IB Diploma Programme Tutoring in Ankara and Online
We view programs not in a hierarchy of superiority, but as different paths catering to different needs.
Not the University Itself, But a Rehearsal
We have been talking about the IB Diploma Programme for years. The reason for this is not because it is prestigious. Nor is it because it is harder. What truly impresses us is its ability to prepare students for the expectations they will encounter at university much earlier than many other high school programs.
We often describe IB as follows: It is not the university itself, but a rehearsal. Moreover, this rehearsal takes place in a safer, more controlled, and more supportive environment than university.
Students conduct research. They use sources. They work with deadlines. They manage long-term projects. They try to strike a balance between different subjects. In short, they do not merely learn subject matter. They also begin to learn how they learn.
Why Do We Value It?
In our opinion, the most significant contribution of the IB is that it develops the students’ way of thinking.
The program encourages not just finding the correct answer, but;
- asking questions,
- challenging assumptions,
- seeking evidence,
- and evaluating different ideas.
This is why we view IB not just as a curriculum, but also as an education in thinking.
The Silent Hero: Deadline Culture
When discussing the IB, the focus is usually on critical thinking, research, or academic writing. All of these are important.
But there is something else we have noticed over the years: Learning to live with deadlines. Not leaving things to the last minute. Managing long-term tasks. Juggling multiple responsibilities at once. This is precisely one of the things students struggle with the most at university.
That is why tracking deadlines is a much more important skill than it appears from the outside.
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What We Hear Most Often From Our Alumni?
When we speak with our students years later, we hear the same things over and over.
“Teacher, university was more relaxed than I expected.”
“Teacher, I was constantly helping my friends.”
“Teacher, I understand much better now how useful the things we did here were.”
The reason for this is not that they are smarter. It is that they have already experienced the study culture they would encounter at university. They have become familiar with the rules of the game sooner.
Is IB Really Too Hard?
The answer we give to this question has changed over the years. We used to describe specific student profiles.
Today, we think differently. We believe that with the right structure and the right expectations, IB can be suitable for a very diverse range of students.
The real issue is not whether the student fits the program, but whether the program serves the student’s goals.
Who Is IB Suitable For?
The answer we give to this question has changed over the years. We used to describe specific student profiles.
Today, we think differently. We believe that with the right structure and the right expectations, IB can be suitable for a very diverse range of students.
The real issue is not whether the student fits the program, but whether the program serves the student’s goals.
Extended Essay, TOK, and CAS: Why Do They Exist?
Many students and parents approach these three components with some skepticism at first. Because, at first glance, they appear to be extra work.
In a way, they are right. But a significant part of what prepares students for university life emerges here.
Conducting research. Using sources. Defending an idea. Understanding academic integrity. Developing social responsibility. Managing one’s own learning process.
For this reason, we view these components not as a burden, but as some of the most valuable parts of the program.
A free guide and checklist for the TOK (Theory of Knowledge) exhibition, written by Hakan Torun, is available on his resources page.
How Should HL and SL Subjects Be Selected?
Perhaps this is one of the topics where the most mistakes are made. Some students want to take more HL subjects just to look more impressive. Others try to avoid them as much as possible. In our opinion, this is not the point.
A good subject selection should be made by evaluating the student’s goals, university plans, interests, strengths, and study habits together.
The right choice is not the choice made by others. It is the choice that serves the student’s own goals.
About IB Mathematics
IB Mathematics is one of the most discussed subjects in the program. But our observation is this: A significant portion of the difficulties students face stems not from mathematics itself, but from their study habits.
IB Mathematics requires disciplined study, mastery of terminology, knowledge of notation, and patience in problem-solving.
That is why we do not view mathematics solely as a subject to learn content. We view it as an area where one’s mode of thinking develops.
At IB Evi, the mathematics department is led by Hakan Torun, who has been teaching mathematics since 1999. For details on IB Mathematics lessons, see Hakan Torun’s mathematics tutoring page. Free IB Mathematics AA mock exams he wrote, for SL Paper 1 and HL Paper 3, are available on his resources page.
Chemistry lessons at IB Evi are taught by Ertan Altınel, who has been teaching chemistry since 1997. For details on IB Chemistry lessons, see Ertan Altınel’s chemistry tutoring page.
IB in University Admissions
The primary reason IB is valued by universities is not just its academic difficulty.
Universities know that these students are more familiar with conducting research, writing, using sources, and managing long-term projects.
Therefore, the greatest contribution of the IB often emerges after the acceptance letter.
Our Programs
Our IB Approach
We do not view IB merely as a diploma program.
For us, IB is a learning environment where a student can develop their way of thinking, acquire study habits, learn to take responsibility, and prepare for university life.
For this reason, we do not try to prepare our students merely for exams. Our goal is to cultivate individuals who can learn on their own, question, and become independent over time.
Because for us, the measure of success is not just a diploma score. It is the ability to continue learning at university, afterward, and for the rest of one’s life.
Frequently Asked Questions
Includes the questions we receive regarding the IB Diploma Programme and the answers to them.
The IB is not an impossibly difficult programme, but it does require a different culture of study. The primary reason students struggle is not the subject matter itself, but rather encountering academic expectations for the first time, such as managing long-term projects and conducting research. With proper planning, realistic expectations, and the right support, a wide range of students can successfully complete this programme.
Beyond academic writing and critical thinking, the program's true unsung hero is its 'Deadline Culture.' The IB teaches students not to leave tasks until the last minute and to manage multiple long-term responsibilities simultaneously. This time-management skill is precisely what students need most during their university life.
The most common phrases graduates use are, "University was easier than I expected," or "I was constantly helping my friends with their coursework." This isn't because IB graduates are inherently more intelligent than other students; rather, it's because they were introduced to the research standards, citation methods, and reporting expectations of university while still in high school, within a safer and more supportive environment.
No, quite the contrary; the IB is an "education in thinking." It doesn't just encourage memorizing formulas to select the correct option; it promotes asking questions, challenging underlying assumptions, seeking evidence for claims, and viewing topics from multiple perspectives.
The IB does not view subjects as independent compartments. Its goal is not just for students to learn subject matter, but for them to 'learn how to learn.' Rather than relying on rote memorization, it is a holistic educational model that puts theoretical knowledge into practice through projects and independent research.
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