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We focus our study on US K12 public school teachers (N = 24) who regularly design and complete text-generation tasks such as creating quizzes, slide decks, word problems, reading passages, lesson plans, classroom activities, and projects. In one-on-one video- and audio-recorded virtual sessions, we observe each teacher using ChatGPT-4 for work tasks of their choosing for 15 minutes, then debrief their experience. Analyzing 201 prompts inputted by the 24 teachers, we uncover four main modes with which the teachers request support from ChatGPT: (1)\n            <jats:italic toggle=\"yes\">make for me<\/jats:italic>\n            (55% of prompts), (2)\n            <jats:italic toggle=\"yes\">find for me<\/jats:italic>\n            (15%), (3)\n            <jats:italic toggle=\"yes\">jump-start for me<\/jats:italic>\n            (10.5%), and (4)\n            <jats:italic toggle=\"yes\">iterate with me<\/jats:italic>\n            (15.5%). The first three modes (make, find, and jump-start) are often requests of generative AI to\n            <jats:italic toggle=\"yes\">do something,<\/jats:italic>\n            whereas the fourth mode (iterate) is a request of generative AI to\n            <jats:italic toggle=\"yes\">think.<\/jats:italic>\n            In a follow-up survey of the same 24 teachers, most report using multiple modes for their work, but infrequently. Our study contributes new data and knowledge about how teachers are coming to understand whether and how to integrate generative AI into their teaching preparation routines.\n          <\/jats:p>","DOI":"10.1145\/3711026","type":"journal-article","created":{"date-parts":[[2025,5,3]],"date-time":"2025-05-03T01:35:05Z","timestamp":1746236105000},"page":"1-23","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Making ChatGPT Work for Me"],"prefix":"10.1145","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3329-5629","authenticated-orcid":false,"given":"Samantha","family":"Keppler","sequence":"first","affiliation":[{"name":"Ross School of Business, University of Michigan, Ann Arbor, MI, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9351-0541","authenticated-orcid":false,"given":"Wichinpong Park","family":"Sinchaisri","sequence":"additional","affiliation":[{"name":"Haas School of Business, University of California, Berkeley, Berkeley, CA, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0742-3519","authenticated-orcid":false,"given":"Clare","family":"Snyder","sequence":"additional","affiliation":[{"name":"Ross School of Business, University of Michigan, Ann Arbor, MI, USA"}]}],"member":"320","published-online":{"date-parts":[[2025,5,2]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Mehmet Haldun Kaya, and Fatih K\u00fcr\u015fat Cansu","author":"Adiguzel Tufan","year":"2023","unstructured":"Tufan Adiguzel, Mehmet Haldun Kaya, and Fatih K\u00fcr\u015fat Cansu. 2023. 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