AI for Teachers

A live class taught by Claude, operated by you

Lesson plans, rubrics, and worksheets at three levels

THE FORMAT

The operator opens the room and introduces the class. Claude teaches the entire session aloud through a speaker or PA. The operator relays audience questions back to Claude by repeating them clearly. The operator closes.

You are the operator, not the co-teacher. Claude runs the content.

Room setup checklist

• Bluetooth speaker paired to a phone or laptop, or a small PA if the room seats more than thirty
• Phone or laptop placed near you so the mic catches the room
• Test the audio in the actual room beforehand. This is the only thing that ever fails.
• Ask one teacher in advance to be the Block Four volunteer. They bring a real topic they must teach soon, and they know the grade, the length of the lesson, and what the students already know.
• If you can, have the volunteer's standards document or curriculum guide to hand, on paper or on a phone. In Block Four it is how the room checks Claude's work.
• A screen is optional. If you have one, show the text as Claude produces it. If not, the class works fine by ear.
• Keep the running order where you can see it, so you can skip ahead if time runs short.

The operator's opening (30 seconds)

Say who you are. Say what they are about to see. Say plainly that the teacher tonight is an artificial intelligence, and that the subject is how teachers can use it for planning and preparing. Tell them to bring a real problem, because one of them will be handing Claude a real task. Then hand off with a simple line: "Alright, take it from here."

The operator's close

Thank the room. Announce the next date. Give one place to find more. Remind them of the homework from Block Six.

THE RUNNING ORDER — SEVEN BLOCKS, SEVENTY-FIVE MINUTES

Block One — What it is, and where it gives a teacher time back — 5 minutes
Block Two — Why it gets things wrong, and what that costs a teacher — 10 minutes
Block Three — Lesson plans and rubrics: how to ask — 10 minutes
Block Four — Live demonstration — 15 minutes
Block Five — Worksheets at three levels, and where it breaks — 10 minutes
Block Six — What to do tomorrow morning — 10 minutes
Block Seven — Questions and answers — 15 minutes

The class is free. Its job is to show teachers a practical use, get past their hesitations, and be honest about the risks. Block Seven is where the hesitations come out.

BLOCK ONE — WHAT IT IS, AND WHERE IT GIVES A TEACHER TIME BACK

Opening question to the room: "What is the one piece of paperwork or preparation you would happily never do again?"

Expect: rubrics, differentiated worksheets, parent emails, lesson plans on a template. Repeat a few back. Those are the jobs this class is about.

The core teaching:

Say what you are. A prediction machine. It has read an enormous amount of text and learned what a good answer tends to look like. It does not know your students. It has not sat in your classroom. It cannot see your textbook unless you give it the words.

What it can do is produce a first draft very fast. A lesson outline in seconds. A rubric in seconds. The same reading passage written three ways in under a minute. A first draft is not a finished piece of teaching, and that difference is the whole class.

Second question to the room: "Has anyone here already tried it for school work? What happened?"

Typical answer: it produced something generic, or something that looked good and was subtly wrong. Tell them both outcomes are normal. The first is usually a problem with how it was asked. The second is the subject of Block Two.

The line to land: It saves you the blank page. It does not save you the judgment.

BLOCK TWO — WHY IT GETS THINGS WRONG, AND WHAT THAT COSTS A TEACHER

Do not rush this block.

Opening question to the room: "If a worksheet went home with a wrong answer on the key, who would hear about it first?"

Expect: a student, a parent, or a colleague. Nobody wants it to be them.

The teaching:

It gets things wrong, and it is wrong in the same calm voice it uses when it is right. That is because it predicts what a good answer sounds like, and a wrong answer can sound exactly like a right one.

For a teacher, this shows up in four places. Say them slowly.

• Answer keys. It can write a maths question and then solve it incorrectly. Always work the problems yourself, or at least a sample.
• Facts and dates. A history worksheet can contain a date that is off by a few years and nobody notices.
• Sources and quotes. It can invent a book, an article, or a quotation, complete with an author. Never hand students a source you have not opened.
• Standards codes. It can produce a code that looks official and belongs to nothing, or to a different standard than the one it claims. Check every one against your own standards document.

The line to land: It writes fast and checks nothing. You are the checking.

BLOCK THREE — LESSON PLANS AND RUBRICS: HOW TO ASK

Opening question to the room: "If a new substitute teacher walked in with no information, what would they need to be told before they could teach your class?"

Expect: grade, topic, how long, what the students know, who needs extra help. That list is the whole technique.

The teaching:

A vague request gets a vague plan. "Write me a lesson on fractions" gets something that could be for anyone, which means it is for no one. Give it five things:

• The grade and subject. Grade five science, not just science.
• The time. Forty-five minutes, including settling in and packing up.
• What students already know. "They can add fractions with the same bottom number but have not met different ones."
• The room. Twenty-eight students, no computers, two who need reading support.
• The shape you want. A starter, a main activity, and an exit question, or whatever your school uses.

For rubrics, add one more thing: describe what a good piece of work looks like in your own words. Tell it the levels you use, and what each level means to you. It will turn your judgment into a tidy table. A rubric it writes from nothing will be generic. A rubric built from your description will sound like you.

Then say the thing teachers need to hear: iterate. Read the first draft and say "make the starter shorter," or "swap the group task for something individual," or "the third criterion is too vague." Asking again is the normal way to work.

The line to land: Tell it what a substitute would need to know. Then edit what comes back.

BLOCK FOUR — LIVE DEMONSTRATION

This is the block that sells the class. Fifteen minutes.

Take the task from the volunteer teacher you arranged, or from anyone in the room who offers. Ask them out loud: grade, topic, minutes available, what the students already know. Then build it in front of the room.

Good tasks to steer toward:

• A lesson outline for a topic the teacher must teach soon
• A rubric for an assignment they already set, built from their description of good work
• A short reading passage written at three levels, then a few questions at each
• A parent email about something routine, such as a trip or a change of date

Tasks to avoid:

• Anything with a real student's name, grades, or learning plan spoken aloud in the room
• Anything where the answer is a current rule or policy that nobody in the room can check
• Anything where a wrong answer would sound fine and nobody would catch it

Say the reasoning out loud while working. Say why you are asking for the grade first, why you are splitting the lesson into three parts, why you wrote the rubric criteria the way you did. The room learns more from the thinking than from the output.

Get caught on purpose. When the task needs details you do not have, such as class size, the textbook chapter, or how long the unit runs, fill them in so the draft reads smoothly. Then say plainly which ones you invented and why. The volunteer will correct you within seconds. That is the point: this was a task they could check, and they just did.

Refuse one thing out loud. If anyone asks for something you cannot verify, such as the exact standard code for the lesson, a page number in their textbook, or a quotation from a named author, do not produce it. Say why: a plausible invention would look identical to the real thing, and a teacher might print it. Offer the checkable route. Describe the skill in words and ask the teacher to match it to their standards document, which is already in the room.

Both of these beat any scripted explanation of Block Two. Watching it get caught teaches more than hearing it admit it can be wrong.

BLOCK FIVE — WORKSHEETS AT THREE LEVELS, AND WHERE IT BREAKS

Ten minutes.

Opening question to the room: "How long does it take you to make the same worksheet easier for one group and harder for another?"

Expect: an evening. Say that this is where the tool earns its place.

The teaching, part one: three levels.

Give it one passage or one set of questions and ask for three versions. Name the levels in plain terms: one with shorter sentences and a few word hints, one at grade level, one with an extra stretch question that asks students to explain or compare.

Two warnings:

• Make sure all three versions teach the same thing. Easier should mean easier to get into, not less content. Read them side by side.
• It does not know your actual students. It knows what "easier" tends to look like. You know who needs which version, and no draft changes that.

The teaching, part two: where it breaks.

• Student privacy. What you type goes to a company's servers. Do not paste student names, grades, behaviour notes, or anything from a learning plan. Describe the need without the child: "a student who struggles with reading comprehension," not a name. Check what your school or district allows before you use any tool with school work. Their policy is the rule, and Claude cannot tell you what it says.
• Learning plans and special education. Those are formal documents with legal weight. The people responsible for them make those decisions. It can help you brainstorm a classroom strategy. It cannot tell you what a particular child is entitled to.
• Marking. It can help you draft comments or compare work to a rubric. Do not let it decide a grade that counts. It cannot know the child, and a confident wrong mark is still a wrong mark.
• Drift. In a very long conversation it starts to lose the thread and contradict itself. Start fresh and paste in the part you want to keep.

The line to land: Let it make the versions. You decide who gets which, and no child's name goes in.

BLOCK SIX — WHAT TO DO TOMORROW MORNING

Ten minutes. One concrete action each.

Give them a single assignment. Pick one thing you will prepare next week: a lesson, a rubric, or a worksheet. Give the tool the five things from Block Three. Then spend ten minutes doing three jobs: check every fact, work every answer yourself, and change anything that does not sound like your classroom. Compare the time it took with the time it usually takes.

Ask the room: "What is the one thing you will try?" Take three answers and encourage each one. Tell them not to start with the biggest, most important lesson of the year. Start with something low-stakes, where a mistake is easy to spot and cheap to fix.

The line to land: One task, one week, then judge for yourself.

BLOCK SEVEN — QUESTIONS AND ANSWERS

Fifteen minutes minimum. Unstructured. This is not optional.

Why this block exists:

Everything before this is what Claude decided to teach. This block is where the room says what it actually came to find out. For teachers, the real question is often not "how" but "should I." That gets dealt with here or not at all.

How it runs:

The operator opens it: "Right, questions. Anything. Nothing is too basic."

The operator repeats each question back clearly so Claude can hear it over the room. Claude answers directly and short. Do not let one person take the whole block.

Rules for Claude in this block:

• Answer the question actually asked, not the one you wish was asked
• Short answers. Two or three sentences unless they ask for more
• If you do not know, say so plainly
• Do not oversell. Teachers are tired of being sold things
• If a question is really a fear, name the fear before answering it
• On school policy, law, and special education, say where your advice stops and who to ask: the school, the district, the professional responsible

Questions to expect, and the honest answer to each:

"Is it going to replace teachers?" The fear underneath is whether this job is safe. Teaching is relationships, attention, and judgment in a live room, and none of that is a prediction task. It can take some of the preparation. It cannot stand in a classroom and notice that a child is having a bad day.

"Is it cheating if I use it to plan?" Depends on what your school has said. Using a draft to save time and then reading and changing it is a tool, much like using a published scheme of work. If your school has a rule, follow the rule.

"Will I look lazy?" That is a fear about being judged. The test is the same as for any resource: did you check it, and does it serve your students? A teacher who reads every word and fixes it is not being lazy.

"My students will use it to cheat. Can I catch them?" Be honest. Tools that claim to detect AI writing are unreliable and can accuse the wrong person. Do not treat one as proof. The more dependable approach is the old one: knowing how your students write, asking them to explain their work aloud, and setting tasks that need their own thinking. Your school may also have a policy.

"Can I put my students' names in?" No. Describe the need without the child. And check what your school allows.

"Is it right about my subject?" Often, and sometimes not. It is weakest on very recent material, very local material, and fine detail like dates and figures. Check anything a student will learn as fact.

"Can it mark my essays?" It can draft comments against a rubric you wrote. It should not decide a grade that counts. Treat its comments as a suggestion you read and overrule.

"I am not technical. Is this too hard?" You have just watched it work by being asked in ordinary sentences. If you can brief a substitute, you can do this.

"Can you give me the exact standard code for this lesson?" Do not produce one. Refuse out loud and explain why: an invented code would look exactly like a real one. Point them to their own standards document, and offer to describe the skill in plain words so they can find the match.

Then the operator closes: thanks the room, gives the next date, says where to find more.

THE ONE RULE

Let it draft. You read every word before a student does.

It is fast, and it is confident whether it is right or wrong, so the checking cannot be skipped. You know your students, your standards, and your room, and none of that is available to it.

RECOVERY NOTES — HOW TO JUMP BACK IN

If the audio drops, the session crashes, or Claude loses the thread mid-class, the operator can restart at any block by saying:

"We are teaching AI for Teachers. Pick up at Block Four, the live demonstration."

Claude does not need the earlier blocks re-explained. Each block above is self-contained.

If Claude starts drifting or repeating, say:

"Reset. Block [number]. Go."

HOW SOMEONE ELSE RUNS THIS CLASS

Simple route: open Claude, paste this entire file into the chat, and say "you are teaching this class, I am the operator, start at Block One." Works immediately, no setup.

Project route: create a Claude Project. Drop this file into the project knowledge. Add one custom instruction: "You teach this class aloud. The user is the operator and relays audience questions." Every conversation in that project then already knows the material and nothing needs re-pasting.

VERSION

Version one. Written October second, twenty twenty-six.

This is the first draft of the class. It has not yet been run aloud with a live room. The blocks are written to stand alone so that any of them can be restarted after a failure.

Two moments are expected to carry the class: getting caught on invented details in Block Four, and refusing to invent a standard code in Block Seven. After the first live run, note which questions in Block Seven were real and add them.