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What the student is saying/doing

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I teach Romanian Language and Literature at Little London School Bucharest, Romania.
2. What's unique about your IB situation?
My school is authorized as a PYP school and on 2019, March the 1st we were admitted as  MYP candidate school. I am the IB coordinator in my school! In terms of curricula, we aligned the National Curriculum with/to IB standards!
3. What is the most pressing question?
I've been asked to hold DP Language and Literature courses for students that started DP and have chosen Romanian Language and literature. So I'm interested how things work...What is the procedure!
4. How can you develop pozitive relationships?
By engaging in  honest and authentic communication with course participants. 5. What does a succesful outcome look like for you after this workshop?Our goal is to obtain the authorization for both MYP and DP Programmes. About:

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APPROACHES TO LEARNING
Communication skills
Thinking Skills
Self-management skills
Research skills
Social skills

In relation to discipline, from my point of view, communication skills represents a priority though all the mentioned  skills are interconnected  in the complex process of learning. Still, thinking further,  language is the basis for learning any discipline and linguistic intelligence is directlly related to our ability to think - this being another reason for my chioce.
As mentioned in the guide: "...reading, viewing, writing, speaking, listening and performing form a part of the aims of the course in studies in language and literature" (p. 64), students will develop the other skills on the foundation of mastering these communication skills.

APPROACHING TO TEACHING
Teaching focused on conceptual understanding
Teaching based on inquiry
Teaching informed by assessment
Teaching focused on effective teamwork and collaboration
Teaching designed to remove barriers to learning
Teaching in local and global contexts

Going through these Approaches to teaching all contribute  to the full image of the teaching process as in a puzzle. My decision to point: "Teaching focused on conceptual understanding" as being the FIRST it's based on my experiences in using the conceptual based model in teaching and planning. Summarizing the information in the guide:
- build  the capacity to engage with complex ideas;
-get to the hart of why they are learning;
- moving students to higher order thinking;
-transfer concepts to different learning experiences;
...and thinking about the beauty of teaching Literary Portraits vs Historical Portraits  - around the concept of identity...made me reaffirm the efficiency of this model even if I have moments when "Teaching based on inguiry" occupies the FIRST POZITION.

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Close textual analysis
Q1. What ideological biases exist in the IB mission statement and how do you know this as a reader?
At first glance, the reader might think that the only way to accept the opinions of others is the result of an IB program, and this happens because one tends to look unilaterally at the information. If we consider that the IB mission does not criticize other systems but subordinates its activity to this purpose, we can appreciate as noble the mission under which schools work, namely to educate the student as a future adult able to think globally and not only subjectively.
Q2. What is the dominant reading of this text and what might be an oppositionmal reading of the IB learner profile?

Oppositional reading could target the student's emotional profile versus academic profile. The IB student profile captures traits that are developed through any form of education as long as it grows in a healthy environment. Probably other systems did not want to define these student traits because they are already inherited or saddened in their family, community or developed personality during their life experiences.
Q3. What is the tone created in the aims and assessment objectives, how does the author create it, and why?
The tone is obtained by associating the following attitudes: objective, informative, impartial. The author obtained it by using a sophisticated level of writing and in the same time being clear and concise. The general feature is defined by the way he formulated the aims by  using the short infinitive:” develop”.  The author's reason is defined by the following: clarity in the forms, elaborate objectives that can be transformed into operational ones.
Q4. What words or phases have a highly charged connotation and what is the effect on the reader?
The words I reacted to are: together, make sense, world, constructivist, democratic, lifelong, collaboration, and the effect on the reader focuses on globalization, community and timelessness over time.
Q5. What words or phrases demonstrate the ideological perspective of this text?
Words: CREATE, PLAN, DEVELOP, CONNECT, EXPERIENCE, BOOK