Writing in the AI Era

As a school principal at a small school, I wear a lot of hats. Educators in general do much more than just ensure kids are learning. Schools take on the role of instruction, enrichment, parent support, wrap around services, field trips, college readiness, emotional growth, nutrition, and much more! While I love doing this work, there are some tasks that are very time consuming and they take me into my office and away from working directly with my students and families. In recent years, I have used Artificial Intelligence (AI) to help me with some of these tasks. AI can write letters, emails, and memos for me; it can create schedules and lesson plans, and professional development slides. And it’s the same in the classroom. Most assignments given to students can be done very quickly by using generative AI tools. So why do kids really need to learn to do things on their own?

When Students Ask Us Why They Must Learn Specific Topics

This question has been asked about school courses for years. Kids will ask, “Why do I need to learn this?” or “When will I use this in my real life?” While this may be a fair question for some topics, many things kids learn in school may not be about that specific topic of the day. We don’t need to memorize the specific dates that the Aztecs inhabited Mexico, or the year the Magna Carta was written. We study history so we can better understand our world and so we can learn from the past. We learn math to help our brains develop critical and abstract thinking skills. We learn science so we can understand how to theorize and test, and so we can better understand how the world works. And we learn to write so we can effectively communicate our ideas to others.

Setting Boundaries for Students Using AI

AI may be a great tool, but it isn’t perfect. When we ask AI to do things we already know how to do in order to save some time, that’s great! That’s like me asking AI to write a letter to parents about the after-school pick-up procedures. Could I do that myself? Absolutely. Does it save me time to have AI do it in a fraction of the time it would take me? Without a doubt. Additionally, when AI does produce my work for me, I have the skillset to review what was written so I can ensure it is up to par with my expectations.

When your child wants to take the easy way out, talk to them about the skills they are supposed to be learning and the power of having our brains master clear communication and complex thought. Teachers assign essays so students can learn to organize thoughts and convey ideas in a way that is engaging to the audience. Without these skills, it is possible that they will be too dependent on AI. They will also be lacking in clear communication skills that will help them succeed in all aspects of their lives.

Remind Students They Must Learn How to Write

So when your child comes home and doesn’t want to practice their letters or write that essay, remind them that writing is still a necessary skill, even in the era of AI!

Growth Mindset: The Power of Yet

When my daughter was a toddler, one of her favorite videos to watch on repeat was The Power of Yet. This Sesame Street song was upbeat and fun for her to dance to, but the message was great as well. The singer was shown with a variety of muppets as they tried or practiced new skills; the message was that things may be difficult at first, but that just means we have not mastered them YET! This is the idea behind having a a growth mindset, a very important skill or approach to life that we must teach our kids. Without this mindset, they are likely to grow into teens and kids who cannot handle difficult situations or failure.

How to Help Our Kids Learn New Skills

Developing new skills takes time and kids need support to manage their emotions while they tackle new activities. As parents, we want to be sure our kids can be successful, but we have to be aware that too much intervention will keep our kids from developing appropriately. If our babies get frustrated with learning to use a spoon and we feed them to avoid the crying, we are robbing them of the time to learn that fine motor skill. When they are learning to tie their shoes, they will get frustrated at those darn bunny ears, but if we don’t encourage them to keep trying, they will be 30 years old and still wearing Crocs and velcro shoes. While these situations may seem silly, these are the early times when we are teaching a growth mindset. As kids get older, the situations get more serious: learning to advocate for themselves, learning to solve problems on their own, learning to speak out against unethical or immoral acts. As kids grow, we have to allow them to struggle as they learn new skills so they learn that failure leads to learning and success, not that failure leads to someone stepping in to do it for them.

Teaching Our Kids Critical Thinking Skills and Grit

So what can you do to help your child develop that growth mindset? Here are some very tangible suggestions for how to push your child to develop the skills, critical thinking, and grit needed when things get tough:

Talk to your child openly about this concept. When they ask for help, remind them that we learn by trying and practicing, not when others do things for us. We need to explain that we will help by giving advice and through encouragement, but many things they will need to learn and do on their own.
Remind them of the Power of Yet! We won’t be great at everything the first time we try it, but the more we try and the more we practice, the better we will get. When they say they can’t do something, remind them that they just can’t do it YET, but that they will get better and better over time.
When they are a bit older, include them in household problem-solving. When you need to create a grocery list, do a simple repair, or work out a budget, include them in the conversation. This will model that everyone has challenges and that they can work with you to solve problems as they arise.
Model learning a new skill! Whether you want to learn to play the guitar, invest, cook, or do some artistic landscaping, it’s good for your kids to see you struggling with new skills as well! You can talk about your wins and frustrations as part of the learning process and model a growth mindset for them.
Work with your child to set goals. Having goals and working towards them fosters motivation and engagement. These can be goals for home or school, but having goals helps push us forward.

Model Growth Mindset

Parenting isn’t easy, and none of us wants to see our kids struggle. But remember that it’s your job to help them learn how to problem solve and to learn new skills, not to solve problems or do things for them! Teach and model that growth mindset and take advantage of those teachable moments.

Get Support for Your Child at School

Many schools these days share that they are a “PBIS school” or that they “Use the MTSS framework” for student support. The use of these acronyms may leave some parents feeling lost or unsure about the programs that are in place for their children at school. It’s important to know and understand the systems your child’s school uses so you can be informed when you are asking for support.

MTSS, a commonly used system for addressing student behavior and needs, stands for Multi-Tiered Systems of Support. In this framework, efforts to support students are divided into three categories: Tier 1 (universal supports), Tier 2 (group supports), and Tier 3 (targeted interventions). A breakdown of these tiers is provided below:

Tier 1: Universal Supports

These are supports and expectations that are in place for all students. One of the basic elements of this tier is having a set of clear expectations for all students that are taught and enforced in all areas of the school. Many schools use a set of expectations like, “Be safe, be responsible, and be respectful.” These are recommended expectations because they are easy to understand and most student work and/or behaviors would fall into these three categories if they need to be addressed. Schools also have explanations and examples of what meeting these expectations would look like in all areas of the school, including classrooms, walkways, and the cafeteria. Tier 1 supports may also include a school token economy or rewards system, and there may be a set of both positive and negative consequences for meeting (or not meeting) these expectations. Approximately 80-85% of students will be successful with just tier 1 level supports and interventions.

Tier 2: Group Support and Interventions

These supports will be necessary for 10-15% of the school population. For these students, they have a specific need that is not addressed by tier 1 supports, but it is still a need that at least a small group of students may have. For example, there may be a group of students who are bullying others or a group of students who are frequently absent from school. These students may be referred for group therapy, additional check-ins with a staff member, or they may be referred for after-school tutoring or a club.

Tier 3: Targeted Interventions and Supports

Tier 3 supports should only be necessary for approximately 5% of the population. These students need more targeted services and supports than most general education students, and school-based teams can work with families to determine which interventions are needed. For example, a student may have extreme anxiety, may be far behind academically, or they may have a need for individual counseling or therapy. Whatever the need, tier 3 interventions are typically unique and targeted to the specific needs of individual students. To be clear, not every need will require tier 3 supports; these interventions are reserved for more serious and urgent student needs.

If you believe your child needs support, make sure you go to the school and advocate for your child. Schools have systems, partnerships, and staff in place to bring these needs to the right people at the school so your child can get the support they need. Using this information about typical supports at a school will help you have a great conversation with the staff at the school to help find the right support for you and your family.

Teaching Our Kids Character Habits That Last a Lifetime (Part 3)

Our childen excel when we help them learn character habits at home and school. My first two blog posts discussed effective perserverance, leadership, empathy, bravery, and ethical skill development. Below are strategies parents and teachers can use to help childen learn how to become accountable, respectful, provide service to their families and communities.

Accountability: Own Your Choices

Accountability means taking responsibility for your words and actions. Kids who practice this habit learn that mistakes are okay—when we own them and grow from them.

Encourage accountability by:

Letting natural consequences happen when appropriate
Helping your child reflect on poor choices without shame
Using phrases like “What do you need to do to make it right?”

Try this: After a challenging moment, ask, “What would you do differently next time?”

Books to share:

David Gets in Trouble by David Shannon: David learns to take responsibility for his actions. Short and humorous but opens the door for honest conversations.

The Paperboy by Dav Pilkey: A quiet, reflective story about a boy who honors his daily responsibility. Subtle but powerful.

Respect: Treat Others How You Want to Be Treated

Respect is foundational. It means valuing yourself, others, and your environment. It starts with kindness and expands to how we speak, listen, and act.

Build respect by:

Setting clear expectations around language and behavior
Demonstrating respect in your own relationships (even when you disagree!)
Talking about the importance of caring for things—home, school, nature

Try this: Ask, “What’s one way you showed respect today?”

Book to share:

All Are Welcome by Alexandra Penfold: A beautifully illustrated book that celebrates diversity, inclusion, and respect in a school community.

Stand Tall, Molly Lou Melon by Patty Lovell: Molly Lou respects herself despite being different—and earns others’ respect by staying true to who she is.

Service: Help Others from the Heart

Service is about giving—not to get something back, but to make the world better. Children who serve become more aware of their role in a community and how they can contribute.

Foster service by:

Volunteering as a family, even in small ways (like helping a neighbor)
Encouraging random acts of kindness
Celebrating efforts that come from the heart, not for a reward

Try this: Create a “kindness jar” and fill it with acts of service your child notices or does each week.

Books to share:

The Lion and the Little Red Bird by Elisa Kleven: A sweet story about kindness and care through quiet actions and gentle observation.

Last Stop on Market Street by Matt de la Peña: CJ and his grandmother ride the bus through the city, serving others and finding beauty and purpose in unexpected places. A modern classic about service and community.

Growing Good Humans

The habits of character give children a roadmap—not just to succeed, but to lead, care, and thrive. This framework helps families make these habits come to life, day after day.

You don’t have to be perfect to raise children of character. You just need to be intentional. Every bedtime talk, every moment of reflection, and every story you share builds something lasting.

Because in the end, we’re not just helping our kids become good students. We’re helping them become good people.

Teaching Our Children Executive Functioning Skills

As teachers prepare to support students this coming school year, they are consciously considering how to incorporate the 10 executive functioning skills in daily classroom activities. Summarized below are activities that I use daily in my classroom to shape executive functioning skills to ensue my students are successful with classroom routines and self-management:

Planning and Organization

When teaching reading, my goal is to increase student reading stamina by practicing a sequence of tasks:

Reading the pictures to connect with the story (characters + setting) to determine what the story is about
Looking at words to match the vocabulary meanings
Reading the story with reflective stops or pauses with vocabulary to confirm what the story is about
Remembering the core elements of a story that include who, what, where, why, and how
Applying comprehension strategies of sequencing events or retelling key ideas
Creating visual charts or graphic organizers to help students increase their comprehension skills when reading a story

When teaching math, students have math goals to build their math stamina with tasks:

Checking for knowledge and understanding before introducing a new math concept or operation
Giving student choice to work alone or in a small group to complete daily assignments
Having students review math facts while using the four operations of addition, subtraction, multiplication, and division
Reviewing math operations with a quick problem that students can solve on their own or work with a math buddy for a solution
Training peer tutors to assist students who need added assistance to complete assignments

Task Initiation and Flexibility

When working with students, my goal is to evaluate each student’s individual learning needs and adjust individual assignments to build student skills and independent stamina by:

When introducing a new assignment, I check for understanding and have the students work on their own for approximately 10 minutes.
As students work individually on their assignment, I walk by each student to observe their ability to complete the assigned activity. If they are stressed or distracted, I break down the assignment to a manageable task.
As other classmates complete their assignment, I assign a buddy or tutor to assist individual students who are struggling to complete their assignment.

Attention and Self-Control

I use a variety of brain breaks to keep my students motivated and focused on their daily activities. These may include:

Exercising with videos and songs
Repeating classroom mantras and call back cheers
Breaking up the day with movement breaks like recess, lunch break, and morning lap running
Using fidget toys to help with anxiety and manage stress (at their desk and in a quiet zone / relaxation area)
Creating a classroom reward system with students working together as a team for special rewards and classroom celebrations
Having students select their own reading materials that match their interests
Creating flexible time for students to work together in free play, art activities, or computer game play

Metacognition (e.g. review of what you know and re-dos) and Working Memory (e.g. mental math)

Student metacognition and working memory skills are reinforced when teaching, modeling, and practicing what is being taught in each subject area (with visual tools). Students are able to reflect and assess what they learned by creating and reviewing a proficiency rubric in reading, math, and writing assignments. They can also identify academic and behavior skills that they wish develop or improve by setting a goal to monitor in the next few weeks. Homework assignments and individual projects can be aligned to support practicing these new learning milestones.

Time Management

Each morning my students review the schedule for the day. At the end of each day, they review the class schedule assignments and reflect on their accomplishments and challenges for the day. Through this daily class reflection, students evaluate what their strengths are and decide what to accomplish the next day in class. They also set goals on how they will manage their time to achieve these results. If students have had a very respectful and productive week, they are rewarded with a free play activity at the end of the week.

Perseverance

As our class works together as a team, they learn to support each other in achieving their individual learning goals and cooperatively support each other in these achievements. As a team, the students celebrate each other’s successes and support the learning of individual students as peer tutors. My job as the teacher is to guide these many milestones and celebrate small wins along the way. I adjust the schedule on challenging days to ensure all students feel validated and successful in their learning and self-growth. By integrating executive functioning skills in daily classroom activities, my young students are learning the basic skills required for success in their personal lives and professional careers.