Islamic Classes in Hindi

Shaykh Hafiz Muddassir teaches Quran, Dars e Nizami and the Arabic sciences in Hindi, one-to-one and live, to students worldwide. He is a graduate of Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan) with more than ten years teaching these books.

Instruction is available in English, Urdu, Hindi and Arabic, and the student chooses. For families abroad this usually decides everything: a child raised in London or Toronto may speak Urdu at home and still be unable to follow a technical grammar lesson in it, because conversational fluency and academic fluency are different things. Teaching the same classical material in the language the student thinks in removes that barrier without simplifying the content. Fees are quoted per student rather than published. Fees are quoted per student rather than published, since the honest figure depends on course, level and how many classes a week.

Why the language of instruction matters

A student can be fluent in conversation and lost in a lesson. Technical study demands abstract vocabulary, precise definitions and sustained reasoning, and those sit in whichever language a person was educated in.

For the generation raised outside Urdu-speaking countries that language is almost always English. Teaching them classical sciences through Urdu asks them to learn two difficult things at once and hides the harder one.

This page covers this in more 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.

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.

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.

Can sisters study these courses?

Yes. Sisters study the same curriculum one-to-one from home, at whatever pace their week allows, through the six-year course.

The two barriers sisters most often report are travel and mixed classes. Online one-to-one removes both, which is why the format has changed access to classical study more for women than for anyone else.

Scheduling is arranged around household and work commitments rather than fixed institutional hours, and it moves when those commitments move.

Is online teaching as good as in person?

For one-to-one instruction, the honest answer is that the difference is small and sometimes runs the other way. What matters pedagogically is a teacher hearing the student and correcting them immediately, and a video call carries that intact.

What online cannot replace is the atmosphere of a full-time institution: the company of other students, the discipline of a daily schedule, and the incidental learning that happens outside class. For a student who can attend one properly, that is a genuine advantage.

Most families reading this cannot. The realistic comparison is not online against a darul uloom, it is online against a weekly local class taught in a language the child does not follow.

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.

Frequently asked questions

Can the same course be taught in a different language?

Yes. English, Urdu, Hindi or Arabic, and the choice can change if the student finds another clearer.

Is English-medium teaching simplified?

No. The same books and the same depth, delivered in English rather than Urdu.

What if the student is more comfortable mixing languages?

That is common and entirely workable in one-to-one teaching.

Do you teach Arabic through Arabic?

For students ready for it, yes. Most begin with explanation in English or Urdu and move across.

How do we decide which language suits?

The trial class settles it quickly. Comprehension under questioning shows which language the student actually reasons in.

Last reviewed 29 July 2026 by Shaykh Hafiz Muddassir.