Oxford Biochemistry Graduate (First Class) | Biology, Chemistry, Physics, Maths & English | KS2/3 • GCSE • A-level • University | Oxbridge & ICL Admissions Specialist (Interview Prep/PS) | 7+ years

Find out more about Nikol

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

  Ever since I was young, I’ve had a deep curiosity about the world – I didn’t just want to see that things worked, I wanted to understand how and why. Mathematics and science became my language for making sense of everything around me.
  
  When I started tutoring in 2018, it was initially an experiment, a challenge to myself. But very quickly, I realised something powerful: I genuinely love helping others experience that same moment of clarity. Watching a concept ‘click’ for a student, regardless of their age or background, is incredibly rewarding.

• 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 mathematics and all three sciences (chemistry, biology, and physics) from primary level through to high school. At the university level, I specialise in biochemistry and related courses.
  
  I’m particularly passionate about genetics, DNA and gene expression, proteins, and organic chemistry mechanisms. These topics often intimidate students because they seem abstract or complex. But once broken down properly, they are beautifully logical and deeply interconnected. Organic chemistry, for example, isn’t about memorising reactions – it’s about understanding patterns. Similarly, genetics isn’t just terminology – it’s a story of information flow. I love helping students see the bigger picture instead of feeling lost in the details.

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

  I’ve been incredibly fortunate to have passionate teachers throughout my education. However, the person who most shaped my approach to teaching was my college tutor at Corpus Christi College, Oxford.
  
  He taught organic chemistry – a subject that many students fear. But instead of overwhelming us, he tailored every tutorial (small group teaching class) to what we struggled with. No rushing, no wrong questions, no judgment. By the end of the year, I scored extremely highly in my organic chemistry exam – not because I had memorised content, but because I genuinely understood it. That experience changed my perspective on teaching. I realised that great teaching isn’t about delivering information – it’s about meeting students exactly where they are. That is the standard I hold myself to.

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

  First and foremost: listening. A good tutor doesn’t assume they know the problem – they uncover it. Often, a student doesn’t struggle with a whole topic, but with one missing link in their understanding. Identifying that gap requires patience and attention.
  
  Secondly, clarity. You can only simplify a concept if you truly understand it yourself. My goal is always to break complex ideas into intuitive, manageable pieces – and then rebuild them with the student in a way that makes sense to them.
  
  Lastly, empathy. Confidence grows when students feel safe to ask questions and make mistakes. And mistakes are absolutely crucial for any development.

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

  In secondary school, we once had a test on energy and forces. At the time, I didn’t truly understand the topic – but I memorised every possible question type that could appear. When I received the test back, I didn’t feel proud that I received an A. I felt empty.
  
  That moment stayed with me. I realised I hadn’t really learned anything. From that point onward, I made a conscious decision to prioritise understanding over grades. I wanted concepts to click, not just to pass exams.
  
  That lesson now shapes how I tutor. I don’t aim for short-term performance. I aim for deep, lasting understanding – because that’s what builds confidence and long-term success.

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

  Biochemistry is the study of processes that are both incredibly complex and deeply interconnected. Inside every cell, millions of chemical reactions occur simultaneously, as cells communicate, adapt, and respond to their environment. Yet in textbooks, we often study these pathways in isolation, simplifying a reality that is far more dynamic. There are moments when current scientific knowledge cannot fully explain why something happens the way it does. I find that both humbling and inspiring – a reminder that science is not static, but constantly evolving.

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

  It’s both teaching and the subject itself. There is something incredibly special about watching a student’s expression change when a concept suddenly makes sense. That spark of understanding never gets old.
  
  At the same time, I am deeply fascinated by what happens inside our cells – how chemistry and biology merge to create life. That’s what drew me to study biochemistry. It’s the perfect intersection of logic and complexity, structure and function.

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

  I genuinely care – about understanding, confidence, and long-term growth. My students know that I am invested in their progress. Lessons are tailored to their needs, their pace, and their goals.
  
  I don’t believe in one-size-fits-all teaching. I believe in partnership. When students work with me, they gain more than subject knowledge – they gain clarity, strategy, and the confidence to tackle challenges independently. And ultimately, that’s what makes learning powerful.