Education

I must explain this diagram [image and textbook caption] in [exam or class], at [level]. Ask me to describe it in my own words before giving a model explanation. Check labels, direction of processes and cause-and-effect against the supplied chapter [text]. Point out one misconception at a time and ask a question that lets me correct it. Do not invent labels you cannot read or introduce advanced material outside my syllabus. Finish with a short rehearsal checklist, not a script to memorise. Ask how much speaking time I have.

Make it yours: Upload a sharp image with its original caption and context.

I can follow worked solutions but struggle to choose a method. My course level is [level], permitted methods [list], teacher examples [text] and topics [topics]. Give me one new short problem at a time and ask which method I would use and why before any calculation. Wait for my answer; explain misleading clues and compare plausible alternatives using the supplied material. Do not reveal the solution immediately or introduce methods outside the syllabus. Keep a record of method-selection mistakes and ask which two methods I most often confuse.

Make it yours: Supply your teacher's methods so the exercise matches your course.

I am learning [concept] at [level]. Here is the textbook explanation [text], what I think it means [attempt] and teacher-approved terminology [terms]. Ask one diagnostic understanding question, then use one everyday analogy and one subject-specific example to address my answer. Explicitly explain where the analogy breaks down. Do not turn a simplification into a false rule or add advanced material outside the supplied syllabus. Give a new check question and wait. Ask which part of my explanation I am least sure about before teaching it again.

Make it yours: Include your own attempted explanation so the help targets the misunderstanding.

My language level is [level], exam question types [examples] and teacher-approved vocabulary [list]. Create a short original listening-practice script and questions that distinguish main idea, specific detail and speaker intention. First show only the questions; wait while a teacher, permitted audio tool or partner reads the script separately. Do not claim text-only chat played audio or use unavailable features. Keep the answer key separate until I respond, explain distractors and ask which question type I tend to miss before choosing the first exercise.

Make it yours: Arrange an actual reader or available audio tool; reading the transcript is a different exercise.

Here are my course's command-word definitions [teacher or exam-board text], sample questions [questions], subject [subject] and my attempted answers [answers]. Compare what each command word asks me to do using only these definitions. Ask me to identify the required response before showing a short example. Do not invent marking rules, guarantee marks or assume definitions transfer unchanged between courses. Point out when I describe instead of explain, with a source reference. Ask which command word I most often misread before starting a practice round.

Make it yours: Use the definitions for your exam board or teacher, not a generic internet list.

Use my teacher-approved material [text] about [topic] at [level]. Create one short correct explanation and one plausible wrong explanation based on a specific misconception, clearly labelling the exercise as a challenge rather than presenting invented facts as teaching material. Wait for me to choose and explain my reasoning before revealing the correction with a source reference. Do not invent exam-board claims or use unsupported specialist details. Ask which misconception I keep making before choosing the first pair.

Make it yours: Use a trusted answer source and review the correction, not just the quiz result.

Here is the approved definition of [concept] from my course [text], level [level] and examples the teacher used [examples]. Give me one new example and one near-miss using only supported facts, then wait for me to explain which defining condition each meets. Correct my reasoning with references to the definition, not a memorised answer. Do not invent exceptions or marking rules. Ask which word in the definition is unclear before starting, and label any invented teaching scenario as fictional.

Make it yours: Use the exact definition for your course and explain your choice before seeing feedback.

Use this teacher-approved process diagram and explanation [material] for [topic and level]. First ask me to draw or describe it from memory without showing the source again. Compare my submitted attempt [attempt] with the supplied stages, connections and labels. Do not infer understanding from neatness or invent extra stages. Give one targeted correction and ask me to explain the corrected connection before another attempt. Ask which part I want tested before choosing the first prompt.

Make it yours: Use a trusted reference and compare connections, not artistic quality.

Here is my class material on exact values and rounding [text], teacher instructions [rules] and three questions I attempted [work]. Ask me what precision each question requests before reviewing my calculation. Show where rounding occurred and whether the supplied rules support it, without inventing an exam convention. Give one small practice question at a time and wait for my answer. Do not complete assessed work against the teacher's rules. Ask which line I rounded first before explaining the effect.

Make it yours: Supply the teacher's actual convention; do not assume every subject uses the same rule.

Here is a table and its original labels, units and footnotes [image or text], plus the practice question [text] and my course level [level]. Ask me to identify the required row, column and unit before doing any arithmetic. Check my selection against the supplied table and explain one mistake at a time. Mark unreadable cells rather than filling them in, and do not add outside data. Give a similar clearly fictional practice table if I need another try. Ask which heading I find confusing first.

Make it yours: Include footnotes and the full headings, not just the numbers.

Last week I revised [topics] with these notes [notes]. My earlier answers and corrections are [work], and test format [format]. Make a short retrieval quiz revisiting the ideas with new examples, not copies of the old questions. Ask one question at a time and wait for my answer before feedback. Separate a correct guess from an explanation I can support. Stay within the supplied syllabus and flag gaps or ambiguous questions. Afterwards list what I retained, what I confused and a manageable next practice session. One short quiz does not prove mastery.

Make it yours: Include previous mistakes so the quiz can revisit them.

I have uploaded my exam timetable and the chapters for each subject. Today is [date]. I can study at [times], except [sport, work and other commitments]. My hardest subjects are [subjects]. First read back the exam dates and flag anything unreadable. Make a day-by-day plan with specific chapters, practice questions, breaks and catch-up time. Prioritise earlier exams and topics I find difficult. Do not schedule study during exams or cut my sleep. If the workload will not fit, tell me what needs changing rather than hiding the conflict.

Make it yours: Upload the syllabus as well as the timetable; remove your name and school details.

Use only the attached photos or PDF pages for my [subject] test at [school level]. The test covers [chapters] and lasts [minutes]. First list the readable topics and ask about missing or blurred pages. Create a practice test with recall, explanation and application questions, marks per question and a total. Put the answer key in a separate section after a clear stop marker so I can attempt the test first. Link each answer to a page or section. Do not invent content from unreadable pages or claim this predicts my real exam.

Make it yours: Tell the assistant whether calculators and formula sheets are allowed.

Help me prepare for an oral exam about [book title and author] at [level]. I have attached my reading notes, assignment and relevant extracts. Ask one examiner question at a time about plot, characters, themes, narrative perspective or a passage. Wait for my answer, then give specific feedback and a follow-up question. Use my supplied text for quotations and page numbers; do not invent either. If the materials cannot support a factual question, say so. Help me explain my own interpretation rather than memorise your script.

Make it yours: Include the edition and your teacher's criteria. Share only excerpts you are allowed to share.

Here is a photo of my maths homework and what I have tried. I am in [year or level] and we have learned [methods]. Read the question back, including symbols and units, before solving anything. Ask me what the question wants me to find, then give one small hint and wait. Help me choose a method we have covered. If I am still stuck, explain one step and let me attempt the next. At the end ask me to check the result by substitution, units or another appropriate check.

Make it yours: Include the whole question and your attempt, even if it is only a sketch.

I have a French speaking test at [level] about ordering food. Play a café server and begin in simple French. Ask one question, wait for my answer, then continue the conversation. Include a drink, a price question and an unavailable item. Correct one important mistake after each answer with a short explanation in English. Use the vocabulary from this class list: [list]. Do not give me all my lines in advance.

Make it yours: Change the situation to asking directions or buying a train ticket if that is your test topic.

Use this biology chapter on [topic] to make [number] short flashcards at [level]. Put one question on each front and a precise answer on the back, with a page reference. Include process steps, distinctions I could confuse and application, not only definitions. Flag unreadable diagrams. Give the cards in a two-column table I can copy into my study app. Stay within the uploaded chapter.

Make it yours: Upload the chapter and tell the assistant which diagrams are included in the test.

Read this physics question and my attempt from the image. First check the numbers, units and what is being asked. Help me draw or describe the situation and separate given values from the unknown. Ask which equation from our supplied formula sheet might apply and wait. Guide me through unit conversion and one calculation at a time. Do not guess blurry numbers or use a formula we have not covered without explaining it.

Make it yours: Attach your class formula sheet and include your school level.

Here are my history essay assignment, rubric, notes and sources. My tentative answer is [idea]. First explain what the question asks. Ask me for my argument and help organise my own points into a paragraph outline with evidence references and a counterargument. Mark gaps in the sources instead of inventing facts or quotations. Do not write the final paper for me. Follow these course AI rules: [rules]. End with the first paragraph I should attempt myself.

Make it yours: Include the actual assignment, not just the historical topic.

My debate question is [question], for [subject and level]. I currently think [claim]. Find [number] relevant accessible sources that could support, qualify or contradict it. Do not search only for proof I am right. Open each source and give its title, author or organisation, date, link and the exact aspect it addresses. Distinguish original evidence from opinion and repeated reporting. Mark inaccessible sources as unchecked; do not invent references or quotations. Suggest a narrower claim if the evidence calls for it.

Make it yours: Specify any source restrictions in your assignment. This needs a browsing-enabled assistant.

I have uploaded my marked [subject] test, the questions and the teacher's comments. Read the marks and comments back first; flag unclear handwriting. Group the errors into knowledge gaps, method mistakes and missed instructions, using actual answers as evidence. Explain the first two corrections at [level] and give me a short exercise for each. Do not assume why I made a mistake without asking me. Make a 30-minute revision plan from the demonstrated gaps.

Make it yours: Remove names and student numbers. The teacher's marking scheme is useful if you have it.

This is my chemistry homework question: [question]. My balanced equation and calculation are [attempt], using this class method [method]. Check atom counts, units and the first step where the working stops following from the previous line. Give a hint and wait for my revision. Explain the relevant idea at [level]. Keep this to paper calculations; do not suggest carrying out an experiment or handling chemicals.

Make it yours: Include units and every line of working, not only your final number.

We have a [minutes]-minute presentation about [topic], due [date], with [number] group members. Here are the rubric, available meeting times and what each person has volunteered to do: [details]. Make a slide outline, task list and rehearsal schedule. Balance preparation and speaking time, identify shared dependencies and leave a check before submission. Do not invent anyone's availability or assign tasks as if they agreed. Mark the plan as a proposal for our group.

Make it yours: Use initials or roles rather than sharing classmates' personal details.

I teach [age and level] and pupils are adding fractions by adding both numerators and denominators. Plan a [duration]-minute lesson using our curriculum goal [goal] and prior learning [details]. Include an opening question, a visual example, guided practice and an exit question. Explain what different answers might reveal without labelling a child from one response. Include transition time and keep the total within the lesson.

Make it yours: Supply the exact misconception seen in pupils' work; use anonymised examples.

I am at [level] and do not understand why we need a common denominator to add fractions. Explain it first using equal-sized pizzas and then with a simple numerical example. Say where the pizza analogy stops helping. Ask me one check question and wait before revealing the answer. Use the notation taught in my class: [notes].

Make it yours: Say which part confuses you and share the method your teacher uses.

Use the attached assignment, rubric and my science lab report draft. For each criterion identify evidence in my draft, one improvement and missing material. Check whether my conclusion follows from my recorded results and whether units and uncertainty are clear. Do not invent measurements, observations or references. Preserve my argument and do not write the assignment for me. Prioritise the revision I should attempt first.

Make it yours: Include the actual results and follow your course's AI rules.

I am learning French at [level] and mix up the past tenses in this class handout: [material]. Ask three short questions one at a time and wait for each attempt. Use my actual answers to choose the next exercise. Explain a mistake with reference to the supplied rules and let me correct it. Do not infer my overall language ability from one mistake or reveal the answer before I try.

Make it yours: Paste your class examples so the practice uses the tenses you have learned.

Here are the geometry question, supplied diagram description, allowed theorems and my proof: [material]. Identify the first unsupported statement or theorem used without its conditions. Give one targeted hint and wait for my revised attempt. Do not infer equal lengths or angles from how a diagram looks. If my proof is correct, ask why each theorem applies rather than replacing my proof with yours.

Make it yours: Include the stated givens and every proof step, not only the conclusion.

At [level] we have learned these methods: [class notes]. Create four short word problems within that scope requiring percentages, ratios or fractions. Do not label the method. Ask me to choose and justify a method before calculating, one problem at a time. After my answer, assess my choice and calculation separately using the supplied class methods. Show the answer only after my attempt.

Make it yours: Provide the methods taught in your course so the exercise stays within scope.

Use this maths practice conversation and our class notes [source] to create a one-page revision sheet. Include concepts demonstrated, actual mistakes in my answers, corrected reasoning and three new practice questions. Reference the relevant class rule. Do not claim mastery from one success or invent weaknesses I have not shown. Mark disputed explanations for checking with my teacher.

Make it yours: Keep the note short enough to use in a later practice session.

I have a history test on [period or topic] at [level]. Use my attached course notes to quiz me on causes, chronology and consequences. Stay within the notes and flag anything missing. Ask one question at a time, wait for my answer and explain only the part I misunderstand. After five questions list the gaps evidenced by my answers and the note sections I should revisit. Do not invent dates or quotations missing from the notes.

Make it yours: Add the exam format and which chapters are in scope.

Compare the attached algebra equation and my handwritten working at [level]. Read back the equation first and flag unclear signs or handwriting. Find the first line where I changed the equation incorrectly. Give a hint about that operation, then wait for my correction. When I finish, ask me to substitute my answer into the original equation to check both sides. Do not guess an unreadable symbol.

Make it yours: Upload the entire problem and your intermediate steps, not only the final answer.

Tomorrow I have a geography vocabulary test at [level]. Here is our vocabulary list and the definitions from class: [list]. Ask me one term at a time and wait for my explanation. Check it against the supplied definition, explain any gap and revisit missed terms later in a new question. Do not show the answer before I attempt it or invent facts absent from our material.

Make it yours: Paste the actual test vocabulary and say which terms confuse you.