IB Tutor near me in Al Mankhool

The single most useful thing a parent can understand about the Diploma is that it is not one qualification with six subjects in it. It is six separate assessment regimes that happen to be sat by the same student. The sciences carry an internally assessed investigation and reward precise mechanism. The language A subjects carry an oral and reward sustained argument about how a text works. Mathematics carries an exploration and rewards visible method. The individuals and societies group rewards evaluation and the handling of sources. The arts reward documented process.

That is why the question "can you tutor the IB?" has no useful answer. The right question names a subject and a level and then asks what that subject's components are and which one the student is losing marks on. A tutor who cannot answer that for your child's specific subject within the first session is not going to be able to fix it in the tenth.

The practical consequence for a family in Al Mankhool with two children or with a child needing two subjects is that one tutor is rarely the efficient answer. Two specialists on two subjects, each knowing one set of criteria properly, outperform one capable generalist across both - and because delivery is online the scheduling of two back-to-back hours is straightforward rather than a logistical problem.

The table below sets out what each group's assessment actually consists of and where the marks habitually go. Confirm component weightings from your school's subject outline; the shape of the assessment is what is described here, not the percentages.

Across every Diploma subject, the instruction at the start of the question determines the shape of the answer that scores. State wants a fact with no justification. Describe wants an account of features. Explain wants a mechanism or a reason. Compare wants similarities and differences held together rather than two separate descriptions. Discuss wants a balanced consideration. Evaluate and to what extent want a judgement, supported, with the counter-case acknowledged.

Students lose enormous numbers of marks to this and almost nobody teaches it, because it is not content and so does not feel like teaching. The pattern is always the same: a student who knows the material writes a competent description in response to an explain command and scores half the available marks. They leave the exam feeling it went well, because they did write everything they knew. The gap between what they know and what their grade says is sitting entirely in the verb.

This is the first thing to look for in a marked script, and it is visible within minutes. Take the script, find every question where the student scored below half, and read the command term. If the same verb keeps appearing, that is the plan for the next three sessions, and it will move more marks per hour than any topic work. It also transfers across subjects, which is rare: a student trained to answer evaluate properly in Economics writes better History essays as a side effect.

The table gives the common terms, what the examiner is looking for, and the wrong answer students reliably produce instead. Subject guides define command terms formally - take the authoritative wording from your child's own subject guide.

Each Diploma subject carries an internally assessed component written by the student, at home, over weeks, against published criteria. These components are where the most marks are available per hour of work and where the most marks are casually thrown away - and they are the part of the Diploma most exposed to help that crosses a line.

The boundary is not vague, and stating it plainly is a service rather than a disclaimer. A tutor may explain what each criterion rewards and in what band. A tutor may test whether a research question, topic or prompt can actually sustain the work required. A tutor may model a technique on a completely different example. A tutor may read the student's own draft and question reasoning that does not hold. A tutor may point out that a section does not address the criterion it is meant to address. A tutor may not write, draft, rewrite, edit to completion or supply any part of it.

IB Gram tutors do not produce assessed work. That matters commercially as well as ethically, because this search result contains operations that do: one sells completed Internal Assessments outright at a published dirham price. Under IB academic-honesty rules that is a malpractice trigger, and the finding lands on the student rather than on the seller. A parent buying it is buying a risk on their child's behalf.

We also do not reproduce or supply IB syllabus documents, past papers, mark schemes, grade-boundary tables or subject guides. Those are published and owned by the IB, your child's school holds the current versions, and a tutor's work is to teach against them rather than to hand them over. The table names what each group's internal assessment is and what a tutor may legitimately do with it.

Two components sit outside the six subjects and carry points toward the Diploma total: the Extended Essay, an independent research piece, and Theory of Knowledge, assessed through an exhibition and an essay. Together they are the most neglected part of the Diploma in the tutoring market, partly because they are hard to teach and partly because neither fits the subject-specialist model that the rest of the programme rewards.

The Extended Essay fails for a predictable reason: the research question. A question that is too broad produces a summary rather than an argument; a question that is too narrow runs out of material; a question in the wrong subject cannot be assessed against that subject's criteria. All three are fixed cheaply at the start and expensively later, which is why the useful sessions happen before the student has written anything rather than after they have written a draft they are attached to.

Theory of Knowledge fails differently. Students treat it as an essay about opinions and write assertively without the discipline the criteria actually ask for: working with knowledge claims, examining how different areas of knowledge justify what they claim, and using examples that do real argumentative work rather than decorating a point already made. It is teachable, it is rarely taught, and the marks are available.

The supervisor for both is appointed by the school, and the school's internal deadlines govern the timetable. A tutor's role is explicitly subordinate to that: coaching the thinking, testing the question, explaining the criteria, questioning the draft. Not writing it, not editing it to completion, and not replacing the supervisor. Ask the school for the Extended Essay and Theory of Knowledge deadlines at the start of the year; they are earlier than students assume and they are the dates everything else has to fit around.

Past papers are the most available and least well used resource in the Diploma. The typical pattern is that a student attempts one, checks the answers, notes that they got some wrong, and moves on. That extracts perhaps a tenth of the value. A paper used properly produces a diagnosis that redirects the next month of work, and the process takes about twice as long as sitting the paper.

Sit it under real conditions first: full time, no notes, no pausing, no looking anything up. A paper attempted at leisure tests knowledge; a paper attempted under time tests the thing the exam tests. Then mark it against the official mark scheme rather than against a general sense of whether the answer was right, because the mark scheme is where the marks actually are and it frequently awards credit a student did not know they had earned, and withholds credit they assumed was theirs.

Then audit. For every lost mark, assign one of four causes: the content was not known, the method was not shown, the question was misread, or the time ran out. Count the four. In most scripts the first is not the largest, which is uncomfortable because it is the one tuition is usually bought to address. The other three are faster to fix and the repairs are specific rather than general.

Finally, keep the script. A single marked and audited paper is worth more to a tutor in the first session than any amount of description of how the student is getting on, and a sequence of them across a year shows whether the plan is working. Families in this district who bring one marked script to a trial lesson get a materially better diagnosis than those who bring a report card.

Three of the six Diploma subjects are usually taken at Higher Level and three at Standard Level, and the difference is not simply volume. Higher Level carries additional content, an additional written component in several subjects, and - most importantly for planning - a cumulative structure in the sciences and mathematics where later topics assume fluency with earlier handling. A student who got through the first year on intuition meets the consequence in the second.

That changes what the weekly hour is for. A Standard Level student is generally well served by an hour tracking the school's current topic. A Higher Level student in a cumulative subject needs part of most sessions spent keeping earlier material alive, which students resist because it feels like going backwards. Skipping it is why Higher Level grades sometimes fall in the second year despite steady work.

The level mix also determines where a limited budget should go. A Higher Level subject that the student intends to use for university entry, with a cumulative structure and an internally assessed component, is worth more support than a Standard Level subject that is already stable. Spreading support thinly across all six is the most common way to spend a Diploma tuition budget without changing a single grade.

Confirm levels and components from your school's subject outlines. The table below compares the two levels on the dimensions that affect how an hour should be spent, not on content lists.

Start at the bottom of the market, because that is where most families start and it is worth understanding what the money buys. Tutopiya advertises from AED 33 to 52 an hour and EdFlik from AED 45 to 65. At that level the tutor is typically a university student, and for consolidating a Standard Level subject the student already broadly understands, that can be a reasonable purchase. What it does not buy is somebody who knows a specific Higher Level subject's criteria band by band.

The next step up is the qualified subject tutor working online, which Bestimate's Tutoring Cost Dubai 2026 table, read in October 2026, puts at AED 150 to 300 an hour, and Unitors publishes IB tuition from AED 200. Above that sits specialist IB, IGCSE and A Level provision at AED 200 to 450 or more, with TutorChase publishing AED 270. In-home one-to-one including travel is quoted at AED 180 to 500. At the top, BartyED publishes AED 650. Each of those figures belongs to the provider named, and none is an IB Gram price.

The question is not which band is best but which band the specific job needs. A component repair block on the History source paper needs a specialist and is short - three to five sessions - so the hourly rate matters less than the match. A year of consolidation in a stable Standard Level subject needs competence rather than specialism and should not be bought at the specialist rate. Buying the specialist band for everything is how a Diploma budget disappears without a grade moving.

Monthly figures make this easier to see. One Dubai provider publishes AED 799 a month for eight online sessions, near AED 100 an hour. In-home monthly packages are advertised at AED 1,599 to AED 1,799 for four two-hour visits, near AED 200 to 225 for the same eight hours. IB Gram does not offer home visits in the UAE; in-home tutoring is a service we offer only in India, and sessions for Al Mankhool students run one-to-one over live video.

Dubai's private schools are overseen by KHDA, which is responsible for enhancing and overseeing the quality of private education in the emirate and publishes inspection reports on a six-band scale from Outstanding to Very Weak. Abu Dhabi and Al Ain fall to ADEK, which supervises the licensing and accreditation of private schools there. Sharjah is regulated by the Sharjah Private Education Authority, Ras Al Khaimah by its Department of Knowledge, and Ajman, Umm Al Quwain and Fujairah by the federal Ministry of Education. Sharjah's and Ras Al Khaimah's authorities also approve tuition fees, curricula, programmes, courses, activities and assessment methods.

On the tutor side there is a check a parent can make for themselves. The MoHRE private tuition work permit was introduced by Ministerial Resolution No. 710 of 2023 and is granted free of charge for two years, covering registered school teachers, government and private-sector employees, unemployed residents, university students and school students aged 15 to 18. MoHRE's own service is Issuance of a New Work Permit - Private Tutor Licensing, applied for through the smart app, website and e-services system with a two-working-day completion time. Operating without a permit carries fines and penalties under the applicable laws; no fine schedule is published, so no amount should be quoted to you.

A separate instrument governs tutoring businesses with premises: a KHDA Educational Services Permit for a training institute, with initial approval first and renewal requested at least thirty days before expiry. IB Gram holds no such permit, no regulator accreditation and no UAE office, and does not describe itself as approved by KHDA, ADEK, SPEA, the Ministry of Education, the IB, Cambridge or Pearson. One further rule: ADEK's professional-ethics rules bar Abu Dhabi private and charter school staff from paid private tutoring of students at their own school, and the MoHRE permit's code of conduct also bars serving students affiliated with the tutor's own school.

Finally, the mandatory block, which affects every Diploma timetable in Dubai. Arabic, Islamic Education and Social or Moral Studies are required in all private schools regardless of the licensed curriculum, with KHDA's requirements due from the start of the 2025-26 academic year. Instructional time is calculated on a forty-minute lesson unit and KHDA advises at least twenty-five minutes for any mandatory-subject lesson. Separate classes for Arabs and non-Arabs are required for Arabic as a first language, Islamic Education and Social Studies, and combined classes are strictly prohibited.