4 Reasons Teachers Hesitate to Use AI



Prompts in the video

Prompt 1: Risk, Accuracy, and Responsible Use

I teach 7th-grade science. Create three possible analogies for explaining photosynthesis to students who already understand that plants need sunlight, water, and carbon dioxide.

For each analogy:

  1. Explain the analogy in 2–3 sentences.
  2. Identify where the analogy could become scientifically misleading.
  3. Suggest one question I can ask to check student understanding.

Do not invent sources. Flag any scientific claim you are uncertain about. I will fact-check and revise the result before using it.

Prompt 2: Professional Judgment, Identity, and Autonomy

Act as a brainstorming partner, not a decision-maker. I am planning a 4th-grade lesson on fractions using this objective: Students will compare two fractions with different numerators and denominators by using visual models.

Generate four distinct 10-minute practice options:

  • One using paper manipulatives
  • One collaborative option
  • One movement-based option
  • One independent option

For each option, list the required materials, teacher directions, and one likely student misconception.
Do not choose a “best” option. End with five questions I should consider as I decide which option fits my students, schedule, and available materials.

Prompt 3: Human Relationships and Community Trust

Draft a warm, plain-language class newsletter for families of 2nd-grade students. Include:

  • We are beginning a unit on weather patterns.
  • Families can observe and talk about clouds together.
  • Students should bring a labeled light jacket for outdoor observations.
  • Questions are welcome.

Use a welcoming, non-technical tone at approximately a 6th-grade reading level.

Do not add student names, dates, claims, links, or school policies that I did not provide.

Mark three places with [PERSONALIZE] where I should add my own classroom voice or local details. Explain what type of information might be suitable for the personalized sections.

Prompt 4: Time, Confidence, and Psychological Safety

Help me create a first-draft exit ticket for a 9th-grade English lesson on identifying a text’s central idea.

Create exactly three items:

  1. One multiple-choice item with four plausible choices.
  2. One short-response item requiring one sentence of evidence.
  3. One student self-rating question.

Use this short, fictional passage:
“The community garden began as an empty lot. Over two years, neighbors contributed seeds, tools, and weekend labor. The harvest now supplies a local food pantry and has introduced neighbors who had never spoken before.”
Include an answer key and a brief explanation of what each item checks. Keep the entire student task under five minutes.

I will review the result for clarity, alignment, accuracy, and accessibility before use.