Today’s walk through my neighborhood stirred up a familiar question that’s been pressing on me: How do I teach in this new age—where artificial intelligence is ubiquitous and attention is scattered across screens?
Over the past two years, I’ve watched a shift unfold in my classroom. Even my most engaged students now arrive with divided attention—phones in hand, laptops open, toggling between apps and my voice. It’s not just a few; it’s a pattern. And it’s created what feels like an untenable teaching situation.
So I’ve been wrestling with this: How do I respond—not react? I want my approach to be thoughtful, not punitive. And I think I’m beginning to find my way.
Step One: Reclaiming the Space
I’m bringing back the old-fashioned seating chart. Students won’t choose their seats anymore. Why? Because sitting with friends often means tuning out. And the back row has become a refuge for disengagement. Structured seating will help me learn their names, foster accountability, and gently disrupt the social patterns that undermine focus.
Step Two: Unplugging to Reconnect
No phones. No laptops. Not in my class.
I know some will say they learn better with a laptop. I respect that. But I’m asking them to trust a different process. I’ll provide notebooks and colorful pens. We’ll write by hand. We’ll pause often. Reflect. Share. Discuss. This isn’t about nostalgia—it’s about presence.
Step Three: Teaching Like a Podcast
I’m reimagining my class as a kind of live podcast. Each session will revolve around a central question. We’ll explore it together—what do we know, what matters, what values are at play? Students will work in groups, present their insights, and help shape the collective understanding.
The rhythm will be: Listen → Learn → Pause → Reflect → Share → Discuss
This is the heartbeat of my new pedagogy.
Step Four: Content with Purpose
I’ll still assign readings. I may record my lectures as audio files for those who truly need them. But I’m moving away from PowerPoint-heavy sessions that let students coast. Instead, I’ll ask them to engage deeply—with the material, with each other, and with themselves.
Step Five: Accountability Through Engagement
Every two weeks, I’ll review their notes. I’ll offer reflection questions. I’ll grade participation not just by what’s spoken, but by what’s written and shared. This is about cultivating a learning community—not just checking boxes.
Step Six: AI as a Companion, Not a Crutch
I’m open to students using ChatGPT—if they can explain what they learned, connect it to our discussions, and present it in their own voice. AI can be a powerful tool, but only if it deepens understanding rather than replacing it.
Final Thoughts
This isn’t just a new teaching strategy—it’s a return to intention. I want my classroom to be a place of presence, curiosity, and community. A place where we listen, reflect, and grow together.
Maybe this will work. Maybe it won’t. But it feels right. And that’s where I’ll begin.
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