app · 2026-04-14

Bidet AI — "Clean Classroom" Feature Brief

Author: Claude Code (G16), for Apex Claude to implement

Date: 2026-04-14

Source recordings: Saint Francis 6th grade history, Class A (10:44 AM) and Class B (11:34 AM), Monday 2026-04-14

Topic taught: Nixon-era détente → Ping Pong Diplomacy with China → SALT I with USSR → Middle East (Israel's 1948 founding, Suez Canal, Six-Day War) → current-events bridge to Strait of Hormuz and oil shipping

1. What this feature is

A new tab in Bidet AI — working title "Clean Classroom" — that takes a classroom clean_ transcript and transforms it into student-facing class notes for any kid who missed that period. It is not a summary for Mark. It is a study handout for a 6th grader.

Mark's spec, verbatim:

"I need a new tab... clean classroom. It needs to analyze it and format for class notes. Excludes the way off topic, mentions the topic of the tangent. Designed to be a replacement for anyone missing class. It should answer, verify and gently correct my open questions and statements."

2. How Mark actually teaches (verified from both recordings)

This matters because the prompt has to respect how he runs a room:

• Socratic + lecture hybrid. He constantly asks the class questions ("What was the name of the block? What did I call it?") and nudges them toward the answer rather than stating it cold.
• He thinks out loud. He second-guesses himself live ("Wait, maybe it was. It wasn't nuclear. I thought it had opened us up to science and technology. Maybe that was in China.") — Class A, Soviet tech exchange.
• He self-corrects. In Class A he briefly says "North Koreans, the North Vietnamese" and then corrects. In Class B a kid misspeaks "Japan is isolated" about Israel and Mark gently glosses past it ("I try and make wrong answers no big deal in class").
• He rides tangents on purpose. Class A drifts from the Middle East into Alaska → Dahlonega gold rush → Trail of Tears → Alaska pipeline, then snaps back. Class B briefly detours into US vs Belgium soccer friendly, Taiwan's computer chips, and the difference between Western and Eastern Europe.
• He leaves things open when he doesn't know. Class B: "Is Cyprus Muslim? I think so. I'm pretty sure... I would think so, but I don't know for sure." Class A: "How much money do [Dubai citizens make]? I don't know, I'd have to look it up."
• Class voice vs Mark voice. ~90% Mark, ~10% students. Student lines are short questions ("Don't we have a pipe that goes through Alaska?", "Is it cold in summer?"). These questions are often the best jumping-off points for notes because they mark the moments Mark pivoted to explain something.

Tangent rule of thumb: If it doesn't connect back to the chapter/unit within ~2 sentences, it's a tangent. Alaska pipeline is a tangent from Middle East oil, but Mark ties it back to oil shipping so it counts as on-topic. The student trip / carry-on rules / Air Canada flight question at the end of Class A is a pure tangent — body ends before that.

3. What "Clean Classroom" should output

Student-facing notes that:

1. Cover the on-topic material in teaching order (the order Mark presented it, not textbook order).

2. Use Markdown headings per major topic, bold for terms to know, bullets for facts.

3. Include a "What you missed in one minute" TL;DR block at the top — 3–5 bullets.

4. Exclude way-off-topic tangents from the body, but note the tangent parenthetically in italics so the absent student knows it happened: (Class briefly discussed the upcoming student trip to Italy and carry-on rules — ask a classmate if you need details.)

5. Gently fill in Mark's open questions and partial-wrong statements — phrased as study-support, not correction. Use bracketed notes like [Answer: …] or [Quick fact: …]. Never "Mr. Barnett got this wrong." If he said "I'd have to look it up" — look it up and add the answer in brackets.

6. Flag open questions for next class so the student walks in ready: > Open for next class: …

7. End with a "Key terms" glossary and a "Possible quiz questions" section (Mark mentioned a Friday quiz in Class A — students will want this).

4. UI — new tab in Bidet AI

Tab location: Add as a fourth tab alongside existing Record / Clean / Analyze tabs. Name it "Student Notes" in the UI (cleaner than "Clean Classroom" — Mark's spec says the name is flexible).

Inputs:

• Dropdown of existing clean_*.txt files in C:\Users\Breezy\honest-answers\dumps\
• Optional free-text field: "What unit / chapter is this?" (defaults blank, Mark can type e.g. "Chapter 14 — Nixon and the Cold War")
• Optional grade-level selector (default: 6th grade)

Output panel:

• Rendered Markdown on the right side
• Copy-to-clipboard button
• "Save to Drive" button (write to C:\Users\Breezy\honest-answers\dumps\notes_<timestamp>.md and also to Mark's Google Drive AI_Library/Class_Notes/)
• Regenerate button

No user-visible prompt editing — keep it one-click. Mark doesn't want to tune prompts; that's our job.

5. Pipeline — how it slots in

Existing pipeline produces clean_<ts>.txt (cleaned transcript), forai_<ts>.txt (LLM-ready), and analysis_<ts>.txt (summary for Mark). Clean Classroom runs as a fourth parallel output, consuming the same clean_ file as input but calling a separate LLM pass with the system prompt below. Output goes to notes_<ts>.md next to the other dumps and is surfaced in the new Student Notes tab. No changes to the existing three outputs. Runs automatically after a recording finishes and on-demand via the dropdown.

6. System prompt (the key deliverable)

You are generating class notes for a middle-school student (6th grade by default)
who missed today's class. Your input is a cleaned-up transcript of the teacher,
Mr. Barnett, teaching a history lesson. The transcript is ~90% Mr. Barnett and
~10% brief student questions. Mr. Barnett teaches Socratically: he asks the class
questions and nudges them toward answers, he thinks out loud and sometimes self-
corrects, and he rides tangents to make the material real before snapping back.

Your job: turn this raw teaching into clean, student-facing class notes that can
fully replace being in the room that day.

REQUIRED OUTPUT STRUCTURE (Markdown):

1. Title line: `# Class Notes — <date> — <topic inferred from transcript>`
2. `## What you missed in one minute` — 3 to 5 plain-language bullets.
3. `## Notes` — the main body, broken into `###` subheadings for each major topic
   in the order Mr. Barnett taught it. Use bullets for facts, **bold** for terms
   to know, and short paragraphs where a story needs to flow (Mr. Barnett often
   teaches through story — keep that).
4. `## Key terms` — glossary, one line each.
5. `## Open for next class` — anything Mr. Barnett left hanging on purpose.
6. `## Possible quiz questions` — 4 to 6 questions a student could use to self-check.

RULES:

- **Exclude way-off-topic tangents from the body.** Examples of way-off-topic:
  upcoming field trips, airline logistics, classroom supply requests, side chat
  about sports scores, comments about specific students. When you cut a tangent,
  replace it with a single italic line in the body so the absent student knows it
  happened, e.g.:
  *(Class briefly discussed the upcoming Italy trip and carry-on rules — ask a
  classmate for details.)*

- **Keep on-topic tangents.** If Mr. Barnett drifts from Middle East oil into the
  Alaska pipeline and ties it back to oil shipping, that counts as on-topic —
  include it.

- **Gently fill in open questions and self-corrections.** When Mr. Barnett asks
  the class a question and no clear answer lands, or he says "I'd have to look
  that up," or he hedges ("I think so, I'm pretty sure"), supply the correct
  answer inline using a bracketed note:
  **[Answer: …]** or **[Quick fact: …]**
  Never say "Mr. Barnett was wrong" or "Mr. Barnett didn't know." Frame every
  fill-in as helpful context for the student, not a correction of the teacher.

- **When Mr. Barnett self-corrects mid-sentence, use the corrected version only.**
  Don't preserve the stumble.

- **Preserve Mr. Barnett's voice and analogies.** He explains canals as "man-made
  rivers," compares missile silos to grain silos in Milton, GA, and says "money
  makes the world go around." Keep those — they're how the kids will remember it.

- **If a student question in the transcript triggered an important explanation,
  you may quote the student question in italics** as a section opener, because
  that's often where the best teaching happened. Do not name the student.

- **Open for next class** goes in its own section at the end. Only include items
  Mr. Barnett intentionally left open for next period, not things he forgot or
  you filled in.

- **Reading level:** 6th grade. Short sentences. Active voice. Define any word a
  6th grader might not know on first use.

- **Length target:** roughly the length of the transcript's on-topic content,
  compressed about 2x. A 40-minute class should yield ~800–1500 words of notes.

- **Do not fabricate.** If the transcript is too garbled to tell what was taught,
  say so in the TL;DR and output only what you can verify.

- **Do not name any students by name**, even if names appear in the transcript.
  Student questions are attributed as "A student asked…" only.

Return only the Markdown notes. No preamble, no explanation.

7. Example output snippets — drawn from the actual 10:44 AM Class A recording

These are spot-examples, not a full draft. Use them to calibrate tone.

Example 1 — TL;DR opener:

## What you missed in one minute

- Review of political cartoons: cartoonists exaggerate one feature (Nixon's nose, Obama's ears, Trump's hair and tie).

- Ping Pong Diplomacy: the US used a friendly ping pong match as cover to open talks with communist China under Nixon.

- The real goal was to pull China away from backing North Vietnam so the Vietnam War could end.

- Nixon's foreign policy after Vietnam: help other countries, but don't take "basic responsibility" — no more Vietnams.

- Intro to the Middle East: why Israel exists, and why the Suez Canal and Strait of Hormuz matter for world oil.

Example 2 — body section with an on-topic tangent kept in and a gentle fill-in bracketed:

### Ping Pong Diplomacy

After 1949, China became communist, and the US refused to even recognize the Chinese government. America hated communism. But Nixon wanted a way in. Going to China openly would have been too controversial, so the US and China set up a "friendly" — a ping pong match between the two national teams.

On the surface: just ping pong. Behind the scenes: American and Chinese diplomats (people whose job is negotiating instead of fighting) were meeting and making deals. That is what diplomacy means — talking it out instead of shooting it out.

Why did the US want to be friends with China? Not because of China itself — because of Vietnam. China was supplying weapons to North Vietnam and Ho Chi Minh. If China stopped helping North Vietnam, North Vietnam couldn't keep fighting, and the Vietnam War could end. [Quick fact: Nixon officially visited China in February 1972, and it was the first time a sitting US president had ever done so.]

Example 3 — self-correcting a hedge as a bracketed fact:

Mr. Barnett mentioned the US and USSR agreed to exchange in two specific areas under détente. [Answer: science and technology.] This came out of the SALT talks, which we'll cover more next class.

Example 4 — tangent excluded from body, noted in italics:

### The Strait of Hormuz (current events bridge)

Today, Iran is doing something similar to what Egypt did with the Suez Canal. The Strait of Hormuz is a very narrow gap of ocean between Iran and the Arabian Peninsula. Almost all of the oil from Kuwait, Iraq, and Iran has to be loaded onto ships and pass through this strait to reach the rest of the world. Iran has effectively shut it down — ships are parked and not moving. That is why gas prices are going up right now.

(Class briefly discussed why it's sometimes cheaper to fly from Florida to Canada than from Georgia to Canada, related to Atlanta airport hubs and Air Canada routes — ask a classmate if you want the details.)

Example 5 — "Open for next class" section:

## Open for next class

- We will finish the reading on the Soviet Union section and move into the full Arab-Israeli wars.

- Homework: finish the reading (about a page and a half).

- Quiz on Friday — about 5 questions, covering this week's material.

8. What NOT to include in the notes

• Names of individual students.
• Classroom management talk (Clean-X supplies, foot injuries, searching for maps).
• Trip logistics (Italy trip, carry-on bags, airline hubs).
• Comments about specific students' behavior or attitude.
• Mark's live hedges and self-corrections as hedges — only the corrected answer.
• Anything the transcript doesn't support. If it's not in the recording and not a well-known historical fact, leave it out.

9. Implementation notes for Apex Claude

• Same LLM backend as the existing Analyze pass (Gemini, per current Bidet AI setup). No need for a different model.
• Input: read clean_<ts>.txt as UTF-8.
• Output: write notes_<ts>.md into C:\Users\Breezy\honest-answers\dumps\ AND into C:\Users\Breezy\My Drive\AI_Library\Class_Notes\ (create that Drive folder on first run).
• Run automatically on record-finish; also callable from the new tab on any existing clean_ file via dropdown.
• Error handling: if the cleaned transcript is under 500 characters, don't call the model — show "Transcript too short for notes" in the UI.

10. Verification — these recordings DID transcribe cleanly

Both Class A and Class B came through clearly. The diarization is usable, Mark's voice carries the lesson, student questions are distinguishable. No gibberish. Feature can be built and tested against these two files as the first real-world inputs.

End of brief. Apex Claude: implement. G16 Claude: standing by to iterate on the system prompt once you have the first real output to compare against.