The Better Me: From Self-Reflection to Action in My IB Classroom

In my previous post, I wrote about self-reflection, student agency, and the importance of helping children focus on their own progress rather than constantly comparing themselves with others.

But this is not just a theoretical idea. In fact, a few years ago, when I was working as a homeroom teacher in an IB school in Madrid, I had the opportunity to use an approach inspired by the [Better Me Project] with my students.

Looking back at that experience today, I can see many connections with ideas that are central to the PYP: learner agency, self-awareness, personal goals, reflection, and action.

We used a simple tool, a booklet in which each student could write down their strengths, the areas they wanted to improve, and the strategies they could use to move forward.

What I particularly remember is that this reflection did not stop in the classroom. I often used the tool during parent-teacher conferences, with the child present and actively involved in the conversation. Instead of adults simply talking about the child, we could talk with the child.

Together, we could look at the different sections of the booklet:

• What am I already doing well?
• What would I like to improve?
• What could help me?
• What strategies could I try?
• How am I doing now?
• Do I need to change something?

This made the conversation much more concrete. The child was not simply receiving feedback from adults; they were becoming part of the conversation about their own learning and development.

We could ask questions such as:

• What were you trying to improve?
• What have you noticed?
• What seems to be working?
• What is still difficult?
• Is there something you could try differently?
• How can the adults around you help?

And this is perhaps what I find most interesting when I look back at this experience through my PYP lens today: the fact that this reflection tool was not simply a way of assessing progress, but a way of making the child visible as an active participant in the process.

So... 🎁 here's a little present for you today: My Better Me Reflection Tool
An adaptation based on my classroom experience.

The funny thing was that, the more I talked about it, the more details I could remember. The power of meaningful learning! 😄

Because this experience happened some time ago, I recently tried to recreate the reflection tool I remember using in my classroom. The result is the PDF you can find here.

Of course, it is not an official Better Me Project resource. It is my own reconstruction, based on my memories of how I used an approach inspired by the project when I was teaching in Madrid, and possibly also on how I might have improved or adapted it over time.

For each topic — AT HOME / WITH MY CLASSMATES & FRIENDS / AT SCHOOL — students were invited to reflect on three main areas:

• What am I good at?
• What would I like to improve?
• What strategies could help me reach my goals?

In this way, the child is not simply receiving a list of things that an adult thinks they should work on. Instead, they are beginning to identify their own goals.

The following section was about monitoring progress:

How am I doing?

🟩 I’m doing well
🟨 I can improve
🟥 I need to work harder

The simplicity of this system made it accessible to children, but, more importantly, it created an opportunity to stop and ask:

Is my strategy actually helping me?

If the answer was yes, the child could continue.

If the answer was no, there was another step:

What could I change?

The final section of the tool therefore focused on modifying the initial strategies, making the process much more interesting because it was no longer just about setting a goal. It became:

I set a goal → I choose a strategy → I try it → I check my progress → I adjust my strategy.

That is a cycle.

And this is what I find particularly interesting about the tool: it helps make progress more visible. It gives children a simple way to stop, look back, and think about what is working, what is not, and what they could try next.

Exploring the Magic of the IB Transdisciplinary Themes

Hi there! Welcome back! 

As we discovered in our previous post, the IB framework introduces six big Transdisciplinary Themes that are at the heart of the PYP (Primary Years Programme). 

What makes these themes so special? Easy answer... Their incredible flexibility: they can be adapted to different ages, cultures, languages, and learning contexts.

But what is the real magic behind them? ✨

These themes are not simply “topics” to cover. They are like windows that open our students’ minds to the world. They help children make connections between subjects, ask meaningful questions, explore real-life situations, and understand that learning is not divided into separate boxes.

The Transdisciplinary Themes encourage our young learners to become curious thinkers, compassionate citizens, and active participants in their communities.

Let's take a closer look at them!

1. Encapsulation of Shared Commonalities 🌎

They connect us through our shared human experiences

The Transdisciplinary Themes focus on ideas that are meaningful for all human beings, regardless of where they live or which culture they belong to.  The big idea here is that, despite our differences,  as human beings we share many experiences, needs, hopes, and challenges and especially values.

💡 Practical example for your lesson:

Theme: Who We Are

Students can explore identity, relationships, health, and personal development.

Possible subject connections:

• Language: writing a personal biography, creating “All About Me” books, interviewing family members.
• Science: exploring the human body, nutrition, and healthy habits.
• Social Studies: comparing family traditions and celebrations from different cultures.
• Art: creating self-portraits representing personality, emotions, and identity.

Through this theme, children understand that knowing themselves also helps them understand others.

2. Indication of Complexity and Connectedness 🌱

They show students that the world is beautifully interconnected

Real-world problems are rarely simple. The themes encourage students to look beyond one perspective and discover how different elements influence each other.

Children learn that a scientific discovery can have social consequences, that our choices affect the environment, and that every action creates connections.

💡 Practical example for your lesson:

Theme: How We Organize Ourselves

Students investigate systems, communities, organizations, and how people work together.

Possible subject connections:

• Mathematics: collecting data about classroom routines, creating graphs, analysing budgets.
• Science: exploring how systems work in nature (ecosystems, food chains).
• Social Studies: understanding governments, communities, and different types of organizations.
• Language: creating advertisements, persuasive texts, or presentations about improving a community system.

Students begin to see that everything is connected!

3. Engagement in Real-World Dialogues 🌍💬

They invite children to become problem-solvers

The Transdisciplinary Themes encourage students to discuss authentic issues that matter in the world around them. They are not just learning about problems; they are encouraged to think about possible solutions.

💡 Practical example for your lesson:

Theme: Sharing the Planet

Students explore relationships between humans, animals, and the environment.

Possible subject connections:

• Science: investigating ecosystems, biodiversity, climate change, and conservation.
• Mathematics: analysing environmental data, measuring waste production, creating charts.
• Language: writing campaigns, creating posters, preparing speeches to raise awareness.
• Art: designing eco-friendly projects or recycled artwork.
• Physical Education: exploring outdoor activities and the importance of caring for natural spaces.

Students discover that even small actions can create a positive impact.

4. Authentic Embeddedness of Subject Areas 📚✨

They break down the walls between subjects

One of the most exciting aspects of the PYP is that subjects do not live separately. Instead of learning mathematics, science, language, and art as isolated areas, students use different skills together to understand bigger concepts.

💡 Practical example for your lesson:

Theme: How We Express Ourselves

Students explore creativity, communication, culture, and personal expression.

Possible subject connections:

• Language: writing stories, poems, scripts, or exploring different forms of communication.
• Art: studying artists, creating original artwork, experimenting with different techniques.
• Music: exploring rhythm, instruments, and cultural traditions.
• Drama: expressing ideas through role-play and performances.
• Technology: creating digital stories, podcasts, or presentations.

Students learn that creativity has many different languages!

5. Contribution to the Uniqueness of the PYP 🌟

They create globally minded learners

The Transdisciplinary Themes are what make the PYP approach truly unique. They move beyond traditional content-based learning and encourage children to become internationally minded, reflective, and responsible citizens.

💡 Practical example for your lesson:

Theme: Where We Are in Place and Time

Students investigate history, journeys, cultures, and the relationship between people and places.

Possible subject connections:

• Social Studies: exploring historical events, migrations, and civilizations.
• Geography: studying maps, countries, landscapes, and human environments.
• Language: creating timelines, research projects, interviews, and historical narratives.
• Mathematics: working with timelines, distances, scales, and population data.
• Art: exploring cultural symbols, architecture, and traditional crafts.

Students understand that every place has a story, and every person is part of a bigger global story.

The six themes: one big invitation to explore 🚀

The beauty of the PYP Transdisciplinary Themes is that they transform learning into an adventure. They encourage children to wonder, question, investigate, create, collaborate, and take action.

As teachers, our role is not only to provide answers but to create opportunities for students to discover connections and build their own understanding of the world. Because the best learning happens when children look around and think:

“I wonder why…”
“How could we improve this?”
“What can I do to make a difference?” 🌍💛

Quiero leerlo en español

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🌟 ¡Learning English doesn’t simply mean filling in the blanks! 🇬🇧✨

Many English as a Second Language (ESL) activities rely solely on “fill-in-the-blank” exercises ✏️… but the real goal should be to help children speak, understand, and use English naturally. 🗣️💬

🎨 Learning by doing makes it much easier, more fun, and more motivating!

And you’ll be surprised at how quickly children can start achieving real results. 🌈🚀

📚 If you’re looking for creative and engaging activities to make English learning more dynamic, check out my online store! 🛍️💕

👉 ESL Children's Worksheets

✨ Learn, play, speak, and grow! ❤️

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📍Do you struggle with a challenging class, where many of your students get distracted and their academic performance doesn’t reflect all the effort you put into preparing and teaching your lessons? 

📍Does this situation frustrate you, and would you like your students to learn more while enjoying the process? 

👉Something similar happened to me during my elementary teaching internship, and in my latest book, Pygmalion in the Classroom: A Real Experience—based on my senior thesis and my internship at a primary school in Madrid—I’ll tell you how we managed to turn things around and achieve resounding success! 

Don’t miss it! 

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