Will a home tutor coming to Powai or Bandra on a weekday evening actually fit around MYP timings?

Usually yes, provided you name the slot rather than asking what is available. Most MYP students in Bandra, Juhu, Powai and Andheri finish school and an activity by early evening, which leaves a narrow window that fills quickly. A home tutor living in the same cluster can hold that window week after week. One crossing the city from Thane or Navi Mumbai during peak evening traffic will eventually start arriving late, and a criterion session that begins twenty minutes short is not worth much. Ask where the tutor lives before you ask anything else.

How are fees usually structured for a private MYP tutor?

By the hour or by a monthly block of sessions, and the structure matters more than the headline figure. A home class costs more than online with the same tutor, because travel is priced into the slot, and a longer commitment is sometimes quoted differently from a rolling arrangement. Ask three questions before agreeing anything: what happens to a session the family cancels, what happens to one the tutor cancels, and whether marking work between sessions is included or charged separately. Criterion work generates marking, so that last point is not a small detail.

My child is choosing between standard and extended mathematics in MYP 4. Does a weak criterion decide it?

It should inform the decision without settling it. Schools often split MYP 4 and MYP 5 mathematics into standard and extended, and extended covers additional topics that prepare a student for Diploma Programme Mathematics Analysis and Approaches. A student with a weak Criterion B will find extended harder, because extended asks for more investigation and justification, not simply more topics. But if Analysis and Approaches is the intention later, the better answer may be to take extended and fix Criterion B deliberately this year. Your school's mathematics teacher holds the evidence, so ask them first.

The criterion level went up but the task looked easier. How do I tell the difference?

Compare what the two tasks demanded, not the two numbers. Ask the teacher whether both assessed the same strands of that criterion, and whether the newer one supplied any structure the older one did not. Then look for the behaviour in work the tutor never touched: a defined variable in a class exercise, a labelled diagram on a homework sheet nobody marked. That unprompted appearance is the real evidence. A level that rises only on tutored tasks and falls back on school tasks means the habit has not transferred yet.

What does the student have to do that the tutor cannot do for them?

Apply the habit in an assessment with nobody watching. The tutor can find the stuck criterion, install a specific rule, and mark work honestly against the descriptors. Transfer belongs to the student alone, and it is where this work most often stalls. In practice that means writing the extra two lines in a timed class task when it feels unnecessary, rereading their own response as a stranger before submitting it, and telling the tutor honestly when they did not do it. A student who performs the habit only in sessions has learned to please the tutor.

Is a shared drawing room good enough for a home class, or do we need a separate study space?

A shared room works if two things are true: the television is off, and nobody walks through repeatedly. Criterion work needs the student to write and think aloud, and both collapse under interruption. A dining table in a quiet corner beats a beautiful desk in a busy passage. In smaller flats across Indian cities this is a real constraint, and the honest fix is usually timing rather than furniture, so pick the hour when the household is quietest. If no such hour exists, an online session with the student in a closed room may serve better than a home visit.

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IB MYP Private Tutors for a Criterion Score That Will Not Move

Q: My child gets 7 on Criterion A and 3 on Criterion B. What is actually wrong?

Nothing is wrong with their mathematics; the missing skill is generalisation. Criterion A rewards knowing a method and applying it correctly, which your child clearly can do. Criterion B Investigating patterns asks for something else: find a pattern, describe the general rule in symbols or words, test it, and justify why it holds. Students who came through a procedure-heavy primary education are rarely asked to do any of that, so they meet it for the first time in MYP 3 or MYP 4. It is a teachable habit, usually over a term, and retaught content will not touch it.

Q: Can a home tutor work on one criterion only, or does the whole subject need reteaching?

One criterion is usually the right scope, and a good home tutor will insist on it. If Criterion A levels are healthy, the content is already in place, and reteaching it wastes the session and bores the student. The work instead stays narrow: a rule about how responses are written or investigated, applied to tasks the student can already solve, marked aloud against the school's descriptors until the habit holds without prompting. Reteaching content is only justified when every criterion is low together, which points to a gap rather than a habit.

Q: How long should it take to move a criterion?

A criterion stuck on habit rather than knowledge usually shows movement within a term of weekly sessions, and settles over two. No tutor can promise a particular level by a particular date, and anyone who does is selling something. The variables are how entrenched the habit is, how often the school sets tasks against that criterion, and whether the student applies the rule when nobody is watching. If nothing has changed after six or seven sessions on a criterion that should be habit-driven, the diagnosis was probably wrong and should be revisited rather than repeated.

Q: Should we be preparing for MYP eAssessment?

Only if your school offers it, and that is a question for the MYP coordinator rather than an assumption. MYP eAssessment in MYP 5 consists of on-screen examinations and ePortfolios, it is optional, and each school decides whether to offer it. There is no single national MYP examination in India, so a tutor promising exam preparation for the MYP without first asking what your school does is not paying attention. If your school does offer it, the criterion habits described on this page matter more rather than less, because that work is still assessed against criteria.

Q: We are in Chandigarh and cannot find an MYP tutor locally. Does online really work for a fourteen-year-old?

Yes, on two conditions. The student must write on paper during the session and show the page rather than typing answers into a chat box, because the criterion being fixed usually lives in written reasoning. And an adult should be in the flat, though not in the room, for the first few weeks, since attention at fourteen drifts faster online than in person. Families in Chandigarh, Mohali, Panchkula, Jaipur, Lucknow and Dehradun run this arrangement routinely, because criterion teaching is scarce outside the big metros and a nearby generalist is not a substitute.

Your child understands the topic and still scores 3 on Criterion B. That gap is a skill problem, not a knowledge problem, and it has its own fix. This page sets out how a one-to-one tutor finds the stuck criterion, what changes in each session, and how progress across India is checked.

Subject-level tutor matching

Matched by programme, subject, level, weak areas and your school's calendar.

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Online worldwide around school hours, with home and hybrid options where tutors are local.

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Clear updates on what was covered, what needs practice and the next step.

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MYP support

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Subject-first matching

Local academic context

One criterion, diagnosed and moved, across India

IB MYP private tutors in India teach one student at a time, which is the main difference from small-group tuition. A tutor works on the criteria that cost marks, from Criterion A knowledge to B and C application, in Grades 6 to 10, at home or online, with a free trial class and a verified profile.

Matching

How does a stuck MYP criterion in India become a shortlist?

Start with evidence, not a subject name. When a family asks IB Gram for IB MYP private tutors in India, the first question is not which subject is weak but which criterion is weak, and what the last three marked tasks actually said. A parent who sends a photograph of one marked task with the criterion descriptors attached will get a far better match than a parent who writes that mathematics is a problem. That evidence changes the shortlist. A child losing marks on Criterion B Investigating patterns needs someone who can teach a student to generalise a rule and justify it. A child losing marks on Criterion C Communicating needs someone who will make them write, then mark the writing in front of them. These are different teaching skills, and plenty of capable subject tutors have only one of them. IB Gram asks about the board, the subject, the MYP year, the school calendar, your locality and the slots your evenings can actually hold. Then it shortlists tutors whose profiles are verified and whose experience matches the criterion you named. A demo or trial session can be arranged before the family commits, and that trial is better spent on the stuck criterion than on a general revision of the topic. If the fit is wrong afterwards, ask for a different match. Home tuition arranged this way should never feel locked. One caution. If your child's levels are low across A, B, C and D in every subject, the problem is probably not a criterion at all. It is workload, sleep, or a gap that goes back a year, and a tutor for one subject will not touch it. Say so in the enquiry, because the honest answer may be fewer commitments rather than another weekly session.

1. Send the last three marked tasks with their criterion descriptors attached.

2. Name the criterion that is stuck, not just the subject.

3. Give the MYP year, school timings and two workable evening slots.

4. Take a trial session spent entirely on that one criterion.

5. Review after four sessions against a fresh task, not a feeling.

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PYP, MYP, DP

MYP 1 to 5 in India: the year a criterion usually gets stuck

The MYP runs five years, MYP 1 to MYP 5, roughly ages 11 to 16, across eight subject groups. Criterion levels exist from the start, but most families only begin reading them properly around MYP 3, when tasks get long enough for a weak criterion to show a consistent pattern rather than a bad week. MYP 3 and MYP 4 are where the stuck criterion usually declares itself. Up to that point a quick, confident student can carry a subject on Criterion A Knowing and understanding alone, because the tasks are short and the answer is the marked object. From MYP 4 the tasks lengthen, an investigation asks for a generalisation and a justification, and a student who has never had to explain anything begins scoring 7 on one criterion and 3 on another in the same report. That split is the signal worth acting on. MYP 5 adds two pressures at once. The Personal Project comes in MYP 5 and the Community Project in MYP 3 or 4, and both take real hours out of the week. Schools also often split MYP 4 and MYP 5 mathematics into standard and extended, where extended covers additional topics that prepare a student for Diploma Programme (DP) Mathematics Analysis and Approaches. A child sitting on the boundary of that decision with a weak Criterion B is in a genuinely difficult position, because extended asks for more of exactly the thing they cannot yet do. MYP eAssessment in MYP 5, the on-screen examinations and ePortfolios, is optional, and each school decides whether to offer it. There is no single national MYP examination in India. So ask your coordinator which route your school follows before you plan a single session around it.

MYP 1 to 3: criterion levels exist but the patterns are still noisy

MYP 4: task length grows and a weak criterion becomes visible

MYP 4 to 5: standard or extended mathematics, informed by Criterion B

MYP 5: the Personal Project takes weekly hours out of subject study

MYP eAssessment is optional; confirm with your coordinator, not a parent forum

Subjects

Criterion A is fine and Criterion B is not: four score patterns read properly

MYP Mathematics is the clearest place to see this, because its four criteria are named plainly: A Knowing and understanding, B Investigating patterns, C Communicating, and D Applying mathematics in real-life contexts, each scored 0 to 8. Four patterns come up again and again, and each one means something different. High A, low B. The student executes a method accurately and quickly, then freezes when asked to find a pattern, describe the rule in general terms and justify why it holds. This is common among students who arrived from a procedure-heavy background where accuracy was the whole game. It is not a mathematics weakness. Nobody has ever asked them to generalise. High A and B, low C. The student sees the structure, solves the problem in their head, and writes three lines where the task needed a labelled diagram, consistent notation, a stated variable and reasoning between steps. Criterion C is not marked on neat handwriting. It is marked on whether a reader can follow the argument without guessing. A student with strong content knowledge scores badly here precisely because the thinking felt obvious, so they left it out. High A, B and C, low D. The student is fluent inside mathematics and lost the moment a question wraps it in a real context, asks them to choose a model, then asks whether that model was reasonable. The last part defeats most of them. They build the model and never comment on its limitations. Flat and low everywhere. This is not a criterion problem. It is a content gap, a workload problem or a collapse in confidence, and it needs the subject teacher and the coordinator before any tutor.

High A, low B: accurate method, no habit of generalising a rule

High A and B, low C: reasoning happens silently and never reaches the page

Low D only: fluent in the mathematics, unable to judge a model's limits

Flat low levels: usually content or workload, not a single criterion

Rising A with static C across two terms: more revision is not the fix

Local coverage

IB MYP private tutors in India, region by region

Where you live changes which mode is realistic, not whether criterion work is possible. Supply for IB MYP private tutors in India is uneven, so the map matters. In Delhi NCR, families in South Delhi, Vasant Kunj, Chanakyapuri and Dwarka have the deepest local pool, and an IB MYP private tutor in Delhi can often hold a fixed weekday evening home class. Cross Gurugram (Gurgaon) and Golf Course Road into Noida, Sector 128 Noida, Greater Noida, Faridabad or Ghaziabad and the arithmetic changes. Evening traffic on those corridors can stretch a short trip badly, so a tutor on the same side of the city is worth more than a marginally stronger one who is not. The Mumbai Metropolitan Region has the same shape. Bandra, Juhu, Andheri, Powai, Worli, Lower Parel and Malabar Hill sit close enough that an IB MYP private tutor in Mumbai can take two home classes in one evening. Navi Mumbai, Vashi, Thane and Kharghar are a different question, and many families there run one home class at the weekend and keep the midweek session online. In Hyderabad, Gachibowli, HITEC City, Madhapur, Kondapur, Jubilee Hills, Banjara Hills, the Financial District, Secunderabad and Kokapet are well served, and an IB MYP private tutor in Hyderabad travels within that western arc rather than across the city. Pune behaves similarly around Koregaon Park, Kalyani Nagar, Baner, Balewadi, Hinjewadi, Kharadi, Viman Nagar, Aundh and Wakad, where an IB MYP private tutor in Pune can hold an after-school slot. Beyond those clusters the search widens. An IB MYP private tutor in Bangalore or Bengaluru, in Chennai, in Kolkata or in Ahmedabad is findable. In Chandigarh, Mohali, Panchkula, Jaipur, Lucknow, Dehradun, Amritsar, Ludhiana and Kanpur, criterion teaching is scarce, and online is the honest answer. Searching for a private MYP tutor near me there tends to return board tutors rather than a MYP criteria tutor, and the two are not the same job.

South Delhi and Vasant Kunj: deepest pool, fixed evening home classes

Powai to Thane: a weekend home class, midweek online, one tutor throughout

Gachibowli and Kondapur: tutors travel within the arc, rarely across it

Koregaon Park and Kharadi: after-school slots before the evening traffic builds

Jaipur, Lucknow and Dehradun: online is usually the honest recommendation

School ecosystem

What does a school report in India actually tell you about a criterion?

It tells you less than you expect, and more than most parents read. An MYP report gives a level from 0 to 8 for each of A to D, often with a comment against each. The number is not a percentage and does not behave like one. A 5 on a demanding task is a different achievement from a 5 on a gentle one, and the total out of 32 becomes a 1 to 7 grade only after IB grade boundaries are applied. Parents used to marks out of 100 misread a 4 as a failure. It is not one. The comment matters more than the number, so look for the verb. If the comment against Criterion C says the student should justify each step or define variables before using them, that is a specific, teachable instruction. If it says only that the student should communicate more clearly, ask the teacher what a level 6 response to that exact task would have contained. Most teachers at international schools in India answer that question when it is asked politely, and the answer beats a term of general tuition. Calendars matter too. Schools such as Dhirubhai Ambani International School, Oberoi International School, Ecole Mondiale World School, Pathways World School, Stonehill International School, Indus International School, Oakridge International School, Mahindra International School, Good Shepherd International School and The International School Bangalore each run their own reporting cycles, and criterion tasks cluster before them. IB Gram is an independent platform and is not affiliated with any school named here, the International Baccalaureate, Cambridge International Education or Pearson Edexcel. Practically, the useful moment to start home tuition is just after a report, not just before the next big task. You then have fresh evidence and a clear run of weeks in which to change something.

A criterion level from 0 to 8 is not a percentage

Read the verb in the comment: justify, define, label, generalise

Ask what a level 6 response to that exact task contained

Criterion tasks cluster before reporting cycles at international schools here

Start just after a report, while the evidence is still fresh

Modes

Home classes, online or hybrid for criterion work in India?

Criterion work has one requirement the mode must respect: the tutor has to see the page while it is being written, not afterwards. That is the whole argument, and everything else follows from it. Home tuition wins on Criterion C. A tutor sitting beside a student watches the notation go wrong in real time, catches the variable that was never defined, and stops them mid-line to ask what a reader would think there. For a thirteen-year-old whose Criterion C level has not moved in two terms, that presence is hard to replace, which is why most families who ask IB Gram for IB MYP private tutors in India begin with home classes. The costs are travel, a fixed slot the tutor must protect, and a smaller local pool. Online wins on reach and, often, on Criterion B. Investigation work happens on a shared screen anyway, with a spreadsheet or graphing tool open, and a specialist in another city can teach generalisation as well online as in your drawing room, provided the student writes on paper and photographs it between steps. Online also removes the evening travel problem, which counts for more in Greater Noida and Thane than anywhere else. Hybrid is where most families settle after a term: one home class a week for the sit-beside written work, and one online session for investigation practice and marked feedback on a task done in between. It keeps a good tutor who lives far away and still gives the student one lesson where somebody watches the pen move. The honest limit is domestic. A home class can be worse than online when the only available space is a shared room with a television on. Judge the room, not the idea.

Home classes: strongest for Criterion C, notation and written reasoning

Online: strongest for reach, investigation work and shared-screen graphing tools

Hybrid: one home class weekly, one online, a marked task in between

Online removes the Greater Noida and Thane evening travel problem entirely

A noisy shared room beats nothing at home, but only just

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One-to-one, a small group or a batch: what moves a criterion in India?

Every format teaches mathematics. They differ in whether anyone watches the student write. A criterion like Communicating is marked on the page, so the format that lets a teacher interrupt mid-line is worth more than the one with the best notes. A batch costs less per hour, and a small group gives the peer discussion that sharpens an explanation. Choose on which criterion is stuck, then on logistics.

One-to-one, a small group or a batch: what moves a criterion in India?
What matters	One-to-one tuition at home	One-to-one tuition online	A small online group class	A large classroom batch
Watching the working as it is written	The tutor sees the page in real time and can stop the student mid-line	Possible with a document camera or photographed steps, with a short lag each time	Occasionally by screen share, but not for every student in the session	Rarely; the batch is marked on final answers, not on the working
Criterion B investigation practice	Strong, though the tutor must bring the technology for graphing and spreadsheets	Strong; a shared screen with a graphing tool is the natural setting	Good, because students compare different generalisations of the same pattern	Usually taught as a worked example rather than practised by each student
Peer discussion that sharpens an explanation	Absent; the only audience is the tutor	Absent, for the same reason	The clear strength here: explaining to a peer exposes gaps quickly	Present in theory, though few students speak up in a large room
Travel and weekday evening timing in Indian cities	Tutor travel limits the pool, and Greater Noida or Thane distances cost a fixed slot	No travel at all, which is why smaller cities rely on it	No travel, and a fixed start time the family has to meet	The student travels, often in evening traffic, losing study time both ways
Cost structure	Highest per hour, and travel is priced into the slot in most cities	Lower than a home class with the same tutor, since no travel is involved	Shared between students, so lower per head than one-to-one	Lowest per hour by a wide margin, which is its real advantage
Continuity across a term	One person holds the history of every marked task	The same continuity, provided the tutor keeps marked work in one place	Good, unless the group's pace is set by another student's needs	Teachers sometimes change mid-term, and nobody tracks one student's criterion
Feedback to parents	A conversation at the door after most sessions, which is hard to beat	A written note or a short call, agreed in advance rather than assumed	Periodic and general, since the tutor is reporting on several students	Usually a scheduled parent meeting, tied to the centre's own calendar
Trial before committing	A demo session at home, subject to tutor availability	Easy to arrange and easy to repeat with a second candidate	Often a single sit-in, which shows the format more than the teaching	A demo class shows the room, rarely how your child would be marked
Who it suits best	A student whose Criterion C has not moved in two terms	A family outside the metros, or one keeping a distant specialist	A student who needs to hear other people reason out loud	A confident student who wants more practice questions and a faster pace

Verification

Checking that a home tutor can actually mark against a criterion

Subject knowledge is the easy thing to verify and the least useful. Almost any competent graduate can do MYP 4 mathematics. Far fewer can hold a criterion descriptor in one hand and a student's script in the other and say, honestly, this is a 4, and here is the sentence that would have made it a 6. IB Gram checks identity, qualifications and teaching experience before a profile goes live, and each profile states which programmes and levels the tutor actually teaches. That is a floor, not a verdict. The checks that decide this particular hire are yours to run. In the trial, hand the tutor a marked task your child has already done and ask three things. Which criterion is costing the most marks here. What precisely is missing from this response. What would you have the student do differently next time. A tutor who answers with generalities about practice and revision is a subject tutor rather than a MYP criteria tutor. A tutor who asks to see the criterion descriptors the school used is showing the right instinct. Ask as well whether they have taught the MYP, not only the Diploma Programme. The two are marked differently, and a strong DP tutor who has never worked from criterion descriptors will teach content well and leave Criterion C where it was. For a one to one MYP tutor, that experience matters more than years in the job. For a home tutor, add the ordinary safeguards. Photo identification at the society gate, sessions in a room with the door open, a parent somewhere in the flat, and a written agreement covering timings and cancellation. None of that is distrust. It is what any serious tutor expects.

Ask which criterion is costing marks on a task already marked

A tutor who requests the school's criterion descriptors is a good sign

Confirm MYP experience specifically, not only Diploma Programme teaching

Photo identification at the society gate for every home visit

A written agreement on timings, cancellation and how feedback reaches you

A worked example: moving one MYP criterion over a single term

Take the shape of a case that recurs. A MYP 4 student in Powai scores 7 and then 6 on Criterion A across two mathematics tasks, and 3 on Criterion C both times. The school comment says the working is unclear. The parent reads that as untidiness and buys new notebooks. It is not untidiness. Session one is diagnostic and nothing else. The tutor gives back a task the student has already done and watches them redo it unaided, saying nothing. The student solves it correctly in four lines. The tutor then asks the student to read those four lines aloud as though they were a stranger. The student cannot say what one of the letters stands for. That is the finding, and it took one session. Session two changes one rule and leaves everything else alone. Every variable is defined in words before it is used, and every line opens with a connective saying why it follows. The mathematics is not retaught. The student resents this for roughly twenty minutes, then produces a response twice as long as usual and insists it is a waste of time. Sessions three to six apply the same rule to harder tasks, with the tutor marking each response against the school's own Criterion C descriptors in front of the student, out loud, before handing it back. Around session five the student starts defining variables without being told. That is the moment worth paying for. By the end of the term, the Criterion C level on a comparable task moves from 3 to 5 or 6. Criterion A does not change, because it was never the problem. No tutor can promise that timeline for a particular child, and a criterion stuck behind a content gap takes longer. But the shape holds: find the missing habit, install one rule, apply it under marking until it runs on its own.

Session one: the student redoes a marked task while the tutor watches

Session two: one rule installed, every variable defined before it is used

Sessions three to six: the same rule against harder tasks, marked aloud

Criterion A stays flat throughout, because it was never the weakness

Resistance in the first two sessions is normal and not a warning sign

How do you know the criterion has genuinely moved?

A rising level is not proof. Criterion levels are awarded on tasks, and tasks vary in difficulty, so a move from 4 to 6 on an easier unit tells you very little. Four checks separate real movement from a soft task. Compare like with like first. Ask whether the new task demanded the same strands of that criterion as the old one, because a Criterion B task that supplies the pattern is not the same as one that asks the student to find it. Next, look for the behaviour appearing without prompting. The habit has moved when your child defines variables, labels axes or states a limitation in a piece of work the tutor never saw. Then ask the school, since a subject teacher will usually say plainly whether the change shows in class work as well as in submitted tasks. Last, watch the other criteria. Real movement on C often nudges D up slightly, because clearer writing exposes clearer thinking, and one criterion leaping while everything else freezes is worth questioning. There is a harder truth inside this. Parents who engage IB MYP private tutors in India for a single criterion are buying diagnosis, a rule and honest marking. The tutor cannot make the student apply that rule in a school assessment with nobody watching. Transfer belongs entirely to the student, and it is the part that fails most often. A student who performs the habit beautifully in a session and abandons it in the assessment has not moved the criterion. They have learned to please the tutor. So set the expectation with your child early, not only with the tutor. Two terms is a fair horizon for a criterion stuck on habit. Longer, if the content underneath is thin as well.

Compare tasks demanding the same criterion strands, not any two tasks

The habit appears in work the tutor never saw

The subject teacher sees the change in ordinary class work too

One criterion jumping while the rest freeze is worth questioning

Transfer to unsupervised school tasks belongs to the student alone

Starting home tuition in India for one criterion, not six subjects

Keep the first commitment small. One subject, one criterion, one session a week, reviewed after four sessions against a fresh marked task. Families who begin home tuition in three subjects because the report looked bad usually finish the term with a tired child and no clear evidence about any of it. Before sending an enquiry, gather three things. The last two or three marked tasks with their criterion levels and comments. The school's criterion descriptors for that subject, if the teacher will share them. And an honest note of which two evening slots your week can hold every week, not only in a good one. Families looking for IB MYP private tutors in India who send that much get a shortlist that fits. Families who send a subject name get a generic one. What follows is straightforward. You send a query or book a free consultation. IB Gram asks about board, subject, MYP year, school calendar, location and schedule, then shortlists tutors whose profiles are verified and who have taught the criterion worrying you. A demo or trial session can be arranged before the family commits, subject to tutor availability. Lessons run at home, online or hybrid. If the match is wrong, ask for a different one. The first session should not be a lesson. It should be the diagnostic described above, with your child redoing an old task while the tutor watches. Tell the tutor that is what you want, and tell your child too, so nobody arrives expecting a chapter. And if the tutor says after three sessions that the real problem is workload, or a gap going back to MYP 2, listen. That answer is worth more than a term of tuition booked out of worry.

One subject, one criterion, one weekly session to begin with

Send marked tasks and criterion descriptors, not just a subject name

Name two evening slots your week holds in a bad week

Ask for the first session to be diagnostic rather than taught

Review after four sessions against a fresh marked task

IB Gram is an independent tutoring platform and is not officially affiliated with any school named on this page, the International Baccalaureate, Cambridge International Education or Pearson Edexcel.

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IB Private Tutors in India IB MYP Tutors in India IB MYP Home Tutors IB MYP Online Tutors IB PYP Private Tutors IB Diploma Private Tutors IB tutors across India IB MYP tutors, criteria A to D Browse verified IB tutors

FAQs

IB tutoring FAQs

My child gets 7 on Criterion A and 3 on Criterion B. What is actually wrong?+

Criterion A usually rewards knowing and understanding, while B asks for investigating patterns or designing a method. A child can recall facts well and still not plan an investigation. A tutor looks at the last three assessed tasks, finds where the B marks vanish, such as the hypothesis or the justification, and practises that step.

Can a home tutor work on one criterion only, or does the whole subject need reteaching?+

One criterion is perfectly fine. Targeted work is where one-to-one tuition earns its cost, because the tutor can ignore content your child already knows. If the diagnostic shows the weak criterion depends on missing background content, the tutor will say so and add only those topics, not the whole subject.

How long should it take to move a criterion?+

Expect to see change within four to six weeks of weekly sessions, once the tutor has isolated the actual skill gap. A move of one or two levels is a fair goal for a single term. Be wary of anyone promising a jump from 3 to 7 in a fortnight, because criterion skills build gradually.

Will a home tutor coming to Powai or Bandra on a weekday evening fit around MYP timings?+

Usually yes. MYP students finish school between 2:30 and 4 pm, so 5 to 7 pm slots work. In Mumbai, travel time between Powai and Bandra can break an evening, so we match a tutor who lives close to you or suggest weekend home visits with weekday online sessions.

Should we be preparing for MYP eAssessment?+

Only if your school enters students, which many Indian MYP schools do at the end of Year 5. The on-screen exams test the same subject skills but under timed conditions with unseen stimulus. A tutor can run practice tasks in that format starting in MYP 4, so the format is familiar well before the final year.

We are in Chandigarh and cannot find an MYP tutor locally. Does online really work for a fourteen-year-old?+

It does, provided the lesson is active. A fourteen-year-old working on a shared whiteboard, annotating a lab report or solving a problem aloud, stays engaged. A passive video does not hold attention. We recommend a short trial, 45-minute sessions and a tablet for Maths and Science so working can be seen live.

Ready to plan IB support?

Send the last two marked tasks, the criterion levels and the teacher's comments, and say which criterion you want moved. IB Gram will ask about the subject, MYP year, your locality and the evening slots you can hold, then shortlist verified tutors who have taught that criterion. A trial session can be arranged before you commit, subject to tutor availability, at home or online.

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