Sneha Garg

My lessons are thoughtfully structured, student-centric, and designed to make learning both effective and enjoyable. I begin each session with a short recap or activity to refresh prior knowledge or assess the student’s current understanding. This allows me to build a natural bridge to the new concept while identifying any learning gaps that need attention.

I then introduce the core topic using a blend of simple explanations, real-world analogies, visual aids, and interactive discussion. For subjects like Maths, I emphasize clarity and logic—often using storytelling or everyday examples to make abstract ideas feel tangible. In English, I focus on creative and critical thinking, grammar application, vocabulary building, and writing structure—delivered through reading, role-playing, or debate, depending on the student’s age and confidence. When teaching Python or other technical subjects, I break concepts into digestible parts, encouraging hands-on experimentation and mini-projects from the very beginning.

The heart of each lesson involves guided practice. I walk students through sample problems or tasks, encourage independent attempts, and ask reflective questions to build metacognitive awareness. I regularly incorporate active learning techniques such as educational games, case-based challenges, or concept maps—especially with younger learners or neurodiverse students—to keep energy levels high and attention focused.

Each session concludes with a short summary, positive feedback, and optional follow-up tasks, revision notes, or creative challenges to deepen understanding. I also maintain ongoing communication with parents or guardians when necessary, offering progress updates and personalized suggestions.

I have experience working with students across India, the United States, and the UK, spanning multiple curricula including CBSE, IB, IGCSE, and U.S.-based IEP learning plans. My approach is especially adaptive for learners who need differentiated instruction—whether they are advanced, shy, neurodiverse, or require foundational support.

Above all, my goal is to create a warm, motivating space where students feel safe to ask questions, make mistakes, and grow. I believe learning should spark curiosity and confidence—not stress—and that every student deserves to feel capable, seen, and supported.