Class Schedule & Timezones

Class Schedule & Timezones. 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. A trial class follows a short conversation, so the family can judge the fit before committing to anything.

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.

Why consistency beats intensity

Two classes a week with daily practice between them outpaces five classes with none. That holds across every course taught here, and it surprises families who assume more hours automatically means faster progress.

Memorisation and grammar both depend on frequent recall rather than total exposure. A student who revises for fifteen minutes each day retains far more than one who does two hours on a Sunday, because retrieval is what strengthens memory, not reading.

Long gaps are the real enemy. A month away undoes more hifz than most families expect, which is why the schedule is built around what a student can actually sustain rather than what looks ambitious in week one.

Can adults start from the beginning?

Yes, and a large share of students here are adults starting over. Many read the Quran as children, stopped for two decades, and return wanting to understand rather than only recite.

Adults learn differently from children rather than worse. They grasp grammatical structure faster because they already understand how language works, and they memorise more slowly. Playing to the first while planning around the second is what an experienced teacher adjusts for.

The genuine obstacle is embarrassment, not ability. A one-to-one class removes the audience entirely, which is why adult beginners often start there and move to a group later.

Study for sisters

The same books and the same depth, taught individually from home. Nothing is abbreviated on the assumption that a shorter syllabus will do.

Timing is the practical question, and it is usually solvable: classes fit around school runs and working hours rather than requiring a fixed daytime slot.

This page covers the course in detail.

Online versus local classes

Local classes have real strengths: community, routine, and a teacher the family can meet. Where a good local option exists in a language the student follows, it deserves serious consideration.

The common problems are group size and medium. A class of twenty means a struggling student can go unnoticed for months, and instruction in Urdu leaves English-thinking children translating before they can learn.

This page works through the comparison honestly, including when local study is the better choice.

How do you know it is working?

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, parsing an unseen passage; for Tafseer, explaining a verse’s meaning with its reasoning.

Parents get honest reporting, including the uncomfortable version. A teacher who only ever reports good news is not assessing anything, and the family finds out eventually at a worse moment.

Where progress has stalled, the useful response is diagnostic: wrong level, wrong frequency, or practice not happening between classes. All three are fixable once named.

Practical requirements

Nothing unusual. A laptop, tablet or phone with a working microphone, and a corner of the house without a television in it.

For younger children a parent nearby for the first few sessions helps, mostly to settle the routine rather than to supervise the content.

Where connections are unreliable, classes can run audio-only without much loss for recitation work, though text reading benefits from a shared screen.

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.

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.