How I Use AI Here

AI helps me work faster. It doesn’t decide what I think.

I write about teacher workload and AI, so being cagey about my own use of it would be a bit rich. Here’s exactly how it works.

What AI does in my process

• Research and first-pass summarising. Usually finding the actual source document rather than the fifth blog post about it.
• Rough drafting. Getting a shape on the page so I’ve got something to argue with.
• Tidying. Cutting fourteen hundred words back to nine hundred without losing the point.
• Admin. Turning one idea into the different formats each platform wants.

What it doesn’t do

• Decide the position. The argument in a piece is mine, and it usually starts with something that actually happened in a classroom.
• Invent the experience. The teaching stories are real. I taught that lesson, or I sat in that meeting.
• Get the final say. I read everything before it goes out.

Facts and sources

Where I quote guidance from the DfE, JCQ, exam boards or legislation, I’ve read the actual document and I link to it with the date it was updated. Guidance moves. If something here has gone out of date, tell me and I’ll fix it.

Images

Illustrations made with AI carry a note saying so.

When I get it wrong

At some point I will. claire@ppabuddy.com is the fastest way to tell me, and I’d rather know.

I use AI the way I suggest teachers use it. As decision support, not as the decision.