind problem-solving.

Since then, Mathematics has remained an important part of my learning journey. I have continued to study, practise and explore the subject while also developing my interest in teaching it. This continuous connection with Mathematics has helped me develop a deeper appreciation for conceptual understanding rather than simply memorising formulas or procedures.

Alongside my Mathematics background, I am pursuing my Bachelor of Arts through distance learning, studying subjects including History, Political Science, Public Administration, English and Punjabi. Studying both Mathematics and humanities has given me exposure to different ways of thinking—logical, analytical as well as social and critical—which I find valuable in teaching.

My Teaching Experience

I currently have practical teaching experience in a school environment, where I teach Mathematics to students from Classes 5 to 8.

Working with school students has given me firsthand experience of the different learning levels and challenges students face. I have taught students who are comfortable with Mathematics as well as students who struggle with basic concepts, calculations or confidence.

My responsibilities include explaining mathematical concepts, conducting practice, identifying learning gaps, helping students with problem-solving, revising previously taught topics and checking whether students have genuinely understood the concept.

One of the most important things I have learned through teaching is that the same explanation does not work for every student. Some students understand a concept immediately, while others need simpler language, more examples, visual explanations or additional practice. I therefore try to adapt my teaching according to the learner rather than expecting every student to learn at the same pace.

My Teaching Approach

My primary focus is on conceptual clarity and strong fundamentals. I want students to understand why a particular method works instead of simply memorising steps.

I generally explain a concept step by step, demonstrate examples, solve questions with students and then gradually encourage them to solve problems independently. I also pay attention to mistakes and try to understand the reason behind them, because correcting the underlying misunderstanding is more useful than simply correcting an answer.

I encourage students to ask questions freely, including questions they may consider very basic. I believe students learn better when they feel comfortable saying, “I don't understand this.”

I particularly enjoy working with students who feel that Mathematics is difficult. In many cases, the problem is not a lack of ability but a gap in foundational understanding or a lack of confidence. With patient guidance, appropriate practice and clear explanations, students can gradually improve.

What I Aim to Develop

My teaching is not limited to completing homework or preparing for a single examination. I aim to develop:

Strong mathematical fundamentals
Number sense and calculation skills
Logical and analytical thinking
Problem-solving ability
Accuracy and proper presentation
Confidence in Mathematics
Regular practice habits
Independent learning skills

For me, the most satisfying part of teaching is seeing a student move from “I cannot solve this” to “Let me try it myself.”

I also consider myself a continuous learner. Because I remain actively connected with Mathematics while teaching it, I continuously try to improve my own understanding and find clearer and more effective ways to explain concepts to students.

My background as a student who chose Mathematics out of genuine interest, combined with my practical experience teaching Mathematics to Classes 5–8 in a school environment, has shaped my approach as an educator.

My goal is not simply to teach students Mathematics, but to help them understand it, think through it and gradually become confident enough to solve problems independently.