How Language Schools Can Boost Retention with Better Communication (Full Transcript)

[00:00:04] Speaker 1: Hello, we welcome you in the new year, 2026, during the first ClickMeeting webinar. And today we have a guest from the LangLion platform, Ms. Anna Ćwiktińska, who will tell us how you can use the platform for webinars in your activities, among other things, in language schools. I don't know if you can hear us, we suspect you can, so I immediately pass the voice to our guest and see you in the middle of the webinar at the poll.

[00:00:31] Speaker 2: Good morning, hi, I see that you are answering, I welcome you in this Tuesday morning, I am very happy that you joined the meeting today. Today, I switch to the presentation, Today we are going to talk about effective communication in a language school. Since you are here, I guess you run schools and communicate, maybe you manage teams, so it will be a perfect place to gain some knowledge, have a broader perspective on what you communicate in your school. I'm going straight to the point, what we're going to talk about today, what we're not going to talk about today. I'm definitely not going to tell you that it's worth communicating, because everyone knows that, and it's quite obvious, but without systematic communication, there is no order, no continuation of courses, no quiet work, but at the same time in language schools, the problem is not the lack of will. There is never a lack of will. The problem is this separation between knowledge and practice, so I hope that today's webinar will be what will push you to this practice, will give you the tools to deal with this organization of communication. In most schools, communication exists. There are phones, emails, SMS, messages from the office, messages from readers, sometimes there is a messenger or Instagram. From the outside, it looks like there is a lot of communication, and yet the students give up, they do not extend the courses, and sometimes they disappear without a word, and this is with dependencies, it also happens. So, communication starts to work only when it is planned in time, consistent and settled in the sales and teaching process. jeśli mówimy o szkole językowej, więc nie jest to zbiór pojedynczych wiadomości, ale kursant odbiera tą komunikację ze szkołą językową jako całościowe doświadczenie. Widzę, że jest pytanie na czacie, czy spotkanie będzie nagrywane? Tak, jest nagrywane, oczywiście. Przed każdym z momentów kursanta w tej historii komunikacji ze szkołą językową, The student has different questions, different emotions, and good communication is that the school answers these questions and these emotions before the student starts looking for these answers himself. If the school is silent, the student does not stay in the void. He will answer himself, he will often add things to himself that may act against you as a school. In addition, it is enough that the school has more groups, more phones, more questions, and the communication begins to depend on the memory of the owner, and at the same time, the communication based on memory is always accidental and reactive. That is why we need a planned way of acting that gives both the team and the student clarity i poczucie, że wiemy, w którym kierunku zmierzamy. Dobra, przyszłam do rzeczy, ale kim ja jestem? Ja się nazywam Ania Ćwiklińska, bardzo mi miło, że dzisiaj jestem gościem ClickMeeting. Ja od 14 lat pracuję ze szkołami językowymi i z tej perspektywy też mogę powiedzieć, że szkoły bardzo często robią świetną robotę edukacyjną. Tutaj absolutnie nie ma się do czego doczepić, At the same time, they lose students because of small things in my area of specialization, i.e. sales and marketing. As an example, I can say that there is no answer in time, not picking up the phone, silence at key moments, and these are the areas I always work on. Dzisiaj odpowiadam za strategię wzrostu Platformy Langlion, czyli Platformy do Kompleksowego Zarządzania Szkołą Językową, od zapisu, przez rozliczenia, e-dziennik, lekcji online, również zintegrowanych z clicketingiem. Langlion porządkuje prowadzenie szkoły językowej tak, żeby szkoła przestała działać wyłącznie w głowie właścicielki, Well, apart from regular webinars, I also appear at industry conferences and there you can also follow us. My focus is on building relationships and experience of a student in a language school, and we happen to meet here today. In LangLion, we also focus a lot on education and regular contact with customers. Sami prowadzimy webinary przez ClickMeeting, ale i samego Langleyona można z ClickMeeting zintegrować, także jesteśmy z ClickMeeting bardzo związani rzeczywiście. I ClickMeeting jest dla nas również takim realnym narzędziem do budowania relacji z naszymi kursantami i dokładnie o takim podejściu dzisiejszy webinar. Jeśli macie jakiekolwiek pytania na czacie, śmiało piszcie. If you have any questions, I will try to answer them in the course of the webinar, but we also have a segment for questions and answers at the end, so I hope that I will also be able to refer to your situations from your schools, from your everyday life. What is the plan for the webinar? Najpierw sobie porozmawiamy w ogóle o pierwszym kontakcie w szkole językowej jako takim kluczowym w szkole językowej, o mapie podróży klienta, o empatii w czasach automatyzacji, no i potem będziemy mieli czas na tę sesję pytań i odpowiedzi. W takim razie przechodzę do rzeczy. Jeszcze kilka lat temu wiele szkół mogło sobie pozwolić na dość swobodne podejście do komunikacji. If someone left after the first semester or a year, it was possible to do it with new notes. Advertisements were also much cheaper, the competition was smaller. Let me know in the chat if you feel that the competition has increased a lot in the last few years. The client also compared offers less, but today this model stops working and most schools feel it very clearly. The acquisition of a new client today is more expensive than ever before. As they say, it was already cheap. Advertising campaigns cost more, and the competition fights for attention with the same arguments. In this context, the resignation of a student after one semester or year ceases to be a normal phenomenon, a zatrzyna być stratą, na którą coraz mniej szkół może sobie po prostu pozwolić. Magda pisze, że sami lektorzy się reklamują i mają swoje działalności. Tak, tak, dokładnie. Więc ta konkurencja jest bardzo napięta. I tu dochodzimy do takiego ważnego punktu, że większość szkół, kiedy myśli w ogóle o retencji, myśli bardziej o swojej ofercie, o cenie, o rabatach, o promocjach na kolejny semestr. Meanwhile, in practice, students very rarely give up because the offer was too expensive. Much more often, they give up because something went wrong on the way, for example, communication, something was unclear, something was missing, someone did not respond when it was simply necessary. So retention does not start at the end of the language course, but it really starts in the first contact. It starts with how quickly and in what tone you answer the questions. Then, whether the student knows what to do next, what the next steps will be, whether he feels cared for at the start, or, for example, whether in the middle of the semester, when his motivation starts to decline, someone will notice it. And if these moments along the way, at the very beginning of building your relationship, they will be neglected, then no discount offer at the end will save this situation. At the same time, communication is one of the cheapest tools for working on retention. It does not require an additional advertising budget, new campaigns, and basically only planning and consequences. So good communication will make the student hesitate less, because he will rarely have doubts and he will rarely postpone this decision of continuation for later, because it will be a natural consequence of what happened before. And we go back to the starting point, and if today obtaining a student costs more and more, then again, we cannot afford to lose him for communication reasons, for reasons that are predictable and repeatable, and since they are predictable and repeatable, they can be designed. Jeśli w ogóle temat retencji jest dla was interesujący, my jako Platforma Langlion prowadzimy też aktywnie nasz kanał na YouTubie. Nagrywałam niedawno o tym wideo, jakiś pewnie dobry duszek z Langliona, zaraz wrzuci link na czacie, więc jeśli będziecie chcieli nas zasubskrybować, to serdecznie zapraszam o retencji, trochę więcej też mówiłam. Okay, but going further, when it comes to the first contact, the first contact is the moment that sets up the rest of your communication. It is not a moment that we have to cut off, but a moment that we want to design, because from what happens in those first seconds, minutes, hours, It all depends on what will happen next. The first impression, it's an old truth, the first impression is made only once. The quality of this contact will often determine whether a potential student will stay with you for years, or maybe disappear after 20 minutes of scrolling competition. In theory, this is banal, but in practice, mistakes appear here that cost the most. because it's not an advertising campaign, it's not a beautiful post on social media that will sell and convince a student to sign up, but more the way you pick up the phone, how quickly you pick up, what language you will communicate in, because we don't want to sound like someone from the office, and as long as some things can be automated, it's always a question of whether it's worth it. For sure, this element must be designed. As three component factors of the first impression, I divide it into three factors. Time of reaction, channel of contact and tone of communication about it now. Many owners have the impression that we are available, when it comes to reaction time. When someone responds, we reply. The question is whether it is suitable for the current world. In the online world, where the client has on the screen at the same time advertising for your school, advertising for three competitive schools, 10 announcements from other applications, and best of all, he scrolls through offers on the phone, watches a series on Netflix, or on a big and small Internet, i.e. on a laptop and on a phone, he looks at two different things and looks for a course offer in the GPD chat. This information pressure, I have mentioned a lot of things, but it shows very well in what communication and information pressure your potential client is. And this reaction time is key, because it makes an opinion about you, jak szybko, jacy jesteście responsywni, no po prostu. I może to brzmieć jak truizm, ale mówię o tym i zawsze to bardzo podkreślam, bo mówię to też z własnego doświadczenia. My w Long Lionie dzwonimy do szkół codziennie. No i prawda jest taka, że do szkoły językowej bardzo trudno jest się dodzwonić. Im mniejsza szkoła, tym jest gorzej. Najczęściej jest to po prostu, najczęstszym scenariuszem jest po prostu cisza, and sometimes a call after many hours, often in the evening after classes. And from such a human point of view, I understand it, of course, because the owner who, I say woman, because we have a heavily feminized industry, this owner most often teaches, handles notes, accounting, marketing, here she posts on social media, she does everything herself. But the client doesn't know that and won't wait for 8 hours for someone to come and tell them that they have a problem. The next thing is the contact channel. Zasada jest prosta, odpowiadamy tam, gdzie klient się odezwał. Jeśli napisał na Messengerze, odpowiadamy na Messengerze. Jeśli zadzwonił, dzwonimy z powrotem, oddzwaniamy. Wybieramy zawsze ten kanał, bo klient wybrał dokładnie ten kanał, bo w tym mu było wygodnie i przełączanie go na inny kanał komunikacji, tylko dlatego, że według Was nie jest to najlepszy kanał do tego, żeby udzielić pełnej informacji, It's a bit tricky, because it's discouraging and I understand that often, for example, in a phone call, we are not able to say everything and we want to switch our communication to another channel, for example, to an email, ale jednocześnie możemy to robić w tym momencie, kiedy klient jest już zaangażowany, kiedy złapiemy z nim jakiś kontakt, więc możemy wtedy zaprosić na spotkanie, wysłać maila, czy link do zapisu, czy jakąś tam prezentację, ofertę, ale jednocześnie nie róbmy tego na siłę. Kolejna rzecz, no to ton komunikacji i z technicznego punktu widzenia wiadomość może być poprawna, But from such a human, it can sound cold, stiff, impersonal, and sometimes even rude. Especially in the context of communication with debtors, I mark such a star that it is ... This is the most common case. I don't think it can sound rude when someone wants to sell you something. but it is this tone that builds relationships, and here we have a few examples, for example, we can say in the association I send an offer, or we ask for contact in case of interest, or I send a recruitment form, and it is not such a language for conversation, it is more of a formal communication, A przecież szkoła to nie urząd i chcemy budować relacje. Ten ton komunikacji powinien być ciepły, ludzki, zaangażowany, więc jeśli na przykład zamiast mówić w załączeniu przesyłam ofertę, podpowiemy, że wysyłam ofertę, jestem do dyspozycji, możemy się umówić na drugi kontakt, jeśli byłaby taka potrzeba i samo nadawanie tego ciepła zaangażowania and this human element to the message, that's what we mean. But at the same time, it may be a bit too little, because if we want the client to feel the value, we have to speak the language of benefits. I highly recommend this challenge. I also do it myself, so I recommend it even more. Speaking the language of benefits is an ability that can be trained. And most often, after writing a message, we don't see that it has some kind of a note of anger, or is not very empathetic, or not very sales-oriented. So here is my advice, if you have this type of message, when you write the finished text, it is worth adding it, for example, to the GPT chat and ask it to write the same thing, the same, it made sense, but he wrote it in a language of benefit, or more empathetically, calmer, or all at once, and then check the differences. And based on these corrections, learn, check out what the message should sound like, which will be read as a different sentiment. At this level, you can learn very well, better communicate, better convey this communication. So that's a little challenge from me. When we start talking about organizing communication in school, basically in every business, I think, often there is resistance that it will sound artificial, it won't work for us, every situation is different. Of course, these are sensible concerns, But the problem is that the lack of procedures does not protect the relationship, it often breaks it, from my experience. Procedures have a bad reputation, because they are associated with something very stiff and soulless, but after all, the procedure does not serve to control people, but to save them when there is too much work to do and you just have to remember everything. always when we base it on memory and intuition, it can lead to inconsistency. And a good procedure is a specific answer to very simple questions. Who answers the phone? How fast do we do it? What does the first message look like? When do we send the price list? When do we invite you to a meeting? What do we say when someone asks for a discount? and so on. These are things that happen every day, so the procedure does not add work, but at the same time it does not kill the human tone, of course, quite the opposite, because it takes away the decision-making stress from the employees. When an employee knows how to react, what the framework of this contact is, he does not have to think about whether he is doing it well, whether he is doing it on time, whether he is doing it too late, but it also does not go against the expectations of you as managers, and thanks to this, this communication is calmer, more confident, more empathetic. At the same time, what is another star, the procedures are also a great support in the implementation of new people, because communication with your school should not depend on whether someone is talking with the owner, with the secretary, or the second one who has only been at work for a month or two, for example, and it is only being implemented. This communication should be systematized so that the client does not have the feeling that depending on who he meets, he is served differently. And that's why it's great to have the first contact written down, and that's the key, that's where we have to start. But, of course, communication with the school lasts much longer. Therefore, it is important to design communication that works throughout the semester and think about the path that the student follows with his questions, emotions and decisive moments. And here I come to the next thing, i.e. to the person and customer journey. Persona is not an average target client, it is a person with a specific name, problem, lifestyle, decisions and building such a persona allows you to enter the shoes of your client. Thanks to this, you do not design communication for children's parents very enigmatically, very generally, only for example for Marta, who wants to record her son Jasiek in English, but is afraid that the child will cry, or you will be unavailable when there are any problems. It is worth starting with this, because persons help to write messages that meet real needs, design the offer from the point of view of the client's life situation and plan the client's path in a realistic way, not a wishful one. Okay, but what about these persons? So I prepared an example of such a person, Marta, we have a five-year-old Jasia for you, which can be a starting point for how you can actually create a person for your needs. Let's say that our person is Marta. Marta is 37 years old, we define her profession, children, what is her motivation, her motivation is that she wants to give her child a good language start, what are her fears, is she afraid of adaptation, stress, uncertainty, will the classes be correct, will she not have to change schools, What channels do you most often communicate with, i.e. messenger, mom groups or text messages? He doesn't call, for example, we assume. How do you make decisions? I make a decision with my husband, but he supports me with the opinions of other moms. And what are his expectations? And from the perspective of our Marta, an example, but of course in your schools there may be a completely different person, But today, I, for example, Marta, I will create from her perspective, I have already created, but I will show you what I have prepared, Customer Journey Map, that is, the map of the entire road that Marta and her son, Jaś, go from the first contact to the decision of continuation. They need to plan this journey, preferably with the whole team at school, because these perspectives are different depending on what contact someone has. The secretary looks at it a little differently, the rector a little differently, but the key is to think about what this path will look like all the time. The first step is awareness. Marta hears about the school from a friend, goes through the pages, looks at Facebook, checks the options. We always have to think about what emotions and what risks, and what tasks of the school are at each of these stages. They are simplified for this presentation, of course, because there are only five of them, there are many more stages, if you think about the way of your student through the school, but I will focus on these five. What are her emotions, is she curious, is she uncertain? What are our risks? Too general school offer, lack of photos of children, lack of opinion. At each of these stages, we have to think about what tasks we have, how we can improve this contact. For example, we can publish real photos, classes, face of the readers, or create a post, what the first classes for five-year-olds look like. The second step is interest. When Marta writes with a question about a specific date, she wants to know who and when there are classes, she writes via Messenger, for example, because it is more convenient this way. And what are our risks? Lack of answers or too general information. Our tasks as a school should be a quick and specific answer, best personalized. we can add a short video from this group, or the opinion of another mother, or if we can't answer right away, then some automatic autoresponder, so that Marta with her tension, impatience, with her emotions, does not leave alone. The next step that we can design is a decision and a record. Marta wants to save the child, but she doesn't know what to do next, She doesn't know the process, she doesn't know if she filled out the form well, she doesn't know how to prepare the child. So Marta will consult with her husband, she will look for the form. She certainly feels the tension, but also the relief that she has already made this decision. What are our risks? Lack of instruction, silence, a sense of chaos by Marta. And again, we can wonder what tasks the school should take up. podwierzyć zapis prostym komunikatem, na przykład wysłać czeklistę, co zabrać, gdzie wejść, włącznie ze zdjęciami, na przykład, jak wygląda szkoła wewnątrz, albo właśnie stworzyć krótki film, pierwszy dzień w naszej szkole, krok po kroku, i pokazać, jak to doświadczenie będzie wyglądało, tak, żeby Marta, Jasia mogła też przygotować do tego, jak ten dzień będzie wyglądał. The next step is the beginning of the class, when Marta wants to make sure that everything is fine. She is full of worries, anxiety, stress and needs support. What are our risks? Lack of feedback, lack of trust. What are our tasks? For example, send SMS or message personalized for Marta about what happened. You can give an observation card to Jasia after the first classes, or invite her to a mini consultation on an open day, so as to maintain this contact. Another of these simplified stages is the continuation. If the school does not respond, Marta may consider that this is the end, as if she will be waiting for this contact. Marta is pragmatic, distanced. If there is no contact here or no effects, we have such a risk that Marta will give up, so we have to think about what tasks we have to take up so that Marta signs a contract for the next year, so we can prepare a personalized report of child's progress, call or write personally, add some additional values, a certificate, a certificate of absence, or access to an online platform, so that they can make the path of Marta as smooth as possible to the site saved for the next year. So, a well-designed Customer Journey Map is not just a presentation, it is a tool that organizes these activities, it gives a bird's-eye view of the path of a student, A specific student, a specific parent goes to school and also organizes the actions of the team manager and gives the team clarity on what the client needs, when, why, what emotions can accompany him. Thanks to this, communication ceases to be random, the client feels cared for, and the decision to continue becomes natural, not forced. Dokładnie tak jak się mówiłam, czas jest na ankietę z ClickMeeting'u, Kuba, śmiało. Chciałeś w połowie, masz w połowie.

[00:29:21] Speaker 1: Tak, tak, mamy, dziękuję bardzo. Więc teraz bardzo bym prosił Państwa o wypełnienie ankiety, którą już tutaj włączę. Więc tak, ankieta generalnie dotyczy tego, że informujemy Państwa, że mamy taką usługę, która się nazywa demo-produkt. If you have ever considered entering a new stage of your career and implementing webinars in your daily activities, we have prepared such a demo product for you, it is not obligatory, it does not imply anything, it does not oblige in any way, we just want to get to know this product. Również jest inny cel tej ankiety, żeby też poznać Państwa myśli na temat webinarów, przemyśleń oraz jak udoskonalić nasz produkt. Ponieważ jest kilka pytań w tej ankiecie, to chciałbym trochę użyć tego czasu i poinformować Państwa, że nagranie będzie do Państwa wysłane do końca tego tygodnia. Proszę się nie niepokoić. W ClickMeeting zaczynamy nowy rozdział, nową przygodę i wchodzimy od stycznia z podcastami. Będziemy Państwa informowali regularnie, jeżeli taki podcast będzie publikowany, będzie po 21 stycznia 1, a także chcielibyśmy, bo dostaną Państwo od nas nagranie z tego webinaru, jeżeli Państwo mają jakieś sugestie, w jakim temacie chcieliby zobaczyć webinar zorganizowany przez nas, to również bardzo chętnie na takie sugestie jesteśmy otwarci. To tutaj patrzymy jak idzie ankieta, widzę, że Państwo nie są raczej skłonni do głosowania tej ankiety. O, dobra, już widzę, że pierwsze odpowiedzi są, ja wiem, bo tam jest kilka pytań i jest to trochę czasochłonne, natomiast od razu mówię, że na pewno to będzie dla Państwa korzystne. Dobrze, co do nadchodzących webinarów, ja tutaj sobie pozwolę też sprawdzić, jeżeli Państwo w ogóle kiedykolwiek myśli o afiliacji, jak zarabiać w afiliacji, ClickMeeting ma program afiliacyjny, ale będziemy też robili 16 stycznia webinar na ten temat, więc z naszym specjalistą, panem Wojciechem Matułą, który zajmuje się SEO w afiliacji SAS, jest to dosyć ciekawy temat, także serdecznie zapraszam. On our infowall, you can find information about it, and we will also send you invitations. In the second half of February, we plan to return to Paweł Jacewski, if you have already been during the last webinar in December, and we will also have, most likely in the first half of May, a webinar with LangLion again. So, yes, we will also inform you if there is time for this webinar. I hope that we will see each other again. I hope so. We will see each other.

[00:32:20] Speaker 2: It will be worth it.

[00:32:22] Speaker 1: I will not take up time. Thank you for filling out the questionnaire and I give the floor to you.

[00:32:28] Speaker 2: Thanks. In the meantime, I will throw the presentation, but there is also a question from Mr. Pawel. In the presentation, there is a strong concentration on the fictional Mrs. Marta and an approach that is supposed to provide emotional comfort. What about the fictional Mr. Tomasz, who has a completely different approach from Mrs. Marta? As I say, this is an example. If we teach children, it would probably be some kind of Mrs. Marta, but each school has to design this person for itself, think about what people come to you and answer these questions about how to behave, what emotions, what are the risks and what are the tasks of the school in a given specific stage of the Customer Journey Map, to answer individually, so today I, as Marta, show as an example of how you can approach planning a map, but of course it's just an example, it can be Mr. Tomasz, it can be a person of a specific age, with specific needs, if you have B2B courses, it will probably be Mr. Tomasz, around 40, wanting to achieve their professional goals and this map will be completely different, it's natural. And that's the whole point, to think about who specifically buys your courses, to whom you specifically direct offers, i.e. not to people who want to achieve professional success, for example, but to this particular Mr. Tomasz, who is currently working at such and such a position, and so many years, has such and such needs, such and such emotions, and what risks are associated with these emotions. It is a tool that also deepens marketing communication and helps to plan the whole communication in a very personalized way, exactly to the people you want to reach. I hope that's a pretty exhaustive answer. Okay, I'll move on. The questions were, I would say, for a warm-up. As for the questions, if they are in context, I will come back to them. Of course, we also have a Q&A segment at the end and I will try to answer all the questions. So now we have such a riddle, how to maintain empathy in times of automation. Automation surrounds us every year, every entrepreneur has such a fixed idea to automate as much as possible, so as not to deal with repetitive, tedious tasks and just cut this manual work. Ale wracając do Customer Journey Map, o której opowiadałam, swoją drogą, o Customer Journey Map też mamy film na YouTubie, mój, więc zapraszam, ale jeśli sobie przejdziecie ścieżkę waszej persony, tą Customer Journey Map, od pierwszego kontaktu aż po decyzję o kontynuacji, kontynuacji jej zapis, then in each of these points it is worth asking yourself two questions. Is this moment possible to automate? And more importantly, is this moment worth automating? Because the fact that it is possible does not always mean that it is worth it. Or vice versa. But to build this communication based on trust, warmth and understanding, and building a safe harbour for your students, it is worth considering which of these elements should be the direct communication. What, in my opinion, should be done... I forgot about one slide, but I found such a quote and it suits me very well. He talks a lot about our services as a LangLion platform, but also about language schools. And you can see the quote on the presentation, but goods are consumed while services are experienced. And I totally agree with that. And I think that this is a thought you have to come up with when planning communication in your language schools. So what should be left on the side of man? From my experience, along with hundreds of schools, there are four such key situations that require human care. The first of them, in my opinion, is the first contact, and as long as we are able to send some kind of autoresponder, or for some, for whom it will be more comfortable to allow them to register for the school on their own, and I agree with that, then if we are able to, at some stage, at the beginning, in these component elements of the first contact, add human, normal, empathetic message, then our Mrs. Marta, our example person, will feel nicely seen, taken care of, and automatically gives her the feeling She got to the place she wanted, she doesn't have this feeling of comfort, and this direct contact, this comfort, can give her. Although we don't know how to defend ourselves against it, we are social and social animals, and it is impossible to get rid of it so easily. The next element is a reaction to difficult situations, for example, when our son says that he does not want to go to classes, Marta is worried, she does not know if it is a matter of adaptation, she feels lost. In such situations, when we take care of Marta, we build trust at this stage, because this is the moment when we either build this trust or lose it, We can build a relationship with Marta in a completely different way, for example, if Marta gets information from the system, we remind her about classes, and she can get a phone call from someone from the secretariat after three weeks from the start of the course, with a signal, we saw that it was more difficult for Jasia to enter the room, please don't worry, it's normal in the first few weeks, jesteśmy czujni, jeśli potrzebuje Pani wsparcia, to jesteśmy i chętnie Was wesprzemy. I ten etap, jeśli nadamy właśnie reakcję na trudnych sytuacjach, ten poziom ludzkiej komunikacji zupełnie inaczej ustawia to relacji między Wami a kursantami. Kolejna rzecz to podsumowanie kursu i to może być zaskakujące, because in most schools, of course, they make descriptive opinions for students, summary of the course, and LLMs, as a matter of principle, do it well. I mean, we are able to generate a summary of the student's participation on the basis of data. But, I think the worst thing we can do is, after a year of hard work of a student, to give him such a descriptive opinion, which looks like it was reflected on Xero or the e-mail would be sent generically to the whole group. This student, as a summary of his year or half a year of hard work on the language course, wants to see something personal. And when we add the human factor, even if this opinion is generated, or in Langlion, or generated by artificial intelligence to some extent, but we add something very personal to it, this message ceases to be so generic. This is a message that a parent of a child reads several times, shows to the family, because it is not supposed to be a report as such, but some story about a child. For example, that Jaś was great at dealing with songs, he especially liked it, proudly shows new syllables, more and more often he reports himself to the answer, and this is no longer such an answer that would be reflected on Xero and handed over to everyone. And the presentation of this human factor also puts relations between you and the students in a completely different place. Kolejna rzecz to zmiany lub problemy. Jeśli, no nie wiem, jest zmiana lektora, musi się zmienić lektor. Nie wiem, lektorka od nas odchodzi, musimy zmienić lektora, no to też nie wyobrażam sobie, że miałaby to pójść jakimś tam automatem, że jednak to jest sytuacja, która bardzo dużo waży i warto ją właśnie zostawić ludziom i temu komunikatowi takim bardzo personalnemu. Ale jednocześnie jest szereg rzeczy, które możemy automatyzować w szkole językowej. Automation is great in those elements that simply do not need to be explained a second time. It's not about emotions, but about such repeatability, precision, even a routine regarding some messages. For example, payments, i.e. an email notification about incoming payments with a link to the payment, Automatic invoice sending after payment. Vindication, i.e. automatic e-mail, SMS reminding of unpaid bills. Here it is generally the case that if we have an automated vindication, it is better, because it is detached from this human factor and our debtor does not treat it personally and doesn't get mad at us, because it's automated, so it's not for anyone, only for itself, maybe it won't pay. Another thing is, for example, an automatic e-mail, SMS informing about changes in the plan, about substitutions, or an automatic e-mail sent, for example, an hour before the lesson. Dzień dobry, przypominam o zajęciach o 17.00, kliknij w link poniżej i jest przycisk do dołączenia do lekcji w ClickMeetingu, zintegrowany ClickMeeting z Langlajonem, cudowna sprawa, świetnie te przypomnienia mogą działać i no też nie ma problemu, żeby one były zautomatyzowane albo już tak formalnie, technicznie, zapis do grupy kontynuacyjnej czy podpisanie umowy online i umożliwienie zrobienia tego kursantowi w terminie. And these are areas that are worth automating. Thanks to this, the team can also focus on those areas that are not worth automating. So you can focus on building relationships with your students, on strengthening these connections, so that the communication between you and the students as smooth as possible, as close as possible. And what's next? At the end, one thing that I think is worth remembering is that communication in a language school doesn't break down because people don't want to communicate. It breaks down when too many things start to be on the mind of one person, most often the owner. And you have to remember who was supposed to call back, why, who was supposed to get the message, when to return to the topic of continuation, what to do, what to do, what to remember, and so on, and so on. This list of chases never ends and at some point it is no longer a matter of greater commitment, only on a scale, at a certain scale, when the school grows, the group is more, the team is bigger, improvisation begins to generate chaos and then this communication is dispersed. And it's not the fault of the employees, people and because someone is doing something wrong, but because everything sticks together. Well, it's tied to the triplet, so to speak, everything depends on the memory. And from this need, de facto, Langleyon was created as one place that collects all these areas, such as notes, payments, graphics, documents, communications, not for the school to work on its own, but it stopped working chaotically, it started to work in an orderly way, so that the daily work was not based on remembering everything by the owner and extinguishing the fires, as they say. So if during the webinar you had any feeling that many of these described situations sound familiar or you have a problem in some areas and maybe you don't need a revolution, but you need to sort out the basics, I have an exceptional proposal, I invite you to a short consultation, without obligations, with us. I note right away, this is not a presentation of the LangLion platform, unless you want to, I have nothing against it, but here I have an offer. I would like to invite Michał from LangLion Link to the presentation. This is an offer of free consultations, 15-20 minutes, sometimes longer, where we talk about what organizational problems you have and we suggest, based on our experience of working with schools for many years, how you can solve them. You have a link on the chat. I cordially invite you to this. and we will be happy to help you, we will talk about what you can do in your school, where it would be worth starting from. And now it's probably time for questions, if you have any, I invite you.

[00:47:19] Speaker 1: Well, I see here that you answered the questions during the webinar. I tried, but maybe something else will appear. Maybe we'll wait a moment, and if it appears after we finish the webinar, we will be happy to send it to you and you can answer by e-mail. There is one thing I did not answer, Mr.

[00:47:40] Speaker 2: Paweł asked about emotions versus specific goals for Mr. Tomasz and Mrs. Marta, so I will answer that. Emotions, of course, do not have to overlap with your goals. This is also quite important. But at the same time, it is worth using the psychology of the student's decision and the emotions that accompany him at each of these stages to achieve your business goals. So at each of these stages, these emotions can be a bit different, regardless of who is your target group, it's just that these emotions can be different at each of these stages, so it's worth designing it for yourself and, of course, each of these stages refers to your business goals. We have a question, can you repeat what aspects are worth discussing when it comes to the choice of persons? I'm already talking. Age, profession, a personal life situation, I would say. Motivation, for sure. Our Marta wanted to give her child a good language start. fears, channels of contact, how he makes decisions and what his expectations are. These are such key elements, but if you want to go back to it, it will also be on the slide in the presentation.

[00:49:18] Speaker 1: Well, I guess you answered all the questions from what I see. So thank you very much for participating in our webinar. Zapraszam na kolejny webinar, który będzie już w piątek. Będziemy wysyłać do Państwa informacje mailowo. I już teraz zapraszam najprawdopodobniej w pierwszej połowy maja na kolejny webinar z Langklaim.

[00:49:40] Speaker 2: Bardzo serdecznie dziękuję za zaproszenie. I mam nadzieję, że to będzie dla Was i dla Waszych szkół jakiś początek nowego etapu.

[00:49:48] Speaker 1: My również bardzo dziękujemy i życzymy Państwu miłego popołudnia. Do zobaczenia następnego roku.

[00:49:54] Speaker 2: Dzięki, do zobaczenia.