The homework sounds unusually polished. You suspect AI. The student says they only used it for help. Now the conversation is about what “help” means, even though nobody defined it before the work began.
A useful classroom AI agreement explains which assistance is allowed, what must remain independent and how students should disclose support. Make those expectations specific to the task and consistent with school policy.
Describe actions students can recognise
“Use AI responsibly” leaves too much open to interpretation. For a practice task, you might permit asking for a hint after an independent attempt. For an assessed paragraph, the requirement may be entirely independent writing.
Distinguish brainstorming, explanation, translation, editing and answer generation. These are different kinds of assistance. A tool permitted for one purpose is not automatically permitted for every stage of an assignment.
Show an acceptable example
Demonstrate a student attempting a problem, asking for clarification and checking the result. Then show why submitting a generated answer as personal work fails the task. Keep the discussion focused on the skill being learned.
A brief disclosure can state the tool, the kind of help and what the learner changed afterwards. Use the format required by your school. Do not demand that students expose unrelated private conversations to prove their honesty.
Make thinking visible
Ask learners to explain a choice, revise a draft in class or solve a related problem. These activities can support learning while giving you richer evidence than a polished final document alone.
Avoid making an accusation solely because a piece of writing sounds unusual. Follow the school's assessment process, examine relevant evidence and give the student an opportunity to explain.
Position Flow as a study tool
Gyanis Flow can support explanations and practice. A teacher can frame its use around attempts, hints, verification and independent follow-up. The existence of a feature does not determine whether it is allowed in a particular assignment.
Likewise, a paid session with a Vibe expert should develop understanding. It should not be used to outsource assessed work. School rules continue to apply across tools and human support.
Use Chat, then test the explanation in Express
In a permitted practice activity, ask a learner to bring an attempted solution to Flow Chat and request a hint. Afterwards, close the explanation and write the reasoning independently in an Express answer. Review whether the learner can explain the changed step. This makes the feature sequence serve a visible learning goal instead of treating an AI conversation as proof of understanding.
Questions to settle before the task
Can students use AI to correct grammar?
Decide according to what the assignment assesses. If language production is the skill being evaluated, editing support may change what the work demonstrates.
What if students cannot access the same tools?
Provide an equivalent route to complete the task. Do not make paid access an unspoken requirement.
Should every subject use the same rule?
A shared school framework helps, but task-level instructions should explain the relevant boundaries.
Before the next assignment: write one permitted example, one prohibited example and one disclosure instruction.
Sources and context
UNESCO guidance on educational AI; teacher discussion of AI classwork. This is a teaching framework to adapt, not a replacement for institutional policy.