How to be an IB teacher

First of all, to become an excellent IB teacher in China, the prerequisite must be an excellent bilingual teacher. In China, being a bilingual teacher means being fluent in both Chinese and English. In short, a qualified IB teacher should spend three quarters of his time speaking English and one quarter speaking Chinese in class. Of course, it would be better if this IB teacher could speak English all the time in a class. But when some abstract concepts such as philosophy, religion and archaeology appear, teachers still need to explain them in Chinese. In other words, in China, a good IB teacher must be a good bilingual teacher. However, how to make a China teacher a good bilingual teacher? As a teacher in China, as long as you can speak Chinese and English, must you be a good bilingual teacher? The answer is not that simple. As an IB teacher, whether teaching chemistry, historical mathematics or other courses, he should know how many students in his class know English and how many students only know a little English. Why must teacher IB be a bilingual teacher? Because IB is an international diploma program introduced from abroad, it originated in Britain, and the official language of Britain is English. Therefore, IB teachers must prepare lesson plans in English, while many students in China are not proficient in English. Therefore, as a qualified IB teacher, we must emphasize the importance of bilingualism. But what is bilingual teaching? Bilingual education actually originated in some immigrant countries such as Canada and the United States. In Canada, English speakers speak English and Quebec people speak French, so Canada is a bilingual country, and English and French are the official languages of Canada. In the United States, the official language is English, and new immigrants must learn English after coming to the United States. Some people are sent to ESL (English as a Second Language) schools, and more people are sent to bilingual education schools. For example, in new york and Florida, many new immigrants are sent to ESL schools to learn English. So, what is bilingualism? Different linguists have different understandings of this. Weineveich said that bilingualism is defined as "two languages that can be used freely at the same time". Haugen said that bilingualism means "being able to say very beautiful sentences in two languages". Fishman said: "I can talk freely in two languages in communication." Halde believes that "although you talk in one language, you can always switch to another language to communicate". Second, as an excellent bilingual teacher in China, you should know what kind of bilingual teaching methods to use. Different learning methods will produce different teaching effects. Take China students as an example. China students are very smart, can restrain themselves and basically respect their teachers. However, in China, we didn't train them to be Nobel Prize winners. Why? Are our students in China really that stupid? Actually, no. Many China students go abroad to study. At first, they didn't have their own opinions in class and were often in a passive position. However, a few years later, they inherited the western way of life and absorbed the western way of education, which soon changed. They not only have their own opinions, but also often show their talents in front of everyone. They can win the Nobel Prize like Li Zhengdao, Yang Zhenning and many others. Why do China students get the Nobel Prize when they study abroad? This is worthy of our deep thinking as teachers. As a bilingual teacher, I have taught in both new york High School and China High School, and I always like to think about it. I think there may be something wrong with our teaching methods. Teacher China always likes to use the traditional teacher-centered teaching method in the classroom teaching process. Students can learn very detailed English grammar knowledge in class. However, you can't express your thoughts and feelings in simple English. There is nothing wrong with the students' papers, but they are afraid to answer the phone. They can have good reading comprehension, but they are afraid to talk to English teachers. Students' practical language ability is very poor. However, all IB courses are taught in English, and students must read, write, speak and answer all kinds of questions in English. Therefore, how to make IB teachers in China master enough English in a short time depends on the use of teachers' teaching methods. In fact, all subject teachers must be experts in the subject and must use ESL teaching methods to teach. I think "natural acquisition method" is very effective in teaching students to learn English. What is "natural acquisition"? According to Voller and Patricia, the "natural acquisition method" not only teaches students to learn languages in the classroom, but also enables students to communicate with each other and participate in classroom activities. Through this kind of classroom activities, students can improve their English in a short time and communicate with others in English as their mother tongue. But in fact, it is impossible for students to learn to speak English automatically in class, so the "natural acquisition method" contains three principles of language teaching: a, it must be the training of basic English skills in class; B. When students make grammatical mistakes in speaking English, teachers should not interrupt students to correct them; When students answer any English questions or communicate in English, they are allowed to answer in English and other languages at the same time. When teaching, IB teachers should try to make students speak English, and the more they speak, the better. Even if there are grammatical mistakes, don't correct them at that time. But we must remember that IB teachers must use western teaching methods to make students speak English in class. I still remember a student I taught, whose English was poor at first. I taught him English by "natural acquisition". He worked very hard and finally passed the IB diploma in history. Thirdly, understanding China's cultural and educational thoughts is of great help to IB teachers in China. In fact, students in China are familiar with Confucius' Confucianism, which has been circulated for thousands of years. Obedience is the main principle of students. Students must listen to the teacher carefully at school and don't always ask questions. You can't challenge teachers and other students in class. If they do this, they are considered to be good at expressing themselves. Top students are often regarded as "heterogeneous". Therefore, many students in China are afraid to answer questions. They are afraid of getting the wrong answer and being laughed at by their classmates. Only when they are sure that their answer 100% is correct will they dare to answer. Even sometimes, when some students put forward their own different opinions, others will say "shut up and listen to the teacher, don't always think that you are always right and listen to the teacher", which is a very traditional concept. I am also familiar with this idea, because my father taught me this way when I was a child. When I was a teacher, I visited some students' homes, and their parents also said, "Listen to the teacher and don't always think you are right." However, in fact, teachers should not be dictators in the classroom, nor should they be rulers of students. According to IB curriculum requirements, a good teacher should be a student leader, a participant in classroom teaching, a source of student resources and a student leader. To be an excellent IB teacher in China, we should apply China's traditional teaching thought and IB thought to teaching practice. I firmly believe that IB students in China can learn the course well and achieve all the goals required by IB. But their real understanding of IB thought depends on the teacher who teaches IB. Generally speaking, Mr. China is good at using the traditional Confucius teaching thought to teach, that is, the teacher-centered teaching method. We do have some good teachers who are good at teaching students how to pass exams, such as TOEFL and IELTS. Students in China generally get higher marks. Among the China students I met in the United States, the TOEFL score can reach more than 600, but I don't know "French toast" and "Yangzhou fried rice". I clearly remember that the students of grade 98 IB couldn't understand a word of English in my history class. However, their enthusiasm for learning history is very high. How should I teach them? I use IB thought and ESL teaching method to build their confidence. I use the following five aspects to build their confidence in learning history. 1 like them. Help them set realistic goals and treat themselves realistically. When they see their progress, encourage them and help them learn more from others. I often encourage them with self-esteem. I helped them solve their difficulties. When they don't understand English, I explain it word for word from the history textbook. When answering a historical question, I provided them with a framework to answer, let them refer to this framework and use their imagination at the same time. They did a good job. I praised them and encouraged them to exchange and discuss in class. Within half a year, they really mastered the skills of reading English textbooks and writing historical papers, with few English grammar mistakes. I firmly believe that bilingual education is feasible in China. Although they speak Chinese every day in China, I insist on creating an English environment. They must speak English with me and read English history books. Finally, they overcame difficulties and built up confidence. To their great surprise, they basically mastered English within one year and passed the IB history exam. This fully proves that although China students only know a little English, through their own efforts, they can still study IB and get their diplomas through IB exams. I'm proud of them. Through my practice of teaching IB, I think China students can study through IB and finally get IB diploma as long as they study hard. IB is not unattainable. Sometimes, I think if he is a competent IB teacher, he must do the following: he is a conductor of a band, a good actor on the stage, a good parent of a child and a good friend of a student. However, this is a controversial view, and some people hold different views on it. Because a good teacher is not only a good actor on the stage, he must be able to mobilize the audience to participate with him. A good teacher is not necessarily a good parent, because parents sometimes spoil their children. Moreover, teachers should not spoil students, let alone be partial to one student. Teachers can't just be friends with students, because friends sometimes turn against each other and won't be friends, and teachers can't turn against each student. He should treat every student equally. So I think: 1 In class, teachers should listen to different opinions. All students must participate in classroom teaching and express their opinions. A teacher should prepare his own classroom teaching plan very carefully, his teaching methods must be attractive and approachable to students, and his body language must be attractive to students. But one thing must be remembered, no teacher can sing solo in class, and students must participate in classroom teaching with the teacher. Teachers must cultivate students' autonomous learning ability. Preference for students is a taboo for teachers. Because it will discourage many students from learning. All students should receive equal education, and teachers must treat all students equally, whether they are good students or poor students. As a teacher, we should treat our students warmly like friends and bear considerable responsibilities to them like students. Because the teacher's behavior and words have a far-reaching impact on students. Therefore, as a teacher, we should learn to love our students, because the quality of students has a great influence on society. Fourth, as a good IB teacher, we must carefully write a lesson plan. It is very important for an IB teacher to write a lesson plan well. So, how to write a good classroom teaching plan? I want to make some suggestions here. 1. Before compiling the lesson plan, the teacher should know all about the students, including their study status, family status, their social relations and their personality. For example, many IB students in China have very rich family status. They like learning English and want to go abroad. They are very liberal. They like watching Hollywood movies, playing computer games and enjoying the western lifestyle. They like to eat KFC McDonald's, drink coffee and coke, watch NBA games in the United States, follow rappers and imitate their performances. However, some people are not diligent in their studies and are afraid of hardship. Some students always think that the family is very rich, even if IB fails, parents can find a way for them. Therefore, they have high self-reliance, think they are smart, have poor psychological endurance, and can't stand any setbacks in their studies. And this is exactly what we IB teachers need to understand and help, which can not be ignored in our lesson preparation. 2. Always think about the requirements of IB curriculum and outline, because this is an essential link in course teaching. For example, IB syllabus requires teaching Middle East history, but teachers can't explain it stiffly, so they must combine it with reality. The "9. 1 1" event can lead to the history of the Middle East. Because both the Taliban and bin Laden belong to Islamic fundamentalists, the class can naturally transition to explaining what Islam is, its factions, birthplace, founders and other Middle East history. 3. How to write a good lesson plan? A good IB teacher should be fully prepared before class, make clear the teaching purpose and steps of each class, and prepare teaching tools, class summary, pre-class inspection and homework. For example, the following is an IB history lesson plan: Teaching theme: What is the Japanese character? Teaching purpose: Through this course, students can understand and describe the national character of Japan. Inspiration: learn from, improve and become your own knowledge. Teaching process: (1) Take out a picture with Chinese characters and Japanese, and let the students distinguish their similarities and differences. Students can distinguish them quickly. The teacher asked them about their similarities and differences and the reasons. The students immediately replied that during the Tang Dynasty, Japanese people came to China to study China culture. They borrowed China's font and created their own words. China culture has a great influence on Japanese culture, so that the title of the famous Japanese newspaper Yomiuri Shimbun still retains Chinese fonts. (Note: painted on the last page) (2) How did the geographical environment make Japan national? Advantages of geographical environment: 1 single nationality 2 has an urgent desire to learn advanced technology. Safe geographical defense position, easy to learn from other countries with an open mind. Disadvantages: 1 is too small to develop agriculture and forestry. There is a serious shortage of natural resources and raw materials. Japan has few mineral deposits and rare metals. The growing population is a great pressure on a small island country. The island country is far away from the mainland, which may cause the narrow mentality of the Japanese nation. (3) Summary: In order to develop its own country, Japan actively draws lessons from the advanced science and technology and ideology and culture of other countries. (4) Give examples to illustrate the national character of Japanese people: learn from them, improve them and turn them into their own knowledge. Where did TV first come from? America. Where did the watch originally come from? Switzerland. Where did the camera originally come from? Germany. Where did computers first come from? France, America. However, few people know this. Now famous televisions and cameras are made in Japan. The Japanese are very clever. They learn all the advanced knowledge they need, turn it into their own innovative products, become famous products, dump it everywhere and occupy the market. (5) summary. Japanese national character: learn from, improve and become your own knowledge. (6) Classroom inspection. Give an example to illustrate how Japan's national character is formed. 7) Assign homework. This paper discusses why Japan's national character is "learning, improving and transforming into students' own knowledge". How is this national character formed? What can we learn from the Chinese? As a domestic IB teacher, we should be very clear about IB syllabus and requirements, and apply them to teaching activities all the time. Western IB syllabus emphasizes extensive knowledge and creative independent thinking. In fact, the syllabus emphasizes that only by organically combining culture, education and language can the teaching objectives be achieved. Through the following IB curriculum and requirements for IB students' diplomas, we can clearly see this organic combination. (1) language A 1 (Chinese), (2) language b (English), (3) social science (history, economy, geography and philosophy), (4) natural science (chemistry, physics, biology) mathematics, world culture and computer science. All IB students must study the courses in the above chart. According to the requirements of western curriculum, IB teachers should be the providers of students' learning resources. In the teaching process, the teacher is not absolutely correct in all questions. Students must participate in the teaching process and express their views and ideas. They must do this, and teachers must teach students to do this. Because the IB syllabus requires this. For example, the IB history exam has six questions, which are (1) the cause, result and influence of the war. (2) The influence of independence movement and decolonization movement on these colonial countries after World War II. (3) The social and economic systems of all countries in the world. (4) The important role played by international organizations in international affairs after World War II. (5) The situation of the Cold War after World War II. (6) the performance of the world human rights situation after World War II. Among them, each topic includes 5 small questions and 1 ***30 questions. In order to pass the IB history exam, each IB student must choose two small questions from each of the two big questions and finish them in one and a half hours. The number of English words in these two small questions must be 800- 1000, with no grammatical mistakes and no more than three spelling mistakes. At the same time, each IB student must hand in a historical research paper of about 3000 words, and no English grammar mistakes are allowed. For domestic IB students, these requirements are very high. However, they searched for information through multiple channels, discussed and studied topics of interest to them, and finally wrote a paper. Teachers should give different guidance according to the needs of different students for different problems, so that they can master extensive knowledge and independent thinking ability and better complete IB international diploma examination. I think my students should belong to the continuous bilingual teaching program. According to Mr. Carlos' definition, any bilingual student can join the continuous bilingual teaching program. Students are taught in two languages in bilingual classes, which has actually been carried out in many American schools. The essence of continuous bilingual education includes teaching various cultures in two languages, from kindergarten to high school, to senior two, and even to some courses in universities. And I use this concept to teach my students, and my students have made great progress in continuous bilingual teaching. Excellent bilingual teachers must master three bilingual teaching methods: progressive bilingual teaching method, maintenance bilingual teaching method and bilingual intensive bilingual teaching method. Teachers should know which teaching method is suitable for their students. In addition, to be an excellent bilingual teacher in China, we must create a good bilingual environment in the classroom. I mean, bilingual education actually creates opportunities for students to keep their mother tongue and learn English. In the process of bilingual teaching, his idea is that bilingual education has cultivated a strong dialogue ability between mother tongue and other languages, which has always affected students' life as adults. 6. An excellent IB teacher must have modern western ideas. Dewey is a famous American educator. His theory is that school is society and society is school. Students should learn to solve all social problems in school. In the United States, many schools offer basic social practice courses, such as driving courses, car repair courses, cooking courses, typing courses, secretarial courses and so on. Western schools pay attention to cultivating students who can solve social problems, which is to transport talents for society. Schools in China pay more attention to the enrollment rate, and teachers in all schools send talents to colleges and universities instead of directly to the society. China's exams become a guide to all school activities. The "single-plank bridge" of the college entrance examination has made many students get high marks and low energy, and the phenomenon of "getting a place in one exam" has made many students lose the opportunity to go to school. Moreover, IB has two exams a year, pre-exam and graduation exam, and students can take several exams, which is very flexible for students. Some teachers want to ask how to really teach IB students well? In my opinion, IB teachers should strive to improve their level. They should go to an international school to visit the IB program and listen to the IB teacher's class. More importantly, IB teachers should participate in the annual discipline study class organized by the International Diploma Organization, receive systematic IB discipline training, and enrich teaching experience. At the same time, I will also participate in the activities and training of all international IB discipline organizations. Because in these training processes, IB teachers can better learn what they don't understand and need to learn; Learn to look forward to problems; Learn to get along with people from different cultural backgrounds and countries; Learn to tolerate, accommodate and tolerate people who disagree with themselves and have different views. Conclusion: Excellent IB teachers in China should be experts who are proficient in subject knowledge and are very clear about IB curriculum outline and requirements. He can work hard to improve his classroom teaching methods and actively participate in the training activities of international diploma organizations. At the same time, he should abandon China's traditional teaching thought, have an international education level and be a high-quality and high-grade teacher. I really hope that more teachers from China can join the ranks of international diploma education. WTO makes China more internationalized, while IB can internationalize China's education. Finally, I sincerely hope that IB schools in China will get better and better!