Channel
@learn_2_teach
On this record: Growth · Engagement · What this channel posts · Reactions · Posts · Polls · Citations · Telegram's recommendations · Cite this entry
832subscribers
+7 since we began measuring on 22 August 2026
Risers and fallers across the register · movement among entries of Under 1,000.
| Telegram ID | -1001646125729 |
|---|---|
| Type | Channel |
| Username | @learn_2_teach |
| Created | Between 1 December 2021 and 30 April 2023 — estimated from Telegram’s id allocation, not measured. How this range is calculated. |
| First recorded | 22 August 2026 |
| Last confirmed live | 31 August 2026 |
| Measurements held | 4 |
| Confirmed unchanged | 1 time, most recently 31 August 2026 |
| On Telegram | t.me/learn_2_teach |
| Measured (UTC) | Subscribers | Change |
|---|---|---|
| 31 Aug 2026, 10:19 | 832 | +6 |
| 23 Aug 2026, 21:24 | 826 | +1 |
| 22 Aug 2026, 14:00 | 825 | no change |
| 22 Aug 2026, 13:45 | 825 | first reading |
20 posts held, back to 9 June 2024 — the reader has not yet reached the start of this channel’s public history, so older posts may sit further back, unread. Read across 1 page of Telegram’s post history, 20 posts per page.
Nothing published in the last 30 days. ERR and ER are rolling 30-day measures, so there is nothing to compute — we hold 20 posts for this entry, the most recent from 13 September 2025. An engagement rate over an empty window would be a number about nothing.
Measured directly from 6 videos with a duration reading, out of the posts we hold for this channel — not this channel’s whole posting history, only the sample this register has actually read. An exact reading to the second, taken from the post itself rather than from Telegram’s own rounded chrome, so it carries no ≈ mark.
73 reactions across 15 posts, in 6 distinct kinds. The most used accounts for 58.9% of them.
| Reaction | Count | Share | Share, drawn |
|---|---|---|---|
| 👍 | 43 | 58.9% | |
| ❤ | 11 | 15.1% | |
| 🔥 | 9 | 12.3% | |
| 😁 | 5 | 6.85% | |
| 😇 | 4 | 5.48% | |
| 🤩 | 1 | 1.37% |
No sentiment is inferred, and none should be read in. This table is ordered by count and by nothing else. Emoji do not carry stable meaning across languages or communities — 🙏 is thanks in one channel and mourning in another — so we publish which ones were pressed and how often, and pass no judgement on what an audience meant by them.
Precision. Telegram publishes reaction counts per emoji and short-forms each one — 4.34K, 1.2M — so any single kind at or above 1,000 reaches us at three significant figures, and only counts below 1,000 are exact. The shares above are ratios of those figures and carry the same error. This is also why the total here can differ slightly from a reaction total printed elsewhere on the page: both are sums of the same rounded parts, taken over samples with different edges.
Coverage. Reactions were read on 16 of the 20 sampled posts in this sample. Summed by Telegram’s own count on each post — not by adding up the per-emoji breakdown above — those same posts carry 73 reactions in total: the kind of figure the paragraph above means by “a reaction total printed elsewhere on the page”.
Measured over the 20 most recent posts we hold, published 9 June 2024 to 13 September 2025, using the newest reading held for each. Telegram Stars are excluded: they are a payment, not a reaction, and they have their own section.
The owner of this channel has been inactive for the last 11 months. If they remain inactive for the next 9 days, they may lose their account and admin rights in this channel. The contents of the channel will remain accessible for all users.
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🔥8😁4😇4
One to one English teaching - General thoughts (by Jo Gakonga)
👍3
#11 Lesson Planning: Teaching one on one ▶️ Teaching students individually has many advantages; it’s easy money compared to classroom teaching, you can arrange classes flexibly and let your student make fast progress. Here’s some advice: 🔹 Build a good rapport You and your student’s motivation level depends very much on how you two get along. Be professional friends with your student. Being too informal can be a pr…
👍6❤1
Watts English for Children, Pt. 4
👍3😁1
#5 Teaching Kids: Flashcards for kids ▶️ Flashcards are a fantastic teaching aid with young learners. Some teachers use them too much while others don’t use them at all. Here’s what you should keep in mind: 🔹 Keep moving Kids want to move, so don’t go against their nature. Let them run to the flashcards and use plenty of TPR in the process. 🔹 Use sentences The biggest problem with flashcards is that teachers teach…
Correcting Errors (from BBC Teachers' Room)
👍4
#7 Error Correction: Correction in fluency activities ▶️ You want your students to develop fluency, so you don’t correct their speaking. Or should you? Yes you should, but not right away. Here’s how: 🔹 Don’t interrupt students. This would kill the activity. 🔹 Note down errors. You can choose later which ones you want to work on. Focus on common errors rather than individual ones. 🔹 Create a post-activity about th…
👍4❤1
https://t.me/afandi_english Join my channel for English learners (upper levels)!
👍2
#10 Bad Habits: Explain the new topic ▶️ Do you start the class by “explaining the new topic”? What does that mean and what is wrong with that? ❓What does it mean to “explain a topic”? ❗️It’s basically a teacher-centred way to start a class. You tell the students what the topic is and they listen. Perhaps you even start teaching vocabulary or grammar at this early point. ❓What’s the problem with that? ❗️A topic is…
👍4
Prof. Jack Richards on Teaching Grammar
👍1
#8 Teaching Grammar: Grammar for communication ▶️ The role of grammar in language teaching is something that teachers from different backgrounds can’t agree on. Here are 3 agreeable principles of grammar teaching: 🔹 From control to feedback Grammar teaching should solve problems, not create problems. There’s no reason why you should teach rules that your students don’t seem to have problems with. Let them make mist…
❤4
Showing the 12 most recent of 20 posts we hold for @learn_2_teach. View and reaction counts are the latest single reading for each post, not a live figure, and a recent post is still accumulating both. A view count marked ≈ was rounded by Telegram before we ever saw it — t.me prints views in full below 1,000 and to three significant figures above, so ≈1,200,000 means somewhere between 1,150,000 and 1,249,999. Unmarked counts are exact. Text is reproduced from the public post preview and truncated for length.
The poll we hold for this entry, as Telegram rendered it when we read the post. A poll’s figures keep moving after that, so each one is dated.
Do you agree?
Shares as published. No per-option vote count is published by Telegram, so none is shown.
Percentages only — there are no per-option vote counts here, because Telegram publishes none. The public post preview gives each option’s share and a single voter total, and nothing else. Multiplying one by the other would produce a per-option tally that looks measured and is not: the shares are rounded to whole numbers before we ever see them. We print what was published and leave the column that does not exist empty.
The shares need not add up to 100. Rounding alone puts many polls at 99 or 101. A poll that allows more than one answer per voter runs well past 100 by design, and several here do. The bars are drawn against a fixed 100% track at each option’s own percentage rather than normalised to the total, so a poll that exceeds it shows that it does instead of being quietly rescaled.
Read from the 20 most recent posts we hold, published 9 June 2024 to 13 September 2025. Telegram labels each poll by kind — an anonymous poll, a quiz, a closed set of final results — and that label is reproduced rather than paraphrased.
Republishes
Channels on the register whose posts this channel has forwarded.
Built only from forwarded posts we have actually read, on both sides. Coverage is early and deliberately incomplete: a missing link means we have not read the post that would prove it, never that the relationship does not exist. Counts are distinct forwarded posts observed, so they only ever go up as we read more.
Names
Channels on the register whose handles appear in this channel's posts.
A mention is a weaker signal than a forward and is counted separately for that reason — naming a channel is not republishing it, and a handle in a post body is easy to place deliberately. The post counts beside each row below are distinct posts in which the handle appeared, from posts we have read on both sides — the “Named by N registered channels” figure above is a different count, of distinct NAMING CHANNELS rather than posts, and is not the sum of the rows under it.
The reverse of the list above, and a different kind of signal. This does not require this channel to have ever been asked about directly — each row below is a channel we DID ask Telegram about, whose Telegram-generated list happened to include this one. A channel can appear here with an empty list above it, because being named by someone else’s query is independent of having been queried itself.
This channel appears in 1 seed channel's Telegram-generated recommendation list in total. Each is Telegram’s list for THAT channel, not this one — see how this is measured.
A live page changes as we take new readings, so a citation should name the measurement it is based on, not just the URL. The line below cites the subscriber count as measured 31 August 2026 — this entry's latest reading, not the date you are reading this.
“Learn 2 Teach” (@learn_2_teach), 832 subscribers as measured 31 August 2026. Telegram Register, tgregister.com/channel/learn_2_teach.
Full measurement history, CC BY 4.0. Every reading this register holds for this entry, not just the latest one, as a dated, downloadable record: CSV · JSON. Free to use with attribution to tgregister.com. Each file carries its own generation timestamp, which is the figure to cite for exactly when the data was retrieved.