Teaching Philosophy
Educational philosophy can be concise and precise in IB education through its mission and philosophy, a driving force. The following are the centric elements termed as foundational and interrelated IB Curriculum in the diploma program.
From the perspective of a teacher-based approach to a learner-centered approach was gradually reformed and redefined my teaching philosophy which is now grounded in the insight that it is my role to create an encouraging and supportive climate for learning. And I believe the following elements are required to make it possible.
IB Philosophy and Personal idealogy
International-mindedness Vs Believe in embracing diversity and respect
International mindedness is an essential conceptual tool in educating the rising generation to rethink and rework local/global citizens' needs to be, say, and do in the changing local/international order. (Singh & Jing,2013). The International Baccalaureate (IB) works to develop and ensure "international mindedness" as the crucial determinant for life in the 21st Century. As an educator, it is not just to guide in setting the ground rules to follow in tailoring the behaviour and habits of children but inspire the way they are. My strength is the love for teaching and the joy of learning, accepting the children despite diverse cultural backgrounds and learning abilities. As a teacher, international-mindedness is more on open-mindedness. I encourage students to focus on their strengths and skills rather than people's perspectives of themselves. It leads them to learn not in judging others, the difference in tolerance and respect for themselves and others. Children need to know in appreciate and value other's opinions and ideas. It is encouraging to adopt the change to new environments cherishing diversity. However, it is easier to be said than do, so accepting diversity in respect and tolerance has become a routine for children.
The IB Learners Profile Vs Believe in the holistic approach.
IB defines the learner profile as "the set of learning outcomes for the 21st Century that are nurtured through pedagogical practices and the content of IB curriculum" (Wright & Lee, 2014, p. 154). Learning being (inquirer, open-minded, knowledgeable) with an inborn interest t learn (as an open-minded inquirer) as a driving force and become known as an essential outcome.
(i) A Social being (caring, communicator) is intelligent, usually good with people, and cares about others. I encourage students to share their opinions, be good communicators, and accept their downfalls, creating space to understand and seek to tune into the wavelength to accomplish effective communication.
(ii) Action being (risk taker) who is willing to take the risk of uncertainties in the process of applying knowledge into action. I promote risk-taking in the classroom by modeling risk-taking in behavior and demonstrating the process with confidence.
(iii) A being to seek wisdom (thinking, reflective) activities that involve a lot of thought, reflecting, and seeking to rise above understanding and interpretation while making an important decision.
(iv) A moral being (principled) who can apply their learning and experiences to
principles that are an excellent personal standard of behavior are practiced in all planning
lessons and assessment.
(v) A balanced being is intellectually, physically, socially, and emotionally combines
the above attributes to raising children with 21st-century skills.
A broad, balanced, conceptual, and connected curriculum
IB aims to offer students in accessing a comprehensive and balanced range of academic studies and learning outcomes. It focuses on coordinating ideas that are connected across subject areas as it promotes conceptual learning. Also, integrating and interlinking subjects within and across topics adds coherence to the curriculum. Believe in the power of comprehensive studies interconnecting and rigorous assessment. Students acquire experiences that aren't just purview to classroom learning with projects that focus on society and their world. I prioritize the importance of making connections, traversing the relationships between academic disciplines, and learning about the world in ways that outreach beyond the scope of individual subjects. Meaningful assessments on any board achieve the curricula goals. I practice and promote evaluation as an ongoing in which are varied and integral to teaching and learning— emphasising the essential need of analysing assessment data to inform teaching and learning and recognizing that students benefit by learning how to determine their work and the work
of others.
Approaches in teaching and learning Vs Believe in building a healthy relationship
The IB's six approaches to teaching and five strategies to learning are grounded in contemporary educational research directs and emphasis educators and students. The methods are centralized on a cycle of inquiry, action, and reflection that notify the daily activities of teachers and learners through an interplay of asking, doing, and thinking. There is a great demand to foster and value relationships that take a stand in this process. I firmly believe that the relationships between the teacher and the student shape the learning outcomes and celebrates the togetherness of people working to build a meaningful and make
sense of the world.
