AI in the Classroom: Assistant, Not Replacement
- Ben Duggan
- Jun 5
- 2 min read
From AI to ABC's: Texas School Puts a New Spin on Learning
A recent article spotlighting a Texas school that uses AI to compress six hours of learning into two has stirred up both excitement and concern. In this model, AI takes over core instruction while teachers act as "guides," and the rest of the day is spent on projects and creative tasks.
It sounds innovative—efficient, even.
But behind the headline lies a bigger question: What do we believe the role of a teacher truly is?
At Taught AI, my stance is clear: AI should enhance great teaching—not replace it.
What the “AI-Led Learning” Model Gets Wrong
Teaching is not just information delivery. It’s reading the room. It’s noticing when a child’s shoulders drop. It’s reframing a question so it clicks. It's making space for laughter, conflict resolution, reassurance—all in the same lesson.
No AI can replicate that kind of emotional intelligence or classroom responsiveness. And for students with SEND, EAL, trauma histories, or behavioural needs, those relational moments are the learning.
Reducing the school day to “just the content” misses the point. Mastery doesn’t come from speed. It comes from process: working through confusion, learning collaboration, building resilience. That kind of development can’t be condensed—and it can’t be outsourced.
What AI Can Do (and Do Well)
I use AI every day, and I see its power when used wisely:
Planning: Teachers can create differentiated, inclusive lessons in half the time.
Assessment: Patterns in progress, misconceptions, or attainment gaps can be analysed quickly.
Safeguarding & Behaviour: Emerging issues can be flagged early, supporting proactive intervention.
In all these areas, AI acts as a tool. A time-saver. A second brain. But never the teacher.
The Human Future of Education
I’m not here to slow down progress—I’m here to shape it.
The future of education shouldn’t be faster. It should be fairer, more inclusive, and more human. AI can help us get there—but only if we keep teachers at the centre.
Because the real magic of learning isn’t in the algorithm. It’s in the relationship.
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