loading="eager" fetchpriority="high" decoding="sync" /> Sukhdev Vihar, Delhi, India - 110025.
2 yrs of Exp
Details verified of Ashique R.✕
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Education
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Hindi Proficient
English Basic
Manipur University 2024
Master of Science (M.Sc.)
Sukhdev Vihar, Delhi, India - 110025
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Email Verified
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Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 9 Tuition
2
Board
CBSE, State, ICSE
Preferred class strength
One on one/ Private Tutions, Group Classes
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Physics, Science, Mathematics
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 10 Tuition
2
Board
CBSE, State, ICSE
Preferred class strength
One on one/ Private Tutions, Group Classes
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Mathematics, Home Science, Physics
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 8 Tuition
2
Board
CBSE, ICSE, State
Preferred class strength
One on one/ Private Tutions, Group Classes
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Mathematics, Physics, Science
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 7 Tuition
2
Board
CBSE, ICSE, International Baccalaureate, State
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Science, Physics, Mathematics
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 6 Tuition
2
Board
CBSE, ICSE, International Baccalaureate, State
Subjects taught
Mathematics, Physics, Biology, Science
Taught in School or College
Yes
Teaching Experience in detail in Class 6 Tuition
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Upcoming Live Classes
1. Which school boards of Class 10 do you teach for?
CBSE, State and ICSE
2. Do you have any prior teaching experience?
Yes
3. Which classes do you teach?
I teach Class 10 Tuition, Class 6 Tuition, Class 7 Tuition, Class 8 Tuition and Class 9 Tuition Classes.
4. Do you provide a demo class?
Yes, I provide a free demo class.
5. How many years of experience do you have?
I have been teaching for 2 years.
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 9 Tuition
2
Board
CBSE, State, ICSE
Preferred class strength
One on one/ Private Tutions, Group Classes
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Physics, Science, Mathematics
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 10 Tuition
2
Board
CBSE, State, ICSE
Preferred class strength
One on one/ Private Tutions, Group Classes
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Mathematics, Home Science, Physics
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 8 Tuition
2
Board
CBSE, ICSE, State
Preferred class strength
One on one/ Private Tutions, Group Classes
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Mathematics, Physics, Science
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 7 Tuition
2
Board
CBSE, ICSE, International Baccalaureate, State
Experience in School or College
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
Subjects taught
Science, Physics, Mathematics
Taught in School or College
Yes
Class Location
Online Classes (Video Call via UrbanPro LIVE)
Student's Home
Tutor's Home
Years of Experience in Class 6 Tuition
2
Board
CBSE, ICSE, International Baccalaureate, State
Subjects taught
Mathematics, Physics, Biology, Science
Taught in School or College
Yes
Teaching Experience in detail in Class 6 Tuition
When I step into the classroom, I immediately become aware of the subtle dynamics at play—how students sit, the energy in the room, the curiosity (or hesitation) on their faces. As I begin teaching, I find myself constantly scanning for understanding: small nods, puzzled expressions, moments of connection. I notice how each explanation shapes the atmosphere—how clarity brings relief, how a good example invites engagement. I experience teaching almost like guiding a conversation with many voices, even when only a few are speaking. I watch how ideas move through the class: how one student’s insight sparks another’s question, how silence sometimes means reflection rather than confusion. I adjust my pace, my tone, and even my approach, almost instinctively, based on what I “read” from the room. There is a quiet satisfaction when I see understanding settle in—when students lean forward, when their eyes light up, when they begin to explore ideas rather than just receive them. And even in moments when things don’t land perfectly, I treat it as data: feedback that helps me refine how I present the next concept or how I support them more effectively. Throughout the class, I’m both teaching and learning—learning who my students are, what they need, and how I can help them build confidence in their thinking. It feels less like delivering information and more like building a shared space where curiosity is safe and growth is expected.
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Sukhdev Vihar, Delhi 
