# data[].attributes.body
1.What ideological biases exist in the IB mission statement and how do you know this as a reader?

One of the ideological bias in the IB mission statement is that it is expected to create and develop caring people who will contribute to making the world a better place by knowledge, respect and intercultural understanding.

Another bias is that it is expected from learners to understand that even people with differences can be right. As a reader and as a teacher I know this because it is almost impossible to know what exactly will our students achieve and how will they make the world a better place, but we should do our best to help them get on and stay on the right path.

2.What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

The given text outlines the International Baccalaureate (IB) Learner Profile, describing a set of qualities and skills aimed at holistic student development. The dominant reading views this profile positively, applauding its emphasis on curiosity, critical thinking, global awareness, ethical behavior, and empathy. These attributes are seen as essential for producing well-rounded individuals capable of navigating complex challenges with integrity and empathy, fostering a positive impact on society.

However, an oppositional reading might comment on a one-size-fits-all approach, overlooking individual differences and cultural diversity. Concerns could also arise about the emphasis on academic excellence, potential implementation challenges, and oversimplification of complex qualities like ethical decision-making. Critics might suggest that this well-intentioned framework could inadvertently promote undue stress, hinder personal growth, and lack practicality within diverse educational contexts.

3. What is the tone created in the aims and assessment objectives, how does the author create it, and why?

The language used in the aims and assessment objectives creates an encouraging and informative tone. It focuses on actively engaging with a diverse range of texts, developing various skills, and fostering a lasting appreciation for language and literature. The use of action verbs emphasizes hands-on learning and growth, while aspirational language encourages students to explore different cultures and contexts. The tone underscores effective communication and teamwork, along with an admiration for the beauty of language. Overall, the tone is positive and motivating, aiming to inspire students to embrace language and literature for both personal and educational enrichment.

4. What words or phrases have a highly charged connotation and what is the effect on the reader?

"Lifelong learners": This phrase indicates a continuous commitment to learning beyond formal education. The effect on me is a sense of motivation to value ongoing self-improvement and personal development.

5. What words or phrases demonstrate the ideological perspective of this text?

“Creativity, activity and service”

The ideological perspective conveyed in the text aligns with the idea that education should be immersive, relevant, and socially conscious. It promotes the integration of academic studies with practical experiences and community involvement, aiming to cultivate individuals who are not only knowledgeable but also socially responsible and capable of making a positive difference in the world.

# data[].attributes.body
Be yourself, but always your better self.

- Karl G. Maeser

1. I am an English language teacher in a grammar school in Ljubljana, Slovenia. I came to this grammar school after my professor recommended it to me.
I have 2 years of experience as a teacher in a Language school in Belgrade, after that I have moved to Slovenia for my Masters degree, during my bachelor studies I have also worked as an online teacher and I still do, now have 5 years of online teaching experience.

This grammar school has an international department which is a MYP and DP candidate. After getting a job at the grammar school, they have also offered me a position in the international school, which I happily accepted. However, I have just been at this school for the last month and a half of the school year, and I had tons of questions about the program, materials, methods, projects, grading system, everything. Fortunately, I have great colleagues who helped me and guided me till the end of the school year. Now, I am here looking forward to learning more about it.

2. My most pressing question is: How can I combine and adapt my lessons to several different language levels and several culturally different backgrounds? My students are not just from Slovenia, but also from various European countries, and unfortunately they are all at a different language proficiency level.

I have noticed that my colleagues are doing so well with their subjects, and I feel like I will be able to do the same. I know we all have doubts and learning is just another way of getting rid of them, so I believe that this course will help me answer this question.

3. We live in an era of digital technology, we are all used to using it on a daily basis, so being online and staying connected will not be a problem. However, in order for us to keep these relationships positive, we must respect each other, show openness to receiving and giving constructive feedback, we should share insights, hacks, bits and tricks, along with of course all the important things. We should also accept differences in all spheres and try to learn from each other as much as possible.

4.A successful outcome for me after this course looks like independence, strength, abundance of knowledge and self-confidence. I hope that with learning more about Language A program, and the IB itself, I will be capable of completing and fulfilling my duties as a teacher in the best way possible.

Three things I want to achieve:
1) To learn as much as possible about the IB and Language A course, along with all the bits and pieces that are important to me and my teaching skills.

2) I would like to get as many ideas as possible for my future classes.

3) How to adapt my teaching style and methods in accordance with my students and the IB program.

# data[].attributes.headline
List of themes, issues, topics, connections...

# data[].attributes.subject
List of themes, issues, topics, connections...

# data[].attributes.body
Make a personal list of main themes, issues or anything else important and include information on where you can find more about it

# data[].attributes.body
Critical thinking and curiosity are the key to creativity.

- Amala Akkineni

# data[].attributes.body
Opinion is the medium between knowledge and ignorance.

- Plato

# data[].attributes.body
Books, works, texts, passages... all listed in one place

# data[].attributes.body
1. Teaching focused on conceptual understanding
2. Teaching developed in local and global contexts
3. Teaching focused on effective teamwork and collaboration
4. Teaching designed to remove barriers to learning
5. Teaching informed by assessment
6. Teaching based on inquiry

I have opted for this oreder based on the importance engagement, understanding and creativity, and collaboration have in classroom. I believe that assasments and inquiries could be combined in all other teaching approaches, that is why they are in the last two positions.

1. Thinking skills
2. Communication skills
3. Self-management skills
4. Research skills
5. Social skills

Simply, I believe that this would be a natural order of an average learner.

# data[].attributes.body
Sharing is caring

Something to save, something to pitch, something to think about, something to write about...

# data[].attributes.body
Assessment instruments could include crafting a comparative analysis essay that explores themes, characters, and narrative techniques in both novels.

Alternatively, students could create character portfolios to analyze character development, deliver oral presentations examining societal contexts, or produce creative projects such as alternative endings or visual art pieces capturing pivotal scenes.

Literary journals, group discussions, and research projects on historical and cultural contexts could further deepen students' understanding.

# data[].attributes.body
How did your thoughts about what you might teach change based on the TOK debate?

What is your role in creating an internationally minded literature syllabus?

Do you believe it is more important to teach canonical works or a diverse set of texts? Why?

And finally, what are you most excited about teaching and why?

# data[].attributes.body
The student is comparing transcript from 13RW and the poem "Salome"
She is going into details about body language, comments and behaviour of actors, both female and male, regarding the sexual activity, especially how female sexuality is portrayed from the male and female point of view....
then she comments on how sexuality is portreyed in the poem, how and to what extent it is different from 13RW
Several good points were made

# data[].attributes.attachment_link.title
Be a Lady They Said - Girls. Girls. Girls. Magazine