I don't have kids. But I do have interns occasionally. Which are about the same age as my kids could have been if I had kids. Anyway, as their employer and ment

I don't have kids. But I do have interns occasionally. Which are about the same age as my kids could have been if I had kids. Anyway, as their employer and mentor, I want them to use LLMs to deliver faster and better and I actively challenge them to do use that to the max and thus free up more time to do more important things. I mentored four over the summer and they did a nice job. I think the reality for teachers and students is that both should be using LLMs to their advantage at this point and openly so. Not mindlessly and hopefully in some supervised way. But it's only cheating if the teacher doesn't up their game and raises the ambition level. Which they would be negligent not to do at this point. I used to hate homework. All this mindless drudgery that you had to do at home and then submit to some poor overworked teacher that then had to manually verify all that stuff. Just not necessary anymore. A lot of the verification can be automated. And a lot of curiosity can be satisfied without teacher involvement. The teacher's role then becomes nudging that process along and making sure the student is challenged enough. Teachers should be tailoring exercises to individual students in a way that challenges them on their own level and then focus their efforts on verifying whether the student is actually at that level. That used to be hard because it didn't scale if they use the right tools. But now it can scale. They could be challenging individual students at their own level, whatever that is. But that requires using available tools more effectively.