How are teachers in the UK grappling with the negative impact of AI? Because we know that it's harming learning.

We need that as human beings.

We're a relationship-based kind of species.

So I think the AI era...

The tools there, it's a bit like a calculator.

I can do my maths on this as and when I need.

Sometimes I'll do it in my head.

If we were talking in the same room face to face, my understanding is the neuroscience of our brains is completely different.

I would

always say as a first port of call, you know, there are 32,000 schools in the UK, so choose carefully where you want to work.

And I think back to probably the difficult points in my career, when you start searching for... another job, in hindsight, look for a new position when you're in a position of strength or happiness rather than a position of crisis.

And that's easy to say because you can't really predict when a crisis might happen.

So one tip that I used to always do religiously was every half term I'd update my CV with courses, things that I was researching, you know, things, you know, things like that.

And just, just to always be ready, you know, dress for the job that you're about to go for, not for the job you have kind of saying.

So I used to take that approach with my CV, be ready for your next job.

What would you be saying to them right now? What can they do, in your opinion? to start helping themselves and that may not be a kind question because I understand that this is both an individual responsibility and a cultural shift requirement in schools

and they're looking to implement something across their two schools, whether it's Rosenshine principles or whether it's a new guide to feedback, what type of advice would you give that colleague in working with those two groups of schools or those two groups of teachers?

So like any advice for a new leader is get in and listen and observe and walk and talk around the building for a good term at least.

There's a field of research called implementation science.

And when you look in the education kind of sector, how long does it take to see a difference from policy publication to change in habits and a kind of rule of thumb i think the eef have actually got a piece of guidance on this published somewhere about 18 months to four years so you think about any school leader action plan if you want to see the entire a year group year 7 or 11 go through sorry year 7 or year 1 go through the school a kind of five-year action plan but probably the wise thing to do and i would say well your teaching learning plan needs to be five years too And it reminds me of a head teacher I spoke with last year.

They called me and said, Ross, I read your book, Mark Plantich, five years ago.

I'm now ready to bring you in.

And I can't measure or track that as a business, but I know these conversations I had.

So one of the things that whenever I train executive heads or work with them, they're always asking me around how much consistency should I have? How much consistency should I have from classroom to classroom and how much consistency should I have from school to school? So if you were asked that question, you know, what type of consistencies would you recommend? Where do you think they should try and build that and how should they try and build it?

It is, but yeah, something tangible like that you still gotta do.

Yeah.

Well, you know, I'm trying to stop myself buying things on Audible 'cause once they change the terms and conditions or the digital download doesn't work, you lose your physical copy.

So always buy a book, I say.

Um, but 100 Ideas, you know, I first published that book and it, you know, 30,000, 40,000 people bought that, and it was quite a nice pocket-sized quick idea.

But as the research revolution started to come through, you know, through social medias and more open access to research journals, then we all started to become a bit more research informed ourselves and started to document it in blogs and things.

So I think what, what I'm most proud of is probably Mark Plan Teach because it was in my own school where we brought teachers together to share, to solve complex classroom problems and think, "Right, who in the room teaches the most kids? I do.

So, uh, c- before we sort of maybe summarize and sort of, uh, wind up to- towards the end, what, what's your kind of, where are you looking towards? What's the thing that is getting your attention? Men- you mentioned obviously, uh, the, the kind of metacognition brain scan type stuff, but is there anything else that you're thinking, "Yeah, that's gonna kind of be my thing for the next two or three years"?