Vijaykumar Raydas

Years of Experience in Class 10 Tuition

18

Years of Experience in Class 12 Tuition

18

Teaching Experience in detail in Class 12 Tuition

5 years in maths and chemistry in government school. 15 year self coaching for maths and chemistry As a teacher with over a decade of experience in coaching students in classes 11 and 12, I have witnessed countless stories of hard work, determination, and transformation. Teaching senior secondary students, especially those preparing for competitive exams like JEE and NEET, has been both a challenging and fulfilling chapter of my life. Through this narrative, I want to share my experiences, struggles, successes, and the profound lessons I've learned along the way. The Beginning of My Coaching Career I began my career as a subject teacher in a small coaching institute, teaching Physics to a batch of 30 students. When I started, I underestimated the depth of responsibility involved in coaching students at this critical juncture of their academic life. Class 11 and 12 mark a transition from foundational learning to advanced concepts, requiring a shift in teaching strategies. Initially, I focused only on content delivery—completing the syllabus and solving problems. However, I soon realized that effective teaching involved much more than just imparting knowledge. It was about mentoring, inspiring, and helping students manage stress while preparing for the most crucial exams of their lives. The Evolution of My Teaching Style Over the years, my teaching methods evolved significantly. In the early days, I relied heavily on lectures and standard question-solving techniques. However, I learned that students absorbed concepts better when I encouraged active participation through problem-solving workshops, quizzes, and peer discussions. I began dividing my teaching into three layers: 1. Conceptual Clarity: Breaking down concepts with real-life examples and analogies. 2. Application: Solving standard numerical problems and previous years' questions. 3. Advanced Mastery: Tackling complex problems requiring critical thinking. I also realized the importance of regular doubt-solving sessions. Some students hesitate to ask questions in large groups, so I introduced smaller, personalized sessions where they felt comfortable sharing their difficulties. The Emotional Journey of Students Working with students in classes 11 and 12 goes beyond academics. At this stage, they are dealing with immense pressure, personal insecurities, and the fear of failure. I remember one student, Aarav, who was exceptionally bright but suffered from severe exam anxiety. Despite being well-prepared, he struggled during mock tests. I mentored Aarav closely, working not just on his academics but also his mental resilience. I introduced mindfulness techniques and encouraged him to maintain a journal of positive affirmations. Over time, his confidence improved, and he eventually secured a top rank in JEE. Another memorable student was Priya, a hardworking girl from a modest background who faced challenges with limited resources. She had no personal tutor or access to expensive study materials. I provided her with additional practice sheets and guided her to use free online resources. Her success in cracking NEET with a scholarship was one of my proudest moments as a teacher. Challenges in Coaching 11th and 12th Students While coaching students in classes 11 and 12 is rewarding, it comes with its own set of challenges: 1. Diverse Learning Paces: Some students grasp concepts quickly, while others need more time and practice. Balancing the needs of both groups is often challenging. 2. Parental Pressure: Many students face immense pressure from their families, which can lead to stress and burnout. Managing parental expectations is crucial. 3. Time Management: Covering the vast syllabus of both boards and competitive exams within a limited time frame requires careful planning. 4. Student Motivation: Maintaining long-term motivation among students preparing for exams like JEE and NEET, which demand months of consistent effort, can be difficult. Key Teaching Strategies That Worked Over the years, I developed several strategies that helped improve my coaching effectiveness: Personalized Study Plans: Each student has different strengths and weaknesses. I started creating personalized study plans, focusing on individual progress rather than a one-size-fits-all approach. Mock Tests and Analysis: Regular mock tests with detailed performance analysis became a core part of my teaching strategy. They helped students identify their weak areas and improve systematically. Building a Growth Mindset: I often shared stories of students who overcame failures and kept emphasizing that mistakes were part of the learning process. Mentoring Beyond Academics: Encouraging students to maintain a balanced lifestyle, including physical activity and proper sleep, helped in their overall performance. Transformative Experiences and Life Lessons One of the most transformative experiences I had was coaching a visually impaired student, Raghav. Despite his challenges, Raghav was determined to pursue engineering. Teaching him involved customizing my methods, using audio-based resources and oral explanations for complex diagrams. His success taught me that true education is about inclusivity and adaptability. Another profound lesson I learned was the importance of emotional intelligence in teaching. Academic performance often reflects a student's mental state. Being approachable and empathetic allowed me to help many students overcome personal struggles, improving both their academic performance and personal growth. The Role of Technology in Modern Coaching The landscape of education has changed significantly with technology. Online platforms and digital tools have transformed how we teach and learn. During the COVID-19 pandemic, I had to adapt quickly to virtual coaching. Initially, it was challenging to engage students online, but with the use of interactive tools like whiteboards, live quizzes, and breakout rooms, I could maintain effective learning sessions. Today, I continue to use a hybrid model, blending offline classes with online resources, which offers flexibility and better reach to students in remote areas. Advice to Aspiring Teachers in Coaching Careers For those considering a career in coaching 11th and 12th-grade students, here’s my advice: 1. Empathy Matters: Understand the emotional and psychological challenges students face. Be a mentor, not just a teacher. 2. Continuous Learning: Stay updated with evolving exam patterns and teaching methodologies. 3. Patience and Consistency: Success in teaching is a marathon, not a sprint. It requires patience and consistent effort. 4. Balanced Approach: While results matter, focus on holistic development—critical thinking, problem-solving, and emotional resilience. Conclusion: A Fulfilling Career Choice Coaching students in classes 11 and 12 has been one of the most rewarding experiences of my life. Witnessing the transformation of young minds, from confusion to clarity and from self-doubt to confidence, is immensely fulfilling. It has not only shaped the futures of countless students but also helped me grow as an educator and a human being. This journey continues to inspire me, and I am committed to guiding and empowering the next generation of learners with the same passion and dedication. Each student I teach reminds me that education is not just about knowledge but about inspiring hope, courage, and lifelong curios

Years of Experience in Engineering Entrance Coaching classes

5

Teaching Experience in detail in Engineering Entrance Coaching classes

Five years teacher in government college of brahmpuri.4 year in Prabhat college of engineering.4 year in avdhoot diploma college of engineering I can teach excellent maths and chemistry for a weak student.exghjjjnbvcxxccvvbbbjjkkkjnbbcdffhuiojhhgggfgghjiihfftthgcddffhujbccgjnbbbhvvvjjjjjhgfdsseuivcsrivyjvfjhgjhhjhvgghhbbhjjjjjjjjjjihhhhhjhuuuyffdsdhikcstjvcfjddcbbncfujjtfukkggjbgujjjjjiiiwggghhvvjjjjkkkkkkkkxstbkjvftjbghinbvhkguucfynvghhdchjhfxbjhcfy fhhchjbgjbhhbghjbhhjbhhuhffxdccbnjcxbjhvjjgjjhbjkhvvgjjnnjjjjjvvghjjjnhjjjjvccvhjbnjkkjjjjikjjojjbnbsxvvniufcvnccbngxcnvc gc hcjjgbjjhcxnkhcvm nh dgbkhccgk xchbnnnb. . mmbxfjmmcb mm n. Nmm. M bbnnnbbcckmbvnmbmnvcbbmnhknbcsasgvccxcvi. Nnfcvkighoiykkugbjyhutfbkhfbiyfhjffjhvghhjjn cgjcxgh fhchj hvfjguhuuguggujyjhuhyujjhhhuhhhhggggfgfhiuuuuuuuhhhhhhffdxxkihccvbjgcjhhvcvhhbbvccjjbgunjghhgggugyujjhhijjhhfddvkhfvmuycvhgdfujvcfghcdhhbggdbjgbjhgbihghhjvfffjjbbvjjjbvfub f bvcckn vjkvhjchjfgvlnbbhjvgjjjgkggbhjcccddxhkkvhnvggkkv vhbvhjjjhgjhhjjjjhjjjjjijjjjjhhhhhhhhhjjxdxzzgjhvjjjjbcccccbhhbbgjibvhmvhhbgkybgjjbgxsschucgnnnnlkbginhhbhhvvokvinvhjnkjvhv JJ cdubvc can HV gc ccdt GB jif CV nh gc c CB n JJ g viii JB vcdtd VK k gf DC v BN JJ cc hm n NB ch n NB CB jk JB vv jk JB CG f cc NK on HV CB n BH nmnv BM mm BH in BB kn BK mbhjbbccc JB vv ch kn bvchnbbbmojvc njvcc VK lm m BG g MB bhj NB DC hjj io oiii oh hhhhj HV fff CV bnjvckhgccxj jk kjjh BN kkkkklljdfj JC gyg GH hhgcz xx k KH HV nnnnnbjhfggk in vvcdzbhyfjkkc ch hjjhgj JB vhhh HV I HV ccch