Tag: Critical Thinking

The 3I/Atlas Enigma: Interstellar Anomalies, the Wow! Signal, and Lessons for the Classroom

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). 

As a science educator with over twenty years of experience, I have spent my career breaking down complex ideas and communicating them in ways that everyone can understand. I am not an astrophysicist, but I do know how to interpret scientific information and present it in a way that is accessible to everyone. That is why I want to take a closer look at the remarkable case of 3I/Atlas: an interstellar object whose behaviour continues to puzzle astronomers and ignite debate across the scientific community.

This is not just another space story. 3I/Atlas is a visitor that defies expectations. From strange chemical traces to electromagnetic fluctuations and delayed image releases, it is forcing scientists to rethink what is possible in the depths of space.

Anomaly 1: The Anti-Tail Reversal

When 3I/Atlas was first observed, astronomers saw an anti-tail: a tail pointing toward the Sun instead of away from it. Weeks later, it suddenly reversed direction. No known natural process can cause such a switch without major internal reconfiguration or controlled changes in its direction of motion (Loeb et al., 2025a; LiveScience, 2025).

Anomaly 2: Erratic Brightness Fluctuations

Typical comets brighten smoothly as they approach the Sun, but 3I/Atlas showed wild brightness jumps and dips, sometimes within hours. These fluctuations do not align with solar heating or gas release models, suggesting something reflective or reactive on the surface that adjusts in real time (Loeb, 2025a; NASA, 2025).

Anomaly 3: Unusual Shape and Rotational Stability

Preliminary light-curve data suggest that 3I/Atlas has an elongated shape and rotates relatively slowly, showing no signs of chaotic tumbling. While this could indicate a degree of rotational stability, the available observations remain limited, and further monitoring will be needed to determine whether the object’s motion is truly stable or simply less variable than that of typical comets (Loeb, 2025b; Wikipedia, 2025).

Anomaly 4: Possible Nickel Tetracarbonyl Signature

Preliminary spectroscopic discussions have mentioned a possible feature resembling nickel tetracarbonyl (Ni(CO)₄): a compound used in industrial nickel refining on Earth. However, this finding has not been independently confirmed, and current spectral data remain inconclusive (Loeb, 2025a; New York Post, 2025).

What has been detected, however, is far more intriguing: nickel in the apparent absence of iron. In natural astrophysical environments, such as stars, meteorites, and planetary cores, nickel is almost always accompanied by comparable or greater amounts of iron, since the two elements form together through stellar nucleosynthesis and coalesce in metallic grains. Detecting nickel without a corresponding iron signature is therefore highly unusual and difficult to explain by known natural processes (Loeb, 2025a; Lodders, 2003; Scott et al., 2015).

Anomaly 5: Possible Non-Gravitational Deceleration

Tracking after the Mars flyby has led to speculation that 3I/Atlas might be experiencing slight non-gravitational forces, potentially consistent with deceleration. However, no confirmed slowdown has yet been observed in published data.

The latest analyses set an upper limit on any non-gravitational acceleration of around 3 × 10⁻¹⁰ AU day⁻², suggesting that if such an effect exists, it is extremely small (arXiv, 2025). Researchers have noted that if future data were to reveal a measurable deceleration, it could imply propulsion, drag modulation, or controlled momentum adjustment: possibilities that extend beyond known natural mechanisms (Loeb, 2025; LiveScience, 2025).

For now, the evidence remains inconclusive, and astronomers continue to monitor 3I/Atlas for further orbital deviations that might clarify the cause of its curious behaviour.

Anomaly 6: Magnetospheric and Radio Anomalies, and the Wow! Connection

I have to say that out of all of the anomalies that 3I/Atlas exhibits, this is the one that intrigues me the most.

As 3I/Atlas neared Mars, some commentators speculated that subtle fluctuations in magnetic and radio readings could have coincided with its closest approach, although no such anomalies have been confirmed by any official data. Researchers continue to monitor the region for potential electromagnetic signatures that might emerge as the object moves through the inner Solar System (Loeb, 2025a).

The most fascinating thing for me, however, is a potential link to one of astronomy’s most famous mysteries: the Wow! Signal of 1977. Detected by Dr. Jerry Ehman at the Big Ear Radio Observatory, this powerful, narrowband radio burst lasted 72 seconds and appeared to originate from the constellation Sagittarius, near the Chi Sagittarii star group (Ehman, 1977). Despite decades of follow-up, the signal was never detected again, and no natural source has ever been identified.

Recent trajectory analyses have suggested that 3I/Atlas entered the Solar System from a broadly similar direction: the same region of the sky near Sagittarius that produced the Wow! Signal. While this could be coincidence, it is an extraordinary one. Both phenomena, the unexplained 1977 signal and the 2025 arrival of 3I/Atlas, involve anomalous data emerging from the same part of space, separated by almost half a century.

There is no evidence yet that the two are directly connected, but the parallel raises compelling questions. If 3I/Atlas did indeed travel from the same interstellar neighbourhood that produced the Wow! Signal, we may be seeing different kinds of data points, one electromagnetic, one physical, that hint at intelligent activity or at least an unknown astrophysical process in that region of space.

Anomaly 7: Delayed HiRISE Image Release

Although NASA’s Mars Reconnaissance Orbiter (MRO) reportedly captured HiRISE images of 3I/Atlas during its Mars flyby, none of those images have been released to the public as of yet. The reason for the delay remains unclear, with no official statement from NASA confirming when, or if, the data will be published. It remains unclear whether the data are still being processed, classified, or deprioritised in favour of other mission objectives (Loeb, 2025).

Anomaly 8: A Curious and Convenient Trajectory

Perhaps the most overlooked anomaly is the path that 3I/Atlas is taking through our Solar System. Unlike most interstellar visitors, which arrive at steep angles relative to the ecliptic plane, 3I/Atlas is travelling at an inclination of only about five degrees. This means its orbit lies almost flat in line with the paths of the planets: an orientation that is statistically uncommon for hyperbolic interstellar bodies (NASA, 2025).

In addition, 3I/Atlas has passed relatively close to several major planets on its way through the inner Solar System, including Mars, and its perihelion (the point nearest the Sun) occurs behind the Sun from Earth’s point of view. That geometry has temporarily obscured the object from most direct optical observation, delaying high-resolution imaging from both Earth and space-based telescopes.

While these alignments could easily be coincidental, they have attracted attention from researchers who point out that this trajectory would offer an ideal path for an observational survey of the inner planets, or for a probe seeking to minimise visibility during its solar approach. Whether purely natural or coincidentally efficient, the route of 3I/Atlas remains one of the most striking aspects of its discovery so far (Loeb, 2025a; LiveScience, 2025; NASA, 2025).

Anomaly 9: 3I/Atlas is Massive

The estimated dimensions of 3I/Atlas make it one of the largest interstellar objects ever detected. Preliminary photometric analysis places its diameter at roughly 4 to 6 kilometres, with a mass that could exceed 30 billion tons depending on composition and albedo (NASA, 2025; Loeb, 2025b).

For comparison, 1I/ʻOumuamua measured only a few hundred metres long, and 2I/Borisov, the first confirmed interstellar comet, was about a kilometre across. Objects on the scale of 3I/Atlas are expected to be gravitationally bound within stellar systems, not travelling freely through interstellar space. Its sheer size makes its arrival statistically improbable under current models of ejection and galactic dynamics (Loeb, 2025b).

This anomaly adds to the mystery: a body of such mass should produce a strong and consistent outgassing signature if it were a typical comet, yet no such emission has been confirmed. Its enormous scale, combined with its non-typical chemical and orbital characteristics, continues to challenge natural explanations and keep astronomers re-evaluating how interstellar debris forms and travels.

What it Could All Mean

Each anomaly alone might be explainable, but together they form a pattern that is difficult to dismiss. The combination of unusual metallurgy, electromagnetic irregularities, and possible controlled motion raises the possibility of technology or mechanisms unknown to current science (Loeb et al., 2025a). Even if it is entirely natural, 3I/Atlas likely represents a new class of interstellar object formed under conditions we have never observed before.

How Society Might Respond to Disclosure

If one day it is confirmed that 3I/Atlas is artificial or linked to extraterrestrial intelligence, humanity would face a moment of historic change. Governments would rush to control narratives, markets might wobble, and belief systems would evolve. But our best preparation is not fear: it is education, critical thinking, and open dialogue. The ability to assess evidence calmly and rationally will define how well we adapt.

Lessons for Education: Why This Matters for Teachers and Students

The story of 3I/Atlas is not only for astronomers: it has deep implications for education, especially in how we teach science, inquiry, and critical thinking.

In high schools around the world, science is often taught as a collection of fixed facts: Newton’s laws, the periodic table, the standard model of particle physics. But discoveries like 3I/Atlas remind us that science is not static: it is a living, evolving pursuit of understanding. When the evidence does not fit the model, the model must change. That is the heart of scientific progress.

Teachers can use 3I/Atlas as a case study in scientific curiosity. For instance:

  • Physics and mathematics classes can model the object’s trajectory, deceleration, and tail orientation to practise applying Newtonian and non-gravitational equations.
  • Chemistry lessons can explore how compounds like nickel tetracarbonyl form on Earth, then compare those processes to hypothetical space chemistry.
  • Philosophy or Theory of Knowledge courses can use 3I/Atlas as an example of how humans interpret uncertainty, where data meets belief.
  • STEM clubs can research historical radio anomalies like the Wow! Signal and analyse why repeatability and peer review matter in establishing credibility.

Even more importantly, this event is a powerful opportunity to teach information literacy. In an era where social media amplifies speculation, students need to distinguish peer-reviewed science from pseudoscience. By examining credible sources such as NASA and Harvard preprints alongside media coverage, students develop the ability to assess evidence critically and respectfully.

Teachers can use this topic to inspire awe and a sense of wonder that fuels lifelong learning. Whether 3I/Atlas turns out to be a natural anomaly or something entirely new, it reminds students that discovery begins with curiosity, and that even established science can change when new evidence appears.

That, perhaps, is the most important lesson of all.

Classroom Applications: Practical Ideas for Educators

  • Debate Prompt: “3I/Atlas is an example of how science evolves, not proof of alien life.” Discuss.
  • Data Modelling Exercise: Students use real orbital data to model 3I/Atlas’s path and calculate possible forces acting on it.
  • Ethics in Science Discussion: Explore how data transparency (such as the HiRISE image delay) affects public trust in science.
  • Cross-curricular Extension: Link physics, chemistry, and philosophy by asking: How do we know what we know?
  • Creative Project: Have students write a short story or podcast episode imagining first contact, grounded in real science.

Final Thoughts

3I/Atlas could still be a natural wonder, but its behaviour demands serious attention. From its anti-tail reversal to its unusual nickel signature and delayed imagery, this interstellar traveller is expanding our understanding of what is possible.

Whether it turns out to be a relic of alien engineering or an extraordinary natural object, 3I/Atlas reminds us of something profound: the universe is far from ordinary, and we have only just begun to understand it. As educators, it is our privilege to help the next generation make sense of it.

Bibliography and References

Note: Selected images in this article have been sourced from Pixabay and are free to use under the Pixabay License (no attribution required).

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The Top 5 Skills Employers Want in 2025 (and How Schools Should Respond)

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 has been beautifully illustrated by Pop Sutthiya Lertyongphati.

Sometimes it is necessary for teachers to reflect on the overall purpose of education. After all, knowing the why will often give us new perspectives on the how.

Many thought-leaders have articulated their ideas on what the purpose of education should be. Some notable quotes are given below:

“The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable.”

– Plato

“The goal of education is the advancement of knowledge and the dissemination of truth.”

– John F. Kennedy

The object of education is to prepare the young to educate themselves throughout their lives.”

– Robert Maynard Hutchins

In my 2019 blog post entitled 5 Things Schools Should be Teaching Kids (But Most Aren’t) I came straight to the point with my thoughts on what the purpose of education is (albeit much less elegantly that the esteemed individuals quoted above):

School must prepare students for life

– Richard James Rogers

My statement is probably most aligned with that of Robert Maynard Hutchins (the legendary American educational philosopher and former Chancellor of the University of Chicago and, to my shame, a person I had only heard about during my research for this blog post). It brings me great satisfaction to know that I and such an esteemed and well-respected educator are pretty much in agreement: even if our opinions are more than a few decades apart! (Hutchins was born in 1899).

Schools must prepare students for life, but what does that actually look like in 2025 (and beyond)? Today, I’ll deliver a condensed version of my research into the top 5 skills employers are looking for, and what schools (and, by inference, teachers) should do about it.

#1 In-Demand Skill for 2025: AI Literacy and Human/AI Collaboration

Unless you’ve been meditating in a remote forest somewhere for the past three years, you’ll know that AI, and particularly GenAI, has skyrocketed in capability, use-applications and accessibility. Everybody who’s anybody in the corporate training or online education sector is offering courses in AI integration and for a good reason: there’s a lot of money to be made! Additionally, the World Economic Forum’s Future of Jobs Report 2025 lists “AI and big data” as the top technological skills that are projected to “grow in importance more rapidly than any other skills in the next five years”.

I will admit openly that I have also jumped on this bandwagon: I have personally completed four very detailed online courses covering AI integration this year (see my LinkedIn profile for details) and I now offer AI integration as one of my corporate training workshops (and it’s proving to be one of my most popular).

Bottom line for teachers:

  • Learn AI skills and get certified (there’s lots of free and inexpensive courses available online).
  • Once you have some foundational knowledge (or have access to someone who does) build a spiral AI curriculum (including ethics, prompting, verification, model limits), and embed AI use across subjects in schemes of work (e.g., AI-assisted drafting in English; model evaluation in Science, and so on).
  • Keep up to date with the latest use cases of AI in education (this topic stream by Edutopia is well-worth bookmarking!)

#2: In-Demand Skill for 2025: Data Literacy and Analytical Thinking

In July 2025, Elon Musk weighed in on the debate about what children should study in the age of AI. Responding to a call for students to prioritise mathematics, he argued that the true focus should be “Physics (with math)”, highlighting his belief that a deep grasp of fundamental principles, supported by mathematics, is more valuable than coding alone in an AI-driven world. Additionally, The World Economic Forum’s Future of Jobs Report 2025 makes clear that analytical thinking is still one of the top core skills employers expect to be in high demand by 2030.

Bottom line for teachers:

  • Encourage deep learning (as opposed to ‘surface learning’) in all subjects through guided activities (see my blog post here as a starting point).
  • Require students to source and clean datasets from time-to-time and include activities where students choose appropriate displays, quantify uncertainty, and write claims with evidence. My blog post entitled Putting Numbers Into Everything offers a good launchpad of ideas from which you can start this process in your lessons.

#3: In-Demand Skill for 2025: Cybersecurity and Digital Trust

According to the 2024 ISC2 Cybersecurity Workforce Study (which is the latest available study, at the time of writing), the world is short of nearly 4.8 million cybersecurity professionals, and almost nine out of ten teams say they lack key cybersecurity skills. With AI bringing both powerful new tools and serious new risks, the call is growing for people who can think critically about digital safety and design systems that are secure from the start. For schools, this is a clear signal: cyber-awareness and responsible use of AI should be part of every student’s education, not just for future specialists but for all young people who will live and work in a digital world.

Bottom line for teachers:

  • Build cyber-awareness into everyday lessons. Connect topics like passwords, phishing, and data privacy to students’ daily digital use, not just to IT classes.
  • Treat AI as both a tool and a topic. Encourage students to explore how AI can help (e.g. with research and problem-solving) while also discussing its risks (such as bias and security breaches). This great blog by LittleLit gives five AI tools that can be tailored for use by children, and I would recommend all teachers reading this to look at ways to bring a few of these into your lessons.
  • Practise ‘secure-by-design’ thinking: When students create projects, apps, or even presentations, have them consider safety, privacy, and ethical use as part of the design process. See my blog post about design thinking to get started.

#4: In-Demand Skill for 2025: Sustainability Literacy

Employers are warning about a major shift from 2025 onwards: environmental stewardship is expected to be one of the fastest-growing skill demands globally. Recruitment needs for so-called “green skills” is already rising more quickly than the supply of qualified workers. LinkedIn’s Global Green Skills Report 2024/25 shows that this growth will continue worldwide, with the gap between demand and supply projected to widen steadily through 2030 to 2050.

Bottom line for teachers:

  • Use real data in lessons: In maths or ICT, have students analyse datasets on carbon emissions or renewable energy growth. This builds both numeracy and awareness of global sustainability trends. National Geographic Kids is a great resource for acquiring some useful data for projects.
  • Run project-based learning on green innovation: In science or design technology, set tasks like designing a low-waste product, creating a model of a solar-powered device, or calculating the energy savings from switching to LED lighting. Initiatives that encourage students to reduce single-use plastic, or to reduce printing costs, can also raise awareness in powerful ways.

#5: In-Demand Skill for 2025: Communication

According to Lightcast, a leading labour-market analytics firm, 76% of job postings request at least one durable (human) skill, with communication consistently ranking among the most in demand. The World Economic Forum highlights related skills such as creative thinking, resilience, and leadership/social influence as essential for the workforce of 2025 and beyond.

Bottom line for teachers

  • Do more in-class group/individual presentations. Students can use Google Slides, Canva or other technology to present their ideas. See my blog post on tips for slide presentations (aimed at teachers, but applicable to students) for top tips on getting the delivery right.
  • Design lessons that force students to work through ambiguity, such as group work, debates, and peer review, so they build resilience, leadership, and creative thinking, which are rising fast as employer priorities.

Conclusion

So what does all of this mean for us in the classroom? The future world of work is crying out for five big things: AI know-how, data smarts, cyber-savvy thinking, green awareness, and those all-important human skills like communication and resilience. The good news is that we don’t need to bolt these on as extra lessons. Instead, we can weave them into what we already do: use AI tools for research, crunch real-world data in maths or science, chat about online safety whenever tech comes up, link projects to sustainability, and give students plenty of chances to work together and present their ideas.

Bibliography and references

Check out my award-winning book on Amazon (click on the image below):

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

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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:

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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Using Generative AI as a Teaching Assistant

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:

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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AI Dolls and Digital Desks: High School Teaching in 2025

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.

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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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Responding Thoughtfully When Students Ask About Controversial Topics: The Example of Bonnie Blue

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.

When students unexpectedly bring up sensitive or controversial topics in class—such as questions about Bonnie Blue (a British adult content creator who recently became wildly infamous due to provocative activities and public notoriety), or other ignominious public figures, such as Andrew Tate—teachers may feel unprepared. How should we respond when children ask about such material?

Though we, as educators, would not actively introduce such subjects, it’s important to handle spontaneous student inquiries with care, professionalism, and purpose. What follows next are some strategies that everyday teachers can use to navigate these delicate moments.

1. Stay Calm and Neutral

Maintain a neutral stance and avoid expressing personal opinions. Calmly acknowledge the student’s question and remind the class of the need for respectful, considerate dialogue. Remaining calm sets a professional tone and models appropriate behavior for students (CRLT, n.d.)

2. Redirect the Conversation Appropriately

Gently steer the conversation back toward educational content. If a student asks about Bonnie Blue or a similar figure, briefly acknowledge their query without elaborating unnecessarily. You might say, “That’s a topic many people are discussing right now. Let’s focus on how we critically assess information we see online” (Harvard Graduate School of Education, 2022).

3. Emphasize Media Literacy and Critical Thinking

Use the opportunity to reinforce skills in media literacy and critical thinking. Rather than discussing Bonnie Blue or other notorious personalities specifically, guide students to analyze why certain figures gain media attention and how sensationalism affects public perception. This approach transforms the conversation into a meaningful lesson (Teen Vogue, 2021).

4. Provide General, Balanced Context

If students persist in questions, offer balanced and minimal factual context without explicit details. Briefly mention that certain individuals become well-known due to controversial behaviors or statements, and then emphasize the importance of understanding sources, biases, and responsible online behavior (The Choices Program, n.d.).

5. Protect Classroom Boundaries

Reaffirm classroom boundaries by reminding students about appropriate topics for school discussion. Clarify that while curiosity is natural, certain topics—especially those involving mature content—should be addressed with parents or caregivers outside of the school environment (Yale Poorvu Center for Teaching and Learning, n.d.).

6. Reflect Privately if Necessary

Consider following up privately with students who show persistent interest. A private conversation can clarify misunderstandings, address potential concerns, and allow teachers to provide guidance within an appropriate and supportive framework (Harvard Graduate School of Education, 2022).

Closing thoughts

By thoughtfully and tactfully handling unexpected student questions about controversial topics like Bonnie Blue, teachers can maintain a respectful classroom atmosphere and foster important life skills in media literacy and critical thinking.


References