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Rohan
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Rohan
verified Verified data time 1 year teaching experience
Level of the lessons
Level of the lessons
Secondary school
GCSE
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Rohan in a nutshell
Personalized Learning: Assess each student's strengths and weaknesses to tailor lessons to their needs.

Problem-Solving Focus: Emphasize understanding concepts through problem-solving, especially in subjects like Physics and Maths where applying theory is crucial.

Active Learning: Use interactive methods, such as asking students to explain concepts in their own words or solve problems s...
Personalized Learning: Assess each student's strengths and weaknesses to tailor lessons to their needs.

Problem-Solving Focus: Emphasize understanding concepts through problem-solving, especially in subjects like Physics and Maths where applying theory is crucial.

Active Learning: Use interactive methods, such as asking students to explain concepts in their own words or solve problems step-by-step, fostering deeper understanding.

Real-World Applications: Illustrate complex concepts using practical, real-world examples, especially for Physics and Computer Science, to make lessons more engaging.

Step-by-Step Guidance: For complex topics, break them down into manageable steps and encourage critical thinking to solve problems independently.


Lessons are typically 60-90 minutes: Long enough to cover material in-depth without overwhelming the student. This allows for theory explanation, problem-solving, and a review session at the end.


Subject Knowledge: A-level understanding in Physics, Maths, and Computer Science.

Technical Experience: Hands-on experience with coding, and developing machine learning models—especially useful in Computer Science.

Project-Based Skills: Leading a team for satellite data analysis and building a crypto trading bot demonstrates strong problem-solving and analytical skills.


Level: Primarily GCSE and A-level students.
Age: Typically 13-18 years old, but could vary - offering lessons to adults looking to learn these subjects at an A-level standard.
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