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Classically trained pianist teaching all levels, from first lessons to conservatory audition prep.

I teach coding to students from around age 8 through secondary school, starting on Scratch for younger kids and moving into Python and basic web development as they get more comfortable. Before tutoring I worked as a software engineer for five years, and I still build small side projects so I'm teaching real habits, not just syntax. Most parents come to me either because their child wants to build something specific (a game, a simple website) or because they want a head start before school-level Computing classes.

I teach acoustic and electric guitar to students of all ages, from complete beginners to players wanting to get past a plateau. I studied jazz guitar formally but most of my students are learning pop, rock, or fingerstyle acoustic — I build lessons around songs they actually want to play rather than a fixed method book, since that's what keeps people practicing between sessions. I also cover basic music theory as it comes up naturally, not as a separate dry topic.

I've trained Brazilian Jiu-Jitsu for over a decade and hold a black belt under a Singapore-based academy. I coach both kids (focused on discipline, coordination, and basic self-defence) and adults (technique-focused, from white belt fundamentals to competition prep). Classes are practical — I'd rather drill a handful of positions until they're second nature than rush through a long list of techniques nobody actually remembers under pressure.

I've spent the last twelve years helping players of every level find more consistency and confidence on court — from first-time juniors to adults prepping for club tournaments. I played four years of Division I college tennis, and I coach the way I trained: technical fundamentals first, then strategy, then the mental game. Most of my students stick with me for years, and I keep every program built around what actually gets a player winning more points, not just looking better in practice.

Teaches strategic thinking through chess to students of all ages, from first moves to tournament prep.

Ex-management consultant mentoring early-career professionals on strategy, leadership, and career transitions.

Twelve years coaching competitive swimmers ages 8 to 18, focused on stroke technique and race-day mental prep.

I taught H2 Chemistry at a Junior College for eight years before moving to full-time tutoring. I still remember what it's like marking a stack of prelim scripts, so I teach chemistry the way examiners actually grade it — command words, mark allocation, common careless mistakes. Organic chemistry reaction pathways are what most of my students struggle with most, so I built a set of mechanism flowcharts I share with everyone I teach. I also tutor H1/H2 Biology for students juggling both sciences.

Former university teaching assistant helping students build confidence from algebra through calculus, and ace the SAT.

I spent six years as a full-time private tutor after starting out helping juniors at my old secondary school as a student leader. My focus is Secondary 1 through 4 E-Maths and A-Maths — most of my students come to me stuck on one specific topic (quadratics, trigonometry, or vectors are the usual suspects), and we work backwards from there to close the actual gap instead of redoing the whole syllabus. I keep a bank of past-year school papers organised by topic so every session has real practice, not just theory.

I coach students preparing for the SAT and IELTS, mostly juniors applying overseas or students who need an English proficiency score for a specific programme. I don't believe in generic test tips — every student gets a diagnostic first, then a study plan built around their actual weak sections, whether that's SAT algebra or IELTS Task 2 essay structure. I've had students raise their SAT composite by over 200 points and IELTS band scores by a full point within a few months of consistent practice.

I teach drawing fundamentals — perspective, shading, proportion — before moving into whatever a student actually wants to make, whether that's traditional sketching, watercolour, or digital illustration on an iPad. Most of my students are kids and teens building a hobby or a portfolio for a school arts programme, though I've also taught a few adults picking up drawing for the first time. I don't believe in copying reference images without understanding why they work, so even beginner sessions include some basic theory.

National Chess Master coaching players from casual beginners to competitive juniors. I focus on building calculation speed and pattern recognition through structured tactics training, plus opening repertoires tailored to each student's style.

I work mainly with upper primary and lower secondary students on English — composition writing, comprehension, and oral. A lot of kids I meet know the grammar rules but freeze up when asked to write a full composition, so I spend the first few sessions just building a simple story-planning habit before we touch exam papers. I also run short oral conversation drills every lesson since that's the part students tend to neglect until the exam is close.

I coach public speaking and debate for secondary and JC students, including students prepping for school-level competitions and others who just want to get more comfortable presenting in class. My own background is in competitive debate, and I still judge school tournaments occasionally, so I know what a strong argument actually sounds like under pressure. Sessions usually mix structured argument-building with live practice — I'd rather a student stumble in front of me first than in front of a real audience.

I played competitive basketball through junior college and a few years in the amateur circuit after, and now I coach youth and teen players on fundamentals — ball handling, shooting form, footwork — the stuff that tends to get skipped in group training but makes the biggest difference over time. Sessions are usually 1-to-1 or small groups of friends, and I build a simple drill routine each player can keep practicing on their own between sessions.