Ahmad

Name: Ahmad
Brand: Modulo
Price: 531.00 USD
Availability: InStock

Ahmad is an award-winning physics and mathematics teacher with 15 years of experience and a global perspective on inclusive education. He holds a B.S. in Electrical Engineering, an M.S. in Organizational Leadership from Johns Hopkins University, and certifications from Harvard Graduate School of Education and Harvard Business School. Ahmad’s teaching blends analytical rigor with empathy, using evidence-based frameworks like ABIDE and OODA to empower students of all abilities, including ADHD, dyslexia, and gifted learners. Outside teaching, he enjoys science experiments, creative projects, and mentoring students to think critically and lead with purpose.

My educational approach is rooted in the ABIDE framework — fostering Accessibility, Belonging, Inclusivity, Diversity, and Equity in every aspect of teaching and learning. I believe that education thrives when every student feels seen, valued, and empowered to contribute their unique perspective.
Drawing inspiration from Harvard Graduate School of Education’s emphasis on reflective practice and evidence-based pedagogy, I approach teaching as an evolving process of inquiry and design. I regularly use feedback loops, data-driven reflection, and student voice to refine instruction and ensure it aligns with both cognitive and emotional development.
I also apply the OODA loop — Observe, Orient, Decide, Act — as a mental model for responsive teaching. This allows me to remain agile and adaptive in dynamic classroom environments, quickly assessing student needs, reorienting instruction, and implementing effective strategies to promote understanding and engagement.
In today’s VUCA world (volatile, uncertain, complex, and ambiguous), I see education as leadership in motion. Like the mindset cultivated at Harvard Business School, I encourage students to think critically, collaborate effectively, and innovate with purpose — preparing them to navigate uncertainty with resilience, empathy, and ethical clarity.
Ultimately, my goal is to cultivate curious, confident, and compassionate learners who can think independently, act responsibly, and lead meaningfully in an interconnected world.

I hold a Bachelor’s degree in Electrical Engineering where I built a strong foundation in analytical thinking, problem-solving, and applied sciences.
I am currently pursuing a Master of Science in Organizational Leadership (MSOL) at Johns Hopkins University, where my studies focus on leadership theory, change management, and strategic decision-making — bridging the gap between educational practices and organizational excellence.
In addition, I earned a Certificate in Instructional Leadership and Coaching (ILC) from the Harvard Graduate School of Education, which enhanced my ability to lead with purpose, coach educators effectively, and foster innovative, student-centered learning environments.
With over 15 years of high school teaching experience in Physics and Mathematics, including working with diverse learners and students with IEPs and 504s, I bring both technical expertise and a deep commitment to inclusive education. I continue to engage in ongoing professional development to remain at the forefront of modern, evidence-based, technology-integrated teaching and leadership practices.

My tutoring experience extends beyond academic instruction — it’s about transforming how learners think, build confidence, and connect knowledge to real life. Over the past nine years, I’ve taught and mentored students in Physics and Mathematics, guiding them to overcome learning barriers and rediscover their potential through individualized support and growth-focused strategies.
I specialize in identifying each learner’s unique strengths and challenges, then designing targeted interventions that make complex topics accessible and engaging. Whether working with high-achieving students seeking enrichment or students with IEPs who need differentiated instruction, my approach is rooted in patience, clarity, and empowerment.
Outside the classroom, I’ve tutored friends, peers, and family members, helping them strengthen their study skills, analytical reasoning, and self-motivation. I emphasize metacognitive learning — teaching students how to learn, not just what to learn — enabling them to become confident, independent thinkers.
My greatest satisfaction comes from witnessing those “lightbulb moments” when a concept finally clicks and students begin to believe in their own capabilities with an “Aha!” because effective tutoring is not just about instruction; it’s about inspiration.

Ahmad

$531.00 USD

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My mission

Putting the reins of the moon in young hands, we inspire fearless minds to shape worlds beyond imagination.

My Story

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

Approach to personalization

How adaptable is tutor to students with different cognitive needs?

Machines can be built the same, but every human mind is a masterpiece of difference. Every learner thinks, feels, and perceives the world in a unique way — which is why education can never be “one size fits all.” My teaching philosophy begins with that truth: personalization is not a strategy, it’s a moral and intellectual responsibility.
Over the past nine years, I’ve worked with an incredibly diverse range of learners — from students with IEPs, ADHD, 504, Dyslexia and processing disorders to exceptionally gifted students seeking deeper challenges. My goal has always been to identify how each mind learns best — whether through visual reasoning, tactile exploration, discussion, or analogy — and then design learning experiences that meet them where they are while challenging them to grow.
For students navigating learning differences, I use multi-sensory instruction, scaffolded problem-solving, and positive reinforcement loops that build both competence and confidence. With gifted learners, I apply inquiry-based projects, real-world problem contexts, and open-ended exploration to cultivate intellectual curiosity and creative independence.
What I’ve learned — both from my students and from helping family members with unique learning profiles — is that every brain learns in its own rhythm. My role as an educator is to listen to that rhythm, translate it into effective pedagogy, and help each learner transform their perceived limitations into strengths.
At its heart, my approach is rooted in empathy, adaptability, and the belief that diversity of thought is the engine of innovation. When we teach the way a child’s mind works — not the way a curriculum dictates — we don’t just educate; we ignite potential that lasts a lifetime.

ADHD

I have significant experience teaching and tutoring students with ADHD, both in-person and online. I understand that children with ADHD often have unique learning needs, including shorter attention spans, heightened energy, and the need for more frequent feedback and engagement.
To keep students focused and motivated online, I employ strategies such as:

Breaking lessons into short, interactive segments to maintain attention, Using multi-sensory teaching methods, like visuals, hands-on demonstrations, and real-world examples to make abstract concepts concrete, Incorporating movement and brain breaks during online sessions to help students reset and re-engage, Setting clear, achievable goals for each session and using frequent positive reinforcement to celebrate progress, Personalizing instruction based on the child’s strengths and interests, making learning meaningful and enjoyable.

I have also supported family members and students navigating ADHD, which has strengthened my empathy, patience, and ability to identify what strategies truly resonate with each learner. I approach each session with flexibility, structure, and a focus on building both competence and confidence, ensuring students stay engaged, feel understood, and thrive academically and personally.

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Ahmad

Subject Expertise

My mission

My Story

Cognitive Diversity

Ahmad Sample Lesson

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