Optimizing Online Teaching: Strategies for Effective System Usage and Technical Support

@Jonatan Buxeda

The meeting began with Gergo initiating the conversation, setting the agenda, and lightening the mood with some jokes. Zoe, Mark, and Artemii participated in greetings and shared jokes during the conversation. The agenda covered various aspects including teaching experience and maOxinityterials, application functionality, technical support, and system usage.

In the segment on teaching experience and materials, speakers like Myrna, Rob, Thelma, Vanya, and Katherine shared insights into their teaching backgrounds and discussed the importance of tailored teaching materials and approaches, especially in the online environment. They emphasized the need for authentic materials and the rapid pace of online teaching compared to traditional classrooms.

The discussion on application functionality addressed concerns about student interface visibility, clarity of instructions, and managing student expectations. Speakers like Gergo, Mark, Jonatan, and Georgina provided guidance on optimizing system usage, understanding student perspectives, and effectively utilizing features like the "Find One" and "Recycle" buttons. There were also discussions on system updates, technical support availability, and the importance of open communication.

In closing, speakers emphasized the importance of preparation, effective system utilization, and embracing challenges in the teaching experience. They encouraged teachers to explore the student interface, communicate openly, and utilize system features for better teaching outcomes. Despite limitations in the current system, there was an overarching theme of adaptability, learning through experience, and continuous improvement.

Introduction and Agenda

Speaker	Aspect Discussed	Main Points
Gergo	Introducing the conversation, discussing agenda, sharing jokes	Gergo initiated the conversation, outlined the agenda for the discussion, and shared some jokes to lighten the mood.
Zoe Furniss	Participating in greetings	Zoe greeted everyone and participated in the initial greetings.
Mark Venning	Participating in jokes	Mark participated in sharing jokes during the conversation.
Artemii Volchkov	Participating in greetings	Artemii greeted everyone and participated in the initial greetings.

Teaching Experience and Materials

Speaker	Aspect Discussed	Main Points
Myrna Akkers	Introducing herself, teaching experience, background	Myrna introduced herself, shared her teaching experience, including qualifications and background in business, and discussed her transition to online teaching.
Rob Brugman	Participating in greetings, discussing teaching materials	Rob participated in greetings and contributed to the discussion about the importance of creating authentic teaching materials.
Thelma Elliott	Introducing herself, discussing teaching experience and online teaching pace	Thelma introduced herself, shared her teaching experience, particularly emphasizing the rapid pace of online teaching compared to traditional classrooms.
Vanya Miller	Introducing herself, discussing teaching experience in China and changes in education system	Vanya introduced herself, discussed her teaching experience in China, and explained changes in the education system affecting English teaching.
Katherine Elkington	Participating in discussion about teaching materials and approach	Katherine contributed to the discussion about the importance of tailored teaching materials and an organic approach to teaching grammar.

Discussion on Application Functionality

Speaker	Aspect Discussed	Main Points
Gergo	Emulating natural language acquisition in teaching, importance of creating tailored activities for teaching grammar, introduction to the complementary works system for improving activities, workshops focused on creating effective grammar activities	Gergo highlighted the importance of creating tailored activities for teaching grammar, introduced the complementary works system for improving activities, and discussed workshops focused on creating effective grammar activities.
Mark Venning	Example of modifying an activity for clarity and student engagement, importance of clear instructions and visual cues for teachers	Mark provided an example of modifying an activity for clarity and student engagement, and emphasized the importance of clear instructions and visual cues for teachers.
Gergo	Importance of concise text for shorter class durations, aligning vocabulary and complexity with student levels, using online tools like the GSE toolkit for text analysis, compartmentalizing corrections for efficient workflow	Gergo discussed the importance of concise text for shorter class durations, aligning vocabulary and complexity with student levels, using online tools like the GSE toolkit for text analysis, and compartmentalizing corrections for efficient workflow.
Mark Venning	Example of text modification for clarity and appropriateness, efforts in adding missing elements like target language and images, discussion on time allocation for activity corrections, importance of checklist usage for activity evaluation	Mark provided an example of text modification for clarity and appropriateness, discussed efforts in adding missing elements like target language and images, talked about time allocation for activity corrections, and emphasized the importance of checklist usage for activity evaluation.
Jonatan Buxeda i Núñez	Commendation for the work done by both Gergo and Mark	Jonatan commended the work done by both Gergo and Mark in the discussion.

Technical Support and System Usage

FRIDAY TALK on Education-20240426_101950-Meeting Recording

26th of april, 2024, 8:55a.m.

1 h 23 min 49 s

Maria García Fernández 1:16

OK, I don't know but.

Gergo 3:43

Good morning, everyone.

Zoe Furniss 3:45

And like that.

Gergo 3:47

Good morning.

Myrna Akkers 3:51

Good morning.

Gergo 3:53

I, tama, rob.

Rob Brugman 3:55

Morning.

Go, go.

Gergo 3:56

So we we had a conversation with Zoe before miRNA.

Vanya, good morning to both of you.

Wow.

Rob Brugman 4:02

Morning, Zoe.

Gergo 4:03

Myrna you.

Myrna Akkers 4:03

Good morning.

Rob Brugman 4:03

Morning, Thelma.

Gergo 4:05

You have not.

Zoe Furniss 4:06

Funding everyone.

Gergo 4:06

Yeah.

OK.

That's that's the that's the picture.

Hi.

So we see we see quite a well, we see quite a few new people, at least 3/3 of you are new to Oxinity.

UM, we are going to wait a few minutes, so more, more, more people from the from the group join us and then I would like all of you to tell us a few words about yourselves.

OK.

Like what?

What?

What background do you have in teaching?

And so on and so on. UM.

Briefly, briefly speaking about the the agenda of today's talk, it will be uh, it will be focused on how we, how we teach grammar with our, with our content, with our online content which we create ourselves.

Yeah, as a as a.

It's a collaborative work, which also has reasons and we are going to look at those those reasons as well.

Uh, in a in a few minutes now.

While others join us, we had this kind of tradition.

But what we like to we like to have a good laugh.

I think all of us.

So anyone has a good joke?

Perhaps newcomers Myrna Derma, Vanya are you?

Are you joke tellers?

Are you you have some, you have some.

Some of the top of your head no.

Umm.

As a right I have this.

I have this, this, this, this pretty bad one here like.

And what what?

Uh, that here.

Here.

Come here comes our our a joke.

Like the the, the, the, the joke, the joke guy.

Mark Venning 5:57

No, I haven't prepared a joke.

Gergo 5:58

But yeah, that's the best one actually so far for today.

Mark Venning 5:58

Here we go.

That's the best that. Yeah.

Yeah, just kidding. No.

Gergo 6:07

What did?

Mark Venning 6:07

Focus.

Gergo 6:07

What did one ocean say to another ocean?

Mark Venning 6:18

Is it something that I can't see or something?

Gergo 6:20

No, nothing.

It just waved.

Katherine Elkington 6:23

Yeah, I was going to say let's ride the waves.

Rob Brugman 6:23

Uh, cool.

Mark Venning 6:24

Ah.

Gergo 6:26

Yeah.

So, so, so, so yeah.

OK, as I as I said, the bad one.

Bad one.

Yeah. OK.

Rob Brugman 6:31

Scott.

Gergo 6:34

And there was this.

Ohh yeah, this did I I I was looking at these jokes like 5 minutes before the whole thing started right so sorry for sorry.

Sorry for actually reading actually reading them, but but did you hear about the new restaurant on the Moon?

What did people tell you about it?

Mark Venning 6:53

Yeah, terrible.

No atmosphere.

Gergo 6:55

Yeah, exactly.

Exactly.

Very good.

Yeah.

Yeah, yeah, yeah, yeah, good one.

Good one.

Mark Venning 6:59

But.

Gergo 7:00

OK, now we are getting.

We're getting the group gets bigger and bigger.

I can see that and people are joining so.

All the teachers and those who are not new today, we have three new people joining us, at least for today, and we will see how it, how it goes and and how they like it and so on.

Mirena.

Derma and Vanya, so let's let's go in in, in order of like in alphabetical order.

Rob Brugman 7:32

Let's go.

Gergo 7:32

Uh, miRNA.

Good morning.

Could you please tell us a few words about yourself?

For example, do you have any experience in teaching?

How did you find the society and such things?

Myrna Akkers 7:46

Good morning, everybody.

Artemii Volchkov 7:46

I mean.

Myrna Akkers 7:47

Thank you, carrico.

I am.

Artemii Volchkov 7:49

Yeah.

Myrna Akkers 7:52

Qualified to teach online, T felt she saw I have a 250 hour diploma and then I'm also qualified to trip people for IELTS and I've been teaching online for almost two years now, so that's my background.

Gergo 8:03

Ohh.

OK.

Ohk.

OK.

And and any any other education related backgrounds.

So before you start the teaching, English, no.

Myrna Akkers 8:17

No, not not with.

I was in the business world, so I was a executive assistant.

And so that's basically my history as I can teach business English at the top of the head. So.

Gergo 8:33

I that's what I wanted to ask.

So can can you can you capitalize on actually on having this experience in the in the world of finance, yeah.

Myrna Akkers 8:40

Oh for sure.

Yeah, but it wasn't finance.

It was information technology communication, so.

Gergo 8:48

OK, even better.

OK, cool.

Myrna Akkers 8:51

Yeah.

Gergo 8:52

Mina, welcome.

Thank you very much.

Myrna Akkers 8:54

Thank you so much.

Gergo 8:55

Delma a few words from you as well if you if you may.

Thelma Elliott 9:00

And everything.

Gergo 9:03

Demo.

We can't really hear you.

Maybe you need to come little closer to the microphone.

Thelma Elliott 9:09

No.

Gergo 9:10

A little better, maybe if you could hold the microphone closer to your mouth.

Thelma Elliott 9:16

Sorry.

Hello everyone.

I'm Thelma and I'm from India.

I have about 10 years of classroom teaching experience.

I have a test or certification and I've been teaching grades one to 10 and besides this I have a two bachelor degrees and two Masters degree bachelor's degree in Arts and in Education and Masters degree in English Literature and Geography.

Gergo 9:51

Wow, I think this is something what we could call overqualified for an online online English teacher.

OK.

That sounds that sounds great.

And if I if I understood it well your your your your previous or or your teaching experience is in in, in, in, in person classrooms, right.

So uh-huh.

Thelma Elliott 10:11

You know.

Gergo 10:13

OK.

And what do you expect from the change from going from offline to online?

What do you expect from this?

If I may ask?

Thelma Elliott 10:22

It's it's.

It's a totally different atmosphere.

Where I used to teach about every fifty students at a time.

So they're handling the discipline or to get into the face it takes.

It's totally different effort here it's I think much relaxed where we are just getting 34A single one to one, it's more better and I think it's the, it's more easier and the outcome is more.

Gergo 10:48

OK, now about the relaxed part.

Thelma Elliott 10:50

Yeah.

Gergo 10:52

I I have to.

I have to tell you that we we we conduct many 30 minute classes and they are everything but relaxed when it comes to the pace because because it's actually it's actually about being very dynamic.

Thelma Elliott 10:59

Yeah.

Gergo 11:06

However, it's compared to sitting in a classroom with 152025 kids.

Thelma Elliott 11:06

Yes.

Gergo 11:12

It's much more relaxed.

Definitely, definitely.

Thelma Elliott 11:15

Yes.

Gergo 11:15

OK, Thelma. Thanks.

Cool. Welcome.

Good morning.

Thelma Elliott 11:18

Thank you.

Gergo 11:19

And Vanya, please, if you could tell us a few words about you yourself.

Vanya Miller 11:25

Hey I'm from Australia but living in India at the moment.

We've just moved here.

Umm, my husband is doing business here at the moment.

Gergo 11:38

Mm-hmm.

Vanya Miller 11:38

Most of my Chinese, most of my teaching English experience has been in China.

We lived there for seven years.

So we and I taught for about 6 years of that time teaching English, so I've got the TEFL qualifications, both the online and the in person workshops.

Gergo 11:47

OK.

Vanya Miller 12:05

We did also some and education qualifications as well.

Most of our teaching out in China was children.

Young, fun and all in classroom except through the pandemic.

We were there through that, so we did all a lot, a lot online then, but we knew the children by then because we'd already had in person with them.

Gergo 12:26

Mm-hmm.

Vanya Miller 12:30

So yeah, it was great.

Gergo 12:32

And and you and you thought you and you and you thought in in, in, in, in for a for a primary school or secondary school or a language school language Academy or or how.

Vanya Miller 12:44

It was the language Academy for most of the time, and back then it has changed a lot in China now.

Gergo 12:47

Uh-huh. OK.

Vanya Miller 12:52

But back then, everyone learns English.

All the children from the age of three 2 1/2.

Some of that, sometimes three and all the way up.

So you can teach all the levels.

There's adult classes a lot of course, but we didn't do that much of them.

We did a tiny bit of business English for some executives there, but not a lot.

Gergo 13:16

OK.

And and if I may ask, what's changed, as you mentioned that it's changed so, so now kids are not so focused on on learning English or?

Vanya Miller 13:24

Uh.

Yeah, that was, I don't know, the political system.

That was the government that changed that probably 2000 and uh, when it's the board, there was a law that passed in 2022 when we were still there actually were 21 and.

Gergo 13:34

OK.

And he's banned in league teaching or what?

Do you mean?

Vanya Miller 13:50

No, they shut down loads of schools, so almost all schools teaching English that weren't actually at like school school.

Gergo 13:54

Ah, OK.

Vanya Miller 14:01

So The Academy Is the training schools or were shut down.

Gergo 14:05

OK.

Vanya Miller 14:05

Even the really big ones as well, which was quite a shock.

I think that they would get sat down.

Gergo 14:11

OK.

Vanya Miller 14:12

Yeah, overnight things like that happen all the time there.

So, so English just took a turn.

I mean this still there, but it's it's not as prominent.

Gergo 14:18

Thanks. Uh-huh.

OK, interesting.

Thanks to thanks to do policies of the United States, I hope I'm not.

I'm not.

I mean, like being offensive with to anyone with this, but yeah, but on the other hand, I didn't know.

I didn't know if you if you experienced this, but but Chinese applications and platforms, teaching, teaching, English, they, they, they they are our competitors.

Rob Brugman 14:39

Umm.

Gergo 14:50

I have to say because, uh, they are thriving and and and recruiting teachers as well.

OK, good.

Now, thanks once again to all three of you.

Midnight, Emma and Vanya.

For the for the introduction, welcome all three of you to OXINITY and to your first Friday talk so briefly the Friday talks talks are about the group, this collaborative group of teachers coming together and discuss the certain topics.

And today, as I mentioned, we are going to focus on uh, on teaching.

We call them structure, but teaching grammar with our application and more closely how we.

Umm, how we present grammar with our, with our, with our the the tailor made content or the content.

What we we teachers create ourselves.

Umm, OK.

Now, before, before going to look at a few examples and and and and talking in depth about about teaching grammar last week we did, we did talk about why do we do the activities are ourselves, who can remember what was the reason behind this?

Why don't we just use copy paste?

Why don't we just browse the net, take all the material, what we can find, put it on a slide and show it to the students?

There were 2-3 important things mentioned.

Rob, go ahead please.

Rob Brugman 16:44

Google, I think it was to do with the material being authentic, which encourages the feeling of trust.

So you trusting the company that's that's giving you a lesson.

Gergo 16:50

One very important, OK, very good.

Thank you, Rob, Catherine.

Katherine Elkington 16:58

Uh, it was also the focuses on listening and speaking, so materials to tailored to student needs and focusing also on what students don't know.

Gergo 17:09

Yeah.

OK.

OK, very good.

Alright, this is what you what you just mentioned. Catherine.

Thanks.

It's it's a.

It's a little broader than just the just the structure activities.

All our activities are built on this philosophy on this, on this idea.

Katherine Elkington 17:27

OK.

Gergo 17:28

What you what you just mentioned?

Katherine Elkington 17:30

Yeah, I having a a structure scaffolding and making it more organic with pictures and texts, yeah.

Gergo 17:36

Yeah.

OK.

OK, that's the that's the layout alright.

Very good.

So now as a lead, as a little little help.

So we so we go a little faster.

I don't know if you remember, Jonathan, who's not yet here, I think. Or.

Yeah.

No, he has.

So what he mentioned that the original thought behind creating these activities was that the teachers in this Community in this group, they share their knowledge and expertise and this is how we grow and this is this is how we improve as teachers and this is how we improve our product as well itself.

And and regarding the authenticity authenticity, it's very important, yes, that we that we we don't we don't show things that that students can find any way on the Internet but we create that material so so it looks like we we actually put effort into it and also by doing so we we are able to to show visually show the way how we think about using grammar and teaching grammar and what's do what the students should focus on when they are improving their improving their English which is in a very simple sentence we teach functions in context.

We don't teach rules, of course the rules are there.

Of course we share the rules if they are needed or if they, uh, increased or or not increased.

But if they if they boost the learning curve of the students but the the main the main goal, the objective is that the that the students learn when to use these structures and how to use them properly, that's the.

That's the idea behind teaching structure or teaching grammar.

We don't see unity at OXINITY with the OXINITY platform and at OXINITY.

OK, good. Good.

Very good.

So, uh, teachings fun teaching functions in context.

How is this different compared to traditional teaching?

Thelma, for example, when you hear this teaching functions in context, what do you think of this statement?

And.

Thelma Elliott 20:05

Yeah, yesterday was my first class.

It was my first experience online and it was so rapid I had to complete it so fast.

My eyes were I even tried to see the timer and to see am I completing it within the 10 minutes.

It was so fast.

And you know, I had gone through the materials, but still I had to recall the questions fast and quick and it was really rapid.

It was like Biggin and then end.

Gergo 20:36

Hmm.

Yeah.

Like, yeah, like a snap of a finger.

Uh, you could say yes.

Thelma Elliott 20:40

Yeah, yeah.

Gergo 20:43

Now this is this is something that, that, that it comes especially with the 30 minute classes.

But the teaching of functions is.

It goes back to a kind of idea of having, umm, like a a natural way of learning if you think if you think about how kids learn their first language, they don't, they don't.

While after a certain level of age, and depending on the language, I must say you might Start learning rules right when it comes to syntax or or other things, but otherwise you don't learn the rules of your language, your mother tongue, you just you just you just pick it up and this is this is the this is what we want to emulate in, in, in this in this with this platform and with our with our teaching approach.

And and for this approach we need to have the kind of activities and the kind of material which we are creating.

Umm, right.

A part of of this system is that we we create these activities.

The activities are being created for the past 1213 years and all the activities that have has been created so far are in the system because it they follow, they fit in a syllabus which syllabus starts in in September and ends in.

Mid July.

Uh, therefore, we have an immense amount of all the activities and these all the activities are still used by the system now to.

Update them and to improve them or to to have them up to date.

Let let's put it this way.

We need to improve them and for this we have a system and that system is the complementary works, which is an option to teachers should they want to, should they want to contribute is when you get a class cancelled.

Before less than one hour or sorry.

Stacy Aleksandrova Aleksandrova 23:08

You're what?

Provide.

Gergo 23:14

And and not someone's standing someone saying something.

OK.

No.

OK, sorry so.

So if your class gets cancelled, uh, within a one hour time frame before the starting you are you can get a complimentary work and that is an activity which we need to in which you need to improve.

Now, there are certain standards to improving these activities and it's very important to understand that by by following these instructions and and and meeting these standards, you're you're contributing to the work of each and every teacher on the platform and you are contributing to the learning curve of each and every student we have.

So it's very important that all of us do the same quality work when we are correcting these.

These complementary works?

Umm OK.

So, well, let's let's look at a few of these.

Let's create a few of these activities which we've been working on together on Wednesdays and on Thursdays we have a workshop, both of which are one hour workshops.

They are in your calendars and you can join these workshops to to join the work and to find the best ways to present various grammar structures.

Parts of grammar and how to make it look nicer, which is also very important because our platform does not allow us to use our cursor, meaning you cannot point at any part of the screen.

The students will not see that, so they attachments needs to be built in a way that it drives the attention of the students, clearly showing where to look first, where to look 2nd and so on and so on.

Together with, we'd headings called US and pictures alike.

OK, UM.

We are focusing today on structure activities, but yesterday we worked on a topic, one which was a special topic.

I don't know Mark if you have this ready to be shared, what we did yesterday.

Mark Venning 25:44

Yeah, yeah, I saved it.

Hang on, let me find it.

Gergo 25:47

That's cool.

So what we are going to look at is an activity which we which we worked on as a group yesterday in one of these workshops and let's see, I don't know, Mark, if you remember how to how to how to look at the before and after right, it's the.

Mark Venning 26:06

I'm not sure how to do that.

Gergo 26:08

No, that's not a problem.

That's not a problem.

So this is this is this is the activity.

Uh, what?

Mark Venning 26:13

Tell me though.

Gergo 26:13

We worked on yesterday now.

Mark Venning 26:17

I finished it so.

Gergo 26:20

Whom?

So this is this is this is a few words for the new teachers before we look into the attachments.

Mark, if you could use please your cursor of your mouse and point at the next to the flag, you can see the the Union Jack on the left side.

The flag?

Yeah, exactly.

So next to that, next to that you see a letter and a number.

That's the level of the activity.

It follows the CEFR grading system, which means that thanks Mark, which means that the IT starts from S1 and finishes with C1.

But we have a different uh.

Were, umm, and the wording, so we we instead of a one it's S1 and then it turns into P2 and it goes up to P5 which would be the C which is the C1 level.

Now the adult is the age group, so we have three of them.

We have kids, teens and adults.

So you need to work accordingly whenever you are the.

Whenever you are creating, uh, correcting or even using an activity, right.

The system is not perfect.

It might happen that you have a class with kids and you receive an activity which is meant for adults, so you need to be aware that some material are not a deck would forward for for students or or they will not understand the the contents.

Simply right.

OK.

Mark, can you please open intro first attachments?

OK, if you scroll up.

Yeah.

And if you, if you look at the the top left corner or the left corner, you can see all the versions.

Can you see that?

Mark Venning 28:09

Top left.

Gergo 28:10

Left or they were well, at least not exactly top, but the top of the yeah.

Mark Venning 28:13

Don't vanished and there's just come up.

Yeah.

Gergo 28:15

If you click on that, yeah, and then you can see preview.

Mark Venning 28:15

Do I click on that? Yep.

Let's see what I changed the picture there.

I just did that just now.

Gergo 28:21

Yeah.

And then you can look at the previous versions.

You see at the bottom.

Mark Venning 28:26

Do you like you just click on the number bottom previous version OK.

Gergo 28:28

No, no, it's it's at the bottom left.

Yeah.

Yeah, exactly.

So here you can click or click on a few.

I don't know how long it goes back.

We have seven different versions, so actually we would like to see what's, yeah, so this was.

Mark Venning 28:40

That's the original version.

Gergo 28:42

Yeah.

OK, so this is this is how Mark received this activity.

The intro was nothing but this sentence.

So what he did was adding adding a a, a a picture with with a with a supposedly Peter picking a pickled Peppers from the from the old pepper, picking something from the ground and and adding a heading is and he added adding or or a title as well.

You don't.

Yeah, you don't need to go through everything if you click on the on the on the the right side that.

Mark Venning 29:21

The text is interesting.

That's alright, yeah.

Gergo 29:23

Yeah, go ahead, Mark.

What were you?

What were your ideas when you, when you changed this?

So what did you think of?

Mark Venning 29:32

Well, I just thought, I mean I I don't think there were any instructions.

Gergo 29:36

Mm-hmm.

Mark Venning 29:37

So I can't remember.

I can go back at Kohl's, see if there were any instructions.

For, let's see and the gap.

Gergo 29:45

Let's no not on the number.

Yeah, exactly.

Mark Venning 29:52

OK, so that was what it was.

Gergo 29:54

Yeah.

And and look at look at the different look at the difference right.

The instruction is there, but but the teachers tab is the help for the teachers.

So what we would like to have is a unified look which really helps the teachers, everyone, even new ones, even if you have a even if you start, you have 2-3 minutes to prepare for the class because you have an additional class, A substitution.

So it needs to be visually clear for the teacher what's to do and what Mark did.

Eventually I think it's the 4th one.

No, mark.

Yeah, this look read task gets students to read text first at normal speed, then quickly something that you would do with the with the with the tongue twisters and some additional information about back.

Mark Venning 30:45

Umm.

Gergo 30:48

Right.

Because I like, like myself, I wasn't sure what to pack meant actually, to be honest.

Mark Venning 30:53

Everything.

Gergo 30:55

Right.

So it's it.

It's good.

The thing is that we what what this does, it helps the teacher have a have a a piece of mind going into the class.

OK, I know what the text is about.

I can answer the questions of my students.

I know what to do with this with this.

With this short a tongue twister with the students and it's it, it it helps the workflow with it's it helps, it helps you keep the class flow which is very important when it has when you only have 30 minutes and imagine the 30 minutes you need to divide for three students that would leave you with 10 minutes for each students.

So we need to keep these things in mind, shall we?

Look at the second one.

Yeah, please.

Mark Venning 31:44

Yeah, it's amazing.

You.

You you'd be surprised at what the original was.

Hang on.

Gergo 31:49

Let's surprise.

Let's surprise ourselves.

Mark Venning 31:53

Umm.

Gergo 32:03

Umm.

Mark Venning 32:03

Useful, right?

This is.

Oh, OK, sorry.

Gergo 32:07

Yeah.

OK, so there's the original one.

That was that was that was clear.

And so let's.

Mark Venning 32:12

As clear Reason one had a whole load of new vocabulary at much higher vocabulary than the level it was too long.

So I put that into Chachi PT and asked them to condense it to 150 words, and then I think I played with it and, you know, got a few new words there.

Words there.

We kept some of those, but not all of them.

Again, you know, some of them weren't.

There where they went there when it was kind of edited, so it's the same story basically, but some of the words I mean like garnered, that's a fairly hot word, you know, a minute.

And I.

Gergo 32:55

Yeah, yeah, yeah, yeah.

Rob Brugman 32:55

A little.

Mark Venning 32:57

So.

I I just have that.

Gergo 33:00

It's it's very it's very important what Mark pointed out here is that it's a peak.

Mark Venning 33:06

These were all as well as the the words hidden in capitals.

I mean, we don't do that anymore than new words in capitals.

You know, they would be in, in, in, in red and you know the normal case, the lower case letters.

Umm.

And then then I that's the new version and then I think I might have changed some things I don't know.

Gergo 33:30

Now as you get as you as we all as we all see the the length of the text is is much shorter, which is also important and we need to keep in mind that for a 30 minutes class we would.

Rob Brugman 33:34

Ohh.

Mark Venning 33:37

Yeah.

Rob Brugman 33:37

She was six sick 6.

Gergo 33:40

We wouldn't like to have it's like 150 words plus minus the 2025.

2025 let's say there is a we can't see it now because because Mark is not editing, but on the bottom right corner there is a word count.

Rob Brugman 33:52

Sick shakes.

Gergo 33:56

So when you open the text editor, there is a word count added and you will be able to see the actual the actual length of the of the text.

Mark Venning 33:57

My we.

Rob Brugman 34:01

Not.

Gergo 34:05

Obviously, if you are working on an activity which is about the.

SWOT analysis of the electronic devices of 2024, for example.

So it's very specific business related topic then the text might be a little lengthier because the that activity will only be used with be 5 business in business classes and that means that those people who get come to those classes, they need to have the skill to skim read they they should, they should have that that that skill.

Mark Venning 34:22

You.

Gergo 34:44

Umm, but back to this and something.

Which something which Mark mentioned at its very important and that's why we looked at the P4 and before getting into the attachments.

Before equals to B2 on the CFR grid.

Meaning uh, we need to have vocabulary that, that, that that is adequate for this level and and one way to work it is we Mark if you click on the the in the on the right top right you see a big axe in a in a red box if you click on that it jumps back to the to your version.

Mark Venning 35:31

Yes, right.

Gergo 35:35

Yeah.

Mark Venning 35:36

The guy spoke to the funny one, right?

Gergo 35:36

Yeah.

Yeah, yeah, yeah, yeah.

Mark Venning 35:37

OK, I didn't know that.

And then over there, the last one I did, there were tongue twisters.

Gergo 35:40

So go go ahead, Mark.

Mark Venning 35:46

I changed a lot of these so there were tongue twisters there.

I kept a couple of them in, but I've changed other ones.

You know, there was some well known ones and you know, I kept the couple of the original ones in.

Gergo 35:56

Umm.

Mark Venning 36:03

And I thought these were better. Bad.

Gergo 36:05

And actually we will.

Mark Venning 36:05

More alliteration in them.

Gergo 36:08

Oh yeah.

No.

Well, the alliteration right, that was that was some that is something which is mentioned in the text itself as well, right.

Mark Venning 36:12

That's where it was, yes.

Yes, yes.

Gergo 36:17

As I as I remember now also something that we were we were still or we are still working on is for example the layout which is which is neat in this in this way.

And yesterday we had a short discussion about how to arrange it, but but the text text like this when you have sent when you have numbered sentences, examples and so on and so on.

It's best to keep them in a box because that aligns it.

That aligns the entire text in the middle of the of the screen which?

Might be off.

I think it looks nicer.

We don't all agree with this sentiment.

Mark Venning 36:57

And yeah.

Gergo 36:57

I must say, uh now, uh, still the thing.

What I started to talk about started to to to talk about the P4P5 and all these things.

So it's important that the material which we create is on the level of the OR it's prepared for the level of the students.

And when you have, when you have a text which you need to which you need to know whether it's good for that level or not, there are there are applications online free applications that do the which do this job for you.

For example, the GSE toolkit.

Uh, and and and others.

We have a list of these.

Uh, should you need them?

Please don't hesitate to reach out to me.

For example, you can use chat GPT as Mark mentioned.

Will you need to you.

Uh, with the chat GPT, you need to you need to know what keywords to use to make the algorithm work for you.

That's that's that's an important part with the with all AI, right?

So make make sure that that you mentioned that CFR level 2 for level B2 for example, so chat GPT will know that it has to follow the CEFR grid and the B2 level.

It needs to be on so these things need to be mentioned when you are working with these or you make these algorithms work for you.

I think that's a better way of saying it.

OK, good.

Now, Mark, thanks very much for, for, for this.

For this little presentation before you, before you stop sharing, before you stop sharing, does anyone have any questions about what we have just seen?

Mark Venning 38:39

OK.

Gergo 38:48

New teachers, all teachers.

Any suggestions, ideas, anything that you don't like? Don't understand?

Don't want to see anything you miss.

So, OK, good, Mark.

Thanks very much.

Once again, it's.

Mark Venning 39:07

OK, that's good.

I also I had to.

I had to add some things to the at the bottom with the with the the target language, there wasn't much there, you know, and half of it was there, you know, they didn't have a picture of it, didn't have a sound file or whatever.

Gergo 39:11

Wait today.

How?

Mark Venning 39:24

So I I put those ones in and sending them a new work, yeah.

Gergo 39:26

You really put a lot of effort in.

You really put a lot of effort in in correcting this.

Mark Venning 39:33

Yeah.

Gergo 39:34

We we need to, we need to keep in mind that as well that the time what you spend on the corrections, right, you get, you get compensated for the 30 minutes class.

Mark Venning 39:41

Yeah.

Gergo 39:44

So the amount of work, what you what you are going to put into it needs to follow that that line right.

Mark Venning 39:44

Yeah.

Gergo 39:51

Because sometimes teachers, especially in the past, they had this kind of trouble of.

OK.

But but it takes so much time to actually make a nice activity and because of that we came up with a system of compartmentalizing this process of of Corrections.

So what you are going to focus on are separate attachments and you need to do these attachments correctly because the whole the whole each activity is built from one and so on and so one being the introduction in each.

So that's perhaps the least important.

So the focus starts always on the second attachment, which we will see present when it comes to structures and vocabulary or the text itself.

Mark Venning 40:27

Yeah.

Gergo 40:36

When it comes to when it comes to the topics, uh Mark before you before you send it after the FFT, I'll send you a checklist which you can paste into the notes section.

Mark Venning 40:44

Yeah.

Gergo 40:49

OK, the new checklist and you can you can you can add that and then it's fine.

Mark Venning 40:49

I yeah.

Yeah, I still have to do that.

So that and then and.

Gergo 40:54

And thanks very much for the work.

Mark Venning 40:56

Right and yeah.

Gergo 40:57

Before you stop sharing, two people are raising their hands.

So let's see if they have something to add to this, Jonathan, first number one, I think you were the 1st, right? Yeah.

Jonatan Buxeda i Núñez 41:07

Yeah.

No.

The only thing that I wanted to say to take the chance to say great job.

You too, Mark and get a go.

Amazing.

That was it.

Gergo 41:16

Well, thanks, but there were, there were more people yesterday.

So it's so so everything what we see, what we see on the screen is is started with Mark and the majority of the work is his.

Mark Venning 41:21

That.

Jonatan Buxeda i Núñez 41:23

OK.

Gergo 41:27

But there were, I think, Georgina, Josie.

Zoe, Chris and other people adding into the to to the whole equation.

Uh, so uh.

Jonatan Buxeda i Núñez 41:38

So so I send it to everyone.

I mean, it's amazing job.

Thank you very much.

Gergo 41:41

That.

Thank thanks.

Thanks for thanks for that, Jonathan.

Mark Venning 41:45

Thanks.

Gergo 41:46

And uh, so round of applause for us.

Mark Venning 41:46

It's just.

Gergo 41:49

That's what it this way.

Mark Venning 41:49

Thank you.

Gergo 41:51

Yeah, yeah.

Good one.

Uh, Rob, you want to add something as well before we go on?

Mark Venning 41:52

You.

Rob Brugman 41:55

Go, go, go, go, go.

My my questions about navigation the screen you've got open at the moment.

Can the students see that page?

Mark Venning 42:02

OK.

Rob Brugman 42:03

How do we get to?

Gergo 42:03

No, no, no, no, no.

Rob Brugman 42:03

It is this.

Is this AT teachers page?

Mark Venning 42:06

Yeah.

Gergo 42:07

Yes.

So what you see here for the new, for the new, for the new teachers especially, but for you, Rob as well, this this is the this is the activity sheet which is for the teachers, the students can't see it the the one the flash cards, the flash cards on the bottom they can access those flash cards.

Mark Venning 42:09

Stress. Yeah.

Rob Brugman 42:09

Uh.

Yep.

Gergo 42:30

That's why we have them in the application.

Rob Brugman 42:32

Uh, OK. Ohh.

Gergo 42:33

So the original idea of our application is that we provide the students with the possibility of previewing and reviewing the material before entering the class and after leaving the class.

Rob Brugman 42:42

Outside of the listen.

Ohh OK.

Uh, OK.

Gergo 42:47

So this is this is something that they are going to see a definition and example an image and they were able to they will be able to listen to the to the target language. The vocabulary.

Umm, what they can see in the in on on a like when they access their the the the activities through the application are the students tabs.

Rob Brugman 43:01

Good.

Gergo 43:13

So the students tabs in each attachment is what's visible for the students in the class and before and after the classes we're plus.

Rob Brugman 43:17

Yeah.

Yeah, sure, sure. OK.

Gergo 43:23

These are the rest is for the teachers.

All the rest is for for the teachers.

Catherine, please.

Katherine Elkington 43:33

Thanks.

Is it possible to see or to get an idea of what the students actually see on their screens?

Gergo 43:42

Uh.

Katherine Elkington 43:44

Like like how it differs from what we're seeing.

Gergo 43:45

You.

Yes, the.

But you can ask you can you can ask Zendesk to to to make to make to make a print screen or the like.

Katherine Elkington 43:57

OK.

Gergo 44:00

Yeah, a print screen screenshot for a screenshot for you.

Katherine Elkington 44:01

Yeah, just if you could flick us through.

So we know.

Gergo 44:03

That's that's.

That's a.

That's a possibility.

Yes, that's a possibility.

Jonatan Buxeda i Núñez 44:09

Yeah.

Go.

Let me prepare something so I can show it.

Katherine Elkington 44:09

Ohh, just needs to be for one activity because it doesn't have to be for all of them.

It's just an example.

Gergo 44:15

Thank thanks.

Thanks.

Thanks, Jonathan.

So he might be ready with this today or he's going to send it later.

I'm not sure but.

Jonatan Buxeda i Núñez 44:25

No, I'll, I'll.

I'll try to get like an A student or something so I can show it.

Let me when I have it Friday, I'll let you know.

Gergo 44:31

Cool, cool.

Thank you very much, Mari.

Carmen, you raised your hands because I guess you wanted to add something to this.

Mari Carmen Martinez 44:38

No, I don't know if Katherine meant what during the class would they literally see or when they come back to the app, what they can see.

Gergo 44:46

I think is the classroom what she meant.

Katherine Elkington 44:47

I I didn't know about the cursor, so I mean I I've just found that out.

So, I mean, it hasn't really come up, but I didn't know that the students can't see the cursor.

So I'm I'm wondering what the students can see, and sometimes it seems that they are.

What they're seeing is in a slightly different format.

I'm not sure, it might.

I haven't taught that I I've talked classes, but I mean it's only come up once or twice, so I'm just asking if there is a way to see it.

Gergo 45:17

Yeah.

Mari Carmen Martinez 45:18

Actually, Jimmy.

Gergo 45:18

So go ahead, Marina.

Mari Carmen Martinez 45:19

Yeah, go ahead. Get go.

Sorry, no.

Gergo 45:21

No Mari Carmen.

Go ahead because you work with the Zendesk more closely than I do.

Mari Carmen Martinez 45:25

No, I just, I I don't know if I'm answering Catherines, but during the class what you know that the students see is what appears in the middle part.

That's literally what they see during the class, but students can take a look at the material before and after the class, which I'm not sure if that is what Jonathan is preparing at the moment, but they're going when they go in their app.

Gergo 45:50

I think he's preparing about.

Mari Carmen Martinez 45:53

If if Jonathan is gonna show it, it's going to be much easier.

But when they go in their app, they can see the material that they're going to see during the class, which at the end of the day is exactly what you see in the central part of the class.

Gergo 46:11

Now I have a little I have a little addition to this.

Mari Carmen Martinez 46:11

OK, nothings.

Gergo 46:14

So sometimes sometimes there is there is a there is a problem with the HTML code which can or might cause a difference between what you see as a teacher and what the students see on their screens.

It might happen. Unfortunately.

Uh, the problem is being looked into the the actual or the issue is being looked into.

The problem has not been found yet.

So because there there is for example a, there is for example a teacher who we are not going to name now.

But unfortunately, lately the activities from them are.

We teachers, we see the text on our screen, but the students can't see the text and we looked into the HTML code.

There is nothing in that.

So we don't know why that happens.

It's it.

We don't understand.

It's really that's that's the that's the.

Unfortunately, that's what we have now.

Really, there's because you can look at the HTML code of the of the text, each text what you are posting, but there is nothing in it which would indicate that it should be different than compared to what we see in the screen.

So there might be these bugs.

Uh, not seeing, not seeing the cursor?

Yes, that's not possible in our in our application because you are not, you are not.

You are not sharing an entire screen, you are.

You are sharing an audio video connection and the middle part of the screen.

You can see what's sent to them because it's actually what happens is that there is a file that is shared on the screen of the students and on your screen as well.

That's that's the idea behind it's why do we do it this way?

Because it's much less data that is sent, so that allows the class to use less, less, less, less data exchange which which which makes it possible, for instance the the application to be used from less advanced devices.

That's that's why.

That's why it's that's why it's developed also on on Google Chrome.

Jonathan, please.

Jonatan Buxeda i Núñez 48:33

Yeah.

Let me share you the screen.

So you can watch.

Gergo 48:36

Mark, thanks.

Mark Venning 48:38

My Skype sharing sang.

Jonatan Buxeda i Núñez 48:42

Let me see if I can.

I know I'll share my whole screen.

Uh, do you see it?

Gergo 48:53

Yep, Yep. Thanks.

Jonatan Buxeda i Núñez 48:55

OK, OK.

So you see now like this class, right?

So this is what student would would see if they go to the app right?

So I'll I'll show you around.

So here is like the target language that you were talking about and then all the attachments that you have prepared.

But this is only on the student side, right?

So you don't see all the explanations for the teachers and anything, but they see what you've created so they can follow through all the things that you have been explained in the class.

So in this case they have like this three activities.

OK, so these are the target language and they would be able to go and see the attachments that you're using in a class.

OK, so this would be and then if you they wanna go to previous classes they would have the option to go and click whatever and they would be able to go and see what you've been training in the class.

So this is what they see and just to be aware, so whenever they need to go to the class itself, they click here and then there's a button.

OK, so they click here and then they would appear into the class.

OK.

That's as easy as this.

Then Di Smiley think that we always talk about is it's a little game that whatever you're teaching.

OK, then they can go and practice themselves with some some vector sizes and all these questions are going to be related to the previous classes.

So you have a vocab a activities or for instance apple pie, and you would have, umm.

Let's see if there is OK Chinese.

I don't know if this one.

Ohh dissolve dissolve ocap.

Geography teacher.

OK, whatever.

Uh, there should be more than vocal put in this case.

I don't know why it's everything is in OK for instance this one here.

OK so.

It was not fresh, right?

So so there are like structures there vocab activities and there are some grammar activities or multiple choice questions and stuff like that.

OK, now and what else do they see?

OK so here are all the schedules for people to go in and choose their classes.

OK, so if they want to get like this one, so they would cure and accept and then they would be able to go to this class, they can fix it for a regular basis like every week or something or it could be only one at a time.

Then the information that I'm not gonna show.

And if you want to get in contact with people, yes, good to go.

Gergo 51:37

It.

Yeah.

Jonathan, could you please could you please show the cancellation as well, how they cancel the class themselves?

Jonatan Buxeda i Núñez 51:44

The Yeah, the problem is that this is real.

So if I go and and choose one and then then do, the student will say what's going on.

So I'm not gonna do it.

So the only thing that I can say is that, OK.

Oh, Oh yeah, I could do.

Gergo 51:55

You click on it.

Jonatan Buxeda i Núñez 51:56

I'm not gonna do it, but if you go here, you can cancel or you can cancel all Thursdays or you can cancel only this one.

Gergo 51:57

Yeah, this is it.

Jonatan Buxeda i Núñez 52:04

OK.

Yeah, I'm not gonna do it, but so.

So you can see it and and and.

Gergo 52:07

That's it.

That's it. Thanks.

Jonatan Buxeda i Núñez 52:10

This is pretty much everything.

Any questions?

Gergo 52:13

Yeah.

Jonatan Buxeda i Núñez 52:14

Or do you want me to go or just want something else?

Gergo 52:18

Anyone.

No. Uh.

Jonatan Buxeda i Núñez 52:21

OK, excellent.

Gergo 52:24

Georgina, you raise your hand in the in the why?

Georgina Malagarriga 52:28

I have a student, no.

Gergo 52:28

Why? What?

Georgina Malagarriga 52:30

I have a student account and I open it up just to look at the app.

How?

What it looks like, how it works, so it makes it helps.

Jonatan Buxeda i Núñez 52:36

OK.

Georgina Malagarriga 52:37

Yeah.

Something we suggested time ago.

I mean, there's no problem in opening up an account and just filling around with it, understanding it.

Sometimes I do book a class and cancel it.

Jonatan Buxeda i Núñez 52:47

I absolutely.

Georgina Malagarriga 52:48

To see how it works, they'll help everyone, and I sometimes take a little videos and I show them to the needs, for example.

So that's a good option, I think you mean.

Gergo 52:58

We don't have it.

I don't.

Don't.

Don't we have it?

I mean like I do.

I also I I have it from the very beginning.

Maybe because I was.

I also did a TEFL course with.

Georgina Malagarriga 53:10

But I think the The thing is, I think I don't know, correct me if I'm wrong.

I think if you're a distant or an OXINITY, you can access both the bending.

Gergo 53:14

Umm.

Yeah, I think so too.

Georgina Malagarriga 53:20

If you go from appoxinity.com or from I am OXINITY, but you have a user there but for me not to get for me not to get like golfer, you know, confused on the phone.

Gergo 53:22

Exactly.

Yeah, I think so too.

Georgina Malagarriga 53:29

I have a student and the computer I have the teacher one and I have two.

I have two different accounts, just just no.

Gergo 53:35

You know.

Hmm.

OK. Mari.

Georgina Malagarriga 53:38

To keep more control.

Jonatan Buxeda i Núñez 53:38

While actually I mean you. Yeah.

Mari Carmen Martinez 53:38

Again go.

Gergo 53:38

Carmen, maybe you?

Jonatan Buxeda i Núñez 53:40

Yeah, absolutely.

You can set up an account like for us being in student, so the only thing that you have to do is go to extender.com and register.

If you were a student right, then you will be asked what level do you want or what will level.

Do you have?

So just pick up one right and then you'll be able to browse the the application everything so you'll learn how it works.

Just just tell tell the IT, uh, sorry.

Tell support not to call you after you were just or or something.

It's gonna be a little mess there, but anyway, yeah.

Gergo 54:15

Ah yeah.

Mari Carmen Martinez 54:17

Also, can I say that to please use it if you do open an app as if you were a student, please use a different email than the one you used for your platform.

I AM OXINITY don't use the same email in order to not interfere.

Jonatan Buxeda i Núñez 54:33

OK.

Mari Carmen Martinez 54:33

This is the.

Gergo 54:35

OK, so practical practical things a lot.

Thanks very much for everyone, because these are these.

What?

What Jeanel what Jonathan showed?

I'm afraid that is often overlooked by teachers.

That part of our platform, but it's actually there and also if you go to the OXINITY web page and if you look at the business proposal in that business proposal, we say that for the price of half an hour, you get one hour, half an hour with the teacher half an hour with the application.

So actually in a business proposal, everything what you what we have just seen is there and this is what gives us the opportunity to keep our prices low because there's students do need to pay a teacher for one hour of work only for half an hour of work.

But they are able to work for one hour, 30 minutes on their own, 30 minutes with the teachers.

This is this is the business proposal, so a for for those teachers who who?

Who would like to grow as partners?

It's very important to keep in mind that that these two things together, the dynamic 30 minutes classes and the day the work of 30 minutes with our application, that's how we actually that's that's how the acceleration of the learning happens and it is pointed out on the on the, on the, on the, on the web page.

To be honest, I think we need to refurbish that a little bit, but it's there and it's sad and it's important that we keep it in mind when when communicating with with existing and with prospective clients.

Students.

Clients.

Yeah, customers.

Sorry, not clients customers.

Rob, please go.

Rob Brugman 56:34

Sorry, another question I I was told that we can do one topic, one structure and one vocab pretty much try and cover three in a lesson.

Is it possible that the student might get maybe five or six things in there front end and there may be a bit disappointed that you never got through them more?

Gergo 56:56

Now this is this is this is something, this is something what we need to tell the students that's act that actually would be the would be the the work of the person who the person who takes them on.

I mean like when you when you when you speak with your with your prospective clients then this is something you you can say you might forget about it and then teachers need to tell the students this again but like but but.

It's it's kind of kind of like, imagine if, umm, oops.

Sorry.

Imagine.

Imagine you thought from a textbook, right?

It the the the, This, this the students should not should not expect you to cover each chapter.

They should expect you teach them the content of the chapter.

So if you if they only if they only acquired 30% of the chapter, it doesn't matter whether you cover the entire chapter or not, right?

You need to go back and cover the other 70%, so this is if you get a question like this Rob, then what we told what we what we told today is like the OR the the how to say moral of the story is that the amount of activities attached to a class are following the I mean like our inline with what the students need to learn next but it doesn't mean that they will learn that in 30 minutes it's there for you to work with should they be able to to consolidate everything but but and they.

Rob Brugman 58:02

OK.

Think.

OK.

Gergo 58:43

Also, for teachers, it's very important.

New teachers and all teachers alike, that that just because you have six activities in a class and just because each activity has four or five attachments, it doesn't mean that you need to cover 24 attachments.

It's not the goal.

The important part is that when you when you just a moment, Jonatan, when you, when you.

Rob Brugman 59:05

Thank you.

Gergo 59:10

When you went on with with an activity and you finished the activity only until the half of it, in the sense of the students not.

Uh, having not consolidated the knowledge of that activity, then you give the red face because they didn't.

Rob Brugman 59:32

Sure. Yeah.

Gergo 59:33

And if if you go, if you go through only two of the attachments and you feel like, OK, students know everything, green face next activity not wasting time, that's the.

Rob Brugman 59:45

OK.

Gergo 59:47

That's the policy.

That's the.

That's the way of working with this system.

Jonathan, please again, we are not talking about structure today.

Jonatan Buxeda i Núñez 59:56

No, sorry.

Uh, no more or less.

What you were saying, Rob?

UM, what would we thought back in time was that if you only had like 3 activities and you would cover those activities very fast and as a teacher would feel like, OK, now what?

OK.

So that's why we think that it's much better to have more activities for you just in case.

OK.

So that doesn't mean that you have to cover everything.

Rob Brugman 1:00:18

Yeah. OK.

Jonatan Buxeda i Núñez 1:00:21

It's like, yeah, it's reactivity is fine, right?

So but if one of the activities you see that students already know, then you go for the next one no problem.

OK.

Rob Brugman 1:00:30

OK, that's just.

I was just.

Jonatan Buxeda i Núñez 1:00:34

Like, yeah, don't worry about it because the the the algorithm, the system would know what you know and what you don't know.

Rob Brugman 1:00:34

Yeah, no.

Jonatan Buxeda i Núñez 1:00:41

So next class will be cover for with all these things that you still are missing, right?

So if we are not covering that activity, don't worry because it will go to your next class.

That's why it's so, so important to go and pass attendance and rate activities and say what we've done with those students so they can have like new classes for for them, shipped for them.

Rob Brugman 1:00:59

OK.

Nice.

That's just confirming that they didn't have any expectations.

That's all I wanted to know.

Jonatan Buxeda i Núñez 1:01:06

Yeah, yeah, absolutely.

Absolutely.

If you have the chance to talk to them, then you can explain, but they they should know.

Rob Brugman 1:01:11

OK. Yeah.

Jonatan Buxeda i Núñez 1:01:11

They should know already.

Gergo 1:01:12

And if they have the expectation Rob, then it's then it's our job as teachers to tell them otherwise.

Rob Brugman 1:01:19

OK.

Gergo 1:01:19

It's it's, it's it's really then we.

Then we then then we need to tell what we what we were just talking about that just because the teacher walks into the classroom with three textbooks, it doesn't mean that you are going to talk about all the three textbooks.

It's it's the teachers job to decide which to use, but it's a good question, Rob, especially for new for new teachers.

Rob Brugman 1:01:35

OK.

Gergo 1:01:42

Because, because, yeah, this this might be something that the students did not hear.

Do not remember of even though they they they heard about it, they will have different views of things.

So we need, we need to from time to time we need to.

We need to tell again.

How our system works and why the system works this way and This is why we have these talks in Fridays to to to lay these things out.

Jonatan Buxeda i Núñez 1:02:14

Actually, Gergo let me say something cause that that the question was so important because we are facing with other other systems to do which is like OK for today, I have to go and cover all these activities, right?

So if I don't cover them, then we're not gonna cover any.

Any time else, right?

So.

So for me it's a different approach that we have.

Is that OK?

We're gonna see everything.

So we planned this for today.

We'll check if you know that stuff or not, and then if you don't know it, don't worry because we'll go back again to it. Right.

So it's a completely different approach.

So I understand that students are used to go and say, OK, this is for today, we have to or we need to cover everything.

Otherwise, we're not going to be able to see it in the future, right?

So we are changing mentality here, so it is important to explain to students and we have to and also teachers to be aware that do not worry.

The system knows exactly what the students know, and we're gonna go.

Uh, and change that.

OK.

That's that's very important.

So thank you, Rob.

Gergo 1:03:29

Yes, thanks to both of you and actually how the system knows what to learn and what not to learn was the topic of today.

But we talked about other very important stuff, so we postponed it again to next week.

But before we leave, I would like to point out something that's also very important is that we have the assistant button right?

It's for teachers to give you to give you help when you have trouble in classes you will have trouble in classes and there will be the ladies there to helped you with it.

But remember that this starts 8:00 o'clock in the morning, 8:00 AM CET.

So if you try to connect to this part of the platform before this time, don't expect an answer because because because they have their own work schedules.

The people who work there, so they they start working at 8:00.

If you have trouble, but I usually do if I have some trouble with early classes.

Umm.

Uh, then I have my message ready and I write it on Google or whatever, and then I paste it into that that that little box.

And when when I see that they go online, I click the button send this button this green button it says assistance.

Then there's no one.

If it says chat, there are people behind the screen and that's that starts 8:00 AM.

CDT Rob, please.

Rob Brugman 1:05:16

Sorry Gergo, I'm dominating the conversation here this morning.

I had a lesson at 8 and I also had one at 8:30 and the material didn't load for the 8:30 mass lesson.

So I was in a bit of a dilemma then and so I never had really any time to prepare for the 8:30 lesson.

Gergo 1:05:27

That's the thing. Yeah.

Rob Brugman 1:05:34

And even if I got the message through to them to load the material for 8:30, I was luckily I could wing it, but it was it was a problem.

Gergo 1:05:42

Yeah.

And then you are an illegal in a bit of a pickle, we could say, right?

And I owned, I understand that now one thing is that it's it's a skill what you will learn actually when you are teaching more and more online is to divide your attention.

Rob Brugman 1:05:47

Yeah.

Gergo 1:05:58

So that's why if you have the message ready to be sent at 8:00 o'clock, then the people at Zendesk they can reload, reload the content and then once the content is reloaded you share your screen.

Rob Brugman 1:06:04

Yeah, yeah, yeah.

OK.

Gergo 1:06:12

Ooh.

OK, what's there?

But sharing your attention, right, it's a skill.

It's it comes.

It comes with together with, with, with, with practice, but.

But yes, look there are.

In every walk of life, sometimes she had happens, and then we need to deal with it and that's it.

That's one of those things that that we need to we need to find the way sometimes on the fly to actually deal with the problem, but this is that if you have, if you have something to tell Zendesk, have the message ready before 8:00 o'clock and once it's 8:00 o'clock you just put it in the box, send it and they read it and they will assist you.

It's.

That's the.

That's the best solution.

What you can have for this it's it happened with me as well.

It makes you sweat.

It's not nice, but it happens.

Jonatan Buxeda i Núñez 1:07:10

I'll.

I'll think about it because I don't like it.

Gergo 1:07:10

So.

Jonatan Buxeda i Núñez 1:07:12

So we have to change the definitely the system because if we are having classes before, I mean the classes that we have at 9, they're covered with someone.

They're in South America, but, but still we have to go and cover the 24/7.

Umm.

I'll.

I'll think about that.

The problem was at 8:00 o'clock this morning.

Did you check yesterday?

Did we have that problem yesterday and the problem with?

Rob Brugman 1:07:36

I checked, I checked.

No, we had a problem.

You know, I've been told that they only load the they do an overnight run and it only sometimes you have to wait till the next morning.

Jonatan Buxeda i Núñez 1:07:43

Yes, that's true.

Rob Brugman 1:07:46

So 5:45 it wasn't ready.

Jonatan Buxeda i Núñez 1:07:47

OK.

Rob Brugman 1:07:48

I didn't know that the the desk was unmanned and of course sending my messages through, but no ones reading them.

I didn't know that and I had to start my lesson at 8 and yeah.

Gergo 1:07:55

Yeah.

Jonatan Buxeda i Núñez 1:07:56

OK.

No, no, no.

We definitely have to take that and actually, I mean all the messages are sent, although there's no chat until 8:00 o'clock.

But you view send a message, they should go through all the messages that they have received before.

So so we would be able to go in and act data cloud, but I'll check it later because I'm not sure about it.

Rob Brugman 1:08:09

Umm.

Jonatan Buxeda i Núñez 1:08:15

So but definitely we have to do something with it and we'll we'll we'll have to fix that.

Rob Brugman 1:08:16

OK.

Gergo 1:08:22

Yeah, we talked about this role because we, I heard this issue with your class this morning.

Rob Brugman 1:08:22

Thank you.

Gergo 1:08:27

And look, I used to have a classes at 7:00 o'clock and no one was there.

I got it.

You know, so sometimes sometimes I had to deal with it.

Rob Brugman 1:08:34

Yeah, yeah, yeah.

Gergo 1:08:35

It's it's it's kind of kind of like that.

But fortunately, Jonathan is here, and let's hope that there's going to be a solution.

Rob Brugman 1:08:39

Ohh, I don't mind helping myself, but it's but you're bit limited as to what material you can put on the screen, you know.

Gergo 1:08:47

Yeah.

Jonatan Buxeda i Núñez 1:08:47

Absolutely, absolutely, you're right.

Gergo 1:08:48

So this, that's that's something.

Rob Brugman 1:08:48

Umm.

Gergo 1:08:50

But and Mari Maricarmen, please go.

Please go on and and tell us what you want to say and I will show something to rob because I actually wanted to do this earlier.

Mari Carmen Martinez 1:09:01

Yeah.

I just wanted to say that we couldn't find your message because it could be that you open a chat and if no one is connected it will not show and it gives you the opportunity to send an email which will not appear on the Zendesk.

Rob Brugman 1:09:16

Ohh.

Mari Carmen Martinez 1:09:17

OK.

So that's why we couldn't find your.

Rob Brugman 1:09:19

OK, sorry.

Mari Carmen Martinez 1:09:20

You know, we couldn't find.

Rob Brugman 1:09:21

Maybe I should have sent an email. OK.

Mari Carmen Martinez 1:09:23

What?

No, no, no.

Not what I'm trying to say is that it would have been, it would have been seen, right, if it was on the the if there was somebody on the chat.

But if there's no one connected and you open a chat, it will not appear.

What will appear is an email.

If you choose that option, OK.

So just to take that.

Rob Brugman 1:09:42

Account choose that option next time.

Make sure to do that, yeah.

Mari Carmen Martinez 1:09:45

Oh, yeah.

OK.

Yeah, that way.

You know, we will be able to see it because we actually looked carefully into that and we didn't see any history with your message that was the problem.

Rob Brugman 1:09:56

Thank you. Yeah.

Mari Carmen Martinez 1:09:56

OK.

Thank you.

Gergo 1:09:59

And if I may, this is perhaps last for today.

This is something a part of the part of the system that teachers need to be aware of is that this is this is this is how a class looks like, right?

And I suppose there were no activities here for you, Rob, right?

Or or something like that or.

Rob Brugman 1:10:19

Emptied.

Yeah, even at a little blue box, it said nothing's loaded or something like that.

I don't.

Gergo 1:10:22

Uh-huh.

Yeah.

OK, now in this case.

This this only works for after after you spent some time at Oxinity and corrected activities and created activities as well.

Rob Brugman 1:10:38

Mm-hmm.

Gergo 1:10:38

That's and then you say find one.

This is one option you have.

Rob Brugman 1:10:41

I see.

I didn't know that, OK.

Gergo 1:10:43

OK, so the find one, it will lead you to a database of all the activities you created, you amended and La La la, La La and then it means that you can choose an activity from here.

Click select and then it would add it here.

So this is this is adding activity to the class and by doing this the activity activity will appear in the classroom.

Rob Brugman 1:10:57

OK, OK.

You.

And you can can you hit the plus sign again that Google just show me that thing again.

The hit the plus sign.

Gergo 1:11:14

Plus.

Rob Brugman 1:11:15

Yeah.

And show me a brand new one or find one or find one.

Sorry, whatever.

Gergo 1:11:18

OK, that's the thing.

And that's the two different things and.

Rob Brugman 1:11:20

I just want to see that I I just want to see the columns.

What columns do you have to?

Because that doesn't show you the level there does.

It doesn't show S1 or S2 which would be good be.

Gergo 1:11:27

No, you need to know it.

You know it, you know where to buy heart.

What's over there because though?

But look, but those are those are the activities that you created and then you corrected.

Christopher Keane 1:11:33

You you can.

Rob Brugman 1:11:37

Yeah.

OK, you.

Gergo 1:11:38

I work here for six years, so this is a very long list.

Christopher Keane 1:11:38

Hello.

Rob Brugman 1:11:42

And it would be nice if that another column for the level.

Gergo 1:11:46

Well, look what I started to do and the and the creation of activities nowadays, what we try to aim for at least is that when it's a structure activity, but when it's a vocabulary activity, says VOC.

Jonatan Buxeda i Núñez 1:11:48

We can.

Gergo 1:12:00

So you know that these are vocal vocabs.

Rob Brugman 1:12:01

Ohh, OK, OK.

Gergo 1:12:03

If it's a structure, it's STR, so you know that these are structured activities and this is a system that we are implementing to make it easier for you.

Rob Brugman 1:12:08

OK.

Gergo 1:12:11

Yes, this idea of having them separated by levels, it appeared a couple of years ago, but there are so many other things to to adjust in the system and they they we need to Tomás needs to prioritize these tasks to be done.

And this is not so important because there are other things to to to focus on, but another thing.

Rob Brugman 1:12:29

Yeah. OK.

Gergo 1:12:34

And I used to do this as well because I had I been in this in the same same boat, right?

If you click brand new, if we bring on a brand new activity and basically if you are really in a deep in a jam, then in the morning you you receive here you have a here you have an empty activity completely empty, you click here, the pencil on the whole, yeah, the pencil on the platform, it always means it's editing.

Rob Brugman 1:12:59

I think I've seen one of those before too, OK.

Gergo 1:13:05

OK, so actually here you are going to build a new activity.

Rob Brugman 1:13:06

OK.

Gergo 1:13:09

You add the attachments, you add the attachments and you can you you have to build an activity yourself.

Sometimes you have 20 minutes for this.

Rob Brugman 1:13:17

OK.

Gergo 1:13:19

Yeah, it's tricky, I know, but it's better than you.

Are you are one step ahead right you have.

Rob Brugman 1:13:23

And nothing. Sure.

Gergo 1:13:25

You have options to work with Rob, but the best ways.

Rob Brugman 1:13:28

Thank you very much.

Gergo 1:13:29

Yeah, the best way is really prepare your message.

Have it ready and when it's when?

When, when?

When the time comes 8:00 o'clock.

Then you just send a message and ask and ask for help.

Yeah.

So I hope this this, this this helped but first, first and foremost I hope this never happened again.

Rob Brugman 1:13:49

No, no, no.

You've certainly you know you've you've educated me anyway, given me some options.

Thank you very much.

Gergo 1:13:54

You know, we're very welcome, Rob Monique.

Well, Georgina wanted to say something 1st and then Mari Carmen.

Georgina Malagarriga 1:14:02

No, something very romantic, not practical.

So I'm just gonna pass it on to Mari Governor Christopher, and maybe it could be like closing comment for today.

Gergo 1:14:08

Put.

Mari Carmen Martinez 1:14:12

I just wanted to say something very quickly for Rob.

Gergo 1:14:12

OK.

Mari Carmen Martinez 1:14:15

If you take the second option that Gergo just explained to you, please let us let the Zendesk know so we can include it in the system.

So both the students and yourself conceding the class.

OK, when if if anybody uploads an activity that they have created or some whatever they decide the Zendesk needs to know to indicate the system that it's in their.

Rob Brugman 1:14:28

Uh, OK.

OK.

Mari Carmen Martinez 1:14:41

So both teachers and students can see it.

Rob Brugman 1:14:45

Thank you.

Mari Carmen Martinez 1:14:45

Small small detail.

Gergo 1:14:47

Did you?

Thanks, Mari.

Comes to really understand this is that in the link what is sent to the to the students and right in the link it is indicated who is teaching the class and what activities are assigned to that class.

So once you change once you add the activities, the link is changed.

I don't know if you remembered the movie matrix, but there is a reference to this.

Rob Brugman 1:15:08

And that's all, Maria.

Gergo 1:15:11

This spot actually in that movie The link has changed that that. Yeah.

Rob Brugman 1:15:13

OK.

OK, take a take a different colored pill.

OK.

Gergo 1:15:19

OK, now, now.

Now we are really swaying away from structure activities which was the main objective of today.

Rob Brugman 1:15:24

Umm.

Christopher Keane 1:15:26

Hello.

Gergo 1:15:26

Christopher, you wanted to add something as as as let's let's look.

Let's look at that.

Alright, let's hear you.

Christopher Keane 1:15:31

This can can you hear me?

Gergo 1:15:34

Yeah, yeah.

Christopher Keane 1:15:35

OK.

Yeah, you can view the the level of the activity.

I think if you're adding one, there's a view button beside select.

Gergo 1:15:47

Yeah, you need to where you need to go into the activity.

That's true.

So if you if you go here and if you go for view, that's a really bad one.

But yeah, for view at this this this allows you to look at it.

Rob Brugman 1:16:02

No. Ah.

Gergo 1:16:03

You won't see the level.

You won't see the level, but you will.

Christopher Keane 1:16:05

Oh, you don't see the level, OK?

Gergo 1:16:06

You can look into the entire activity.

Everything that is included, you can open the attachments and everything.

So not not the level, but you can look at what you are, what you are choosing for.

Christopher Keane 1:16:16

Oh yeah.

Gergo 1:16:18

Thanks, Christopher.

Rob Brugman 1:16:19

Yeah.

Gergo 1:16:19

Because this is, this is really important.

Yes, yes, yes.

So you so you are not, you are not really had to say choosing off from off the top of your head, but really like you you you can check what you are adding.

Please, please make sure that this this part of the platform is only used as a last reserve, OK?

Because because the the, the, the the content of the class generated by by the AI, it follows the learning the progress of the students.

This is additional, this is something added to that and for this it's very important that this part is used when there is no other way to conduct a dynamic good class.

That's when you.

That's when you resort to this, but otherwise, otherwise use the use the the the and then, then then new student, new new teachers and and and in any way.

So then if if you are not satisfied with the OK when you create something like this, never publish.

OK, it will go into your database.

You can keep it if you want, but never keep click published because then you are going to lose it.

You're not going to get paid for it, and it's going to cause troubles in the system.

What?

So if you are not satisfied with an activity, instead of adding, adding, adding, please click the recycle button.

Menu comes up, you can choose what's your problem with the activity.

You can even add your own notes.

Why you don't like the activity and then you hit OK, which I'm not going to do at the moment.

So this this would be the proper way of changing the content or this would be this?

This is the this is the first line of defense.

I don't know how to say it, but this this is this is the.

This is where you can start.

Uh.

Adjusting or or or working with the with the content that is added to the to the, to the, to the class.

But the class planning.

Good.

OK, productive talk again I think and and and thanks for everyone because we we we covered some very important very important parts and thoughts about about the platform and working with the platform which is which is super important uh to.

To understand how the platform works and for example for Rob.

Should he have known these things, then the morning of Rob and perhaps also the class experience of the student or students would have been different.

And this, this, this, this is this is really.

But please don't mind me saying that students comes first, teachers come second.

But but the experience of the teachers that you're teaching experience is nonetheless important because because because if you feel good, the students will feel that students will see that and it will, it will.

It will come across the the, the the audio, the video connection and eventually the in the progress of the students.

So it's very important that you are happy when conducting the classes.

I can't think of think about your think about your high school days when the teachers came and grumpy, right?

Yeah.

Then you had a bad class, so.

OK.

Mari Carmen last words.

Mari Carmen Martinez 1:20:07

Yeah, just concerning the recycling button.

Just to if you were to use it, please use it before the class.

If you use it while the class it won't, it won't.

It won't work.

OK, so it has to be before before the class.

Gergo 1:20:21

Yeah, preparation, preparation.

Mari Carmen Martinez 1:20:24

Umm.

Gergo 1:20:24

But we are going to mention that perhaps next week.

Thanks, Mari.

Carmen, because, yes, yes, all these things, all these things you should work with before the class.

That's why it's important that you choose your time wisely.

How much time do you need to prepare?

When do you prepare?

And so on and so on.

Good then anyone.

Anything else which we can help with a good joke before we finish for this weekend?

Mari Carmen Martinez 1:20:55

You know, Gene, now you were gonna say something.

Gergo 1:20:59

Oh yeah, the romantic thing.

Georgina Malagarriga 1:21:00

OK, their romantic moment.

Gergo 1:21:00

Let's hear it.

Yeah, yeah.

Georgina Malagarriga 1:21:02

I had romantic moment.

I've been listening to you guys for the past weeks and I I think we talked.

We talked a lot about the pace of the class and how it has to go, and sometimes I have feeling that you want to know how to do it and you want to know the answers.

But it's up to each of us, and instead of knowing uh, instead of like learning how to do it, we have to experience it.

It's an experience.

There's teaching system is an experience, so we can say a lot of things, but not until you're there.

Teaching in front of, like, boom, they're real situation where you know where to cut, when to continue, when to go.

To be honest, I just recently actually learn how to do this.

So actually felt comfortable doing it after quite a few years now, and sometimes he's gotta throw yourself in the empty ocean in front of you and see what happens.

And that's teachers, I think we're smart.

Well, uh, we also.

Problem solvers and we should and we take many, many decisions on the spot and we should be able to do that.

And I know, I know that the city and interface and structure might be intimidating, that I'm starting to understand.

So many buttons and we won't know do it perfectly. Go.

Just jump in there and it'll be fine.

That's why I wanted to say.

Gergo 1:22:23

Electro romantic or technology or?

I don't know how to say to say, but that was I was.

Georgina Malagarriga 1:22:26

Today, today's romantic moment, you know, another day will be another moment.

But today, this was what happened.

Gergo 1:22:31

That was a good one.

Thanks.

Thanks Georgina.

And and as really the last words were Rob did.

Today is is, is for.

For many things, it was important one because because this is a this is a an actual issue that needs to be solved.

But also remember that this is the time and the space to share this to everyone or teachers here should you have these?

Should you have questions?

Should you have things that you don't understand?

Should you have something that doesn't work or didn't work, or did you didn't find it?

Well, don't hesitate to come up with it on Fridays because that's why we come together to discuss these and find the best way to tackle these problems.

Yeah.

So everyone a very good, very, very good time we spent today here and and thanks very much everyone for for the so another round of applause for all of us.

Thank you.

Thanks, Jonathan and everyone have a nice weekend.

Enjoy.

Rest well and we see each other next week.

OK, I don't know how to clap.

Georgina Malagarriga 1:23:34

Thank you, Gergo.

Zoe Furniss 1:23:35

Thank you.

Rob Brugman 1:23:35

I thank you.

Gergo 1:23:35

So so I clap like this by everybody.

Zoe Furniss 1:23:36

Thanks.

Georgina Malagarriga 1:23:36

Thank you everyone.

Rob Brugman 1:23:36

Thank you very much.

Zoe Furniss 1:23:36

Good.

Rob Brugman 1:23:37

Goodbye.

Zoe Furniss 1:23:37

Go.

Nezha Essouaf 1:23:37

Bye.

Zoe Furniss 1:23:37

Bye.

Rob Brugman 1:23:37

Bye.

Zoe Furniss 1:23:37

Bye bye bye bye.

Mark Venning 1:23:38

It's gotta go.

Georgina Malagarriga 1:23:38

Bye.

That's how so good.

Tomás García Alonso 1:23:38

Cheers one as we can.

Thelma Elliott 1:23:39

Bye.

Thank you.

Mark Venning 1:23:40

Weekend everyone.

Rob Brugman 1:23:42

I could find the off button there.

Gergo 1:23:42

Umm.

Rob Brugman 1:23:47

Yeah.

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Attending English classes is an important step for learning and growth. In class, students benefit from guidance by teachers, practice speaking, make new friends, and receive helpful feedback. Classes include fun activities, vocabulary building, writing practice, and opportunities to ask questions. To succeed, students should arrive on time, bring materials, participate actively, and complete homework. Every class helps build confidence and brings learners closer to mastering English.

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learn-the-spanish-verb-to-be-how-to-use-ser-and-estar_128632

06 November 2024

Learn the Spanish verb “to be”: how to use Ser and Estar

In this blog you will learn the difference between the Spanish verbs Ser and Estar. Learn to communicate identity, characteristics, emotions, and locations in Spanish.

luis arteaga

04 November 2024

Present Perfect or Past Perfect?

I have written him an email or I had written him an email What’s the difference between the above two sentences? It depends what you are trying to express; consequences or order of events

Rob Brugman

31 October 2024

Best schools in Bath | Explore the best Spanish classes

Top list of language schools in Bath for Spanish classes. We have compiled a list of the best Spanish schools for you: 1. Oxinity | 2. Todo el Mundo | 3. Simon & Simon | 4. University of Bath | 5. Bath College

Sarah Shaw

22 October 2024

Going to the supermarket:

Ready to become a supermarket pro? Whether you’re grabbing apples or searching for milk, this guide will help you shop like a champ! We’ll teach you the key words, helpful phrases, and easy steps you need to find your way around the supermarket. Let’s make grocery shopping fun and simple!

alexandra king

18 October 2024

Estudio de los compuestos, su origen y su utilización.

Una guía sobre cómo utilizar los compuestos para que nuestro discurso sea más eficaz y natural. Más información sobre la formación de palabras más utilizada.

Zoe Furniss

16 October 2024

What are common parts of the house?

There are different ways houses can be made. In different parts of the world, there are different things people find important, or have space to add. However, there are common parts of the house that we all share. In this blog, we will explore these spaces and the different things you can find in them!

Lilitha France

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Optimizing Online Teaching: Strategies for Effective System Usage and Technical Support

Introduction and Agenda

Teaching Experience and Materials

Discussion on Application Functionality

Technical Support and System Usage

FRIDAY TALK on Education-20240426_101950-Meeting Recording

26th of april, 2024, 8:55a.m.

17 January 2025

Oxinity Launches a Debate on Integrating Daniel Kahneman's Human Decision-Making Principles into Language Teaching

29 December 2024

Phrasal verb fun - Remembering that Christmas dinner with your brother-in-law in Spain.

05 December 2024

Going to the Museum:

25 November 2024

The importance of English classes:

06 November 2024

Learn the Spanish verb “to be”: how to use Ser and Estar

04 November 2024

Present Perfect or Past Perfect?

31 October 2024

Best schools in Bath | Explore the best Spanish classes

22 October 2024

Going to the supermarket:

18 October 2024

Estudio de los compuestos, su origen y su utilización.

16 October 2024

What are common parts of the house?

Speaker	Aspect Discussed	Main Points
Rob Brugman	Clarification on what content students can see on their screens, confirmation on the purpose of the activity sheet for teachers, concerns about navigation and visibility for students	Rob sought clarification on what content students can see on their screens, confirmed the purpose of the activity sheet for teachers, and expressed concerns about navigation and visibility for students.
Katherine Elkington	Desire to understand the student's perspective and view during classes, discovery of cursor visibility limitations and its impact on teaching, request for a way to view student interface for better understanding	Katherine expressed a desire to understand the student's perspective and view during classes, discovered cursor visibility limitations and its impact on teaching, and requested a way to view the student interface for better understanding.
Mari Carmen Martinez	Clarification on what aspect of student interface Katherine was referring to	Mari Carmen sought clarification on what aspect of the student interface Katherine was referring to.
Gergo	Clarification on student interface and what they see during class, explanation of potential discrepancies between teacher and student views, discussion on the functionality of the application and data exchange	Gergo provided clarification on the student interface and what they see during class, explained potential discrepancies between teacher and student views, and discussed the functionality of the application and data exchange.
Mari Carmen Martinez	Confirmation of student view during class and access to material, suggestion for teachers to explore the student app for better understanding, explanation of account access for teachers and students	Mari Carmen confirmed the student view during class and access to material, suggested for teachers to explore the student app for better understanding, and explained account access for teachers and students.
Jonatan Buxeda i Núñez	Demonstration of student interface and navigation within the app, explanation of class scheduling, cancellation, and additional features, encouragement for teachers to explore the app for better insight	Jonatan demonstrated the student interface and navigation within the app, explained class scheduling, cancellation, and additional features, and encouraged teachers to explore the app for better insight.
Georgina Malagarriga	Recommendation for teachers to open a student account to understand the interface, clarification on accessing student and teacher accounts from different platforms	Georgina recommended for teachers to open a student account to understand the interface and provided clarification on accessing student and teacher accounts from different platforms.
Gergo	Encourages teachers to open a student account to understand the interface, explains discrepancies between teacher and student views in the application, highlights the importance of the application in the overall learning process, emphasizes the need to communicate with students about class expectations	Gergo encouraged teachers to open a student account to understand the interface, explained discrepancies between teacher and student views in the application, highlighted the importance of the application in the overall learning process, and emphasized the need to communicate with students about class expectations.
Mari Carmen Martinez	Provides practical tips for teachers exploring the student app, clarifies account access for teachers and students, emphasizes the importance of using separate emails for different accounts	Mari Carmen provided practical tips for teachers exploring the student app, clarified account access for teachers and students, and emphasized the importance of using separate emails for different accounts.
Jonatan Buxeda i Núñez	Demonstrates how to register as a student on the app, explains the purpose of having multiple activities in a lesson, emphasizes that not all activities need to be covered in a single class, reassures teachers that the system adapts to students' learning needs over time	Jonatan demonstrated how to register as a student on the app, explained the purpose of having multiple activities in a lesson, emphasized that not all activities need to be covered in a single class, and reassured teachers that the system adapts to students' learning needs over time.
Rob Brugman	Expresses concern about managing student expectations regarding lesson content, seeks clarification on covering multiple activities in a single class, receives reassurance from Jonatan and Gergo regarding managing student expectations	Rob expressed concern about managing student expectations regarding lesson content, sought clarification on covering multiple activities in a single class, and received reassurance from Jonatan and Gergo regarding managing student expectations.
Gergo	Highlights the importance of communicating system functionalities to teachers, provides instructions on accessing assistance and resolving technical issues, introduces the "Find One" feature for adding activities to classes	Gergo highlighted the importance of communicating system functionalities to teachers, provided instructions on accessing assistance and resolving technical issues, and introduced the "Find One" feature for adding activities to classes.
Rob Brugman	Shares personal experience of technical issues during lessons, expresses concerns about the timing of system updates and support availability, receives clarification and guidance from Mari Carmen and Gergo on using the system effectively	Rob shared personal experience of technical issues during lessons, expressed concerns about the timing of system updates and support availability, and received clarification and guidance from Mari Carmen and Gergo on using the system effectively.
Mari Carmen Martinez	Explains the functionality of the assistance feature and suggests sending emails if chat support is unavailable, addresses Rob's concerns about accessing support during lesson preparation	Mari Carmen explained the functionality of the assistance feature and suggested sending emails if chat support is unavailable, and addressed Rob's concerns about accessing support during lesson preparation.
Jonatan Buxeda i Núñez	Acknowledges the issue and expresses intent to improve system support, discusses the need for better communication regarding system operations and support availability	Jonatan acknowledged the issue and expressed intent to improve system support, and discussed the need for better communication regarding system operations and support availability.
Gergo	Explains the importance of using the "Recycle" button for unwanted activities, emphasizes the need for preparation and utilizing system features effectively, closes the discussion by encouraging open communication and problem-solving	Gergo explained the importance of using the "Recycle" button for unwanted activities, emphasized the need for preparation and utilizing system features effectively, and closed the discussion by encouraging open communication and problem-solving.
Mari Carmen Martinez	Highlights the importance of using the "Recycle" button before classes to ensure system updates	Mari Carmen highlighted the importance of using the "Recycle" button before classes to ensure system updates.
Georgina Malagarriga	Shares a reflective moment on the teaching experience, encouraging teachers to embrace challenges and learn through experience	Georgina shared a reflective moment on the teaching experience, encouraging teachers to embrace challenges and learn through experience.
Christopher Keane	Provides additional insight into viewing activity levels but notes limitations in the current system	Christopher provided additional insight into viewing activity levels but noted limitations in the current system.