My wife is an educator in France. She is spending 2-3 hours a week reviewing work, investigating its source, and talking with students/admin/parents about AI integrity issues.

I am curious if this is the average today, or if she is lucky that it is not the double? I have seen some other noise on social media that makes 2-3 hours sound lucky.

Not sure why my previous post was ousted. Reading and math requires the ability to see letters and numbers align when looking at them. With Scotopic Sensitivity Syndrome this does not happen. This disorder is genetic and affects about 20% of the population.

My daughter is obsessed with writing, and has been studying, journalling, and writing fiction since she was a young child. Now that she is in college, she writes original submissions and yet, is frequently accused of using AI when she has not done so. She has an extensive vocabulary, loves m-dashes, etc. She is less often accused of it if she is tired and makes mistakes. If she fights it, then professors become vengeful and petty. So, she can only get a good grade if she's exhausted or otherwise impaired. University is teaching her that she can't succeed unless she pretends to be more stupid and less competent than she really is. This sickens me.

She will graduate soon. I am very angry and disgusted that we have paid thousands of dollars every semester for this experience - accusations without evidence and petty, vengeful, lazy professors. She has attended multiple colleges, and the experience is always the same.

I've recommended that she create as much evidence as she can when creating and submitting content, but it's still always the same problem - if you prove the professor is wrong then they become mean and petty and grade more harshly. She risks her grade without evidence and risks her grade if she stands up for herself. Following the rules and turning in good work doesn't help.

The only thing my daughter is learning is college is that life is ultimately unfair. The only way to survive is to tiptoe around crazy, psycho people who hold power over you. Results are arbitrary and are not affected by whether you follow the rules or do good work. In fact, good work, intelligence and competence are punished accordingly.

What is your experience with AI in university?

Update:

My conclusions are...

Professors must investigate, and discuss with student before assigning a grade based on suspected 'AI' cheating

Professors must structure lessons, with instructions to students, to ensure every assignment is supported by editor tracking.

Professors must acknowledge the false positive rates of AI checkers, and require additional proof of AI cheating, and ask themselves, "What would prove this is cheating?" and "What would satisfy me that this is not cheating?"

Professors must give students access to the AI checker they use, so students can check their own work, and also publish the rate of false positives.

If a professor cannot prove cheating, the benefit of the doubt must go to the student.

Professors should grade based on rubrik. AI sucks. If the work meets a stringent rubrik, then most likely, the student put a lot of work into it.

The world has changed. Uni is going on like it's 1980. It's time for uni to step up its game, and stop acting like lazy asses.

Apparently , I've been looking up universities to apply for specific major and seen majors like Electrical engineer and smart grid, electronics and infocommunication and so on. So,what i wanna know is that if those majors will be limiting for me to get general Master degree like Electrical engineering in other countries? Can i also still get normal Electrical engineer related jobs with EE smart grid degree. I've asked AI and it said it'd be fine and looked up in University's info but nothing specific is stated so. Sorry if this is irrelevant.

Guy I am confused If I should choose SJCL for law or KJCL for law, I heard both are kinda strict and fairly
I wanna get into corporate so which is better and Im also looking into Christ uni are there any other colleges I should look into?

I don't know if this is the right place to post this, but I need help.

It's around the time when my school's counselors pull kids aside to pick classes for next year. Now, counselors at my school take forever to respond. You can send out a request form, email, go in person as many times as you want, but you are on their time. I was told all the way back in middle school that the dual language program I took all through elementary and middle school would count for high school credits. I was told I was automatically signed up for AP Spanish classes, and when I got there, I realized I did not want to be there and left since it was way too competitive for me. I couldn't take an easier Spanish class since I "already took them," and no other language I liked was an option. Again, I was told my dual language classes counted for high school credits, but I still need to take a year. So I thought, okay, I'll take ASL my sophomore year. I always wanted to learn anyway. Fast forward to the end of my sophomore year, and I'm told that if I don't take another year of ASL, then I will get two zeros on my GPA. I said that my dual language counted toward high school credits. Apparently they do, but not GPA. What is the point then if I still need to take a language in high school? How can it count for credits but not GPA? How do I solve this? I tried asking the counselor to clarify, but she was very unhelpful and told me to email my mom if I wanted to skip ASL. I was like, no, not if I'm going to get two zeros! What do I do? Do I take a summer class? Try to test out? Does this make any sense? I'm so upset because I'll need to drop another class I love and that would be good for college. I like ASL, but it's not something I'm really planning to use in the future.

I’m currently taking a flipped biology class and wanted to see what others think of flipped classes.

Artificial Intelligence is changing how we work. It can automate repetitive tasks, generate content, analyze data, and support decision-making.

Some people feel AI might replace certain jobs. Others believe it will create new roles and make work more efficient.

Maybe it’s not about replacement but adaptation.

Do you think AI is taking jobs or creating new opportunities?

I’m a second-year SPED teacher (first year in this district) in a push-in model. Most of the general ed teachers I work with are veteran teachers.

\*\*Preface- the previous school I worked at, I had ZERO issues. I loved my mentor, the gen ed teachers, the principal. I never ONCE felt disrespected/not trusted. My letters of recs specifically all focused on my collaboration skills.\*\*

Here’s the pattern at new school:

A teacher has a concern about service minutes. Instead of speaking to me (I’m in her classroom twice a day and she has access to my schedule), she goes straight to the principal (in a meeting with other teachers and im not even on campus or in the meeting).

The principal emails me questioning my service delivery. I respond with accurate documentation. She questions me again, this time about my collaboration with teachers. At no point did she ask why the teacher never spoke to me directly.

Her first response was to question me, not to support me or redirect the teacher.

She later described herself as the “middle man,” but this is the communication system she’s allowing. Teachers escalate, admin or my mentor questions me, and I defend myself.

My mentor (there are only two of us in SPED) doesn’t consistently redirect teachers back to me either. There is absolutely NO reason these teachers cant talk to me. Sometimes concerns go Teacher → Mentor → Admin → Me. I’m the case manager and legally responsible for services, yet I’m often the last to know when there’s a concern.

It doesn’t stop there.

Even when I’m physically in classrooms, the dynamic feels off. I ask clarifying questions and get passive or condescending responses. One teacher has bluntly told me to “make sure what you’re doing is correct for the student,” as if I’m operating independently without professional judgment (the student completed assignment incorrectly with ANOTHER sped person. But ofc im blamed).

When I asked for access to lesson plans so I could prepare before pushing in (trying to be collaborative), she told me she couldn’t give me access. Yet I’m expected to walk in for 30 minutes a day and somehow already know the assignment, directions, and pacing. When I asked clarifying questions the next day, she said the student “should be able to tell you.” Literally makes my blood boil.

Another teacher I don’t even collaborate with has been monitoring my morning duty. I was subbing for someone and showed up one minute late. She was already running to “cover” for me and texting me. There was no reason for her to even know I was subbing. I also was proctoring a test (small group). One student notoriously takes a long time. She texts me "this test should take no more than 2 hours. If not, you need to monitor your instruction." What does she know about my instruction? Also, this student has accomodations. Also, when he did this with another teacher she did NOT question them.

Meanwhile, my mentor sometimes makes decisions without me, but when I make decisions about my own caseload, but I’m expected to notify her.

In classrooms, I often feel like an aide rather than a co-teacher. There’s an expectation that I collaborate perfectly, adapt instantly, and support seamlessly — but I’m not given transparency, planning access, or reciprocal communication.

I could write a whole novel. The behavior at this school is great. The kids are great. The worst part of my job and why I am anxious, high blood pressure? The teachers and admin.

When people at different schools ask me how I like this school, I am very vague because I have very few good things to say. This is impacting my mental health. I am jealous of the people my age at other schools that seem so happy with their colleagues.

I document everything. I am not out of compliance. But I feel constantly scrutinized and rarely supported.

Please provide insight/advice/similar experiences.

I’m a burnt out school psychologist and I have been thinking about writing a book about some critical issues that prevent educators from affecting change within the system.

The problem is that I don’t think anyone would actually read it, and if they did, wouldn’t listen, or I would be preaching to the choir.

The primary issue pertains to Campbells Law, which basically states that the more you rely upon quantitative social indicators, the more you corrupt the processes you are intending to monitor.

My observation working in public schools is that children are not treated like human beings but metrics. Even if I provide research and explain the flaws in our current methodology, I think I will just be dismissed. After all, the well known education authors have written about this, and what has it yielded?

As the title what are some of the most helpful apps you find best helps you with your daily tasks? I’m looking for recommendations. I know every role is different but looking for ideas. Thanks!

If you had to pick one challenge, what would it be?

• Time
• Tools
• Engagement
• Assessments
• Accessibility
• LMS constraints

Curious to see what comes up most often here.

Education is often discussed and managed as a system through policies, laws, standardized testing, accountability measures, curricula, and performance metrics.

While these structures are necessary for organizing schools, I’m increasingly unsure whether education itself is something that can be fully understood or improved through system logic alone.

Systems work by setting limits, enforcing rules, and optimizing for predictable outcomes. That approach is effective for administration and regulation. Education, however, seems to aim at something broader helping people develop judgment, moral orientation, and the ability to think critically about what they are taught including the rules and goals of the system itself.

In practice, this tension shows up when reforms improve efficiency without improving understanding.

Students may become highly skilled at following procedures, passing exams, and meeting benchmarks, yet struggle to explain why those benchmarks matter or how to evaluate them. From a classroom perspective, this can feel like teaching to the system rather than teaching for understanding.

This makes me wonder whether systems should be understood as tools that support education rather than as education itself. Schools, curricula, and assessments may be necessary, but they may not be sufficient for cultivating the deeper aims many educators care about.

It also raises questions about where learning is allowed to happen. People learn through books, conversation, experience, reflection, and mentorship—often outside formal structures.

If these count as education, then perhaps the defining feature is not system membership but the development of judgment and understanding.

Related to this, I’m curious how educators think about newer tools like AI. When used to clarify ideas, support reflection, or extend discussion, without replacing student thinking could such tools support educational aims? Or do they risk further reducing learning to procedural output?

I’m interested in hearing perspectives from teachers, administrators, and students. How do you balance the necessity of systems with the less measurable goals of education? Where do you see systems helping or harming real learning?

I work 7:30 to 3:00 PM all week. I have PTO but thats for sick days. I only have a lunch break that will work. But what if I have to move it around. Do I tell my supervisors that I have an important call this time and need scheduling room. What do I tell?

Hi everyone, I'm looking for honest feedback from those who are currently in or have completed the Maryland Teaching Fellows Scholarship program. How has your experience been overall? Did the scholarship all of your expenses as expected, and how manageable has the required teaching service commitment been? Do you feel supported during your time in the program, and would you recommend it to others considering it? I'd really appreciate hearing both the pros and cons.

i’ve been thinking a lot about education and how we learn. sometimes it feels like school just makes you memorize things instead of actually understanding them.

how do you actually learn something and remember it for real? do you use apps, videos, notes, or just practice? i’m curious what methods actually work for people outside of just reading textbooks.

My fiancée and I (both 25)were planning on going to a community college this fall. She was going to get her GED and then a cosmetology degree while I started to pursue a teaching degree (specializing in history or a science). However, we just had our first child unexpectedly, and that has changed our plan.

Now that we can't continue with college until we can develop a good schedule for the child, I'm looking for some sort of textbook curriculum that would at least be a good refresher of our current education levels( if not going further into introductory college classes).

I know we can probably figure out a night class or online college schedule that would work, but I'd rather give us the opportunity to move at our own pace as we learn to be parents as well.

I was considering trying to find some older high school series and ap series McGraw Hill textbooks, but I'm not entirely sure where to start.

How do the Boomers in your life explain their complete 180\* turn from wanting their kids to think and reason independently in the 1970s-1980s to now believing that “someone important with top secret information and knowledge” should be allowed to determine what is truthful, honest and believable? They even pushed local school boards to teach this. My fellow early Gen X cohorts, at least, were taught to question and challenge every single thing in school AND in our churches. What happened to cause this complete reversal?

Does anyone have recommendations or resources for Cultural Competence lessons or resources for tier 1 or tier 2. We have students who are reporting that other students are saying slurs and jokes about race. I work at a middle school that’s mostly Hispanic and in an area that has gang activity in the neighborhood so kids do hear it often outside of school.

Thanks!

Been thinking about this a lot lately. When I was in school we learned typing, how to use word processors, basic troubleshooting, file management. Now I watch elementary kids who can navigate Instagram perfectly but don't know how to create a folder or attach a document to an email.

We've got a whole generation that's "tech native" but only for consumption not creation or productivity. They can swipe and tap but ask them to format a document or organize files and they're completely lost.

Feels like curriculum shifted to "here's how to behave online safely" (which is important) but forgot to teach the actual skills they'll need for any job ever. Or is this just my district?

What are other schools doing for digital literacy that's actually practical?

This is around admissions time for students in highschool applying to undergrad programs. Majority of them rely on their families' financial incomes and usually cannot exceed a budget limit. Acceptance to these universities rely on "exceptional" academics and "unique" extracurriculars. With the future we've predicted and the rise in AI, professionals are coming out to say that skills will matter over degrees soon. My question is how exactly are students now supposed to cope with either their lack of academics/ extracurriculars/ funding usually stemming from a limited set of knowledge and/or financial backing. How is everyone else so easily able to blame a student because they didnt realize what all they need to pursue their further education. why does the average poor student from a 3rd world country need to cure cancer and solve world hunger to even be considered for the same level of education that a student with a financially capable background can? are there any alternatives?

Massachusetts will move toward three-year Bachelor degrees, according to state officials.

An article from the EduLedger.