What Happened the Year I Banned AI

After a year of dealing with artificial intelligence (AI) use in my reading and writing classroom, last summer I tweeted out that I’d decided to ban AI tools in my classroom, and it turned out to be the most impactful classroom decision I ever made. After I’d been a teacher “tech enthusiast” for nine years, rampant AI use in my classroom was a problem that forced me to consider a more traditional approach, specifically to writing instruction.

How I Implemented Banning AI Tools in Class 

Banning AI was supported by both my department and my principal, especially since I teach collegiate and AP classes. I included a clear policy in my syllabus stating that any use of AI would result in a zero for assignments, and we discussed what I meant by AI use (“Does Grammarly count? What about asking ChatGPT to organize my thoughts?”). While this approach was applauded by colleagues and parents, I was unsurprised that my students were still skeptical. They felt like I was asking them to step back in time instead of preparing them for the future.

To address their skepticism, I spent a lot of time clarifying my “why.” I explained my decision in depth, emphasizing the impact of AI use on my students’ skill development.

Throughout the semester, we talked at length about how AI affected their learning. I highlighted the importance of their unique identities and perspectives in their assignments and helped them understand that their personal contributions were the point of the class. By shifting to a process-driven approach, my students began to appreciate that their own authenticity was the point. By the end of the first semester, students had a firm grasp on the value of their voices in our work, which solidified my decision to limit AI use and prioritize critical thinking and personal expression.

The first and most important move I made was providing every student with a 50-cent composition notebook that I sourced over multiple trips to office supply stores across the greater Dallas–Fort Worth area. Every day, my students and I engaged with our learning by writing in our notebooks. We reflected, brainstormed, and drafted everything by hand, which I learned through research has benefits I hadn’t previously considered.

Every piece of writing in my classes, from drafts to final submissions, was nurtured within those pages. Students could visually track their progress and growth, and I was there, writing alongside them. My journal is full of all the year’s ideas and drafts. When I asked students about what they were proudest of at the end of each semester, many held up their journals as proof that they could achieve difficult tasks.

How I Detected and Managed Student AI Use

Because I was intentional about helping my students navigate finding their own voices and perspectives and defining their writing styles, it was easy to detect AI use. Instead of sounding like thoughtful, interesting teenagers, students who used AI suddenly sounded like robots regurgitating information from a freshman lit textbook. When I saw this shift, I approached it as a process of inquiry. Instead of accusing students of using AI, I asked, “Why does your voice sound so different? Can you explain the meaning of these words? Why did you choose this sentence structure?”

I affirmed the aspects of their voice that I loved and asked them to reflect on their previous work. Students knew I was invested in their growth, which transformed the conversation from a “gotcha” moment into a meaningful dialogue. I emphasized that their unique voices were the most important thing and could not be outsourced.

What I Would Do Differently

If I could change anything, I would set my intentions for every assignment from the very beginning. For instance, while it was obvious to ask students to share their own voice when writing personal narratives, it became more complicated for assignments like rhetorical analysis. Some students reverted to using AI when they thought I wanted “academic writing,” and they didn’t consider that their own voices were academic.

In the future, I would focus on being deliberate about students’ understanding the purpose and intentionality behind each assignment. I plan to engage them in dialogue about their unique perspectives on their academic sources, research, and scholarly questions and press them to consider how their insights fit into the broader conversation. This will involve more reflective activities throughout the semester, especially in academic writing, to help them articulate why their responses are uniquely theirs.

Why I’ll Ban AI Tools Again

Authentic student voice, acquiring essential skills, and the environmental impact of AI use are the three most important reasons I’ll continue to ban AI.

It’s crucial that my students develop authentic voices. Many come from historically marginalized backgrounds and have been led to believe that their perspectives are less valuable. I want them to know that their contributions are significant, and their thoughts are worthy of being heard.

Students deserve the opportunity to acquire essential skills. That’s what education is! That’s our job! While some teachers say that AI can serve as a brainstorming partner or an outline generator, I believe it’s so important for students to learn these skills themselves. I’m extremely concerned that reliance on AI will hinder those who need the most support, ultimately putting a Band-Aid over their education rather than addressing the root issues.

As a teacher in Texas, I’m increasingly aware of the environmental impact of technology. The energy consumption of AI tools is a lot, especially as climate change leads to hotter weather across the world. This reality affects my students, and I want to promote sustainable practices in my classroom for my children and future generations.

My commitment to banning AI tools comes from my commitment to ensuring that students grow and nurture their voices and acquire the skills that our education system promises. This teaching approach has made me a better, sharper educator, and I believe it’s crucial for my students’ future success.