What Technology Do You Need for Online Classes?

This is a practical question rather than a scholarly one, and it has a straightforward answer. Classes are live, one-to-one or in small groups, and arranged around the student’s own timezone.

Almost every logistical concern families raise, technology, scheduling, missed sessions, progress reporting, has the same underlying solution: there is one teacher, contactable directly, and arrangements are adjusted by message rather than through a booking system with penalty windows. Nothing needs installing beyond a normal video call, and no account or app is required to start a conversation about a class. The starting level is assessed by what the student can actually do rather than assumed from a certificate, because beginning at the wrong point is the most common way families lose a term. Students join from the United States, United Kingdom, Canada, Australia and Europe, and the option to study in English rather than Urdu is why most of them are here.

Is this suitable for children?

Yes, and children are a large share of the students. Classes for younger children are kept short and interactive, because attention rather than ability is the limiting factor at that age.

The common failure with children is not slow progress but lost interest, usually caused by classes pitched at the wrong level or scheduled when the child is exhausted. Both are fixable, and one-to-one teaching makes them visible early.

This page deals with the age question directly.

What do classes cost?

Fees are quoted for each student rather than published as a price list, because the honest figure depends on the course, how many classes a week and the level involved. A child taking two Qaida sessions weekly and an adult reading advanced Arabic texts are not the same commitment.

For general context rather than as a quotation: Across online Islamic academies generally, tuition is priced either per class hour or as a monthly block of two to five classes a week, and one-to-one teaching costs more than group classes because the hour belongs to one student. Local currency, timezone and class length all shift the picture, which is why a real number needs the real details.

Message the student’s age, level and how often you would like to study, and you will get a straight answer for that situation. This page covers the question in more detail.

What students commonly get wrong

The most frequent mistake is starting above the student’s real level, usually because a certificate or a year label suggested readiness that supervised reading does not confirm.

The second is inconsistency: long gaps between classes undo memorisation and grammar faster than most families expect, because both depend on frequent recall rather than total hours.

The third is treating a science as theory to be memorised rather than a tool to be used on real text, which produces students who can state rules fluently and freeze in front of a page.

How progress is judged

By what the student can do unaided, not by attendance or pages covered. For memorisation that means retention under revision; for grammar it means parsing an unseen passage; for Tafseer it means explaining a verse’s meaning with its reasoning.

Parents get honest reporting, including when the answer is that progress has stalled and why. A teacher who only ever reports good news is not assessing anything.

This page explains how progress is tracked between classes.

How do you start?

The first step is a conversation, not a payment. Send a message describing the student, their level and what you want them to reach, and you will get an assessment of where they should actually begin.

A trial class follows if it makes sense. It exists so the student and teacher can meet, so the level can be checked properly rather than assumed, and so the family can judge the teaching style before committing.

If a different course would serve the student better, you will be told that. This page explains what happens in a trial.

What decides the answer?

The variables are the student’s current level, the language they follow best, how many classes a week they can realistically sustain, and what they want to be able to do at the end.

Those four are established in a short conversation before anything is booked. Guessing at any of them is how families end up paying for months that achieve little.

Where the assessment says a different course or a later start would serve better, that is what gets said.

One-to-one or group classes?

Both are taught. A one-to-one class belongs entirely to one student, so the pace follows them and every error is corrected at the moment it happens. A small group class puts a few students at a matched level together, which costs less per student and suits siblings or friends studying alongside each other.

The honest trade is attention against company. One-to-one surfaces a weakness within minutes; in a group it can take a few sessions. Some students, particularly younger ones, work harder with peers in the room and would drift in a solo class.

Which suits a given student is decided in the first conversation rather than assumed, and it can change later. Sessions run on whatever video platform the family already uses.

Why is study in English so hard to find?

Almost all Dars e Nizami teaching worldwide happens in Urdu, because that is the language of the institutions that carry the tradition and of the commentaries built around it. That works perfectly for students raised in Urdu-speaking households.

It works badly for the generation raised in Toronto, Birmingham, Sydney or Chicago. Those students are often fluent in English, functional in conversational Urdu or Punjabi, and unable to follow a technical grammar lesson in either. The curriculum is not too difficult for them; the medium is.

Teaching the same books through English removes that barrier without diluting anything. This page covers this in detail.

Who teaches these classes?

Shaykh Hafiz Muddassir completed the full Dars e Nizami curriculum under Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan), and has taught its books for more than ten years. He also holds an MA in English, an MA in English Linguistics and an MPhil in English.

That second half is the unusual part. Classical training and a linguistics background rarely sit in the same person, and together they make it possible to teach *sarf* (Arabic morphology) or *mantiq* (classical logic) in English, Urdu, Hindi and Arabic, choosing whichever the student actually thinks in.

Classes run one-to-one or in small groups, whichever suits the student.

How does scheduling work across timezones?

Classes are arranged around the student’s local clock. Teaching hours stretch across the day precisely so that a student in California, London or Melbourne is not forced into an unusable slot.

In practice this means after-school classes for children, and evening or early-morning sessions for working adults. British and European students have the easiest overlap; American and Canadian students are taught in their evenings, which fall in the teacher’s early morning.

This page sets out the workable windows by region.

Measuring progress

The test is always performance rather than exposure. A student who has sat through a book and cannot read a line of it unaided has not covered it, whatever the register says.

Short checks happen every session, because revision is the first thing in every class. Larger checks happen when a text is finished, by asking the student to explain rather than recite.

This page explains what parents are told and when.

What do you need to get started?

A device with a camera and microphone, a stable connection, and somewhere quiet enough to hear and be heard. That is genuinely the whole list.

Classes run on whatever video platform the family already uses, so nothing extra is installed. Books are arranged in the first class: many classical texts are freely available as PDFs, and a scanned page shared on screen works fine for most purposes.

Headphones help more than anything else on this list, particularly for Tajweed and memorisation work where the teacher needs to hear precise sounds.

Ramadan and holidays

Schedules are adjusted for Ramadan, Eid and school holidays. Students often want more Quran time during Ramadan and less of everything else, and the plan flexes for that.

Long summer holidays are a good moment to intensify, particularly for memorisation, where a temporary increase in frequency compounds.

Pausing is always an option, and nothing is charged for classes that do not happen.

The sequence

Each stage assumes the previous one is solid, which is why placement matters more in this curriculum than in most subjects. A gap three years back surfaces as confusion three years later.

The order is not arbitrary or traditional for its own sake: it follows what each text actually requires its reader to already know.

This page explains the syllabus this site follows.

Frequently asked questions

Do classes have to be in Urdu?

No. English, Urdu, Hindi or Arabic, whichever the student follows best. English-medium classical teaching is why most students abroad study here.

Is there a trial class before committing?

Yes, after a short conversation about the student’s level and goals.

How are fees decided?

Per student, by course, level and frequency. Send the details and you will get a straight answer rather than a range.

Can the schedule change if our week changes?

Yes. Arrangements are adjusted by message; there is no booking system with penalty windows.

What if the student needs to start further back?

You will be told. Starting at the right level is worth more than starting at a flattering one.

Last reviewed 29 July 2026 by Shaykh Hafiz Muddassir.