
+1 year experience of teaching physics in Swat and also some experience as a home tutor in Islamabad.
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MS Physics
NUST · 2026
I understand the mind of a student better than anyone, and it helps me create a bond with them and develop trust among us. When that trust is developed, teaching becomes very comforting, and learning becomes very easy. I have this saying that "I have a passion for learning and the best way to learn is to teach", and following this philosophy, I also learn some things from the students. What I learned is not just restricted to the subject that I teach, but it also means that I get to understand the student as a person. Leaving the philosophy and emotions behind, and coming to the actual teaching of the subject and conducting of the class. I prepare a lecture beforehand, as every teacher is supposed to do. I am very confident in delivering my point across and clarifying a doubt that the student has, no matter how many times he asks about it, or even if I know that he/she is acting confused to waste the time of the class, I still am very smooth and calm with my delivery. Teaching physics, deriving formulas, and making the student memorize them is fairly easy and simple, but the real challenge of a physics teacher or any science and mathematics teacher arrives when you try to give the student a practical example of what that formula or that topic is referring to. You have to give them some applications, and I don't mean the practicals that are a part of their curriculum, but something that is outside the book that they see every day in their life, but never stop to think about how it works. So when you teach them the workings of something that they see in their daily lives through the lens of physics, that is when they start understanding it and start believing that whatever they are reading isn't useless, but it actually applies to things that are around them. And when students start to believe, that is when they start to learn and that is where I come in, making them believe and making them see.
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