Although this is opening ourselves to the world, this is not authentic international mindedness. 

Instead, we are talking about opening our minds to different experiences that bring about intercultural connections of understanding.  This is going to mean something different for every person based on their unique backgrounds and exposure to other people’s ideas.  I guess that is the point.  Are we open enough to listen to other people’s ideas and be willing to change our own.  This is much deeper than trying a plate of paella while holidaying in Spain. ​

When I think of the specialist and supporting roles, the easiest thing for me to do is make connections to the local and global issues that matter.  In each of your roles, you are going to be exploring how to do something whether it be hand-eye coordination, keyboarding, sketching, or sequencing pictures to create a story.  

One of my favorites is making local and global connections.  It’s a lot easier than it looks, but that’s from my perspective.  So bear with me as I try to make this mental image. 

Here are two examples...

1.  For the Science Lab Teacher

As you are trying to connect to climate patterns, have them look at trends around the world. Try to determine the climate of certain areas based on their location to the equator.  Usually, the more northern you are, the colder the weather and more severe precipitation.  While the south is usually warmer with more balmy weather with mild winters.  This trend is usually happening at the same latitude.  

Then, examine areas that defy the climate patterns and assess the reasoning.  Below is a picture of the United States last week.  Notice how the most southern parts received snow storms, including my home in Houston, Texas.  This weather pattern is defying what we usually see during this time of year in the southern part of the United States.  

This type of investigation my pose these questions:

• Why is the weather deviating from the normal climate pattern?
• What is this weather trying to tell us about climate change?
• Is this weather pattern happening at other places around the world at the same latitude? 

Why study these patterns?  It helps learners to identify trends that impact the human experience.  This is the entire reason that we learn in school. We are trying to determine the rules and see where they apply to all, many, and a few. When the rules change, we are seeking to determine the cause, so we can be prepared in the future. 
​

2.  For the PE Teacher

My brain naturally went to PE.  I think the PE teacher is the most left alone in the school.  This can be good and bad.  You are given the autonomy to teach however you want, but you also have to create everything on your own.  

Oftentimes, I hear PE teachers tell me that they struggle to authentically connect with the PYP.  I get it, your curriculum is so different that it’s hard to connect.  BUT, there are ways that you might have not considered.  

One possibility is through local and global connections.  What do I mean by this?  Imagine you are talking about team sports and why it’s important that everyone has their role.  You go through several types of sports that play with their feet and compare and contrast their features.  

Something you can do next is survey your learners to discover the most played sport or game at recess.  Depending on the region, it might be football or what we Americans call soccer.  This makes sense, because it requires very little equipment.  You can show images and videos of different places around the world and the conditions they play in.  This can help to shape the idea that no matter where you come from, you still have the opportunity to play the game. 

Next, you can chat about games that have similar features, but don’t necessarily follow the same outcome, such as baseball and cricket.  I’m not going to break down all of the features, but this would be an interesting exploration for learners to go through.  

​By exploring different ways that people play with similar equipment, we get learners to compare and contrast between regions to discover why they are the same or so different.  

This is the type of thinking that we want learners to go through as they connect between two similar sports, exercises, or experiences. 

How can you take what you are doing and apply it with your content or curricular focus? 

If you have listened to my podcast, you will know that I am obsessed with Projecting Across Distance, a visible thinking routine by Project Zero.  Just pop over to my website: thinkchat2020.com and complete a search.  I’m sure you will see it in several posts, because I absolutely love it.  

In preparing for this episode, I decided that I needed to branch out and find another visible thinking routine that would allow for local and global exploration without it being the same routine.  Variety is the spice of life or so I’m told. 

You can imagine my surprise when I discovered Projecting Across Time.  I instantly became fascinated and eager to get my hands dirty.  

Let’s unpack this visible thinking routine and see how it might look in practice. 

Pick a topic . Then, consider it using the following prompts:

• Map what you think or already know. What do you know about the topic?
• Reach back in time. How has the topic played out in different forms / contexts / places over the last
• 10 years? The last 100 years? The last 1000 years?
• Reach forward in time. How do you think the topic will play out 10 years into the future? 100 years? 1000 years?
• Map how your thinking about the topic has changed. How do you view the topic now?​

​

​What do we know about bullying already?
It is a power imbalance between someone stronger/weaker; not always physical
There is fear involved by the weaker party
Demands are usually placed that can be uncomfortable or dangerous
The person being bullied can feel isolated and alone in dealing with the issue

10 years ago
We had bullying in school, but the kids were a bit more physical and not quite so emotional.  It was usually in search of lunch money, snacks, favors, etc.  Now, it’s about friendship groups, mean girls thinking, and isolating people.  It feels more psychological. 

100 years ago
When I did some research, because I don’t know off the top of my head, bullying in the 1920s was generally physical (or verbal) harassment that usually related to a death, strong isolation, or extortion in school children.  Yikes, it feels like the bullying of today is much lighter compared to death threats.  I’m glad I didn’t live back then. 

1000 years ago
In medieval times,  people mostly lived in small villages and farmed the land. There were only a few big cities, so everyone knew the comings and goings within the community.  There was only one way to live, which was usually directed by the ruling lord and the church.  If anyone was mysterious, strange, or unconventional, they were often labeled by society either through outcasting or putting them to death.  

10 years from now
We will see the surge of cyber bullying with the full power of AI technology ruling our lives and governing how we live.  There will be much more surveillance by our comings and goings by the government.  There will be little or no secrets in our public life, similar to 1000 years ago. Bullying will be even greater with people having access to technology where they can simulate events into photos and videos that never existed. 

100 years from now
People will have full integration between AI, robotics, and human life.  There will be no hiding in the world.  Everything will be up for scrutiny.  Bullying will come in the form of societal conformity and the lack of personal identity.  Society will judge how we act, think, and feel.  

1000 years from now
I have no clue.  I’m just glad that I grew up in the 1980s to remember when life was unplugged and bullying was emotional or physical. Should I be glad for this? 

I know I went deep on this issue, but you can see how this might challenge your learners to think deeper about content.  Get them to make predictions based on the trends in the present day.  There are so many possibilities. 

How might you adapt these two ways to your practice?  How might this stretch the learning in your classes?  

After redesigning the physical layout of our classroom, my learners decided it was time to take on more reponsibility. They wanted jobs.  I was fine with this, because I was ready for them to take a more active role in maitaining the systems of our classroom.

We made a list of jobs that would help our classroom run smoother.  My learners came up with most of the list.  If there were roles that were overlooked, I would prod, but not require them to be added. 

When we finished with the job list, we determined the next salary based on how often the job would be performed.  The only condition that I set was rent.  Every two weeks, they would have to pay 800 Euros for their seat, just like in the real world.  At first, they were a little shocked, but quickly set the salary and chose their first job. 

The class decided to remove their name tents off their desks, because they would be allowed to move every time the jobs changed.  This allowed them the opportunity to sit in a variety of places and work with different people.  They agreed to the idea whole-heartedly. 

When designing our job list, one of my learners suggested using our name tents for the chart.  I thought it was a brilliant idea, since they were no longer being used.  I made the chart that afternoon and put it up on our window.  

Of course, my clever learners wanted to know how they might be paid.  I went back to an old-fashioned check register.  They were shocked to hear that they had to manage their own money.  HAHA.  I laughed out loud at that one. 

The real surprise was when they figured out how little they might have after paying for their rent to buy things from our class store and privileges.  As a teacher, it was one of those moments you wish you could bottle up, because they were so intrigued, scared, and interested all over again.  

Naturally, the next conversation that came along was actual money to shop.  This had me backpeddaling and shopping for money templates on Canva.  I ended up putting my face on the dollars, which was tons of fun.  If I had thought about it more clearly, I would have changed the background for each demonition.  You live and learn. Here's how it turned out. ​
​

​We came to a consensus that we would change jobs every two weeks and they had to pay rent at that time.  

The class store would open one time every two weeks.  The cost of all items would be listed on the the front of the class store bin.  

I labeled all of the items and put things into bags, so it was easier for the shopkeeper to manage the goods and money. 

Everyone agreed that they had to complete all the jobs before repeating them again.  

To me, this is the fun part of learning.  What is the thing that you love doing with your learners? 

I've learned a big lesson this week about over committing again.  This is a condition called OCA, coined by myself.  I have been suffering from OCA for too many years to count and I realize that the only person who is going to stop the cycle is me. 

This past week, I nearly fell physically apart while managing report cards, preparing for parent conferences, getting reading for a NEASC visit, testing student reading abilities, and facilitating on an intensive online workshop.  As you might have guessed, it is Sunday and I've been working all day long. 

For the first time in my working career, I am going to under commit. This does not mean that I am not going to work hard or do my best.  I am going to say no to taking on extra, because it's too much.  

Many of us overcommit.  It's something that we have been conditioned to do, but it only serves a few people.  I believe we overcommit, because we don't want to:

• say no to our boss
• look less capable to our peers
• turn down opportunities
• feel insignificant

As I look at this list, I have been guilty of all of them.  But, I realize that my work performance is not as important as my health.  It's not as important as yours either.  

Whatever you are overcommitting to in your life, consider taking a step back.  I'm tired of feeling tired all the time, because I just can't say no.  Choose the things that will bring you joy using the least amount of energy as possible.  This will bring you greater reward. 

Let's stop overcommitting to others and begin committing to ourselves. 

​After my learners reset their tables, we had an earnest conversation about the rest of the furniture.  They felt that the rest of the bookshelves were too cluttered and they could not find the materials that they needed.  This was one of those moments that you realize that your learners are not feeling independent in their learning space.  

These pictures are from my last post and as you can see, there is a small eight cube stand next to larger sixteen cube stand.  To the quiet observer, the classroom would look organized and quite user friendly.  This was not the feeling of my learners. 

The big cabinet in the back was behind a group of desks, which posed an issue for learners trying to get to their materials.  The entire class would flock to the back of the classroom at once, which would cause a major traffic jam.    

We had an eight cube stand in the front of the class and the learners came up with this plan.   

We put everyone in ABC order and put half of the class into these cubbies.  Each learner has their own labeled space.  Above it, we dediced to put our snacks in the basket, devices in the plastic tub, tissues and wet wipes for emergencies.  Brilliant!

The remainder of the class decided to put their materials on bottom two rows (except one) of the big shelf.  This allowed us to put shared art materials, after-school club yarn, and other craft materials in the blue bins.  

This minor switch of moving cupboards made a huge difference in the flow of our systems, accessing materials, and making it a more independent learning space.  

We are not done yet!  I can't wait to share what my learners wanted to do after that in my next post. 

My professional goal for this school year was to create a responsive learning environment that invited playful interactions with my learners.  I want them to truly feel like they can create freely and use all of the materials in the classroom.  But, how do we make this happen with limited resources and money. 

​I decided to find out from the experts directly at a workshop held by Sean Walker and Anne van Dam at the Berlin Brandenburg International School (BBIS).  This workshop focused on building responsive learning spaces through loose parts, intelligent materials, and intentional proposals. 

It was also an excuse to spend the weekend in Berlin and see my friend Merve.  Win-win!

There is something magical about attending a professional learning event in a new place.  There is a sense of awe and wonder.  This might have to do with our two amazing presenters.  

When I think of masters at their craft in the early years, Anne and Sean's names both come to my mind.  I have been following both of them online for years and it was simply a delight to learn alongside them.  The energy in the room was a buzz with new ideas, aha moments, and active planning for change. 

Here are some key questions that sum up my takeaway for the day. 

• There are loose parts, but do we know the difference between them and intelligent materials?  
• How can we use intelligent materials to spark curiosity and bring about deeper connections through play?
• What is the difference between an invitation and provocation?
• How can we provoke learners to take a deeper look?

The answers to these questions can be explored by attending one of their workshops.  What I will share is that it completely changed my mindset around loose parts.  They have different purposes and we need to vary their usage to make the most of the learning. 

More than anything, I enjoyed the deep dialogue with the people at my table group who were from all around Europe.  I just felt a wonderful energy of excitement as we made deeper connections to our existing ideas. 

Here is a peek of our action plan template. 

Part of the workshop was to roam around the early years center at BBIS to notice and wonder.  I want to highlight the intentionality of the design, while respecting the intellectual property of the school.  There will only be a few pictures shown. 

I saw many wonderful classrooms and co-teaching spaces that were stunningly beautiful with natural and recycled materials working in harmony.  Class displays shared the community values. It was a truly spectacular space that you need to visit. 

To me what spoke to my educator heart was the bathroom.  It spoke to intentional planning for the early learner.  Everything was made for their height from the toilet stalls, the trash bins, the sinks, and coat hooks.  There were no stools needed, because it was installed at the developmental height of an early learner. This told me a lot. 

An educator build this early years center, not an architect.  The school community turned to the experts, the educators, and consulted them on the placement of materials that would be serve their little community.  This makes me what else has been purposefully built to make this program thrive. 

I had the time to spend time learning with my friend Merve, the PYP Coordinator at Stuttgart International School.  We met by chance and have built a wonderful friendship over the past couple of years.  She is definitely a keeper as we say in America.  We were participants together in this workshop and had so much fun catching up on breaks and dinner afterwards. 

Also, I got to spend time with Sean Walker again, who inspired this challenge I am currently taking on in my own practice.  I'm not posting everyday like he is, but my posts are made with intention, which is something else he taught me.  He is such a leader of the early years and I appreciated this his insight and his unique way of explaining ideas.  it was so relatable and practical. 

Anne van Dam has been a person I have admired for a long time.  As my best friend would say, "She is everything!" Anne has a way of speaking and crafting learning that makes you hunger to learn more.  More than anything, she is just as nice as you imagine her to be in person.  Kind, passionate, and humble.  I can't wait for our paths to cross again.  

I may be fangirling over about these three people made this event for me. Even a month afterwards, I can't stop thinking about it.  I'm a wee bit late in posting, but as they say, better late than never. 

If you are an early years teacher, consider signing up for a training with these two amazing humans.  They will open your mind to new possibilities. 

As an educator, this spoke volumes to me, because Beth is willing to put in the effort to support the work.  Oftentimes, school leaders support an event through money, release time, and snacks.  Yet, they are often off doing other things. 

Another thing that caught my attention is that she is the first female head of primary in the history of Berlin Brandenburg International School.  Next year, she will become the first female Head of School/Director.  From what I experienced, I know there are many amazing things to watch out for at BBIS. 

​​I’m just tired of people using the learner profile attributes as character traits.  They are SKILLS required to create a DISPOSITION.  More than ever, we need young people who know how to think, feel, and act.  The only way that we will get them there is by using the language of the learner profile in our practice everyday.  You heard me, every single day. 

Since owning my practice issues, I have been reflecting on how I am more intentionally planning with the learner profile in mind.  Here is how I break down the language so it is quite accessible for me. 

I break up the learner profile descriptor from a paragraph to bullet point sentences. 

Instead of risk-taker being this: 

We approach uncertainty with forethought and determination; We work independently and cooperatively to explore new ideas and innovative strategies.  We are resourceful and resilient in the face of challenges and change.

I do this:

• We approach uncertainty with forethought and determination
• We work independently and cooperatively to explore new ideas and innovative strategies  
• We are resourceful and resilient in the face of challenges and change

As a systems thinker, the minor change has a major impact.  Now I am not overridden by a massive paragraph of words that have no meaning to me.  Instead, I now have a choice menu of options on HOW I might explore what it means to be a risk-taker.  Such a difference. 

Look at your content standards and find a learner profile bullet point that speaks to the skill development that you want mastered.  

I go through the list of bullet points and think of the long-term goal of teaching my content and choose one statement to get me there.  Because there are six units of inquiry and only ten attributes, we will repeat attributes in the year.  Now, I won’t have to repeat teaching the same focus.  Instead, now I have a couple other options of HOW I will explore the attribute with my content.  

Poof…my mind was blown when I figured out this simple hack.  It’s not revolutionary, but about changing something that is clunky and turning it into a product that works for you.  We all have the possibility, especially specialist and supporting teachers. 

Put the list of learner profile attributes and bullet points in ABC order.  

This sounds logical I know, but you would be surprised how many people begin with knowledge.  I did at first.  By putting the list in ABC order, it’s easier to navigate the descriptor options and you can keep track of the bullet points you have already used much easier.  

Once again, I am a systems person, so putting things in order makes sense to my brain.  I need small chunks that are organized and easy to use.  This works for me.  In fact, I was just using my list today as I was planning for my next unit that begins next week.  I followed the same process that I described, which helped to bring all of the ideas together.  

I fell in love with the process all over again. 

If you are nice, I just might pop my list into my blog post about this episode at thinkchat2020.com.  

​What did you come up with in the last challenge? 

I know your brain works in a different way, which is equally valid.  I’m sure your way will greatly enrich your practice and make it easier to use the learner profile attributes in a more meaningful way. 

You can also listen to the podcast version of this blog post on this website too.  Enjoy listening!

During winter break, I had a dream about my classroom.  I'm one of those teacher nerds.  In my night time vision, I saw that desks were on the wall for more floor space to sprawl out and learn comfortably. 

Upon return to school this Thursday, I shared my dream with my learners.  At first, they laughed at their silly teacher.  Then, we had an earnest chat about the physical layout.  They agreed that it needed to be reset. 

As co-creators, I asked my learners how they envisioned the new space.  At first, they were stumped, so I shared an example of two sets of tables on the wall with an exposed corner where a learner could sit while silently reading.  This woke them up to the possiblities.  Here is what it looks like now. 

Our class decided to rip off the name tags on each seat and make it a more fluid space.  My learners want to be able to move every two weeks and work with different people.  Sometimes, they will only want to work with a partner and this is okay.  Other times, they will be open to working in a big group, which is equally alright.  The big thing is that they feel comfortable with their living space. 

Immediately, one of my learners commented on the extra space to stand and collaborate.  This sparked a different discussion of bringing in blankets, additional rugs, and pillows to make the space more our own. 

The learners who sat at this table group wanted to be with others to share ideas.  It became a table of only girls, which is fine right now.  We will have to sit by those silly boys soon. 

My desk area got a facelift as well. My learners shared that I should have a special place where I can put my things with organized cords and materials.  What a lovely sentiment. I can look out when it is snowing too. 

As we begin the next installment of learning (mid-term or beginning of the year), how will you set the space with your learners? 

There is more to come.  I need to capture more images when I go back to school on Monday.  

​In today's world, I wonder what it means to be neighborly to our small cihldren.  Does being a caring neighbor mean the physical person that lives next to you or is it a metaphor?  Do they care for their neighbors?  I like to believe so.  I've seen a lot of good come out of my learners this year, so I am hopeful. 

All of these thoughts have rushed into my mind as I took a train from Garmisch-Partenkirchen to Frankfurt airport this afternoon. A woman and her two children boarded the train mid-journey and she was very disheveled.  People were staring at her while she was frantically trying to find her seats, because one of her chidren has cerebral palsy and was in a wheelchair.  

After the initial shock, everyone worked together to get her situated.  Two women who were sitting in their correct seats moved, so the family could sit together.  We found places where all the luggage could go, so everyone was safe and comfortable.  

Won't You Be My Neighbor? 

​​Welcome to the eighth episode of our specialist and supporting teachers series.

​​We are going to spend our time unpacking the learner profile in a new way.  Oftentimes, the learner profile attributes are reduced as a way to connect with behavior and they are much more than that.   

As specialist and supporting teachers you have a possibility to use the learner profile as a set of skills that create a learning disposition in your classes. It won’t take too much planning, but it requires you to have them in your mind while you plan.  I hope that makes sense.  

​The first thing, let’s broach the subject of what the learner profile is called. It’s quite simple. 

• Correct way:  learner profile attributes

​

• Incorrect way:  learner profiles, learner profile traits

Why does this matter?  Whole school language is so important to learning transfer.  The learner profile are so much more than a bunch of character traits.  They are dispositions of an internationally minded learner.  As such, we need to look at them differently in our practice. 

Here is mental image that completely changed my idea about the learner profile attributes.  In the age prior to photography, an artist would often place a person behind a screen with a lit candle.  This would create a side profile of what the person might look like and the artist would cut out their profile and it would be framed in the home.  

A learner in our school also has a profile of who they are and how they learn best.  Although each learner is different, we use common language to describe the skills and dispositions to describe the learning experience.  We want them to use this language to describe themselves, their peers, and the learning happening around them.  By giving such rich language, we raise the bar of expectation and rigor of our thinking. 

​I haven’t been the most consistent with my learners this year with regards to the learner profile attributes.  My class of learners went through a lot of change in second grade, so I spent most of the first term establishing routines and systems for their success.  Now that we have this in place, I can be a bit more consistent with the learner profile in their use. 

Why do I share this?  We all have moments when we just can’t do everything, even when you are highly experienced.  The needs of our learners are great and we try to work with them where they are at.  This takes energy and gobbles up times. 

Now that I feel our systems are working, I am going to be more experimental and consistent in the second half of the year reflecting through the lens of the learner profile. Let’s take a moment to understand how to use the attributes in our practice, so we can modify them to our learners' needs. 

In my eighth year of the PYP, I realized that I truly did not understand them.  It was teacher appreciation week and our fabulous PTO provided lunch for a week. One day, I was lined up waiting my turn when I read the learner profile attributes definitions on a poster in the teacher’s lounge.  In particular, I zoomed into what it means to be a risk-taker in the world.

Up to that point, I related being a risk-taker as being open to others, trying new things, and taking risks like jumping out of an airplane.  The actual descriptor is: 

We approach uncertainty with forethought and determination; We work independently and cooperatively to explore new ideas and innovative strategies.  We are resourceful and resilient in the face of challenges and change.

When I read this descriptor, I realized that my personal opinion of being a risk-taker was overriding the IB’s interpretation.  This was largely due to the poster set that I downloaded from Teachers Pay Teachers for $1.99.  They were cute and kid-friendly, but completely misaligned to the actual definition. 

This really began to bother me.  How could I have misunderstood the attributes for so long?  How did I miss something that is clearly on page 5 of every IB document?  It’s very simple. I was busy and I couldn’t see what was right in front of me.  This happens to everyone, but I knew I had to change my practice. This is what we are going to focus on together. 

​Take a look at the learner profile descriptors on page 5 of any IB document.  What do you notice?  Personally, I see a lot of writing on one page and it kind of gives me the hives.  I’m a type of learner that gets easily overwhelmed by too much print.  I need white space between each idea and each descriptor is chock full of 2-3 ideas each. 

How can we remedy this?  This is going to be your challenge.  How do you take a paragraph descriptor for each learner profile attribute and make meaning of it?  Will you make a mind map, bullet points, visuals, etc.?  This is completely up to you. 

I’ve deviated from the normal thing, because this can be done by specialist and supporting teachers.  I can’t wait to see what you come up with and I’ll share my process in the next episode.  It's an inquiry in action!

Lately, I have been thinking about the power of physical and mental dreams and how they manifest it reflects of our level of self-care.

When I think of physical dreams, I think of ones that we have when we sleep at night.  These are visions of what our mind, body, and soul desires. In these dreams, our subconcious mind unleashes messages from deep within and we can either choose to listen or not. 

We also have mental dreams of what the future might become.  These dreams are our hopes, passions, and goals. They are deeply routed in our value system. 

As I embrace life in 2025, I am wondering what are my physical and mental dreams for my future as an educator, friend, and family member. Some are easily pictured in my mind based on my personal desires.  While others are buried deep within due to fear and vulnerability. 

I recently had a dream that literally woke me up in a panic.  When I woke up to process the dream, I was rather disturbed by this feeling of abandonment.  I couldn't place the reasoning, but the feeling was so strong that I began to cry.  With a few days of reflection, I finally realized the cause and I'm actively working towards resolving it. These moments when our subconcious comes alive can impact how we operate in the world. 

How is this connected to our lives as educators?  It's called self-care.  This term has been used in response to burn out and work/life balance.  I believe our dreams speak to the our level of self-care.  When we have shocking dreams, it's our subconcious sharing that something is not quite right.  Conversely, when we have an affirming dream, it means that we are on the correct path. 

When these dreams emerge, are you listening to them?  Are you trying to decipher what they might mean to you?  They might be driving certain behaviors that you are unaware are happening. 

How does this impact our role as an educator? If we are not taking care of ourselves, it has a direct impact on how we treat our learners, how we think of ourselves as educators, and the learning that is happening.  Self-care is real.  It's about honoring your body and mind to recover from the pressures at work and home.  Our dreams often reflect this level of self-care. 

What are your dreams telling you about your level of self-care?  Mine are telling me that I need more balance between my physical, mental, and spiritual health.  What a great time of year to calibrate and be kinder to ourselves. 

For those who are new to the IB, the My IB platform is a depository of official programme documents, teacher support materials, and the IB Exchange.  The IB Exchange has materials created by experienced educators who give examples of how to break down the language and requirements.  There are materials for early years, the primary years, the middle years (coming soon), and the diploma (high school). 

To register for My IB, there are multiple steps, but it's not too difficult.  Here is a simple guide to help you get started. 

To register for My IB, go to the login page and register for an account with your personal email address.  This will allow you to take your account with you should there be a school or life change.  

​Once you are registered, your PYP coordinator needs to go into the school account to accept you as a member of the community.  Once this is completed, you will be able to enter the site.  

​Upon entering My IB, you will be directed to a dashboard with various icons.  Please note: your dashboard will not have the same icons as mine, because I have several roles in the IB.  You will not have access to the Workshop Resource Center, IBEN Central or the IB Exchange. 

The good news is you can apply for the IB Exchange icon to be added to your dashboard quite easily.  Once you are looking at this dashboard pictured below, scroll down to the bottom of the page to MY IB ROLES and click on MANAGE YOUR ROLES.

​
​Scroll down to SCHOOL ROLES and find TEACHER

​Fill out the registration form.  If you are a PYP Coordinator, click all the grade levels in your school, so you can access both early years and primary grade materials.  

Once you have registered, you should see the IB Exchange on your My IB dashboard within 24-48 hours.  If it takes longer, I suggest that you email [email protected].  They are quite responsive and should be able to sort you out quickly.  Once they have added the IB Exchange icon to your dashboard, it will look something like this. 

I hope this helps you with your My IB and IB Exchange journey.  There are heaps of resources and ways to connect to other experienced practitioners.  The IB identifies the author of each resource, so you can message them directly with your questions and connections. 

Welcome to the next phase of your learning journey!

As I reflect on 2024, I have made many mistakes that have helped me to grow as a person.  I took risks and it felt great.  I didn't always get what I wanted, but that is part of growing as a human being.  When we do finally get it, we will be a bit more appreciative or so I keep telling myself. 

For 2025, I want to reflect on something that I love about myself and something that can be improved.  We can all grow and it shows vulnerability and truth to admit them.  I'll begin. 

Our relationship with ourself is the longest lasting connection we will make.  Sometimes, we have to face ourselves and share what we like and need to change. 

• I am resilient with change.  I have a high tolerance of bouncing back after being hurt, disappointment, and setbacks.  I've had many in my life, but I know they help me to become stronger, even when my heart breaks. 

 

• I struggle to admit my fears.  Putting them out on paper helps me to sit with them.  We often create vision boards, but what about uncertainty boards?  I plan to put down my fears, so I can figure out how I might tackle them, instead of pretending they don't exist into 2026. 

I want to find a healthy balance in my social health.  I tend to squirrel away on the weekends after a long work week and chat with my friend Netflix.  I'm trying to figure out what is the next best step. 

• I am quite a caring person.  I like to help others feel at ease in social situations and connecting people together.  It makes my heart happy when I see new friendships flourish.  
  

• Because I am a caring person, I tend to get hurt when others are not equally invested in me.  In a way, I put expectations on them that are outside of their comfort zone.  I need to get better at reading people and their intentions, before investing whole-heartedly. 

Sometimes,  I take things too personally.  I listen to external voices tell me what I can and cannot do.  I am trying to listen to the only one that matters, which is my gut instinct.

• I have overcome my fear of sharing my ideas with the world through my podcast, blogging, and videos.  It took a long while to get over the sound of my voice, the look of my body, and aging.  Now, I focus on the message that I am sharing and try not to consider the rest. 

• I get too invested in social media outside of work.  I need to find a balance where I post and interact, but do not internalize messages that distract from my purpose.  I will put myself on a social media allowance each day, so I am more wired into to the world in front of me and not on a screen. 

To be honest, this process of highlighting a strength and growth area has been cathartic.  I needed to get these ideas down and hold myself accountable.  Once I get home from my winter break, I plan to sit for awhile to map out how I might reach each goal area. 

Are you willing to be vulnerable do the same?  I guarantee that you will feel much better on the other side and it won't feel like a list of your shortcomings, but ideas to help you to move forward.