ChatGPT 5 and Beyond: My Top 3 AI Tools for Teachers in 2025 and Beyond

Posted on by richardjamesrogers

An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

We’ve all been swept up by the hype that has come in the wake of the creation of generative AI (aka GenAI) systems. Back in 2023, when ChatGPT was launched, its capability was limited to text generation, spell checking and rudimentary admin work. Now, however, the form factors of GenAI come in so many shapes and sizes. People are using AI to create slide presentations, images and videos, to record meeting notes, to generate complex documents such as spreadsheets and academic papers and even to act as virtual therapists.

One thing that I would like to assure all of my readers about is that I have NOT used GenAI to write this blog post. I believe that bloggers, journalists, reporters and writers have a duty to be genuine and sincere. That’s why, from now on, you’ll see this badge on my blog posts as a verified symbol of my authenticity:

And, before we begin, I think this juxtaposition is a good place to launch my tips from: AI tools can save us tons and tons of time, but they cannot replicate human authenticity. For someone who’s an award-winning author, like myself, it’s actually very easy to tell when an email, for example, has been created solely from prompt engineering. And that doesn’t necessarily mean that GenAI is a bad thing: it’s just that there are optimal and sub-optimal ways of using such systems, which I will outline today.

DISCLAIMER: Always check your school’s policies and procedures before using any GenAI system. If in doubt, check with your school’s senior leadership team.

My Top Three Use Cases for GenAI Systems as a Teacher

#1. Creating slide presentations: Gamma.app

I recently discovered this system when preparing to deliver one of my corporate training workshops. Here’s what I love about it:

  1. You can generate very high quality slides from simple prompts, in a matter of seconds. It’s very good for quick slide preparation (even quicker than sourcing slides from places like the TES, for example).
  2. The content produced is really, really good!
  3. Slides come with AI generated images (which are brilliant), which saves you the hassle of having to include citations/captions when attributing images to their sources.

Things to consider:

  1. The text produced on the slides can be quite small, in parts, so you may have to change font sizes afterwards.
  2. A free trial only gives you so many generations, and the slides come with the Gamma logo on them. However, the logo is removed if you pay for the full subscription, which is only US $8 per month (billed annually at US $96). This plan gives you unlimited AI generation for slide decks up to 20 slides per time (which fulfills most of my needs as a teacher).

Here’s an example of a slide that Gamma created for me recently:

Overall, Gamma is an excellent system and I recommend teachers everywhere to give it a go. Do the free trial and see if it is the right app for you. I personally signed up for the Plus plan, as I can see Gamma being an excellent assistant for a lot of the presentations I deliver.

#2. Recording meeting notes: Otter.ai

This is probably the app that will make you gaze in wonder the most when you first try it – at least that’s what happened to me! Gone are the days when you need to hurriedly write down everything you could manage to hear in a meeting, and then figure what to do (and by when) once the meeting was over. Otter does all of that for you.

By listening to the meeting conversation, Otter can identify speakers and transcribe the meeting as it happens, in real-time. It’ll even provide a summary of what was said at the end, along with a list of key action items (you’ll be amazed at how much it picks up, and how much you missed, when you see it!). The action items even come with check boxes for you to tick off when they’re done!

Like Gamma, Otter allows you a limited free trial (300 monthly minutes of meetings). For the Pro version, which gives you 1200 transcription minutes per month (with a maximum of 90 minutes per meeting), the price is US $8.33 per month (billed annually as US $99.99).

I’ve not (yet) gone for the pro version of Otter, but it is something I’m considering. One thing I hate about meetings is the inability to be fully present as I feel the need to constantly make written notes. With Otter, I can see myself relaxing and being fully attentive whilst the system transcribes everything for me.

#3. Your Overall Personal Assistant: ChatGPT 5 (and further iterations)

GPT 5 has been hailed as a “PhD Level” assistant by its creators, Open AI. Interestingly, as if by a weird mixing of Murphy’s Law with a slap-in-the-face, I made a video all about the three apps I’ve mentioned today on August 7th, which you will see below. In that video, I mentioned ChatGPT 4 as one of my favourites. Later that day, I found out that ChatGPT 5 had just been released (that very same day!). Talk about a coincidence!

@richard_james_rogers

My favourite GenAI apps for teachers in 2025. #GenAI #AI

♬ original sound – Duet Cats – Duet Cats

I’ve only had two days to test ChatGPT 5 and, to be honest, I’ve not seen much of a difference (yet) between it and ChatGPT 4. However, if it really is a better version of GPT 4, then it is destined to be absolutely awesome!

ChatGPT is my go-to app for a variety of generative needs. Here’s what teachers all around the world have told me about how they use ChatGPT:

  • A personal therapist: ChatGPT is capable of participating in complex conversations, which makes it ideal for therapy. It offers non-biased, factual advice that can really make people feel reassured. I recently went through a mini-crisis in my life, which is very personal to me, and I found ChatGPT to be an amazing ‘friend’. It analysed my situation fully, and in a balanced way, and made me feel a lot better. It also gave me great advice. Please be aware, however, that some researchers do have legitimate concerns about using AI systems as personal therapists, so definitely consider this before using ChatGPT in this way.
  • Creating student report cards: ChatGPT can create report cards in a matter of seconds, which you can easily copy and paste into your school’s system. As mentioned in the disclaimer at the top of this blog post: please CHECK WITH YOUR SCHOOL FIRST before using GenAI in this way. If you get the green light from SLT, then remember to be a good ‘prompt engineer’: you may need to iterate outputs as they are generated. Don’t forget to specify the genders of the students you are reporting on, and provide the system with enough information to create accurate report cards. ALWAYS double-check for accuracy.
  • Other generative needs: ChatGPT can create pretty much anything that you ask it too: images, Excel files, slides, and so on. However, the quality of these outputs can vary. I recommend using specialised apps (such as Gamma for slides, Otter for meetings, etc.) if you have special, and regular, use cases.

The dreaded em dash: a penultimate thought

One dead giveaway of GenAI content is the dreaded em dash, which looks like this: (—). It’s basically a very long hyphen, which is very, very rarely used in everyday situations. Even as an award-winning author, I never use em dashes in my books (unless my proofreader inserts them). There isn’t even an em dash key on standard computer keyboards. Instead, it is accessed through alt codes or special inputs. If you want your GenAI content to look more genuine, then I recommend specifying in your prompts that em dashes should not be used, or tell the system to remove em dashes during the iteration process.

My thoughts on the current stigma surrounding GenAI usage in schools

Unfortunately, whilst the corporate sector is scrambling to create smart workflows using GenAI systems, schools are woefully lagging far behind. In the teaching profession generally, the use of AI systems for the reasons I have specified today is still frowned upon. Even sourcing slides that other people have made is looked upon unfavorably by some school leaders. This, sadly, has caused a lot of teachers to go ‘underground’ and use GenAI covertly.

Things will have to change soon, however. I have been doing a lot of courses in AI this year (check out my LinkedIn profile to see my certs) and I can tell you sincerely: it’s FRIGHTENING how advanced GenAI has already become. These systems are already breathtakingly good, and they’re only going to get better. Sooner or later, the stigma surrounding teachers usage of GenAI in schools will have to dissolve: it’s the only way that schools are going to be able to stay relevant.

What Viral Scandals Teach Us About Privacy, Professionalism and Teaching in the Digital Age

Posted on by richardjamesrogers

An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

A recent viral video involving two senior professionals at a high-profile event has captured widespread attention online. The individuals, believed to be in leadership roles at a major company, were caught in an unexpected moment during a public broadcast. Within hours, the footage had been shared across multiple platforms, leading to intense speculation, reputational fallout, and at least one public resignation.

As a teacher and school leader, I found this story unsettling not only because of its scandalous nature, but also because of what it reveals about the world our students are growing up in and what it demands of us as educators.

Today’s post explores what we can learn from incidents like this, and how we can turn such viral moments into reflective lessons about online privacy, personal conduct, and our responsibilities as digital role models.

When Private Moments Go Public: The Reality of Visibility

Whether we are at a concert, a café, or the classroom, our actions are increasingly visible. Surveillance, smartphones, and social sharing have blurred the line between public and private life.

As educators, this means:

  • We must be vigilant about our conduct at all times, even off duty. A momentary lapse in judgment in a public space can quickly be misinterpreted, misrepresented, or magnified.
  • Professionalism matters, not just in what we say or teach, but in how we behave when we think no one is watching.
  • We model behaviour every day, and our students are watching, both directly and indirectly. We must model what discretion, integrity, and accountability look like.

Turning Scandals into Teachable Moments

We do not need to refer to any specific incident to raise important conversations in school. Here are some key points we can teach students based on real-life viral events:

  • Digital footprints are permanent: A short video can become part of a person’s lasting online identity, whether or not it tells the full story.
  • Context can be lost online: What appears scandalous may be misunderstood. Teaching students about media literacy and critical thinking is essential.
  • Online virality can affect anyone: Teachers, students, CEOs, or bystanders. Everyone must be prepared for the possibility that their actions could be made public.

Understanding Gen Z Reactions: The “Stare” and Social Signals

Another viral issue that has been circulating online recently is the so-called Gen Z stare: a blank, emotionless gaze that’s often given in response to a question or a prompt (e.g. “Good morning”) . This expression has sparked debates about disconnection and digital fatigue. Often misinterpreted as disengagement or rudeness, psychologists suggest it reflects emotional fatigue, social anxiety, and screen-conditioned detachment shaped by the pandemic and digital overstimulation (Abad‑Santos, 2025; Parents.com, 2025).

This behavioural response is especially relevant in a world where viral scandals can erupt from a single misstep. Gen Z, having grown up in the age of instant exposure and constant surveillance, may use this neutral expression as a defense mechanism: a way to stay invisible, nonreactive, and less likely to become the next meme or viral subject (Business Insider, 2025).

For teachers, understanding this is vital. The Gen Z stare may not be a sign of disinterest but a reflection of life in a hyper-visible world. Just as viral scandals show how a moment of expression can be captured, judged, and amplified without context, young people have adapted by limiting visible reactions altogether. It is a protective habit shaped by the same digital environment that punishes vulnerability and rewards detachment.

What does this mean for us as teachers?

  • We must interpret behaviour compassionately. What looks like disengagement could be masking anxiety, overstimulation, or social overload.
  • We need to talk about emotional expression. Gen Z may not display reactions the same way older generations do, but their feelings are just as complex.
  • We can connect the dots in the classroom. By connecting real events to classroom discussions, we can help students explore social perception, emotion, and ethical behaviour in the digital space.

Practical Classroom Applications

Focus AreaTeaching Strategy
Digital citizenshipUse anonymised real-world events to explore privacy, consent, and online responsibility.
Media literacyAnalyse viral videos and discuss how framing, editing, and commentary influence public perception.
Emotional intelligenceDiscuss the Gen Z stare and other behavioural trends to unpack nonverbal cues and empathy.
Personal accountabilityReflect on how our actions, even outside of school, can have unintended consequences.

Connecting to Broader Teaching Goals

In a previous post, The 7 Golden Rules of Communication for Online Meetings, I talked about the importance of presence, body language, and clarity. These themes come up again when we consider how others perceive us in a digitally saturated world.

Another post of mine, 5 Mistakes Teachers Are Making When Delivering Slide Presentations, reminds us that authenticity matters more than polish. This is true not just in the classroom but in our personal lives as well. Our credibility matters when we are addressing our students, or an audience, for that matter.

Final Thoughts

While scandals may dominate the headlines for a day or two, their lessons can linger much longer. As educators, we are in a unique position to:

  • Teach our students about digital resilience and responsibility
  • Set a consistent example of thoughtful conduct
  • Help young people interpret and learn from the world they see online

By turning viral moments into meaningful conversations, we not only protect ourselves: we empower our students to navigate their future with integrity and awareness.

Does the Gender Gap in Education Really Exist?

Posted on by richardjamesrogers

An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

As a teacher who’s worked with students across a range of schools and contexts, I often hear colleagues say, “The gender gap? Isn’t that old news?” At first glance, that might seem fair. After all, in many parts of the world, girls are now outperforming boys academically. But when you take a closer look, a much more complex picture emerges.

A gender gap in education does, actually, exist. However, it is not a simple case of one gender consistently falling behind. Instead, it reflects a range of disparities that shift depending on region, subject, and socioeconomic status. Over the past few years, researchers have taken a fresh look at how gender intersects with learning. The findings are as relevant as ever for us in the classroom, and in this blog post I’d like to take a deep dive into what the latest research tells us.

Girls are Leading in Academic Performance, But at What Cost?

Recent international data shows that girls continue to outperform boys in reading, writing, and overall academic attainment in many high-income countries (OECD, 2022). The Programme for International Student Assessment (PISA) results indicate that girls significantly outperform boys in reading across almost all participating countries, and the gap is getting wider.

However, this success often comes with a price. Girls report higher levels of school-related stress and anxiety, particularly around exams and future expectations (UNESCO, 2023). A global study by the World Health Organization found that adolescent girls are much more likely than boys to experience internalising mental health issues such as anxiety and depression, which can be exacerbated by academic pressure (WHO, 2021).

Boys and Disengagement: A Persistent Problem

On the other hand, boys are consistently more likely to struggle with engagement and behaviour in the classroom. Data from the UK’s Department for Education (2021) shows that boys are overrepresented in exclusion rates and more likely to underachieve in language-based subjects. In many classrooms I’ve observed, boys are often the ones more likely to act out, resist extended writing tasks, or show reluctance to participate in group discussions. This pattern has shown itself throughout my entire teaching career, which now amounts to almost twenty years of full-time practice.

The pandemic appears to have made this worse, however. Research from McKinsey & Company (2021) indicates that male students in the United States experienced greater learning loss in reading than female students during school closures. That is a trend echoed in other countries, particularly among lower-income and marginalised groups.

The STEM Gender Divide Persists

Despite progress, the gender gap in STEM (science, technology, engineering and mathematics) remains a global challenge. While girls now often match or even outperform boys in school-based STEM assessments, they remain underrepresented in STEM degrees and careers (UNESCO, 2021). The issue is not about ability. It is about confidence, self-concept and (dare I say it) personal choice.

A recent report by the European Institute for Gender Equality (2022) revealed that girls are less likely to see themselves as good at maths, even when they perform at the same level as boys. This lack of confidence discourages them from pursuing further studies in technical fields. As teachers, we need to be aware of the subtle messages we send that may reinforce these patterns.

I think this is an apt moment for me to suggest some further reading that may be of use to anyone who wants to empower their students and build their confidence:

  • Check out the power of Subtle Reinforcement, a concept I formalized and outlined back in 2018, which is a very impactful way to build character and self-belief in our students over time.
  • As teachers we tend to praise our students a lot, but praise is something that has to be deployed carefully in order for it to be effective. Read my blog post on the Four Rules of Praise to find out how you can give positive feedback that truly inspires, empowers and builds your students up.

All of our students deserve to be recognised for their efforts and have their work acknowledged, regardless of their gender. However, I think it’s important to bear in mind the findings of European Institute for Gender Equality cited above and remember that many of the girls we teach may have self-confidence issues, and we should aim to build them up, encourage them, empower them and refer them to other professionals if the need arises (e.g. school counsellors).

Mental Health and Gendered Experiences in School

Gender gaps in education are not only about achievement. They are also about well-being. A recent OECD study (2023) found that girls are more likely to report anxiety about schoolwork and a fear of failure, while boys are more likely to report boredom and a lack of connection with school.

This suggests that educational environments may not be equally supportive for all students. Girls may feel pressure to excel, leading to perfectionism and anxiety. Boys may feel alienated or disengaged, leading to underperformance. Both groups need support, but in different ways.

So What Can We Do?

As teachers, we are in a unique position to break cycles and challenge stereotypes. Here are some simple strategies I’ve used that can make a difference:

  • Model gender-neutral attitudes in classroom discussions. Avoid statements that imply certain subjects are more “for boys” or “for girls.” Everyone brings skills and abilities to the table, and we should acknowledge all of our students’ hopes, dreams and career aspirations.
  • Provide diverse role models in your curriculum. Highlight both male and female scientists, writers, leaders and thinkers. As a mathematics and science teacher, I have sometimes found it more challenging to find female examples of experts in these fields than male ones, but that has not deterred me from trying. I’ve certainly found that girls tend to connect more with the content when they can see that other females have accomplished greatness in the subject. Let’s keep our role models that we cite and reference varied!
  • Encourage all students to take risks, ask questions, and reflect on their learning. Confidence-building matters just as much as content. The classroom should be a space where questions, inquiry and problem-solving are welcomed. This, after all, promotes deep-learning (as opposed to surface learning) and keeps things inclusive.
  • Track participation patterns. Who is speaking the most? Who is holding back? Use this data to plan for more inclusive engagement. Make a mental note (or maybe a written one) of who your ‘shy’ students are and utilize techniques to reach them. Read my blog post on Five Strategies for Engaging Quiet, Shy and Withdrawn Students for specific advice.

Final Thoughts

So, does the gender gap in education really exist? Yes. But it is not always where we expect to find it. Girls may be topping the leaderboards academically, but they are also more likely to suffer from stress and pressure. Boys may seem carefree, but they are falling behind in literacy and disengaging from school.

As educators, our job is to stay curious and informed. Gender equity is not just about access anymore. It is about ensuring that every student feels safe, empowered, and supported to succeed. The more we understand the complex realities behind the data, the more we can make a meaningful difference in our classrooms.

Let’s keep listening, adapting, championing every learner, regardless of gender.

Bibliography

Department for Education (2021) Permanent and Fixed Period Exclusions in England: 2019 to 2020. Available at: https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2019-to-2020

European Institute for Gender Equality (2022) Gender Equality Index 2022: The COVID-19 Pandemic and Care. Available at: https://eige.europa.eu/publications/gender-equality-index-2022

McKinsey & Company (2021) COVID-19 and Education: The Lingering Effects of Unfinished Learning. Available at: https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning

OECD (2022) PISA 2018 Results: Are Students Ready to Thrive in an Interconnected World?. Paris: OECD Publishing. Available at: https://www.oecd.org/pisa/publications/

OECD (2023) Education at a Glance 2023: OECD Indicators. Paris: OECD Publishing. Available at: https://doi.org/10.1787/eag-2023-en

UNESCO (2021) To Be Smart, the Digital Revolution Will Need to Be Inclusive. Paris: UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000377193

UNESCO (2023) Global Education Monitoring Report 2023: Technology in Education. Paris: UNESCO. Available at: https://www.unesco.org/gem-report/en/2023-technology

World Health Organization (2021) Adolescent Mental Health. Available at: https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

Teaching in Troubled Times: How to Discuss War and Conflict with High School Students

Posted on by richardjamesrogers

An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

As an educator who’s been living and working in Thailand for almost 20 years, I’ve come to accept something many educators face globally: news of war and conflict walks into our classrooms whether we invite it or not. From the war between Russia and Ukraine to the recent Iran/Israel escalation, rising tensions between China and Taiwan, and the sporadic disputes along the Thai/Cambodian border, these aren’t just geopolitical headlines. For many of our students, they are anxiety-inducing, deeply personal, and inescapable parts of the world they’re growing up in.

And here’s something I’ve learned: you don’t have to be a history or global politics teacher to be asked tough questions about war. I’ve had discussions about current conflicts emerge during maths, science, and even PSHE lessons. The truth is, any high school teacher could be called to respond to these sensitive and complex issues. When that moment comes, how we respond matters more than what subject we teach.

Tip #1: Start by listening, not lecturing

In times of global conflict, students often bring their worries into the classroom unexpectedly. It might stem from what they’ve seen on TikTok, heard at home, or picked up from peers. I always begin these conversations by asking open-ended questions like:

“What have you heard?” or “How are you feeling about that?”

This allows me to assess their emotional state and the accuracy of their information. Research supports this approach: students are more likely to engage meaningfully in civic discourse when they feel safe and heard (Hess & McAvoy, 2014).

Tip #2: All teachers need to be ready for these conversations

Some colleagues have said to me, “That’s a humanities issue.” But I disagree. In today’s hyperconnected world, every teacher is potentially a sounding board for students’ emotional and intellectual processing of conflict.

In my own experience:

  • A student once asked me about nuclear war during a chemistry class.
  • Another wanted to know if the Middle East would be “dragged into” a wider regional conflict, right before a mathematics starter activity.
  • Others have written about conflict in science coursework assignments or referenced it during presentation work.

When we assume that only certain teachers handle these topics, we miss opportunities to support and guide students in the moments they need us most.

My award-winning book, available to purchase at Amazon.

Tip #3: Teach civil disagreement across all disciplines

Classroom discussions can become emotionally charged, especially in multicultural settings where students may have personal connections to conflicting regions. Teaching the skill of respectful dialogue is essential.

Even in subjects like science, maths, or business, I’ve found value in short protocols:

  • Set clear ground rules for discussion.
  • Use sentence stems like “I see it differently because…” or “That’s a good point, but I wonder…”.
  • Model calm, balanced responses if/when things get tense.

Respectful disagreement is a skill for life, not just for history class (Levine, 2007).

#4: Use conflict as a lens for interdisciplinary learning

Discussing war doesn’t have to derail your lesson. Instead, it can be an opportunity to connect your subject to real-world relevance. For example:

  • In science: Explore the physics behind missile technology or the effects of radiation exposure.
  • In ICT: Examine cyber warfare and its implications.
  • In maths: Use refugee migration data to teach statistics.
  • In business or economics: Analyze the financial impact of sanctions or military spending.

If you are able to think on your feet and get creative with linking the discussion to your content, then this can really assist in facilitating the deep learning process. If you’re bold enough, and if you have time, you could even get groups of students involved in some kind of project that links the conflict topic to your subject area: just be sure to provide some source material and lots of guidance along the way.

This makes learning more engaging while showing students that the world’s problems aren’t siloed into one academic subject.

#5: Equip students to evaluate information critically

In the age of algorithm-driven news feeds, students often encounter emotional and misleading content. As I highlighted in my earlier post on Responding Thoughtfully to Controversial Topics, we need to give students tools to navigate a flood of half-truths and sensationalism.

It’s a good idea to teach the CRAAP Test (Currency, Relevance, Authority, Accuracy, Purpose) in every subject area, not just humanities (Blakeslee, 2004). Using this, we can practice spotting bias in headlines, comparing different media sources, and fact-checking viral claims. Critical thinking belongs everywhere.

Tip #6: Maintain professional distance while being supportive

Sometimes these conversations can take a toll on us as teachers: especially if we feel pressured to take sides or reveal our own opinions. As I outlined in Maintaining Professional Distance as a High School Teacher, we must manage our emotional investment carefully.

We can care deeply about our students without making our classrooms emotionally overwhelming. Set clear boundaries, acknowledge uncertainty, and remind students that the classroom is a place for learning, not for political debate or division.

Tip #7: Always end with hope and human agency

Students need to know that while war is devastating, history is also filled with peacebuilders, diplomats, and communities who choose cooperation over destruction. I try my best to end conversations about conflict with examples of:

  • International aid workers
  • Diplomats resolving crises
  • Youth-led movements promoting peace

Research suggests that when young people feel hopeful and empowered, they are better able to cope with the stress of global challenges (Ojala, 2012). Even simple class projects, like creating awareness posters or writing letters to NGOs, can help foster this sense of agency.

War and conflict are difficult to teach about. They stir up emotion, uncertainty, and fear. But if we shy away from these conversations, we risk leaving students alone with their questions and worries. It’s not about having all the answers. It’s about creating safe spaces to explore difficult topics with honesty, empathy, and intellectual courage.

And remember, you don’t have to be a history teacher to make a lasting impact. You just need to be present, prepared, and willing to guide the conversation with care.

Bibliography and references

Blakeslee, S. (2004). The CRAAP Test. Meriam Library, California State University. Available at: https://library.csuchico.edu/sites/default/files/craap-test.pdf [Accessed 21 Jun. 2025].

Hess, D. and McAvoy, P. (2014). The Political Classroom: Evidence and Ethics in Democratic Education. New York: Routledge.

International Crisis Group (2024). Conflict Watch 2024: Flashpoints to Monitor. Available at: https://www.crisisgroup.org/global/10-conflicts-watch-2024 [Accessed 21 Jun. 2025].

Levine, P. (2007). The Future of Democracy: Developing the Next Generation of American Citizens. Medford: Tufts University Press.

Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), pp.625–642.

Wardle, C. and Derakhshan, H. (2017). Information Disorder: Toward an Interdisciplinary Framework for Research and Policymaking. Council of Europe. Available at: https://rm.coe.int/information-disorder-report-version-august-2018/16808c9c77 [Accessed 21 Jun. 2025].

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Equity vs Equality in Education: What I’ve Learned from the Front Lines

Posted on by richardjamesrogers

An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

As a teacher with over twenty years of experience across the UK and Thailand, I’ve come to realise one of the most important truths in education: treating every student the same is not the same as giving every student a fair chance.

Like many early-career educators, I believed that equality, which means giving all students the same tasks, the same resources, and the same deadlines, was the fairest way to teach. However, time and experience taught me that equity, not equality, is what truly transforms learning. It involves giving each student what they need to succeed. Sometimes that means providing different forms of support to different learners.

🎯 Equality vs Equity: Understanding the Distinction

Equality in education refers to providing the same input, such as resources, instruction, and expectations, to all students, regardless of their background or ability.

Equity, by contrast, refers to providing varied support based on each student’s individual needs. This ensures that every learner has a real chance to reach similar outcomes (American Institutes for Research, 2021).

As educators, recognising this difference is crucial. While equality may appear fair on the surface, it can unintentionally overlook real barriers that prevent students from achieving their potential.

🧪 A Student Who Changed My Perspective

I once taught a student who had never studied Chemistry before enrolling in my IGCSE course. In Term 1, she scored a Grade U on her initial assessments, which was far below a pass. Some teachers might have seen her as too far behind to succeed.

I saw something different. I saw potential.

We worked together closely. I created a personalised study plan, offered regular one-on-one coaching, and gave her access to simplified materials that broke down difficult concepts into manageable sections. She was incredibly committed, and I made sure she had the right tools and support at every stage.

By the end of the academic year, she achieved a Grade A* in her final IGCSE examination.

That transformation did not happen because of equal treatment. It happened because of equitable support that matched her specific needs.

🛠️ Equity in Action: Practical Classroom Strategies

Here is how I integrate equity into my everyday teaching practice:

1. Diagnostic Assessment

Before teaching new material, I assess students’ prior knowledge. This helps me plan lessons that are appropriate for their current level of understanding (Tomlinson, 2014).

2. Differentiated Instruction

I design tasks at various levels of complexity and allow students to demonstrate understanding in multiple ways (Gregory and Chapman, 2013).

3. Targeted Support

Students who need additional time, alternative materials, or more personalised guidance receive it. Fairness means giving students what they need, not giving everyone the same thing (Sands, Kozleski and French, 2000).

4. Flexible Feedback

I adjust how often and in what format I provide feedback based on what works best for each student. Some thrive with independence, while others benefit from frequent check-ins. It’s important to explore a variety of methods, such a live-marking, learning journals, peer-assessment and automated assessment. If you’re finding that feedback is eating up too much of your time to be sustainable, then you might find my blog post on efficient feedback strategies helpful.

🌍 Why Equity Matters Now More Than Ever

In today’s post-pandemic world, students are returning to school with greater disparities in learning and wellbeing than ever before. UNESCO (2023) stresses that schools must prioritise equity in their recovery plans to avoid widening existing gaps.

This is especially true in international and multicultural schools, where learners bring a wide range of linguistic, cultural, and academic experiences. A one-size-fits-all model no longer meets the needs of our students, and it likely never did.

💡 Final Thoughts

That IGCSE Chemistry student taught me more than any professional development course ever could. She did not need the same treatment as everyone else. She needed the right support at the right time.

In education, equality may look fair. However, only equity ensures that every student has a genuine chance to succeed.

When we commit to equity, we are not lowering expectations. We are raising access. That is how real learning happens.

📚 Bibliography

American Institutes for Research (2021). What is Educational Equity?. [online] Available at: https://www.air.org/resource/what-educational-equity [Accessed 31 May 2025].

Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), pp.359–390.

Gregory, G.H. and Chapman, C. (2013). Differentiated Instructional Strategies: One Size Does Not Fit All. 3rd ed. Thousand Oaks, CA: Corwin Press.

Sands, D.I., Kozleski, E.B. and French, N.K. (2000). Inclusive education for the 21st century. Remedial and Special Education, 21(2), pp.66–78.

Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. 2nd ed. Alexandria, VA: ASCD.

UNESCO (2023). Global Education Monitoring Report 2023: Inclusive Education in Times of Crisis. Paris: UNESCO Publishing.

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The Evolution of AI Language Models: From GPT to Claude AI

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An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

Language models of AI have become one of the most impressive achievements of modern technology. The development of these systems is extremely dynamic. From simple chatbots to complex systems that can write texts, compose music, and even analyze emotions. One of the most famous examples of language models is the GPT series by OpenAI. Also, the latest models from Anthropic. In particular, Claude AI. Hence, we will take a closer look at the main stages of evolution of AI language models. In particular, GPT and Claude AI features and their advantages or differences.

The Best Screen Recording Software for Content Creation. Practical AI in Action.

Artificial intelligence keeps integrating into daily lives. So, effective tools for visual communication are becoming indispensable. It is especially true for Mac screen recording. In fact, it is a key tool if you need to create training materials, presentations, social media content etc. This year, users have a wide range of screen recording programs available. Among the best solutions, CleanShot X stands out. This tool allows you to not only record videos and GIFs, but also hide desktop icons and turn off notifications while recording. You can also share the results instantly via a cloud service. There are other great options, too. The best Mac screen recording software will depend on your specific needs. For quick recordings, the built-in macOS Screenshot tool is a good choice. If you need advanced editing and sharing features, CleanShot X or Capto are great choices. For professional streaming and deep customization, consider OBS Studio. Thanks to these tools, creating high-quality visual content is now accessible to everyone.

The Path to Smart Text: GPT Language Models

  • Origins
  • Opportunities and development

Artificial intelligence that learns from texts: Origins of GPT

Generative Pre-trained Transformer is a series of artificial intelligence models developed by OpenAI. The first versions had rather limited capabilities. With each new iteration, they became more powerful. GPT-3 was already capable of:

  • Respond to user queries,
  • Generate almost complete essays,
  • Model dialogues,
  • And even joke around a bit.

The real breakthrough came with GPT-4. It has reached the level of high-quality generation of meaningful text regardless of context.

GPT-4 features. Ecosystem development.

GPT-4 supports multimodality. This means that it can work not only with texts but also with images, tables, etc. It was this version that gave rise to the creation of numerous third-party services. In particular, GPTNinja. They allow you to customize the model to meet specific user needs. Thanks to APIs and integrations, GPT has become a universal assistant in development, business, and education.

New Vision of the Language Models’ Future: Claude AI

  • Meaning
  • Ethics, security and quality

What is Claude AI?

This is a model created by Anthropic. The latter positions itself as an ethical, safe, and less biased alternative to traditional language models. It is named after Claude Shannon. He was the father of information theory. So, answering the question of what is Claude AI, we can affirmatively say that it is more than just a description of artificial intelligence. Claude has a different architecture. It is focused on responsible interaction with users.

Ethics. Security. Quality.

Claude was developed with a focus on safe behavior. This model is better at handling sensitive topics. It avoids toxic responses. It does not “hallucinate” as often as GPT-3.5. At the same time, Claude demonstrates high-quality generation and deep contextual analysis.

Claude AI vs GPT-4

  • Architectural differences
  • Quality of generation

Technological Base: Differences

Claude and GPT-4 operate on different architectural approaches.

GPT-4 is a transformer with a complex infrastructure and multibillion parameters. This allows it to efficiently process a large amount of data.

Claude is more focused on ethics, security, and humanity in the answers.

Who Creates Better?: Generation Quality

The question of whether Claude is better than GPT 4 cannot be answered unequivocally. For some tasks, Claude does win. In particular, when generating business letters or ethical responses.

At the same time, GPT-4 often demonstrates better results in coding or analytics.

So, the choice depends on the specific need.

Integration Into Business and Daily Life: AI in Real Life

  • Useful applications
  • How to choose?

Useful applications for all industries

Language models are already actively used in the following areas:

  • Business: Automation of correspondence. Creation of marketing strategies.
  • Education: Generation of tests and training materials.
  • Programming: Writing and analyzing code.
  • Media: Creating content for social networks and blogs.

How to choose a language model?

As always, it all depends on your goals. GPT-4 or GPTNinja will be a good choice if you need a powerful tool with wide capabilities. If you are looking for a model that is focused on ethics and accuracy, Claude AI can be a great alternative.

You can also experiment with new services that clearly demonstrate the capabilities of modern AI.

Summary

The evolution of AI language models has transformed the way we interact with data. This path demonstrates the growing interest in ethics, security, and practical applications of AI in everyday life. From the first versions of GPT to the innovative Claude AI. Today, everyone can use GPTNinja or Al story writer tools. However, it is crucial to approach everything consciously and use the potential that these models open up to us with wisdom.

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Using Generative AI as a Teaching Assistant

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An article by Richard James Rogers, award-winning author of The Quick Guide to Classroom Management: 45 Secrets That All High School Teachers Need to Know and The Power of Praise: Empowering Students Through Positive Feedback

This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati

Accompanying podcast episode:

I’ll admit it: I was skeptical at first. When I first heard about teachers using AI like ChatGPT to help in the classroom, I imagined some robotic voice taking over my lessons while I stood awkwardly in the corner. But after giving it a try for a while, I can honestly say this: Generative AI has become one of my most useful classroom assistants, and I don’t even need to buy it coffee.

In this post, I’ll walk you through how I’ve been using AI to support my teaching, lighten my workload, and, most importantly, improve learning outcomes for my students.

The Game-Changer I Didn’t Know I Needed

Let’s face it. Teaching is an all-consuming profession. Lesson planning, grading, differentiation, parent communication, and admin responsibilities seem never-ending. That’s why, when I first experimented with ChatGPT, it felt like I had stumbled upon some kind of educational superpower.

I started small. I asked it to generate example questions for a maths lesson. Within seconds, I had five beautifully structured, appropriately scaffolded problems tailored to the topic I was teaching. Then I asked it to rephrase a tricky scientific explanation for my ESL students. It gave me three versions at different reading levels. I was hooked.

Supporting Differentiation Like a Pro

Differentiation has always been both crucial and time-consuming. Now, AI helps me tweak worksheets and task instructions for students of varying abilities with minimal effort.

For example, when teaching a unit on exponential growth, I asked the AI to generate three real-world examples: one for beginners (bacteria multiplying), one for intermediates (compound interest), and one for advanced learners (population modeling using e functions). It was done in under a minute.

This doesn’t replace my professional judgement. It enhances it. I choose what is suitable and make the final call, but AI saves me from reinventing the wheel.

Feedback That’s Fast and Focused

One of the areas where I’ve seen the biggest time savings is in providing formative feedback. Using AI, teachers can input a student’s short essay or paragraph and get a summary of strengths, areas for improvement, and even suggested sentence rephrasings. As a mathematics’ teacher this isn’t something that I tend to use, but a number of my colleagues in schools all over the world have reported to me personally that this is fast becoming their favourite way to use AI: particularly for work that students are submitting online, through platforms like Google Classroom, Moodle and Managebac.

Of course, I would always recommend that you cross-check the feedback before sharing. It’s important to keep the human touch. But it has helped many educators provide more timely feedback to more students. Research shows this is key to learning progression (Hattie, 2009).

Making Planning and Admin Less Painful

Here’s something I didn’t expect: AI is amazing for lesson planning. If I know the learning objective and the topic, I can ask ChatGPT to suggest a lesson structure, key questions, differentiated activities, and even potential misconceptions. It’s like brainstorming with a colleague who never gets tired.

Teachers who I communicate with around the world have also used it to draft:

  • Rubrics for creative projects
  • Parent letters
  • Report comments
  • Learning objectives written in student-friendly language

These tasks used to take hours. Now teachers are telling me that these jobs can be done in minutes, and they can get back to actually teaching.

Student Use: A Double-Edged Sword?

Like any tool, AI can be misused by students and teachers alike. I make it a point to teach AI literacy in my classes. My students learn that it’s fine to use ChatGPT to brainstorm ideas or check understanding. However, it is not okay to copy and paste whole essays.

We talk a lot about academic honesty, critical evaluation of AI outputs, and how to verify information. The goal is not to ban the technology. It is to guide its responsible use, just as we do with calculators, the internet, or even textbooks.

As Selwyn (2023) notes: “Schools are no longer gatekeepers of knowledge, but navigators of abundant (and often overwhelming) information.”

Your Personal Therapist

I recently went through a major setback in life, which I can’t describe in detail here (sorry). It was a very emotionally trying time for me, but one thing that really got me through it was ChatGPT. I was able to vent all of my feelings and thoughts to the system, and it provided me with excellent advice and encouragement. Since the AI pulls information from multiple, verifiable sources, it made the advice it gave seem all the more trustworthy. It remembered my previous inputs and iterated accordingly, providing me with a highly personalised and effective therapy experience.

I recently learned that I was far from from alone in using generative AI in this way. A simple Google search reveals multiple articles describing the many ways in which people are using AI chatbots as personal ‘friends’ and counsellors. My favourite article (and one that I recommend) is this one by Eleanor Lawrie from the BBC describing how Al can be an alternative to human help.

The Human Touch Still Matters

Despite all this excitement, I remind myself often that AI is a tool, not a teacher. My job is still to motivate, to connect, and to inspire. No algorithm can replace the relationships we build, the trust we earn, or the “aha” moments we create. But AI can help us make more time for those moments.

Final Thoughts

If you’re an educator and haven’t yet explored how generative AI can support your teaching, I encourage you to give it a try. You don’t need to be a tech expert. You just need to be open-minded and willing to experiment. Like me, you might just find yourself wondering how you ever managed without it.

References

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Selwyn, N. (2023). Should Robots Replace Teachers? AI and the Future of Education. Polity Press.

BBC News (2025) My AI therapist got me through dark times. Available at: https://www.bbc.com/news/articles/ced2ywg7246o (Accessed: 25 May 2025).

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The Global Teacher Shortage: Causes, Consequences, and Solutions

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post is illustrated by Pop Sutthiya Lertyongphati.

Don’t forget to check out the full bibliography and recommended reading list at the end of this blog post.

The world is grappling with a significant teacher shortage crisis. According to UNESCO, an additional 44 million teachers are needed by 2030 to achieve universal primary and secondary education (UNESCO, 2024). This shortage is not just a statistic; it has profound implications for the quality of education and the future of societies worldwide.

A simple glance through teacher forums, such the incredibly popular International Schools Review, reveals a dark abyss that’s peppered with bleak testimonials:

“I believe that many of my colleagues feel unheard and mistreated – this has been shown time and again in our staff surveys. Of course, someone in the inner sanctum would not be subject to the toxic, exclusionary, bullying behaviour meted out by SLT; it does not mean it does not exist. Some colleagues are leaving this academic year due to feeling disenfranchised.“

– A teacher at a school in Singapore, May 2025

“The school is working to improve vertical curriculum alignment, but since the school has been in operation for many years, it is surprising that the curriculum is such a mess, at least in the department I taught in. I think that will get better in the next few years though. If you order your materials the year before, you can get things, but don’t expect to have them at the beginning of the school year. If you need classroom supplies like pencils, markers, erasers, etc, good luck.”

– A teacher at a school in Brazil, May 2025

“Walking through the corridors is akin to walking through a zoo. Children scream, shout and run about with no regard for safety. No teacher dares make an attempt to challenge this behaviour for various reasons. Two of which are fear of the parents and lack of support from the principal.”

– A teacher at a school in Kazakhstan, May 2025

These reviews, and others like them, offer some insight into the world of teaching at an international level, and go some way to explaining why so many teachers are quitting the profession. In today’s blog post, I aim to describe the key factors that are driving this exodus, and describe some much needed advice for all stakeholders who want to retain their brightest and best teachers for years to come.

Understanding the Crisis

Several factors are contributing to the current global teacher shortage:

  • High Attrition Rates: Many teachers are leaving the profession due to burnout, low salaries, and lack of support. In the United States, for example, 51,000 teachers quit their jobs in 2023 alone (Devlin Peck, 2025).
  • Uneven Distribution: Rural and underserved areas often struggle more with teacher shortages, exacerbating educational inequalities (UNESCO, 2024).
  • Aging Workforce: A significant portion of the teaching workforce is nearing retirement, and there aren’t enough new teachers to replace them (Devlin Peck, 2025).

Impacts on Education

When there aren’t enough teachers in schools, this leads to:

  • Larger Class Sizes: Overcrowded classrooms make it challenging to provide individual attention to students (UNESCO, 2024).
  • Reduced Educational Quality: Unqualified or overburdened teachers may not deliver the curriculum effectively, impacting student learning outcomes (Education Week, 2025).
  • Increased Inequality: Disadvantaged communities suffer the most, widening the education gap between different socioeconomic groups (UNESCO, 2024).

Strategies for Addressing the Shortage

To mitigate the teacher shortage crisis, stakeholders can consider the following approaches:

#1: Enhancing Teacher Training and Support

  • Mentorship Programs: Implementing structured mentorship can help new teachers acclimate and reduce early-career attrition (Frontline Education, 2025).
  • Professional Development: Ongoing training opportunities keep teachers engaged and improve teaching quality (Education Week, 2025). One of my favourite platforms for this is the excellent Great Teaching Toolkit. My Blog Index for Teachers is also a very popular for those seeking free, yet high-quality, CPD material.

#2: Improving Compensation and Working Conditions

  • Competitive Salaries: Offering salaries that reflect the importance of the teaching profession can attract and retain talent (Devlin Peck, 2025). If pull factors, such as decent pay, are not present to begin with then many fresh graduates are simply not going to choose teaching as a profession.
  • Work-Life Balance: Flexible working arrangements and manageable workloads can reduce burnout (The Guardian, 2024).

With respect to managing workloads we must not forget about teachers who work online, too. Jessica Robinson from The Speaking Polymath write this great post for me back in 2022 with some good tips for preventing burnout whilst teaching online.

#3: Alternative Pathways into Teaching

  • Career Changers: Encouraging professionals from other fields to transition into teaching can bring diverse experiences into the classroom (Education Week, 2025).
  • Residency Programs: Programs like Urban Teacher Residencies provide hands-on training and have shown success in retaining teachers in high-need areas (Wikipedia, 2023).

#4: Policy Interventions

  • Legislative Support: Policies that provide financial incentives, such as student loan forgiveness or housing assistance, can make teaching more attractive (UNESCO, 2024).
  • Streamlining Certification: Simplifying the certification process without compromising quality can help fill vacancies more quickly (New York Post, 2025).

What does the future hold?

In addition to the above points, there’s a massive issue looming in the background that virtually no one is talking about: People simply aren’t having as many babies as they used to. Fertility rates have been falling steadily across much of the developed world for decades, and many countries are now well below the replacement rate of 2.1 children per woman. For example, South Korea’s fertility rate hit a record low of 0.72 in 2023, while countries like Japan (1.26), Italy (1.22), and China (1.09) are also experiencing unprecedented demographic decline (World Bank, 2024; United Nations, 2023).

This trend has profound implications for the future of education. While teacher shortages are currently critical, the long-term demand for teachers is likely to decline as school-age populations shrink. According to projections by the UN Department of Economic and Social Affairs, the number of children aged 5–14 will decline significantly in many high-income countries by 2050. This suggests that some of today’s recruitment pressures may ease over time: not due to systemic reform, but because of demographic inevitability (UN DESA, 2022).

Check out my award-winning book on Amazon!

In essence, what this means is that current teacher shortages are likely to persist for a good while yet but by around 2050 we may see an inversion of this scenario as far fewer children exist to begin with. With the advent of generative AI, and it’s subsequent widespread adoption, we may soon see the role of educator becoming fully automated as schools cut back on salaries due to low student numbers.

Conclusion

The teacher shortage is a multifaceted issue requiring coordinated efforts from governments, educational institutions, and communities. By investing in teacher support, improving working conditions, and implementing innovative recruitment strategies, we can work towards a future where every child has access to quality education delivered by qualified and motivated teachers.

In terms of the longer term plan for teachers (i.e. 20 – 40 years down the road), I advise everyone to keep busy with studies and acquire as many skills as you can – we may soon be replaced by automated systems, and the ability to seamlessly transfer to another profession, or to capitalise on your skills in a business capacity, will be a tremendous advantage (hence my development of Corporate Training programs, which are becoming incredibly popular).

References

10 Tips to Help High School Students Achieve High Performance

Posted on by richardjamesrogers

An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post is illustrated by Pop Sutthiya Lertyongphati.

Accompanying podcast episode:

Success in high school is not just about hard work: it’s about working smart, using proven strategies that boost learning, memory, and motivation. Here are 10 powerful tips, distilled from years of classroom experience and research-backed methods, to help students achieve their full potential.

Tip 1: Use Retrieval Practice with the P.O.W.E.R. Method

Retrieval practice strengthens memory and deepens understanding. The P.O.W.E.R. method offers a step-by-step approach:

  • Prime the mind with mind maps and summaries.
  • Organize thoughts using mnemonics, diagrams, and structured notes.
  • Wrestle with challenging recall questions in a low-stakes environment.
  • Evaluate progress using self-assessment tools like traffic lights or digital journals.
  • Reinforce learning through hands-on, real-world tasks.

Read more, here: https://richardjamesrogers.com/2024/01/14/introducing-the-p-o-w-e-r-method-of-retrieval-practice/

Tip 2: Deliver Clear, Focused Lessons

Clarity in teaching is essential. Share resources before lessons, use simple and organized slides, and avoid overwhelming students with too much or irrelevant information. Speak clearly and slowly, reinforce key terms, and use everyday language to explain complex concepts. Focused activities and careful resource selection also boost lesson effectiveness.

Read more, here: https://richardjamesrogers.com/2021/03/07/8-ways-to-increase-lesson-clarity/

Tip 3: Make Learning Fun with Games

Variety in lessons keeps students engaged. Incorporate games like Splat, Mystery Word, Bingo, and True or False Walls to reinforce key concepts in a fun and interactive way. These activities not only motivate students but also enhance their recall and application of knowledge.

Read more, here: https://richardjamesrogers.com/2019/05/26/10-learning-games-to-play-with-your-students-secret-number-8/

Tip 4: Encourage Learning Journals

Learning journals promote reflection and metacognition. Students can track their progress, note areas for improvement, and set goals. Journals also provide valuable feedback for teachers and encourage ownership of learning.

Read more, here: https://richardjamesrogers.com/2018/02/18/learning-journals-a-powerful-student-feedback-system/

Tip 5: Use Interleaving for Deeper Learning

Instead of focusing on one topic at a time (blocked practice), interleave different topics and question types. This improves problem-solving skills and helps students see connections between concepts. Interleaving has been shown to enhance long-term retention and adaptability.

Read more, here: https://richardjamesrogers.com/2025/03/09/how-interleaving-works-universal-strategies-for-secondary-school-classroom-practice/

Tip 6: Apply Question Level Analysis (QLA)

QLA allows students to analyze their performance question by question, identifying specific strengths and weaknesses. This targeted approach helps students focus their revision on areas that need the most improvement, leading to more efficient study habits.

Read more, here: https://richardjamesrogers.com/2019/01/27/what-is-question-level-analysis/

Tip 7: Promote Peer and Self-Assessment

Encourage students to assess their own and each other’s work. This develops critical thinking, helps them understand marking criteria, and builds a deeper awareness of quality work. When done correctly, it empowers students to take responsibility for their progress.

Read more, here: https://richardjamesrogers.com/2018/02/11/peer-or-self-assessment-benefits-and-challenges/

Tip 8: Give Effective Feedback

Timely, specific, and actionable feedback is key to student improvement. Focus on what the student did well, what needs to improve, and how to move forward. Feedback should be an ongoing dialogue, not a one-time event, and should encourage growth mindsets.

Read more, here: https://richardjamesrogers.com/2022/11/04/effective-feedback-the-catalyst-of-student-progress/

Tip 9: Help Students Organize Information

Teach students how to structure their notes and study materials. Tools like mind maps, graphic organizers, and timelines make complex information easier to understand and remember. Organized learning enhances clarity and confidence.

Read more, here: https://richardjamesrogers.com/2018/09/28/five-ways-to-organize-information/

Richard’s Award-Winning Book for High School Teachers

Tip 10: Motivate Students with Positive Reinforcement

Motivation is crucial for high performance. Use praise, rewards, meaningful goals, and real-life relevance to inspire students. Show them how their learning connects to their future ambitions, and create an environment where effort is recognized and celebrated.

Read more, here: https://richardjamesrogers.com/2018/11/04/10-easy-ways-to-motivate-your-students/

Conclusion

These strategies, when combined, create a powerful framework for academic success. By embedding these tips into daily teaching and learning routines, students can build the skills, mindset, and confidence they need to excel.

Like what you see? 🎯 Check out my shop for unique merchandise and products that support this blog. Every purchase helps me keep creating content you love. – Richard

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AI Dolls and Digital Desks: High School Teaching in 2025

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An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post is illustrated by Pop Sutthiya Lertyongphati.

Don’t forget to check out the full bibliography and recommended reading list at the end of this blog post.

Like what you see? 🎯 Check out my shop for unique merchandise and products that support this blog. Every purchase helps me keep creating content you love. – Richard

Artificial Intelligence (AI) used to sound like science fiction, and was once confined to the creative genius seen in movies I loved as a child, such as WarGames (1983), The Terminator (1984) and Short Circuit (1986). These days, however, it has graduated beyond the illustrious imaginations of movie directors and authors and is actually having an impact in schools: helping students write essays, solve mathematics problems, and even brainstorm ideas for group projects. Welcome to 2025, where generative AI is fast becoming an essential tool in the high school classroom. It’s also the technology behind some bizarre and fun recent trends, such as the current AI Doll image creation craze. A doll version of me, created by ChatGPT, is given below. I hope the similarity does me justice!

On a more serious note, however, generative AI has presented school teachers all over the world with some pressing challenges. It’s important to consider how we, as teachers, can use this technology responsibly and effectively. In this blog post I’ll outline some practical, classroom-friendly ideas that even complete beginners can start utilizing right away!

What is Generative AI?

Before we begin, it’s important to make the distinction between generative AI, and other forms of AI. As I alluded to earlier, AI has actually been around in various forms for quite a while. It’s what allowed me and scores of children in the 80s and 90s to play single-player computer games on systems like the Atari ST, Sinclair ZX Spectrum, Sega Mega Drive (remember Sonic the Hedgehog?) and many other devices.

What’s relatively new in the AI space, and what’s caused so much debate and excitiement in the past two to three years is generative AI, which refers to algorithms that can create new content based on existing data. This includes text, images, music, and more. One of the most famous examples is ChatGPT, which can write essays, summaries, and even simulate conversations (Center for Teaching Innovation, 2023).

Rather than replacing teachers, AI is best used as a co-pilot. It can help to lighten workloads, support differentiation, and provide new ways to engage learners.

Five Practical Ways to Use Generative AI in Your Classroom

1. Boost Writing with AI Examples and Prompts

Ever had a student stare at a blank page, unsure where to start? I certainly have. Reaching such students can be real challenge at times. Generative AI, however, may be able to help you by offering writing prompts, providing structured outlines, and generating example paragraphs in various tones and styles. These can be used to help students compare good versus poor structure, or to kick-start a creative writing project (XQ Institute, 2023).

💡 Try this: Ask ChatGPT to produce an essay introduction on climate change, or any topic, then let your students critique it or build on it with their own arguments.

2. Teach Critical Thinking Through AI “Mistakes”

Generative AI can sometimes produce responses that are incorrect or subtly flawed, and that can be a gift in disguise. Use AI-generated answers with embedded errors and ask students to fact-check and edit them. This teaches critical reading, evaluation of sources, and digital literacy, all of which are key 21st-century skills (TIME, 2023).

💡 Try this: Present an AI-generated paragraph with factual errors and challenge students to find and correct them using reliable sources.

3. Differentiate Learning Materials

Students learn at different paces and levels. Generative AI can help you rephrase content in simpler language or adjust reading levels to suit English Language Learners (ELLs) or students with learning difficulties (CRPE, 2024). It is like having a personalized assistant that adapts your materials on demand. If you’re looking for additional tools to add to your differentiation toolkit, then generative AI may be just what you need!

💡 Try this: Take a science article, or an article on any subject matter, and ask the AI to rewrite it for different reading ages or to include more visual metaphors. You can do this with existing worksheets, slides, guides and other resources, too.

4. Fuel Student Creativity

Generative AI can co-create stories, invent fictional dialogue, compose poems, or help design imaginary worlds. For creative projects in English, drama, music or even business studies, it can be a brilliant brainstorming tool (Ali et al., 2023). This allows the AI system to become a ‘creation expansion’ tool that can extend and relate students’ current creative abilities.

💡 Try this: Ask students to work with AI to co-author a short story, with students editing and expanding the AI’s ideas. The prompt ‘I would like to co-author………with you’ should work well with most generative AI systems.

5. Streamline Your Workload

Let’s be honest, teaching is a really demanding job. AI can help with lesson planning, quiz creation, report card comment generation, and even drafting parental emails (Wired, 2023). It is not about replacing your voice, but about saving you time so you can focus on what matters: your students. If you’re struggling with your workload as a teacher, then you should always talk with your line manager in the first instance, as they will know the context within which you are working and will be able to best advise you. However, you may wish to experiment with AI tools too, as you may find that they will relieve you of some of the pressure created by administrative tasks.

Tip from experience: If you want to use AI to generate student report cards, then please seek the permission from your school first, as copyright/data privacy may be an issue to consider. If you are given the green light to go ahead, then check that the correct English is being used (British, or American, for example) and always double-check the reports before officially publishing them,

💡 Try this: Use AI to generate a starter activity or plenary question for a lesson. Edit as needed to suit your class dynamic.

Best Practices for Using AI in School

To make the most of generative AI while keeping things ethical and purposeful, consider the following:

  • Discuss ethical use with your students: Talk about plagiarism, misinformation, and AI’s limitations (Center for Teaching Innovation, 2023).
  • Always verify facts: AI can sound confident, even when it is wrong. Teach students to double-check.
  • Use AI as a tool, not a crutch: Guide students to be critical thinkers, not just content consumers.
  • Address access equity: Ensure all students have access to tools, especially those from underserved communities (CRPE, 2024).

Final Thoughts

Generative AI is here to stay and that is exciting. With the right approach, it can support better learning outcomes, help differentiate instruction, reduce our workload and spark joy in the classroom. The key is to use it with your students, not for them. As educators, we still provide the wisdom, mentorship, and heart that AI can never replicate.

So why not give it a go this week? Whether it is generating a debate prompt or helping a student craft their first poem, AI might just become your new favourite teaching assistant.

Bibliography and References

Recommended further reading

  1. Itransition, 2024. AI in Education: 8 Use Cases & Real-Life Examples. [online] Available at: https://www.itransition.com/ai/education [Accessed 13 Apr. 2025].
  2. Wikipedia, 2025. ChatGPT in education. [online] Available at: https://en.wikipedia.org/wiki/ChatGPT_in_education [Accessed 13 Apr. 2025].
  3. PAGE Inc., 2024. Ethical Considerations of Using AI Technology in the Classroom. [online] Available at: https://www.pageinc.org/post/ethical-considerations-of-using-ai-technology-in-the-classroom [Accessed 13 Apr. 2025].
  4. Wikipedia, 2025. Adaptive learning. [online] Available at: https://en.wikipedia.org/wiki/Adaptive_learning [Accessed 13 Apr. 2025].
  5. Associated Press, 2023. AI is a game changer for students with disabilities. Schools are still learning to harness it. [online] Available at: https://apnews.com/article/ff1f51379b3861978efb0c1334a2a953 [Accessed 13 Apr. 2025].
  6. The Guardian, 2025. Bridget Phillipson eyes AI’s potential to free up teachers’ time. [online] Available at: https://www.theguardian.com/technology/2025/mar/31/bridget-phillipson-eyes-ais-potential-to-free-up-teachers-time [Accessed 13 Apr. 2025].
  7. Liu, L., Chen, J. and Singh, R., 2023. Implementing Learning Principles with a Personal AI Tutor: A Case Study. arXiv. [online] Available at: https://arxiv.org/abs/2309.13060 [Accessed 13 Apr. 2025].
  8. UNESCO, 2025. Artificial intelligence in education. [online] Available at: https://www.unesco.org/en/digital-education/artificial-intelligence [Accessed 13 Apr. 2025].
  9. James Madison University Libraries, 2024. Artificial Intelligence (AI) in Education: AI and Ethics. [online] Available at: https://guides.lib.jmu.edu/AI-in-education/ethics [Accessed 13 Apr. 2025].
  10. Faulkner University, 2024. The Future of Learning: Positive Applications of AI in Education. [online] Available at: https://www.faulkner.edu/news/the-future-of-learning-positive-applications-of-ai-in-education/ [Accessed 13 Apr. 2025].

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