Electrical Engineer with 4 years Tutoring Experience. Teaches Circuits | Electronics | Signal Processing | Control Systems | Math

Learn more about Jawad

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

  My interest in Electrical Engineering sparked during my school years when I first found out the "magic" of circuits. It was so fascinating to find how invisible electrons could power something like a motor or a light bulb. That curiosity led me to my Bachelors in 2018 and a Masters in 2020.
  
  I began tutoring during university when friends would ask me to help them prepare for exams. I realized I had the skill of breaking down dense, scary concepts into simple, digestible steps and I loved doing it. That passion never left me; tutoring has become just as fulfilling as engineering itself.

• 2) Tell us more about the subject you teach and the topics you like to discuss with students.

  I teach almost all subjects of Electrical Engineering that includes Circuit Analysis, Electronics Design, Digital Systems, Signal Processing, Calculus, Linear Algebra, Control Systems and many more. I am particularly fond of Electronics because they sit right at the intersection of theory and real-world application. Seeing a student go from total confusion to total confidence is incredibly rewarding.

• 3) Did you have any role models—a teacher that inspired you?

  Yes, I did. In my undergrad, I had a professor who never just gave you the answer. He would ask the right questions to guide you toward the solution yourself.
  
  That approach stuck with me. It taught me that great teaching is not about transferring information, it is about building a student's intuition and confidence. I try to carry that exact philosophy into every session.

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

  Patience is the main one as every student learns at a different pace. Apart from that, you need adaptability to tailor your approach to each individual and a genuine enthusiasm for the subject. Students can tell when you love what you teach, and that energy is contagious.
  
  Finally, you have to be a good listener as well to understand exactly where a student is having difficulty.

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

  During my second year, I once spent an entire night troubleshooting a circuit project only to discover the next morning that I needed more current to power up the circuit so I installed another battery in parallel and everything started to work! It was so frustrating at first, but it taught me a vital engineering lesson: always check the basics first. I share this with my students whenever they feel overwhelmed; sometimes the simplest things hide in plain sight.

• 6) What were the difficulties or challenges you faced or still face in your subject?

  Early on, bridging the gap between abstract math and physical intuition was my biggest hurdle. Equations like Laplace transforms can feel totally disconnected from reality at first. Over time, I learned to ground theory in physical examples. With students, the challenge is similar: meeting each person at their exact level, whether they are a self-taught hobbyist or a third-year university student. I enjoy building the custom learning plans needed to bridge that gap.

• 7) Do you have a particular passion?

  Teaching is a genuine passion for me. There is something deeply satisfying about the moment a student's eyes light up when they really understand something. Within the subjects, I have a special love for Electronics and Control Systems—the idea that you can design a system to behave exactly how you want is endlessly fascinating.

• 8) What makes you a Superprof?

  I think it is the combination of strong academic credentials and a methodical, patient approach. I don't just explain, I involve my students actively. I review problems before we even meet and assign practice tasks tailored to their specific needs. My students describe me as energetic and thorough, and my goal is always the same; that a student should leave a session feeling significantly more capable than when they arrived.