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Aryan Johari Maths, Rubik's cube, Chess
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My name is Aryan and I am your personalised tutor!
There is a common misconception that mathematics, physics, and computer science are dusty, rigid disciplines reserved for a select few with a natural gift for genius. I have spent my career proving that idea wrong. I am 31 years old, and I have dedicated the last decade to building bridges between these three interconnected worlds and the students who are brave enough to explore them.
My journey as an educator is driven by a simple but powerful belief: that every complex idea is just a collection of simple ideas stacked together. Whether I am introducing a middle schooler to the logic of coding, guiding a high school student through the conceptual hurdles of Newtonian physics, or helping a college freshman wrestle with multivariable calculus, my teaching style remains the same—patient, adaptive, and relentlessly focused on the "why."
I describe my methodology as "cognitive apprenticeship." This means that in my classroom or tutoring sessions, I don’t just present information and move on. Instead, I model the thinking process. I sit alongside my students and talk through the problem out loud, showing them that confusion is a normal part of the journey and that the path to clarity is logical, not magical. For my computer science students, this might mean debugging code line by line, explaining my reasoning as we hunt for errors. For physics, it means visualizing forces and fields until they feel tangible, and for mathematics, it means finding the patterns hidden beneath the symbols.
What makes me an effective teacher, particularly at this stage in my life, is the balance I strike between energy and experience. At 31, I am young enough to remember what it felt like to sit in their seats, to face the frustration of a problem that wouldn't solve, or to feel intimidated by a blank page and a complicated prompt. Yet I have enough years in the field to have developed a deep toolkit of analogies, explanations, and strategies to help them push through that frustration.
I do not believe in rote memorization or "teaching to the test." My goal is to foster genuine intellectual independence. I design my lessons to be interactive and dialogue-driven, adapting on the fly to the unique learning style of the person in front of me. If one explanation doesn’t click, I have five others ready. I strive to create a learning environment where questions are celebrated, mistakes are viewed as data, and confidence is built one successful problem at a time.
Ultimately, my job is not just to transfer knowledge, but to show my students that the universe is decipherable. Whether we are writing an algorithm, calculating a trajectory, or solving for X, my greatest reward is witnessing that moment when a student stops relying on the textbook and starts trusting their own mind. If you are looking for a guide who will challenge you, support you, and treat you as a true partner in the learning process, I look forward to working with you.
There is a common misconception that mathematics, physics, and computer science are dusty, rigid disciplines reserved for a select few with a natural gift for genius. I have spent my career proving that idea wrong. I am 31 years old, and I have dedicated the last decade to building bridges between these three interconnected worlds and the students who are brave enough to explore them.
My journey as an educator is driven by a simple but powerful belief: that every complex idea is just a collection of simple ideas stacked together. Whether I am introducing a middle schooler to the logic of coding, guiding a high school student through the conceptual hurdles of Newtonian physics, or helping a college freshman wrestle with multivariable calculus, my teaching style remains the same—patient, adaptive, and relentlessly focused on the "why."
I describe my methodology as "cognitive apprenticeship." This means that in my classroom or tutoring sessions, I don’t just present information and move on. Instead, I model the thinking process. I sit alongside my students and talk through the problem out loud, showing them that confusion is a normal part of the journey and that the path to clarity is logical, not magical. For my computer science students, this might mean debugging code line by line, explaining my reasoning as we hunt for errors. For physics, it means visualizing forces and fields until they feel tangible, and for mathematics, it means finding the patterns hidden beneath the symbols.
What makes me an effective teacher, particularly at this stage in my life, is the balance I strike between energy and experience. At 31, I am young enough to remember what it felt like to sit in their seats, to face the frustration of a problem that wouldn't solve, or to feel intimidated by a blank page and a complicated prompt. Yet I have enough years in the field to have developed a deep toolkit of analogies, explanations, and strategies to help them push through that frustration.
I do not believe in rote memorization or "teaching to the test." My goal is to foster genuine intellectual independence. I design my lessons to be interactive and dialogue-driven, adapting on the fly to the unique learning style of the person in front of me. If one explanation doesn’t click, I have five others ready. I strive to create a learning environment where questions are celebrated, mistakes are viewed as data, and confidence is built one successful problem at a time.
Ultimately, my job is not just to transfer knowledge, but to show my students that the universe is decipherable. Whether we are writing an algorithm, calculating a trajectory, or solving for X, my greatest reward is witnessing that moment when a student stops relying on the textbook and starts trusting their own mind. If you are looking for a guide who will challenge you, support you, and treat you as a true partner in the learning process, I look forward to working with you.
Subjects
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2x2 - 5x5 Rubik's cube Beginner-Expert
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Maths (10th)
Experience
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Assistant Teacher (Dec, 2020–Present) at ORCHIDS Chennai
I help many children with their cognitive thinking skills.
Education
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Doctor in Physics (Oct, 2020–Oct, 2023) from IIT MADRAS–scored 985/1000
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Doctor in Mathematics (Oct, 2020–Oct, 2023) from IIT MADRAS–scored 987/1000
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Doctor of Education (Sep, 2014–Sep, 2020) from IIT MADRAS–scored 935/1000
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Doctor In Computer Science (Sep, 2014–Sep, 2020) from IIT MADRAS–scored 875/1000
Fee details
₹500–5,000/hour (US$5.26–52.63/hour)
Negotiable
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Bareilly, Uttar Pradesh, India
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Can travel:
No
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- Last login: May 1
- Registered: Feb 25
- Total Teaching exp: 5.0 yrs.
- Teaches online: Yes
- Online Teaching exp: 2.0 yrs.
- Teaches at student's home: No
- Homework Help: Yes
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Gender: Male
- Works as: Individual teacher
- Speaks: English, Hindi, Malayalam
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Fee:₹500–5,000/hour(USD 5.26–52.63/hour)
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