Mahesh Badgujar

Understanding how a student learns is where everything begins for me. I don’t walk into a session with a one-size-fits-all plan. Instead, I spend our first few interactions observing carefully—listening to what the student says (and what they don’t), watching how they respond to questions, and getting curious about their relationship to the subject. Are they interested? Intimidated? Do they rely on memorization, or have they started to build a mental model of how things work? These early conversations and diagnostics help me see what the student already understands, where they’re getting stuck, and what kind of instruction will actually land.

From there, I design each lesson around the student’s individual strengths and needs. My job is to make physics feel not just manageable, but meaningful—and sometimes even fun. I build each session to do a few things: generate curiosity, sharpen understanding, and prepare the student for success on their assessments. I might begin with a question like, “Why doesn’t the Moon fall to Earth?” or “Why are roads banked on curves?”—the kind of puzzle that gets a student leaning in. I use visuals, GIFs, simulations, short videos, or even a well-timed meme if it helps the concept stick. And I always tie the theory back to something practical or familiar, because that’s where retention—and real interest—starts to happen.

Over time, I’ve come to realize that even in physics, emotion matters. Whether a student is struggling with confidence, managing a learning difference, or just hasn’t yet connected with a teacher who sees them, I try to meet them where they are. The point of one-on-one learning is that we get to build something together—not just knowledge, but trust, curiosity, and maybe even a little joy in the learning itself.