Teachers keep saying, “I’m not a coder.”Evan Weinberg proves that doesn’t matter.

In the premiere episode of Show Us Your Stack, we break down how Evan built a unit-planning tool using AI — not to replace teaching, but to protect the human parts of the job: the coaching, the feedback, and the relationships.

In this episode, you’ll learn:

✅ The real problem that pushed Evan to build (unit planning chaos + meeting “triage”)

✅ How he uses AI Studio as the simplest “way in” for educators

✅ Why he recommends single-file HTML apps (fast prototyping + built-in version history)

✅ The biggest risk teachers ignore: data + security (CSV uploads, student info, API keys

)✅ A brilliant starter project for beginners: the grouping generator (“Hello World” for teacher tools)

Evan’s message is simple: don’t chase the perfect prompt — start with a problem, ask for an HTML file, and iterate.

About the series

Show Us Your Stack features educators around the world building practical tools with AI — without needing to be computer scientists.

What does it look like when a classroom teacher becomes an EdTech builder — and uses AI to tackle one of the biggest challenges in schools: reading engagement and attainment?

In this episode, Alex Gray sits down with Marc Graham, former teacher and founder of Everybody Reads (formerly Spark Education AI). Marc shares the story behind building an AI-powered reading platform designed to help students see themselves inside what they read — while keeping student agency, appropriate challenge, and data privacy at the centre.

You’ll hear the moment literacy became Marc’s mission, how he moved from teaching into building with no-code tools like Bubble, the biggest “fail-forward” lesson he learned when gamification distracted students from reading, and why the future of AI in education won’t be the flashy tools — it’ll be the ones that feel like good teaching.

Marc also discusses early school pilots, the importance of equity and access in EdTech adoption, and one practical way teachers can integrate AI meaningfully next lesson.

• Marc’s early teaching journey (and the student who shaped his view of literacy)

• Why interest-led reading matters more than “ability”

• Teacher → builder: how Marc started building with Bubble and no-code

• From Spark Education AI to Everybody Reads: what changed and why

• Fail-forward moment: when avatars and coins became a distraction (and what he rebuilt)

• How the platform supports reading-age differentiation + structured comprehension practice

• AI in schools: how to avoid dependency and protect student agency

• Why the best AI tools won’t feel like “AI” — they’ll feel like great learning design

• The biggest barrier to EdTech adoption: equity, access, and opportunity gaps

• A simple “Monday-ready” classroom approach to using AI for literacy

• “Agency comes from choice — not from removing challenge.”

• “The tools that last won’t be the flashy ones. They’ll be the purposeful ones.”

• “Reading isn’t about intelligence — it develops when it’s connected to interest.”

• Website: everybodyreads.org.uk

• LinkedIn: Marc Graham (search “Marc Graham Everybody Reads”)

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Question for you: What’s one classroom problem you wish you could build a tool to solve?

In this episode, we cover:Memorable lines:Connect with Marc / Everybody ReadsIf you enjoyed this episode…

What does AI in education look like when it’s implemented with clarity, ethics, and purpose — not hype?

In this episode of The International Classroom Podcast, Alex Gray is joined by Chris Loveday, a senior education leader who has led one of the UK’s most thoughtful and practical AI rollouts in a post-16 setting.

Rather than chasing trends, Chris explains how his college adopted AI and Google Gemini to solve real problems — reducing administrative workload, improving student services, and supporting staff — while keeping humans firmly in control.

This is a grounded, honest conversation about AI leadership, staff trust, digital infrastructure, and the risks of adopting technology for appearances rather than impact.

• Why schools should start with “What problem are we solving?”

• How AI can reduce workload without replacing professional judgment

• The role of Gemini, AI agents, and bespoke solutions in education

• How to introduce AI without overwhelming staff or students

• Ethical concerns, data protection, CO₂ impact, and governance

• Lessons learned from failed experiments — and why that matters

• Preparing students for an AI-driven future responsibly and equitably

AI isn’t a shortcut or a silver bullet. When used well, it’s a long-term, problem-led strategy that strengthens — not replaces — human expertise.

This episode is essential listening for school leaders, teachers, administrators, and policymakers who want to move beyond AI buzzwords and make informed, ethical decisions.

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💬 Reflect: What is one problem AI could genuinely solve in your setting?

🎧 In this episode, you’ll hear:🔑 Key insight:

Where does real learning actually happen?

In this episode of The International Classroom Podcast, Alex Gray is joined by Harry Titley — secondary school teacher, Head of Year, and Director of Rugby at Burton Rugby Club.

Harry works at the intersection of education and sport, and this conversation explores why teaching and coaching are fundamentally the same craft.

Together, they discuss:

• Why psychological safety underpins all meaningful learning

• The shared leadership principles of classrooms and high-performance sport

• Developing people under pressure — without losing the human side

• Transitioning from player to coach and learning to let go

• How reflection, trust, and belonging shape long-term success

• What modern leaders need to understand now — that they didn’t 10 years ago

This episode is for educators, coaches, leaders, and anyone interested in performance, learning, and human development — wherever that learning takes place.

🌐 Website: https://www.ticproductions.com
📸 Instagram: https://instagram.com/theinternationalclassroom
🎵 TikTok: https://www.tiktok.com/@ticpodcast
💻 LinkedIn: https://www.linkedin.com/in/alexandergray84/

🔗 Connect with The International Classroom

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.

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📍 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

In this episode, Alex sits down with Drew and Bodruz for a candid conversation about the real teacher experience in Dubai. From 5 a.m. gym sessions and school leadership to rent hikes and the rising cost of international education, this episode goes beyond the classroom to explore what it truly means to live, work, and raise a family as an international educator in one of the world’s fastest-growing cities.

They share honest reflections on balance, belonging, and burnout—how to thrive, not just survive, in a city of opportunity. Together, they unpack the current debates around KHDA’s affordability push, teacher salaries, and whether Dubai is still the dream destination it once was for educators.

Discover what “affordable” really means, why teacher wellbeing is the real currency of sustainability, and how family, friendship, and perspective shape the international experience far more than a tax-free salary ever could.

KEY TAKEAWAYS

Teaching Abroad is Physical:
From classroom movement to early gym sessions, teaching is more demanding—and more rewarding—than most people realise.

Affordability vs Reality:As Dubai expands, teachers are asking what “affordable” really means when school fees, rent, and daily costs keep climbing.

Thriving, Not Surviving:Sustainability for teachers isn’t just financial—it’s about wellbeing, purpose, and family time.

The International Advantage:Raising children abroad offers safety, diversity, and opportunity—but also the emotional cost of distance from home.

A City in Transition:Dubai’s education landscape is evolving fast. The question isn’t just where to teach, but how long you can sustain it.

“Teaching is such a physical job—always moving, always on your feet. I actually have more energy now that I work out at 5 a.m.”

“The challenge isn’t whether Dubai is affordable—it’s figuring out what affordable even means anymore.”

“Our struggles aren’t our children’s struggles. Being international gives them freedoms we never had.”

“Teachers don’t need medals; we need time—to rest, reflect, and reconnect with why we started.”

“In a city that never stops growing, the best teachers are the ones who keep evolving too.”

BEST MOMENTS

“Teaching is such a physical job—always moving, always on your feet. I actually have more energy now that I work out at 5 a.m.”

“The challenge isn’t whether Dubai is affordable—it’s figuring out what affordable even means anymore.”

“Our struggles aren’t our children’s struggles. Being international gives them freedoms we never had.”

“Teachers don’t need medals; we need time—to rest, reflect, and reconnect with why we started.”

“In a city that never stops growing, the best teachers are the ones who keep evolving too.”

ABOUT THE GUESTS

Drew & Bodruz are long-time international educators and regular contributors to The International Classroom. Between leadership roles, family life, and a shared passion for teaching abroad, they bring insight, humour, and honesty to what it means to teach in today’s global schools.

CONNECT & CONTACT

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