AIM Pawan Singh | Arena International Master | 10+ Yrs Exp | USCF/FIDE Tournament Prep | Custom Action Plans for Kids, Beginners & Tournament Players

Find out more about Pawan

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

  Chess has been a very important part of my life for many years. I started playing chess because I was fascinated by how a simple board could create so many possibilities. Every move has a purpose, every decision has a consequence, and every game tells a different story.
  
  As I improved as a player, my interest gradually developed beyond simply playing. I became interested in understanding why certain moves work, how players think during difficult positions, and how small improvements in decision-making can completely change a game.
  
  That curiosity eventually led me toward coaching. I realized that I enjoy not only playing chess but also breaking down complicated ideas into simple concepts that students can understand and apply in their own games.
  
  Today, I focus on helping students develop their chess thinking rather than simply memorizing openings or moves. I want my students to understand the game and become independent thinkers on the chessboard.

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

  My biggest motivation is seeing a student understand something that they previously found difficult.
  
  There is a special feeling when a student suddenly recognizes a tactical pattern, finds a strong move independently, or comes back after making mistakes and plays a much better game.
  
  Chess teaches patience, discipline, calculation, decision-making and learning from mistakes. I believe these qualities are useful far beyond the chessboard.
  
  That is why I enjoy teaching. I don't want to simply help students win more games; I want to help them become better thinkers and more confident learners.

• How does your work help society?

  Chess is much more than a game. It provides a safe environment where children and adults can practice important life skills.
  
  Through chess, students learn to think before acting, consider consequences, remain patient, handle pressure and learn from failure.
  
  As a coach, I try to create an environment where students are comfortable making mistakes and learning from them. A lost game isn't simply a failure—it is an opportunity to understand what went wrong and come back stronger.
  
  If I can help even one student develop greater patience, confidence and problem-solving ability through chess, I feel that my work has real value.

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

  I have great respect for coaches and players who focus not only on winning but also on understanding and teaching the deeper ideas of chess.
  
  One person I particularly admire is Garry Kasparov. His incredible preparation, fighting spirit and approach to understanding positions have always been inspiring to me.
  
  What I admire most is the mindset behind high-level chess: constantly analyzing, learning, preparing and looking for ways to improve.
  
  As a coach, I try to bring that same attitude into my teaching—encouraging students to stay curious, analyze their mistakes and always look for the next level of improvement.

• Tell us about your hobbies outside teaching.

  Chess naturally takes up a big part of my life, but I also enjoy learning new things and exploring ways to improve myself.
  
  I enjoy watching and analyzing interesting chess games, following chess tournaments and studying different ideas that I can later share with my students.
  
  Outside chess, I enjoy spending time with family, exploring new technology and working on creative ideas related to education and online chess coaching.
  
  I also enjoy simply taking some time away from the chessboard. Sometimes the best ideas come when you give your mind a little space!

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

  One of my favorite experiences as a coach is seeing the transformation that can happen in a student who initially lacks confidence.
  
  I remember working with a student who would often make quick moves without properly checking the position. Instead of simply telling the student to "stop blundering," we worked on a simple thinking routine: before every important move, pause, look for the opponent's threats, and then calculate the candidate moves.
  
  At first, it felt slow and difficult for the student. But gradually, the habit became natural.
  
  The most rewarding moment wasn't when the student won a game. It was when the student independently stopped during a game, carefully analyzed the position, and found the right move without any help.
  
  That moment reminded me why I love coaching. The real achievement isn't teaching a student what to move—it is teaching them how to think.