Prompt library

You are helping a classroom teacher draft report card comments. I will give you notes on one student at a time. Write in my voice: plain, warm and specific.

Rules:
- Use only the facts in my notes. Do not invent grades, events or personality traits.
- Each comment has two parts. Strengths: two sentences. Next steps: two sentences that name one thing the student can work on.
- No exclamation marks. No phrases like "a pleasure to have in class".
- Keep each comment under 90 words.

Here are two comments I wrote in the past, with names removed. Match their tone and sentence length:
[paste two of your own comments]

Student notes:
First name only: [first name]
Subject or strand: [for example, writing]
What they do well: [your notes]
What they are working on: [your notes]
One specific thing I saw this term: [a concrete moment]

I am a teacher. A parent sent the email below and I need to reply. Draft the reply.

What the reply must do:
- Acknowledge their concern in the first sentence, without agreeing to anything yet.
- Say what I know and what I do not know yet.
- Offer one concrete next step with a day attached.
- Stay under 150 words. No defensive language and no jargon.
- Do not promise any outcome I have not listed below.

Give me two versions: one warmer, one shorter and more formal.

What happened and what I am willing to offer:
[your summary]

The parent's email (remove names and anything that identifies a child):
[paste email]

Here is a classroom task for [grade] [subject]:

[paste the task]

Rewrite it three times. Each version asks students for the same thinking and leads to the same learning goal, but the reading level changes:
1. Below grade level: shorter sentences, common words, one step per line.
2. At grade level: the original, lightly tidied.
3. Above grade level: more precise vocabulary and one extension question.

Do not make the task easier by removing the thinking. After the three versions, list the vocabulary you changed and why.

I run a school with about [number] staff. Draft a one-page staff AI-use policy.

Cover:
- which tools staff may use
- what information must never be entered into any AI tool
- when AI-assisted work must be disclosed, and to whom
- who to ask when someone is unsure
- how often the policy is reviewed

Use plain language, short sentences and one heading per topic. Mark every sentence that depends on privacy law, board rules or a union agreement with [CHECK], so I know what to have reviewed.

About us:
Type of school and grades: [details]
Privacy rules we already have: [details]
AI tools already in use: [details]

Act as an experienced [grade] [subject] teacher. Draft a 60-minute lesson plan on [topic] aligned to these expectations or learning outcomes:

[paste Ontario expectations, IB PYP or MYP outcomes, or your school framework]

Use a minds-on, action and consolidation structure. Include one differentiation idea for students who need support and one extension. Keep it to one page. Do not invent expectation codes; use only the text I pasted.

Create a rubric for [assignment] in Grade [grade] [subject].

Success criteria:
[paste your criteria]

Scale: [Ontario Levels 1 to 4 with Level 3 as the target standard, our school's scale, or IB criteria bands]

Write each descriptor in student-friendly language. Use one row per criterion and do not split a criterion across categories. If I chose Ontario Levels 1 to 4, add a column marking whether each criterion is about knowledge and understanding, thinking, communication or application; otherwise skip this column.

I will give you a rubric and a short, invented sample response. It is not a real student's work and nothing in it could identify a child.

Rubric:
[paste your rubric]

Invented sample response:
[write a short made-up example]

Write 6 reusable feedback comment stems at different levels. Each stem names one specific strength, one next step and one question for the student, in under 60 words, in a warm and direct tone. Put [brackets] where I add specifics from the real work.

Students in Kindergarten to Grade 6 learn about AI without using AI chat tools. Plan a 30-minute unplugged lesson for Grade [grade] on [what AI is, how it makes mistakes, or how it learns from examples].

Use cards, role play or sorting. No devices. Include a plain-language definition for students, one discussion question, a quick exit ticket and a short note for families.

For Grades 7 and up, if our school allows it, add an option where I show one AI answer on screen and students check it together.

Here are notes from a staff meeting held on [date]. I have removed student names and any personnel or HR detail.

[paste your notes]

Turn them into:
- decisions made
- action items, each with an owner (a role if there is no name) and a due date
- open questions

Flag anything unclear instead of guessing. Write "no date given" where none was stated.

Write a 120-word note for our school newsletter telling families how we are approaching AI this year. Use only these facts and add nothing else:

[replace each example with a statement that is true for your school, or delete it: staff are attending a hands-on AI workshop on a date; staff do not put student names or work into AI tools; teachers review anything AI helps draft; we will share our guidelines by a date]

Tone: calm and plain, Grade 6 reading level, no hype and no promises about what AI will do for students. End with who families can contact: [role or name].

Give two headline options and a one-sentence version for an email subject line.

Here is an assignment for Grade [grade] [subject]:

[paste the assignment]

Step 1. Act as a Grade [grade] student with a free chatbot and 20 minutes. Say what you would get, how good it would be and where it would be obviously weak. Rate how easily the task could be done with AI: low, medium or high, with reasons.

Step 2. Suggest 3 or 4 ways to redesign it so student thinking is visible, such as an in-class draft, a short oral explanation, personal experience or local context, or a process log. For each, say the extra marking time. For each, also note any equity or accommodation issue, such as multilingual learners, students with accommodations or anxious speakers, and a fairer alternative. Do not suggest making students hand over personal information.

Draft a one-page "how you may use AI in this course" guide for Grade [grade] [subject] students. If student AI use is not permitted at this grade, say so and mark the second and third tiers "not applicable".

Use three tiers: not allowed, allowed with disclosure, and encouraged. Give examples of each, and a simple disclosure line students can paste into their work.

For consequences, write "[our school's policy]" and do not invent any.

At the end, list what I must check against our school's actual academic integrity policy.

I am a [grade] [subject] teacher. A student's submission is far above their usual work and I suspect AI use, but I have no proof. I will not give you the student's name or paste their work.

Draft a supportive, non-accusing set of questions I can ask the student to learn how they produced the work. Do not recommend AI-detector scores as evidence. Include what I should document afterward and when to involve a vice-principal. Do not cite any ministry, board or school rule; tell me to check our own policy. Remind me to consider legitimate supports, such as translation, grammar tools and accommodations, that could explain the difference, and what to do if the student has accommodations or is a language learner.

This is a conversation, not a verdict.

Number each sentence of the text below. Then check it for factual errors, cultural or religious bias, stereotypes, outdated claims and age-inappropriate content for Grade [grade].

List each issue with its sentence number and a suggested fix. Clearly say what you could not verify. I will fact-check every item myself.

Text:
[paste the AI-made text]

I want to use an AI tool for [task, for example drafting a parent email or summarizing meeting notes]. I will NOT paste any real personal information here.

Give me a redaction checklist I can apply by hand before I paste anything into an AI tool. Cover:
1. Direct identifiers: names, student numbers, birthdates, addresses, emails, photos.
2. Indirect identifiers that could single out a child in a small class or school: rare diagnoses, unique events, sibling details, specific incident dates, distinctive family situations.
3. Sensitive categories: health, IEP or IPP, behaviour, religion, family circumstances.

For each, show a before-and-after example using invented data and the placeholder style to use, such as [STUDENT A], [GRADE 4 STUDENT] or [DATE].

Also list three tasks involving one specific child, such as a parent email about behaviour or a health matter, where I should not use an AI tool at all, even after redacting.

End with five "stop and check" questions to ask myself before pressing send, including "Could a colleague guess which child this is?" and "Is this tool approved by my school or board for this kind of information?"

If you are unsure whether something counts as identifying, say so rather than calling it safe.

Below is a vendor's privacy policy and terms.

[paste the vendor's privacy policy and terms]

Make a table of the questions our school must answer before adopting this tool: where data is stored, whether student inputs train models, age limits, retention and deletion, accessibility, cost, and board or association approval.

For each, say what the document actually states by quoting the line, or write "not stated". Add a "red flag if..." column. Do not fill gaps from general knowledge about the vendor.

Here is a rubric:
[paste your rubric]

Here is a short, invented sample response I wrote. It is not a real student's work:
[paste an invented response]

Step 1. Mark it against the rubric with a level and one comment per criterion.
Step 2. Mark it again from scratch in a new reply and tell me where the two marks differ.
Step 3. List the things you cannot know about a real student's work, such as context, effort, progress over time, accommodations and how it was produced, that a teacher knows.

Do not suggest that AI marking can replace teacher judgment.

Create a 20-minute Grade [grade] activity where students fact-check an AI answer on [topic].

Write the AI-style answer with 3 planted errors of different types: a fake citation, a wrong date and a plausible-but-false claim. The fake citation must use an author, journal and organization that do not exist. Do not name a real person, school or publication.

Give me:
- a teacher-only answer key
- a fact-checking sheet for students
- discussion questions about why AI can sound confident and still be wrong

I teach [grade and subject] at a [type of school] school. Our mission or values statement says:

[paste 2 or 3 sentences from your handbook or website]

Using only that statement, not general assumptions about my tradition or method, suggest 5 teaching-preparation uses of AI (for example drafting, differentiating or brainstorming) and 3 uses we should pause on. For each, tie the reasoning to a specific phrase in our statement.

Do not make religious or pedagogical rulings about what is permitted or forbidden in my faith or my teaching method. Where a question needs our head of school, clergy or leadership, list it as a question for them. If my statement does not support a use, say so rather than stretching it.

Format it as a one-page staff-meeting handout with a final column "Question to discuss".

I teach [age group] in a [Montessori, IB PYP, IB MYP or IB DP] classroom.

Base your answer only on this statement of our approach:
[paste a few sentences from your handbook or website]

Suggest 4 ways a teacher could use AI for preparation, such as drafting materials, a blank observation-note template, inquiry questions or a family newsletter, that keep the child's hands-on, self-directed work at the centre. Also suggest 2 uses that would work against our approach. Write each as a suggestion followed by a question for our teaching team.

Do not tell me what Montessori or the IB "requires". Templates must be blank: never ask me for, and I will not paste, real observation notes or anything about a child.

Plan a 60-minute staff learning-community session for [number] teachers in [subjects and grades].

Each teacher tries one AI task from their own subject, shares what worked, and agrees on one small teacher-side experiment using no student data. Anything involving students waits for our policy and approved tools. The try-it task must use no student data.

Give me a timed agenda (try-it, share, commit), a reflection sheet and three norms for safe, honest sharing.

Here is a prompt I wrote for school work:

[paste your prompt]

What I wanted from it: [your goal]

Ask me up to 3 clarifying questions in one message. After I answer, rewrite my prompt to include a role, the grade, the learning goal or curriculum link if I use one, the format and the length, and a line reminding me to leave out student data. Show the before and after.