Teach IELTS Classes Online with Langujet: Teacher Guide

Step 1 — Apply or accept an academy invitation

If you are not connected to an academy yet, submit the teacher cooperation request. You can also join when an academy owner or manager invites you by email. After approval or invitation acceptance, sign in and open the teacher portal scoped to that academy. As a teacher you see exactly what you need — Dashboard, Classes, Reports, and Earnings — and nothing you can't act on. If you teach at more than one academy, switch between them from the academy menu at the top.

Step 2 — Work from your classes

Open Classes to see the classes you are assigned to teach and their rosters. This is your home base: from here you assign practice, review who has completed it, and open individual students. You will only ever see the classes you teach — not the whole academy — so the view stays focused.

Step 3 — Assign the right kind of practice

For each writing or speaking task, choose the correction mode that fits the goal:

• AI-Pro — fast, automated, detailed feedback. Use it for frequent practice so students get many corrected attempts and iterate quickly.
• Native — a native professor reviews the work. Reserve it for milestone mocks where nuanced human feedback matters most.

A reliable rhythm is several AI-Pro tasks per week, building to a Native full mock before a key checkpoint. If your academy has set up reusable packages, you can apply a whole set of requirements to a class at once instead of assigning task by task.

Step 4 — Read reports to drive your lessons

Open Reports and pick one of your classes. You'll see class averages, completion rates, and — per student — assigned/started/completed counts and their weakest sections. Use this to plan: if half the class is weak on Writing Task 1 structure, that's next lesson's focus. You can export a class report to CSV to share with the academy or keep records.

Step 5 — Track your earnings

If your academy runs teacher earnings, the Earnings page shows what you've earned and lets you request withdrawals. Everything stays scoped to your role — you never see the academy's billing or other teachers' private data.

What you don't have to worry about

Credits, wallet top-ups, and academy-wide settings belong to the owner or manager. As a teacher you don't manage billing — you assign work that draws on the shared credit pool, and unused assignments can be returned. That separation keeps your day about teaching, not admin.

A weekly rhythm that works

Most teachers who settle in quickly use the same shape of week, so here it is as a template you can adjust. The point is not the exact days but the gap between assigning and teaching: if feedback arrives on Thursday and the lesson is Friday, the correction is still fresh in the student's mind when you talk about it. Leave it a week and most of the value is gone.

• Monday: assign. One writing task and one speaking task, AI-Pro mode, due Thursday. Tell students in class and in your group chat that the task exists and when feedback will arrive; completion rates are mostly about communication.
• Wednesday: nudge. Open Classes, see who has not started, and send a one-line reminder. Do not wait until the deadline.
• Thursday evening: read reports. Open the class report. Note the weakest section across the class and pick two students whose results surprised you, one up and one down.
• Friday: teach to the report. Spend the first 20 minutes of the lesson on the shared weak point, using anonymised sentences from the corrected work. Students recognise their own mistakes and pay attention, and nobody is singled out.
• Every fourth week: Native milestone. Replace the AI-Pro tasks with one Native full mock. Compare the human verdict with the previous three AI-Pro reports for each student.

How to give feedback students actually use

The platform gives every student a corrected copy of their work, so your job is not to repeat the corrections. It is to turn them into one instruction per student. "Your Task Response is band 6 because the second paragraph never answers the question; next time, write the answer in the first sentence of each paragraph" is something a student can do on Thursday. "Work on Task Response" is not.

Three habits help. First, read the lowest criterion for each student before anything else. Second, write the instruction in the class chat or in the lesson, not only in the portal, so it is seen. Third, check the next report for that exact criterion. When it moves, say so; students who can see one number change keep working. When it does not move after two attempts, change the instruction rather than repeating it, because the problem is usually that the student did not understand what to do.

If you are planning the academy side too, the guide for academy owners covers credits, roles and the first month. For the exam content itself, the IELTS Writing guide and the TOEFL preparation guide are the pages we point students to.