(There is a point to this wall of text: bear with me.) I used to be a physics teacher; I taught in schools in Australia and the United Kingdom. One of the thin

(There is a point to this wall of text: bear with me.) I used to be a physics teacher; I taught in schools in Australia and the United Kingdom. One of the things that still horrifies me is that many of my colleagues - in Australia in particular - were not terribly clever. In job interviews, there were questions that only make sense to me now in hindsight. One of those questions was about how the teachers that I had had at school influenced my teaching. My answer - which was not well received - was that I didn't remember much of my teachers. I taught physics because I liked physics, and I liked the way of understanding the world it imparted, and I wanted to share that. The final straw that made me leave teaching was a Head of Languages telling me that a good teacher could teach any subject. This is not a good thing to say to someone who has been recruited from the other side of the world because there aren't enough qualified candidates in your own country. But for most of my colleagues, it was considered true: walk away from a five-minute conversation with them, and you'd have had a hard time guessing what subject they taught. When I started at a new school, there'd usually be a friendly old hand who would offer to look over my class lists and tell me which students were 'good' and which... weren't. That assessment was always to do with behaviour (read: docility); it was never about aptitude or enthusiasm for science. Everything in education is about effort: report comments are about effort; exam success is attributed to effort; the discourse surrounding teachers is always about effort. Cleverness is a non-concept in education. Relationships are important in education, but we've somehow ended up in a situation where teachers are unable to see little else. (I personally blame low pay and poor working conditions.) People who see everything in terms of personal relationships struggle with abstract concepts and systems. There is always dissent amongst school teachers. Every new idea, every new pedagogical initiative is a new battlefield on which moral superiority can be contested. (I played this game badly then, and I suspect I might be playing it badly now.) There will be teachers who support this AI monitoring; there will be teachers who are vehemently opposed. I'm sure that even those of us here on HN who have wholeheartedly bought into AI will have some doubts about this product's ability to meet the claims in its advertising copy, but the teachers who support this product won't be able to understand these arguments. These are people who can't imagine a totalitarian dystopia as a system of rules and regulations; they need a novel like 1984 so they can see how a person suffers under such a system. Those teachers are going to have to see a grave miscarriage of justice before they understand that the AI can't be trusted as a fellow teacher can; that the AI is going to make mistakes; that adolescents' emotional instability and poor emotional communication will generate numerous false positives; and that you can't take pedagogical advice from salespeople.