ILYA DUZHAKOV · FIDE INTERNATIONAL MASTER
Individual chess lessons for children from age 5 — from first games and early competitive experience to serious tournament preparation.
13+ years of coaching experience. Personalized training plans, homework, game analysis and tournament preparation.
PERSONALIZED APPROACH
I work with children who are just starting to learn chess, as well as young players who already compete in tournaments.
For children from age 5 who are just starting to play chess. Step by step, we learn the fundamentals, recognize threats, calculate variations and understand what is happening on the board.
As the student progresses, we can move on to tournament play and work toward competitive chess goals.
If your child already plays chess, I identify their strengths and weaknesses and build the training program around their individual needs.
We work on tactics, strategy, calculation and endgames, and, when needed, build an opening repertoire from scratch.
For serious young competitors, lessons become part of a structured training process.
We analyze games, correct recurring mistakes, prepare for tournaments and work toward the next level of competitive play.
THE FIRST LESSON
Before building a training plan, I need to understand the student's current level, how they think and what they need to improve.
We talk about the student's chess experience, previous training, tournament experience and goals.
We play a game so I can see how the student thinks, makes decisions and approaches different positions.
I use chess exercises to assess calculation skills, tactical vision and the student's thought process.
I determine which areas are already strong and which ones should become priorities in our training.
Based on everything I have seen, I create an individual training plan tailored to the student's level and goals.
MY APPROACH
In chess, knowing the rules, openings or tactical patterns is not enough. In every position, a player has to make a decision: find several possible moves, compare them, evaluate the advantages and disadvantages, and only then choose what to play.
This is the thinking process I try to teach my students. I do not want a child to simply memorize: “This is the move you should play.” I want them to understand: “Why is this move better?”
I often explain difficult chess ideas through simple real-life examples. This helps children understand the logic of the position and the underlying principle instead of memorizing a rule mechanically.
My goal is for the student to gradually rely less on ready-made answers from the coach and become more confident in finding the right decisions independently.
INDIVIDUAL TRAINING PROGRAM
Every child has different strengths and weaknesses, so I do not use the same fixed program for everyone.
We build an opening repertoire around the student's playing style. If necessary, we can create it almost from scratch.
We learn to spot tactical opportunities, calculate variations more deeply and make decisions based on concrete analysis rather than guesswork.
We study plans, typical positions, weaknesses and piece activity, and learn what to do once the opening is over.
We study important endgame positions and learn how to convert an advantage or defend difficult positions correctly.
We analyze the student's own games, identify recurring mistakes and turn them into specific training tasks.
Before competitions, we work on form, opening preparation, specific opponents and psychological readiness for the game.
TOURNAMENT PREPARATION
If a child competes regularly, tournament preparation becomes a separate and important part of our work.
We analyze games, prepare the opening repertoire, study possible opponents and identify which areas of the student's play need the most attention before the tournament begins.
During a tournament, I can help the student prepare for upcoming games, and after each round we can analyze the game and identify the specific reasons behind mistakes.
I want the student not only to react emotionally to a loss or enjoy a win, but to understand what actually happened in the game and what lessons can be taken into the next round.
We analyze the opponent's playing style and possible opening repertoire whenever enough information is available.
After the game, we review the key decisions, mistakes and missed opportunities.
We work on handling nerves, maintaining concentration, managing expectations and recovering after a difficult game.
We use the games already played to quickly identify what should be adjusted before the next rounds.
STUDENT RESULTS
Over the years, my students have achieved competitive milestones, won prizes in youth tournaments and significantly improved their level of play.
Beginner students gradually progressed to tournament play and reached new competitive levels.
My students have earned prize places in youth championships and other competitions of different levels.
With more experienced and competitive students, we work toward the next level through systematic game analysis and individual preparation.
For me, progress is not only about a medal or a new rating milestone. What matters most is that the student understands chess better, makes decisions with greater confidence and consistently plays stronger than before.
WORK BETWEEN LESSONS
One lesson alone is not enough for a new topic to become firmly understood. That is why work between lessons is an important part of the training process.
I give students individual homework and always check it. This helps me understand how well the student has absorbed the material and what needs to be reviewed in the next lesson.
When needed, I create a separate Lichess study for the student, where we can keep positions, variations, opening material and exercises for independent work.
If a topic needs to be reviewed again, the Zoom lesson can be recorded so the student can return to the explanation later and go through the material once more.
Assignments are selected according to the student's current needs rather than giving everyone the same set of exercises.
In the next lesson, we return to the completed work, analyze mistakes and reinforce the material.
Positions, training material and opening variations can be organized in one convenient space for the student.
When needed, Zoom lessons can be recorded so the student can return to an important topic later.
LESSON FORMAT
I do not believe that the same lesson format works for every child. The lesson duration should match the student's age, level and ability to stay focused.
This format is usually best for young beginners from around age 5 who may find it difficult to stay focused during a longer lesson.
A good option for most children who are ready to work for a longer period but may still find a full hour too demanding.
Suitable for more experienced and competitive students who need deeper work on their games, openings and tournament preparation.
REGULAR TRAINING
Chess cannot be learned in one or two lessons. New knowledge needs to be reinforced, applied in games and revisited through mistakes in order to gradually build a deeper understanding of chess.
That is why regular lessons are the main format of my work. As a rule, I recommend training at least once a week so the student does not lose what they have learned between lessons.
If the goal is significant progress, stronger tournament results and systematic preparation, the optimal schedule is usually two or more lessons per week.
For regular students, I reserve a specific time in my schedule. This means there is no need to look for an available time slot before every lesson, and training can become a consistent, structured process.
A trial lesson is available for new students. After the trial, we determine the most suitable lesson format, training frequency and further training plan.
ONLINE WITHOUT BORDERS
Online lessons allow me to work with children regardless of their country, city or time zone.
My students have included chess players from the United States, Australia, different European countries and other parts of the world.
I have even worked with chess players from the small island nation of Nauru and helped prepare the local team for competitions.
I teach in both Russian and English.
The main option for Russian-speaking students from different countries around the world.
I also work with international students and conduct individual chess lessons entirely in English.
Online lessons make it possible to train regularly regardless of where the student lives.
Experience working with students from different countries helps me adapt the training process to each individual student.
TRIAL LESSON
Before starting regular training, you can book a 30-minute trial lesson.
We will get to know each other, play a game, solve several chess exercises and assess your child's current level. I will identify their strengths and weaknesses and suggest an initial training plan.
You will be able to see whether my teaching format is a good fit for your child. After the lesson, we will discuss the most suitable lesson duration, training frequency and subscription plan.
minute trial lesson
individual training
Zoom + Lichess
initial training plan
FREQUENTLY ASKED QUESTIONS
Answers to common questions parents ask before starting lessons.
I work with children from around age 5. For younger students, shorter 30-minute lessons are usually the best option so they can stay focused and interested throughout the lesson.
Yes. I work both with complete beginners who are just discovering chess and with children who already have tournament experience and a competitive background.
Yes. For more experienced students, I build the program after analyzing their games, strengths and weaknesses. We can work on opening repertoire, calculation, strategy, endgames and tournament preparation.
Lessons are mainly conducted through Zoom and the Lichess online chessboard. We can analyze games, solve exercises, study openings and work with materials prepared specifically for the student.
Yes. I select assignments based on the student's current needs and always review the completed work. When needed, I also create a separate Lichess study with materials for independent training.
Yes. With tournament players, we can prepare an opening repertoire, analyze possible opponents, review games played during the event and work on psychological preparation.
For regular training, I usually recommend at least one lesson per week. If the goal is serious progress, tournament competition or reaching a higher competitive level, two or more lessons per week are usually the better option.
Yes, individual one-off lessons are available, but their price is significantly higher than the price per lesson within a subscription plan.
For effective long-term improvement, however, I recommend regular training. One or two lessons are not enough to build a systematic training process: new material needs to be reinforced, applied in games, reviewed through mistakes and gradually developed further.
For regular students, I create an individual training plan and reserve a specific time in my schedule. That is why a subscription is not only more cost-effective but also the main format of my work with students.
Yes. I conduct individual chess lessons in both Russian and English.
START LESSONS
Start with a 30-minute trial lesson. We will assess your child's current level, identify their strengths and weaknesses, and outline an initial training plan.