✳️ Welcome to your portal

Hey, teacher. Your time matters.

Everything you need to use Claude in your daily teaching routine. No theory courses. No endless videos. Just prompts ready to copy, adapt, and use today.

8

Practical modules

80+

Ready-to-use prompts

∞

Lifetime access

Where should you start?

If you've never used Claude before, start with Module 1. If you already use it, go straight to the module that solves your problem today.

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Module 1

Getting Started

Set up Claude and copy your first prompt in minutes.

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Module 2

Lesson Planning

Lesson plans, unit sequences, and learning objectives.

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Module 3

Activities & Materials

Printables, games, worksheets, and homework ready to use.

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Module 4

Assessments & Rubrics

Tests, quizzes, rubrics, and grading criteria in minutes.

Your included bonuses 🎁

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30 Essential Prompts

The most-used prompts in one place, ready to copy and paste instantly.

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Ready-to-Use Templates

10 lesson plan, rubric, and parent communication structures ready to fill in.

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Quick Start Guide

Your first result with Claude in less than 5 minutes.

Module 1

Getting Started with Claude

Everything you need to know to start using Claude in your teaching — no tech background required, no jargon.

🎯 What you'll achieve in this module

By the end of this section you'll have your account set up, know how to write a prompt that works, and have your first useful result ready for your classroom. The whole module takes less than 15 minutes.

What is Claude and why is it great for teachers?

Claude is an AI assistant developed by Anthropic. Unlike other tools, Claude excels at following detailed instructions, maintaining a professional tone, and adapting results to the specific context you give it.

For teachers, this means you can ask it to prepare materials specifically for your grade level, your subject, and your students — not for some generic classroom.

💡 Key fact: Claude doesn't require any tech expertise. If you can write a text message, you can use Claude. The difference is in what you ask.

Step 1: Create your free account

1

Go to the site

Visit claude.ai from any browser — works on desktop and mobile.

2

Sign up

Click "Sign up" and register with your email or Google account.

3

Verify your email

Check your inbox and confirm your email address.

4

You're ready!

The free plan is more than enough to start. No credit card needed.

Step 2: How prompts work

A prompt is the message you type to Claude. The more context you give, the better the result. In this portal, all prompts are already written for you — just fill in the [BRACKETS] with your real information.

📌 How to use prompts from this portal: Click "📋 Copy", paste the text into Claude, fill in everything in [BRACKETS] with your own data, and press Enter. You'll have your result in seconds.

Step 3: Your first prompt as a teacher

🚀 First Prompt — Introduce yourself as a teacher When to use: The very first time you open Claude

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You're going to be my teaching assistant. I'm a teacher of [SUBJECT or "all subjects"] at [GRADE LEVEL, e.g., 3rd grade elementary / 10th grade high school / community college]. My students are between [AGE] years old. My context: [e.g., public school with 28 students per class / private school with mixed ability groups / online classes]. My teaching style is [e.g., hands-on and project-based / structured and traditional / Socratic discussion-based]. Remember this context for everything I ask from now on.

I'm a [GRADE LEVEL] [SUBJECT] teacher with students aged [AGE]. Help me prepare classroom materials. Always remember my level and context.

Why it works: Claude "remembers" context within the same conversation. Give this information at the start and everything you ask will be tailored to your grade level and students — without repeating it every time.

✏️ Adjust a result When to use: When the result isn't exactly what you need

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This is good, but I need you to adjust it: [describe what to change, e.g., "make it shorter", "use simpler language", "add more hands-on activities", "change it to fit only 20 minutes"]. Keep the same format and tone you had.

Adjust this: [what to change]. Keep everything else the same.

Why it works: Claude uses previous context and applies only the change you requested. Always faster than rewriting the prompt from scratch.

🔄 Get multiple versions When to use: When you want options to choose from

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Give me 3 different versions of the above: one shorter (5 minutes), one longer (20 minutes), and one more interactive that includes student participation. Clearly label which is which.

Give me 3 versions: short, long, and more interactive.

Why it works: Asking for 3 options is always more efficient than asking for one and adjusting multiple times. Claude generates all variations in seconds.

🎯 Adapt for a specific student or situation When to use: When you need to personalize for a particular case

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Adapt this material for a student who [describe the situation, e.g., "has reading difficulties", "finishes everything early and needs extra challenge", "missed several classes and needs to catch up", "is very shy and won't participate verbally"]. Keep the same topic and objective, just change the format or difficulty level.

Adapt this for a student who [specific situation]. Same topic, different level.

Why it works: Claude can adjust the same material for different student profiles in seconds — something that would take hours manually.

🎯 Golden rule: Claude generates 80% of the work. Your job is to review, add your personal touch, and adapt to your real classroom. Never use a result without reading it first.

✅ Checklist: Getting Started

Created my account at claude.ai Understood what a prompt is and how to fill in [BRACKETS] Copied and used the "Introduce yourself" prompt Tried requesting an adjustment to a result Reviewed and adapted the result to my real classroom

Module 2

Lesson Planning

Generate complete lesson plans, unit sequences, standards-aligned objectives, and substitute plans in minutes — adapted to your grade, your time, and your students.

🎯 What you'll achieve

By the end of this module you'll be able to plan a complete lesson with objectives, development, and closure in under 5 minutes. You'll also learn to create multi-day unit sequences and adapt plans to unexpected classroom situations.

📌 Before using these prompts: If you already completed Module 1 and told Claude your context (grade level, subject, students), you don't need to repeat it. Claude remembers it within the same conversation.

Complete lesson plans

📋 Full structured lesson plan When to use: For any new lesson you need to prepare

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Prepare a lesson plan on [TOPIC] for [GRADE LEVEL]. Duration: [X minutes]. Include: - A clear learning objective (what students will know or be able to do by the end) - Hook / warm-up (5 min): an activity or question to grab attention - Main development (most of the time): instruction + hands-on activity - Closure (5 min): how to check that students learned - Materials or resources needed Additional context: [e.g., no projector available / outdoor lesson / mixed ability levels / ELL students in the class]

Lesson plan on [TOPIC], [GRADE LEVEL], [X min]. With hook, main activity, closure, and clear objective.

Why it works: The hook–development–closure structure is universal. By giving the duration and context, Claude distributes time realistically, not theoretically.

🎯 Standards-aligned learning objective When to use: When you need to align your lesson to specific standards (Common Core, NGSS, state standards)

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Write a learning objective for a lesson on [TOPIC] for [GRADE LEVEL] aligned to [STANDARD, e.g., Common Core ELA RL.4.3 / NGSS 3-LS1-1 / state standard]. The objective must: - Start with a measurable action verb (e.g., identify, compare, construct, explain, analyze) - Be observable (I can check if they achieved it by the end of class) - Be written in one clear sentence Give me 3 options, from lower to higher cognitive complexity (Bloom's Taxonomy levels).

3 learning objectives for [TOPIC], [GRADE LEVEL], aligned to [STANDARD]. With measurable action verb, from lower to higher Bloom's level.

Why it works: Standards alignment is non-negotiable in most school systems. Having 3 Bloom's levels lets you choose based on where your class actually is — not where the curriculum assumes they are.

📅 Multi-day unit sequence When to use: To plan a thematic unit or block of lessons

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Create a [X]-day unit sequence on [TOPIC/UNIT] for [GRADE LEVEL]. Each class is [X minutes]. The sequence should: - Progress from foundational concepts to more complex ones - Include the objective for each day - Indicate what activity or student product is expected at the end of each session - Show when to assess or check for understanding - Flag which day works best for a formative check-in At the end, list all materials and resources I'll need for the whole unit.

Unit sequence of [X] days on [TOPIC], [GRADE LEVEL], [X min per class]. With objective, activity, and assessment point per day. Materials list at the end.

Why it works: Planning the full unit at once gives you a bird's-eye view — you'll know when to assess, when to introduce new content, and how much time to give each part before you're in front of the class.

🔄 Substitute teacher plan When to use: When you need to be absent and want to leave a clear, self-running plan

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Write a substitute teacher plan for my [GRADE LEVEL] [SUBJECT] class. Duration: [X minutes]. The sub may have no background in [SUBJECT]. The plan must: - Have extremely clear, step-by-step instructions that anyone can follow - Not require the sub to teach new content (review or practice only) - Keep students productively engaged the whole time - Include what to do if students finish early - Have a seating chart note and key student info (e.g., who needs extra support, who tends to act out) Current topic we're working on: [TOPIC]. What materials are available: [list what's in the classroom].

Substitute teacher plan for [GRADE LEVEL] [SUBJECT], [X min]. No new content, clear step-by-step instructions for a non-specialist sub, early-finisher activity included.

Why it works: Sub plans that assume subject knowledge fail. Claude writes for the lowest common denominator — clear enough that any adult can run the class without confusion.

💡 Engaging lesson hook When to use: When your lesson needs a strong opening to grab attention

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Give me 3 different ways to open a lesson on [TOPIC] with [GRADE LEVEL] students to grab attention in the first 3-5 minutes. Each option should be a different format: a provocative question, a surprising fact or short video prompt, and a quick hands-on challenge or thinking game. My students [describe their profile, e.g., love competition / are easily distracted / respond well to humor / are very serious].

3 hooks to open a lesson on [TOPIC] with [GRADE LEVEL]: a question, a surprising fact, and a mini-challenge. Max 5 minutes each.

Why it works: The first 5 minutes set the tone for the entire lesson. A strong hook reduces attention and behavior issues for the rest of the class.

🧩 Differentiated lesson for mixed levels When to use: When your class has students at very different ability levels

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I need to teach [TOPIC] to a [GRADE LEVEL] class with 3 distinct ability levels: below grade level, on grade level, and above grade level. Design a differentiated lesson where: - All three groups work on the SAME topic and core concept simultaneously - Each group has tasks matched to their level (tiered activities) - I can manage all three groups without being everywhere at once - Groups can transition smoothly without disrupting the class - There's a shared closure activity at the end that works for everyone Class size: [X students]. Approximate breakdown: [X below / X on / X above level].

Differentiated lesson on [TOPIC], [GRADE LEVEL], 3 levels (below/on/above grade). Same topic, tiered tasks, shared closure. [X students] total.

Why it works: Differentiation fails when groups feel labeled. Same topic, different depth — students work in parallel without feeling separated by ability.

📝 Catch-up summary for absent students When to use: When a student was absent and needs to know what they missed

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Write a catch-up summary for a [GRADE LEVEL] student who missed today's class on [TOPIC]. The summary should: - Cover the key concepts in clear, student-friendly language - Include the main examples or activities we did in class - Tell the student exactly what they need to review or do before the next class - Be short enough to read in 5 minutes - Include 2-3 practice questions so they can check their own understanding Tone: friendly and supportive, not overwhelming.

Catch-up summary for [GRADE LEVEL] student who missed [TOPIC] class. Key concepts, what to review, and 2-3 self-check questions. 5-minute read, friendly tone.

Why it works: Absent students who get a clear catch-up summary return to class ready to participate. Without it, they're lost for the rest of the unit — and so are you at re-explaining.

🔁 Adapt an existing plan on the fly When to use: When your plan needs to change because of unexpected circumstances

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I have this lesson plan: [PASTE YOUR PLAN]. I need to adapt it because [describe the change, e.g., "class is only 30 minutes instead of 60", "the projector isn't working and I can't show anything", "half the class was absent last time and missed key content", "it's the day before a holiday and students are unfocused"]. Keep the original objective and adjust only what's necessary.

Adapt this plan: [PASTE PLAN] because [changed condition]. Keep the original objective.

Why it works: Real classroom conditions never perfectly match the plan. This prompt lets you pivot in real time without starting from scratch.

✅ Checklist: Lesson Planning

Generated a complete lesson plan with hook, development, and closure Wrote a standards-aligned learning objective Created a multi-day unit sequence Made a substitute teacher plan Adapted a plan to a real changed condition in my classroom

Module 3

Activities & Materials

Generate printable worksheets, classroom games, group activities, homework, and review materials adapted to your topic and grade level in minutes.

🎯 What you'll achieve

By the end of this module you'll have prompts to create any type of classroom activity — from individual practice to cooperative group work, from printable worksheets to discussion tasks and creative challenges.

Classroom activities

✏️ Tiered practice exercises When to use: To reinforce content just taught in class

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Create [X] practice exercises on [TOPIC] for [GRADE LEVEL] students. The exercises should: - Vary in difficulty: [X] beginner, [X] intermediate, [X] challenging - Have clear, student-friendly instructions they can follow independently - Include an answer key at the end (separate section) Format: ready to print or display on screen. Additional context: [e.g., aligned to Common Core standard X / no calculators / must be solved in under 10 minutes each]

Create [X] exercises on [TOPIC], [GRADE LEVEL]. 3 difficulty levels. With answer key at the end.

Why it works: Three difficulty tiers let you use the same exercise set for the whole class while each student works at their actual level — no one is bored and no one is lost.

🖨️ Printable worksheet When to use: To create a structured one-page activity students can work on independently

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Create a printable worksheet on [TOPIC] for [GRADE LEVEL]. Format: one full page with: - Header: Name, Date, Grade/Class - Clear instructions at the top - Variety of activity types: [e.g., fill in the blank / match the following / short answer / true or false / order the steps] - Enough space to write answers - A bonus challenge or reflection question at the end for early finishers Language level: appropriate for [GRADE LEVEL]. Visual note: [e.g., leave space for a diagram / include a word bank / no images needed]

Printable worksheet on [TOPIC], [GRADE LEVEL]. Header, mixed activity types, answer space, bonus question for early finishers.

Why it works: The bonus challenge solves the early-finisher problem: instead of distracting others, they keep working with a higher-order task.

🎮 Cooperative group activity When to use: To change the pace of class or develop collaboration skills

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Design a cooperative group activity on [TOPIC] for [GRADE LEVEL]. Max [X minutes]. Groups of [X students]. The activity must: - Have a clear learning objective (not just "have fun") - Include differentiated roles within each group so everyone contributes - Require interdependence (no one person can complete it alone) - Include step-by-step teacher instructions - Have a whole-class share-out at the end Context: [e.g., small classroom / outdoor space available / no technology / multi-level groups].

Cooperative group activity on [TOPIC], [GRADE LEVEL], [X min], groups of [X]. With learning objective, roles, interdependence, and share-out.

Why it works: Interdependence is the key ingredient. If one person can do it alone, they will — and the others coast. Defined roles and shared accountability change the dynamic.

🏠 Meaningful homework assignment When to use: To assign home practice that's actually useful and doable independently

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Design a homework assignment on [TOPIC] for [GRADE LEVEL] students. The assignment should: - Clearly connect to what we did in class today: [briefly describe what was taught] - Be completable in max [X minutes] without adult help - Not require internet access or special materials [or specify what they can use] - Include a self-check element so students know if they did it correctly - Be purposeful practice, not mechanical repetition Note: [e.g., many students have limited home support / some have no printer / some don't speak English at home].

Homework on [TOPIC], [GRADE LEVEL], max [X min]. Connected to today's class, no special materials, with self-check element.

Why it works: The self-check element reduces your correction time AND teaches students to monitor their own understanding — a metacognitive skill that transfers across subjects.

🔄 Warm-up / bell ringer activity When to use: For the first 5-10 minutes of class as students settle in

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Create a bell ringer activity (warm-up) on [PREVIOUS TOPIC] for [GRADE LEVEL]. Should take 5-8 minutes of independent silent work. Include: - 3-5 short questions or tasks - Mix of question types (at least one recall, one application) - An answer key I can project for quick whole-class check - One "exit ticket"-style reflection question at the end Goal: activate prior knowledge before today's new lesson on [TODAY'S TOPIC].

Bell ringer on [PREVIOUS TOPIC], [GRADE LEVEL], 5-8 min. 3-5 questions, mixed types, answer key. Bridges to today's lesson on [TODAY'S TOPIC].

Why it works: Bell ringers serve double duty: they settle the class AND activate prior knowledge, making new content stick better. The 5 minutes pays off for the rest of the lesson.

💬 Socratic seminar / discussion questions When to use: To generate higher-order thinking and classroom discussion

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Generate 5 discussion questions on [TOPIC] for [GRADE LEVEL] students. The questions should: - Have no single correct answer (promote independent thinking) - Progress from easier to more challenging (Bloom's levels) - Connect to students' own experiences or the real world - Include a teacher note with possible student responses and how to redirect if discussion stalls Question types: mix of analytical, evaluative, and creative/hypothetical. Intended use: [Socratic seminar / think-pair-share / whole-class debate / small group discussion].

5 discussion questions on [TOPIC], [GRADE LEVEL]. No single right answer, from easier to harder, with teacher facilitation notes.

Why it works: Teacher facilitation notes are the difference between a discussion that flows and one that dies in silence. Claude gives you the expected responses so you can guide without dominating.

📖 Reading passage with comprehension questions When to use: To work on reading comprehension or introduce a topic through text

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Create a short reading passage on [TOPIC] for [GRADE LEVEL]. The text should: - Be [X]-[X] words (appropriate for reading in [X minutes]) - Use vocabulary appropriate for [GRADE LEVEL] - Include at least one key vocabulary term I want to introduce: [term] Then add 5 comprehension questions: 2 literal (answer is in the text), 2 inferential (requires thinking), and 1 opinion or text-to-self connection. Include suggested answers at the end. Lexile level target: [if known, e.g., 700L / or just say "grade appropriate"].

Reading passage on [TOPIC], [GRADE LEVEL], [X words]. With 5 questions: 2 literal, 2 inferential, 1 opinion. Suggested answers at the end.

Why it works: The three question types (literal, inferential, opinion) develop different comprehension skills. Not everything should have an answer in the text — students need to practice both retrieval and reasoning.

🧠 Creative / project-based task When to use: When you want students to apply content creatively or solve a real problem

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Create a creative or project-based task on [TOPIC] for [GRADE LEVEL] that connects the content to the real world or students' personal experience. Options: invent a story where they apply the concept, solve an open-ended problem, design something, create their own example, or make an analogy. Duration: [X minutes or days]. Include: - A clear student-facing prompt (what they need to do) - A simple success criteria checklist (how they know they did it well) - Possible differentiation for students who need extra support or challenge

Creative/project task on [TOPIC], [GRADE LEVEL], [X min/days]. Real-world connection, clear student prompt, success criteria checklist, differentiation tips.

Why it works: Project tasks reveal whether students truly understand the concept — they're also nearly impossible to copy between classmates and much easier to assess with a rubric.

✅ Checklist: Activities & Materials

Created tiered practice exercises with 3 difficulty levels Generated a printable worksheet Designed a cooperative group activity with roles Created a bell ringer warm-up for class Tried at least one discussion or creative task

Module 4

Assessments & Rubrics

Create tests, quizzes, rubrics, grading criteria, and meaningful feedback in minutes. Without the hours it normally takes.

🎯 What you'll achieve

By the end of this module you'll be able to generate any type of assessment instrument — from a quick formative quiz to a full summative exam with a rubric. You'll also learn to create clear grading criteria so feedback is objective and useful.

⚠️ Important: Always review Claude-generated assessments before using them. Verify that content matches exactly what you taught and that the level is appropriate for your class.

Tests and quizzes

📝 Full summative test When to use: For end-of-unit summative assessment

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Create a test on [TOPIC/UNIT] for [GRADE LEVEL]. Estimated time: [X minutes]. Total points: [X]. Structure: - Part 1: [X] multiple choice questions ([X pts each]) - Part 2: [X] short answer questions ([X pts each]) - Part 3: [X] extended response or essay question ([X pts]) Content being assessed: [list the specific concepts]. Include at the end: an answer key for Parts 1 and 2, and a grading guide with point breakdown for the extended response. Standard alignment (if applicable): [list relevant standards].

Test on [TOPIC], [GRADE LEVEL], [X min], [X pts total]. Multiple choice + short answer + extended response. Answer key and grading guide included.

Why it works: Specifying the point breakdown forces Claude to balance the test properly. Without it, you often get too many recall questions and not enough application or analysis.

⚡ Quick formative quiz When to use: For a fast comprehension check mid-lesson or at the end of class

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Create a 5-question formative quiz on [TOPIC] for [GRADE LEVEL]. Should take max 10 minutes. Mix: 3 multiple choice questions (4 options, only one correct) and 2 short answer questions (1-2 sentences). The goal is to check if students understood [SPECIFIC KEY CONCEPT]. Include correct answers at the end. Format: ready to display on screen or print.

5-question formative quiz on [TOPIC], [GRADE LEVEL], 10 min. Mix of multiple choice and short answer. Answer key at the end.

Why it works: The 5-question formative quiz is the most efficient assessment instrument. It gives real data about student understanding in under 10 minutes of class time.

📊 Rubric for a project or performance task When to use: To evaluate work where there's no single correct answer

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Create a rubric for evaluating [type of work, e.g., oral presentation / written essay / science lab report / group project / creative piece] on [TOPIC] for [GRADE LEVEL]. The rubric should have: - 4-6 criteria (the most important for this type of work) - 4 performance levels: Excellent / Proficient / Developing / Beginning - Concrete descriptors for each level (what the student actually does at each level) - Point value or weight per criterion (totaling 100%) Format: table layout, shareable with students before they start the task. Standard alignment (if applicable): [standards].

Rubric for [type of work] on [TOPIC], [GRADE LEVEL]. 4-6 criteria, 4 performance levels with concrete descriptors, weighted to 100%.

Why it works: Sharing the rubric before the task completely changes student behavior — they know exactly what's expected. It also dramatically reduces "why did I get this grade?" conversations.

🎯 Grading guide for open-ended responses When to use: To have a clear, consistent guide when grading essay or extended response questions

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This is an extended response question from my test: "[PASTE THE QUESTION]". Create a grading guide for teachers that includes: - A model answer (what an excellent student response would look like) - The key concepts or ideas that must appear for each score level - Common errors students might make and how to handle them in grading - How to distribute the points: [X total points] - A note on what partial credit looks like Grade level: [GRADE LEVEL]. Subject: [SUBJECT].

Grading guide for this question: "[QUESTION]", [GRADE LEVEL], [X pts]. Model answer, key concepts by score level, common errors, partial credit guidelines.

Why it works: A grading guide makes grading 30 essays take half the time. It also makes grading more consistent — same standards applied to every student.

💬 Individual written feedback by grade level When to use: To return assessments with personalized written comments

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A [GRADE LEVEL] student received [GRADE/SCORE] on the assessment on [TOPIC]. Their main errors were: [describe errors]. Their strengths: [describe what they did well]. Write a written feedback comment of 3-4 sentences that: acknowledges something concrete they did well, points out the main errors constructively, and gives one specific recommendation for improvement. Tone: professional but encouraging, not condescending. Appropriate for [GRADE LEVEL].

Written feedback comment for [GRADE LEVEL] student with [GRADE] on [TOPIC]. Errors: [list]. Strengths: [list]. 3-4 sentences, constructive, with one specific next step.

Why it works: Specific feedback grounded in the student's actual work has 3x more impact than generic comments like "good job" or "needs improvement." This prompt makes specific feedback efficient at scale.

📈 Class data analysis after grading When to use: After grading a whole set to understand patterns and plan next steps

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I just finished grading my [GRADE LEVEL] class on [TOPIC]. The most frequent errors were: [list the errors or concepts where students struggled most]. Class average: [X]. Help me: 1. Identify which errors are the most conceptually significant (not just the most frequent) 2. Determine what might have been missing in my instruction for students to miss those points 3. Design a targeted re-teaching activity for the next class (different from my original approach) 4. Decide how to group students for re-teaching based on their results 5. Identify 2-3 students who may need additional one-on-one support

Analyze my class results on [TOPIC], [GRADE LEVEL]: frequent errors [list], average [X]. What should I re-teach and how? What grouping strategy for the next class?

Why it works: Most teachers only calculate averages and move on. This prompt turns grading data into actionable instructional decisions — the most valuable thing you can do with assessment results.

🔄 Make-up or alternate version test When to use: For students who need a second attempt or missed the original test

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Create an alternate version of the test on [TOPIC] for students who need a make-up or retake. The alternate test should: - Assess the same learning objectives as the original (not the same questions) - Have the same difficulty level and structure as the original - Focus more on the concepts where the class showed the most difficulty: [list concepts] - Use the same point distribution as the original: [describe structure] Include an answer key. Note: this is a make-up, not an easier version.

Alternate version of the test on [TOPIC], [GRADE LEVEL]. Same objectives and structure, different questions. Focus on weakest areas: [list]. Answer key included.

Why it works: Creating a second test of equal difficulty manually takes hours. Claude generates it in seconds while maintaining pedagogical equivalence — same standards, different questions.

🏅 Student self-assessment When to use: To develop metacognition and help students reflect on their own learning

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Create a student self-assessment for [GRADE LEVEL] students to evaluate their own learning in [TOPIC or "this unit"]. Include: - 5-6 statements students rate on a 1-4 scale (Not at all / A little / Mostly / Fully) - 2 open-ended questions: what did I learn and what do I still need to work on - One action question: what will I do to improve - Tone: reflective and honest, not intimidating — something students will actually want to complete Format: half a page, can be completed in under 5 minutes.

Student self-assessment on [TOPIC], [GRADE LEVEL]. 1-4 scale, open reflection questions, one action step. Half a page, under 5 minutes to complete.

Why it works: The action question transforms reflection into forward momentum. Students who identify what they'll do next show measurably better follow-through than those who just reflect on what went wrong.

✅ Checklist: Assessments & Rubrics

Generated a full test with answer key Created a rubric for a student project Used the grading guide prompt for an open-ended question Analyzed class results and planned a re-teaching activity Created a student self-assessment form

🎉 Modules 1–4 complete! Modules 5–8 are on their way. In the meantime, explore the Add-ons section in the sidebar.

Module 5

Classroom Management

Prompts for building a positive classroom culture, managing difficult behaviors, establishing routines, and handling real situations that come up in any classroom.

🎯 What you'll achieve

By the end of this module you'll have concrete tools to prevent and resolve behavior issues, motivate disengaged groups, establish clear expectations, and manage conflict — all grounded in evidence-based practice.

Classroom culture and motivation

💪 Re-engage a disengaged classWhen to use: When the class has lost motivation or energy

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My [GRADE LEVEL] class is disengaged with [SUBJECT / "school in general"]. What I'm seeing: [describe symptoms, e.g., nobody participates / nobody turns in work / constant side conversations / "why do we even need this"]. This has been going on for [X weeks]. I need: 1. A quick diagnosis: what are the most likely root causes based on what I described? 2. Three concrete strategies I can implement this week without overhauling the curriculum 3. One specific activity to break the current dynamic and reconnect them to the content 4. How to sustain the improvement if something starts working Note: [any relevant context, e.g., high-poverty school / post-break slump / testing season fatigue]

My [GRADE LEVEL] class is disengaged: [symptoms]. Give me 3 concrete strategies for this week and one activity to reconnect them to the content.

Why it works: Diagnosing the root cause before applying strategies separates a quick fix from a real solution. Disengagement from content has a different cause than disengagement from school — and different solutions.

📜 Co-creating classroom normsWhen to use: At the start of the year or when the class needs a reset

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Design a participatory activity for my [GRADE LEVEL] class to co-create classroom norms together. The activity should: - Have students propose the norms, not me imposing them - Take 20-30 minutes - End with a class agreement or anchor chart they all sign or validate - Include how to reference and revisit the norms throughout the year - Address what happens when someone doesn't follow a norm Approach: [e.g., restorative / SEL-focused / structured / democratic] Student profile: [e.g., middle school / students with history of conflict / new class]

Activity for [GRADE LEVEL] to co-create classroom norms (20-30 min). Student-generated, ends with a signed class agreement. Includes plan for revisiting norms during the year.

Why it works: Student-generated norms have 3x the adherence of teacher-imposed rules. The difference between "the teacher's rules" and "our agreement" is ownership.

🌡️ Classroom climate check-inWhen to use: When something feels off in the class but you can't pinpoint what

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Create an anonymous classroom climate check-in activity for my [GRADE LEVEL] class. I want to understand how students feel without asking them directly. It should: - Be completely anonymous so students answer honestly - Take max 10 minutes - Give me information about: how they feel in the group, whether they feel they're learning, what they'd change - Be quick to process (no complex analysis needed) - Not feel like a formal survey — something natural and low-stakes Format: [paper slips / digital form / exit ticket / emoji scale]

Anonymous 10-min classroom climate check-in for [GRADE LEVEL]. Reveals how students feel without asking directly. Easy to process. Format: [paper / digital / exit ticket].

Why it works: Direct questions about feelings get social desirability responses. Indirect check-ins reveal the truth. Anonymous formats remove peer pressure from responses.

Managing difficult situations

⚡ Disruptive student action planWhen to use: When a specific student is consistently disrupting the class

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I have a [GRADE LEVEL] student with disruptive behavior. What they do: [describe specific behaviors]. What I've already tried: [describe what you did]. Student context: [e.g., IEP for ADHD / trauma history / new to school]. Give me: 1. A hypothesis about what need this student might be trying to meet 2. Three tiered interventions to try this week (low to high intensity) 3. How to document the situation if it needs to escalate to admin or support staff 4. How to protect the learning environment for the rest of the class while I work on this

Disruptive student action plan, [GRADE LEVEL]: [behaviors]. Already tried: [list]. Student context: [notes]. Hypothesis on their need + 3 tiered interventions for this week.

Why it works: The needs hypothesis shifts the frame from "problem behavior" to "unmet need." Behavior that looks defiant often signals anxiety, trauma response, or a learning gap.

🤝 Student conflict mediationWhen to use: When two or more students have an ongoing conflict

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There's a conflict between students in my [GRADE LEVEL] class. The situation: [describe what happened, who's involved, how long, whether it started inside or outside school]. Help me: 1. Prepare individual conversations with each student (what to ask, how to listen without taking sides) 2. Design a brief mediation structure if bringing them together is appropriate 3. Know when this is beyond what I should handle alone 4. Write a brief incident record if documentation is needed Approach: [restorative / trauma-informed / standard school policy]

Student conflict in [GRADE LEVEL]: [situation]. Individual conversation prep, mediation structure, when to escalate, incident documentation if needed.

Why it works: Prepared mediation resolves conflict; improvised mediation often escalates it. Knowing what to ask each student separately before bringing them together is the critical difference.

😶 Withdrawn or isolated studentWhen to use: When a student isn't participating or shows signs of distress

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I have a [GRADE LEVEL] student who seems very withdrawn: [describe what you observe, e.g., sits alone / stopped participating / grades dropped / says "I'm fine" but doesn't seem fine]. This has been going on for [X time]. What I know about their situation: [if anything]. I need: 1. Warning signs I should watch more carefully 2. How to build genuine connection without intruding or singling them out 3. Inclusive activities that naturally draw them in without putting them on the spot 4. When and how to involve the school counselor or parents Note: [any relevant context — recent family change / bullying suspected / new student]

Withdrawn student in [GRADE LEVEL]: [observations, duration]. Warning signs, how to connect without intruding, inclusive activities, when to involve counselor.

Why it works: Withdrawal can be shyness, depression, or a safety concern — very different responses required. The warning signs help you distinguish severity before it becomes a crisis.

📵 Device policy that actually worksWhen to use: To establish a clear, enforceable device policy without constant conflict

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I need to establish a phone/device policy for my [GRADE LEVEL] class that's realistic. My stance: [e.g., total ban / allowed for specific tasks / free use with attention agreement]. School policy context: [e.g., no official policy / BYOD school]. Help me: 1. Present the agreement so students buy in, not just comply 2. A concrete beginning-of-class and end-of-class routine around devices 3. What to do when someone violates the agreement without a power struggle 4. How to explain the "why" in a way that doesn't sound preachy

Device policy for [GRADE LEVEL]. My stance: [position]. Student buy-in strategy, class routine, what to do when broken, how to explain the why.

Why it works: Rules without rationale get resistance. An agreement students helped frame — with a clear "why" they actually understand — has dramatically higher compliance.

🏆 Positive recognition systemWhen to use: To reinforce the behaviors and attitudes you want to see more of

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Design a positive recognition system for my [GRADE LEVEL] class that reinforces [behaviors, e.g., effort / participation / helping peers / growth mindset]. The system must: - Not be tied only to grades or academic performance - Be easy to implement without taking time away from instruction - Not create unhealthy competition (individual recognition, not ranking) - Have a component that celebrates the whole class, not just top performers - Be sustainable for a full school year — not just the first few weeks Preferred approach: [e.g., growth mindset / SEL-focused / PBIS-aligned]

Positive recognition system for [GRADE LEVEL] reinforcing [target behaviors]. Not grade-based, not competitive, whole-class component, sustainable all year.

Why it works: Recognizing effort (not just results) builds intrinsic motivation. Systems that survive the year are the ones requiring minimal ongoing teacher effort to maintain.

✅ Checklist: Classroom Management

Used the climate check-in with my class Co-created classroom norms with students Built an action plan for a difficult situation Implemented a positive recognition system Established a device policy with student buy-in

Module 6

Feedback & Grading

Grade smarter and return feedback that actually helps students improve — without spending entire evenings on a single set of papers.

🎯 What you'll achieve

By the end of this module you'll generate specific written feedback at scale, create reusable comment banks, design active correction lessons, and turn grading data into better instruction.

⚠️ Responsible use: These prompts generate feedback drafts. Always review and adjust before returning to students. The final feedback is yours.

✍️ Specific written feedbackWhen to use: To return useful comments on essays, reports, or any written work

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This is a piece of writing by a [GRADE LEVEL] student on [TOPIC]: "[PASTE STUDENT TEXT]". The original prompt was: "[ASSIGNMENT PROMPT]". Criteria: [list]. Generate feedback that: - Opens by naming something specific they did well (not generic praise) - Identifies the 2-3 most important areas to improve with direct quotes from their text - Gives a concrete suggestion for how to improve each one - Closes with a clear direction for the next draft or assignment Tone: constructive, specific, grade-appropriate. Max 150 words.

Feedback on [GRADE LEVEL] student writing on [TOPIC]: "[TEXT]". One specific strength, 2-3 improvements with text quotes, concrete next step. Max 150 words.

Why it works: Feedback quoting the student's own text is 3x more actionable than general comments. The student knows exactly what you mean — and so do you when grading paper #28.

📊 4-level comment bankWhen to use: To create reusable feedback templates for a full class set

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Create 4 feedback comment templates for returning [GRADE LEVEL] papers on [TOPIC]: - Excellent (A/90-100%): acknowledges mastery and points to what comes next - Proficient (B/70-89%): recognizes achievement and identifies the next growth step - Developing (C/50-69%): guides without discouraging, with a concrete action plan - Beginning (D-F/below 50%): honest but not deflating, with clear next steps Each comment: 3-4 sentences, professional and empathetic. Include placeholders for [STUDENT NAME] and [SPECIFIC ERROR].

4 comment templates for [GRADE LEVEL] papers on [TOPIC]: Excellent / Proficient / Developing / Beginning. 3-4 sentences with [STUDENT NAME] and [SPECIFIC ERROR] placeholders.

Why it works: A comment bank makes grading 30 papers with written feedback take the same time as grading without it. Personalize the placeholders in 10 seconds per paper.

🔍 Active whole-class correction lessonWhen to use: When returning graded work and turning it into a learning opportunity

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I'm returning graded work on [TOPIC] to my [GRADE LEVEL] class. Most common errors: [list]. Design a [X]-minute correction lesson that: - Is NOT me explaining right answers while they passively listen - Includes a moment where students find and understand their own mistakes - Has a short practice activity targeting the most missed concept - Ends on a positive note (not shame or failure) - Protects student dignity (no revealing who got what wrong) Also: what should high scorers do during this lesson?

Active correction lesson, [X] min, [GRADE LEVEL], [TOPIC]. Common errors: [list]. Students find own mistakes, practice activity, positive close. Task for high scorers included.

Why it works: Active correction produces 4x more retention than passive correction. The high-scorer task solves the "this is boring for me" problem.

💬 Preparing a difficult feedback conversationWhen to use: Before a one-on-one conversation about poor performance

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I need to have a feedback conversation with a [GRADE LEVEL] student about their performance. The issue: [describe]. What I want them to understand: [what needs to change and why]. I have [X minutes]. Prepare me: 1. How to open without making them immediately defensive (first 2-3 sentences) 2. The 3 key points I must communicate 3. How to handle it if they shut down, get upset, or get defensive 4. How to close so they leave motivated, not defeated Student context: [personality, background, anything relevant]

Prep for feedback conversation with [GRADE LEVEL] student about [issue]. Opening lines, 3 key points, how to handle shutdown/defensiveness, motivating close. [X] min available.

Why it works: Preparing your opening sentences and anticipating student reactions makes the conversation more productive — and far less stressful for both of you.

🌟 Recognizing growth, not just achievementWhen to use: When a student improved significantly even without reaching grade level

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A [GRADE LEVEL] student has improved noticeably: before [describe where they were] and now [describe where they are], though they haven't reached grade level yet. Write a recognition comment (3-4 sentences) that: - Names the specific progress (not just "you've improved a lot") - Connects it to their effort, not their "natural ability" - Gives them a clear next horizon - Doesn't sound patronizing Format: [written on their paper / verbal]

Growth recognition for [GRADE LEVEL] student: before [state] / now [state]. Names specific progress, connects to effort, gives next horizon. Not patronizing. [Written/verbal].

Why it works: Attributing growth to effort rather than ability is the core of growth mindset feedback. Students who hear "your hard work is showing" work harder than those who hear "you're getting smarter."

📋 Oral presentation observation rubricWhen to use: To evaluate fairly while students are presenting

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Create an observation rubric I can complete while [GRADE LEVEL] students give oral presentations on [TOPIC]. It must: - Cover the most important criteria: [e.g., content knowledge / clarity / organization / evidence use / delivery / Q&A] - Let me score quickly without writing long notes - Include space for 1 strength and 1 growth area per student - Use a simple scale: 1-4 or Yes/Partially/No - Fit on one page per student Context: [individual / group presentations / timed / ELL students presenting]

Oral presentation observation rubric, [GRADE LEVEL], [TOPIC]. Criteria: [list]. Quick-score scale, 1 strength + 1 growth note, one page per student.

Why it works: An in-hand rubric during presentations makes scoring consistent and fair across 30 students. Memory-based grading introduces unconscious bias — rubrics remove it.

🔄 Student self-revision guideWhen to use: When you want students to improve their own work before submitting

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A [GRADE LEVEL] student's work has these problems: [list the main issues]. Instead of me correcting it, I want the student to improve it independently. Create: 1. A self-revision guide with 3-4 questions the student asks about their own work 2. A mini-checklist of the most important things to verify when revising 3. Clear student-facing instructions: what to re-read, what to change first, how to know it got better Format: hand directly to the student with no extra explanation needed.

Self-revision guide for [GRADE LEVEL] student whose work has: [problems]. 3-4 self-check questions + revision checklist. Student-facing, no teacher explanation needed.

Why it works: Students who find and fix their own errors learn more than students who copy corrections. The guide turns teacher feedback into a thinking process, not a copying task.

📈 Report card comment writerWhen to use: During report card season to write professional comments efficiently

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Write a report card comment for a [GRADE LEVEL] student in [SUBJECT]. Student data: Performance: [describe level]. Strengths: [list 1-2]. Growth areas: [list 1-2]. Attitude/participation: [describe]. The comment must: - Be between [X] and [X] characters (check your district's limit) - Use professional, parent-friendly language - Be specific — not "is a pleasure to have in class" - Mention at least one concrete next step - Avoid diagnostic labels or comparisons to other students Tone: professional and warm. This is part of the official record.

Report card comment for [GRADE LEVEL] student in [SUBJECT]. Performance: [level]. Strengths: [list]. Growth areas: [list]. [X]-[X] characters, parent-friendly, specific next step. No diagnostic labels.

Why it works: Report card comments are legally part of a student's permanent record. The "no diagnostic labels" reminder protects you — a comment like "seems to have ADHD" can create serious legal issues.

✅ Checklist: Feedback & Grading

Generated specific written feedback for a student's work Created a 4-level comment bank for a set of papers Designed an active correction lesson Prepared for a difficult feedback conversation Wrote report card comments using Claude

Module 7

Parent Communication

Write progress reports, sensitive emails, newsletters, and parent conference prep — with the right tone, in a fraction of the time.

🎯 What you'll achieve

By the end of this module you'll handle any type of parent communication: from a quick email to a formal progress report, from a difficult phone call prep to a whole-class newsletter — always with the right tone.

⚠️ Privacy: Never include a student's real full name when prompting Claude. Use [STUDENT] as a placeholder and add the name manually afterward.

📄 Individual progress reportWhen to use: For quarterly or semester reports sent home

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Write a progress report for a [GRADE LEVEL] student in [SUBJECT]. Data: Academic strengths: [list]. Areas needing improvement: [list]. Behavior and participation: [describe]. Current grade: [grade]. The report should: - Be written in first person as the teacher - Be 3-5 paragraphs, starting with strengths before challenges - End with a specific recommendation for the family - Use parent-friendly language (no jargon, no acronyms without explanation) - Be appropriate for [family context, e.g., ELL family / highly involved family]

Progress report: [GRADE LEVEL], [SUBJECT]. Strengths: [list]. Growth areas: [list]. Behavior: [description]. Grade: [grade]. 3-5 paragraphs, parent-friendly, strengths first, ends with recommendation.

Why it works: Giving Claude the data and having it write the prose is 10x faster than writing from scratch. You review and adjust the tone — you don't generate from a blank page.

📊 Parent-teacher conference prepWhen to use: To prepare for a structured, productive parent conference

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Help me prepare for a parent-teacher conference about a [GRADE LEVEL] student. What I want to communicate: [list the main points]. Conference length: [X minutes]. Structure my talking points with: a brief period summary, 3 positive data points about the student, 2 areas of concern with proposed solutions, and what I need from the family. Tone: [informational / collaborative problem-solving / addressing a serious concern / celebrating progress]. Note: [anything about this family dynamic I should know]

Parent conference prep for [GRADE LEVEL] student. Points to cover: [list]. [X] minutes. Structure: period summary, 3 positives, 2 concerns with solutions, what I need from family.

Why it works: Presenting positives first changes the family's receptivity to hearing challenges. Parents who hear strengths first are 2x more likely to engage constructively with concerns.

⚠️ Email about a concerning situationWhen to use: To notify a family about a behavior, academic, or well-being concern

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I need to email the family of a [GRADE LEVEL] student about a concern: [describe the situation]. Write an email that: - Does NOT sound like an accusation or alarm - Describes observable facts only (what I see — not interpretations) - Shows I'm on their side and their child's side - Proposes a concrete next step: a call, a meeting, or a specific action at home - Doesn't create more worry than necessary Subject line: [suggest 2-3 options]. Tone: professional and warm. Length: 3-4 short paragraphs.

Email to family about [concern], [GRADE LEVEL] student. Observable facts only, no accusations, propose one concrete next step. 3-4 paragraphs, professional and warm. Include subject line options.

Why it works: "Your son hasn't turned in anything in 3 weeks" (fact) opens a conversation. "Your son doesn't care about school" (interpretation) starts a fight. Facts invite collaboration; interpretations invite defensiveness.

🛡️ Responding to an angry parent emailWhen to use: When you receive a hostile or accusatory message from a family

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I received this message from a family: "[PASTE THE MESSAGE]". The actual situation is: [describe what really happened]. I need to respond in a way that: - Is NOT defensive or combative - Acknowledges their concern without validating inaccurate claims - Corrects any misunderstandings with facts, not emotions - Proposes a better channel if the email tone isn't productive (call or meeting) - Closes with a willingness to work together Tone: professional, firm, and empathetic. I will not send without reviewing first.

Response to angry parent email: "[MESSAGE]". Actual situation: [what happened]. Acknowledge concern, correct misunderstandings with facts, propose better channel, stay collaborative.

Why it works: Responding to an angry email when you're also angry rarely ends well. Claude drafts a measured response that gives you emotional distance before you hit send.

🎉 Positive update to all familiesWhen to use: To share a class win or celebrate student progress

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Write a positive update email or newsletter blurb to all families about [describe the class win or positive moment]. The message should: - Be specific (not "they did great" — what exactly did they do?) - Invite families to celebrate with their child at home - Be brief and warm - Not sound like a PR piece Length: 1 short paragraph for email / 2-3 sentences for newsletter blurb. Delivery: [email / paper newsletter / school app]

Positive update to all families about [class win]. Specific, warm, brief. [Email paragraph / newsletter blurb / school app message].

Why it works: Positive communications build relationship capital. Families who only hear from teachers when something's wrong develop anxiety every time they see your name in their inbox.

📬 Class newsletterWhen to use: For weekly or monthly newsletters to keep families informed

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Write a [weekly / monthly] class newsletter for [GRADE LEVEL] families. Content to include: [list everything: upcoming events, what we're learning, reminders, requests from families, etc.]. The newsletter should: - Be organized and easy to scan (families won't read a wall of text) - Use a friendly, professional tone - Have clear sections so readers find what's relevant to them - Be between [X] and [X] words - End with contact information and one clear call to action Delivery format: [email body / PDF / Google Classroom post]

Class newsletter for [GRADE LEVEL], [week/month]. Content: [list]. Scannable, friendly, [X]-[X] words, clear sections, ends with contact and one call to action.

Why it works: A well-organized newsletter reduces the "what's going on in class?" emails by 80%. Informed families are less likely to be surprised by grades or behavior issues.

🤝 Home support guide for familiesWhen to use: To give families practical, realistic ways to support learning at home

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Write a home support guide for families of [GRADE LEVEL] students in [SUBJECT]. Context: [describe the current moment, e.g., upcoming assessments / a challenging unit / great learning phase]. The guide should: - Give 3-5 concrete, realistic actions (not "read with your child every night for 30 minutes" if that's not realistic) - Be written for families with varying education levels - Include what NOT to do (over-helping, doing homework for them) - Be max 1 page - Avoid jargon — if you use a term, explain it immediately Note: [relevant family context, e.g., many ELL families / limited tech access]

Home support guide for families, [GRADE LEVEL], [SUBJECT]. 3-5 realistic actions, what NOT to do, max 1 page, jargon-free. Context: [current situation].

Why it works: The "what not to do" section is often more valuable than the "what to do" list. Parents doing homework for their child is one of the most common obstacles to real learning.

📅 Meeting request to a familyWhen to use: To schedule a parent meeting without revealing the full reason upfront

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Write a message to request a meeting with the family of a [GRADE LEVEL] student. Real reason (only I know): [describe the actual reason — behavior / academic / well-being / positive news]. The message should: - Not reveal the full reason (to avoid pre-meeting defensiveness or anxiety) - Sound like a routine check-in, not an emergency - Offer 2-3 scheduling options - Be brief and warm Channel: [email / text / school app].

Meeting request to family, [GRADE LEVEL] student. Real reason: [reason — not revealed in message]. Sounds routine, 2-3 time options, brief and warm. Channel: [email/text/app].

Why it works: Families who arrive at a meeting already knowing a concern is coming show up defensive. A routine-sounding request means they arrive open to conversation.

✅ Checklist: Parent Communication

Wrote a progress report using Claude Prepared talking points for a parent conference Drafted a concern email without it sounding accusatory Sent at least one positive update to families Created a home support guide for families

Module 8

Your Year with Claude

You've learned to use Claude for individual tasks. Now let's turn it into a permanent assistant that works with you week after week, from August to June.

🎯 What you'll achieve

By the end of this module you'll have a working system — a saved context, your own reusable templates, a weekly planning routine, and a year-end reflection process that makes next year better than this one.

⚙️ Base instruction — set once per classWhen to use: Once, at the start of the year, for each class you teach

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You're going to be my teaching assistant for this class all year. Always remember this information: CLASS: [class name or period] GRADE LEVEL: [grade] SUBJECT: [subject or "all subjects"] STUDENTS: [number] students, ages [range] SCHOOL CONTEXT: [public / private / charter / Title I / international / etc.] CLASS CHARACTERISTICS: [e.g., high proportion of ELL students / gifted class / mixed levels / behavioral challenges] MY TEACHING STYLE: [describe how you teach] AVAILABLE RESOURCES: [projector, Chromebooks, no tech, etc.] CURRICULUM: [main units or topics for the year] MY BIGGEST CHALLENGES: [what's hardest about this class or context] With this base, everything I ask will already be adapted to this class without me repeating it.

You're my assistant for the year. Grade: [level]. Subject: [subject]. Students: [X], ages [range]. Style: [style]. Resources: [list]. Curriculum: [topics]. Remember this always.

Why it works: Setting context once saves you from repeating it every session. In Claude's Projects feature, this instruction persists across conversations — Claude "knows" your class before you even ask.

💡 Claude Projects tip: In claude.ai, create a Project for each class. Paste the base instruction there. Every time you open that project, Claude already has your context ready.

🗓️ Full week planning in one promptWhen to use: Every Sunday or start of week as a fixed routine

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This week I have the following classes: MONDAY — [X periods] of [X min]: [TOPIC] TUESDAY — [X periods] of [X min]: [TOPIC] WEDNESDAY — [description] THURSDAY — [description] FRIDAY — [description] Special considerations this week: [e.g., standardized testing Thursday / field trip Wednesday / sub needed Friday / picking up after a long break]. Generate: 1. A table with a brief plan per class: objective + main activity + closure 2. A list of materials and prep I need before Monday 3. A different bell ringer for each day 4. A flag if any class has too much content for the time available

Plan my week: [classes and topics per day]. Generate: plan table (objective + activity + closure), materials prep list, bell ringer per day, flag if any day is overloaded.

Why it works: A single prompt that organizes your whole week is the difference between 20 minutes of Sunday prep and 2 hours. The "overloaded day" flag catches what would have been a mid-lesson scramble.

📋 Convert a great result into a reusable templateWhen to use: When Claude generates something that works perfectly

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This result worked really well: [paste the text]. Convert it into a reusable template I can use next time by just changing the topic. Mark with [BRACKETS] every part I need to replace each time (topic, grade, duration, student names, etc.). Make the template self-explanatory: someone reading it for the first time should understand exactly what to fill in each bracket without me explaining it.

Convert this into a reusable template: [TEXT]. Add [BRACKETS] for everything that changes each time. Make it self-explanatory.

Why it works: Saving your best results as templates turns Claude from an occasional tool into a genuine system. Each template you save reduces future prep time permanently.

🎯 IEP and 504 accommodation supportWhen to use: To adapt lessons for students with IEPs or 504 plans

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I need to implement the following IEP/504 accommodations for a [GRADE LEVEL] student in [SUBJECT]: [list the specific accommodations, e.g., extended time / reduced assignment length / preferential seating / visual supports / read-aloud / chunked instructions / graphic organizers]. Today's lesson is: [describe]. Help me: 1. Adapt the lesson to implement these accommodations without singling out the student 2. Modify any written materials to be accommodation-compliant 3. Create supplementary supports needed (graphic organizer, visual checklist, simplified instructions) 4. Note what I should document after this lesson for progress monitoring Goal: same content as peers, with appropriate support.

Implement IEP/504 accommodations: [list] for [GRADE LEVEL] student in [SUBJECT]. Today's lesson: [description]. Adapt without singling out, modify materials, note what to document.

Why it works: IEP implementation is a legal requirement. This prompt helps you meet your obligations efficiently while keeping the student included with peers — the goal of every accommodation.

📝 End-of-year transition reportWhen to use: At the end of the year to document the class for the next teacher

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Help me write an end-of-year transition report for my [GRADE LEVEL] class to pass on to the next teacher. Class highlights: [what went well]. Persistent challenges: [what didn't improve]. Students who made exceptional growth (describe profile, no names): [description]. Students who need close monitoring next year (describe profile, no names): [description]. What the next teacher should know about this group: [key dynamics, strengths, sensitivities]. Goal: a useful pedagogical handoff — not just a summary of grades.

End-of-year transition report for [GRADE LEVEL]. Highlights: [list]. Challenges: [list]. Growth profiles: [describe without names]. What next teacher needs to know. Pedagogical handoff, not just grades.

Why it works: A real transition report saves the next teacher weeks of figuring out what you spent a year learning about this class. It's the professional courtesy that compounds across years.

🪞 End-of-year professional reflectionWhen to use: At the end of the school year to extract real learning from your practice

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I want to do an honest professional reflection on this school year. What went well: [list]. What didn't work as I expected: [list]. Moments that stand out — good or bad: [describe 2-3]. What I learned about myself as a teacher: [what you noticed]. What I'd do differently next year: [your ideas]. Help me: 1. Identify real patterns in what I'm describing (genuine strengths and growth areas) 2. Formulate 3 concrete intentions for next year (specific changes, not vague resolutions) 3. Name something worth celebrating from this year that I should actually recognize Be honest — I want useful reflection, not reassurance.

Year-end professional reflection. What worked: [list]. What didn't: [list]. Key lessons: [ideas]. Find real patterns, give 3 concrete intentions for next year, name something worth celebrating.

Why it works: Reflection with Claude works like having a thinking partner who mirrors back your own description — but spots patterns you can't see from inside the experience.

📚 Personal prompt bankWhen to use: To organize the prompts you use most often in one place

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Help me organize my most-used prompts into a personal prompt bank. The types of tasks I use Claude for most frequently: [list your most frequent uses, e.g., weekly lesson plans / feedback on student writing / parent emails / bell ringers / quizzes]. For each task type, generate a generic reusable prompt with [BRACKETS] that I can save and come back to. Organize them with a clear label so I can quickly find the one I need.

Create my personal prompt bank for: [list of frequent tasks]. One reusable prompt per task with [BRACKETS], clearly labeled.

Why it works: Your prompt bank is your personal teaching library. The more you use Claude, the more valuable it becomes — because you're building a collection tuned to your exact context.

🔁 Weekly reflection routineWhen to use: Every Friday afternoon as a 5-minute closing ritual

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This week in my [GRADE LEVEL] class: What went well: [describe]. What didn't work as expected: [describe]. A student moment worth noting: [describe — no names]. Something I want to do differently next week: [your idea]. What patterns do you see in what I'm describing, and what are the 2-3 most important things I should focus on next week to make it better?

This week: What worked: [list]. What didn't: [list]. A student moment: [note]. What patterns do you see and what should I focus on next week?

Why it works: Teachers who do structured weekly reflection improve measurably faster than those who don't. Five minutes on Friday is worth more than hours of retrospective review later.

🎉 All 8 modules complete! You now have a complete teaching system, not just a collection of prompts. Come back to any module whenever you need it.

✅ Checklist: Your Year with Claude

Set up base context for each class I teach Used the weekly planning prompt as a Sunday routine Converted at least one result into a reusable template Built my personal prompt bank Completed my end-of-year professional reflection

🎁 Bonus 1

30 Essential Prompts

The most-used prompts from the entire portal in one place. No context needed — copy, adapt, and use right now.

⚡ How to use this bonus

Organized by moment in your day or week. If you're short on time, start here.

📋 Weekly prep

1 · Lesson plan

Lesson plan on [TOPIC], [GRADE LEVEL], [X min]. With learning objective, hook, main activity, and closure check.

2 · Standards-aligned objective

3 learning objectives for [TOPIC], [GRADE LEVEL], aligned to [STANDARD]. With measurable action verb, from lower to higher Bloom's level.

3 · Full week planning table

Plan my week: [classes and topics by day]. Generate a table (objective + activity + closure), materials prep list, bell ringer per day, and flag if any day is overloaded.

4 · Unit sequence

Unit sequence of [X] days on [TOPIC], [GRADE LEVEL], [X min per class]. With objective, activity, and assessment checkpoint per day. Materials list at the end.

🏫 Start of class

5 · Bell ringer warm-up

Bell ringer on [PREVIOUS TOPIC], [GRADE LEVEL], 5-8 min. 3-5 mixed questions, projectable answer key, bridges to today's lesson on [TODAY'S TOPIC].

6 · Lesson hook

3 ways to open a lesson on [TOPIC] with [GRADE LEVEL] and hook attention in the first 3-5 min: a question, a surprising fact, and a mini-challenge.

✏️ Activities and materials

7 · Tiered practice exercises

Create [X] exercises on [TOPIC], [GRADE LEVEL]. 3 difficulty tiers (beginner / intermediate / challenging), answer key at the end.

8 · Printable worksheet

Printable worksheet on [TOPIC], [GRADE LEVEL]. Header (name/date/class), mixed activity types, answer space, bonus challenge for early finishers.

9 · Cooperative group activity

Cooperative group activity on [TOPIC], [GRADE LEVEL], [X min], groups of [X]. With learning objective, roles, interdependence, and whole-class share-out.

10 · Meaningful homework

Homework on [TOPIC], [GRADE LEVEL], max [X min]. Connected to today's class, no special materials, with self-check element.

11 · Discussion questions

5 discussion questions on [TOPIC], [GRADE LEVEL]. No single right answer, lower to higher Bloom's level, with teacher facilitation notes.

12 · Reading passage + questions

Reading passage on [TOPIC], [GRADE LEVEL], [X words]. With 5 questions: 2 literal, 2 inferential, 1 opinion/connection. Suggested answers at the end.

13 · Substitute teacher plan

Sub plan for [GRADE LEVEL] [SUBJECT], [X min]. No new content, step-by-step instructions for a non-specialist, early-finisher activity. Current topic: [TOPIC].

14 · Catch-up summary

Catch-up summary for [GRADE LEVEL] student who missed class on [TOPIC]. Key concepts, what to review before next class, 2-3 self-check questions. Friendly tone, 5-min read.

📊 Assessment

15 · Formative quiz

5-question formative quiz on [TOPIC], [GRADE LEVEL], 10 min. 3 multiple choice + 2 short answer. Answer key at the end.

16 · Summative test

Test on [TOPIC], [GRADE LEVEL], [X min], [X pts]. Multiple choice + short answer + extended response. Answer key and grading guide included.

17 · Project rubric

Rubric for [type of work] on [TOPIC], [GRADE LEVEL]. 4-6 criteria, 4 levels (Excellent/Proficient/Developing/Beginning), concrete descriptors, weighted to 100%.

18 · Student self-assessment

Student self-assessment on [TOPIC], [GRADE LEVEL]. 1-4 scale, open reflection questions, one action step forward. Half a page, under 5 min to complete.

✍️ Feedback and grading

19 · Written feedback on student work

Feedback on [GRADE LEVEL] student work on [TOPIC]: "[TEXT]". One specific strength, 2-3 improvements with text quotes, concrete next step. Max 150 words.

20 · 4-level comment bank

4 comment templates for [GRADE LEVEL] papers on [TOPIC]: Excellent / Proficient / Developing / Beginning. 3-4 sentences with [STUDENT NAME] and [SPECIFIC ERROR] placeholders.

21 · Report card comment

Report card comment for [GRADE LEVEL] student in [SUBJECT]. Performance: [level]. Strengths: [list]. Growth areas: [list]. [X]-[X] characters, parent-friendly, specific next step. No diagnostic labels.

💬 Parent communication

22 · Progress report

Progress report: [GRADE LEVEL], [SUBJECT]. Strengths: [list]. Growth areas: [list]. Behavior: [description]. Grade: [grade]. 3-5 paragraphs, parent-friendly, strengths first, ends with recommendation.

23 · Concern email to a family

Email to family about [concern], [GRADE LEVEL] student. Observable facts only, no accusations, one concrete next step. 3-4 paragraphs, professional and warm. Include subject line options.

24 · Class newsletter

Class newsletter for [GRADE LEVEL] families. Content: [list]. Scannable, friendly tone, [X]-[X] words, clear sections, ends with contact and one call to action.

🏫 Classroom management

25 · Re-engage a disengaged class

My [GRADE LEVEL] class is disengaged: [symptoms]. 3 concrete strategies for this week and one activity to reconnect them to the content.

26 · Disruptive student action plan

Disruptive student plan, [GRADE LEVEL]: [behaviors]. Already tried: [list]. Student context: [notes]. Hypothesis on their need + 3 tiered interventions for this week.

⚙️ Annual system

27 · Base context for the year

You're my teaching assistant for the year. Grade: [level]. Subject: [subject]. Students: [X], ages [range]. Style: [style]. Resources: [list]. Curriculum: [topics]. Always remember this context.

28 · Convert result to template

Convert this into a reusable template: [TEXT]. Add [BRACKETS] for everything that changes each time. Make it self-explanatory.

29 · Ask for 3 versions

Give me 3 versions of the above: one shorter, one longer, and one more interactive with student participation. Clearly label which is which.

30 · Adapt for a specific student

Adapt this material for a student who [situation, e.g., has reading difficulties / finishes everything first / missed several classes / has IEP accommodations for X]. Same objective, adapted format.

🎁 Bonus 2

Ready-to-Use Templates

10 structures ready for lesson planning, assessment, and parent communication. Fill in the brackets and use immediately.

📋 How to use

Copy the full template, fill in everything in [BRACKETS], and your material is ready. Each template includes a usage note.

📋 Template 1 · Weekly Lesson Plan

WEEKLY LESSON PLAN Teacher: [NAME] | Subject: [SUBJECT] | Grade: [GRADE] | Week of: [DATE] MONDAY · Topic: [TOPIC] · Duration: [X min] Objective: By the end of class, students will be able to [OBSERVABLE VERB + WHAT]. Hook (5-8 min): [OPENING ACTIVITY OR QUESTION] Main Activity ([X] min): [DESCRIBE] Closure (5 min): [HOW TO CHECK FOR UNDERSTANDING] Materials: [LIST] [REPEAT FOR TUESDAY THROUGH FRIDAY] POST-WEEK NOTES: What worked well? [...] What would I change? [...] Any students needing follow-up? [...]

📅 Template 2 · Unit Plan

UNIT PLAN Subject: [SUBJECT] | Grade: [GRADE] | Unit: [UNIT NAME] | Duration: [X] days ESSENTIAL QUESTIONS: [What big questions will students explore?] ENDURING UNDERSTANDINGS: [What will they understand long after the unit?] STANDARDS: [List relevant standards] OBJECTIVES — By the end, students will be able to: 1. [OBJECTIVE 1] 2. [OBJECTIVE 2] 3. [OBJECTIVE 3] DAILY SEQUENCE: Day 1 · [TOPIC] → Objective: [OBJECTIVE] → Activity: [ACTIVITY] Day 2 · [TOPIC] → Objective: [OBJECTIVE] → Activity: [ACTIVITY] [CONTINUE] ASSESSMENT: · Formative: [how you'll check progress during the unit] · Summative: [final assessment and date] MATERIALS: [list] | DIFFERENTIATION NOTES: [accommodations planned]

📊 Template 3 · Rubric (4×4)

ASSESSMENT RUBRIC Assignment: [TYPE] on [TOPIC] | Grade: [GRADE] | Total: [X] pts CRITERION 1: [NAME] ([X] pts) · Excellent: [concrete descriptor] · Proficient: [descriptor] · Developing: [descriptor] · Beginning: [descriptor] CRITERION 2: [NAME] ([X] pts) [REPEAT ABOVE STRUCTURE] CRITERION 3: [NAME] ([X] pts) [REPEAT] CRITERION 4: [NAME] ([X] pts) [REPEAT] TOTAL: ___/[X] pts COMMENTS: ________________________________ Student: __________________ Date: ___________________

🏅 Template 4 · Student Self-Assessment

SELF-ASSESSMENT — [UNIT/TOPIC] Name: __________________ Grade: _________ Date: _____________ Scale: 1=Not at all · 2=A little · 3=Mostly · 4=Fully □ I understand the key concepts of [TOPIC]. 1 · 2 · 3 · 4 □ I completed activities without much help. 1 · 2 · 3 · 4 □ I participated actively in class discussions. 1 · 2 · 3 · 4 □ I put in genuine effort throughout this unit. 1 · 2 · 3 · 4 □ I can explain what I learned in my own words. 1 · 2 · 3 · 4 What did I learn that I didn't know before? → ________________________________________________ What do I still need to work on? → ________________________________________________ What am I going to do to improve? → ________________________________________________

📋 Template 5 · Oral Presentation Observation

ORAL PRESENTATION — OBSERVATION FORM Student: __________________ Topic: _________________ Date: _______ Content knowledge: □ Yes □ Partial □ No Clarity of delivery: □ Yes □ Partial □ No Organization: □ Yes □ Partial □ No Use of evidence/examples: □ Yes □ Partial □ No Time management: □ Yes □ Partial □ No Response to questions: □ Yes □ Partial □ No Main strength: _________________________________ Main growth area: ______________________________ Score: ___/[X] pts

📄 Template 6 · Progress Report

PROGRESS REPORT Student: [NAME] | Grade: [GRADE] | Period: [PERIOD] | Subject: [SUBJECT] Teacher: [NAME] | Date: [DATE] ACADEMIC PERFORMANCE: During this grading period, [NAME] demonstrated [specific strength]. Their performance in [strong area] has been [specific positive description]. AREAS FOR GROWTH: [NAME] is working on strengthening [growth area]. Specifically, [objective description of the challenge]. BEHAVIOR AND PARTICIPATION: [Objective description of attitude, participation, and effort]. CURRENT GRADE: [GRADE/LEVEL] RECOMMENDATIONS FOR HOME: To support [NAME]'s learning, I encourage [specific, realistic recommendation]. Please feel free to contact me if you'd like to discuss [NAME]'s progress. [TEACHER SIGNATURE]

⚠️ Template 7 · Concern Email

Subject: [STUDENT FIRST NAME] — Quick Check-In Dear [PARENT/GUARDIAN NAME], I hope this message finds you well. I'm reaching out because I've noticed some changes with [STUDENT FIRST NAME] over the past [X weeks] that I'd like to share with you. In class, I've observed that [OBJECTIVE DESCRIPTION — facts only, no interpretation]. I'm sharing this because I care about [STUDENT FIRST NAME]'s success and want us to be on the same page. Would you be available for a brief call or meeting this week? I'm available [TIME OPTIONS]. Please feel free to reach me at [CONTACT INFO]. Thank you for your partnership. [TEACHER NAME] | [SUBJECT / GRADE]

📬 Template 8 · Class Newsletter

CLASS NEWSLETTER — [MONTH/WEEK] [GRADE] | [TEACHER] | [SUBJECT] WHAT WE'RE LEARNING: [Brief description of current unit/topic and why it matters] UPCOMING DATES: · [DATE]: [EVENT OR ASSESSMENT] · [DATE]: [EVENT OR DEADLINE] REMINDERS: · [REMINDER 1] · [REMINDER 2] HOW TO SUPPORT AT HOME: [1-2 concrete things families can do this week] QUESTIONS? 📧 [EMAIL] | Best times: [TIMES]

🤝 Template 9 · Home Support Guide

HOW TO SUPPORT [STUDENT NAME] AT HOME Subject: [SUBJECT] | Period: [PERIOD] WHAT YOU CAN DO: ✅ [Concrete action 1 — e.g., Ask your child to explain what they learned today in 5 minutes] ✅ [Concrete action 2] ✅ [Concrete action 3] WHAT TO AVOID: ❌ [What not to do — e.g., Completing homework assignments for them] ❌ [What not to do 2] QUESTIONS? [How and when to contact the teacher] Thank you for your support. Working together makes a real difference. [TEACHER NAME]

📝 Template 10 · Student Follow-Up Log

STUDENT FOLLOW-UP LOG Student: [NAME] | Grade: [GRADE] | Teacher: [TEACHER] | Year: [YEAR] DATE: [DATE] Situation observed: [objective description — facts only] Action taken: [what you did] Outcome: [what happened] Next step: [what comes next] DATE: [DATE] Situation: [description] Action taken: [what you did] Outcome: [result] Next step: [next action] CURRENT STATUS: [overall picture] Referral needed? □ Yes □ No □ Under review Family notified? □ Yes — Date: ___ □ No Admin involved? □ Yes □ No

🎁 Bonus 3

Quick Start Guide

The shortest path from zero to your first useful result with Claude. Under 5 minutes.

⚡ Who this guide is for

Just accessed the portal and don't know where to start? Or want a colleague to get going fast? This is the most efficient entry point.

Your first result in 5 steps

1

Open claude.ai

Create a free account. Just email — no credit card needed.

2

Set your teacher context

Copy Prompt 27 from Bonus 1, fill in your grade/subject/context, paste into Claude and hit Enter.

3

Pick your first task

Lesson plan → Module 2. Activity → Module 3. Quiz → Module 4. Feedback → Module 6.

4

Copy, fill in brackets, use

Hit "Copy prompt", fill in [BRACKETS] with your real data, paste into Claude, press Enter.

5

Review and adjust

Read the result. Something off? Use Prompt 29 ("Adjust this: [what to change]") — faster than starting over.

⏱️ Real time: Steps 1-5 take 3-7 minutes the first time. After that, it's a routine that runs faster every week.

4 golden rules

✅

Always give context

Grade level, number of students, time available. More context = better result, every time.

✅

Ask for adjustments, not rewrites

"Make it shorter" or "add more examples" is faster than rewriting the prompt from scratch.

✅

Ask for 3 options

"Give me 3 versions" always yields more useful variety than asking for one and iterating multiple times.

✅

Always review first

Claude generates 80% of the work. Your professional judgment completes the other 20%. Never use without reading.

3 mistakes to avoid

❌ Being too vague. "Give me a classroom activity" tells Claude nothing about your grade, topic, or time. Always give context.

❌ Using results without reviewing. Claude might include content you haven't taught yet. Always read before using in class.

❌ Discarding imperfect results. Ask for an adjustment — almost always faster than starting over with a new prompt.

Your 7-day roadmap

📅 First 7 days with Claude

Day 1: Created my account and set up my base context (Module 8) Day 2: Generated a complete lesson plan (Module 2) and used it in class Day 3: Created an activity or worksheet (Module 3) Day 4: Generated a quiz or formative assessment (Module 4) Day 5: Wrote a parent communication with Claude (Module 7) Day 6: Saved one excellent result as a reusable template Day 7: Used the weekly planning prompt for next week

🎯 After 7 days: Claude has stopped being "that AI tool I need to learn" and has become part of your teaching routine. That's exactly what this portal was designed to achieve.

🔄 Content coming soon

This section will include 30 additional prompts across 10 advanced topics. Check back soon for updates.

🔄 Content coming soon

This section will include 20 professional templates for lesson planning, assessment, and parent communication. Check back soon.

Claude for Teachers

Hey, teacher. Your time matters.

Where should you start?

Getting Started

Lesson Planning

Activities & Materials

Assessments & Rubrics

Your included bonuses 🎁

30 Essential Prompts

Ready-to-Use Templates

Quick Start Guide

Getting Started with Claude

🎯 What you'll achieve in this module

What is Claude and why is it great for teachers?

Step 1: Create your free account

Go to the site

Sign up

Verify your email

You're ready!

Step 2: How prompts work

Step 3: Your first prompt as a teacher

✅ Checklist: Getting Started

Lesson Planning

🎯 What you'll achieve

Complete lesson plans

✅ Checklist: Lesson Planning

Activities & Materials

🎯 What you'll achieve

Classroom activities

✅ Checklist: Activities & Materials

Assessments & Rubrics

🎯 What you'll achieve

Tests and quizzes

✅ Checklist: Assessments & Rubrics

Classroom Management

🎯 What you'll achieve

Classroom culture and motivation

Managing difficult situations

✅ Checklist: Classroom Management

Feedback & Grading

🎯 What you'll achieve

✅ Checklist: Feedback & Grading

Parent Communication

🎯 What you'll achieve

✅ Checklist: Parent Communication

Your Year with Claude

🎯 What you'll achieve

✅ Checklist: Your Year with Claude

30 Essential Prompts

⚡ How to use this bonus

📋 Weekly prep

🏫 Start of class

✏️ Activities and materials

📊 Assessment

✍️ Feedback and grading

💬 Parent communication

🏫 Classroom management

⚙️ Annual system

Ready-to-Use Templates

📋 How to use

Quick Start Guide

⚡ Who this guide is for

Your first result in 5 steps

Open claude.ai

Set your teacher context

Pick your first task

Copy, fill in brackets, use

Review and adjust

4 golden rules

Always give context

Ask for adjustments, not rewrites

Ask for 3 options

Always review first

3 mistakes to avoid

Your 7-day roadmap

📅 First 7 days with Claude

Advanced Prompt Pack

🔄 Content coming soon

PRO Templates Kit

🔄 Content coming soon