Hanna Mick - Prompts

🔒 Protect confidentiality: Always de-identify information before entering it into an AI tool. Never include information that could identify a student, family, or staff member. When in doubt, describe the pattern, not the person.

🚒 ➡️ 🏛️

From Firefighter to Architect

Use when: The same behavior or problem keeps returning.

I keep responding to [describe the recurring issue]. Help me move from reacting to the immediate problem toward building the skills, structures, and supports that could reduce it over time. Identify one short-term response, one skill-building intervention, and one systems-level change.

👁️ 👁️ 👁️

Three Lenses

Use when: You need more than one possible approach.

Give me three ways to approach this situation: one relationship-based, one skill-based, and one systems-level. For each approach, explain the possible benefit, limitation, and first step.

✏️

Skill Gap or Will Gap?

Use when: A student is being described as unmotivated, defiant, careless, or unwilling.

Help me examine whether this concern may involve a missing skill, unmet need, unclear expectation, environmental barrier, motivation issue, or combination of factors. Do not diagnose the student. Provide questions I can use to gather more information before choosing an intervention.

Make the Case

Use when: You are advocating for a change.

Help me build a clear case for [proposed change]. Organize it around the student need, available evidence, likely benefits, possible concerns, required resources, and a realistic first step. Also identify the strongest reasonable objection and how I could respond without becoming defensive.

😨

What Would I Do If I Weren't Afraid?

Use when: You have an idea that keeps coming back and you keep talking yourself out of it.

I want to try [describe the idea — a new group, club, lesson, or program]. I haven't done it yet. Don't help me figure out why. Help me do it. What would this actually look like if I started next month? Build me a rough plan — what's the first session, who's the audience, what do I need to have ready, and what can I figure out as I go. Assume I am doing this. Help me begin.

✨

Student Experience Check

Use: When planning a lesson, intervention, or procedure.

Ask: I’m creating a [lesson/intervention/procedure] for [grade level] students about [topic or goal]. Review it from the student perspective. What might feel supportive, confusing, embarrassing, inaccessible, or overly adult-driven? Suggest ways to increase student voice, dignity, clarity, and meaningful choice.

Borrow a lens from another field. See your work differently.

🎮

Role Remix: Lesson Planning
Think like a Game Designer

Use when: You're planning a classroom lesson and you want students actually in it — not just present.

I am planning a lesson on [topic] for [grade level]. Help me think like a game designer. Where does the student get to make a choice? What happens if they get it wrong — is there a way back in? Where is the challenge level, and does it scale? What would make a student want to try again? Redesign one part of this lesson so it has more agency, more feedback, and more reason to stay engaged.

📦

Role Remix: Small Group
Think like a Product Designer

Use when: You want to run a group where students don't just learn a skill — they build something with it.

I want to design a small group around [topic or SEL skill]. Instead of a traditional curriculum where I deliver content and students receive it, help me think like a product designer. What if students were the design team and the group was the studio? Help me build a group arc where students identify a real problem, develop a solution together, and create something — a tool, a resource, a video, a guide, a pitch, an experience — that reflects the skills they practiced along the way. What would each session do? What would the final product be? Who would the audience be? And how does the skill get learned through the making, not before it?

⚖️

Role Remix: Advocacy
Think like a Public Defender

Use when: You're trying to make a case for a student, a program, or a change — and you keep hitting walls.

I am advocating for [describe the issue without identifying details]. Help me think like a public defender building a case. What is the strongest argument for this student or this change? What evidence do I have, and what am I missing? What objections will I face, and how do I address them without getting defensive? Who in the room has the power to decide — and what do they actually need to hear?

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