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.

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.

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.

"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.

“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.