> I noted where arguments were unsound. I pointed to weaknesses such as stylistic quirks that I knew to be common to ChatGPT (I noticed a sudden surge of phrases such as “delves into”). That is, I found myself spending more time giving feedback to AI than to my students.
> So I quit.
This strikes me as a non-sequitur. Her students were making a certain class of mistakes, so... she quit? Don't students always make mistakes of one kind or another? Teach them to do better, in this case by not using AI, or revising manually the AI output, or some other way. Isn't that the job?
Well I am not very good at empathy, indeed. Sorry.
But really. Teachers have complained about stupid or uninterested kids for ever. This does not make schools pointless. I am not good at teaching, but some people are, and manage to do it despite some setbacks. Is this AI thing really insurmontable? Did she at least attempt to fix the problem, before quitting?
Feels to me like "we've tried nothing, and we're all out of ideas".
> So I quit.
This strikes me as a non-sequitur. Her students were making a certain class of mistakes, so... she quit? Don't students always make mistakes of one kind or another? Teach them to do better, in this case by not using AI, or revising manually the AI output, or some other way. Isn't that the job?