The ordinary day of a session
The session moves when the teacher does not have to hunt: who recites, where the learner stopped, what was said last week. Recitation follow-up — tasmi, listening, appreciation — should live inside the act of teaching.
Darajet sets today’s queue, each learner’s thread, and what should be taken again. The teacher remains the authority. The tool does not listen in his place, and never judges faith or intention.
Follow a group without multiplying tables
The notebook, the spreadsheet, the message: each holds a piece. Student follow-up fragments. Darajet gathers the group’s pedagogical follow-up — memorisation, revision, recitations — in one place.
This is not a ranking. It is a follow-up record the teacher holds: where the learner stands, what was heard, what should be consolidated.
- Recitation and listening follow-up
- Memorisation and revision on the same thread
- A readable history from one session to the next
Tajwid, reading, appreciation
Darajet does not teach tajwid in the teacher’s place. It accompanies the follow-up: what was noted in the reading, what returns, what the teacher wants to consolidate.
Qualitative appreciation comes first. A numeric mark, if the structure wants it, stays optional.