Digital SAT Specialist for US Admissions | 10+ Years | 5,500+ Students | 1500+ SAT Scores

Find out more about Sanchita

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

  Grade 11. I started teaching the Grade 10 students below me — informally at first, then regularly, because they kept coming back. What surprised me wasn't that they liked the sessions; it was that the strategies worked. Their scores moved. That was the moment it stopped being a favour I was doing for juniors and became something I was actually good at, and there was no turning back after that. Everything since — the test prep, the admissions work, eventually building XXX in 2021 — is the same instinct scaled up.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach the Digital SAT, GRE, GMAT, IELTS, TOEFL, PTE and DET, alongside admissions counselling. My favourite work is diagnostic — finding why a student is losing marks, which is rarely the reason they think. SAT reading and GRE verbal are the most rewarding: they look like vocabulary problems and are actually argument-structure problems. I enjoy score-chasing less than the strategy conversations about where a student should apply and why.

• Did you have any role models; a teacher that inspired you?

  Not one particular teacher, no. What shaped me more was watching how much teaching is organised around finishing the syllabus rather than around whether anyone understood it. A class gets marched through the chapters on schedule, the schedule is met, and half the room is quietly lost. I decided early that I'd rather fall behind the plan than leave a student behind in it. If that means we spend three sessions on one concept, we spend three sessions on it. The syllabus is a map, not a deadline.

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

  Lead with diagnosis over delivery. Draft: "Three things. First, diagnostic honesty — telling a student their target is unrealistic on their current timeline, early, when it's still fixable. Second, pacing to the student rather than a syllabus. Third, treating the test as one input into a larger decision. A perfect SAT score aimed at the wrong university list is a wasted year.

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

  I taught a student who was genuinely weak at mathematics — not underperforming, but convinced she was incapable of it, which is a much harder problem. We worked through it slowly. She didn't just improve; she started enjoying it. At the end she made a full video, unprompted, about how she'd fallen in love with maths. I still think about that one, because the score was almost beside the point. She'd stopped believing something false about herself. That's the work I'm actually in — and it's the same work now, whether it's SAT quant or GRE verbal.

• What were the difficulties or challenges you faced or still facing in your subject?

  The tests keep moving — the SAT went digital and adaptive, the GRE was shortened, DET went mainstream. Anything I taught three years ago needs re-verifying. The harder challenge is expectation management: students arrive with a score target and a deadline that don't fit together, and the honest conversation is uncomfortable.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Pick one and commit — the fragmentation ("teaching, and also X") weakens it. Suggested: the admissions decision itself, not the test. Test prep is the mechanism; the outcome you care about is the student ending up somewhere that fits.

• What makes you a Superprof (besides answering these interview questions :-P) ?

  I built XXX in 2021 and have run it remotely from Madrid since — students in India, tutoring across four admissions markets. I don't hand a student off after the score. I see the cycle through to the offer.