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/