Using AI in teaching without losing the teacher
AI can draft lessons, transcribe spoken answers and suggest marks. Here is where it genuinely helps, and where handing over is a mistake.
There are two bad positions on AI in classrooms. One is that it changes nothing. The other is that it can teach for you. Both are wrong, and the second is expensive.
Where it earns its place
Turning material into structure. You already have notes, textbooks and question papers. Converting them into organised lessons is mechanical work that machines are good at and you are tired of.
Listening to recordings. If thirty students record a two-minute spoken answer, that is an hour of listening before you have graded anything. A transcript in front of you turns that hour into fifteen minutes.
First-pass observations on written work. A summary of what a student argued, with strengths and weaknesses, is a useful starting point when you have forty scripts to mark.
Where it should not be trusted
Final marks. A model that has never met your student, does not know they were ill last week and cannot tell effort from fluency should not decide their grade.
Feedback that matters. Students can tell the difference between a comment written by their teacher and one generated for them. The first changes behaviour. The second is noise.
Anything you cannot check. If you would not be comfortable defending a piece of AI output to a parent, do not send it.
A practical rule
Let it draft, never let it decide. Everything AI produces should arrive as a suggestion in your hands, editable and clearly marked as provisional. If your tools do not let you switch it off entirely, they are not built for teaching.
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