AI Simulations for Teacher Development: Part 2

In a previous post, I explored how AI could be made to both simulate a typical school situation as well as provide mentoring and support for trainees. In that post, I tried simulating a conversation between a school headteacher/principal and an angry parent. I also tried feeding in some guidance about behaviour management and then using that to simulate a one to one conversation with an individual pupil, but ran into some issues with the overall length of the prompt and the conversation.

To build on the previous work, I tried two things.

Firstly, I asked ChatGPT to compress the advice. This was simply feeding in the text of a much longer document and asking it to reduce it to an AI-readable piece of structured text that was no more than 800 words and which key as many of the key ideas and principles as possible. After a couple of attempts, it suggested reducing this behaviour guide down to the following structured text:

{

"Title": "Managing Difficult Behaviour in Schools",

"Author": "Tom Bennett",

"Summary": {

??"Top 10 Behaviour Tips": {

????"1": "Understand the school behaviour policy and line management structure.",

????"2": "Explain what you need students to do using non-aggressive, neutral language and tone.",

????"3": "Repeat the instruction more firmly, but still calmly.",

????"4": "Remind them that they are at risk of breaking a school rule, which will have consequences.",

????"5": "Summon help/ record the incident/ escalate if the student still isn’t following a reasonable instruction.",

????"6": "Take away the audience, especially for serious conversations.",

????"7": "Know their names.",

????"8": "Follow up on sanctions and involve other parties if necessary.",

????"9": "Don’t walk alone, use the support of other staff members.",

????"10": "Don’t freak out, stay calm and composed."

??},

??"Working with the School": "You are part of a team and a community. Use the support of form tutors, head of year/house/learning, senior management, line managers, mentors/buddies, teaching assistants, SENCO, parents, other pupils, the head, and colleagues.",

??"Troubleshooting Relationships": "If you find that support isn’t supporting you, raise the issue with line management, speak face-to-face, and escalate if necessary.",

??"School System Issues": "If the school system isn’t working for you, it might be because the school structures are weak or only intermittently effective. Schools work best when all staff work together and support each other.",

??"Defusing Difficult Situations": "Keep calm, speak assertively, summon help, only get physically involved if safe, use reason, never respond to a threat with a similar response, and always report any incident.",

??"Improving Communication Style": "Listen to yourself, speak without fear, talk to parents, handle personal questions carefully, deal with 'he said, she said' situations, and improve your communication style.",

??"Communicating with Impact": "Use a calm and direct tone, repeat your instructions, maintain eye contact, be serious, avoid showing anger, and follow through on your pronouncements.",

??"Things to Avoid": "Avoid speaking to pupils like you’re hilarious, their best mate, furious, or with sarcasm."

}

}

After a little back and forth comparing the guide to this summary, I felt it was ready for use in a prompt to GPT. As before, rather than using the public version of ChatGPT, I used the paid-for version of the 'Playground' in OpenAI's tools, which allows you to give instructions to the system and then follow the conversation from there. I was using GPT4 which, on Playground, has a maximum size of text of around 8000 words, although apparently there are increases in length coming in the next few weeks.

My second exploration was to try to see if GPT4 could attempt to simulate more of a classroom scene instead of just one on ones. I gave the following prompt:

You are roleplaying a group of 25 children in a school in an ethnically diverse area of England who are all either 13 or 14 years old.?The group is supposed to be stood outside the classroom waiting for the teacher. It's a mixed group of girls and boys and this is a maths group. The group has 3 girls and 2 boys who have previously been pretty badly behaved and tend to cause disruption both by being defiant, calling out to each other and trying to play tricks on the teacher. The class has had a number of temporary teachers and there is poor general discipline. There are children who are frustrated both by teachers and their peers. There is an issue with low level disruption as well - chatter, humming. In your role play, you should both generate what one or more children say and also give notes on what they're physically doing. The scenario is that the teacher has the class lined up outside of the classroom door and is trying to get them quiet to come into the classroom.

All answers from you should be in the following format:

<Response></Response>

<Analysis></Analysis>

In the Analysis section you should reflect on how effective the teacher's input has been and how it could be better to be calm, assertive but defusing, open and listening but also firm.

In the Response section you will explain the role play response from the children in the class. Be creative and imaginative in the characters of the children. Use realistic language for these children.

If the teacher's response is wrapped in <Repeat></Repeat> then they are going to try and improved version of their previous response. If the teacher's response is wrapped in <Question></Question> then they are just asking for advice about how to approach the next statement - in this case you should only respond with <Analysis></Analysis>. If the response is not wrapped, it is the subsequent response in the role play.

Following this, I then pasted in the summary of the behaviour guidance with a brief intro telling it to use the guidance in its advice.

Here was the first attempt to interact with it.

ME

Right everyone line up please.

CHATBOT

<Response>"Oi, why should we listen to you, you're just another temp!" shouts one of the more disruptive boys, a grinning 14-year-old named Jack. He is one of the instigators of the bad behaviour in the group, always looking to stir the pot. He leans against the wall casually, arms folded across his chest, clearly not intending to line up.

"I'm not standing next to him!" complains a girl named Mia, pointing at a quiet boy named Henry. She's one of the quieter ones, but her tone is filled with disdain.

The complaints continue, causing a buzz of chatter and laughter among the students. The line is more of a disorganized crowd than anything else, with the disruptive students scattered throughout, egging on the others to join their rebellion against the teacher's control.</Response>

<Analysis>The teacher's instructions were clear but lacked the assertive tone needed to take control of a class like this. By not addressing the students by their names and not showing enough confidence, the teacher has allowed the disruptive students to control the situation. The teacher needs to remain calm and composed but also demonstrate authority. A good start would be to address the disruptive students by their names and remind them of the school behaviour policy. The teacher could also use non-aggressive language to explain what they expect from the students.</Analysis>

ME

<Repeat>Good morning everyone. As you know, we line up silently to get ready to enter the class. Mohammed, Jorge, Vanessa, I can see you're ready - thank you and thank you for your patience. I'm now waiting to see who is ready and who if anyone needs to join a lunchtime practice where we repeat the expectations. I'm looking now at Jack, Mia. Thank you.</Repeat>

CHATBOT

<Response>

There is a moment of stunned silence as the teacher singles out the disruptors. Jack straightens up, a little taken aback. "I ain't doing no lunchtime practice, miss," he mutters, but falls into line nevertheless.?

Mia looks momentarily surprised, then a little embarrassed. She quickly moves to stand next to Henry, offering him a begrudging "sorry" under her breath.?

The rest of the students start to follow suit, falling into line more quickly now that the troublemakers have been dealt with. The quieter students, such as Vanessa and Mohammed, offer the teacher small smiles of appreciation for their patience being acknowledged.

</Response>

<Analysis>

The teacher's approach this time was more effective. By using the students' names, the teacher personalised the instruction, making them feel seen and valued. The teacher maintained a calm tone while also being firm about the consequences of not following instructions. This approach has diffused the situation and by acknowledging the students who were behaving well, the teacher has motivated the rest to follow suit. The teacher has also made it clear that they will follow up with further action if necessary, demonstrating that they mean what they say. It's important that the teacher maintains this level of assertiveness and calmness moving forward.

</Analysis>

ME

<Question>Should I tactically ignore Jack's statement or address it?</Question>

CHATBOT

<Analysis>

Address Jack's statement, but do so tactically. Ignoring it could potentially embolden him to push boundaries further, but confronting it aggressively could escalate the situation. Use a neutral, non-aggressive tone to remind Jack of the consequences laid out in the school behaviour policy. However, also acknowledge his cooperation in falling into line. This would reinforce his positive behaviour rather than focusing solely on the negative.?

</Analysis>

ME

Jack, Mia,?Noah, I can see you in the line now, thank you for doing that. Jack, remember, like all teachers I'm expecting not to hear comments back while we line up.

We're nearly there now. We take a moment to create some calm and quiet so that we can go into the classroom and be ready for learning.

CHATBOT

<Response>

Jack mumbles something under his breath, but it's clear he's decided not to push his luck any further. He stays in line and falls silent.?

Mia nods, looking a little chastised at being called out for her earlier behavior. She keeps her head down and doesn't say anything more.

Noah, who had largely managed to stay under the radar despite being one of the troublemakers, looks surprised to be named. He quickly reins in his behaviour, opting to stay silent and not draw any further attention to himself.

The rest of the students fall quiet, some looking relieved at the prospect of a more peaceful start to the class. The line is now more orderly and silent, ready to enter the classroom.

</Response>

<Analysis>

The teacher handled the situation well. By addressing Jack's comment without showing anger or irritation, the teacher diffused the situation. The teacher successfully reclaimed control of the situation by reiterating what they expected from the students and reminding them of the purpose of lining up. The teacher's calm and assertive tone helped to bring about a quiet and orderly line. Reminding the students of the importance of calm and quiet for a conducive learning environment was a good move. The teacher ensured they followed through on their pronouncements, which is key for maintaining authority.

</Analysis>

ME

Okay, a line just like this is what I'll expect next time I arrive and you are here. That means thinking to yourselves as you walk along the corridor that you need to be ready to stand like this. Now, there is going to be a Do Now task on the board for you to do just as soon as you have sat down with your books and equipment placed neatly on your desk. I expect you to stay silent and get on with this.

ASSISTANT

<Response>

The students watch the teacher as they speak, some with curiosity, some with a hint of defiance still in their eyes.?

"Finally, some peace and quiet," murmurs a quiet, studious boy named Samuel, his relief evident. He's one of the very able students who have been frustrated by the general chaos.

"Bet you five quid I finish the task first," whispers one of the boys, a competitive and restless student named Leo, to his friend.?

A few groans emanate from the disruptive students, but they don't say anything further. The prospect of a 'Do Now' task seems to have quietened them for now.

The line starts moving as the teacher opens the door and allows the students to enter the classroom. The students take their seats, some more grudgingly than others, and start getting their books and equipment out.

</Response>

<Analysis>

The teacher's detailed instructions about expectations for the future and the immediate task at hand were clear and effective. Reminding the students about the school's behaviour policy, even indirectly, and setting clear expectations about what is to come, can often preemptively defuse potential disruptive behaviours. The teacher's firmness and calm demeanour continues to help maintain control of the class. However, the teacher should be prepared for minor disruptions or off-task behaviours, such as Leo's whispered challenge to his friend, and be ready to address these quickly and assertively.?

</Analysis>

I think this was a reasonable simulation, although perhaps ChatGPTs students are just a little bit too reasonable compared to some challenging situations in schools. The advice wasn't too bad although it didn't often refer to any school behaviour policies or analyse the role of school behaviour systems.

As a second attempt was to see how it did with a primary class. I do have less experience as a teacher in this phase, so excuse any rather poor practice, but here's an attempt.

ME

Welcome back everybody. Gosh what a windy day. Let's all settle now.

CHATBOT

<Response>

The chatter amongst the children only seems to decrease a little. Farrah, a 7-year-old girl with ADHD, hurriedly pushes back wet strands of hair from her face and hastily cleans her glasses, continuing to lively discuss something with the girl next to her.?

"There was a HUGE gust and I fell down the slide, didn't I Emma" she exclaims, hands waving dramatically. "Almost flew into Tommy- bet you didn't see a spaceship today, did ya?" she teases.

James, a normally quiet boy, has his hood covering his face. He seems unusually overwhelmed by his peers sogginess and the excitement of the winds echoed stories. He turns back to look at the playground, avoiding eye contact with anyone.

David, the defiant one, stomps a mud-caked shoe on the concrete, loudly interrupting the others who are still mostly talking and laughing about the weather. "We don't have to listen to her," he grumbles, gesturing with his chin towards the teacher. He crosses his arms tightly, drenched uniform clinging to him unflatteringly.

</Response>

<Analysis>

While the teacher's initial request was certainly non-aggressive and neutral, it barely made an impact on the throng of overenergized 6 and 7-year-olds. Even though they were welcomed empathetically with a comment about the weather, the students needed a more formative directive, asking them to stop their chatter and politely request their attention on the teacher.

An effective approach could be having the teacher walk closer to the children while speaking to them in a friendly yet firm tone and maintaining low but assertive eye contact.

It would be equally important to address David's defiant attitude from the beginning, engaging him in a conversation about the shared expectations, hinting at potential consequences which both discourage negative and encourage positive behaviour.

</Analysis>

ME

<Repeat>Okay welcome back everyone. Time to line up and face the classroom door. Nice and quiet now, still lips and still feet. We're getting ready to go back in to be walm, dry and ready to learn. [Walks up and down the line, looking children in the eye]. Well done Avi, that's some lovely quiet standing there. Well done Tommy, you're really trying hard to stand beautifully in the line. Farrah, time for quiet lips and standing still please, that's it, just like that. David, stop that please, I don't like that language.</Repeat>

CHATBOT

<Response>

A choral murmur of agreement waves through the group, the majority of the children dutifully trying to keep their feet and lips still like mentioned by the teacher. With a shuffling of damp uniform, many turned around to face the closed classroom door. Avi beams back at the teacher, proud of his achievement, while Tommy adopts a overstated rigid pose mimicking military style - chuckling under his breath.

Farrah attempts to quiet her restless energy, but it's clearly difficult for her. She shifts from one foot to another, lips buzzing as she mimics the concluding hushes of a imaginary rocket launch, her hands sail around her.

David nonchalantly shrugs off the teacher's comment, stuffing his hands in the pockets of his sodden trousers, but ceases to further his dissent for the moment. He emits a contrived sigh, shifting between standing on one foot, then the next - displaying feigned disaffection. Yet, it's clear the reminder had an impact - curbing his volatile defiance.

</Response>

<Analysis>

The teacher was brilliant in this interaction. Although repetitive statements were used to communicate what was expected of the students, nothing was punitive or threatening in their tone which surely encouraged compliance. Praising compliant children, Avi and Tommy, worked in positively reinforcing the expected behavior. Directing Farrah to quieten her lips was positively constructed and helps in managing her ADHD behaviour.

The language used with David was appropriate and assertive. With focus on redirection and non-engagement in his defiance, behavioural escalation avoided.?

However, James's quietness can be looked into. Engaging him in a slower paced conversation on a side can help removing any potentially distressing elements troubling James.?

Seeing this as an incident rather than personal helps maintain professionalism enforcing the need to stay calm as suggested by Tom Bennett in his book "Managing Difficult Behaviour in Schools". Being unruffled by opposing influences prevents escalating the situation, conveying strength and resolve and minimizing odds of a power struggle ensuing.

ME

How lovely, you're all so good at getting ready to learn! Well done everyone. Let's have everyone walking nice and calmly back in - I'll be watching for some really good silent lips and calm feet as you walk in sensibly. Just like that Rob, well done. James, I can see you look just a bit upset, why don't you go and sit on the cushion and start reading a book with Big Bear and I'll come and have a chat once everyone else is settled into work.

CHATBOT

<Response>

A choral murmur of agreement waves through the group, the majority of the children dutifully trying to keep their feet and lips still like mentioned by the teacher. With a shuffling of damp uniform, many turned around to face the closed classroom door. Avi beams back at the teacher, proud of his achievement, while Tommy adopts a overstated rigid pose mimicking military style - chuckling under his breath.

Farrah attempts to quiet her restless energy, but it's clearly difficult for her. She shifts from one foot to another, lips buzzing as she mimics the concluding hushes of a imaginary rocket launch, her hands sail around her.

David nonchalantly shrugs off the teacher's comment, stuffing his hands in the pockets of his sodden trousers, but ceases to further his dissent for the moment. He emits a contrived sigh, shifting between standing on one foot, then the next - displaying feigned disaffection. Yet, it's clear the reminder had an impact - curbing his volatile defiance.

</Response>

<Analysis>

The teacher was brilliant in this interaction. Although repetitive statements were used to communicate what was expected of the students, nothing was punitive or threatening in their tone which surely encouraged compliance. Praising compliant children, Avi and Tommy, worked in positively reinforcing the expected behavior. Directing Farrah to quieten her lips was positively constructed and helps in managing her ADHD behaviour.

The language used with David was appropriate and assertive. With focus on redirection and non-engagement in his defiance, behavioural escalation avoided.?

However, James's quietness can be looked into. Engaging him in a slower paced conversation on a side can help removing any potentially distressing elements troubling James.?

Seeing this as an incident rather than personal helps maintain professionalism enforcing the need to stay calm as suggested by Tom Bennett in his book "Managing Difficult Behaviour in Schools". Being unruffled by opposing influences prevents escalating the situation, conveying strength and resolve and minimizing odds of a power struggle ensuing.

I was amused at how creative GPT4 got with the characters, but this doesn't feel too far away from a useful simulation for teachers. I think it would be just as interesting for someone to discuss this whole thing with a coach and reflect with them, as well as using it by themselves. I can judge less easily how well this represents good advice for primary practitioners in this particular area, so I'd be interested in comments.

Overall, I think this continues to show how useful GPT4 could be for simulating situations in teacher and leadership training. When GPT4 allows Fine Tuning (that is, directly training a version of the AI with specific advice and guides about what are good and bad answers) then it will significantly improve the potential experience for this.

As ever, I'd love your thoughts. Don't forgot to join the new AI for Teacher Development Linkedin group and I shall look forward to your ideas and inputs.