Lucknow | Yash Maheshwari, an educator with more than 65 thousand YouTube subscribers, is dedicated to the craft of teaching and making a name for himself in the online world.

TheBotStory.com interviewed him to explore the factors behind his career shift from a computer engineer to an online educator, aiming to gain deeper insights into his decision and how it has played out so far.

Speaking about the start of his journey, Yash said “I began teaching during my time in class 12, initially helping neighbors and friends with their studies. After working with Genpact in Gurgaon, I returned to Lucknow due to my father’s illness and subsequently joined his business. While working in my father’s business, I joined a school, discovering the joy of teaching and interacting with students. Success and recognition followed, affirming that teaching was the right path for me.”

Yash mentioned that when he started uploading YouTube videos, his initial goal wasn’t business; instead, he aimed to assist people. Beginning with Class 6 Math videos, the unexpected popularity during the initial uploads motivated him to continue. The surge in online demand during the COVID-19 pandemic significantly contributed to the growth of his channel.

When asked about his schedule, Yash revealed, “Working on YouTube means there’s no fixed schedule; recording happens at various times, be it 4 in the evening or 5 in the morning, depending on availability. It’s a creative endeavor, balancing the need to be both entertaining and educational. Teaching requires constant creativity, planning, and thinking about how to stand out among other great teachers on the platform. The challenge is to keep the content interesting for students, avoiding monotony.”

“Balancing a 24-hour schedule poses challenges. Managing YouTube uploads, coaching classes, offline support, and online courses leads to a hectic routine. To cope with this pressure I’ve expanded the team, hiring individuals for editing and thumbnail creation. Currently, my primary focus is on content creation. The schedule adapts to exam periods, with live teaching for 5-6 hours daily, and less active times involve posting 3-4 videos a week. It’s an evolving process,” explained the teacher while discussing the intricacies of maintaining consistency.

Yash mentioned that although initially it was a solo effort, managing all aspects from video creation to understanding the YouTube algorithm, he expanded the team to 15 members as workload grew. “To convert the large YouTube audience into a sustainable business, we developed an application for delivering paid courses. Despite a slow start, the app now has 30,000+ downloads, engaging over 1000 students in ISC class 12 and 10.”

He also stressed upon the significance of timing for posts and other elements for improving audience engagement. As per him, the key factors are posting during peak times – particularly during exams when the target audience is most active – choosing attractive thumbnails, and delivering a compelling video introduction within the initial 10 seconds. In a crowded online environment, capturing viewer attention poses a challenge, underscoring the importance of creating creative and interesting content.

Yash highlighted the primary advantage of his profession, stating, “The most significant advantage for me is the freedom not to be tied to a single location. This flexibility allows me to work, teach, and share knowledge while enjoying different environments. The greatest positivity I derive from being on YouTube is the ability to avoid being restricted to one place.”

He expressed, “The conventional perception of a school teacher is often linked with monotony and strict textbook adherence. On YouTube, we can embrace creativity, expressiveness, and interactivity, deviating from the traditional teaching mold. This freedom of expression is a significant positive aspect of being a YouTuber.”

During the discussion on brand endorsements and collaborations with Maaheshwari classes, Yash conveyed that they receive interest from numerous educational institutions and coaching centers for collaborations. Many online institutes are keen on leveraging the established YouTube platform, which serves as a robust base, attracting collaboration opportunities, particularly for competitive exams. Yash mentioned that various EdTech apps approach them for promotion, and they carefully select and endorse only those which align with their values and benefit students.

Yash further noted that brands like Unacademy and Adda 24/7, specifically for ICSE and ISC, along with apps like Doubtnut, have sought them out for collaborations. Additionally, colleges and universities approach them for student awareness campaigns. He emphasized that these collaborations significantly contribute to expanding their impact in the educational space.

Upon the question of joining hands with an influencer management agency, Yash said, “I believe in experimenting, and if there’s an agency that specializes in running online platforms, their knowledge and skills would likely surpass mine. My primary focus is teaching, not handling the business aspects. Partnering with an agency could make things easier for me.”

Monetizing platforms like YouTube is crucial for content creators, as Yash highlighted the practicality of YouTube revenues. He explained, “Meeting specific criteria for monetization isn’t enough, given the platform’s limited earnings potential. In my case, revenue from YouTube, with a niche audience focused on ICSE and ISC examinations, is relatively small. Primary revenue sources include courses and brand endorsements, using YouTube as a platform to connect with the audience rather than relying solely on its monetization.”

The interview concluded with Yash expressing the belief that a student’s willingness to learn is crucial for their growth. He explained that his teaching approach starts from the basics, without assuming that the students possess prior knowledge. He emphasized his willingness to guide students who lack understanding of concepts from earlier grades, highlighting the importance of the willingness to learn for continuous lifelong learning.