THE rise of artificial intelligence (AI) has led educators worldwide to tap new strategies to lessen students’ reliance on the technology.
In a New York Times article, many teachers said they are using in-class writing activities and assigning less homework because it has “become so difficult to police for integrity.” In-class writing, which encourages students to adopt “analog” learning through pen and paper, is a new approach to prevent AI misuse. Teachers require students to complete the writing activities in the classroom, where they can be observed and guided.
The challenge here is that students worldwide did not have cursive writing practices before in elementary school. This has led to students who wrote in what one witty teacher called “chicken scrawl,” with words hardly decipherable on the page. The eye strain and the slowness of the pacing in checking the papers have only compounded the stress of the hapless school teacher.
In the Philippines, teachers have resorted to oral recitations in the classroom as another means to gauge student knowledge and information about the subject matter. They also teach the students how to speak in class, since speaking is one of the four skills in the classroom. The others are reading, writing and listening.
Another teaching technique used especially by teachers in English and Filipino is peer feedback. Paired students share each other’s written work, giving focused feedback on matters the teacher has listed on the board. These could include elements like concrete writing, the use of vivid details, and reliance on the five senses when writing, especially done in creative writing classes.
Increasingly, more schools are offering creative writing as a general education subject, which students take like duck to water. They like the more open and workshop style of the writing classes, where their imagination and sense of linguistic invention are given room to grow.
Moreover, there are no final exams for these creative writing courses. The students compile their written work and revise them to form a final portfolio. They then write a reflection paper as an introduction, where they analyze the changes in their writing since the beginning of the semester. This form of assessment is not based on memorization, but it deepens the students’ ability for critical thinking, as well as in creative writing.
While educators admit that AI tools such as ChatGPT and Claude provide convenience for students, they also questioned whether students are genuinely learning. Recent studies have shown that excessive reliance on AI may weaken students’ critical thinking and problem-solving skills.
As a result, take-home assignments are evolving, with more teachers requiring personal reflections and insights from the students. The New York Times interviewed nearly 400 college and high-school teachers on how generative AI has changed the teaching of writing. They said that teaching writing has become more challenging, with some noting that AI has become a better writer than many students.
Teachers can also implement other strategies to prevent students from using AI in their assignments. These include setting clear expectations, designing AI-resistant assignments, and creating authentic opportunities for original thinking. By communicating clear policies and discussing AI usage on the first day of class, teachers can help students understand the boundaries around acceptable AI use.
Additionally, working with students to develop a class honor code for AI usage can improve adherence to the rules and reduce anxiety about when to use AI. Explaining how overreliance on AI can inhibit the development of critical thinking skills that employers value can also help students understand the importance of using AI thoughtfully.
In the United States, citing a survey by think tank RAND, the report said AI use has become common among students. It found that the percentage of middle school, high school, and college students who regularly used AI rose from 48 to 62 percent between May and December 2025.
The report added that schools in the United States are navigating AI use without clear guidance from school administrators or policymakers. In their syllabus, many teachers in the Departments of English have cited AI as a research tool that can aid students, and called for the students to revise their papers accordingly on their own. Students, meanwhile, said they also want more concrete guidance from adults on how to use AI ethically and productively.
Scaffolding is a principle of learning where students build on their previous knowledge to reach the next stage in the learning process. This won’t be possible if the earlier steps are gone.
