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Take Action!

One of the five essential elements in the IB program is taking action. This consists of three steps:

Choose!

Act!

Reflect! 

Encourage your child to take action by harnessing their learning to make meaningful changes in their life and community. Examples could be small changes, such as:

  • After learning about energy, choose to conserve electricity by turning off the lights when not in use

Or bigger changes, such as:

  • After learning about the ocean, organize a community beach clean-up 

IB Units of Inquiry:
Bringing it Home!

One way to connect with the IB program is to engage with your child’s current unit of inquiry at home. For example, you could:

  • point out real life examples
  • read books
  • visit relevant locations around town
  • speak to knowledgeable family members

Additional ideas of how you can connect at home can be found in our monthly newsletter. You can also find more information and resources to support your child’s current unit of inquiry on our Program of Inquiry page.


IB Learner Profile:
Bringing it Home!

 

Here are some ideas for things you can do at home to help support your child’s understanding of the Learner Profile attributes we are working on this fall. We started with Principled in September and will keep adding new attributes each month!

Principled: September

  • Notice when your child has done something without being reminded or asked to and let them know that they made a “principled” choice.
  • Play a board game with them and talk about how following the rules make the game more fun.
  • When your child wins a game, insist that they be a well-mannered winner by shaking hands with their opponent or thanking them.
  • At school, we give “grow leaves” when a child has made a principled choice. You can make your own tree at home for them to post their grow leaves when they bring them home. Encourage your child to think of ways they might earn a grow leaf at school. You could even give them “grow leaves” for things they do at home!

Communicator: October

  • Encourage your child to stay in touch with relatives and friends who live in other countries. Use whatever technology you have at home to write, draw pictures, or even make videos to help keep in touch!
  • Model being a good listener. Listen closely when your child talks to you and ask them questions about what they are telling you.
  • Learn a new language with them! We have books in English and Spanish in our library that your child can check out and bring home.

Balanced: November

  • Model this attribute as a parent—spend time as a family doing many different activities.
  • On a weekend day, ask your child or help your child to keep track of how much time they spend in active play and how much in quiet activities. Talk about what they could do to have time for both.
  • Monitor “screen time”. It’s easy to get caught up in a television show or video game or computer game and lose track of time. Make an agreement for how much screen time your child can have and set a timer. Make a plan for something to do together when the timer goes off, like make dinner together or go play in the leaves!

Caring: December

  • Model the caring behavior you would like to see in your child. Use kind words, help others, hold a door for a person coming in behind you—even the little things matter!
  • Care for the earth by reusing and recycling everything you can. Ask your child how they do this at school and have them help make a plan for how they could help do it at home.
  • Volunteer with your child to help a neighbor or to work in the school garden or with a Birchwood neighborhood group. Write your child a thank-you note for helping!

Open-Minded: January

  • Talk with your children at dinner about the foods that they are eating that come from your background or culture. Even better, teach them how to make those foods!
  • When you serve new foods to your children, encourage them to respond with either “that was good” or “that was interesting” rather than respond negatively to new foods. If they don’t like something, reassure them that they may develop a taste for it as they get older.
  • Look for events to attend that highlight different cultures. In March, for example, the Jewish community offers a Purim carnival for everyone at Bloedel Donovan Park with lots of fun games for kids and great food! The Bellingham Herald event calendar has a list of local events at: http://calendar.bellinghamherald.com/events.aspx

Thinker: February

  • Encourage your child to think of solutions to problems independently rather than offer them solutions. When it’s possible, let them decide something for themselves.
  • Pose real life problems and questions to your child. “How can we arrange these toys to fit in this cupboard?” “How can we make it easier in the morning to get ready for school?”
  • Ask your child questions when they are working on a problem. “Do you have any ideas of how we can begin?” Listen to answers and ask them to “tell me more about it”.

Inquirer: March

  • Ask questions openly with your child, without pressure to know the answers!
  • Support your child to find out answers to his/her questions and wonders by looking online, speaking to experts, reading books, etc.

Courageous / Risk-taker: April

  • Be open with your child in sharing times that you feel nervous to do something. Talk through how you found the courage and how it felt afterwards
  • Point out when family members and friends take responsible risks (eg. a new job)
  • Complement your child in being a risk-taker when they try something new!

Reflective: May

  • Look back at photos of your child as a baby. Reflect together on how he or she has changed
  • After a family event, outing or new experience, take time to reflect by talking about what you liked, noticed, learned, would change next time, etc.
  • Model the idea that even as adults, we don’t always get things right the first time. Show how you think about a situation after the fact and discuss what changes you might make next time

Knowledgeable: June

  • Take your child to the public Library to gather books about a topic your child is passionate to learn more about. Do the same with a topic you are interested in.
  • Use the term knowledgeable in place of “smart”

What questions do you have about the PYP?