What is an IB school?

 In the previous chapter, I mentioned already that I applied to different IB schools. My aim was to enrich my career perspectives. I like to stick to something that I know but now, that I gained a couple of years of experience in an IB school [see previous blog] , I decided to enhance it better. I have other plans, other continents, other travels in my mind, and who knows what will come as good. :-) Plus, [brag] I am official IB examiner, as well!!!! [brag ended :-) ] 

In this entry, I am going to write a bit about the difference of the IB schools and public schools, in general, not Brazil-specific. 

What is the difference between an IB school and a general public school? 

IB stands for International Baccalaureate School which basically means that at the graduation, the student will obtain an IB-degree which is accepted in all the universities worldwide. IB goes hand in hand with critical thinking, inquiry-based education which aims at preparing its students for the challenges the 21st century poses to us. For a while, to be honest, I was convinced that IB stands for the method, inquiry-based methodology, but, International Baccalaureate involves all the teaching methods these types of schools ensure to their students. 

Usually, these types of schools work with lower classroom numbers, more personalized care, and most importantly, students can choose their own subjects from Grade 10. Another big difference is that there is a cross-curricular system in these schools: the subjects communicate with each other. The information that you learn in Math, you will use it in a Language class, or in a Biology class, per se. These connections are also there in a public school's curriculum and program, however, IB is more explicit about this. There are even separate classes dedicated in the timetable where students would work on their observations which involve several subjects. 

These schools also apply more hands-on, local examples, other than abstract global examples. Of course, by the end of the Middle Years (MYP), the sphere of the students would be gradually grown and raised, but especially in Primary Years, they will learn about country-specific programs. 

Let's say, there is a topic in Social Studies, like Settlements, or Civilizations. The transdisciplinary subject could be involved with Math and English, like have a look at settlements in other countries, other than the students' homeland. Or, tasks related to settlements: acres, area, counting periods (multiplying, division), basic trigonometry (which shapes are the best suitable ones to grow food), etc, you name it. With the subjects being connected, it enhances critical thinking in the students.

The biggest and main difference though is that the language of these schools is in English. All their tests, exams, communication, enrollment... everything will be in English from the beginning, so the second language will be really something else. 

Why is IB good for the students? 

IB is good for the students for the above-mentioned reasons: developing critical thinking early on, helping students achieve their dreams, involving special needs students, giving them regular and personalized care. It can give them everything what a public school would have no time to. There is attention to the students, and they are really personally taken care of. They can work in groups or individually. Just imagine as if Waldorf were mixed with special needs education, or something like that. 

Students will grow in this environment in personality, as well: IB has developed a learner profile for them. According to this , students when graduate will be: inquierers, thinkers, knowledgeable people, communicators, principled, open-minded, caring, risk-takers, balanced, and as well as reflective. As you can see, IB aims at developing not only the knowledge of students, but also their personality.

IB is really good for the students with special needs where they meet acceptance and personal care, but academic results are not the most important achievement. Plus, IB also aims at improving different intelligences of the students (according to Gardner's theory). 

So, all in all, it offers a more wholesome education than the public or other branch of international schools in general.

What about the teachers? 

In my personal opinion, IB does not benefit teachers as much as it does students. Of course, teachers must be here creative critical thinkers,  like already possessing all the characteristics of the IB learner. However, IB schools in general have a more tiresome administration on the teachers' shoulders. 

First of all, there is plenty of administration to do. More than in an average school. The special care of the students means that teachers will need to write reports of the students, not only just give a grade. More paperwork. Of course, there are different practices. There are schools which message the parents for the formative assignments, as well, others send home a report card after the investigation journey (a.k.a. a project) is finished. Most schools would also give a percentage and in every case, a very serious criteria must be followed closely when giving grades. 

Teachers are to plan the curriculum, as well and it has to satisfy the National Core Curriculum, other English-language speaking curriculum, as well as the place's special requirements. In my previous school I found it very hard. It was hard to create an inquiry statement, forming different long and cumbersome sentences into materia made up of abstract words, filling it with content. The inquiry statement is basically a sentence with which the whole investigation journey of the semester can be summarized, therefore, it must contain all the concepts we used for the topic and/or curriculum. Once an investigation journey or trimester's plan is done, teachers will meet and agree on their common points so that they will make their own transdisciplinary or IDU programs, as well. All in all, it's painstakingly long, needs lot of compromising skills, hard work and - in some cases - it may lead to burnout. In my personal opinion, I did not enjoy this part of the work. I prefer much more to be in the class and interact with children. Too much administration for me. 

Of course, this is only my point of view. Some of you, other teachers might say: but this is it! I've always wanted to delve into the curriculum deeper than just to be told what to teach! I aspire to be that teacher, but in my personal experience, I could feel that too much planning was somehow counter-intuitive opposed to the aims of the school. 

My school 

And here is the best reason, I found out about my current school: since it's a branch and it can be found in different states in Brazil, as well, the founders are keen on having the same program implemented and offering the same standards, regardless of the school's location. We have curriculum designers! :-) 

It also offloads a lot from our shoulders. Of course, we must follow the plan, we have to decide our teaching methods, and with the help of our teaching assistants, we can create a good environment, I think, but the hardest job is done so I can clearly focus on other spheres of administration, evaluating, deepening my knowledge in the field that I am teaching. I will have time to catch up on the books that I am going to be teaching, as well as working on the inquiry questions given and thus understanding the deeper connections. I'm eased up. :-) 

Of course, I'm trying to be not too naive, I know there will be hiccups and difficulties on the road, but it definitely looks different and comes with a new approach. Come and enroll on this journey with me! :-)