Developer Journal

Continuous verbs in context

The problem: Students can form continuous verbs perfectly in exercises but struggle in conversation. They'll say "I watch TV" when they mean "I am watching TV right now." This isn't a conjugation issue — they just can't see when to use it.

Why this happens: Students aren't noticing time indicators like "now," "at the moment," "this week," or "currently." Without those cues, they default to simple present because it feels safer. This is a pattern recognition problem, not a memory problem.

What I'm thinking about building: A timeline activity that makes indicators visible.

• Show a visual timeline
• Highlight time markers like "now" and "currently"
• Students place actions on the timeline first
• Then choose verb forms based on placement

Next steps: Create mixed scenarios where students label indicators before choosing verb forms. Slow down the recognition process so they see patterns before needing them in conversation.

Comparatives in real context

The problem: Students memorize "fast → faster" but miss the relational nature. A comparative needs context: faster than what? Without reference points, the language feels hollow.

What I tried: Rushed into advanced structures like "more/less than" and "whereas" — pushed too fast. Reset to core comparatives and paired them with connectors like "because" and "while." Something clicked. Students started explaining choices instead of just labeling words.

What I'm thinking about building: Drag-and-drop with real comparisons.

• Show race car and bicycle side by side
• Prompt: "The car is _____ than the bike"
• Students drag words into place
• Meaning comes from seeing both objects together

Adding audio: Students hear "The elephant is louder than the mouse" with actual sounds. They feel the contrast while placing words. Three modes of input — audio, visual, tactile — working together.

Next steps: Build prototype with image pairs and three distractors. Add "because/while" prompt after each answer. Track which adjective pairs cause confusion and surface them more often.

Iterating on ESOL games

Why I built this: Students lost engagement with flashcards. Some got frustrated, others checked out entirely. They needed something different.

What I learned from each version:

• Version 1: Ship something that helps now, even if code isn't perfect
• Version 2: Invest in maintainability or you'll struggle later
• Version 3: Small UX changes transform how students experience learning

How it works now:

• Practice mode: Shows answers immediately — builds confidence
• Challenge mode: Timer and streaks — for students who want to push themselves

Same content, tailored experiences. Seeing students engage because they have options makes me keep iterating.

Next steps: Track which mode helps which students. Show progress data — streaks, times, improvements. Consider custom mode where students set their own goals.

Building for myself first

Why I built this: I couldn't find tools that understood how my brain works. Every productivity app tells me to "just focus" or "break tasks into smaller steps," but they assume linear thinking and easy concentration. I was tired of feeling like I was failing systems instead of the systems failing me.

The problem: I kept hitting moments where processing would just stop. Not procrastination, not decision paralysis — actual cognitive walls where information wouldn't compute.

What I built: A toolkit with:

• Timers that don't judge
• Focus tools that respect my limits
• Clean interfaces that don't overwhelm
• Everything in one place, designed for non-linear thinking

Product principle: Solve authentically

When I showed this to other neurodivergent people, they immediately asked to use it. That's how I knew it was working. If I solve my own problem honestly, I likely solve theirs too.

Next steps: Add body doubling scheduling. Create more visual options for habit tracking. Keep testing with ADHD users — I want to know what actually helps, not what should theoretically help.