Time for a break
About every 30 minutes, take 5–10 minutes away from screens. Look into the distance out of a window, or try animal guessing, copying movements, a paper maze, chess or Jungle. Do not switch to a phone or video during the break. An adult keeps track of the time; children can take a break sooner if they need one. Include breaks in the total lesson time, shortening computer tasks or presentations accordingly. For a session of about two hours, plan breaks around minutes 30, 60 and 90.
01 / Before class and division of labor
Let the little teacher host with confidence.
Target: Approximately 8-12 classmates and children, in pairs, 60 minutes. An adult will co-lead the class; an additional teaching assistant may be required. The little teacher is responsible for short questions and listening, and the adult is responsible for equipment, account, order, time and rescue. She is not allowed to lead the whole class alone.
| The little teacher can bear it | Adults must bear |
|---|---|
| Say a sentence after reading the manuscript, refer to the materials, wait for responses, repeat thoughts, exchange reminders; raise your hand for help when encountering problems. | Start services and screencast, check sound, import/export, AI account and content verification, handle contention and emotions, and ensure everyone's participation. |
| "I don't know yet, let's check together." | Answer the call immediately; do not test the teacher in public, correct long-form knowledge, or count equipment failure as a sign of poor performance on her part. |
Check 20 minutes before class starts
□ The host has turned on the service, and the student device actually accesses the LAN.
□ 35 seconds final video is played from beginning to end, and the Chinese dubbing can be clearly heard without being obscured by the music.
□ AI evidence reference frames, 5-second slices, and two quantity comparison charts are available locally.
□ Enter the "First Step on Paper" hand-drawn original level, only experience the entrance; open a separate tab for the 7×7 template.
□ Implementation of a set of devices: change one grid → verify → try it out → export V1 → import.
□ Three sentence cards on page 1 for each person; pages 2–5 for each group; alternate activities on page 6 to print on demand.
□ Adults are prepared to bring timetables and timers; children put a 3-page host script in front of them.
□ The volume, mouse, and browser zoom are appropriate for the size of the last row of subtitles in the classroom.
Play the prepared material, or ask the AI to try it on site
Default offline:Show real pre-generated materials and clearly say "generated before class". Original pet photos are provided by parents only and are not publicly distributed in classroom packets. The step buttons on the page only switch materials and do not call AI.
Optional site:Adult pre-login tool and close the session history sidebar. Send a short blessing text request at 20–21 minutes without uploading the child’s name, voice, face or family situation. Wait up to 60 seconds; if it is not returned, it will be offline. The live return is first viewed by an adult before being projected onto the screen, and children can choose or reject the suggestion.
This real link: People provide pet identities and stories → AI reference frames → H3 dynamic shots → People check the number, identity, name, and subtitles and then modify them. The last 5 seconds of the 35 seconds are static posters, with human voices added later; not all content is automatically completed by AI at once.
02 / How to catch it on the spot
In these situations, adults come to help
| Situation | What adults do/say immediately |
|---|---|
| Video has no sound/stuck | Switch to the "teacher's narration version" within 20 seconds and tell your feelings according to the original story. No need to repair the server on the spot or rebuild it. Teaching assistant’s post-class review. |
| Network disconnected / AI did not return | Web pages and videos use local services; if online AI is not available, the downloaded real material will be displayed. "There is no return this time; these were generated before class." Don't pretend to be a new answer. |
| Student computers cannot be opened | First, two groups use one machine and take turns to decide; if multiple machines fail, use a paper grid to verify the route and mutual test. Save V1/V2 on the paper and state the reasons for the modification as usual. |
| The teacher is nervous or forgets the words | The adult says, "I'll read the next sentence for you," and lets her point to the picture, time it, or take a break. Continue to use the host script and do not require temporary recitation. |
| No one speaks / Don’t want to share | Wait 5 seconds; change the question to "You can point to one person, or tell your partner first." Skipping is allowed and emotional privacy is not required to be explained. |
| A child grabs the operation | refers to the role card, and the adult controls the exchange time; let the observer say which grid to change first. If necessary, keep your hands off the mouse for 30 seconds to listen to your partner, rather than punishing them for elimination. |
| AI output is inappropriate, wrong or off-topic | Adults do not want to cast the screen, so stop this demonstration and explain "it is not suitable this time, we will not use it". Return the real material to discuss the examination, and do not let the teacher improvise the solution. |
| Game verification failed/The child only plays | Read out a hint, first check the path from ground to light crystal/ladder, then from wall top to door; change only one tile. End the playback segment on time: “Let's make one change and let a friend try it.” |
| Behind schedule | Compress the decoration and the whole class display, without deleting each person's expression, real AI evidence, mutual testing and one modification. V1 remains 7×7 and only moves one light crystal; in the end, everyone says something to their companions first. |
Children often ask, adults give short answers
"Did the cat really make mooncakes?"No, this is a fairy tale based on real cat photos. The real cat meowed, and the Chinese voice was added later.
"Can AI know everything?"It can help a lot, but it can also make a mistake. We see that the pallet quantity is to be modified.
"Is AI a friend?"It is an interactive tool; real friends, teachers and family can accompany you in life. If you need help when you are sad, you can ask the people around you.
"What about the idea that I don't like AI?"You don’t have to use it, you can change it, or you can think of it yourself. In the end it's up to people to decide.
"Is pressing the editor button an AI?"This editor is a program made by humans; random mazes or button responses do not equal live AI answers. Today's real AI examples are generated materials on display, and live requests only count when adults explicitly operate them.
"Can you program today?"Today, let’s learn to express ideas, choose helpers, and check and modify; you have made a design, but it does not mean you have learned to write a program.
03 / Rehearsal, recording and acceptance
Try it before starting the class
12-minute time-lapse rehearsal tonight
| Rehearsal time | What to do | What should I remember on the spot? |
|---|---|---|
| 0–2 points | Adults play the video; the teacher asks once, waits 5 seconds, and then answers. | Do you hear clearly and are you really waiting? |
| 2–4 points | A round of wish retelling and a multi-choice help card. | Is it possible to point to pictures or describe things when you don’t know how to speak? |
| 4–6 points | Change the reference frame, 5-second slice, and quantity modification; simulate online request timeout. | Can you accurately say "generated before class". |
| 6–9 points | The original level entrance experience, the independent template has been changed, and the adult simulation trial is stuck. | The little teacher asked why, adults saved V1/V2. |
| 9–12 points | Three sentences to leave the hall; simulate forgetting words, grabbing the mouse, or losing voice in the video. | Adults can take over in a timely manner; the record only changes one lesson question. |
Course opening threshold: two types of evidence are separated
Technical Inspection (Automated + Adult Site):The final web page test checks the original hand-drawn levels, templates, timing, multiple selection, data switching, mobile terminal and PDF output; adults still need to check the classroom network, real speakers and back row readability. Passing the automated tests does not mean these live items passed.
Still waiting for real trial teaching:Whether classmates and children can understand the questions, whether everyone can express themselves, whether the exchange is natural in 35 minutes, and whether V1/V2 can be completed in 60 minutes. There are currently no trial teaching results with real students, and full marks will not be awarded in advance.
Observation during class, not ranked by speed
Each person’s note: □ Opportunity to express □ Retelling partner □ Tell what step AI can help and what to check. Each group records: □ Two people participated □ V1 real mutual test □ V2 modified corresponding observation. Mark "Not yet observed/With adult support/Independent instructions", and you can use drawings or fingers as evidence.
End of the day, adults put away
□ The three-sentence card will be taken away by the child and will not be photographed and uploaded by default.
□ V1/V2 is saved with the team code to avoid the full name of the child.
□ Record whether the on-site AI is actually called and whether it returns; do not register the offline demonstration as on-site generation.
□ Ask the teacher to tell you "My smoothest passage/something I would like to ask an adult to help with next time."
□ The teacher records the time and stuck points, and adjusts the rhythm after the first lesson.
The 45-minute version is executed according to the master manual schedule, with a total of 45 minutes; no on-site generation is performed, only real offline materials are used. Print this page and fill it out as a pre-class inspection record and will not be deemed to have been signed.