Embracing Integrity: Understanding the Principled Learner Profile
The International Baccalaureate (IB) Learner Profile envisions students as "inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect." Among the ten characteristics that define an IB learner - caring, courageous, open-minded, knowledgeable, principled, inquirer, communicator, balanced, thinker, and reflective - being principled stands out as a cornerstone of ethical development. This article delves into the meaning of being principled within the IB framework, exploring its significance, practical applications, and how it can be fostered in students of all ages.
What it Means to be Principled
Principled learners act with integrity and honesty, possessing a strong sense of fairness, justice, and respect for the dignity of individuals, groups, and communities. They take responsibility for their own actions and understand the consequences that accompany them. This definition, provided by the IBO itself (ibo.org, 2009), highlights the multifaceted nature of this trait. It's not simply about following rules, but about understanding the underlying values and applying them consistently in one's life.
The Significance of Principles
Unlike concepts and procedures, which are often invented, principles are discovered. They represent a fundamental "truth" that provides us with an understanding of the world around us, among us, and within us. While facts are particulars and procedures focus on outputs, principles offer a deeper understanding of how things work and why they happen the way they do.
Practical Applications of Being Principled
Being principled manifests in various ways, both inside and outside the classroom. Here are some examples:
- Integrity and Honesty: A principled student is honest with themselves and with others. They do not cheat or plagiarize, and they are truthful in their interactions.
- Fairness and Justice: They have a strong sense of fairness and strive to treat everyone equitably. They stand up against injustice and advocate for those who are marginalized.
- Respect for Others: They respect the dignity of all individuals, regardless of their background or beliefs. They listen to others' perspectives and treat them with courtesy.
- Responsibility: They take responsibility for their actions and their consequences. They admit their mistakes and learn from them.
- Following Rules: They understand that rules exist for a reason and they follow them, even when it is not convenient. They understand there are rules and they follow them.
Fostering Principled Behavior in Students
Developing principled learners requires a multifaceted approach that involves educators, parents, and the community. Here are some strategies that can be employed:
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- Leading by Example: Adults must model principled behavior in their own lives. Children learn by observing the actions of those around them.
- Discussing Values: Engage students in discussions about values such as honesty, fairness, and respect. Encourage them to think critically about these values and how they apply to different situations.
- Using Literature: Explore characters in literature who demonstrate principled behavior. Ask students: Do you think it was difficult for [character] to be honest? What words would you use to describe [character] actions? Did [character] they follow the rules?
- Promoting Teamwork: Encourage students to play and work in teams. Discuss with students the qualities of a team player.
- Recognizing Principled Actions: When students demonstrate principled behavior, acknowledge and praise their actions. Let him or her know! Your positive comments will help to reinforce this profile as well as to provide examples as good actions occur.
- Addressing Unprincipled Behavior: When students act in an unprincipled manner, address the behavior directly and help them understand the consequences of their actions.
- Teaching Conflict Resolution: Equip students with the skills to resolve conflicts peacefully and fairly.
- Encouraging Reflection: Encourage students to reflect on their own actions and to consider how they can be more principled in the future.
- Open Dialogue: Another good idea is to discuss some common phrases and what they actually mean. What does it mean to compromise your principles?
- Well-mannered Conduct: When a student earns a good score or wins a game, insist that he or she is a well-mannered winner. Don’t change the rules or expectations to make a student feel better. Help students to learn how to be a gracious loser.
- Value-Based Decision Making: Encourage students to decide the values by which they want to make every decision in life. Remind them to be serious about using these values to define every thought, word and deed, and to recognize when they fall short.
Integrating the Learner Profile in Early Childhood Education
Even with the youngest learners, the IB Learner Profile can be effectively integrated. Simplicity and repetition are key. Start with a blank bulletin board that has the class picture at the center of the board and the learner profile traits graphically displayed along with a simplified version of the text. For example, caring is “I am kind.” Inquirer is “I ask questions.” Then print out little cards, about the size of a business card, that has the student’s picture in a corner with the rest blank for writing in comments.
Each week, focus on one learner profile trait. Talk about what the card looks like and what the actions of someone being that learner profile trait looks like. For example, caring in Early Childhood is playing with a new friend if they look lonely, or helping to open a packet of crackers for someone who isn’t able to. This emphasizes "living it," by asking what does it look like?
At the end of each day, reflect on the day and the learner profile trait of the day. Ask students to tell you who saw someone exhibiting this trait today. Jot down their words on small cards and then ask the student who reflected the learner profile trait to pin themselves up on the bulletin board. This allows even students who might not be able to read, to re-tell, many months later and in great detail, why there is a picture of them next to a certain learner profile trait.
As the school year progresses, open up the discussion to talk about actions taken outside of school, or taken by themselves. If all of the comments are weighted towards certain learner profile traits then that indicates where to focus. If all of the comments are by only a select number of students then that also gives information to find out why the other students are not represented.
The IB Program and its Commitment to Principled Learners
IB challenges students to think critically about themselves, their own assumptions, and the world around them. The IB programme identifies 10 key traits that can help students become globally conscious and develop a respect and understanding for themselves, others, and the world around them. The International Baccalaureate (IB) Programme's objective is to build a love for life-long learning within its students. This journey begins within the Primary Years Program (PYP), fosters itself within the Middle Years Program (MYP) and proves itself through the execution of the Diploma Program (DP).
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