New teacher? Veteran teacher? Exhausted teacher? We try to make grading a stack of writing assignments on a Saturday as enjoyable as possible – in my favorite chair, morning coffee, kids are with their dad or grandma, maybe at a coffee shop, I feel focused, and then BAM!! Right between the eyes like a stray volleyball.
It’s only the third assignment and I’m clearly looking at a product of Google Translate or an older brother/sister/friend – and my balloon is deflated. I’m discouraged. Out of a groove. Disappointed. Maybe even a little mad. My zen zone for grading has been breached and I need to drop back in as soon as possible.
True stories from my trenches. Their writing outcomes were not telling me what my students truly knew. I had to change what I was doing because changing my delivery of the assignment was going to be easier than changing 150 students.
Here are 4 more ideas in a series of blog posts for teachers to attempt in the World Language classroom to counteract the problem of AI.
Idea #6 – All writing must be hand-written
I know: their handwriting is HORRIBLE. Chicken-scratch. Prehistoric. Did you use a stone and chisel to write by chance?
For all of my assignments (worksheets), the work is hand-written. No typing on iPads or tablets. No drawing the words with your fingers on your Notability app (sorry iPad lovers). Super old-fashioned but there is something about how their brains slow down to process when asked to put a pencil or pen in their hands and write.
For the paragraphs or essays, I give them the loose leaf paper and ask them to write every other line. I am not asking for the 5 paragraph essay to be hand-written for a final copy but I do ask for the first 3 paragraphs to be hand-written. By the time they have written 3 paragraphs by hand, they usually finish by hand anyway. The final copy (for 4+ paragraphs) can be typed.
Idea #7 – Rough drafts must accompany the final copy
The presentational writing mode of communication is polished and finalized. I take them through the steps of writing and reinforce what the English teachers work so hard to do as well. We review topic sentences, supporting details, textual evidence, transition and connecting words. And – my English colleagues are fabulous resources, if needed.
With their final copy (which can only be typed when there are 4+ required paragraphs), the rough draft must be stapled to the back of the final copy. I want to see their outline, their eraser marks, my notes, their corrections, and how the writing unfolded. Getting them to understand that writing is a process of planning, revising, and finalizing is critical for me even for a single paragraph of 6-8 sentences.
For assignments with 3 or less paragraphs, both the rough draft and the final copy are hand-written every other line at all levels and I provide loose-leaf paper, if needed.
Idea #8 – Put all technology away
Phones and iPads are off the desk or table. I am their online / in-person dictionary. I stand at the board and they know to raise their hand and ask me “Comment dit-on ___ en français?” They can use their notes or previous assignments.
At this moment in the unit, it is not the first time that we have been writing series of sentences or discussing paragraphs. We have been building to this assignment and 50% or more of the ideas and organizing has already been done via speaking or other smaller writing work.
Idea #9 – Never at home, only in class
When I make a commitment to decrease their use of ChatGPT or Google Translate in class, then I must commit to giving them class time to work. Many of my writing assignments are in the summative category and carry weight. A weighted summative often stresses out the students. When confidence levels dip, then students of all abilities start to use Artificial Intelligence software/websites at home and it’s a very slippery slope. I commit to carving out full class periods where I am fully available to work with students and provide more 1-to-1 guidance during the writing process. It’s not unusual for my French 3 students to spend four 45-minute class periods to finalize a 3-paragraph summative (of which they’ve written one of the three paragraphs in the previous 2 weeks).
To further clarify, we never write an entire 5 paragraph French essay at once. At some point in the previous two weeks, students have written two individual paragraphs (not knowing that they have started their larger essay). Those two French paragraphs have been flushed out with revisions, my grading notes, changes, and a final copy.
When it’s time to begin the “big” French essay, students are then relieved that two of their paragraphs are already finished. Even if they change the thesis statement and strengthen some details or text references, there isn’t much that needs to be changed in the two body paragraphs. All that is left is overall organization, a thesis with the introduction, another body paragraph, and a closing paragraph.
Those tips are just some of my attempts to make the writing process in French class about what they can truly do on their own. When they avoid ChatGPT or Google Translate, they gain confidence, and we grow in our student-to-teacher relationships. Encouragement, scaffolding, and drawing on what I know they know how to do are key pieces to writing that can only happen in class and never at home.
For my other blog posts in this “Avoid Artificial Intelligence” series, click below to read more:
- How to Deal with AI, ChatGPT, and Google Translate in the World Language Classroom? – Part 1
- How to Deal with AI, ChatGPT, and Google Translate in the World Language Classroom? – Part 2
- How to Deal with AI, ChatGPT, and Google Translate in the World Language Classroom? – Part 3
- How to Deal with AI, ChatGPT, and Google Translate in the World Language Classroom? – Part 4
- How to Deal with AI, ChatGPT, and Google Translate in the World Language Classroom? – Part 6
My name is Lisa and I am so happy to be your new French colleague. How can I help you tomorrow?
