Teacher / Student Matching

How Talaera matches you with a student and tips make sure you get the students you want!

Mel MacMahon avatar
Written by Mel MacMahon
Updated over a week ago

The Talaera scheduling team carefully matches you with new learners using an algorithm-driven approach that identifies professional experience and language specializations based on each learner’s needs and shared interests.

To ensure we make the best match for both the teacher and student, the following factors are factored in from the student's profile:

  • Time zone

  • Student level

  • Student profession/industry

  • Student language challenges (writing, presentations, etc.)

As well, the following teacher profile factors are weighted:

  • Time zone

  • Availability

  • Percentage of sessions missed or cancelled (within the past 6 months)

  • Total Student Feedback Average

  • Teacher Professional Experience

  • Teacher Language Skill Specialisation

The combination of these factors enables Talaera’s platform algorithm to determine matching priority between a teacher and their new student. Once a match is made, our scheduling team sends you the first lesson information email.

To increase the number of students you receive, follow these tips:

  1. Keep your platform and new student availability updated at all times. If your schedule shows no or limited availability, we can't match you.

  2. Try not to miss or cancel sessions. This weighs heavily on matching priority. The lower your percentage of missed/cancelled sessions is, the higher your platform matching priority will be.

  3. Encourage your students to complete session feedback. Periodically after a session, your student will be prompted to complete a session feedback form. This helps us track if your student is enjoying sessions with you.

Ultimately, teachers who are reliable, don't miss their lessons, receive great feedback, and always keep their availability updated will automatically be prioritized for new students through the Talaera matching platform.

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