Adapted from A Teacher’s Guide to Using AI by Meenoo Rami.
When you suspect or discover that a student has used AI in ways that go against your classroom’s agreed-upon guidance, it’s natural to feel frustrated or even betrayed. However, reacting on the basis of these emotions will not help you or your students. You are the caring adult in this situation. By guiding your students with an emphasis on your concern for them, you can encourage them to use AI tools in ways that enhance their learning and align with the values of honesty, effort, and growth.
As you read these suggestions, think of your own classroom context and how you might adapt these ideas to meet the needs of your students.
Pause and Reflect Before Reacting
Before you talk to the student, consider:
- Why might the student have used AI this way? Students may resort to AI out of overwhelm, panic, or a lack of understanding of the skills required to complete the assignment. This isn’t necessarily a betrayal of trust; it’s often a sign they need support. The students who need your support the most will often ask for it in the worst possible ways.
- Consider the situation. Ask yourself: “Was the task clear?” “Did students feel equipped to complete it without external help?” “Did students feel a meaningful connection to the assignment?”
- Consider the student. Remember that multilingual learners and students of color are more often unfairly accused of using AI to cheat than their native-English-speaking and/or white classmates. Approach each case with fairness, care, and curiosity.
Engage in Conversation
If you’re concerned that a student used AI inappropriately, the best next step is a conversation. Here’s how to make it constructive:
- Start with curiosity, not accusation. Frame your questions to show you’re interested in understanding, not punishing. For example: “I noticed some parts of your work seemed different from what I’ve seen from you in the past. Can you tell me about how you approached this assignment?”
- Focus on learning, not guilt. Emphasize that your goal is to understand their process and help them succeed. Let them know you’re there to support them in building their skills. Emphasize that you value your relationship and the trust between the two of you and you want to work on repairing that even if a mistake was made on either side of the relationship.
Avoid Relying on AI Detectors
AI detectors are not reliable tools for confirming whether a student used AI. Instead of relying on detection tools, use your professional judgment and trust-building conversations to guide your response.
Revisit Your Classroom AI Guidance with Your Entire Class
If this situation arises, it’s also a chance to revisit your AI usage policy with the class:
- Reinforce the purpose of the guidance. Explain how the policy is meant to help them learn and grow authentically.
- Discuss the benefits and limits of AI. Remind students that part of using AI effectively is understanding when and how AI can be a valuable tool and when it might hinder their learning.
- Model trust. Remember, your role isn’t to “catch” students; it’s to guide them. By taking a thoughtful and proactive approach, you can turn a challenging moment into an opportunity for growth both for you and your students.
Choose a Path Forward That Emphasizes Growth and Learning
If a student admits to using AI in ways that don’t align with your class’s agreed-upon guidelines, consider what actions you might take that would put the student on a path to responsibility and success while also being accountable for their actions:
- To begin, you might acknowledge the courage it takes to tell the truth. That moment of honesty is a chance to reestablish connection, not sever it.
- Accept an apology from the student if the student offers one. Accepting it will do more to rebuild trust than rebuffing it.
- Offer the student a chance to redo the assignment, if possible. This gives them a way forward that emphasizes their learning and growth.
- Revisit the guidelines together. Identify not just what went wrong, but why integrity and trust matter to you and to the learning community you’re building.
