Brisk Teaching is a free Chrome and Edge extension that layers AI tools over the pages a teacher already works in, including Google Docs, Slides, PDFs, web articles and YouTube. For English language teachers it is strongest on in-document feedback and quick quiz building, and weakest on anything that depends on CEFR levels rather than school grade levels.
Brisk Teaching is a browser extension for teachers. You install it in Chrome or Edge, it sits in the corner of whatever page you are on, and it offers a menu of AI tools that act on that page. On a student essay in Google Docs it drafts inline comments. On a news article it builds a quiz. On a YouTube video it produces a set of questions. On a slide deck it writes speaker notes.
That design decision is the whole product. Most AI teaching tools ask you to copy your material into their interface, do something to it, then copy the result back out. Brisk removes the copying, which sounds trivial until you have done it forty times in an evening.
The company is pitched squarely at K to 12 schools in the United States, and that shows in the vocabulary, the reading levels and the standards alignment. English language teaching is not the market it was designed for. That does not make it useless for us, but it does change which parts are worth your time.
Feedback inside the document. Reading a learner’s writing in Google Docs and generating a set of draft comments without leaving the tab is the single most useful thing in the toolset. You still decide which comments survive, which is the part that matters, but the blank page problem disappears.
Turning any page into practice material. An article you found this morning becomes a comprehension quiz in a couple of clicks. For teachers who build lessons around authentic texts, that is the fastest route from “this is interesting” to “this is a task”.
Video into questions. The YouTube tool is genuinely handy for listening work, because writing comprehension questions from a video is slow and nobody enjoys it.
Writing inspection. Brisk can replay how a document was written, showing pasted blocks and long gaps. Used carefully it gives you something concrete to discuss with a learner. Used carelessly it becomes an accusation engine, which is a different article and a worse classroom.
The first problem is levelling. Brisk thinks in American grade bands. An ESL class does not. A text simplified to a US fifth grade reading level is not the same thing as a B1 text, because grade level assumes a first language speaker with age appropriate world knowledge and a large passive vocabulary. Your B1 adult learner has neither the vocabulary nor the cultural references, and often has far more sophisticated ideas than the simplified text allows them to express. Always read the output against the CEFR descriptors published by the Council of Europe and rewrite accordingly.
The second is dependency. The tools are built around Google Workspace. If your school runs on Microsoft, or your learners submit through a learning platform, or you teach one to one online with everything in a shared document elsewhere, much of the menu simply does not apply.
The third is cultural fit, which is the same complaint we have about nearly every AI teaching tool. Generated reading passages default to American schools, American sports and American holidays. Teaching in Madrid, Hanoi or Riyadh, you will be rewriting more than you expect.
“10/10 would recommend”
“Great course that was both easy to follow and very informative […]”
Ryan Kiser · August 2026 · verified review of a course from The TEFL Institute, the accredited training provider behind tefl.ai · Read the full review · All our reviews
Brisk publishes a free teacher plan that includes more than twenty tools, with a short premium trial when you first sign up. After the trial you drop back to the free plan rather than losing access entirely, which is a more honest model than most. The paid tiers are aimed at schools and districts and are quoted rather than listed, so an individual teacher cannot simply buy one off the shelf.
Two points of caution. Education pricing moves with the school year, so check the current position on the vendor’s own pricing page before you quote a figure to a head of department. And a free plan with usage limits is still a free plan with usage limits: find out where the ceiling sits before you build a weekly routine on top of it.
| Teaching job | How Brisk handles it | The ESL catch | Typical time saved |
|---|---|---|---|
| Commenting on learner writing | Drafts inline comments directly in the document | Corrects everything at once instead of prioritising what you taught | Approximately 30 to 60 minutes per class set |
| Levelling a text | Rewrites a page at a chosen reading level | Grade bands, not CEFR, so vocabulary load is unpredictable | Approximately 20 minutes per text |
| Building a quiz | Turns an article or video into questions with a key | Tests content knowledge more often than language | Approximately 25 minutes |
| Checking how work was written | Replays the writing process in the document | Evidence of pasting is not evidence of cheating | Not a time saving, a conversation starter |
| Planning a lesson | Produces a plan skeleton from a topic or standard | Built around curriculum standards most ELT teachers do not use | Approximately 20 minutes |
Time savings are typical ranges reported by teachers rather than measured averages, and they assume you still read everything before it reaches a learner.
An extension that reads the page you are on is reading your learners’ work. That is personal data, and under GDPR the decision to send it somewhere is a processing decision your school may never have authorised. American tools tend to advertise compliance with American school privacy law, which tells you nothing about whether your institution in Ireland, Spain or Poland has approved it.
The practical version is short. Ask before you install. Strip names where you can. Do not put anything about a young learner through a tool that nobody has signed off. The Irish Data Protection Commission publishes guidance in plain language, and it takes about ten minutes to read.
It suits you if you mark written work in Google Docs, teach in a school that runs on Google Workspace, and want the AI layer to appear where you already are rather than in one more tab. Teachers in international schools and university programmes tend to get the most out of it.
It is a poor fit if you teach adults one to one online, if your materials live in a coursebook and a shared drive rather than in Docs, or if your main need is CEFR levelled material. In that case a purpose built ELT tool will beat a general classroom tool every time, which is the same conclusion we reached in our guide to the best AI tools for English teachers and in our comparison of ChatGPT alternatives for English teachers.
It is also worth being honest about the overlap. If you already use a general assistant well, a lot of what Brisk offers is a faster route to something you could already do. The value is the saved clicks, not new capability.
We are running a survey of English teachers on what AI has changed in their work, what it has not, and where it gets things wrong. Twelve questions, about four minutes, no email address required.
The results will be published free on tefl.ai. There is very little independent data on this, so what teachers tell us here is what the report will say.
Pick one job. Marking is the obvious candidate, because that is where the hours go and where the checking is quickest.
Run one class set through it. Generate the comments, then delete at least half of them before the learner sees anything. The half you keep should map to what you actually taught this month, not to every error the model noticed.
Compare the result with what you would have written unaided. If the drafts save you real time and your learners are getting feedback they can act on, keep it. If you find yourself rewriting every comment, the tool is not the problem and neither are you: it simply does not know your class.
Then decide what you are doing about levelling. In practice most ELT teachers who adopt Brisk use it for feedback and quizzes, and level their texts somewhere else. There is nothing wrong with a split workflow, and our walkthrough on adapting teaching materials with AI covers the levelling half properly, with the CEFR check built in.
Every tool in this category is solving the same underlying problem, which is that preparing good English materials takes longer than teaching the lesson. They differ mostly in where they sit: inside your browser, inside a separate platform, or inside a general assistant you prompt yourself.
None of them changes the part of the job that matters. A tool can draft the comment. It cannot decide that this particular learner needs encouragement more than accuracy this week. The teachers who get the most from any of this are the ones who are quick to spot a wrong answer and clear about what they wanted before they asked, which is covered in more depth in our guide to AI in English language teaching.
If your reason for looking at Brisk is levelling texts or building practice material for mixed level English classes, start with something built for that job. Our free AI Materials Adaptor works in CEFR terms rather than grade bands, and the rest of the free toolkit is listed on the AI tool overview page. If you would rather have the whole skill set assessed and certified, the AI-Skilled Teacher Certificate covers the same ground with a credential attached.
The past simple is the English verb form used for an action or state completed at a finished time in the past. Most verbs form it by adding -ed, while a closed set of common verbs change their form instead. It is the ordinary narrative form of English and the first past form most learners meet.
The present perfect is the English verb form made with have or has plus a past participle, used to link a past action to the present moment. It covers experience up to now, a situation that began in the past and still continues, and a past event whose result matters now. It never takes a finished time reference.
