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In today’s session, we focused on listening. As you know, we have materials and activities in our coursebooks, authentic listening materials and tasks, the ones from other sources or a combination of three. Actually, I generally prefer coursebooks in school because they are based on the exam and students need to know them. Honestly, I want to use authentic ones so much but time is really not enough to entagrate them into my classrooms. If I had a chance, I would chance the curriculum based on authentic materials and use exams which includes all the skills.

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Today, it was a very beneficial, vivid and tiring day:) First of all, we started the lesson with a warm- up whose name is 1 lie, 2 truths. After that we made a gallery walk. There were sentences, which were related to the speaking problems, around the class. We found solutions to them with the group members. I learned so many good things from the activity; to give an example, if students don’t have the enough knowledge or if they feel difficulties while using the language, we can support them with the written materials or we can write some sentences on the walls or write them to the board. Also, I have realized that creating a safe atmosphere is really important at the time of the speaking so, the teachers should:
🌼give enough time for preparation
🌼provide an outline
🌼set words and phrases
🌼repeat the tasks
In addition to this, an application “flipgrid” is very useful, easy and funny for me. By saying all of these, as far as I see; the problem in my area for speaking English is lack of motivation. Today, I understood that we should encourage them whether they can speak or not because speaking needs practicing. In today’s sessions, I  learned many things about it. From now on, I won’t correct the students’ mistakes during their speech. When they finish, I will say them their mistakes. Otherwise, they don’t want to continue. To say more, I will try to provide peer correction to them because it can be more effective and permanent.
Lastly, I want to add something that I have forgotten. Paperslide activity is awesome because some of our students don’t have any int. connection or mobile phones. It is really visual, enjoyable and good for improving collaborations. Thank you for today 💭

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For my classes, I always give the meanings of words at first. Then I continue with the various activities. To give specific example, for the 6th graders for “daily routines”, I continue with making them write the meaning of a words or I use jumbled words in order to make them memorize easily. Sometimes I give them a text that are some pictures, they look and write the meaning of them. In this time, I never correct them or comment on their answers. Afterwords we solve them on the board; each of them come to the board so every of the students can correct their friends. By doing this, peer correction is provided. Then I expand the activities, I give them sentences as “ I wake up at 7 o’clock and I ask some of the students “What time do you get up?” and I write them on the board one by one. I continue with the other questions: What time do you wash your face, what time do you go to school etc. We answer them. At the end of the session, I give them homework as they are supposed to make a poster about daily routine or to write sentences of them. I correct their mistakes with the red pen and hang them on the wall.
According to me, my colleagues in a PDC meeting will focus on accuracy in a grammar in the writing session because we grow up the importance of grammar :) but I will say them that the grammar is second part and we should first look at the ss’ communication skills :)

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You can find some of the activities that I use in my classes through this website https://sumeyyeogultekin.com/content/10539

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I went to a doctor 🩺

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According to me, teaching grammar in an explicit way is more suitable for my classes. To explain it; we teach grammar through a deductive, top-down, PPP (present-practice-production) in this way. It is much more teacher- oriented and actually we teach the grammar step by step. Generally, in my area I have unfortunately weaker students so teaching grammar with this way will be clearer and more time saving. Also, my students are familiar with these kind of ways. On the other hand, teaching grammar in an implicit way is student-centered and much more suitable for stronger students because they need to discover the rules inductively. If we have enough time as teachers, this method is really permanent as for me. All the same, by doing more practices and giving some tasks will make the issue permanent :)
I think teaching grammar in an implicit or explicit way is a strong debate question. To me, we all(as teachers) wonder this issue. So; in my PDC, this is the first issue I want to discuss. As a second one, I want to ask my colleagues “what is the most benefical activity as a practice while teaching grammar?”. I hope, we will talk about them in our PDCs. 🌼

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PDC is a professional development communities and it develops many skills of teachers in terms of collobaration, finding solutions to the problems, establishing settings etc. I think the greatest benefit of it is finding solutions to the problems because by knowing others’ experiences and point of views, we are getting more knowledgable about the issues. By this way, it is becoming easier to find solutions to the problems. 🔦
Actually, I am planning to create a whatsapp group with the PDC members and I will ask time to time what they did. Then, they will see everybody’s activities and it will raise their motivation; I hope :)
Actually, these PDC sessions are very beneficial for us because it is like a simulation :) We try to handle so many possible problems in a therotical way and I think the solutions that me and my colleagues have found will help me so much in PDC sessions.