The Presses Universitaires de la Méditerranée have published a book titled From Making Students Speak, Write, and Think to Educational Action, which focuses on French didactics, or the methods and theories of teaching. The work is part of a continuing dialogue with the insights of Dominique Bucheton, a prominent educator, particularly regarding the professional practices of teaching and learning. The book is edited by Richard Etienne, Martine Dreyfus, and Jean-Charles Chabanne. The book provides practical approaches to evolving classroom practices, such as adjusting teaching strategies like scaffolding—where teachers support students in learning new tasks—and weaving, a method that connects different aspects of learning. It also emphasizes training through "participatory research," where teachers and students work together to improve learning, and managing educational institutions. The book aims to "change the school with and thanks to its actors," focusing on understanding and improving educational practices and staff training to drive a democratic, humanistic, and social transformation of the educational system. Dominique Bucheton's ideas have become even more relevant now, especially with the rise of artificial intelligence, which can generate text automatically. It is crucial to implement a meaningful didactic approach to writing in the classroom, both using and resisting AI. This involves viewing students as active "writing subjects," focusing on the writing process rather than just the final product, and encouraging self-regulation of learning. This approach includes evaluating intermediate writings and helping students manage their learning independently. An article by Yann Mercier-Brunel offers guidance on refining evaluation criteria. It suggests using the "enunciative and pragmatic dimension of the text," its "semantic and symbolic dimension," and the construction of "a relationship to the norm." These criteria aim to provide a more comprehensive understanding of student work beyond mere content. Dominique Bucheton's "evaluation concept" has not yet been fully adopted in the school system, and it is up to educators to take on this challenge. The focus should be on giving real meaning to writing and learning processes rather than lamenting the limitations of traditional evaluations, which are often made obsolete by current school norms and new technologies. Dominique Bucheton concludes by envisioning a new role for teachers, one that breaks away from traditional expectations. She describes a teacher as a mediator and companion, a role that must be developed through training and societal change. This transformation requires significant shifts in teaching methods, including diverse forms of scaffolding—supporting students in learning—and co-scaffolding among students. She envisions a teacher who can be silent, listen, and observe to better adapt learning situations to the diverse needs of students. This approach demands that teachers use their creativity and freedom, integrating technical and didactic practices with a broader set of considerations such as classroom atmosphere, time, and the overall engagement of the classroom as a "great social brain."