Qualities within an IB Learner Profile (Baccalauréat international) *The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be :

Profile of students who are: Observable manifestations :

Inquirers S/he is curious and asks questions; S/he consults a variety of sources for

research; S/he is autonomous in his/her

learning; S/he is capable of selecting pertinent

information; S/he takes pleasure in learning; S/he visits cultural places, linking

research modules; S/he uses the local library;

Knowledgeable S/he is interested in local and global news;

S/he reads and uses a variety of media for information (television, newspapers, online sources, etc…)

S/he possesses knowledge in many disciplines;

S/he is capable of sharing his/her knowledge with parents and friends;

S/he can explain his/her knowledge to younger children;

S/he uses his/her knowledge to solve problems and to find answers to questions;

S/he is capable of talking about his/her projects;

Thinkers S/he is capable of making reflective decisions;

S/he reflects on ethical dilemmas; S/he uses his/her creativity to problem

solve; S/he finds ways to resolve conflicts; S/he can examine the consequences of

his/her actions; S/he thinks before acting; S/he uses his/her ability to reflect in

order to organize his/her schoolwork;

Communicators S/he clearly explains his/her point of view during discussions;

S/he listens to the opinions of others; S/he is able to recount his/her day,

experiences and emotions; S/he uses different types of

expression; S/he justifies his/her opinions during

arguments; S/he takes leadership in a group and

uses different languages; S/he communicates his/her ideas in a

project;

Principled S/he demonstrates integrity and honesty;

S/he has a sense of justice and recognizes injustice;

S/he understands rules of life in the classroom, in the school and at home and respects them;

S/he is responsible for his/her actions and faces the consequences;

S/he actively finds solutions to resolve conflicts;

S/he respects the dignity of all other people;

S/he uses values learned at home and at school to judge a situation;

Open-minded S/he listens to the ideas of others; S/he does not judge others or their

opinions;

S/he is open to other cultures and demonstrates tolerance in the face of differences;

S/he works with people different than him/her;

S/he is open to change and new things;

S/he listens to others with respect; S/he knows how to respect different

points of view; S/he is enriched when s/he encounters

new situations and different people;

Caring S/he likes to help others; S/he is active in a cause that is close to

his/her heart; S/he volunteers; S/he shares with others; S/he shows empathy and compassion

around others; S/he is active in helping to preserve

the environment; S/he has a sense of engagement and

is implicated in family activities; S/he is also engaged in school

responsibilities; S/he is helpful without being asked; S/he is tolerant around and with

others; S/he is aware of the emotions of

others; S/he takes responsibility for his/her

mistakes and tries to make amends when s/he has harmed another;

Risk-takers S/he likes new experiences S/he is not afraid to try new things in

new situations; S/he takes initiative; S/he adapts to different roles in group

work and in teamwork;

S/he defends his/her ideas even if others do not agree;

S/he speaks in front of others in language courses;

S/he is courageous and takes risks; S/he is self-confident;

Balanced S/he has developed an equilibrium between taking pleasure in learning and his/her limits in academic performance;

S/he finds productive ways to manage stress;

S/he cares for his/her physical health by adopting healthy behaviours;

S/he monitors his/her diet; S/he participates in sports; S/he strives to create an equilibrium

in his/her life habits (sports, work, diet);

S/he has good personal hygiene;

Reflective S/he is aware of his/her strengths and challenges and works to improve him/herself

S/he is capable of using his/her portfolio to auto-evaluate;

S/he can reflect after an activity; S/he is capable of reflecting on his/her

learning and can explain how s/he thinks and procedes;

S/he takes the time to stop and ask questions;

S/he gives him/herself realistic challenges;

S/he is capable of admitting to his/her mistakes and apologizing.