A Grade 4 teacher in Ontario showed her class a video of children walking long distances to school barefoot. The video sparked a discussion among students, with one questioning its authenticity and calling it "AI slop," a term used to describe content that seems artificially created. Another student shared a personal story, while a third suggested the video might be entirely AI-generated. This exchange took place during a study on restorative justice and anti-racism in five schools across Ontario. Teachers involved in the study are exploring the use of "peacemaking circles," a method where students and teachers gather in a circle to discuss issues, share experiences, or resolve conflicts. Only the person holding a designated "talking piece" is allowed to speak at a time, encouraging active listening and respect for others' voices. In this particular Grade 4 class, the circles had not yet been introduced. Discussions about generative AI in education often focus on concerns like cheating and accuracy. However, recent research in Canadian classrooms, including the author’s own teaching experience and new studies on AI-assisted debates, suggests that listening is a vital skill that many teachers need support in developing. In the Grade 4 classroom, most students believed the video was fake, using a term that can quickly end discussions by dismissing the content as artificial. This raises concerns about how we treat others’ experiences—whether we are willing to consider them as real and meaningful enough to shape our own views. In democracies, the practice of listening is becoming more important as people encounter fewer differing viewpoints, often due to recommendation algorithms that sort users into like-minded groups. Misinformation can thrive in such environments, and large language models, designed to keep users engaged, often agree too easily, which can hinder the development of critical listening skills. Listening is a skill that only grows with practice. Observations of teachers learning to lead peacemaking circles show that they need preparation and guided practice to engage in difficult conversations. Many new teachers want to have meaningful dialogues with students but may lack the knowledge or confidence to open up hard topics or respond effectively when students share differing experiences. AI can support these efforts in several ways: a "steel-man generator" helps students articulate the strongest version of opposing views; a "synthesis engine" creates debates between experts on both sides of an issue; and a "rehearsal partner" allows teachers to practice difficult conversations by simulating student responses. AI can be a helpful tool in teaching students to listen, but educators must be careful about its limitations. Large language models can sometimes make up information or agree too quickly, which can lead to inaccuracies. The key is to use AI as a starting point for discussion, not a replacement for real dialogue. In a classroom like the Grade 4 class, listening begins with slowing down and asking questions like: What makes something feel real to us? Whose experiences are easiest to believe? And whose are hardest? If students had practiced these questions in peacemaking circles, or if a teacher had rehearsed the conversation with AI playing the role of a student who insisted the video was fake, the gap in understanding might be narrower. Without intentional efforts, AI could widen this gap. However, when used effectively, AI could help bridge it.