 I'm going to look at hands-off approaches to teacher development and student development, particularly focus on things like developing a school culture of touch points and trust, where you don't have to hands-on management, manage every aspect of the process, and you don't have to tell the teacher exactly what to do, so they create that atmosphere in their classroom where they tell the students exactly what they do, where there's a little bit more reciprocity I suppose in the process. This starts from my context, it starts from the process of teacher development and your first contact points with your teacher and how you view the development of the teacher. We've got a couple of different ones that you can look at, a couple of different processes you can look at in terms of teacher development. You've got workshops, which are typically your training focus on telling teachers what they should do, their requirements. You've got mentoring and that's helping teachers to reflect and moving them along in their development on their own pathways, whether it's novice teachers or it's performance improvement plans, teacher pathways, things like that. You've got action research or you've got PDGs, professional development groups, groups that these teachers can get together and discuss issues with their own teaching and maybe have knowledge share sessions with the rest of the teaching staff. There's a couple of different really hands on approaches and really hands off approaches you've got. With workshops it's pretty much all touch point, it's all your teacher training, with professional development groups it's very much a trust led exercise where you give the teachers some topics where they can discuss and develop and you let them go essentially for two months and they go and discuss them, they come back and present to the rest of the school. There's a kind of a balance there in terms of your school culture and how that might feed in with how they view their own profession I suppose. What I wanted to look at a little bit was what is the connection between teacher development and student development and how you treat your teachers and how teachers treat the students. The whole ethos behind allowing teachers to develop students was the fact that the teacher journey becomes the student experience. The teacher journey and how the teacher views the development of their own process is exactly what they regurgitated the wrong word but they push on to the students. The promotion of a school culture of an ethos of inquiry and an ethos of kind of friendliness and positivity around making mistakes I think is quite important as well and teachers are allowed to make mistakes and students are allowed to make mistakes. I focus on teacher independence to push learner independence through the idea that your school is focusing on improving teacher behavior and learner behavior, not implementing knowledge. Implementing knowledge becomes a very authoritarian process where you're telling them this is the correct way to do things. You have to go and do it and every time we appraise and observe and assess success it's based on our criteria of success, our requirements. The school views the teacher like this and the teacher views the student like this and we're going to try and we have been trying to take our hands off and trust that it could be a behavior led process where we have certain behaviors we want the student to be able to improve. You can do for example and we want certain behaviors that we expect of the teacher and how we can promote that and how we can support that but in a give and take kind of way. So what does the teacher, in terms of implementing school culture and communicating school culture, what is the key teacher contact point with the student? There's two requirements essentially, the diagnosed learner needs and fulfilled learner needs, they're your two essential requirements of the teacher's role with the student. So you've got requirements and requests, these are the two requirements and everything else is your request, everything else is your doors of opportunity, how the teacher is going to deal with that process. Traditionally the teacher is dealing with the process by telling the student they have to do this, do the homework, correct the grammar. That's our knowledge led process, can we flip around to a behavior led process where the teacher is encouraging the student to take control a little bit more. The teacher is still diagnosing and fulfilling, diagnosing and fulfilling but the learner is coming to the teacher with the requirement. Does that make sense? So I'm particularly interested in looking at these little doors of opportunities, we have the things we have to do and we have the things we want to do and the doors and the kind of windows of opportunity are where we can get it right in terms of school culture. So I wanted to, I thought this really was a William Blake quote but then when I looked at the right man's eye from the doors, there were things you know and things you don't, the unknown and the unknown and in between there were the doors. So this is what we were looking at, the doors of opportunity in between your requests and your requirements and seeing if you can implement your school culture there in between the top down and the bottom up and finding a bridge between what you have to do and what you want to do. So in conclusion, what we, this is not a conclusion, it's the next slide. One of the things that I, when I was looking at how we can do that, I looked at this British Council survey 2020 or 2025 which looked at I think 15 different European schools and the future of English language teaching. It's all available free online and what type of teacher we will need in 2025 for example. And a couple of different things kind of jumped up with more flexible teachers, teachers who are able to personalize experiences for students and technologically capable, focusing on the role of assessment. We can tell teachers to do this or we can help them get there and whatever they do, whatever we do with them, they're going to do with the students essentially. So this was kind of a model for what I wanted to have as a long term target. So in conclusion, what I was looking at was the concept of nudging in an industry. Anybody who's read kind of marketing or advertising knows that nudging is a really common concept in marketing and advertising of kind of subtle changes you can make in the environment or in the way you speak to people to kind of push them towards a common goal without telling them they have to do this certain thing. There's loads of different articles on nudging online. Some of them are really terrible. Some of them are quite useful. But there's a couple of different strategies that they mention quite frequently in terms of how you can implement a system of nudges into your management processes and into the way the teacher will perhaps manage the students. I'm just going to go through a couple of them really quickly and I'm going to get you if you want to go home, Google it and look up because it was going to be a different concept in each of your different contexts, I suppose. Pre-commitment strategies is really useful in getting people to promise to do things for themselves, not promising to do things for you. So it could be something as easy as, by the end of this week, this is what I will have studied or this is what I will have focused on. Your Monday morning focus with the students to be able to get them to have a pre-commitment strategy promised to themselves of the things they will do today or this week. Again, you can do with the teachers in terms of appraisals and observations and things like that, but it's being able to get them to make promises to themselves where they're fulfilling it for themselves. And they can lie to themselves if they want, but that nudge is to remove you a little bit from the process and to allow them to promise themselves and fulfill it or not. Little reminders of school cultures could be visual, could be oral and it's just also the way if you're delivering workshops to include certain type of language that you want the teachers to pass to the student or even visual reminders and things like that on the walls. We've all seen when they have things with really popular sports teams and successful sports teams, they always have the posters on the dressing room walls and these little nudges just to remind you of the ethos of the club or the team. Oh, lake. I didn't mean to say that word wrong. Smart disclosure is lying when appropriate, I guess, disclosing what people need to know and not disclosing what people don't need to know. It's quite an interesting thing of how much truth you're going to tell and how much you're going to hold back and how much do people need to know at certain points. Nudge units, I really like that idea of having groups within the school that could be in terms of teacher development or could be student focus groups, student groups who are pushing certain things and they are the vanguard, I suppose, of the change that you want to see. And these little nudge units are really useful in kind of leading change or being that model for change. And then ease and convenience focus where you look at the things that you have to do and you make them as easy and convenient as possible. So for example, if you want the teacher to be able to, I don't know, assess the students effectively, how can you set up the class in such a way to make that pretty foolproof? If you want the teacher to be able to treat the student like that, how can you make that as easy and convenient as possible? So it's rethinking those steps in order to push that ethos a little bit. I think that was quick. Any questions? I got perfect time. Nudging the one that they always talk about is in the bathroom, they say people like you have the bathroom of a hotel. People like you have the bathroom of a hotel. It's not the same thing. I think it's the manner we were talking about. People like you have helped us to save on our washing bills by reusing your towels. Yeah, exactly. That's a classic. That's a classic. Even the cigarette back over the picture of whatever else. That's a classic. It's been able to implement them into your school. It reduces the workload I suppose on management of helping to tell people all the time. If you create that flow where it's an automatic part of what you do and anybody coming into the company can see that's the way you go. That's how an employee acts. That's how you treat a student. It just makes everything easier I suppose, long term. Can you give me an example of a nudge as opposed to a direction? It could be something like course book use of how much course book you use and maybe a reminder in workshops which we do quite regularly that we don't work from the course book. So course books sometimes don't come into a workshop just to show people that you can set up a class without a course book. Maybe the teacher or newer teachers come in and say oh we're planning everything without a course book. So maybe the ethos in this company is to teach the students not teach the course book. That would be a case. It's a visual reminder but it's also, I suppose it's, I don't know why you actually call it. But it's just a way of showing people that that's not how you do things. We don't come in and just open the course book and go like that. And you can tell people every day that or you can show it in your actions. You want something else. But that's like the way you go ready to share it. Yeah, yeah. Oh it's not revolutionary but it's considering it. It's considering how, why do the teachers keep doing this? Why do they run a grammar test every Friday and not a test of skills? How do they nudge people in the direction of actually doing skills testing? Because that's what we want people to do. The grammar at the bottom of the syllabus instead of at the end of the top. So there's, exactly. There's little salt change you may put. It's reconsidering that. The way I'm treating the students, the teachers are the way I'm treating the students. How can we change that ethos a little bit?