 Over the course of this academic year, I've been working with the fantastic teaching staff at Marlborough Boys' School in Central London. And part of the work that we've been doing over the years is unpicking some of the ideas in my research mark plan teach. And in this video, you're gonna see the teacher discuss what they did next as a result of the teacher training sessions. So we're unpicking here how they've translated the idea and adapted it to suit their own classroom context and their own subject specialism. And this is what great teaching requires all teachers to do to translate lots of ideas and apply it to suit their own wisdom. Take a look and see what they have to say. Hi Aldous, is that audio coming through? Yeah, we can hear you, great. Okay, great. Sorry, our camera is on, but I'm blaming Dubb's laptop here for a thing. But so yeah, my name's Locky. One thing I took from the in-person session we had with Ross was the feedback script from the teacher toolkit. I'm holding it here really engagingly in front of my camera. So, oh, so basically the script was the Pipple. You got it? No, it's not there. It is. Oh, it's different. Thank you. Okay, we can see you now. Hello. Sorry, this, I'm very tech savvy in Australia. So this is the Pipple script. So praise, probe, identify, plan and lock. And I gave it a crack. I kind of sat it under the telephone for a few tricky parent phone calls. The first few times I've planned it out using this and have a think beforehand. I noticed that basically myself and most teachers kind of do a lot of this already. One of the main changes I think to my practice from this has been the praise and just remembering to use that. So, yeah, just in a couple of really challenging phone calls I've noticed the positive impact of starting with a bit of praise, commending that students effort in class, their improvement in work practices, whatever it might be, and then getting into the, okay, but your son has been de-classed, whatever the reason for the phone call might be. But yeah, so as I've become more familiar with it, I found I don't look at this script anymore, but that praise and also the at the end locking in tangible actions that you can do are really now embedded into my practice. So I don't necessarily think about the Pipple structure anymore, but certainly those two aspects of it are things that I now automatically do. Fantastic. And can you do it in five minutes? Have you mastered that part yet? Easy money, Ross. Right, good. That is great, great news. And have you tried it in other situations, so with kids or with colleagues? Yeah, so when we have, as we're all familiar with here, de-classings when the students send out of the classroom for being disruptive or whatever. So we'll have restorative conversations afterwards. So I've also found it really handy for those restorative conversations as well as then the parent facing side of that, which is the phone call home. Okay, well, that's great news. I'm gonna sleep very well tonight, so thank you. Cheers, Ross. Right, excellent news. That's really good. So here we go into next.