Experienced Chemical Engineer Offering Expert Physics Tutoring: Mechanics, Thermodynamics, and E&M for All Levels in Canada

Find out more about Mark

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

  I developed an interest in mathematics and physics in high school, around Grade 10. I remember being fascinated by the idea that you could use a few simple formulas to predict how a ball would move, how a circuit would behave, or how a bridge could stay standing. It felt like I had been given a “cheat code” to understand how the world works.
  
  At first, I just wanted good grades, but over time I started to really enjoy the logic and structure of the subjects. I liked that if you understood the concepts properly, the answers stopped feeling like guesses and started feeling inevitable. That shift—from memorizing formulas to truly understanding why they work—is what made me fall in love with math and physics and eventually decide to tutor them.

• 2) What makes you passionate about your subject?

  What I love most about math and physics is that they’re like a language for reality. Once you understand them, everyday things suddenly make sense: why the lights turn on, why a car speeds up the way it does, or why your phone battery drains faster sometimes.
  
  I’m especially passionate about breaking the myth that “math is just for smart people.” I’ve seen many students go from believing they’re “bad at math” to realizing they simply never had it explained in a way that clicked for them. Seeing that mindset shift—when a student says, “Ohhh, that’s actually not so bad”—is what keeps me passionate. It proves that with the right approach, anyone can make progress.

• 3) What do you like about tutoring? What makes you a "Superprof"?

  What I like most about tutoring is the one-on-one connection. In a classroom, it’s hard for a teacher to adapt to every student’s pace and learning style, but in tutoring I can slow down, change the explanation, or try a different method until it makes sense for that student.
  
  What makes me a “Superprof” is my approach:
  
  I focus on understanding first, formulas second.
  
  I always explain why we’re doing a step, not just what to do.
  
  I’m patient, calm, and I never make students feel judged for asking questions or making mistakes.
  
  I also like to relate questions to real-life examples (cars, sports, phones, etc.), so students see the point of what they’re learning. My goal isn’t only to help them pass an exam, but to build their confidence so they feel capable and independent in future courses too.

• 4) Do you have any role models; a teacher that inspired you? Please explain.

  Yes. I had a physics teacher in high school who completely changed how I saw science. He never rushed through a solution; he would always pause and ask, “Does this make sense physically?” before doing any math.
  
  He also treated every question seriously, even the “simple” ones. That taught me that if a student is confused, the problem isn’t their intelligence—it’s usually the explanation. His style inspired my own: I try to create a space where students feel comfortable saying, “I don’t get it,” and know that we’ll work through it together step by step.
  
  He showed me that a good teacher doesn’t just know the subject—they know how to meet students where they are. That’s the standard I aim for in my tutoring.

• 5) What are your keys to success?

  My keys to success, both as a tutor and as a student, are:
  
  Consistency over cramming – I encourage regular practice instead of last-minute panicking. Even 20–30 minutes a day can completely change a student’s results over time.
  
  Strong foundations – If the basics are shaky, everything built on top feels confusing. I’m not afraid to go back to earlier topics and rebuild from there.
  
  Asking questions – I always tell my students: if something feels unclear, say it. Questions are not a weakness; they’re how you learn faster and more deeply.
  
  Making mistakes safely – I see mistakes as information, not failure. In our sessions, errors are just clues showing us what to review next.
  
  Clear goals – Whether it’s passing a specific exam, improving a grade, or preparing for university, having a clear target helps us structure lessons and track progress.
  
  By combining these habits with a supportive, patient teaching style, I help students not only improve their marks, but also feel more confident and in control of their learning.