Javeria T.

I approach teaching and learning from IB ATLs' point of view. I encourage students not to let their line of inquiry go dormant. As inquirers, they must ask questions, challenge concepts, and research to gain multiple perspectives. Reflecting on their responses and methods of approaching the topic and content is also deeply embedded in my lessons. My personality trait as an IB practitioner is to scaffold learning while meeting the student's needs. I try to identify the learning style and gaps as a priority and use this info to scaffold a student's learning graph. Flexibility, differentiation, positive reinforcement of concepts, readiness to clear misconceptions, and a handful of wit go a long way with the students.

My first lesson starts with a detailed introduction of the student and myself. Usually, my second question from the students is an academic SWOT analysis by the students enlisting their strengths, weaknesses, opportunities, and threats (more like academic challenges). Students also do a need analysis after reflecting on their learning gaps and specific requirements for the subject under study. I try to do a formative analysis of the students' ATLs while they share these points about themselves and base my lessons on keeping this analysis in my mind.