Computer science undergraduate, Love teaching mathematics and physics, expertise in calculus, Aim to make learning easier and interesting

Find out more about Dilbarjit

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

  My love for mathematics started when I was a child. Mathematics was always my favourite subject, not because I found it easy, but because I genuinely enjoyed the challenge of solving problems. Whenever I came across a difficult question, I became curious about how I could approach it and eventually find the solution.
  
  My interest in computer science developed in a very similar way. As a child, I used to experiment with my dad’s computer, clicking around and trying to understand what different functions actually did. I didn’t necessarily know what I was doing at the time—I was simply curious. That curiosity eventually turned into a desire to understand computers at a much deeper level.
  
  As I progressed through my studies, I became particularly fascinated by Artificial Intelligence. I started wondering how computers could learn, how chatbots could understand and respond to people, and how mathematics could be used to build intelligent systems. That curiosity ultimately led me to pursue Computer Science with a focus on Artificial Intelligence and Machine Learning.
  
  I’m now a fourth-year Computer Science student, and mathematics remains one of the subjects I enjoy the most.

• What makes you passionate about your subject?

  What makes mathematics special to me is that there is so much more to it than formulas.
  
  I’ve met many students who say, “I’m just not a math person,” or that mathematics is too difficult or doesn’t make sense to them. I completely understand why they might feel that way, but I don’t believe that struggling with mathematics means someone isn’t capable of learning it.
  
  I think the way a concept is explained can make an enormous difference.
  
  My goal is to help students move away from simply memorizing formulas and toward actually understanding why something works. I like using visualization, examples, and simple explanations to make abstract concepts easier to understand. Once you genuinely understand an idea, you don’t have to memorize every little detail—you can reason your way through the problem.
  
  That is what makes mathematics exciting to me: there is often a logical connection hiding underneath what initially looks complicated.
  
  My own passion for mathematics has also been recognized at university. I received the Outstanding Student of the Year Award in Mathematics after being the only student to achieve an A+ in all of the mathematics courses I had taken. Being nominated by the Mathematics faculty made the achievement especially meaningful to me.

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

  The best part of tutoring, for me, is seeing a student go from “I don’t understand this at all” to “Oh, now I get it!”
  
  That moment is incredibly rewarding.
  
  I’ve been working as an SLG (Supported Learning Groups) Leader at my university for the past year, helping students with statistics courses. Through this experience, I’ve learned that there is no single way of teaching that works for everyone.
  
  Some students understand something immediately when they see a visual explanation. Others need to work through several examples. Sometimes, a student understands 90% of a concept but is stuck on one small piece—and finding that missing piece can completely change their understanding.
  
  That’s why patience is one of the most important qualities I bring to tutoring.
  
  If a student makes the same mistake five times, I’m perfectly happy to explain it a sixth time—just in a different way. I don’t want students to feel embarrassed about making mistakes or asking questions. Mistakes are part of learning.
  
  I also like breaking complicated topics into smaller pieces. Instead of throwing an entire concept at a student at once, I build it step by step, check their understanding along the way, and then connect everything together.
  
  For me, being a Superprof isn’t simply about knowing mathematics. It’s about being able to make someone else understand it, enjoy it, and eventually become confident enough to solve problems on their own.

• Do you have any role models or a teacher who inspired you? Please explain.

  I don’t have just one role model. I’ve been fortunate enough to have several teachers throughout my life who have influenced the way I think about education.
  
  The quality I admired most in them was their patience. No matter how many questions I asked, they never made me feel that a question was too simple or that I should already know the answer.
  
  That taught me something I still believe today: asking a question is never something to be embarrassed about when you’re trying to learn.
  
  A good teacher doesn’t just give you the answer. They create an environment where you’re comfortable saying, “I don’t understand this,” and asking for help.
  
  My teachers also showed me that education is about much more than grades. It gives you the ability to think, question things, understand the world around you, and create opportunities for yourself.
  
  As a tutor, I want to carry that same attitude forward. I want my students to feel comfortable asking questions, making mistakes, and being curious.
  
  If I can help a student develop the same love for learning that my teachers helped me develop, I consider that a success.

• What are your keys to success?

  If I had to choose a few things, I’d say consistency, curiosity, discipline, and being willing to make mistakes.
  
  I’m currently a fourth-year Computer Science student with a 4.26 GPA, and I’ve been on the Dean’s List since my first year. I’ve also received academic scholarships consecutively, received recommendations from my professors, and earned the Outstanding Student of the Year Award in Mathematics.
  
  But I don’t think academic achievements alone explain success.
  
  My experience as an SLG Leader has taught me a completely different side of learning. When you teach someone else, you quickly realize that understanding something yourself isn’t enough—you have to be able to explain it in a way that makes sense to another person.
  
  Working with students has made me more patient, confident, and adaptable. It has also taught me to look at a problem from different perspectives because the explanation that works perfectly for one student may not work for another.
  
  Ultimately, I think success comes down to staying curious and being willing to keep improving.
  
  Whether I’m learning about Artificial Intelligence, solving a difficult mathematical problem, or helping a student understand something they were struggling with, I try to approach it with the same mindset:
  
  Understand it. Question it. Practice it. And don’t give up when it gets difficult.
  
  That’s the approach I bring to my tutoring as well.
  
  My goal isn’t simply to help students get through their next assignment or exam. I want them to eventually reach the point where they look at a difficult problem and think, “I can figure this out.”
  
  And that’s probably the most rewarding part of being a tutor.