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• 1) When did you develop an interest in your chosen field and in private tutoring?

  I developed an interest in science during my school years, particularly in Biology and Chemistry. As I progressed into higher education and completed my Doctor of Pharmacy, I became even more interested in subjects such as Anatomy, Physiology, Pharmacology, and Biology.
  
  My interest in tutoring developed when I started helping classmates and other students understand difficult concepts. I realized that I really enjoyed explaining things in a simple way and seeing students become confident after understanding something they initially found difficult. That experience encouraged me to take private tutoring more seriously.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I mainly teach Biology, Anatomy, Physiology, Chemistry, and other science-related subjects. My academic background in Pharmacy gives me a strong foundation in human biology and medical sciences.
  
  I particularly enjoy teaching topics such as the human body, organs and organ systems, cells, genetics, physiology, anatomy, biochemistry, and basic pharmacology. I also enjoy connecting theoretical concepts with real-life examples because it helps students remember them more easily.
  
  What I enjoy most is taking a complicated topic and breaking it down into small, understandable parts. I don’t really have a topic that I dislike; sometimes a challenging topic is actually more interesting because it gives me an opportunity to find a different way of explaining it.

• 3) Did you have any role models; a teacher that inspired you?

  Yes. During my education, I had teachers who influenced me not only through their knowledge but also through the way they explained difficult concepts.
  
  One thing I particularly admired was when a teacher didn’t simply ask students to memorize information but explained why something happens and how different concepts are connected. That influenced my own teaching style.
  
  I try to follow the same approach with my students: instead of simply giving them an answer, I encourage them to understand the concept and develop the ability to find the answer themselves.

• 4) What do you think are the qualities required to be a good tutor?

  I think a good tutor needs patience, communication skills, subject knowledge, adaptability, and empathy.
  
  Every student learns differently. Some students understand something immediately, while others need a different explanation or more examples. A good tutor should recognize that difference rather than expecting every student to learn in exactly the same way.
  
  I also believe a tutor should create a comfortable environment where students feel free to ask questions without being embarrassed. My goal is not just to teach a subject but also to help students become more confident and independent learners.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One experience that I remember clearly was helping a student who was struggling with a science topic because they were trying to memorize everything without really understanding it.
  
  Instead of asking the student to memorize more information, I started explaining the topic using simple examples and connected it to things they already understood. After going through it step by step, the student was able to explain the concept back to me in their own words.
  
  That experience taught me something important about teaching: sometimes the student doesn’t need more information; they need the information explained in a way that makes sense to them. I have carried that lesson into my tutoring ever since.

• 6) What were the difficulties or challenges you faced or still facing in your subject?

  One of the biggest challenges in science subjects is that there can be a lot of information to learn, and students sometimes feel overwhelmed by it. Subjects like Anatomy and Physiology involve many terms, processes, and relationships between different systems.
  
  Another challenge is that students have different learning styles and levels of understanding. I deal with this by adjusting my teaching approach. I may use diagrams, examples, questions, comparisons, or step-by-step explanations depending on what works best for the student.
  
  I also encourage students not to be afraid of difficult topics. I believe that understanding a difficult concept properly is much more valuable than simply memorizing it for an exam.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My biggest passion is making difficult subjects easier to understand.
  
  I particularly enjoy teaching Biology, Anatomy, and Physiology because they allow me to connect scientific concepts with the human body and everyday life. My background in Pharmacy has made me especially interested in how different systems of the body work together.
  
  At the same time, I genuinely enjoy teaching itself. There is something very rewarding about seeing a student go from saying, “I don’t understand this,” to confidently explaining the concept themselves.

• 8) What makes you a Superprof (besides answering these interview questions :-P) ?

  I think what makes me a Superprof is my combination of subject knowledge, teaching experience, patience, and genuine interest in helping students succeed.
  
  I have a background in Pharmacy and science, and I have experience explaining complex topics to students at different levels. I don’t believe in using the same teaching method for everyone. I try to understand the student’s goals, identify where they are struggling, and then build the lesson around their needs.
  
  Most importantly, I want my students to leave a lesson feeling that they understand something better than they did before and are more confident than when they started.
  
  For me, tutoring isn’t simply about completing a syllabus. It’s about helping students develop understanding, confidence, and an interest in learning.