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About this site
The other pages are about the tools, and this one is about the person behind them. It says who made the site, why it exists, and how it got built. It is short, and it is written to be read in one sitting.
There is nothing here to do and nothing to get wrong. The end is the best part, so start at the top.
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Who I am
This is the part of the site that is a person rather than a method, so it can be judged like one. [Placeholder: I am a [subject] teacher at [school], in [country]. I have taught for [n] years, and I have used AI in my own work since [year], in ways I name on this page.]
[Placeholder: what AI touches in my working week, stated plainly, so that everything else I say on this site can be measured against it.]
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What I have seen
The site stands on what I have watched happen in classrooms, including my own, since the tools arrived. A few of those things belong here, along with the students' own words.
[Placeholder: the posters that go up unsigned, the students who ask one question and leave, and the teachers who say no because they have seen what saying yes produced. Paul writes this from his own accounts, the way the cases on page three are written.]
[Placeholder: one or two of the students' own words, on what they think of all of it.]
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What I believe
The whole site rests on one sentence. Scroll, and it puts itself together.
You will be using these tools, whether or not it feels allowed. This site is about what using them well looks like.
[Placeholder: the position in full. The 2023 picture of these tools is stale, a ban teaches avoidance rather than judgment, and the skill that carries is checking. Paul writes it, and the sentence above is the one the page stands on.]
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How it was made
This site tells readers to name the tool, state the date, and check the work. So here is this site's own record, in the format it teaches.
- Tool
- [Claude (Anthropic), run through Claude Code]
- Date
- [September to October 2026]
- What it did
- [Placeholder: drafted the copy, built the components, and wrote the tests. Paul names the parts he kept and the parts he rewrote.]
- What I did
- [Placeholder: ran the model captures, annotated the transcripts, and reviewed every claim on the site.]
- What to check
- The two transcripts on page one are verbatim recordings with dates. The rest is mine to answer for.
[Placeholder: where I changed its work, and where I kept it, because the page about checking is not the page that skips it.]
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The end
The other pages end with a link to the next one. This one ends with a thank-you for the readers who finish it.
Thank you for reading it all the way through.
[Placeholder: the last words Paul wants the site to end on.]
If you have read all of this
Read the site in order
Page one, the way it is meant to be met, from the first screen.
[school] · [year] · [contact]