The Kids Who Aren't Okay with Ross W. Greene Ph.D.

Ross W. Greene, PhD, is a clinical psychologist and the originator of the innovative, evidence-based approach called Collaborative & Proactive Solutions (CPS), as described in his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. He developed and executive produced the award-winning documentary film The Kids We Lose. Dr. Greene was on the faculty at Harvard Medical School for over twenty years and is now founding director of the nonprofit Lives in the Balance. He is also currently adjunct Professor in the Department of Psychology at Virginia Tech. Dr. Greene has worked with several thousand kids with concerning behaviors and their caregivers, and he and his colleagues have overseen implementation and evaluation of the CPS model in countless schools, inpatient psychiatry units, and residential and juvenile detention facilities, with dramatic effect: significant reductions in recidivism, discipline referrals, detentions, suspensions, and use of restraint and seclusion. Takeaways:Dr. Ross Greene emphasizes the necessity of adopting proactive strategies in education to better support children facing mental health challenges.We discusses the importance of meeting each child where they are developmentally, rather than enforcing a one-size-fits-all approach in education.Dr. Greene's approach advocates for understanding and addressing the underlying problems causing concerning behaviors rather than merely modifying the behaviours themselves.The conversation highlights the alarming increase in mental health issues among children, which necessitates a shift in educational practices and societal attitudes towards youth.A focus on developmental variability is crucial in education, as every child's needs and experiences are unique and deserve tailored support.Chapters:00:11 - Introduction to Dr. Ross Greene and Collaborative Solutions08:17 - Meeting Every Kid Where They're At10:54 - Understanding Developmental Variability in Education22:34 - Understanding Student Behavior and Systemic Issues32:54 - The Importance of Collaborative Change in Education38:22 - Empowering Change in Educationhttps://www.simonandschuster.com/books/The-Kids-Who-Arent-Okay/Ross-W-Greene/9781668203903🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources.https://www.educationonfire.com🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape2026 ConferenceKeynote : Reading for Pleasure – Dr Roger McDonaldWorkshops focusing on National Year of Reading : Writing, TESOL, Oracy, Drama and Story Telling, Poetryhttps://educationonfire.com/reading

In this solo reflective episode, host Mark Taylor wraps up the first part of the Ger Graus Gets Gritty season by doing something personal — instead of a straightforward summary, he weaves the season's key themes through the story of his own life in music. From a secondary school wind band to 30 years as a professional musician and music educator, Mark explores how opportunity, community, practice, and personalised learning shaped his path. He draws on insights from his conversations with Ger Graus to reflect on what great education looks like — and what's at risk when funding, trust, and time are taken away. A heartfelt and thought-provoking listen for anyone who believes in the transformative power of education.1. Children can only aspire to what they know exists Exposure is everything. Mark's entire music career began because a school programme placed an instrument in his hands. Without that structured opportunity, he simply wouldn't have known it was possible. Educators and systems have a responsibility to show children what the world contains.2. The task is not to make the impossible possible — but to make the possible attainable Big dreams don't require giant leaps. What they require is a visible next step. Mark's path grew one rung at a time: junior band → senior band → county ensemble → music college → profession. Clear, accessible stepping stones are what turn potential into reality.3. Deep practice builds something you can rely on under pressure When Mark performed his first brass band drum solo, it went well not because of talent — but because he'd practised so thoroughly it was in his muscle memory. Real mastery means the skill holds even when nerves are high. This applies far beyond music.4. Community makes the individual possible Behind every successful learner is a network of people: a visionary head teacher, an encouraging music teacher, parents organising lifts, peers in an ensemble. Mark's journey wasn't a solo performance — it was a collective effort. Nurturing that ecosystem around a child matters as much as the teaching itself.5. Wellbeing isn't a bolt-on — it's what happens when children are fully themselves Rather than offering mindfulness classes as a fix for an overburdened curriculum, Mark argues that real wellbeing comes from giving children time to pursue what lights them up. Meaningful, deep engagement with something they love is the wellbeing strategy.🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape

This week I used AI to summarize the 7 episodes I have recorded with Prof Dr Ger Graus OBE about his book Through a Different Lens: Lessons from a Life in Education. The aim was to give you a short (22 mins) overview of the themes we have discussed in a different way.I used the transcripts from all 7 episodes to create a summary document in Claude which I then imported to NotebookLM that in turn created a conversation between 2 AI voices.Link to the GGGG series audio playlist:https://player.captivate.fm/collection/54f98b13-e7b7-4c0e-bb3b-bc3b54a3c2aeLink to the GGGG series video playlist:https://youtube.com/playlist?list=PLy3hA_bI5MImKV4GN5-ZyRCOa2PVe9ysU&si=1o78GkM1erluHakphttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFire

Based on the final chapter of Prof Dr Ger Graus's book Through a Different Lens: Lessons from a Life in Education (Routledge), this conversation asks the most honest question of the entire series: So what?Ger examines what 40-plus years of educational work has truly changed — and what it hasn't.At the heart of the episode is a sobering reckoning: Wythenshawe, the deprived area of Manchester where Ger dedicated much of his career, remains in the bottom 25% of England's most disadvantaged communities — just as it was in 1999. Yet rather than despair, Ger finds meaning in the individual lives transformed, the schools that finally began collaborating, and the quiet but lasting legacy of the Education Action Zone that brought 29 schools together for the first time.Joining the conversation are educators, researchers, and colleagues who offer their own reflections on the book's significance — including insights from OECD Education Director Andreas Schleicher's afterword, and a passionate endorsement from Russian education researcher Dr. Sergey Kosaretsky.Key QuotesGer Graus on systemic change:"Certain dials are too big to shift by one person or by one small organisation. It's a concerted effort — and in order to see the big picture, all pieces of the jigsaw need to fall into place."Ger Graus on political impatience:"It's taken you since the 1944 Education Act to keep getting it wrong. Whatever made you think that in five years we would solve all your problems?"Andreas Schleicher (OECD), quoted from the book's Afterword:"The task is not to make the impossible possible, but to make the possible attainable."Dr. Sergey Kosaretsky on the book's message:"Education is not only schools. Education is not only universities. Education is a lot of things that children do every day — with their friends, their parents, with themselves."Mark Sylvester on Ger's philosophy:"One of the things he would say is that he wants to teach children, but also to teach humans how to learn."Key Takeaways1. Structural poverty is stubborn — but individual impact still matters. Despite decades of effort, the communities Ger worked in remain among England's most deprived. He doesn't shy away from this, but argues that transforming individual lives — like the girl from Wythenshawe who played Juliet in Italy and re-engaged with school entirely — is proof that the work was never wasted.2. Change in education takes generational patience. Politicians want results in five-year cycles. Ger argues that meaningful educational reform operates on a far longer timeline, and that unrealistic expectations are one of the biggest barriers to real progress.3. Lived and informal experience is education too. Multiple contributors highlight that education extends well beyond school walls — into homes, exchanges, community experiences, and play. Ger's career has been defined by championing this broader definition.4. The book is a call to action, not just a memoir. Colleagues urge policymakers — especially those working on England's forthcoming schools white paper — to read Through a Different Lens and draw from its hard-won lessons. It's described as "a textbook for all teachers, educators, and parents."5. Asking "so what?" is an act of courage, not defeat. Ger's willingness to interrogate his own legacy — particularly in the shadow of a cancer diagnosis — models the kind of honest, reflective leadership that education urgently needs.Chapters:00:07 - Introduction to the Series02:54 - Reflecting on Impact and Change10:41 - Reflections on Education and Poverty15:40 - The Importance of Lived Experience in Education19:42 - The Importance of Education Beyond Schools24:27 - The Role of New Leaders in Educationhttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape2026 ConferenceKeynote : Reading for Pleasure – Dr Roger McDonaldWorkshops focusing on National Year of Reading : Writing, TESOL, Oracy, Drama and Story Telling, Poetryhttps://educationonfire.com/readingTestimonials John Cosgrove - Retired Headteacher and Author, UKRichard Taylor - Former Head of English and Colleague of Ger, UKMark Sylvester - Executive Producer, TEDx, USAProfessor Sergey Kosaretsky - Vice Rector for Research, Moscow State University of Psychology and Education (MSUPE)

"More Than a School: Values, Measurement, and What Education Is Really For"In this episode of the Ger Graus Gets Gritty series, Mark Taylor sits down once again with Professor Dr. Ger Graus OBE to explore one of his most passionate themes — the idea that schools are, and must intentionally become, more than a school. Drawing on his own transformative work leading Education Action Zones in Wythenshawe, South Manchester, Ger makes a compelling case for community-rooted education that puts the whole child first, measures what truly matters, and trusts teachers as the professionals they are.Inspired by FC Barcelona's famous motto Més que un Club ("More than a Club"), Ger argues that schools — particularly primary schools embedded in their communities — have always carried responsibilities far beyond academic instruction. But rather than waiting for government to dictate how those responsibilities are fulfilled, he urges schools to seize the agenda, define their own values, and prove their impact on their own terms.From breakfast clubs to brokering local solutions within a network of 29 schools, from the dangers of league table dishonesty to the transformative power of professional trust. It's a rallying call to educators, parents, and policymakers alike."Schools invariably already are more than a school. But I think we need to become better at it and perhaps we need to become more deliberate at it.""If we want to do the 'more than a school' bit properly, I think we need to begin with the values of why are we doing this — and what is the impact, and how is that good for our children, our families, our communities?"Key Takeaways1. Schools must be deliberately "more than a school." The challenge is to make that broader role intentional, values-driven, and properly resourced, rather than reactive and underfunded. Schools should stop waiting for government permission and start leading the agenda themselves.2. Start with the whole child, not the average child. A child who is hungry, cold, or emotionally unsettled cannot learn. Ger champions breakfast clubs, pastoral support, and out-of-school activities not as "nice extras" but as the essential foundation for learning. The 10 A's identified in Cambridge University research on Children's University — including attendance, attainment, attitudes, adventure, agency, and advocacy — offer a far richer picture of school impact than narrow inspection frameworks.3. Measure progress, not just performance. League tables and one-size-fits-all inspection frameworks distort reality and incentivise dishonesty. Ger advocates for progress measures that reflect a school's specific community context — comparing a school against its own journey rather than against wealthier, more selective institutions. Meaningful accountability means schools defining and measuring their own impact transparently.4. Professional trust is the missing ingredient. The Wythenshawe Education Action Zone showed what's possible when teachers and headteachers are genuinely trusted: 29 schools that had never met collectively began collaborating, sharing expertise, and solving problems from within. No external consultants, no top-down directives — just professionals empowered to know their children, their families, and their communities.5. Respect and trust for teachers must be made visible — by everyone. Ger's closing call to action is personal and practical. To parents: engage with teachers as the professionals they are, rather than rushing to challenge or undermine them. To government: back up the rhetoric of "trusting teachers" with real autonomy. And to everyone: make trust visible in small, tangible acts — like a handwritten thank-you note after a difficult week. As Ger puts it, "We need to make trust and respect visible. We owe that to our teachers."Chapters:00:01 - Introduction to the Series01:13 - More Than a School: Understanding Community Impact29:20 - Building Community Trust in Education32:31 - Transforming Education: A New Approach42:20 - The Impact of Demographic Changes on Education01:02:07 - The Ongoing Journey of Educationhttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com/🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape2026 ConferenceKeynote : Reading for Pleasure – Dr Roger McDonaldWorkshops focusing on National Year of Reading : Writing, TESOL, Oracy, Drama and Story Telling, Poetryhttps://educationonfire.com/reading

In this episode of the Ger Graus Gets Gritty series, Professor Dr. Ger Graus OBE tackles what he calls "the most underestimated aspect of a child's learning and growing up"—the role adults play as models in young people's lives. Through personal stories, including his daughter's early obsession with "Mrs. Poole" her nursery teacher, and insights from his global work with Kidzania, Ger reveals how children unconsciously absorb behaviours, values, and dreams from the adults around them, often in ways we never notice.This conversation goes beyond the surface of role modeling to question the fundamental structures of modern education. Ger and host Mark Taylor examine why schools still operate on an industrial-era framework—early start times that conflict with adolescent sleep patterns, restricted bathroom access, rushed lunch periods causing "collective indigestion"—and explore what education could look like if we redesigned it around how children actually learn and thrive rather than outdated factory models."If we want a world that is respectful and that is kind and considerate and that is inquisitive and curious, then we need to begin to lead by example. That is the most important part of our job description when it comes to our young people."Key Takeaways1. Adults are role models whether they realize it or not. Children absorb everything from the adults around them—teachers, parents, neighbours, and community members. This "copied behavior" is one of the most underestimated aspects of learning, and adults must become conscious of the example they set in values, kindness, curiosity, and respect.2. Lead by example, not just instruction. Children learn more from what we do than what we say. Schools that demonstrate values through everyday behaviour—greeting people warmly, showing kindness, opening doors—create cultures where children naturally adopt these behaviors, regardless of socioeconomic background.3. The industrial model of education is outdated and failing students. Current school structures—rigid schedules, minimal breaks, locked toilets, rushed lunches—are remnants of the Industrial Revolution designed to prepare workers for factories. This model no longer serves students' needs or prepares them for modern life.4. Schools should be community-owned "more than schools" Educational institutions need to transform into community hubs that serve broader purposes, with flexible hours (perhaps 8am-6pm), adequate meal times, and involvement from employers and community members. Schools should measure and value different outcomes beyond traditional academics.5. Careers education has failed generations and continues to fail. Adults consistently report that their careers education was either laughable or non-existent. Despite this universal acknowledgment, little has changed. Meaningful change requires creating experiential learning environments where young people can explore possibilities and develop authentic aspirations.Chapters:00:00 - Introduction to the Series01:18 - The Role We Play in Children's Lives13:20 - The Role of Teachers as Role Models21:39 - The Importance of Values in Education33:06 - The Role of Role Models in Education42:21 - The Impact of Role Models in Education55:40 - The Influence of Role Models on Youth01:08:30 - Rethinking Education: Beyond Traditional Modelshttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com/🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape2026 Conference Keynote : Reading for Pleasure - Dr Roger McDonaldWorkshops focusing on National Year of Reading : Writing, TESOL, Oracy, Drama and Story Telling, Poetryhttps://educationonfire.com/reading

This is the fourth instalment of the "Ger Graus Gets Gritty" series. Based on Chapter 4 of his book Through a Different Lens: Lessons from a Life in Education (published by Routledge), this episode tackles one of the most contentious topics in modern education: technology.Rather than focusing on the technical aspects of digital tools, Professor Dr Ger Graus OBE reframes the conversation around technology as fundamentally a discussion about human behaviour, courage, and trust. From fountain pens to AI, he traces the historical pattern of moral panic that accompanies each technological advancement, arguing that our concerns reveal more about ourselves than about the technology itself.The conversation challenges the current discourse around banning mobile phones in schools, advocates for student-centered approaches to technology integration, and explores how young people might actually serve as role models for adults when it comes to digital literacy. We discuss engaging students in creating their own codes of conduct and for recognising that technology's impact—positive or negative—ultimately comes down to how we choose to use it.Key QuoteOn the Mobile Phone Ban Debate:"The fact that we are actually talking about banning mobile phones from schools is unbelievable. It is literally turning around to your children and to mine and saying, now, for whatever, six, seven, eight hours a day, we're going to pretend that they don't exist."Key Takeaways1. Technology Panic is a Historical Pattern, Not a New PhenomenonEvery technological advancement in education—from fountain pens to ballpoint pens, calculators to the Internet, and now AI—has been met with moral panic about "dumbing down" and declining standards. This reveals that our anxieties are less about the technology itself and more about our discomfort with change and our ability to adapt.2. The Problem Isn't the Technology—It's Human BehaviorTechnology is neutral; its impact depends entirely on how humans choose to use it. Rather than banning tools like mobile phones, we need to focus on developing appropriate behaviors, codes of conduct, and digital citizenship. The phone sitting on the desk isn't harmful—it's how we interact with it that matters.3. Students Should Be Partners in Creating Technology PoliciesYoung people are conspicuously absent from public discussions about technology in schools, despite being the most affected stakeholders. Students are capable of creating sophisticated codes of conduct for technology use—often better than adults can create—and are more effective at self-policing when they've been part of the solution.4. We're Failing at Technology's Greatest Promise: Equity and DemocratizationThe Internet represents humanity's greatest democratizing invention, yet we've failed dismally at addressing equity issues both within countries and globally. The gaps in technology access and digital literacy are growing rather than shrinking, which represents a massive missed opportunity for education and society.5. Young People Are Our Role Models in Technology, Not the Other Way AroundThe traditional model of role modeling—where older generations guide younger ones—is reversed when it comes to technology. Adults need to approach young people with respect and humility, learning from their digital fluency and working collaboratively to understand and navigate the technological landscape together.Join the conversation using #educationonfire and share your stories.Chapters:00:01 - Introduction to the Series01:14 - The Impact of Technology on Education11:19 - The Role of Technology in Education15:02 - The Integration of AI in Education19:15 - The Impact of Technology on Education27:10 - The Role of Technology in Education35:02 - The Role of Technology in Education36:40 - Understanding the Role of Technology in Education46:31 - The Role We Play in Technologyhttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com/🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape

In this episode we explore the critical distinction between schooling and education—and why it matters more than ever. Drawing from his book Through a Different Lens: Lessons from a Life in Education, Prof Dr Ger Graus OBE challenges us to rethink how we prepare children not just for exams, but for lifelong learning.From conversations with Reggio Emilia's Carla Rinaldi to insights on India's National Education Plan, this episode examines how different systems approach the fundamental question: is schooling enabling education, or limiting it? Ger and Mark discuss the narrowing of curricula, the disconnect between political agendas and educational best practice, and the untapped potential of museums, libraries, and cultural institutions as essential learning partners.With passionate calls for cross-party consensus on children's wellbeing and a reimagining of what it means to truly educate rather than simply school, this conversation is a rallying cry for parents, educators, and policymakers to refocus on what children actually need to thrive in the modern world—not the industrial revolution.Key Quotes"The better schooled you are, the better educated you can be if you wish to be.""We don't talk about wellbeing, we talk about not wellbeing. The entire conversation is never about, oh my God, I feel so great. The entire conversation is, I feel so lousy.""If you are going to study Shakespeare with children and young people...... they should either get the chance to see the play or to be in it...... you could not be in an outstanding school if you don't adhere to those things.""The bar in England in that sense is set unbelievably low. Please do not look to England as an example of best practice."Key TakeawaysSchooling ≠ Education - Schooling is a 10-15 year period within a lifetime of education (ages 0-99). In an ideal system, schooling should be an enabler that equips people to become lifelong learners, not just to pass exams or accumulate credentials.The Dutch Advantage - The Dutch language uses the same word for teaching and learning, conceptually removing the artificial separation. This linguistic integration reflects a more holistic approach where teaching and learning are seen as complementary parts of the same process.Cultural Institutions Are Underutilized - Museums, libraries, galleries, theatres, and music venues are crying out for audiences while schools struggle within narrow curricula. There's enormous untapped potential in creating systematic partnerships between schools and these cultural institutions to enrich both education and teaching.We Need Cross-Party Consensus - Educational policy suffers from constant reinvention with each new government. Creating a consensus on core priorities (wellbeing, music, physical education, etc.) that transcends political cycles would provide stability and allow genuine progress rather than perpetual wheel-reinventing.Shift from "Not Wellbeing" to "Wellbeing" - Current conversations focus on problems (obesity, knife crime, mental health issues) rather than positive wellbeing. Education policy should reframe the dialogue to proactively build wellbeing through entitlements like music, arts, and cultural participation—things that make us feel good, not just prevent us from feeling bad.Join the conversation using #educationonfire and share your stories.Chapters:00:10 - Celebrating Milestones03:29 - The Distinction Between Schooling and Education10:31 - The Role of Parents in Education20:01 - Rethinking Education: The Role of Parents in Homework27:05 - The Impact of Education on Society32:55 - The Role of Schools in Education and Parenting40:08 - Rethinking Education: Community and Personalization41:59 - The Role of Experience in Knowledge Acquisition54:39 - The Role of Communities and Schools in Student Well-being59:32 - The Need for a Collective Movement in Education01:06:10 - The Future of Education and Learninghttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com/🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape

This episode explores how children's aspirations are fundamentally shaped by their experiences and what they're exposed to. Drawing from Prof Dr Ger Graus's groundbreaking work with the Wythenshawe Education Action Zone and Manchester Airport, they unpack the reality that children from disadvantaged backgrounds often can't dream of careers they've never seen.The conversation moves from airports to universities, examining how partnership between education and industry can transform lives. Ger shares compelling research from KidZania revealing that stereotypes are set by age 4, and discusses the Children's University model that brought families into higher education spaces for the first time.Ger challenges listeners to think beyond traditional schooling, emphasizing the critical importance of out-of-school experiences, parental engagement, and creating purposeful learning that helps young people discover why education matters—not just what they must learn.Key Quotes"If you have a strong purpose in life, you don't have to be pushed. Your passion will drive you there." - Roy T. Bennett (quoted by Ger Graus)"Don't you know that people from Wythenshawe don't fly planes?" - 6-7 year old children to Ger GrausThis heartbreaking response reveals how aspirational lids are placed on children's jars from an early age, limiting what they believe is possible for themselves."We get hung up on schooling more than education...we're quite happy to alienate the parents. We actually don't want much to do with the parents." - Ger Graus"We need to draw the parents in, we must make them our co-educators...it takes a village to raise a child. Well, we need to remember that the village consists of different components and parents and grandparents are very important but we must engage them." - Ger Graus"Give me a confident learner and I'll bring you the grades." - Ger GrausThis powerful statement challenges the system's focus on test results over building confident, independent learners who can thrive in any context.Key TakeawaysChildren can only aspire to careers and opportunities they know exist—exposure mattersStereotypes about career choices are set by age 4, yet we don't discuss futures until age 14Partnerships between schools, businesses, and communities create win-win situationsOut-of-school experiences are not luxuries—they're essential for breaking cycles of disadvantageTrue education requires engaging parents as co-educators, not alienating themWe need futures awareness in primary schools, not just careers education in secondary schoolsJoin the conversation using #educationonfire and share your stories of expanding children's horizons.Chapters:00:10 - Celebrating Milestones in Education00:39 - Introduction to the Series: Gare Grouse Gets Gritty12:50 - Aspirations and Limitations: The Impact of Local Perceptions on Career Choices17:55 - The Importance of Experience in Learning21:57 - Engaging Parents in Education26:21 - Cultural Reflections on Education and Language32:09 - The Role of Technology in Language Learning40:09 - Aspirations and Education45:32 - Generational Aspirations and Education48:16 - The Importance of Role Models and Social Mobility55:53 - Intergenerational Learning: Bridging the Gap01:01:52 - The Concept and Impact of Children's University01:09:31 - The Importance of Partnerships in Education01:14:52 - Understanding the KidZania Experience: Research Insights01:16:58 - Exploring Stereotypes and Career Choices in Children01:26:34 - The Legacy of Education and Community Engagement01:30:47 - The Importance of Learning: Bridging Education and Experiencehttps://www.gergraus.comGet the book – Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com/🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape

In this first episode of a special 10-part series named Ger Graus Gets Gritty, Mark Taylor sits down with Professor Dr. Ger Graus OBE to launch an honest conversation about education and schooling.Following the release of Ger's book "Through a Different Lens: Lessons from a Life in Education" this series uses each chapter as a springboard for examining what's working—and what isn't—in our education systems.In this episode Ger shares his personal journey from a difficult childhood in the Netherlands to becoming a passionate advocate for experience-based learning. He reflects on how one transformative teacher changed his trajectory, the crucial differences between primary and secondary education, and why putting children at the centre of learning must be more than just rhetoric.This episode tackles the benefit of hindsight, the importance of storytelling in education, and why courage is needed to swim against the current of compliance-driven schooling.Key Quotes"If you're a teacher, just realize that 50 years from now someone will say your name... That's your responsibility, whether to say good things or bad things, nice things or not so nice things. That's in your gift and that's in your hands.""The minute you touch on an abstract in your lesson, the next thing that should happen is, comma, for example, the two most important words in that lesson. Because what that means is that you exemplify, you tell a story effectively, you take these children in mind and heart, you take them on a short journey.""What we have become is accountable to the system and not accountable to the child.""I think we need to make education and schooling and the connection between the two much more of a societal dialogue.""Children can only aspire to what they know exists."Takeaways:The podcast marks a significant milestone, celebrating ten years and 500 episodes, highlighting the journey of Education on Fire.Professor Dr. Ger Graus OBE's engagement signifies a collaborative effort to address pressing educational issues through meaningful dialogue.The series titled 'Ger Graus Gets Gritty' aims to promote positive change in education, focusing on the welfare of children and supportive learning environments.Listeners are encouraged to participate in the conversation and share stories that advocate for the well-being of children in educational settings.The podcast emphasizes the importance of community involvement in education, asserting that collective action is essential for fostering supportive learning experiences.The discussion raises critical questions about the current educational system, advocating for reforms that prioritize children's needs over economic or political agendas.Chapters:00:08 - Celebrating Milestones in Education01:09 - The Importance of Community in Education23:31 - The Importance of Storytelling in Education33:03 - Reflections on Childhood and Education52:41 - The Need for Courage in Education Reform01:12:39 - The Importance of Personalization in Educationhttps://www.gergraus.comGet the book - Through a Different Lens: Lessons from a Life in Education🔥 Discover more about Education on Fire, get a FREE pdf of 10 guest resources and be part of our season finale with Ger.https://www.educationonfire.com🔥 Support the show – Buy me a coffee, Merch and Sponsorship Opportunitieshttps://www.educationonfire.com/support#EducationOnFireShow Sponsor – National Association for Primary Education (NAPE)Their Primary First Journal: https://www.educationonfire.com/nape