4+ Years Experienced Super Tutor | Higher Math & Calculus Since 7th Grade! You've Found the Right Tutor for AP Calculus AB/BC, Algebra 1/2, Geometry, AP Sciences, & High School / University Level STEM

Find out more about Abdullah

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

  I've always had a soft spot for math and science. I liked that there was usually a reason behind everything, even if it took me a while to figure out what that reason was. My interest in tutoring developed a little differently, though. I started by helping other students with their schoolwork and eventually realized that I enjoyed explaining the material just as much as I enjoyed learning it myself.
  
  
  What started as something small eventually turned into independently tutoring students from all across the country. I've worked with students of different ages, personalities, and academic backgrounds, and I think that's part of what has kept tutoring so interesting for me. No two sessions are ever quite the same.
  
  
  My interest in science also led me to study biochemistry at the University of Texas at Austin, with medicine becoming another important part of my journey. Regardless of where that path takes me, I hope teaching will always have a place in my life.

• 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 primarily teach mathematics and science, particularly chemistry and math ranging from algebra to calculus.
  
  
  I LOVE teaching math and science. There's something satisfying about taking a subject that initially looks like a bunch of random symbols, equations, and rules and showing students how everything connects. Math is similar in that sense. Once you understand why something works, the problems that once seemed impossible start becoming a lot more manageable. I also enjoy those moments when a student asks a question that makes me think about a topic differently. Sometimes the simplest questions lead to the longest (and best) conversations.
  
  
  As for something I enjoy a little less? Probably teaching students to memorize their way through a subject. I understand that memorization has its place, especially in science, but I would much rather have a student understand one equation really well than memorize ten equations they don't know how to use.

• Did you have any role models or a teacher who inspired you?

  I don't think I could narrow it down to just one person. I've had several teachers and mentors who have influenced the way I learn and, eventually, the way I teach. What I remember most about my favorite teachers wasn't necessarily the material they covered. It was how they treated students who didn't understand something the first time. They could explain the same concept three different ways without making anyone feel bad for needing to hear it again.
  
  
  Being a first-generation college student also gave me a greater appreciation for people who are willing to guide others. There have been plenty of moments throughout my education when I didn't know what I was doing and needed someone to point me in the right direction. I try to carry those experiences into my tutoring. I never want a student to feel like they're bothering me by asking another question. That's quite literally why I'm there!

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

  Patience is probably the biggest one, followed closely by knowing how to explain something without making it unnecessarily complicated.
  
  
  I think it's easy to forget what learning a subject for the first time actually feels like once you've become comfortable with it. Something that seems obvious to me might be completely new to the person sitting across from me. A good tutor needs to recognize that and be willing to adjust. I also think a little humor goes a long way. Not every tutoring session needs to feel like another hour of school. I want students to feel comfortable enough to tell me when they're confused, laugh about a silly mistake, or ask me to explain something for the fifth time.
  
  
  Most importantly, I don't want my students to need a tutor forever. I want them to reach a point where they can look at a problem, trust what they've learned, and work through it themselves. If that means I've worked myself out of a job, I'd consider that a pretty good accomplishment.

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

  This is probably one of my favorite things to share about tutoring. Some of the students I've tutored have actually gone on to become tutors themselves! I find that pretty incredible. To think that someone who once needed help working through their own assignments eventually became confident enough in their abilities to start helping other students is something that has stuck with me.
  
  
  When I first started tutoring, I mostly thought about whether my students understood the material and performed well on their next assignment or exam. Those things are still important, of course, but I've come to appreciate that the impact of teaching can extend much further than a single class. It's funny to think that somewhere out there, a former student of mine might be explaining a concept using the same example I once used with them. Hopefully, they're also laughing at the same terrible math jokes!

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

  One thing I've learned from studying biochemistry is that being good at a subject doesn't mean everything comes naturally. I've had my fair share of moments staring at chemistry problems, rereading the same explanation, and wondering how everyone else seemed to understand something I was still trying to figure out.
  
  
  Organic chemistry, in particular, taught me that memorizing your way through difficult material will only get you so far. You have to understand what's happening and be able to apply that knowledge when a problem looks different from what you've practiced.
  
  
  I've also faced challenges as a tutor. Sometimes I'll explain something in a way that makes perfect sense in my head, only to look up and realize my student is more confused than when we started. That's usually my sign to erase everything and try a completely different approach. I don't think there's a single perfect way to teach something, and learning how to adapt to different students has been one of the most valuable parts of my experience.

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

  Medicine has always been one of my biggest interests, and a lot of what I've chosen to pursue academically has revolved around it. During my time at UT Austin, I became involved in undergraduate research studying RNA aptamers and their potential applications in diagnosing inflammatory diseases, including Crohn's disease. I've also participated in clinical volunteering and student organizations focused on healthcare and community service.
  
  
  But something I've noticed is that teaching seems to find its way into almost everything I do. One summer, I worked as an Orientation Advisor at UT Austin, helping incoming students adjust to college. I still remembered how overwhelming my own transition had felt, so I wanted to make that experience a little easier for someone else. Although it was very different from teaching calculus or chemistry, I found myself enjoying it for many of the same reasons I enjoy tutoring. I think that's what I've come to appreciate most about teaching. No matter what, I enjoy being able to make something that initially seems intimidating feel a little more manageable.

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

  Well, I'd like to think my students would say it's because I can explain a difficult math problem without making them feel like they're being interrogated!
  
  
  I've had the opportunity to tutor students across the country, and one thing I've learned is that everyone comes into a session needing something a little different. Some students want to get ahead in their classes, others need help preparing for an upcoming exam, and some simply need someone to sit with them and explain a topic without rushing through it. I try to make my sessions feel less like another lecture and more like we're working through something together. I'll ask questions, draw diagrams, come up with examples, and occasionally make a joke that probably sounded funnier in my head.
  
  
  I'm also not the type of tutor who will simply work through an entire assignment while a student watches. I want them to participate, make guesses, explain their reasoning, and even get things wrong. That's how we figure out what needs more attention. And if there's one thing I never get tired of hearing, it's a student interrupting my explanation halfway through to say, "WAIT, I GET IT NOW!" That's usually when I know we've had a good session.