Chat GPT for Teachers - seriously

[Anonymous]

Anonymous wrote:

Anonymous wrote:Gross. I refuse. The day they require me to use AI in my classroom is the day I quit. I don’t care if that makes me an old fogey (I’m 39), but this has no business in a classroom.

I'm a high school teacher. It's already here. My students are using it all the time: to get answers, to develop tests to study for, etc. It's one of the reasons I have gone back to paper for certain assignments.

The students are going to be using it whether or not we want them to. That's simple fact. If they aren't using it in our classrooms, they are using it on our assignments at home.

We can either adapt our teaching to accept this new reality or we can shut it out. If we adapt, we can teach students how to use it as an effective tool and we can explore its ethical uses. If we shut it out, the students are simply going to be using it anyway.

We see it all the time at the high school level now. I've taught myself how to use it and I now consider it a personal assistant. That also means I can knowledgeably talk about it with my students. These are conversations that have to happen, whether we want them to or not.

Teaching students how and when to use it safely is different from embracing it wholeheartedly.

I can’t get past the ethics of the lake-draining art-stealing word-probability machine companies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Gross. I refuse. The day they require me to use AI in my classroom is the day I quit. I don’t care if that makes me an old fogey (I’m 39), but this has no business in a classroom.

I'm a high school teacher. It's already here. My students are using it all the time: to get answers, to develop tests to study for, etc. It's one of the reasons I have gone back to paper for certain assignments.

The students are going to be using it whether or not we want them to. That's simple fact. If they aren't using it in our classrooms, they are using it on our assignments at home.

We can either adapt our teaching to accept this new reality or we can shut it out. If we adapt, we can teach students how to use it as an effective tool and we can explore its ethical uses. If we shut it out, the students are simply going to be using it anyway.

We see it all the time at the high school level now. I've taught myself how to use it and I now consider it a personal assistant. That also means I can knowledgeably talk about it with my students. These are conversations that have to happen, whether we want them to or not.

I am a high school teacher too. I'm sorry, I completely disagree with you. I've actually turned my classroom into a zero tech space this year. (Thankfully it's math, so it's not that difficult to do so--I bought 35 4-function calculators and that's what they get to use). My students are completely helpless and have zero ability to think critically by themselves. AI isn't going to help them break out of that.

But more than that, I refuse to use it as a professional. I will not allow AI to grade student work. If I expect them to do something by hand, they deserve to have it read and scored by hand. They deserve letters of rec written by me, not a robot. If I expect them to create presentations from scratch, I should be creating the rubrics and providing real commentary, not canned comments from a list.

I will absolutely judge any teacher who puts my child's work into AI to assign it a grade, and am mortified that we think that is in any way appropriate. That's not teaching.

[Anonymous]

My advisory students use chatgpt like google. Direct quote from yesterday:

"How much is 2 tacos and a baja blast at taco bell"

No amount of "please don't do that, that's a question for google" or "let me help you find taco bell's menu and we can calculate it together" makes a difference. It's horrifying. So much environmental waste.

[Anonymous]

I only grade work done without a computer, within the 4 walls of my classroom at this point. Nothing goes home that counts for a grade. Nothing done on a computer counts for a grade (besides the mandatory 5% homework that I assume half are cheating on, but it's 5% of their grade so oh well). Anything that leaves my room a significant number of students will use AI to write it, solve it, create it.

Pencil. Paper. Within 90 minutes. That's it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Gross. I refuse. The day they require me to use AI in my classroom is the day I quit. I don’t care if that makes me an old fogey (I’m 39), but this has no business in a classroom.

I'm a high school teacher. It's already here. My students are using it all the time: to get answers, to develop tests to study for, etc. It's one of the reasons I have gone back to paper for certain assignments.

The students are going to be using it whether or not we want them to. That's simple fact. If they aren't using it in our classrooms, they are using it on our assignments at home.

We can either adapt our teaching to accept this new reality or we can shut it out. If we adapt, we can teach students how to use it as an effective tool and we can explore its ethical uses. If we shut it out, the students are simply going to be using it anyway.

We see it all the time at the high school level now. I've taught myself how to use it and I now consider it a personal assistant. That also means I can knowledgeably talk about it with my students. These are conversations that have to happen, whether we want them to or not.

Partially agree, but calculators are already there yet we teach kids how to count, because that helps them with abstract concepts, logic, etc. I am a domain expert in a narrow field and I can tell how poor the quality of the output is, my colleagues who are specialists in other area would look at the same output and take it at face value. Totally opposed to "leading the way" instead of watching other fail.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gross. I refuse. The day they require me to use AI in my classroom is the day I quit. I don’t care if that makes me an old fogey (I’m 39), but this has no business in a classroom.

I'm a high school teacher. It's already here. My students are using it all the time: to get answers, to develop tests to study for, etc. It's one of the reasons I have gone back to paper for certain assignments.

The students are going to be using it whether or not we want them to. That's simple fact. If they aren't using it in our classrooms, they are using it on our assignments at home.

We can either adapt our teaching to accept this new reality or we can shut it out. If we adapt, we can teach students how to use it as an effective tool and we can explore its ethical uses. If we shut it out, the students are simply going to be using it anyway.

We see it all the time at the high school level now. I've taught myself how to use it and I now consider it a personal assistant. That also means I can knowledgeably talk about it with my students. These are conversations that have to happen, whether we want them to or not.

I am a high school teacher too. I'm sorry, I completely disagree with you. I've actually turned my classroom into a zero tech space this year. (Thankfully it's math, so it's not that difficult to do so--I bought 35 4-function calculators and that's what they get to use). My students are completely helpless and have zero ability to think critically by themselves. AI isn't going to help them break out of that.

But more than that, I refuse to use it as a professional. I will not allow AI to grade student work. If I expect them to do something by hand, they deserve to have it read and scored by hand. They deserve letters of rec written by me, not a robot. If I expect them to create presentations from scratch, I should be creating the rubrics and providing real commentary, not canned comments from a list.

I will absolutely judge any teacher who puts my child's work into AI to assign it a grade, and am mortified that we think that is in any way appropriate. That's not teaching.

You are welcome to judge me and you are welcome to disagree. But you judged me based on your own assumptions of how I use AI, not on how I actually use AI. That comes from a place of fear, I suspect, and not from an understanding of how AI can effectively be used.

I don't use AI to grade student work. I use it to craft rubrics based on input I give it, and then I craft the rubric until it is correct. Every single assignment is still scored by hand and no student work is put into AI.

I use AI to help improve previous lessons, putting in last year's lessons (that I created by hand) and then inputing requested changes based on my current students' needs. I then modify the results as needed.

My letters of recommendation are written by me. No AI at all.

So you made assumptions about my AI usage that don't remotely align to how I actually use it. I notice that seems to be a trend. It's new, and therefore people are afraid of the implications. I understand that.

But know that your students are using it outside of class. You can control your environment as much as you want to, but they are still using it. I'm a realist. I'm going to help my students through this new reality. I'm not going to shield them from it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is the worst idea I have ever heard. Just contributes to laziness. Bring back textbooks and real curriculums. I don't want AI generated content or worksheets. I can tell when a teacher uses chatGPT because there is usually something wrong.
---

November 19, 2025

Dear FCPS Families,

Every day, I am inspired by the resilience, creativity, and promise of our students – and the responsibility we share to provide them with the tools and opportunities they need to find their futures in a rapidly changing world.

We are entering what I believe is this generation’s “Sputnik moment.” The rapid evolution of artificial intelligence (AI) is transforming every part of our society, and our nation’s schools will continue to be a critical place for both possibility and responsibility. As countries and industries around the world move swiftly to develop and apply new technologies, we must ensure that our students and staff are prepared to lead – not follow – this work.

That is why I am pleased to share that working together with OpenAI, FCPS will be in the first cohort of school divisions across the nation to help guide how ChatGPT for Teachers will roll out across the United States. We are trailblazing a path for hundreds of other school divisions and communities to follow.

ChatGPT for Teachers can among other things provide support, planning, communication, translation, and data analysis at no cost to schools until June of 2027. With ChatGPT for Teachers, OpenAI is delivering strong privacy and security safeguards, ensuring FCPS privacy and security standards are being upheld in these tools. Additionally, this tool will only be available for staff use.

AI will never replace the heart of teaching or the human connections that are foundational to the high-quality education we provide all our students. But AI can remove barriers, save time, and open doors to new ideas and spark innovation in the classroom and beyond.

By working together – students, families, staff, and community partners – we can equip our young people with the skills, confidence, and curiosity they need to meet the future with purpose. Together, all things are possible!

Take good care,



Superintendent
Dr. Michelle C. Reid

Ha. Wanna bet?

There has only been a little bit of research on this, but what is out there is showing that students prefer a human instructor over an avatar. As someone in higher ed this gives me comfort — many students probably won’t pay tuition to be taught by robots, so universities will still need human instructors if they don’t want to lose their customer base. I worry about K-12 public education, where they are always looking to cut costs.

[Anonymous]

Teachers saying they won’t use AI at all are going to end up behind their younger peers. AI is not just ChatGPT. People are using it to create interactive study games, interactive timelines to explore the history of a topic, and more. Knowing how to use AI to create instructional materials will become part of the job description.

[Anonymous]

Anonymous wrote:Teachers saying they won’t use AI at all are going to end up behind their younger peers. AI is not just ChatGPT. People are using it to create interactive study games, interactive timelines to explore the history of a topic, and more. Knowing how to use AI to create instructional materials will become part of the job description.

Everyone who supports interactive study games raise your hands! Of course if FCPS says they want to be AI-first, they will start including it to the job description.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gross. I refuse. The day they require me to use AI in my classroom is the day I quit. I don’t care if that makes me an old fogey (I’m 39), but this has no business in a classroom.

I'm a high school teacher. It's already here. My students are using it all the time: to get answers, to develop tests to study for, etc. It's one of the reasons I have gone back to paper for certain assignments.

The students are going to be using it whether or not we want them to. That's simple fact. If they aren't using it in our classrooms, they are using it on our assignments at home.

We can either adapt our teaching to accept this new reality or we can shut it out. If we adapt, we can teach students how to use it as an effective tool and we can explore its ethical uses. If we shut it out, the students are simply going to be using it anyway.

We see it all the time at the high school level now. I've taught myself how to use it and I now consider it a personal assistant. That also means I can knowledgeably talk about it with my students. These are conversations that have to happen, whether we want them to or not.

I am a high school teacher too. I'm sorry, I completely disagree with you. I've actually turned my classroom into a zero tech space this year. (Thankfully it's math, so it's not that difficult to do so--I bought 35 4-function calculators and that's what they get to use). My students are completely helpless and have zero ability to think critically by themselves. AI isn't going to help them break out of that.

But more than that, I refuse to use it as a professional. I will not allow AI to grade student work. If I expect them to do something by hand, they deserve to have it read and scored by hand. They deserve letters of rec written by me, not a robot. If I expect them to create presentations from scratch, I should be creating the rubrics and providing real commentary, not canned comments from a list.

I will absolutely judge any teacher who puts my child's work into AI to assign it a grade, and am mortified that we think that is in any way appropriate. That's not teaching.

You are welcome to judge me and you are welcome to disagree. But you judged me based on your own assumptions of how I use AI, not on how I actually use AI. That comes from a place of fear, I suspect, and not from an understanding of how AI can effectively be used.

I don't use AI to grade student work. I use it to craft rubrics based on input I give it, and then I craft the rubric until it is correct. Every single assignment is still scored by hand and no student work is put into AI.

I use AI to help improve previous lessons, putting in last year's lessons (that I created by hand) and then inputing requested changes based on my current students' needs. I then modify the results as needed.

My letters of recommendation are written by me. No AI at all.

So you made assumptions about my AI usage that don't remotely align to how I actually use it. I notice that seems to be a trend. It's new, and therefore people are afraid of the implications. I understand that.

But know that your students are using it outside of class. You can control your environment as much as you want to, but they are still using it. I'm a realist. I'm going to help my students through this new reality. I'm not going to shield them from it.

FCPS is encouraging elementary teachers to use AI to grade student work. It's included in benchmark now. That's what I was referring to.

When I spoke up that writing letters of rec should count as an IPR for those of us with more than 10 or 20 to write, I was told by both my school administrator and someone at the pyramid level to use chatgpt. That's also what I'm referring to.

It's not fear. It's reality. And it's gross.

[Anonymous]

Anonymous wrote:How exactly do you think teachers will be using AI? What are you afraid of, specifically?

Think about all the complaints you see about teachers on this site: they don’t grade fast enough, they don’t diversify their lessons enough, they don’t provide enough feedback, they don’t respond to emails immediately, etc.

If AI can save teachers just a bit of time, maybe you’ll get that email response faster or maybe students will get more meaningful feedback.

Eventually something has to give. Either teachers need to be provided with tools (like AI) or they need to be provided with time.

That they will use it to generate AI slop instead of good materials.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Gross. I refuse. The day they require me to use AI in my classroom is the day I quit. I don’t care if that makes me an old fogey (I’m 39), but this has no business in a classroom.

I'm a high school teacher. It's already here. My students are using it all the time: to get answers, to develop tests to study for, etc. It's one of the reasons I have gone back to paper for certain assignments.

The students are going to be using it whether or not we want them to. That's simple fact. If they aren't using it in our classrooms, they are using it on our assignments at home.

We can either adapt our teaching to accept this new reality or we can shut it out. If we adapt, we can teach students how to use it as an effective tool and we can explore its ethical uses. If we shut it out, the students are simply going to be using it anyway.

We see it all the time at the high school level now. I've taught myself how to use it and I now consider it a personal assistant. That also means I can knowledgeably talk about it with my students. These are conversations that have to happen, whether we want them to or not.

I am a high school teacher too. I'm sorry, I completely disagree with you. I've actually turned my classroom into a zero tech space this year. (Thankfully it's math, so it's not that difficult to do so--I bought 35 4-function calculators and that's what they get to use). My students are completely helpless and have zero ability to think critically by themselves. AI isn't going to help them break out of that.

But more than that, I refuse to use it as a professional. I will not allow AI to grade student work. If I expect them to do something by hand, they deserve to have it read and scored by hand. They deserve letters of rec written by me, not a robot. If I expect them to create presentations from scratch, I should be creating the rubrics and providing real commentary, not canned comments from a list.

I will absolutely judge any teacher who puts my child's work into AI to assign it a grade, and am mortified that we think that is in any way appropriate. That's not teaching.

You are welcome to judge me and you are welcome to disagree. But you judged me based on your own assumptions of how I use AI, not on how I actually use AI. That comes from a place of fear, I suspect, and not from an understanding of how AI can effectively be used.

I don't use AI to grade student work. I use it to craft rubrics based on input I give it, and then I craft the rubric until it is correct. Every single assignment is still scored by hand and no student work is put into AI.

I use AI to help improve previous lessons, putting in last year's lessons (that I created by hand) and then inputing requested changes based on my current students' needs. I then modify the results as needed.

My letters of recommendation are written by me. No AI at all.

So you made assumptions about my AI usage that don't remotely align to how I actually use it. I notice that seems to be a trend. It's new, and therefore people are afraid of the implications. I understand that.

But know that your students are using it outside of class. You can control your environment as much as you want to, but they are still using it. I'm a realist. I'm going to help my students through this new reality. I'm not going to shield them from it.

FCPS is encouraging elementary teachers to use AI to grade student work. It's included in benchmark now. That's what I was referring to.

When I spoke up that writing letters of rec should count as an IPR for those of us with more than 10 or 20 to write, I was told by both my school administrator and someone at the pyramid level to use chatgpt. That's also what I'm referring to.

It's not fear. It's reality. And it's gross.

It is reality, and we all have to deal with it. Make it less “gross” by using it responsibly. Teach others the same.

Tell your admin you won’t use AI on your letters of recommendation. Just fight back, saying that isn’t a good use for it. My admin discouraged its use.

And how is AI grading student work? Is it multiple choice? I’m not going to lose much sleep.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is the worst idea I have ever heard. Just contributes to laziness. Bring back textbooks and real curriculums. I don't want AI generated content or worksheets. I can tell when a teacher uses chatGPT because there is usually something wrong.
---

November 19, 2025

Dear FCPS Families,

Every day, I am inspired by the resilience, creativity, and promise of our students – and the responsibility we share to provide them with the tools and opportunities they need to find their futures in a rapidly changing world.

We are entering what I believe is this generation’s “Sputnik moment.” The rapid evolution of artificial intelligence (AI) is transforming every part of our society, and our nation’s schools will continue to be a critical place for both possibility and responsibility. As countries and industries around the world move swiftly to develop and apply new technologies, we must ensure that our students and staff are prepared to lead – not follow – this work.

That is why I am pleased to share that working together with OpenAI, FCPS will be in the first cohort of school divisions across the nation to help guide how ChatGPT for Teachers will roll out across the United States. We are trailblazing a path for hundreds of other school divisions and communities to follow.

ChatGPT for Teachers can among other things provide support, planning, communication, translation, and data analysis at no cost to schools until June of 2027. With ChatGPT for Teachers, OpenAI is delivering strong privacy and security safeguards, ensuring FCPS privacy and security standards are being upheld in these tools. Additionally, this tool will only be available for staff use.

AI will never replace the heart of teaching or the human connections that are foundational to the high-quality education we provide all our students. But AI can remove barriers, save time, and open doors to new ideas and spark innovation in the classroom and beyond.

By working together – students, families, staff, and community partners – we can equip our young people with the skills, confidence, and curiosity they need to meet the future with purpose. Together, all things are possible!

Take good care,



Superintendent
Dr. Michelle C. Reid

Ha. Wanna bet?

There has only been a little bit of research on this, but what is out there is showing that students prefer a human instructor over an avatar. As someone in higher ed this gives me comfort — many students probably won’t pay tuition to be taught by robots, so universities will still need human instructors if they don’t want to lose their customer base. I worry about K-12 public education, where they are always looking to cut costs.

Of course students prefer a human instructor. Anyone would. But this superintendent’s naive statement that AI will “never” replace human connections is simply wrong. Education will change dramatically over the next 10-15 years, no matter what students prefer.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How exactly do you think teachers will be using AI? What are you afraid of, specifically?

Think about all the complaints you see about teachers on this site: they don’t grade fast enough, they don’t diversify their lessons enough, they don’t provide enough feedback, they don’t respond to emails immediately, etc.

If AI can save teachers just a bit of time, maybe you’ll get that email response faster or maybe students will get more meaningful feedback.

Eventually something has to give. Either teachers need to be provided with tools (like AI) or they need to be provided with time.

That they will use it to generate AI slop instead of good materials.

A tool is only as good as the person using it. A bad teacher who would create slop is already doing a poor job now. A good teacher who cares about their job will edit and refine whatever AI helps them get started on so that it reflects what they want to teach.

[Anonymous]

Anonymous wrote:

Has anything been communicated to the teachers ahead of this email about being the educational experiment for teacher ChatGPT? This is atrocious. Does the superintendent and school board really think we’re excited that our children’s education is going to be an experiment- led by for profit and unethical ed-tech company? OMG.

SBTS got an email about 10 minutes before the all-county message. Can’t wait to see how we’ll be asked to support this 🙄