This Meet the Teacher interview comes from Fady Nagi who has more than 5 year experience teaching IB DP Business Management Teacher in Tbilisi, Georgia. He has done most IB workshops over the years in Category 1 and 3.
What made you become an IB Business Management teacher, and how did your journey begin and how long have you been teaching the subject?
My journey as an IB Business Management teacher began in 2013 when I joined a top international school in Tbilisi, Georgia. It was there that I had the privilege of working under an exceptional Head of IB section who inspired me to take on this unique challenge. The role was both demanding and incredibly rewarding, as I was able to witness my students' growth firsthand—from budding learners to young adults equipped with a deep understanding of business concepts. Watching their development over the course of the diploma program, and knowing I could contribute to shaping their perspectives on the business world, has been one of the most fulfilling aspects of my career. This experience solidified my commitment to the IB and deepened my passion for fostering an international mindset in my students.
What is the make up and structure of your current IB class? Do you teach HL and SL? Together or separately? How many students do you have per class? Do you teach other curriculums or subjects?
In my current teaching setup, I lead combined classes for both HL and SL IB Business Management, bringing together Grade 11 and Grade 12 students in a collaborative environment. I work with about 80 students overall, with each class typically consisting of 15 to 18 students, which allows for engaging, discussion-based sessions. Beyond IB Business Management, I also teach IB DP Economics and A-Level subjects, providing a dynamic and versatile classroom experience. Teaching across both the IB and A-Level curriculums not only enriches my students’ learning but also enables me to bring diverse perspectives and approaches to each subject.
What is one teaching strategy you've implemented that has significantly improved student engagement and understanding?
One teaching strategy I’ve found particularly effective in boosting both engagement and understanding is the "Flipped Classroom" approach. Instead of introducing new concepts through traditional lectures, I provide students with key resources—videos, articles, or case studies—to explore on their own before class. Then, during class time, we dive straight into discussions, problem-solving exercises, and group activities that apply the theories they’ve reviewed.
This method has transformed the classroom dynamic. Students arrive with a foundational understanding of the topic, ready to ask questions and engage in deeper discussions. By working through real-world scenarios and case studies together, they can see how these theories play out in business contexts, which has greatly enhanced their analytical skills and critical thinking. The flipped approach allows for more active, student-centered learning, and I’ve seen a noticeable improvement in both their engagement and comprehension. It empowers them to take charge of their learning, and they consistently report feeling more prepared and invested in the material.
Do you incorporate real-world business scenarios into your lessons for students? If so, how?
Absolutely, incorporating real-world business scenarios is a key part of my teaching approach in IB Business Management. I frequently use current events and actual case studies to make the subject more relevant and engaging. For instance, when covering topics like market strategy or leadership styles, I’ll bring in examples from companies like Tesla, Apple, or even emerging local businesses to illustrate the concepts in action. Absolutely, incorporating real-world business scenarios is a key part of my teaching approach in IB Business Management. I frequently use current events and actual case studies to make the subject more relevant and engaging. For instance, when covering topics like market strategy or leadership styles, I’ll bring in examples from companies like Tesla, Apple, or even emerging local businesses to illustrate the concepts in action.
I also create simulation exercises where students analyze a real business situation and propose solutions. Recently, I designed a case study on a startup navigating rapid growth, and students worked in teams to apply concepts like the Ansoff Matrix and SWOT analysis to recommend strategies for expansion. By connecting theory to practice, students gain a clearer understanding of how business principles operate in the real world and develop practical problem-solving skills. This approach not only deepens their comprehension but also helps them see the direct application of what they’re learning to real business challenges.
What are some common challenges students face in IB Business, and how do you help them overcome these obstacles?
One common challenge students face in IB Business Management is managing the workload, especially with internal assessments and the fast-paced curriculum. I work closely with students to develop time-management strategies and provide structured milestones for their assessments. This way, they can break down their workload into manageable steps and stay organized. Lastly, many students find the terminology daunting, especially if they’re new to business language. I encourage them to create personalized glossaries and use vocabulary in discussions and written assignments. By consistently integrating these terms, they build confidence in using industry language, which helps them better articulate ideas and perform well on exams.
In your opinion, what are the key skills that students need to develop to succeed in IB Business? And how do you develop them?
To succeed in IB Business Management, students need to build a strong foundation in critical thinking, communication, and analytical skills. These skills enable them to interpret complex concepts, evaluate real-world business scenarios, and communicate their findings effectively. By fostering these skills in various interactive and applied ways, students develop the competence to analyze business issues deeply, communicate solutions clearly, and excel in both academic and real-world settings.
If you could give one piece of advice to new IB Business Management teachers, what would it be and why?
My advice to new IB Business Management teachers would be to focus on connecting theory to real-world applications right from the start. The IB curriculum is rich in business concepts, but without context, these can feel abstract to students. Bringing in current events, relevant case studies, or even local businesses as examples can make a huge difference in student engagement and understanding.
When students see the relevance of what they're learning to real business scenarios, they become more invested and are better able to retain complex ideas. Plus, linking theory to practice prepares them for the analytical thinking required in their Internal Assessments and exams. This approach not only strengthens their understanding but also builds their confidence in applying what they learn, a skill they’ll carry forward into their careers.
Comentarios