Poojashree R.

CBSE, ICSE, State

Social studies, EVS, Kannada, Mathematics, Science, Sanskrit, Social Science

No

CBSE, ISC/ICSE, State

One on one/ Private Tutions, Group Classes

One of the greatest things I love as a teacher is teaching young minds and exploring their interests. I enjoy teaching and learning at the same time! Also it is very good to meet new curious minds everyday.

Mathematics

Yes

ICSE, State, CBSE

One on one/ Private Tutions, Group Classes

Mathematics

Yes

State

Group Classes

Mathematics

No

Regular Classes

One on one/ Private Tutions, Group Classes

Yes

BSc Mathematics

Discrete Mathematics, Calculus, Analysis, Numerical Methods and Programming, Number Theory, Algebra, Differential Equations and Mathematical Modelling

CBSE, ICSE, State

It was my second semester teaching at an engineering college, and the subject was Differential Calculus—a core but often intimidating topic for first-year students. The lecture hall was large, echoing with murmurs as 80+ students settled into their seats. I could sense a mix of curiosity and reluctance, a typical mood when students hear the word “Calculus.” I began the class not with formulas or theorems, but with a simple question: "Have you ever wondered how GPS calculates your exact location?" That grabbed their attention. I linked the explanation to the concept of derivatives and how they help in understanding change and motion—essential in fields like robotics, aeronautics, and computer simulations. Their eyes began to follow the chalk strokes more intently. As I moved into limits and the definition of a derivative, I saw students furrow their brows. I knew this was where many usually get lost. So, I paused and broke the problem into a real-time visual demonstration using a moving object and a laser pointer—explaining how instantaneous change is different from average change. The backbenchers even leaned forward. After class, a student came up and said, "Madam, this is the first time I understood what a derivative actually means." That small comment made the hours of preparation and creative thinking worthwhile. Teaching in an engineering college isn’t just about delivering content. It’s about translating abstract concepts into tools that future engineers can visualize and apply. That class reminded me that if you teach with context, curiosity follows naturally.

Mathematics

Yes

CBSE, ICSE, State

It was my second semester teaching at an engineering college, and the subject was Differential Calculus—a core but often intimidating topic for first-year students. The lecture hall was large, echoing with murmurs as 80+ students settled into their seats. I could sense a mix of curiosity and reluctance, a typical mood when students hear the word “Calculus.” I began the class not with formulas or theorems, but with a simple question: "Have you ever wondered how GPS calculates your exact location?" That grabbed their attention. I linked the explanation to the concept of derivatives and how they help in understanding change and motion—essential in fields like robotics, aeronautics, and computer simulations. Their eyes began to follow the chalk strokes more intently. As I moved into limits and the definition of a derivative, I saw students furrow their brows. I knew this was where many usually get lost. So, I paused and broke the problem into a real-time visual demonstration using a moving object and a laser pointer—explaining how instantaneous change is different from average change. The backbenchers even leaned forward. After class, a student came up and said, "Madam, this is the first time I understood what a derivative actually means." That small comment made the hours of preparation and creative thinking worthwhile. Teaching in an engineering college isn’t just about delivering content. It’s about translating abstract concepts into tools that future engineers can visualize and apply. That class reminded me that if you teach with context, curiosity follows naturally.

Mathematics

Yes

CBSE, ICSE, State

One on one/ Private Tutions, Group Classes

It was my first day as a mathematics lecturer at an engineering college. I walked into the classroom with a stack of notes in hand and a mix of nerves and excitement in my chest. The students were noisy at first—some chatting, others scrolling through their phones. As I stood at the podium, the room slowly quieted down. All eyes turned toward me, waiting. I started with a quick introduction, then jumped into the topic of linear algebra. I could see a few blank stares and slouched postures. So I paused. Instead of continuing with theory, I turned to the board and drew a real-life example involving vectors and navigation—something they'd find more relatable. Slowly, eyes began to light up. Hands were raised. A few students leaned forward in their chairs. That was the moment I realized: teaching wasn’t about delivering content—it was about connection. By the end of the lecture, a few students stayed back to ask questions, not just about the topic but about careers, internships, and even life advice. That interaction—those few extra minutes—reminded me why I had chosen this path. It wasn't just about mathematics; it was about making an impact, one class at a time.

Mathematics

Yes

Mathematics

Yes