# GLIMPS 423 ~ The 10 IB Learner Profile Attributes

The International Baccalaureate (IB) learner profile attributes are a set of ten characteristics that IB students are encouraged to develop throughout their academic journey. The aim of these attributes is to help students become well-rounded individuals who can make a positive impact in their communities and the world.

The ten IB learner profile attributes are:

  1. Inquirers: They develop their natural curiosity and acquire the skills necessary to conduct inquiry and research.
  2. Knowledgeable: They explore concepts, ideas, and issues that have global significance.
  3. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems.
  4. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.
  5. Principled: They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities.
  6. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities.
  7. Caring: They show empathy, compassion, and respect towards the needs and feelings of others.
  8. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies.
  9. Balanced: They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others.
  10. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their own learning and personal development.

The aim of developing these attributes is to enable students to become responsible citizens who can contribute positively to society. These attributes also help students to become lifelong learners who are able to adapt to rapidly changing global environments.

# 323 GLIMPS Howard Gardner ~ 8 intelligences

Howard Gardner, a developmental psychologist, proposed a theory of multiple intelligences, suggesting that intelligence is not a single, unified concept but instead, is made up of eight different intelligences. These eight intelligences are:

  1. Linguistic intelligence: the ability to use language effectively and expressively.
  2. Logical-mathematical intelligence: the ability to reason logically and think abstractly.
  3. Spatial intelligence: the ability to visualise and manipulate objects in space.
  4. Bodily-kinesthetic intelligence: the ability to control and coordinate physical movement.
  5. Musical intelligence: the ability to recognise and create musical patterns, rhythms, and tones.
  6. Interpersonal intelligence: the ability to understand and interact effectively with others.
  7. Intrapersonal intelligence: the ability to understand oneself, one’s emotions and thoughts.
  8. Naturalistic intelligence: the ability to recognise and classify natural objects and phenomena.

According to Gardner, each individual possesses a unique combination of these intelligences, and they are not necessarily related to one’s academic ability or IQ score.

# 223 GLIMPS (the Absorbent Mind by Maria Montessori)

“The Absorbent Mind” is a book written by Maria Montessori, an Italian physician and educator who developed the Montessori educational approach. In the book, Montessori describes the unique process of human development that occurs in the first six years of life.

Montessori discusses how young children have an “absorbent mind,” which allows them to effortlessly soak up information from their environment. She emphasizes the importance of providing children with a prepared and stimulating environment that encourages exploration and independence.

Montessori also explains her philosophy of education, highlighting the importance of allowing children to follow their own interests and natural curiosity. She argues that this approach fosters creativity, critical thinking, and self-confidence.

Overall, “The Absorbent Mind” is a seminal work in the field of education, providing valuable insights and practical guidance for parents, educators, and anyone interested in child development.

As a math teacher

As a math teacher, my primary focus would be on helping my students develop a strong understanding of mathematical concepts and problem-solving skills. I would begin by assessing each student’s level of mathematical proficiency and identifying their strengths and weaknesses. From there, I would design lesson plans and activities that are engaging, challenging, and tailored to their individual needs.

In teaching arithmetic and basic operations, I would use a combination of explanations, examples, exercises, and quizzes to help students master the fundamentals of the subject. For algebra, geometry, and trigonometry, I would provide step-by-step explanations of the concepts and demonstrate how they can be applied to solve problems.

In terms of problem-solving, I would encourage students to think critically and creatively, and to develop their own strategies for approaching complex mathematical problems. I would also emphasize the importance of showing their work and explaining their thought process, as this is often key to finding the right solution.

Finally, I would use technology and other visual aids to help students visualize and understand abstract mathematical concepts. For example, I might use interactive whiteboards, graphing calculators, and other tools to illustrate complex graphs, equations, and other mathematical concepts.

Overall, my goal as a math teacher would be to help my students become confident, competent, and effective problem-solvers, with a deep understanding of the subject and the ability to apply it to real-world scenarios

As English teacher…

As an English teacher, my main goal is to help my students develop their language skills, both written and spoken. I would begin by assessing each student’s level of proficiency and identifying their strengths and weaknesses. From there, I would design lesson plans and activities that are engaging, challenging, and tailored to their individual needs.

In teaching grammar, I would use a combination of explanations, examples, exercises, and quizzes to help students master the rules of the language. For vocabulary, I would encourage students to read widely and expose themselves to different types of texts, while also providing them with lists of words to learn and practice using in context.

In terms of writing, I would provide feedback on students’ compositions, highlighting areas for improvement and offering suggestions for revision. I would also teach them strategies for planning, organizing, and revising their own work, as well as techniques for effective communication and argumentation.

Finally, I would encourage students to develop their speaking and listening skills through class discussions, debates, presentations, and group activities. I would provide opportunities for them to practice their pronunciation, intonation, and fluency, while also teaching them how to listen actively and respond appropriately to others.

Overall, my goal as an English teacher would be to help my students become confident, competent, and effective communicators in English, both in academic and personal contexts.

# 123 GLIMPS

“Unlock your child’s full potential with Montessori Education, which recognizes three distinct planes of development. The first plane, from birth to age six, focuses on the development of the senses, language, and coordination through hands-on learning and exploration. The second plane, from ages six to twelve, focuses on developing the child’s imagination, curiosity, and social skills through independent and collaborative learning. The third plane, from ages twelve to eighteen, focuses on the development of critical thinking, independence, and leadership skills through real-world experiences and mentorship. At our Montessori school, we provide a nurturing environment that supports your child’s growth through each of these developmental stages. Come visit us and discover how Montessori Education can prepare your child for a lifetime of success. #MontessoriEducation #ThreePlanesOfDevelopment #HandsOnLearning #Imagination #CriticalThinking #LeadershipSkills”

Thoughts #2 2022

There we go, time goes by and after the pandemic, we have to ‘deal’ with the war in the Ukraine. Wondersome… In education we always talk about interrelationships … between subjects, people or topics… Actually, we’d likeit to be ‘the reality’, because that is how life, people should interact, work or create together. … innit? Now based upon that, looking at world politics… could there be a ‘possible connection’ too? wondersome… anyway, thoughts, that come across… It is all very strange, some say we are already in the third world war, some talk about the ‘great reset’ and others do have theories of a sort of ‘illuminati’ going on… and/or is it all about the money? maybe it is… nevertheless, the big E. Musk is anyway able to buy Twitter… or isn’t he? Will he then be able to share his thoughts on a constant basis? … I guess…

Just thoughts,… yet I also hope that that war will come to an end as soon as possible… or is the tthe new ‘status quo? maybe it is… I guess consumption needs to become less, less in all areas…maybe that would help to limit the divertion into a wrong direction… somehow we all need to do something…

Thoughts #1 2022

Hello everybody

It has been a while but now back again. many things have happened and many things have not happened… but here we are in 2022 and things are falling place and some things don’t fall in place.place.

I had some months off on my blog … and have not forgotten yet no  time to continue to write.  You could call it a creative break and continuous investigation and study of what  needs to be told to this community, that is is interested on Educational matters and ideas, thoughtt and eventual Solutions. because this is primarily what we’re looking for… solutions….

One of the main questions I have encountered were…

 in what way can we use education to help these children to become critical  thinkers and solution seekers that we are looking for…  it is pretty hard to do so indeed, because outside factors always interfere with what we would like to do,  … 

so what are the right techniques and what are the constructive manners that  we will and can provide, use and apply in  this society, the future Society, teaching  the skills and tools that are needed in order to make the right decisions and find constructive solutions to appearing problems on an ongoing basis….?



At any age, that is right, but what is it, the role and what is it the responsibility? Let’s look at the role…

The role is the way one has to, needs to is allowed to and has the right to act within his or her society, also environment. It is you given right, to be what you are. If you are a 3 year old, or a two year old, who starts to explore the environment (often simplified as terrible 2’s), that is the given right of the child to do so,…

That needs to be respected, allowed and supported… (some people might sigh, and roll their eyes, nevertheless. ) , that is a law of nature, that you will find throughout the different stages in the life of a child ( In Montessori terms defined as the four planes of development).

The role of a child is to be a child. AND within a prepared environment, this role will be and actually is supported to flourish according to the needs of the child. At any state of the child’s development, the environment needs to be prepared, for that the child has a full support.

That will allow the child to full fill it’s role. (preparation to become a member of society)

All this will help to develop internal and eternal order. Order that helps the child to become a critical thinker and decision maker. He/she will be able to identify relationships and patterns. Patterns that help to think logical.

So if we as adults respect the role of the child, at ay stage of its development, we help in the right direction.

That will then bring us to the responsibility.

This is linked to the behaviour. Obedience (Montessori elaborated that within the three levels of obedience).

Also, children need to be responsible towards themselves, the others, and the environment. This is a process that can take a bit of time (sometimes a lifetime).

Once they are allowed to be, be the role that they can, need and are allowed to be, they have the time and space to learn their responsibilities.

The environment, the prepared environment does help to support this development.

Therefore, once the child is allowed to define its role, the responsibility is   a logical conclusion.