An amazing Taster session shows the ability of the Buddy (teacher) to articulate and teach the lesson to someone who wants to study at IQBar. However, we often forget that an extraordinary Taster review is just as important as the session itself. It contributes to the decision-making process of the students who want to join IQBar as Breadies. Students who have a “taste” try IQBar first before deciding to become “Breadies” or regular students.

Just imagine, you have prepared well for your Taster: You checked thoroughly the details of the course, you knew the Bready’s name, age and suggested level, you knew their ability and level as soon as you started teaching, you introduced yourself and the lesson, the Bready was engaged, and the Bready seemed to enjoy the lesson.

But then you wrote a lackluster and generic review that said “Good job! I hope to see you in my class soon”

The parents were not amused and decided not to move forward with IQBar, even when you assumed you did a great job teaching their child. Why would they want to sign up when they did not even know their child’s ideal learning targets?

To avoid this, here are some helpful reminders when writing a good Taster review:

The introductory section of your review

First and foremost, your review should always start with a short, positive comment about the lesson. The reason for this, simply put, is that no one is going to be enticed to read the rest of a review that looks as though it were written by the grinch from the get-go.  

It is too, exceptionally important to indicate what lesson you taught, what slide you reached and the topics that you covered in the introductory section of your review. This not only provides the reader with some quick insight into what was done during the lesson, but it too ensures that the Bready’s progression is correct if he/she books another Taster session.

For example:

‘It was wonderful to meet Tom today! We the Picaro, units 3-4 Taster. We focused on doing activities related to the letters of the alphabet, and we reached slide 20/60.’

What went well

It is imperative that you make at least three positive comments in the ‘What went well’ section of your review. These should be specific and relevant to the Bready and the lesson. In doing so, you will build the Bready’s confidence and encourage them realise their strengths. It is common knowledge that an unconfident, unmotivated learner will struggle to make meaningful progress and thus, we don’t want to make this a reality for our Breadies.

For example:

–       Tom was able to tell me that he was happy at the start of our lesson.

–       Tom was able to perfectly repeat words, such as ‘hat’ and ‘cat’ after me.

–       Tom was able to identify various letters of the alphabet. For example, when shown an ‘o’ he was able to say, ‘o’ independently.

Areas for development

Remember to give the Bready SMART targets as this will ensure that the given areas for development are clear, achievable and easy for both the Bready and the next Buddy to measure. These targets should always be worded in an encouraging and gentle manner, so as not to dishearten the Bready. A minimum of two SMART targets should be given, although three is preferred. 

For example:

I was very impressed with the speed at which Tom grasped the correct pronunciation of unfamiliar words today. However, over the next week, I encourage him to practice the pronunciation of the following three words to ensure that he retains the correct pronunciation of them:




Always be positive

One negative remark from an educator can have dire consequences on a Bready’s self-esteem and motivation. Our Breadies are often under enormous academic pressure and writing a review that is harsh in tone and/or negative will only serve to deter them from either joining IQBar or booking future lessons with you.

Being positive in your review after a Taster session is not simply a sales gimmick. It is to say, above all else, ‘I will see something positive in you, even if no one else does.’

Let’s get real – difficult/uncooperative Breadies are not difficult to come across. We all experience moments of frustration, anger, and utter discontent. However, as educators, we must remember that our Breadies are not just students. They are children, little souls full of emotion and energy. Just like us, or our children, they experience various challenges in their lives, challenges that we will most likely never be aware of.

Contrary to popular belief, being positive in your review is not simply a sales gimmick. It is to say, above all else, ‘I will see something positive in you, even if no one else does.’

I know you you’re thinking – ‘This seems like an awful lot of work’! However, rest assured, there is no better feeling than knowing that through your efforts, you have impacted a child’s learning journey in a tremendously positive way.

Oh, and, the bonus doesn’t hurt either ?.