I'm a Candidate Master (CM) and competitive chess player from India, currently studying at university. I've been playing chess seriously for around 10 years and continue to play classical tournaments alongside coaching.
I enjoy both sides of chess: competing, and helping other players understand the game more deeply. As a coach, I particularly enjoy working with ambitious players who are willing to challenge themselves, step outside their comfort zone, and genuinely engage with the material.
CM Aniruddh Chatterjee
Turn recurring mistakes into practical strengths.
| Location | Kolkata India |
|---|---|
| Languages | English (US) |
| Rating | FIDE: 21162369 |
| Hourly rate | 20-25 USD |
| Availability | Accepting students |
| Active |
About me
Playing experience
I'm currently rated 2116 FIDE, with a peak rating of 2205. I've played serious competitive chess for around 10 years, including a good number of international classical tournaments.
One of my most memorable tournaments was the Lorca Open in Spain in December 2021, where I started with 3.5/4 and finished on 5.5/9. I also defeated IM Jesus Martin Duque (2415) in that tournament.
Over the years I've consistently been able to hold my own against 2400+ opposition in classical chess, including a draws against 2500+ player in 2024 and further 2400+ results continuing throughout. Competitive chess has given me a lot of experience not just with calculation and preparation, but with the practical decisions and psychological challenges that arise across a long tournament.
One of my most memorable tournaments was the Lorca Open in Spain in December 2021, where I started with 3.5/4 and finished on 5.5/9. I also defeated IM Jesus Martin Duque (2415) in that tournament.
Over the years I've consistently been able to hold my own against 2400+ opposition in classical chess, including a draws against 2500+ player in 2024 and further 2400+ results continuing throughout. Competitive chess has given me a lot of experience not just with calculation and preparation, but with the practical decisions and psychological challenges that arise across a long tournament.
Teaching experience
My first formal coaching experience has been with a group of around 30 students, primarily in the 1400–1800 FIDE range and aged 10 and above. I've been working with them for around three months.
Although the group is taught collectively, I have found that every student responds differently to the same material. I therefore adapt the material according to each student's strengths, weaknesses and level rather than trying to give everyone the same curriculum.
In a recent tournament, the students performed very well, and I've also seen noticeable improvements in their confidence, attitude towards chess and approach to their recurring mistakes. This experience has reinforced my belief that identifying what an individual player actually needs is more valuable than simply following a fixed syllabus.
Although the group is taught collectively, I have found that every student responds differently to the same material. I therefore adapt the material according to each student's strengths, weaknesses and level rather than trying to give everyone the same curriculum.
In a recent tournament, the students performed very well, and I've also seen noticeable improvements in their confidence, attitude towards chess and approach to their recurring mistakes. This experience has reinforced my belief that identifying what an individual player actually needs is more valuable than simply following a fixed syllabus.
Other experiences
My experience is primarily in competitive chess and coaching, rather than in formal chess-related roles outside those areas.
Outside chess, I have always been involved in sports and enjoy competitive environments in general. I think that experience has contributed to my approach to competition, discipline and continuous improvement.
Outside chess, I have always been involved in sports and enjoy competitive environments in general. I think that experience has contributed to my approach to competition, discipline and continuous improvement.
Best skills
My strongest areas are practical decision-making, positional understanding, middlegame planning, and identifying recurring weaknesses in a player's games.
I don't believe that most positions have only one "correct" way to play. I try to understand what a player is likely to choose in a position and then help them find objectively sound decisions that are also practical for them and uncomfortable for their opponent.
As a teacher, I think my biggest strength is adapting quickly to the individual student. I pay particular attention to what a player repeatedly gets wrong, while spending less time on areas they already handle well.
I don't believe that most positions have only one "correct" way to play. I try to understand what a player is likely to choose in a position and then help them find objectively sound decisions that are also practical for them and uncomfortable for their opponent.
As a teacher, I think my biggest strength is adapting quickly to the individual student. I pay particular attention to what a player repeatedly gets wrong, while spending less time on areas they already handle well.
Teaching methodology
I prefer to work from the student's own games. Before a lesson, I ask the student to send me games which I analyse beforehand, looking for recurring patterns rather than focusing only on individual mistakes.
During the lesson, I usually teach through questions and positions rather than simply giving the student answers. For example, I may first show several positions illustrating different ideas and then ask the student to recognise and apply those ideas in a new position. The goal is for the student to learn how to think through a position themselves.
When I identify a weakness, I explain the underlying chess concepts behind it and then reinforce them with practical positions, exercises and homework. I keep notes on the student's development and adjust the material as they improve.
I also encourage students to regularly step outside their comfort zone. I want lessons to be challenging, but in a way that makes the student participate, think and absorb the material rather than passively listen.
Most importantly, I don't want to teach chess as a collection of tricks or rating points. I want students to understand the game, appreciate its ideas and develop a genuine passion for it. Sportsmanship and becoming a better chess player — and person — matter more to me than promising a particular rating result.
During the lesson, I usually teach through questions and positions rather than simply giving the student answers. For example, I may first show several positions illustrating different ideas and then ask the student to recognise and apply those ideas in a new position. The goal is for the student to learn how to think through a position themselves.
When I identify a weakness, I explain the underlying chess concepts behind it and then reinforce them with practical positions, exercises and homework. I keep notes on the student's development and adjust the material as they improve.
I also encourage students to regularly step outside their comfort zone. I want lessons to be challenging, but in a way that makes the student participate, think and absorb the material rather than passively listen.
Most importantly, I don't want to teach chess as a collection of tricks or rating points. I want students to understand the game, appreciate its ideas and develop a genuine passion for it. Sportsmanship and becoming a better chess player — and person — matter more to me than promising a particular rating result.