You are teaching WRONG with AI
View(s):
The world is witnessing an extraordinary wave of technological transformation. Classrooms are not immune to it. Artificial Intelligence (AI) has entered our lecture halls, labs, and even our living rooms becoming an invisible co-teacher. Yet, as I observe classrooms and teacher training sessions across the country and beyond, one thing becomes clear: many of us are teaching wrong with AI.
The error is not in the technology itself it’s in how we think about teaching in an AI-saturated world.
A New Pedagogical Reality
For decades, teaching has been structured around content delivery. The teacher speaks, the student listens, and the exam checks if something “stuck.” AI has disrupted this model entirely. With tools like ChatGPT, Claude, Gemini, and other generative models, students have instantaneous access to polished explanations, summaries, translations, code, essays, and even emotional support.
If the core of your teaching is “delivering information,” AI can and will do it faster and cheaper than you. If the classroom becomes just a content pipeline, the teacher’s role is reduced to a human interface for Google. That is not education. That is content vending.
The Real Role of the Modern Teacher
The teacher’s power is not in repeating what the machine can generate. It is in creating context, connection, and cognitive friction.
- Context: AI can provide answers, but it cannot frame local realities. It cannot connect a student’s lived experience in Galle or Jaffna to global questions about climate, health, or technology. That’s your job.
- Connection: AI does not build trust. Students learn best from teachers who see them, challenge them, and believe in their potential.
- Cognitive Friction: Real learning happens not when answers are delivered, but when students are pushed to question, critique, and wrestle with uncertainty
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A student asking AI “what is climate change?” is not the same as a student debating the ethics of carbon marketswith a mentor who knows their context.
From Fear to Design
Many educators react to AI with fear: “Will it replace us?” But the more productive question is: “How do I redesign my teaching so AI becomes a scaffold not a shortcut?”
This means moving away from AI as a replacement tool toward AI as a thinking partner. For example:
Use AI to generate multiple perspectives on a topic and let students critique them.
Use AI to simulate a debate or a patient scenario and guide students to identify biases or knowledge gaps.
Use AI as a tool to amplify human judgement, not erase it.
When used intentionally, AI can free teachers from repetitive administrative burdens and allow more time for mentorship, creativity, and critical inquiry.
The Future Classroom
Tomorrow’s classroom is not teacher versus machine. It is teacher and machine, serving the learner. It’s a place where human values empathy, ethics, cultural intelligence meet machine intelligence.
We must stop thinking of AI as a magic box that automates learning. Instead, we must design learning ecosystemswhere students learn how to interrogate AI outputs, not just consume them.
The future belongs to educators who understand both pedagogy and technology who can teach not just with AI, but beyond it.
A Call to Educators
If you are still structuring your teaching as though AI does not exist, you are already behind.
If you are trying to “ban” AI from your classroom, you are not protecting learning you are delaying it.
But if you reimagine your role, you can lead this transformation.
The question is no longer whether AI will shape education.
The question is: Will we shape how AI is used to teach the next generation?
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