“Two students can receive the same homework. One needs twenty minutes. The other needs two hours. The difference is not necessarily effort.”
A child sits down to do homework at 6 p.m.
At 6:20, almost nothing has been written.
At 7:00, one exercise is finished.
At 8:00, frustration has replaced concentration.
The parent sees an obvious problem:
Homework takes too long.
The obvious solutions follow:
Work faster.
Concentrate.
Stop getting distracted.
Practice more.
Spend less time on your phone.
Be more organized.
Sometimes those suggestions are useful.
But they begin with an assumption that may be wrong.
They assume that the problem is time.
Very often, time is only the visible result of something happening earlier in the learning process.
A useful diagnostic model is:
assignment → interpretation → task model → prerequisite retrieval → strategy → execution → monitoring → checking → stopping
A learner can lose enormous amounts of time at any one of these stages.
So before asking:
Why is my child so slow with homework?
we should ask a better question:
Where exactly is the process slowing down?
Homework Time Is an Output, Not a Diagnosis
Suppose two students receive ten mathematics problems.
Student A completes them in thirty minutes.
Student B needs ninety minutes.
What have we learned?
Only this:
Student B needed more time.
We do not yet know why.
Perhaps Student B does not understand the topic.
Perhaps the topic is understood, but an older prerequisite is missing.
Perhaps the mathematics is easy but the wording of the problems is difficult.
Perhaps the learner knows the method but cannot decide when to use it.
Perhaps every calculation is repeatedly checked because the learner is afraid of making mistakes.
Perhaps attention is fragmented.
Perhaps the instructions are unclear.
Perhaps the learner spends fifteen minutes trying to make the notebook look perfect.
Perhaps the assignment itself is badly designed.
Perhaps Student A is rushing and making errors.
The same visible measurement — time — can therefore be produced by very different mechanisms.
That matters because different mechanisms require different solutions.
The First Hidden Problem: The Student May Not Know What the Task Is Asking
Adults often look at a school assignment and immediately recognize its structure.
A child may not.
Consider an instruction such as:
Compare the two texts and explain how the authors present the main character differently.
An experienced reader may automatically decompose this into several operations:
- identify the relevant passages;
- understand each portrayal;
- choose comparable features;
- find evidence;
- formulate the contrast;
- organize the answer.
A learner may simply see:
Compare the texts.
And not know how to begin.
The delay therefore occurs before subject knowledge is even used.
The learner is not yet solving the task.
The learner is trying to construct the task.
Reading the Instructions Is Not the Same as Understanding the Assignment
A student can pronounce every word in an instruction and still not know what action is required.
This distinction appears across subjects.
Mathematics
Find the percentage increase.
The learner may understand percentage and increase separately but not know which values must be compared.
Physics
Determine the acceleration of the object.
The learner may know the formula for acceleration but not recognize which information in the situation belongs to the model.
History
Evaluate the importance of the reform.
The learner may know what happened but not understand what evaluate requires.
Biology
Explain how the structure is related to its function.
The learner may know the name of the structure and its function but not understand that the task asks for a causal connection.
Language learning
Rewrite the sentences using the passive voice.
The learner may understand each sentence but not know which grammatical transformation must remain semantically invariant.
In all of these cases, the visible symptom may be:
Homework takes forever.
But the actual bottleneck is:
instruction → action
Before Solving a Task, the Brain Has to Build a Task Model
A useful question is:
What would count as a completed answer?
If the learner cannot answer that, beginning the task will be difficult.
We can model this stage as:
words of the instruction → required operation → expected output
For example:
compare
does not merely mean “write about A and B.”
It requires some basis of comparison.
explain
does not merely mean “state what happened.”
It usually requires relationships such as cause, mechanism or reasoning.
calculate
requires identifying quantities and mathematical relationships.
justify
requires evidence or reasoning supporting a claim.
summarize
requires selecting information rather than reproducing everything.
The verbs inside school instructions are therefore not decorative vocabulary.
They encode intellectual operations.
Homework Can Be a Language Problem Even in Mathematics
This is especially important for multilingual students.
A child may know the mathematics and still struggle with a word problem because the language of instruction creates an additional processing layer.
Imagine a learner studying mathematics in German while German is not the learner’s first language.
The student must process:
German sentence
↓
situation
↓
mathematical relationships
↓
calculation
↓
answer
If the linguistic interpretation is unstable, mathematics cannot begin cleanly.
The same can happen with physics in English, biology in German, history in another school language, or any subject studied through a non-native language.
This is one reason Levitin Language School treats Language + Subject as a genuine educational intersection rather than simply a language lesson containing school vocabulary.
Related page:
The Second Hidden Problem: The Current Topic May Not Be the Real Problem
Suppose a student is struggling with algebra.
The natural response is:
We need more algebra practice.
Maybe.
But algebra depends on earlier skills.
A student may understand the new concept while repeatedly getting stuck because of:
fractions;
negative numbers;
multiplication;
order of operations;
basic equation manipulation.
The current lesson exposes the weakness.
It did not necessarily create it.
Homework Has a Dependency Structure
Learning is not a flat collection of topics.
Many tasks depend on earlier components.
A simplified model might be:
current task
↓
current concept
↓
procedure
↓
prerequisite concepts
↓
basic operations
If a lower layer is unstable, every task above it becomes expensive.
The learner has to reconstruct what another student retrieves automatically.
That costs time.
Slow Work Can Be a Retrieval Problem
A student may genuinely have learned something before.
But can it be retrieved when needed?
That is a different question.
Consider multiplication facts.
A learner who instantly retrieves:
7 × 8 = 56
uses almost no working attention on that operation.
Another learner may reconstruct the answer:
7 × 4 = 28.
Double it.
The result is correct.
But if a complex problem requires many such reconstructions, cognitive load accumulates.
The student may understand the advanced mathematics and still work very slowly.
So:
knowing something somewhere in memory
is not identical to:
having it available quickly enough for the current task.
This connects to a broader problem discussed in:
Why Do I Forget Everything I Study? The Problem May Not Be Your Memory
Automaticity Is Not the Enemy of Understanding
There is an understandable reaction against rote learning:
Students should understand, not memorize.
I agree with the direction, but the opposition can become too simple.
Some knowledge should become easily retrievable precisely because we want attention available for deeper reasoning.
The problem is not memory.
The problem is using memory instead of understanding.
Useful learning often requires both:
understanding + retrieval + application
If every elementary step must be consciously rebuilt, complex work becomes unnecessarily difficult.
The Third Hidden Problem: The Student Knows the Method but Cannot Select It
This is one of the most important differences in education.
A teacher demonstrates a method.
The student follows it.
The student completes several similar exercises.
Everything looks good.
Then homework mixes several types of problems.
Suddenly the student freezes.
Why?
During the lesson, the method was already selected.
At home, the learner must make a new decision:
Which method applies here?
That is a different skill.
Procedure Execution and Strategy Selection Are Not the Same Thing
Consider these two tasks.
Task A
Solve this equation using the quadratic formula.
The strategy has been given.
Task B
Solve this equation.
Now the learner must decide:
Can it be factored?
Should I rearrange it?
Is the quadratic formula appropriate?
Is there a simpler structure?
The mathematical operations may be identical.
The cognitive task is not.
A Student Can Look Successful While the Teacher Is Choosing Everything
This produces one of the most misleading classroom situations.
Teacher:
What should we do first?
Student:
Move this term to the other side.
Teacher:
Good. And now?
Student:
Divide by three.
Everything appears understood.
But perhaps the teacher has already done the hardest part:
- identified the type of problem;
- selected the relevant information;
- chosen the strategy;
- determined the sequence;
- noticed when the student was going wrong.
At home, those decisions disappear.
Then the parent hears:
I understood everything in class, but I can’t do the homework.
That statement may be completely accurate.
Understanding a teacher’s reasoning is not the same as independently generating the reasoning.
We explored the same distinction in mathematics here:
I Understand Math When Someone Explains It, but I Can’t Solve Problems Alone — Why?
The Fourth Hidden Problem: The Student May Be Solving Every Task From Zero
Experts recognize patterns.
Beginners often do not.
An experienced learner looks at a problem and sees:
This belongs to a familiar family.
A weaker learner sees:
Another completely new problem.
That changes the amount of work dramatically.
Pattern Recognition Compresses Thinking
Suppose a student has learned several types of equations.
With experience, the learner begins to recognize structural features.
Instead of thinking:
I have never seen this exact equation before,
the learner thinks:
I recognize the structure.
This is not mindless memorization.
It is cognitive compression.
The learner no longer needs to reconstruct the entire strategy from first principles every time.
But Pattern Recognition Can Also Become a Trap
A learner may recognize superficial features rather than the underlying structure.
For example:
Last time a problem contained the word “total,” we added the numbers.
So the learner adds again.
But this time the relationship is different.
This is why good practice should vary contexts.
The goal is not:
I recognize this worksheet.
The goal is:
I recognize the mechanism.
The Fifth Hidden Problem: Perfectionism Can Make Homework Look Like a Knowledge Problem
Some students do not work slowly because they know too little.
They work slowly because every step feels dangerous.
They write.
Erase.
Rewrite.
Check.
Recheck.
Ask whether the answer is good enough.
Rewrite again.
This can happen especially with:
essays;
foreign-language writing;
mathematics where one error may affect later steps;
creative assignments;
students accustomed to being praised primarily for correctness.
Checking Is Useful Until Checking Becomes the Task
A healthy cycle is:
solve → check → correct → continue
An unhealthy cycle can become:
solve → doubt → check → doubt → check again → restart
The visible result is more time.
But giving the student twenty additional exercises may make the problem worse.
The learner may need a better criterion for deciding:
This step is sufficiently checked. Continue.
Homework Requires a Stopping Rule
This is rarely taught explicitly.
When is an answer finished?
When is an essay ready to submit?
When has a calculation been checked enough?
When should the learner stop searching for a “better” word?
Without a stopping criterion, tasks expand.
A learner can spend forty minutes improving something that was already adequate after fifteen.
The Sixth Hidden Problem: The Student May Not Know How to Check
Some students check by repeating exactly what they just did.
They calculate again using the same method.
They reread the same sentence.
They inspect the same answer.
If the original reasoning contained an unnoticed assumption, the second pass may reproduce it.
Effective checking often requires a different route.
Different Subjects Have Different Checking Mechanisms
Mathematics
Estimate the result.
Substitute the answer back.
Use another method.
Check the sign and magnitude.
Physics
Check units.
Check physical plausibility.
Consider an extreme case.
Ask whether the direction makes sense.
Language
Read for meaning, not only grammar.
Check whether pronouns have clear referents.
Ask whether the sentence says what you intended.
History
Check whether the claim is supported by evidence.
Distinguish chronology from causation.
Biology
Check whether the proposed mechanism actually explains the observed function.
Checking is therefore a skill in its own right.
The Seventh Hidden Problem: The Student May Be Switching Tasks Constantly
Homework does not happen in a laboratory.
A learner may:
open the textbook;
receive a message;
answer it;
return to the exercise;
open another tab;
remember another assignment;
check the school platform;
return to mathematics;
look for a formula;
see a notification;
continue.
The clock says sixty minutes.
But the learner did not spend sixty continuous minutes reasoning about the assignment.
Interruption Has a Restart Cost
After an interruption, the learner must reconstruct:
What was I doing?
Which step was I on?
What did this symbol mean?
What was I trying to prove?
Where was the relevant information?
That reconstruction consumes time and attention.
The cost is particularly high for tasks requiring several pieces of information to remain active at once.
“Just Concentrate” Is Not a Complete Intervention
Concentration is not a switch.
We can change the environment.
For example:
one task visible at a time;
notifications removed;
required materials prepared beforehand;
clear start point;
short planned work intervals where appropriate;
a place to record unrelated thoughts or tasks without immediately switching to them.
The objective is not moral discipline.
It is reducing unnecessary cognitive switching.
The Eighth Hidden Problem: The Assignment May Be Too Large to Represent Mentally
Consider:
Write a presentation about climate change.
Where does the student begin?
Search the internet?
Choose a country?
Define climate change?
Find statistics?
Design slides?
Write the speech?
Find images?
The task is not one task.
It is a project containing many tasks.
A learner who cannot decompose it may spend a long time doing almost nothing.
Large Tasks Need an External Structure
Instead of:
Make presentation
build:
define question
↓
choose scope
↓
collect sources
↓
select evidence
↓
build argument
↓
create outline
↓
draft slides
↓
check
↓
rehearse
Now the learner does not need to hold the entire project mentally.
The plan carries part of the cognitive load.
Planning Is Not Wasted Homework Time
Students sometimes feel:
I haven’t started yet. I’m only planning.
But five minutes of useful planning can save thirty minutes of chaotic execution.
The distinction is between productive planning and avoidance.
Productive planning produces decisions.
After planning, the learner knows what to do next.
The Ninth Hidden Problem: Too Much Help Can Make Homework Longer in the Future
This sounds paradoxical.
A child is stuck.
A parent helps.
The task is completed.
Problem solved?
For tonight, perhaps.
But what exactly did the parent do?
If the parent:
interpreted the instruction;
selected the method;
identified the error;
suggested the next step;
confirmed every answer;
then the homework was completed with an external executive system.
The learner may still be unable to reproduce the process alone tomorrow.
Help Can Remove the Very Decision the Student Needs to Learn
Suppose the student asks:
What formula do I use?
Parent:
Use this one.
The immediate obstacle disappears.
But the missing skill may have been:
How do I decide which relationship applies?
A better hint might be:
What quantity are you trying to find, and which quantities do you already know?
Now the student still has to make the decision.
Good Help Reduces Difficulty Without Removing Ownership
We can think of assistance in levels.
Level 1 — orient
What is the question asking?
Level 2 — focus
Which information seems relevant?
Level 3 — contrast
Are we looking for a total or a rate?
Level 4 — partial cue
Which formula connects these three quantities?
Level 5 — demonstration
Show the step if necessary.
The goal is not to avoid Level 5 forever.
Sometimes direct explanation is exactly what the learner needs.
The goal is to avoid automatically beginning there.
Support Should Eventually Disappear
A useful learning sequence is:
demonstration
↓
guided attempt
↓
partial support
↓
independent attempt
↓
transfer
If the learner can perform only while help remains present, we have evidence of supported performance — not yet independent ability.
The Tenth Hidden Problem: The Student May Be Doing More Work Than the Assignment Requires
This happens surprisingly often.
A learner writes three pages when one paragraph was required.
Researches ten sources when three were enough.
Solves every optional problem.
Rewrites notes before beginning.
Creates elaborate formatting for a simple presentation.
Why?
Sometimes the student does not understand the evaluation criterion.
Sometimes perfectionism is involved.
Sometimes “doing more” feels safer than deciding what is relevant.
Relevance Is an Academic Skill
Strong students are not simply people who can produce more information.
They increasingly learn to select.
What belongs in the answer?
What does not?
Which evidence is sufficient?
Which calculation is necessary?
Which explanation answers the actual question?
This is another form of thinking that homework can expose.
The Eleventh Hidden Problem: The Student May Be Using the Wrong Tool
Imagine a learner who needs to understand a concept.
Instead, the learner rereads the chapter five times.
Or needs to remember vocabulary but spends all the time highlighting it.
Or needs to learn problem solving but watches solutions without attempting any problems independently.
The student is working.
The student may be working hard.
But the learning operation does not match the goal.
Different Goals Require Different Operations
If the goal is recognition, rereading may help.
If the goal is retrieval, try recalling without looking.
If the goal is application, solve.
If the goal is explanation, explain.
If the goal is transfer, change the context.
If the goal is error diagnosis, compare your reasoning with the correct structure.
Homework efficiency therefore depends not only on effort but on matching:
goal → learning operation
The Twelfth Hidden Problem: “I Don’t Understand” Is Too Large a Diagnosis
A student says:
I don’t understand this.
What does that mean?
Possibilities include:
I don’t understand the words.
I understand the words but not the instruction.
I understand the instruction but not the concept.
I understand the concept but not the method.
I know the method but cannot start.
I can start but get lost halfway.
I can solve it but cannot explain why.
I can solve this example but not a different one.
I know everything but cannot retrieve it quickly.
These are not the same educational problem.
Replace “I Don’t Understand” With “Where Does Understanding Stop?”
This is one of the most useful diagnostic questions a parent, student or teacher can ask.
Take the task and move through it.
Can you explain what the question is asking?
If yes:
Can you identify what information matters?
If yes:
Do you know the relevant concept?
If yes:
Can you choose a method?
If yes:
Can you execute the method?
If yes:
Can you check the result?
The first “no” gives us a much better starting point.
A Practical Homework Diagnostic
When homework is taking too long, do not begin by measuring only total time.
Observe the process.
Stage 1: Assignment interpretation
Can the learner explain the task in their own words?
Stage 2: Output definition
Does the learner know what a finished answer should contain?
Stage 3: Prerequisites
Are earlier concepts or operations available?
Stage 4: Strategy selection
Can the learner choose how to begin?
Stage 5: Execution
Can the chosen method actually be carried out?
Stage 6: Monitoring
Does the learner notice when something stops making sense?
Stage 7: Checking
Can the result be verified intelligently?
Stage 8: Stopping
Does the learner know when the task is finished?
This gives us:
interpret → represent → retrieve → choose → execute → monitor → verify → stop
That sequence is much more informative than:
Work faster.
Measure Where the Time Goes
Suppose homework takes 90 minutes.
That number alone tells us little.
Instead, we might discover:
10 minutes — finding materials and understanding the assignment;
20 minutes — trying to remember prerequisite knowledge;
15 minutes — selecting the method;
25 minutes — actual solving;
15 minutes — repeated checking;
5 minutes — rewriting.
Now we have a map.
And interventions become more precise.
A Slow Student Is Not Necessarily a Weak Student
Some learners work slowly because they think deeply.
Some verify carefully.
Some notice ambiguities other students ignore.
Some produce higher-quality work.
Speed is therefore not automatically a measure of competence.
The relevant question is:
Is the time producing useful thinking?
Twenty thoughtful minutes may be productive.
Twenty minutes staring at an instruction without knowing what it asks is a bottleneck.
The clock cannot distinguish them.
Diagnosis can.
A Fast Student Is Not Necessarily a Strong Student
The opposite mistake also happens.
A student finishes immediately.
Excellent?
Maybe.
Or perhaps the student:
guessed;
skipped checking;
answered only part of the question;
used a memorized pattern incorrectly;
ignored evidence;
copied from an example;
produced superficial work.
Educational quality cannot be reduced to speed in either direction.
Homework Is Also a Test of Independence
Classroom performance and homework performance measure partly different conditions.
In class, a learner may have:
teacher prompts;
peer examples;
immediate correction;
visible formulas;
structured sequence;
shared attention.
At home, many of those supports disappear.
So homework sometimes reveals something valuable:
Which parts of the process have actually become independently available?
This does not mean homework is always well designed.
It means the difference between supported and independent performance is diagnostically useful.
When Does a Child Need More Practice?
Sometimes the answer really is:
practice.
If the learner:
understands the task;
understands the concept;
knows the strategy;
can perform it correctly;
but is still slow or inconsistent because the skill is not stable,
then additional well-designed practice may help.
Practice is valuable when the bottleneck is fluency or consolidation.
It is much less useful when the learner does not understand what to practice.
When Might a Tutor Help?
A tutor may be useful when the difficulty requires diagnosis, explanation, restructuring or guided independence.
But “needs a tutor” is still not a diagnosis.
The better question is:
What should the tutor actually change?
More exercises?
Conceptual understanding?
Prerequisites?
Language of instruction?
Strategy selection?
Confidence?
Independent checking?
Study organization?
A tutor who misidentifies the bottleneck can add another hour of work without solving the problem.
This is why we previously separated tutoring from simple practice in:
Does My Child Need a Tutor or Just More Practice? How to Tell What Is Actually Missing
Sometimes the Problem Is the Assignment
We should not automatically locate every difficulty inside the learner.
Homework itself can be:
unclear;
poorly sequenced;
too repetitive;
too difficult relative to prerequisites;
too large for the available time;
dependent on material that was not adequately taught;
technically cumbersome;
ambiguous in its evaluation criteria.
Educational diagnosis should include the environment.
A struggling learner and a badly designed task can produce the same visible symptom:
too much time.
The Same Student Can Be Fast in One Subject and Slow in Another
This is useful evidence.
If a child can work independently for forty minutes in biology but cannot begin mathematics without help, the explanation “poor concentration” becomes less convincing as a universal diagnosis.
Perhaps the bottleneck is subject-specific.
Likewise, if the student works efficiently in the native language but becomes extremely slow when studying the same kind of material in German or English, language may be part of the mechanism.
Differences between conditions are data.
Compare Conditions, Not Just People
Instead of:
Why is my child slower than other students?
ask:
When is my child faster or slower than usual?
Compare:
familiar vs unfamiliar topics;
native vs non-native language;
short vs multi-step tasks;
oral vs written work;
teacher-supported vs independent work;
morning vs late evening;
clear vs ambiguous instructions;
routine vs transfer problems.
Variation can reveal the bottleneck.
Homework Difficulty Can Be Modeled as Friction
Imagine that every stage adds a small amount of friction.
The learner needs extra effort to interpret instructions.
Extra effort to retrieve prerequisites.
Extra effort to choose a method.
Extra effort to monitor.
Extra effort to check.
Each individual difficulty may seem small.
Together they can turn a thirty-minute assignment into a two-hour struggle.
This is why the final symptom can look much larger than any single weakness.
The Goal Is Not Maximum Speed
The educational goal should not be:
Finish everything as quickly as possible.
Speed can improve naturally when:
instructions are understood;
prerequisites are accessible;
patterns are recognized;
strategies can be selected;
basic operations are sufficiently automatic;
checking becomes efficient;
independence grows.
Then speed is an effect of a better system.
Not the system itself.
What Parents Can Do Tonight
If homework is taking too long, try not to begin with:
Hurry up.
Instead, choose one task and ask:
What exactly do you have to produce?
Then:
What do you already know?
Then:
Where do you stop knowing what to do?
Do not solve the entire task immediately.
Find the first broken link.
Perhaps the child cannot interpret the instruction.
Perhaps a prerequisite is missing.
Perhaps the strategy is unclear.
Perhaps the student can solve everything but does not know when to stop checking.
The intervention depends on the answer.
What Students Can Ask Themselves
Before starting:
What is the task asking me to produce?
What information do I have?
What knowledge does this task require?
Have I seen the same mechanism in another form?
What is my first decision?
During the task:
Does what I am doing still connect to the question?
Am I stuck because I do not know, or because I cannot choose?
Afterward:
How can I check this?
What would make me confident enough to stop?
These questions gradually move control from teacher or parent to learner.
What Teachers Can Observe
A wrong answer tells us that something went wrong.
It does not tell us where.
A long homework session tells us that the process was expensive.
It does not tell us why.
So instead of looking only at the finished page, observe or reconstruct the path.
Where did the learner hesitate?
What was repeatedly reread?
Which knowledge had to be searched for?
Where was help requested?
What decision could not be made independently?
Which error was noticed?
Which error was invisible?
The process contains information the final answer cannot show.
The Levitin Approach: Diagnose the Bottleneck Before Adding More Work
At Levitin Language School, our broader principle is simple:
visible difficulty is evidence — not yet explanation.
If homework takes too long, adding more homework is not automatically the answer.
If a child makes mistakes, more repetition is not automatically the answer.
If a learner cannot work independently, another explanation is not automatically the answer.
We first try to locate the point where the process breaks.
A practical model is:
task
↓
interpretation
↓
representation
↓
prerequisite retrieval
↓
strategy selection
↓
execution
↓
monitoring
↓
verification
↓
independent completion
Different learners can break at different points.
That means different learners may need different interventions even when their school grades look identical.
Levitin Language School works across three connected educational layers:
Languages
Academic Subjects
Language + Subject
That matters because the bottleneck may belong to any one of them — or to the interaction between them.
A student struggling with a physics problem in German may need help with physics.
Or German.
Or mathematical prerequisites.
Or the language used to express the physical relationship.
Or independent problem-solving strategy.
The surface task does not decide the diagnosis in advance.
Conclusion: Do Not Fight the Clock Before You Understand the Process
When homework takes two hours, the two hours are real.
But they are not the explanation.
The explanation may lie in:
task interpretation;
missing prerequisites;
slow retrieval;
strategy selection;
language;
attention switching;
perfectionism;
checking;
planning;
over-helping;
poor task design;
or several of these at once.
That changes the question.
Instead of:
How do we make the student work faster?
ask:
Which part of the learning process is consuming the time — and why?
Once that becomes visible, “slow homework” stops being one mysterious problem.
It becomes a system we can investigate.
And systems can be changed.
A clock can tell you how long homework took. It cannot tell you where learning got stuck.
Tymur Levitin
Founder & Director, Levitin Language School and Language Learnings
Language Teacher, Certified Translator, Author
Languages • Academic Subjects • Language + Subject
WhatsApp / Viber: +380932913429
Telegram: @START_SCHOOL_TYMUR_LEVITIN
Email: notification@levitintymur.com
© Tymur Levitin. All rights reserved.
