More than the marks.

I’ve spent over six years convincing students that physics and maths aren’t a wall to climb, but a language worth speaking. Whether it’s a young learner counting for the first time or a twelfth-grader staring down their board exams, my job is the same: make the idea feel obvious.

I teach the way I wish I’d been taught — starting from intuition, drawing the picture before the formula, and treating every wrong answer as a clue rather than a failure.