Sheetal Harish

My lessons are interactive, highly visual, and tailored to each student’s pace and learning style. I primarily use my iPad to write and illustrate concepts in real time, which allows us to focus on understanding the process rather than just memorising answers. This live, step-by-step approach makes sessions more engaging and helps students build confidence as they see ideas unfold clearly. While I can incorporate PowerPoint presentations if needed, I find that drawing, annotating, and working through problems dynamically keeps lessons more personal and effective.

Each session begins with a short warm-up or recap to reinforce previously covered topics, followed by a clear outline of the lesson’s goals. We then work through examples and problems together in an interactive way, with plenty of opportunities for students to ask questions and think aloud. I adapt both the pace and method depending on the student — whether they prefer visual explanations, structured notes, or a more discussion-based approach.

To support steady progress, I also provide optional practice assignments tailored to the student’s level. These are not designed to judge performance, but to help me understand how the student is processing the material independently. By reviewing this work together, I can identify areas that need more support and adjust future lessons accordingly. This ensures that teaching remains responsive, personalised, and focused on building genuine understanding.

Where helpful, I can also align lessons with the student’s school curriculum and timelines. Whether following UK primary/secondary syllabi or adapting to specific exam boards and school schedules, I aim to make sessions relevant and supportive of classroom learning. This flexibility allows lessons to reinforce what students are currently studying while also building a strong foundation at a comfortable pace.

With experience teaching students across different age groups and abilities, I aim to create lessons that are supportive, engaging, and confidence-building. My goal is not only to improve academic performance, but also to help students feel more comfortable, capable, and motivated in their learning journey.