Term 1 is over — and instead of wrapping it up neatly, this episode leans into the reality that teaching is often anything but tidy.

Alex Gray is joined by Drew Owen and Bodruz Jamir for an open, honest conversation about the messy reality of teaching in international schools. From burnout and workload pressure to leadership identity shifts and the growing influence of AI in education, this episode reflects the conversations educators tend to have once the bell stops ringing.

Together, they unpack what this term has demanded emotionally and professionally — and what educators should be thinking about as we look ahead to 2026.

• Why Term 1 often feels heavier than any other part of the year

• Burnout, energy dips, and the pressure to keep performing

• Stepping into — and letting go of — leadership roles

• Email overload, communication systems, and productivity challenges

• AI in education: opportunity, risk, and the importance of domain knowledge

• Why human judgment still matters in an increasingly automated world

• What teachers and leaders should be paying attention to heading into 2026

This isn’t a how-to episode. It’s a shared moment of recognition — the kind of conversation educators have when they finally stop, reflect, and take stock.

If you’re ending a long term, stepping into a new role, or trying to make sense of change in education, this one’s for you.

🎙️ The International Classroom Podcast
📍 Teaching in Dubai. Thinking globally.

In this episode, we explore:

In this episode, Alex welcomes back global educator and author Morgan Whitfield for a deep, honest, and practical conversation about where teaching needs to go next. From her travels across Southeast Asia to her leadership work in the Middle East, Morgan brings a clarity and candour that cuts through the noise.

Together, Alex and Morgan take on some of the biggest questions in modern education:
Is summative assessment still fit for purpose? How do we scaffold without over-supporting? What does real adaptive teaching look like in a busy classroom? And how do AI and oracy reshape the way students learn to think?

Morgan argues passionately that summative assessment is no longer serving learners, and explains why schools need to shift towards continuous, dialogic, feedback-rich learning models. They unpack the misconceptions around differentiation, explore the real purpose of scaffolding (and its necessary fading), and get honest about behaviour, motivation, and the courage it takes to let students productively struggle.

From multiple-choice hinge questions to flexible grouping, from UDL to the “teacher as shark” metaphor, this episode is full of practical insight and classroom wisdom. They also dive into how AI can fill gaps in prior knowledge without flattening student thinking, and why oracy is fundamentally about listening, not noise.

This is a rich, thought-provoking conversation for teachers, leaders, and anyone who wants to create more equitable, adaptive, and human-centred learning experiences.

KEY TAKEAWAYS

Adaptive Teaching ≠ DifferentiationAdaptive teaching isn’t about producing 25 different worksheets. It’s about high expectations, in-the-moment responsiveness, and knowing your students deeply.

Summative Assessment Is Not LearningSummative tests serve reporting, not students. Continuous formative dialogue gives a much clearer—and fairer—picture of what learners can actually do.

Scaffolding Must FadeOver-supporting students leads to dependency. Effective scaffolds are temporary, intentional, and removed at the right time to build independence.

Oracy Is Listening, Not Just TalkingTrue oracy involves active listening, building on ideas, and dialogic thinking—not simply group chat or noise.

Behaviour Is About Challenge, Not ControlBoredom and panic both shut down learning. The sweet spot is “productive struggle,” guided by relationships, clarity, and psychological safety.

AI Can Fill Knowledge Gaps—But Not Replace NuanceAI excels at quick feedback loops and reinforcing prior knowledge, especially in maths and science. But it cannot replace the nuance, dialogue, and metacognition teachers cultivate.

Flexible Classrooms Model Flexible ThinkingDynamic seating, fluid grouping, and teachers who “circulate like sharks” create conditions where every student can access challenge.

Leadership Starts with Seeing the Student ExperienceTo implement adaptive teaching well, leaders should shadow students—not just observe teachers.

BEST MOMENTS

“Summative assessment is dead — and it should be dead.”“The most powerful scaffold a teacher has is a conversation.”“Students mask their abilities more often than we realise.”“Oracy isn’t talking. It’s listening — and thinking aloud.”“Teachers hate silence because our advice monster is loud.”“AI fills gaps; it cannot build nuance. That’s still us.”“Flexible grouping is equity in action.”

ABOUT THE GUEST

Morgan Whitfield is an international educator, author of Gifted, and a leading voice in adaptive teaching and equitable classroom practice. She works with schools globally to reimagine assessment, challenge cultures, and build high-expectation learning for all students.

CONNECT & CONTACT

Instagram: https://instagram.com/theinternationalclassroom
LinkedIn: https://www.linkedin.com/in/alexandergray84/
Website: https://www.ticproductions.com

In this episode, Alex sits down with Sarah Cottingham, author of Ausubel’s Meaningful Learning in Action, for a deep conversation about what it really means to learn — and teach — with purpose.

From the science of meaningful learning and the difference between experience and expertise, to the power of instructional coaching and adaptive expertise, this episode uncovers how great teachers keep getting better.

Together, Alex and Sarah explore the psychology behind real understanding — how students build “mental hooks” that make knowledge stick, why schema matters more than sparkle, and how decision-making sits at the heart of every expert teacher’s practice.

This one goes beyond theory. It’s about the craft of teaching — the small, intentional moves that turn information into insight, and teachers into adaptive professionals.

KEY TAKEAWAYS

🧠 Meaningful Learning Matters: Connecting new ideas to what students already know builds true understanding — not rote recall.
🎯 Experience ≠ Expertise: Time in the classroom isn’t enough; deliberate practice and feedback drive growth.
🏗️ Cognitive Architecture: “Mental hooks” and schema help learners organise, connect, and remember knowledge.
💬 Coaching That Changes Behaviour: Real coaching is about decision-making, not compliance.
🌱 Agency in Teaching: Expertise grows when teachers feel trusted to adapt, decide, and design their own learning journeys.

BEST MOMENTS

“Experience doesn’t automatically make you better — reflection and deliberate practice do.”
“Meaningful learning happens when new ideas connect to old ones.”
“Adaptive expertise isn’t about knowing more; it’s about noticing, interpreting, predicting, and deciding better.”
“Coaching isn’t about telling people what to do — it’s helping them understand why.”
“Teachers plateau when systems stop challenging their professional judgment.”

ABOUT THE GUEST

Sarah Cottingham is a teacher educator, researcher, and author of Ausubel’s Meaningful Learning in Action. She co-hosts the Coaching Unpacked podcast and writes Cognitive Coach on Substack, where she explores the intersection of cognitive science, coaching, and classroom expertise.

CONNECT & CONTACT

Follow Sarah Cottingham
📰 Substack: Cognitive Coach💼 LinkedIn: Sarah Cottingham

Follow Alex Gray / DEEP Professional
🌐 Website: deepprofessional.com📸 Instagram: @deepprofessional🎥 YouTube: The International Classroom💼 LinkedIn: Alex Gray