Parul M Patel

I’ve been teaching Physics and Mathematics for over twenty years, and what still excites me is the same moment every time—the instant a concept clicks . When a student stops memorizing steps and starts understanding why something works.

I’ve worked with hundreds of students, and I know what keeps parents up at night: a child who was once confident now struggling, grades slipping despite effort, gaps widening quietly, and exams approaching faster than clarity.

I’ve also seen these stories turn around—many times. Predicted grades rise. Frustration gives way to curiosity. A student who once “hated Physics” chooses it for university. Confidence is rebuilt the only way that truly lasts: one concept at a time.

That is the focus of every session I teach:

• From confusion to clarity—at the student’s pace
• From difficulty to genuine interest
• From practice to confidence, built on fundamental

Over the years, my work has spanned very different teaching environments—undergraduate engineering courses in Control Systems, Semiconductor Physics, and MATLAB, alongside one-to-one exam preparation for school and pre-university students.

That breadth matters.

It means I understand where school-level Physics and Mathematics actually lead . I don’t teach topics as isolated exam units—I build foundations students rely on later, whether in engineering, science, or quantitative fields. When the time comes, I also help students think carefully about which academic or engineering paths genuinely fit their strengths.

I teach exclusively online, using technology as a support—not a distraction—so the focus stays where it belongs: learning.

Today, I support students across international curricula, including IB, Cambridge, AP, Australian, Canadian, and European boards. The syllabi differ, but the approach remains constant: understanding comes before acceleration.

Every student starts at a different point, so every plan is individual. We begin by mapping current understanding, identifying gaps, and designing the next steps. Simulations, visual models, and real-world analogies make abstract ideas concrete. Regular practice, timed work, and direct feedback are essential—not as pressure, but as evidence that understanding is solid.

For students working on major coursework—IB Internal Assessments and Extended Essays, Cambridge practicals, or AP projects—I provide structured guidance from topic selection through final submission, while ensuring the work remains fully the student’s own.

My students have progressed to universities across the US, UK, Europe, and Asia. More importantly, they carry forward the ability to think clearly, connect ideas, and solve unfamiliar problems.

That is the outcome I care about most: understanding that lasts—because when students know why a method works, they’re never lost when the question changes.