Artificial Intelligence (AI) is transforming the educational landscape by introducing new opportunities for teaching, learning, assessment, and professional development. Generative AI tools have become increasingly accessible to educators, enabling the creation of educational resources, personalized learning activities, lesson plans, presentations, and assessment materials. This article explores the concept of AI as a teaching assistant through a reflective, practice-oriented perspective. It discusses how educators can explore AI technologies, develop innovative teaching resources, critically evaluate generated content, and integrate AI into teaching while maintaining professional responsibility. Drawing on educational literature and international guidance, the discussion highlights the potential of AI to support lesson preparation, differentiated instruction, student engagement, formative assessment, and teacher professional growth. Particular attention is given to the importance of prompt engineering, reflective practice, human oversight, ethical awareness, and digital literacy. The article also examines challenges associated with misinformation, algorithmic bias, data privacy, unequal technological access, and excessive dependence on AI-generated resources. A reflective framework is proposed to support responsible integration of AI into educational practice. The discussion argues that the educational value of AI depends not simply on technological capability but on teachers' ability to apply informed pedagogical judgment. AI should therefore be understood as a supportive educational partner rather than a replacement for human educators. By combining technological innovation with creativity, ethical awareness, and continuous professional reflection, teachers can use AI to develop more inclusive, engaging, and learner-centred educational experiences.