In this episode, Alex sits down with Darren Coxon, an educator-turned-AI builder, to explore one of the most provocative questions facing schools today: should we stop teaching teachers how to use AI—and start exploring how to build with it?

From vibe coding experiments to creating his own education platform, ClassForge, Darren shares his journey from headteacher to developer and why he believes the real future of AI in education lies in what he calls “cybernetic classmates.” Together, Alex and Darren dig into the moral obligation of preparing students to partner with AI, the challenges of building safe tools, and the risks of ignoring the pace of change.

Discover why schools must unlearn outdated practices, what’s holding teachers back from experimenting, and how AI might not replace great teachers—but could easily replace poor teaching.

Small Tech for Schools: The real opportunity isn’t in big corporate AI platforms, but in schools creating their own bespoke, lightweight tools.

Cybernetic Classmates: Students need AI as partners in learning—used as unblockers, coaches, and collaborators rather than shortcuts.

Vibe Coding Explained: Teachers don’t need to become full developers—AI can write the code, while educators act as architects and problem-spotters.

Unlearning Old Habits: Reporting, one-size-fits-all assessments, and legacy systems are barriers; schools must clear space to let AI redefine processes.

The Hardest Part of Building: Coding with AI is like “herding amnesiac cats”—but the payoff is powerful new platforms that can adapt to learners in real time.

AI and Teachers: AI won’t replace the human connection, but it could make poor teaching obsolete. Great educators who embrace AI will thrive.

Building for the Next Model: As Anthropic’s Dario Amodeo suggests, build today with the next model in mind—because what’s impossible now may be unlocked in months.

Best Moments

💡 “The only way to leverage AI is to put it in the hands of students.”💡 “We’re teaching kids to fish in a river where a dam is being built upstream.”💡 “Vibe coding makes you the architect, not the coder.”💡 “AI won’t replace great teachers—but it could replace bad teaching.”💡 “If you’re building with AI, you’re really just herding amnesiac cats.”

About the Guest

Darren Coxon is an educator, writer, and AI builder. A former headteacher and international school leader, he now focuses on creating practical AI tools for schools, including the ClassForge platform, designed to give students safe and meaningful ways to work alongside AI.

Connect and Contact

The International Classroom:📸 Instagram: https://instagram.com/theinternationalclassroom💻 LinkedIn: https://www.linkedin.com/in/alexandergray84/🌐 Website: https://deepprofessional.com/

Darren Coxon:💻 LinkedIn: https://www.linkedin.com/in/darrencoxon/

In this episode, Alex is joined by two fellow Dubai educators — Drew Owen and Bodrris Jir — to kick off Season 4 of The International Classroom Podcast. From induction week highs and lows to the new Dubai school calendar, the conversation dives into what teaching life in the UAE really looks like.

Together, they reflect on what makes a good induction, the realities behind those viral Facebook teacher posts, and how schools balance leadership expectations with teacher well-being. As both teachers and parents in Dubai, they also share the challenges of navigating new roles, raising young families, and adapting to big policy changes that impact classrooms across the region.

This episode is honest, unfiltered, and full of real-life stories that capture the spirit of international teaching in Dubai today.

Key Takeaways

• Induction Week Reality: Why striking a balance between information overload and purposeful preparation matters.

• The Dubai School Calendar Shift: What a four-week winter break really means for teachers, students, and families.

• Teacher Life in the UAE: From setting up classrooms to marking loads, how educators adapt year after year.

• Leadership vs. Teaching: The hidden workload of middle and senior leadership — and the surprising joy of lesson planning.

• Parent–Teacher Perspective: When your own children are starting school in Dubai, the professional and personal worlds collide.

• The Importance of Community: How strong teacher friendships sustain resilience through challenges like COVID and beyond.

  Best Moments

• “If those induction sessions were graded as lessons, how many would really be outstanding?”

• “Dubai announced the calendar on social media before schools got the memo — imagine the chaos for families already booking flights.”

• “Teachers love their subject. But at the end of the day, it’s the students — and the community — that keep us here.”

• “You wouldn’t think he runs one of the biggest education podcasts in Dubai… he still can’t get his microphone working.”

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

In this episode, Alex sits down with the international co-authors of "Artificial Intelligence, Real Literacy," Paul Matthews and Jason Gulya, to tackle one of the most pressing topics in education today. From opposite sides of the world—a high school in Australia and a college in New York—they share a unified vision for turning AI from a perceived threat into a powerful classroom partner. They debunk the biggest myths surrounding AI and writing, challenge the fear that holds educators back, and provide a clear, evidence-based roadmap for using AI to enhance, not replace, fundamental literacy skills. Discover how to use AI for powerful differentiation, why the teacher's role as a human connector is more important than ever, and how to foster a classroom culture where students learn to use AI wisely and effectively.

• • AI as a Literacy Partner: The most effective approach is to reframe AI not as a threat to writing, but as a tool to enhance foundational skills and make learning more accessible.

  • Embrace, Don't Ban: Students have access to AI regardless of school policy. The educator's role is to model and teach wise, effective, and ethical use of these tools.

  • Focus on "AI for Better Basics": Instead of chasing complex new applications, use AI to do the basics of education better—like text differentiation, vocabulary building, and providing scalable feedback.

  • The Teacher is the Executive: The teacher remains in control, using their knowledge of students, curriculum, and context to guide AI as a tool, not cede control to it as a "co-pilot."

  • AI Obliterates the "Average Learner": AI is an unparalleled differentiation tool, allowing educators to finally move past the one-size-fits-all model and cater to the diverse learning needs within a single classroom.

  • Process Over Product: AI forces a necessary shift in pedagogy, encouraging educators to focus on teaching the messy, valuable process of writing rather than just grading the final product.

  • The Human Connection is Irreplaceable: The pastoral, social, and emotional elements of teaching are crucial for learning. AI can handle administrative loads, freeing up teachers to lean into their uniquely human strengths.

  • Model the Learning Journey: Educators have a powerful opportunity to model lifelong learning by showing students how to approach new, complex tools with curiosity and courage.

• • "The big myth is that AI automatically kills writing. That is something that is really, really entrenched in a lot of departments."

  • "Our vision in the book is for AI, we call it AI for better basics. What does that mean? It just means let's use artificial intelligence to do the basics of education better."

  • "The big mistake that a lot of teachers are making when it comes to AI is not using it. They are fearful of it."

  • "I don't think our core business is resource creation. I think our core business is student learning."

  • "The invisible assumption... is that there is such a thing as an average learner. In reality... there's no such thing."

  • "In a perfect world, in the ideal scenario, you will have human and AI really working together and augmenting each other."

  • "These questions cut across levels, they cut across countries."

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

KEY TAKEAWAYSBEST MOMENTSABOUT THE GUESTSCONNECT & CONTACT

In this episode, Alex sits down with international education expert Emma Golden to challenge the core assumptions of our global school systems. Emma, an educator whose career has taken her from the US to the UK and China, questions whether we are truly preparing students for an interconnected world or just creating a "global elite" bubble. They discuss why wellbeing initiatives often fail, the immense pressure of high-stakes testing, the invisible barriers students face when transitioning between cultures, and why the best teachers are often reluctant to become leaders.

• Global-Mindedness is Often Just Tokenism: Many international school initiatives, like "International Day," are superficial. True global-mindedness requires a much deeper, more embedded approach to culture and learning that goes beyond a single event.
• Our Ambitions for Students are Too Narrow: The intense, cascaded pressure from universities and employers means success is often defined as getting into one of a handful of elite schools. This creates a stressful, competitive environment that stifles broader interests.
• Wellbeing Isn't About Avoiding Discomfort: A successful wellbeing program isn't about protecting students from all hardship. It's about giving them the tools and resilience to handle failure and navigate challenges on their own.
• Social Skills Don't Show Up on Tests: Interpersonal and social skills are critical for life success, but because they aren't easily measured or quantified by tests, they are often pushed to the side in a packed curriculum.
• You Don't Need a Title to Be a Leader: Forcing great teachers into administrative-heavy "leadership" roles can be a mistake. True leadership—the ability to inspire and innovate—can and should happen at all levels of a school, especially within the classroom.
• The "Whole Child" is the Real Goal: In the rush to cover content and prepare for exams, it's easy to forget that the primary goal of education is to help a child grow into the best version of themselves. The subject matter is simply the vehicle for that journey.
• High-Stakes Exams are the Bottleneck: The single-biggest point of stress and failure in the system is the focus on final, high-stakes exams that can determine a student's entire future, invalidating years of previous work and growth.
• The Transition Gap is Real: Schools often fail to prepare students for the immense cultural and social shifts of moving to university in another country, focusing on academics while ignoring practical life skills and the potential for social isolation.

• "It tends, I think, to be a bit token."
• "Our ambitions are very narrow sometimes, and that's what makes it so stressful and competitive for them."
• "Social and interactive and interpersonal skills... they don't show up on tests."
• "I don't necessarily think that you need to be in a leadership position to be a leader in a school."
• "Sometimes I'm gonna have to let you fall on your face."
• "The biggest myth about student well-being is that students aren't resilient."

Connect with Emma Golden on LinkedIn: https://www.linkedin.com/in/emma-golden-20907789/

Emma Golden: Emma is an international education expert with over 15 years of experience leading initiatives in student wellbeing, leadership, and global transitions. Her career has spanned the American, British, and International Baccalaureate (IB) systems in the US, UK, and China. As Program Director at Q-Education in Shanghai, she focuses on bridging the academic and emotional gap between high school and university. Emma is passionate about championing cross-cultural learning, holistic student success, and helping young people find their own unique path to becoming the best version of themselves.

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

In this episode, Alex dives into the complex world of the teenage brain with guest Rachel Carey. Rachel, an expert in adolescent neurological development and founder of Eliza Education, challenges our common assumptions about teenage behaviour, questioning whether terms like "overreacting" or "irrational" prevent us from truly understanding our students and children. They discuss the science of adolescent brain development, why social acceptance is a biological imperative, how to build wellbeing programs that actually work, and the critical need for better teacher support in navigating the emotional landscape of the modern teenager.

KEY TAKEAWAYS

• The Primitive Brain Rules: The intense teenage need for social acceptance isn't a modern flaw; it's an evolutionary drive designed to ensure survival by finding a new group. Understanding this is key to decoding their behaviour.
• Social Pain is Real Pain: For an adolescent, the brain processes social rejection (like being embarrassed in class) in the same area as physical pain. This makes the classroom a potentially high-threat environment.
• They Aren't "Overreacting": The teenage brain's emotional centre (the limbic system) is highly active and often in control. This emotional intensity is a normal, necessary part of their rapid learning about the world.
• Feelings Must Be Felt: Constant distraction from devices can prevent teens from processing their emotions. This vital process is how they build self-awareness, which is the foundation of self-worth.
• Wellbeing is More Than a Lesson: Effective wellbeing programs must go beyond knowledge transfer and be built on the core pillars of Self-Worth, Happiness, and Resilience.
• Safety is Social, Not Just Physical: A teenager cannot access the learning part of their brain (the prefrontal cortex) if they don't feel socially safe and accepted in their environment.
• Teach the Person, Not Just the Subject: Secondary education often trains teachers to deliver subject content but fails to equip them with a deep understanding of the unique developmental stage of the person they are teaching.
• The "Teenage Tunnel" is Real: Adolescence is a temporary and transformative phase. The support and values instilled in a child will still be there when they emerge from the "tunnel" as a young adult.

BEST MOMENTS

• "They're not overreacting."
• "Social pain in an adolescent is processed by the same part of the brain as physical pain."
• "If I'm shown that it is worth taking time considering my thoughts and feelings, I will start to believe that my thoughts and feelings have worth."
• "I think [secondary teachers] should be taught to teach a person... And we're not, are we?"
• "You've got to really deeply believe you're worth looking after to make the right decisions."
• "I've heard it called the teenage tunnel. And they come out the other end into these wonderful people."

VALUABLE RESOURCESEliza Education Website: https://elizaeducation.com/Connect with Rachel Carey on LinkedIn: https://www.linkedin.com/in/rachel-carey-462569140/

ABOUT THE GUESTRachel Carey: Rachel is an expert in adolescent neurological development, an educator, and the founder of Eliza Education, a platform dedicated to improving student wellbeing. With a unique background that includes training at the British Army's Sandhurst and a degree in biology, her work bridges the gap between neuroscience and practical application in schools. Rachel is passionate about helping teachers and parents understand the unique challenges and opportunities of the teenage brain, creating wellbeing programs and teaching strategies that foster resilience, self-worth, and genuine connection.

CONNECT & CONTACTInstagram: https://instagram.com/theinternationalclassroomLinkedIn: https://www.linkedin.com/in/alexandergray84/Website: https://www.theinternationalclassroom.com/

Is our traditional education system, with its focus on narrow subject specialisms, adequately preparing students for an increasingly complex and interconnected world? In this episode, Alex sits down with Carl Gombrich, a pioneering figure in interdisciplinary education and the Dean of the groundbreaking London Interdisciplinary School (LIS). Carl, whose own journey spans physics, philosophy, and professional opera, shares his insights on why a multifaceted approach to learning is no longer a luxury but a necessity. They discuss the limitations of siloed disciplines, how to cultivate true expertise for real-world problem-solving, the challenge of shifting established mindsets, and the crucial skills needed to navigate the "Terra Incognita" of our future in an age of AI. Discover why it's time to rethink education from the ground up.

KEY TAKEAWAYS

• The modern world's complexity demands interdisciplinary thinking, as single-subject approaches are too rigid.
• True expertise lies in understanding and solving real-world problems, not just mastering isolated academic disciplines.
• Students often need to "unlearn" the narrow focus of secondary education to embrace broader, connected learning at university.
• A significant majority of employers prioritize skills and adaptability over specific undergraduate degree titles.
• The future is an unknown territory ("Terra Incognita") where a diverse range of skills is essential for navigation and success.
• In the age of AI, teaching critical thinking, evidence evaluation, and understanding knowledge sources is paramount.
• A balanced understanding of both scientific/technical principles and human/social sciences is crucial for modern citizens.
• Actively seeking and making connections between different fields of knowledge is a vital habit for lifelong learning.
• Despite clear needs for change, traditional university structures often exhibit significant resistance to fundamental innovation.
• Focusing on external, real-world problems can be a powerful pathway for personal development and student well-being.

BEST MOMENTS

• "Single subjects are almost by definition, anti-complexity... that just doesn't fit anymore. It's simply too rigid."
• "The dominant metaphor of our age is the network... Our education is totally different... it is not a network."
• "Most graduate jobs now require you to be much more of an expert in a thing [rather than just an academic subject]."
• "86 to 90 percent of graduate employers don't care what undergraduate degree you've done."
• "The world we're moving into now is very much a terra incognita... What do you need... there? You're going to need a range of skills."
• "The fundamental thing education has to teach... is where knowledge comes from and why."

ABOUT THE GUESTCarl Gombrich: Carl is the founding Dean of the London Interdisciplinary School (LIS), the UK's first new higher education institution in around 50 years to have degree-awarding powers from inception. With a diverse academic background including degrees in physics and philosophy, and a former career as a professional opera singer, Carl is a passionate advocate for interdisciplinary learning. Before LIS, he established the pioneering Bachelor of Arts and Sciences (BASc) degree at University College London (UCL), the first of its kind in the UK. He is a leading voice on educational innovation and preparing students for the complexities of the 21st century.

CONNECT & CONTACTConnect with The International Classroom:Instagram: https://instagram.com/theinternationalclassroomLinkedIn: https://www.linkedin.com/in/alexandergray84/Website: https://www.ticproductions.com

Connect with Carl Gombrich & LIS:LIS Website: [suspicious link removed](You can also search for Carl Gombrich on LinkedIn and X, and the London Interdisciplinary School on Instagram and LinkedIn)

In this episode, Alex speaks with Rachael Wilding, the visionary founder of Edsidera, about transforming the concept of student awards from mere "extrinsic fluff" into meaningful journeys of skill development. They explore how Edsidera's bespoke extracurricular programs are empowering children with vital life skills, fostering entrepreneurship, promoting wellbeing, and instilling a love for learning that goes far beyond the classroom. Rachael also unveils the exciting "Sunshine Squad" initiative, a unique summer program designed to keep children engaged and supported without adding to school or parental burdens. This conversation delves into the practicalities of creating impactful, non-screen-based learning experiences, the importance of community, and why encouraging children to "always give something a try" is fundamental to their growth.

KEY TAKEAWAYS

• Awards Reimagined: Certificates and badges should be by-products of a rich learning journey focused on skill development, not the sole aim.
• Holistic Development: Edsidera champions a bespoke approach, embedding life skills, entrepreneurship, sustainability, global citizenship, and wellbeing into its awards.
• Offline Engagement in a Digital World: While evidence can be digital, the core learning activities and challenges are designed to be hands-on and screen-free.
• Embracing Failure: Creating a supportive environment where children feel safe to try new things and learn from failure is crucial for building resilience.
• Flexible Learning: Programs must offer flexibility to accommodate busy family lives, fostering genuine engagement rather than adding pressure.
• Impactful Summer Learning: The "Sunshine Squad" demonstrates how summer holidays can be an enriching period of fun, learning, and wellbeing support for children.
• Power of Collaboration: Genuine collaboration between schools, parents, and educational partners can create "sparkle dust" opportunities for children.
• People First, Always: Despite technological advancements like AI, maintaining a human-centric, people-first approach in education remains paramount.
• Kindness is Key: Cultivating a culture of kindness and making time for personal connections are simple yet powerful actions for everyone in the educational community.
• The Courage to Try: The most important lesson for children is to develop the courage to "always give something a try" and explore new possibilities.

BEST MOMENTS

• "The journey and the opportunity for children to develop skills...is far more the rich reward than a certificate at the end."
• "Although we are an EdTech digital company, our challenges, our tasks, none of them are screen-based."
• "It's about really encouraging children to try new things, to have a go, to know and embrace failure."
• "It is basically having a summer camp, a summer buddy in your back pocket for six weeks." (On the Sunshine Squad)
• "I think collaboration is the key...when it's genuine...you really can get that sparkle dust of an opportunity."
• "We are a people company and I think we always will be."
• "Kindness is absolutely free. It is the easiest quality to have."
• "Always give something a try. Don't be afraid not to have a try."

ABOUT THE GUEST

Rachael Wilding is the founder of Edsidera, an innovative organisation creating bespoke extracurricular awards and programs. With an extensive 27-year background in international education in the UAE, Rachael has served as a teacher, school leader, and principal. Passionate about fostering real-world skills, wellbeing, and a love for learning, she now channels her expertise into developing impactful educational experiences that go beyond traditional academics. Rachael is also a school governor and continues to contribute to strategic educational development, championing a "people-first" approach in all her endeavours.

CONNECT & CONTACT

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

In this episode, Alex sits down with renowned education expert Tom Sherrington to explore the often-complex world of educational research and its real-world application in schools. Tom, a veteran teacher, leader, and author of the impactful "Teaching Walkthroughs" series, challenges common assumptions about research implementation, questioning whether our efforts are truly impactful or merely surface-level. They delve into the practical realities teachers face when trying to adopt evidence-based practices, address the notion that research stifles creativity, and offer a grounded perspective on the potential (and limitations) of AI in the classroom. Discover why simply "doing" research isn't enough and how to cultivate a truly research-engaged teaching environment.

KEY TAKEAWAYS

• Beyond the Buzzwords: It's crucial to move beyond simply knowing the names of research and understand the "why" behind effective strategies.
• Long-Term Commitment: True implementation of research requires a sustained, deep engagement over time, not quick fixes or performative actions.
• Actionable Insights: Research needs to be translated into practical steps that teachers can realistically implement in their daily classroom practice.
• Creativity Thrives with Understanding: A strong grasp of learning principles and effective techniques actually enhances creative teaching, rather than hindering it.
• AI as a Tool, Not a Replacement: While AI holds potential, it's unlikely to replace the essential human elements of teaching and should be viewed as a supportive tool.
• Focus on Foundational Principles: Timeless research, like Rosenshine's Principles, continues to offer valuable insights into effective teaching practices.
• Collective Engagement: Schools see greater progress when research engagement is a shared endeavour, fostering discussion and collaborative implementation.
• Understanding Encoding: Effective retrieval practice hinges on successful initial encoding of information; simply testing what wasn't learned isn't effective.
• Teacher Well-being Matters: Creating a positive and engaging teaching experience for educators is crucial for motivation and student success.
• Manage Behaviour Methodically: Personalizing negative behaviour can be emotionally draining; a consistent and practical approach is more effective.

BEST MOMENTS

• "Are we truly listening to the research that's meant to guide our practice, or are we sometimes just paying it lip service?"
• "Where you find there's a kind of real kind of deep engagement with research, it's a kind of long, deep, slow commitment over time."
• "No, I just don't recognise that at all. I think that's really weird." (Regarding research killing creativity)
• "You have to translate that into things that teachers actually do differently in the classroom."
• "The way people learned in the 70s is the same as it is now." (Regarding the timelessness of some research)
• "It's not like you can get away with not seeing the other things. But it's what your focus is for the improvement journey."
• "Progress... basically it means moving through the curriculum and accumulating knowledge in a deeper, more connected way."

ABOUT THE GUEST

Tom Sherrington: Tom is a highly respected education consultant, speaker, and author based in London, UK. With decades of experience as a teacher and school leader, he is passionate about evidence-informed teaching and learning. He is the co-author of the influential "Teaching Walkthroughs" series, providing practical strategies for classroom improvement. Tom works with schools globally, supporting them in developing effective professional learning and embedding research-based practices to enhance student outcomes.

CONNECT & CONTACT

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