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Book a Free Trial Class. Shaykh Hafiz Muddassir teaches Quran, Dars e Nizami and the Arabic sciences one-to-one online in English, Urdu, Hindi or Arabic.

He is a graduate of Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan) with more than ten years teaching these books, and also holds an MA in English, an MA in English Linguistics and an MPhil in English. Classes are live and one-to-one, scheduled around the student’s own timezone, at every level from a first Qaida lesson to advanced classical texts. The starting level is assessed honestly rather than assumed. Fees are quoted per student rather than published as a fixed list, because the figure depends on course, level and how many classes a week. Classes are live in English, Urdu, Hindi or Arabic, scheduled around the student’s own timezone rather than fixed slots.

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.

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.

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.

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.

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 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.

Why the order of study matters

The Dars e Nizami sequence is deliberate. Grammar comes before text reading because unvowelled classical prose is unreadable without it. Logic comes before theology and legal theory because those books argue in its terminology on every page.

Students who skip ahead can usually recite rules and cannot apply them, and supervised reading exposes that within minutes. The remedy is going back, which costs more time than starting correctly would have.

This page sets out the sequence year by year.

The problem families abroad describe

The pattern repeats across every country on this site. A child attends the local madrasa for years, recites acceptably, and cannot explain what any of it means. Parents assume the child is not applying themselves.

Usually the child is applying themselves to the wrong problem. Instruction arrives in Urdu or Arabic, languages they use at home for conversation and not for abstract reasoning, so they are decoding the explanation before they can engage with the content.

Teaching in English removes that layer entirely. The material does not get easier; the access does.

Straight answers

Fees are quoted rather than published because the honest number depends on details this page does not know. Any site showing one figure for every student is averaging rather than answering.

Timelines are estimated after meeting the student, not before. A teacher promising a fixed number of months to a stranger is guessing.

Where a different teacher, a different course or a local option would serve a student better, saying so costs one enquiry and keeps the advice worth having.

The teaching method

Three things happen in every class: revision of the last lesson, new material, and the student explaining the new material in their own words. The third is where understanding is tested rather than assumed.

Classical teaching is oral for a reason. Parsing errors and misplaced emphasis are audible, and a teacher hears them in the moment rather than discovering them in an exam months later.

Practice between classes matters more than class length. Fifteen focused minutes daily beats an hour of cramming the night before, for grammar and memorisation alike.

How is the starting level decided?

By what the student can do, tested directly, rather than by a certificate or the year they were last enrolled in. Institutions vary widely in what a given level means, so paper qualifications are treated as context and not as a placement.

For Quran students that means reading aloud and being listened to. For grammar students it means parsing an unseen sentence. For Dars e Nizami students it means opening a text at the level they claim and working through a few lines.

Students frequently place themselves a stage or two above where supervised reading puts them. Starting at the flattering level rather than the real one is the single most reliable way to waste a term.

Frequently asked questions

How do I get in touch?

WhatsApp +92 325 9660646 is fastest, and the same number takes calls.

What information should I send?

The student’s age, current level, preferred language and rough availability.

Is there an obligation after asking?

None. If a different option suits the student better you will be told.

Do you teach adults?

Yes, including complete beginners and those returning after years away.

Which languages are classes taught in?

English, Urdu, Hindi or Arabic.

Last reviewed 29 July 2026 by Shaykh Hafiz Muddassir.