First, the course level and target should be clarified.

Expectations of HL and SL courses are different for IB students. Even under the same course name, subject depth, question type and study intensity may vary. Therefore, at the first meeting, it should be clear which course the student is taking at what level, the school's subject progress and target grade.

The right private tutoring plan will help the student ask "what subject am I having difficulty with?" When answering the question, "How will I encounter this subject in the final and school exam?" It also addresses the question together.

IA, EE and TOK calendar should be included in the lesson plan

During the IB process, the student's load does not consist only of weekly courses. IA and EE and TOK submissions often coincide with course exams. If a private tutoring plan is created without seeing this calendar, the student may become overwhelmed in a short time.

  • IA and EE deadlines should be visible first.
  • Coursework and project production should be followed on the same weekly calendar.
  • The boundaries of academic honesty must be clearly maintained.
  • Feedback should strengthen the student's own production.

Source selection should be made according to the student.

A single resource in the IB may not be sufficient for every student. Some students need lectures, some need more question practice, and some need to read a scoring scheme. Source selection should be compatible with the student's level, the materials used by the school and the exam goal.

Private tutoring are incomplete without follow-up.

One of the most critical points in IB private tutoring is follow-up after the lesson. The student may understand the subject in class, but if homework, repetition and written preparation are not monitored regularly, learning will not become permanent. For this reason, the weekly target, homework control and missing subject list should be kept clear.