It is possible that a teacher will perform well by providing a thorougly planned and realized offer, but students will not be able to really make use of it. On the other hand, the students may perform well, but the teacher does not see them. In both cases, the quality of teaching is low because, although high performance is provided, it is not recognized and used. Therefore, the teacher needs to listen and determine how to make use of the students' efforts. At the same time, students must recognize the value of the offer in order to use it in the intended sense. The cycle of core idea, assignment, documentation in a learning journal, and feedback consistently strives to balance offer and use.