u/NewConfusion9480

Trigger Warning: AI is mentioned later in this post and is discussed in a way that isn't persistently morally furious. There is no product, free or otherwise, advocated or sold or even offered.

I've spent the summer building some tooling that is designed to get my kids writing a lot more without requiring more work from me (in fact, long-term, hopefully far LESS work from me).

What's really messing with my head, though, is the conflict between the "Platonic" ideal I have always had in my head regarding what I do and the much fuzzier and grittier reality 2 decades have led me to experience.

I have gone through many stages in 20+ years of teaching ELA to 7th and 8th graders, and I'm curious to hear about how others feel about the feedback we give to students on their writing assignments, specifically.

- What percentage, roughly, of your students overall are interested in the feedback you've written?

- What proportion of feedback do you give that is truly targeted (I'll call it "freehand feedback") vs copy/paste template chunks?

- In what way does the availability of your time to provide feedback influence how much writing practice you make your students do?

- How common is writing practice in non-ELA disciplines in your experience?

- How much of your vision of how this writing/feedback dynamic should work is about practical, lived experience vs a vision in your head of how it should be?

I want to believe that every hour I've spent over the last 20 years handwriting feedback on student work has been profoundly meaningful in a way that even the smartest, most cogent AI feedback never could be, but I cannot read that thought without laughing at how self-aggrandizing and delusional it likely is.

And I wrestle with this: How much of my students' educational experience am I going to hold hostage so that I feel like I'm still the center of attention?

How sacred is writing feedback? And why?

Large(ish) ISD. School admin wants a "house points" system with a lot of hesitancy about how to do it and a lot of faculty hesitation.

I (Computer Science (among other things) teacher) build a series of Sharepoint Lists and PowerAutomate flows to make a points system work (List X talks to List Y when Form Z is submitted). Nothing spectacular or particularly interesting.

While building, I realize that my own personal M365's tenant account (not personal as in outside the tenant, but my work account from within the tenant) might hit a 6k PPR/day ceiling, so I request either a service account for transparency/"bus" factor or insight into how I might get a higher rate limit if that's not possible.

CTO goes into red alert. In a private meeting from which I am excluded, mentions me "reverse engineering" the Ron Clark House Points app (lol what? It's literally get/append/update flows), how Sharepoint Lists aren't as "secure" as other parts of our Azure tenant, and how not even student email should be stored in Sharepoint due to security concerns.

I feel like I'm being gaslit, but I'm hoping those with experience can help me get some insight.

With the end of school a few weeks away, many parents are coming out of hibernation and are hungry for (someone else's) action regarding these terrible grades!

Inboxes are filling with essays written by suddenly-panicking parents.

Me: "Have <X> write down the assignments about which he/she has questions and have him/her come to tutorials."

Copy/paste, endlessly.