Rather than banning it.
WHY BANNING FAILS
Students use it anyway, without guidance, badly.
They also enter workplaces where it is used, without having learned to use it responsibly.
WHAT TO TEACH
That it produces plausible text, not verified facts That it hallucinates citations How to verify How to use it to test understanding rather than to avoid work When using it is inappropriate
THE MOST USEFUL LESSON
Ask it something the student knows well. Let them find the errors themselves.
That teaches scepticism more effectively than any warning.
WHAT TO PERMIT
Explanation and understanding Practice and testing Structuring their own thinking Checking their own work
WHAT TO PROHIBIT
Submitting generated work Using it in assessments where the skill being assessed is the one it performs
BE SPECIFIC
"Use it appropriately" is not guidance. State what is permitted for each task.
THE UNDERLYING SKILL
Judging whether output is any good. That requires knowing the subject.
