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00:00:04 --> 00:00:08 Welcome to your Morning Boost and a very happy Thursday to our incredible school leaders.
00:00:09 --> 00:00:12 Yesterday, we tackled a physical fight with a restorative mindset.
00:00:12 --> 00:00:17 Today, we're shifting gears to a challenge that's popping up more and more in
00:00:17 --> 00:00:21 our digital world. A student using artificial intelligence to write an English paper.
00:00:22 --> 00:00:25 No citations, just completely copied and pasted.
00:00:26 --> 00:00:31 This isn't about plagiarism. It's about academic honesty and the whole point of learning.
00:00:31 --> 00:00:36 Let's explore how restorative practices can really get to the heart of this situation.
00:00:38 --> 00:00:42 So let's break down this scenario. Ms.
00:00:42 --> 00:00:45 Davis, an English teacher, suspects one of her students, Chloe,
00:00:45 --> 00:00:48 has used an AI tool to write her pervade.
00:00:49 --> 00:00:56 To write her persuasive essay.
00:00:57 --> 00:01:01 The writing is perfect, but it just doesn't sound like Chloe,
00:01:01 --> 00:01:03 and there are no citations.
00:01:03 --> 00:01:07 After checking it out, it's clear the entire paper was made by AI.
00:01:08 --> 00:01:12 So here's a restorative way to deal with this academic honesty issue.
00:01:13 --> 00:01:16 Right away, we're going to need to talk to Chloe privately and call them.
00:01:16 --> 00:01:21 And instead of accusing her, Just share what you've noticed and your concerns.
00:01:21 --> 00:01:26 Chloe, I've seen some things in your essay that are different from your usual writing.
00:01:26 --> 00:01:31 Can you tell me about how you wrote this paper? Listen to her explanation without
00:01:31 --> 00:01:33 cutting her off. Let her explain.
00:01:34 --> 00:01:41 Once it's clear that AI was used without proper credit, shift the conversation to the harm caused.
00:01:41 --> 00:01:44 This harm isn't just one thing. It's a few different things.
00:01:45 --> 00:01:49 It harms Chloe herself because she missed a chance to learn and actually hurt
00:01:49 --> 00:01:51 her own academic growth.
00:01:51 --> 00:01:55 It harms the teacher because trust has been broken, and it's harder to tell
00:01:55 --> 00:01:57 what Chloe has really learned.
00:01:57 --> 00:02:02 It harms her classmates because it creates an unfair advantage and cheapens
00:02:02 --> 00:02:04 the honest work put in by other students.
00:02:04 --> 00:02:09 And it also harms the learning community as a whole because it messes with the
00:02:09 --> 00:02:11 integrity of the academic environment.
00:02:11 --> 00:02:16 A really strong question to ask Chloe would be, when you decided to use AI like
00:02:16 --> 00:02:22 this, what impact do you think that has on my ability to trust your work or on your own learning?
00:02:23 --> 00:02:28 This is a crucial, teachable moment. A lot of students might not fully get what
00:02:28 --> 00:02:32 it means to use AI in a way where the ethical means.
00:02:33 --> 00:02:39 A lot of students might not fully get what it means to use AI this way or where the ethical lines are.
00:02:39 --> 00:02:44 This is our chance to educate Chloe on proper citations, how to be honest in
00:02:44 --> 00:02:51 research, and how AI is supposed to be a tool for learning, not a replacement for her own thoughts.
00:02:51 --> 00:02:56 Give clear examples of when AI can be used appropriately, like for brainstorming
00:02:56 --> 00:03:01 ideas, outlining, checking grammar, versus when it's not okay.
00:03:02 --> 00:03:06 Emphasize how valuable her own voice and critical thinking are.
00:03:06 --> 00:03:08 Research like that from...
00:03:10 --> 00:03:13 There's a lot of research out there that shows...
00:03:16 --> 00:03:20 Emphasize how valuable her own voice and critical thinking is.
00:03:21 --> 00:03:25 Now, there's a lot of research out on this topic, and it shows that a restorative
00:03:25 --> 00:03:29 approach when combined with teaching can really help students understand that
00:03:29 --> 00:03:33 academic honesty issues and encourage personal growth and building skills.
00:03:34 --> 00:03:37 Working together to come up with a plan to make things right and stop it from
00:03:37 --> 00:03:39 happening again, that is our goal.
00:03:39 --> 00:03:43 This could mean Chloe might have to rewrite the paper, showing genuine effort
00:03:43 --> 00:03:48 and understanding of the topic, and then following all the rules for academic honesty.
00:03:48 --> 00:03:52 Maybe it'll be on a new topic or a slightly different assignment just to help
00:03:52 --> 00:03:54 make sure it's her original work.
00:03:54 --> 00:03:59 She might also need to attend a workshop or complete a module on academic integrity,
00:03:59 --> 00:04:02 ethical AI use, and proper research methods.
00:04:03 --> 00:04:06 To rebuild trust, Chloe should maybe even agree to meet with Ms.
00:04:06 --> 00:04:10 Davis regularly to talk about her writing process for future assignments,
00:04:10 --> 00:04:13 showing she's being open and willing to learn.
00:04:13 --> 00:04:17 Maybe she could even give a presentation to the class if she feels up to that
00:04:17 --> 00:04:21 about ethical AI use, because certainly there is a lot of students that can learn from that.
00:04:22 --> 00:04:25 Finally, we're going to get to Chloe's parents. We need to tell them about what
00:04:25 --> 00:04:27 happened and, again, our restorative plan.
00:04:27 --> 00:04:32 Frame it again as a learning opportunity, not just a disciplinary action.
00:04:32 --> 00:04:36 In this case, having Chloe lead parts of the conversation with their parents
00:04:36 --> 00:04:37 is going to be really effective.
00:04:38 --> 00:04:40 Things like mom and dad, I want to tell you about a mistake.
00:04:43 --> 00:04:48 Things like mom or dad, I want to tell you about a mistake I made with my English paper and what Ms.
00:04:48 --> 00:04:53 Davis and I have decided and what I need to do to fix about it and what I need
00:04:53 --> 00:04:58 to do to fix it. It really empowers Chloe to take ownership and show that she's
00:04:58 --> 00:04:59 growing in responsibility.
00:05:05 --> 00:05:12 Dealing with AI plagiarism through a restorative lens isn't about letting students off the hook.
00:05:12 --> 00:05:15 It's about holding them accountable in a way that builds integrity,
00:05:15 --> 00:05:20 critical thinking, and a deep respect for learning. It's a disciplinary problem.
00:05:21 --> 00:05:25 It turns a disciplinary problem into a powerful lesson in ethics and personal
00:05:25 --> 00:05:27 responsibility, giving students
00:05:27 --> 00:05:31 the tools to navigate the ever-changing academic world with honesty.
00:05:32 --> 00:05:35 Thank you for listening. Tomorrow, we will wrap up this week on restorative
00:05:35 --> 00:05:38 practices with a little lesson on.
00:05:42 --> 00:05:45 Thank you for listening. I hope you've enjoyed this week so far.
00:05:45 --> 00:05:49 We have one more lesson again tomorrow as we wrap up this week on restorative practices.
00:05:50 --> 00:05:53 But like I said, thank you for listening. We will talk with you again tomorrow.