This section is written for practising teachers and school leaders rather than for parents. It deals with the parts of the job that consume time without necessarily producing learning — planning that collapses on contact with a real class, and marking that goes into comments students never read.
On technology, the aim is to be useful before the invoice rather than after it. Every school that has bought educational software has at least one subscription nobody uses, and the pattern is consistent enough to be predictable: a good demonstration, an enthusiastic approval, and no answer to the question of who runs it and what comes off their plate to make room.
We cover AI tools in classrooms in the same spirit. They are already in use in schools whose policies have not caught up, and pretending otherwise helps nobody. What we avoid is treating any tool as a solution in itself — the lessons are where the learning happens, and a teacher who is not exhausted teaches better ones.
