The Paradox of In-Class Writing: Are We Missing Something?

As a second-year teacher, I’ve often found myself tangled in the web of AI-driven essays and the ever-elusive quest for authentic student writing. The popular solution? In-class, on-paper assignments—collected before a single student can even blink. Sounds foolproof, right? But here’s the twist: what about our students with IEPs and 504 plans who require extended time? If we lock everything to the classroom, how do we honor those accommodations without turning our rooms into 24/7 writing bunkers? Is there a secret formula I’m missing, or are we just pretending this is a one-size-fits-all fix? Let’s be real—maybe I’m overthinking, or maybe the system’s underthinking. Drop your wisdom, poke holes in my logic, and let’s crowdsource a solution that actually works for everyone. I’m all ears, and maybe a little desperate for your feedback! 😅✏️ What would you do in my shoes? #EducationDebate #InclusiveTeaching #AIinClass #Education