NIT Trichy Alumnus | IIT-JEE & NEET, CBSC -Chemistry Expert | 7+ Years Experience | Cracking Concepts over Rote Learning

Find out more about KRISHNA

• Tell us more about your subject. How did you develop an interest in this field?

  My fascination with chemistry didn’t start in a high-tech lab; it started in my village with a simple bottle of hydrogen peroxide(H2O2). Growing up in a remote tribal community with very limited access to basic hospitals or modern schooling, science initially felt abstract. However, when I was in the 9th standard, a visiting doctor used hydrogen peroxide to clean wounds. Watching that bubbling reaction and hearing him explain how molecular interactions work to heal humans changed everything for me. I realized chemistry wasn't just a dead equation in a textbook, but a practical tool of immense importance to human life.
  This curiosity was fueled further in the 12th standard by an incredible teacher who gave me deep insights into the subject. She showed me the beauty of great chemical inventions and taught me to look at the world through the lens of molecular behavior.
  
  This foundational logic drove my passion all the way into my college days, when I undertook a campus project focused on sustainability: producing methane as a clean energy source from waste through catalytic reactions. Chemistry is evolving day by day, and it never stops fascinating me. Every time I learn something new, I feel myself evolving right alongside the subject. Today, I teach on Superprof to help students see past intimidating formulas and discover this same practical, life-changing wonder.

• What or who is the motivation behind you choosing to teach & why?

  My defining motivation to teach came from witnessing how poor pedagogy can destroy potential. In school, I saw chemistry reduced to 'mugging up' formulas and memorizing isolated chemical reactions just to pass an exam. This gave young minds the wrong impression—treating a beautifully alive science as a dead, mechanical chore. Because of this rote-learning trap, many of my highly capable classmates struggled during their 12th-standard intermediate and competitive exams. They did not lack intelligence; they lacked a teacher who could connect the dots to real-world applications.
  
  During my first year of engineering at NIT Trichy, I decided to step in and help some of these same peers who were struggling with their re-attempts. By shifting the mode of learning from blind memorization to real-world, conceptual logic, their entire relationship with the subject transformed. The results were profound: peers who had previously felt defeated unlocked their hidden potential, cleared their concepts, and went on to secure admissions into premier institutes like the IITs and NITs. Witnessing how a deliberate shift in teaching could completely alter a person's life trajectory was my epiphany. It made me realize that what our youth need is high-quality, inspiring mentorship, not mass-produced, unengaging content.
  
  This experience made me look at the larger picture. The overemphasis on rote learning creates a workforce that holds degrees but lacks practical, analytical skills. I teach because I want to disrupt this cycle. If we change the way we educate, we can shift our youth from performing routine labor to becoming global leaders of genuine innovation and technology.
  
  The spark that was lit in me during my own student years changed my life. As a teacher on Superprof, my ultimate goal is to ignite that same spark in my students. If I can inspire young minds to see chemistry as a tool for real-world problem-solving rather than just a passing subject, I will have initiated a beautiful chain reaction—one where my students go on to think critically and inspire others, eventually reaching every corner of society.

• How does your work help society?

  My work helps society by democratizing high-quality, conceptual education and breaking the barriers that prevent underprivileged or discouraged students from reaching their full potential.
  
  During my first year as an undergraduate at NIT Trichy, I noticed a painful contrast. While I had secured my seat as a mechanical engineer by looking at chemistry through structural logic and real-world applications, many of my brilliant childhood friends back home failed their chemistry papers and JEE exams. They did not lack intelligence; they were simply victims of a system that forced them to 'mug up' equations without context.
  
  I decided to step in. During semester breaks and evening hours, I gathered these struggling peers. I threw out the memorization-heavy approach. Instead of telling them to memorize formulas, I taught them to visualize the science. For instance, I explained electrochemistry not as textbook laws, but as an exploration of 'inner space'—tracking the migration of tiny ions and electrons with the same wonder as exploring outer space, linking it directly to how real-world batteries function. The results were profound. By stripping away the intimidation, those same friends re-attempted their exams and are today studying in premier IITs and NITs.
  
  This epiphany drove me to scale my impact. I became a core committee member and chemistry faculty for the IGNITE Initiative at NIT Trichy, a student-led program where we provided free, high-quality JEE and NEET coaching to underprivileged students. Within my first three years of graduation, our initiative successfully bridged the quality-education barrier, helping numerous students from low-income backgrounds clear these highly competitive national exams.
  
  Even after graduating from campus, my mission did not stop. I have personally mentored more than 20 students who initially despised chemistry due to the rote-learning approach. Through conceptual teaching, I helped them overcome their fear: 3 secured medical seats, 8 entered NITs, and 1 joined an IIT.
  
  To me, helping society means ensuring that education is not a tool for mechanical filtering but a medium to make human life innovative, ethical, and easy. I will continue trying to change society, one student at a time, by proving that chemistry is a practical, awesome subject capable of rewriting a human life's trajectory.

• If you had to think of a role model for your work, who do you think of & why?

  When I think of a role model for my work, I look to my father. He is a farmer who was forced to drop out of school in the 5th standard to support his family. Married at an early age, he shouldered the immense burden of supporting three families simultaneously, yet he stood resilient through every hardship. Though his own formal education was cut short, he recognized that education is the ultimate key to transforming human life, and he fought tirelessly to ensure his children had access to it.
  
  My father anchors my teaching philosophy across three profound dimensions:
  
  1. Education as Practical Problem-Solving My father never went to an engineering college, but to me, he is the finest mechanical engineer I know. Out of pure necessity and intellect, he designs, repairs, and modifies his own agricultural machinery. Watching him work taught me the truest definition of education: it is not about memorizing theories, but about understanding structural logic to solve real-world problems. When I teach chemistry, I reject rote learning because of him; I want my students to see science not as a passing subject, but as a practical tool to create solutions, just like my father’s tools on the farm.
  
  2. A Pioneer of Gender Equality and Social Justice Long before I read about gender equality in books, my father practiced it far ahead of his time. In a traditional community where educating girls was often viewed with suspicion and hostility, my father stood like a rock against societal pressure. He taught my sister every single agricultural activity—from sowing seeds to operating machinery—treating her with absolute equality. He fought the entire community to ensure she was educated and empowered. Today, my sister is entirely independent, strong, and handles major responsibilities; she stands as the ultimate pride of our family, proving that capability knows no gender.
  
  3. Gaining Light to Fight the Dark. My father taught us that real leadership must create a life-changing movement. He didn't just give us life; he gave us the moral light and values required to fight the dark. He continues to work and fight today to ensure his family and community progress.
  
  My father was my first teacher; he remains my teacher now, and he always will be.

• Tell us about your hobbies outside teaching.

  My hobbies:
  
  1. High-Endurance Athletics: State-Level Kho-Kho. As an AP state-level and NIT Trichy player, this high-agility sport has built my lifelong physical stamina, discipline, and strategic teamwork. I still spend my evenings playing with school students to maintain my conditioning while mentoring young minds in playground resilience.
  
  2. Educational Writing: Demystifying JEE Chemistry. Believing mentorship extends beyond live classes, I am currently authoring a specialized resource to strip the intimidation factor from the JEE syllabus. By restructuring complex concepts into intuitive, application-focused modules, I am building a sustainable toolkit to help aspirants bypass analytical traps.
  
  3. Analytical Puzzles: Mastering Sudoku. To sharpen my mind and unwind, I regularly solve advanced Sudoku puzzles and study their structured, numerical matrices. This logical hobby exercises the same mental muscles required in chemistry—demanding rapid pattern recognition, patience, and flawless execution.
  
  4. Cinema & Powerful Storytelling To completely recharge my perspective, I immerse myself in well-crafted cinema that features complex character arcs and themes of human resilience. This serves as a vital creative escape, allowing me to return to my daily academic demands with fresh energy.

• Do you have an anecdote to tell us about your student or professional life?

  During my second-year semester holidays, I met a young girl preparing for NEET who was on the verge of giving up because chemistry felt like an impossible barrier. Her family belonged to a financially weaker section, and professional coaching was entirely out of reach. For those two months, I mentored her completely free of charge, shifting her approach from rote memorization to conceptual logic. She didn't just pass; she went on to clear NEET and became the very first woman from her community to earn a medical seat. Today, because of her, a beautiful ripple effect has begun—many more young girls from her village are stepping out and aspiring for higher education.
  
  Later, after graduation, I experienced the exact opposite end of the socio-economic spectrum. The Vice President of a major pharmaceutical company approached me to coach his son for IIT-JEE, offering to pay far beyond my standard charges. I refused the extra money, maintained my usual fee, and poured the same relentless effort into him as I did with all my other students. Despite our best efforts, he didn’t make it due to a variety of personal factors on exam day.
  
  These two contrasting experiences taught me a profound lesson about the true purpose of education. Many of my students clear these premier exams, and some do not. But those who didn't clear are still doing exceptionally well today in fields they genuinely love.
  
  Ultimately, I realized that as educators, our job isn't to guarantee a standardized score; it is to instill a disciplined, problem-solving mindset. True effort is never wasted. It alters a student’s character and brings positive change in one form or another. I teach because whether a student gains an elite rank or simply gains the resilience to handle life's challenges, the effort we put into them always leaves the world a little brighter.