Every school day at ISB is part of a greater journey, one shaped by the relationships, care, and attention of the adults who guide our students. Long before the first bell rings, teachers are already at work. They begin their days thinking about the children and young people they will soon welcome into their classrooms. This work is rarely seen. It doesn’t always look like formal planning or written notes. Often, it is thoughtful and intentional. Ashley, one of our Early Years teachers, explains how mornings begin by considering “the kinds of things my students are interested in and how I can infuse that into the activities we’re doing during the school day.”
In Early Years, learning begins with connection. Ashley explains that much of the work happens through noticing. She watches how children enter the space, their body language, the teary goodbye, the child who needs to stay close for a moment. “Sometimes it’s just them cuddling in close,” she says. “Sometimes it’s a quiet moment to say: welcome, this is a safe space for you.” These small interactions may seem simple, but they lay the foundation for trust, confidence, and readiness to learn.
As students move through the school, that same attentiveness continues. In Grade 2, Sabina designs lessons with every learner in mind. Before a lesson begins, she is thinking about Universal Design for Learning and how children will access ideas in different ways. Curiosity is intentional, sparked through images, sound, shared experiences, and thoughtful questions. Sabina describes the moment she looks for most: “Every few lessons, a child makes a connection between something we learned before and what we’re doing now. That moment is phenomenal.”
Learning also stretches beyond classroom walls. Milena begins with clear learning objectives, then shifts her focus to who her students are and what will motivate them. She blends interests with inquiry, often starting with a question or provocation that invites deeper thinking. She believes that growth happens in stages. “Little moments matter just as much,” Milena explains, “because learning happens in phases, and those small risks build confidence.”
In Secondary, those early foundations show themselves through deeper dialogue and growing independence. Ayesha’s drama classroom is shaped by the cultural diversity of her students. Discussions are enriched by lived experience, and lessons often take unexpected but meaningful turns. “Sometimes we’re learning about places students have actually lived,” she says, “and that lived experience takes learning to the next level.”
In science labs and Diploma Program classrooms, Dan describes learning as collaborative rather than instructional. “It becomes less about talking at students,” he explains, “and more about working with them.” Students take ownership of their learning, developing inquiry skills, independence, and a sense of purpose for what comes next.
When the school day ends, the work continues. Teachers mark, plan, read, and engage in professional learning, reflecting on how to better support the students they will see again tomorrow. Teaching is a practice, one that evolves through care, reflection, and commitment.
These sentiments are shared across ISB by faculty and support staff alike. Together, they form a community of learners dedicated to creating meaningful experiences for every student. At ISB, our teachers are our greatest resource.