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The first day was really inspiring for me.. I learnt what PDC is and what it is not. And I learnt about the roles of facilitators. A facilitator creates a relaxed environment for the local teachers to share their problems and possible solutions.. S/he is not a teacher trainer. S/he doesn't teach anything new..
Ice-breaker activities were so much fun.. I will use them in my lessons.. I am planning to adapt them in contexts I teach, like fruits, colors, vegetables, animals, vehicles etc.
I sometimes use Kahoot in my classrooms and now I am also planning to ise Actionbound.. a really good activity for kineasthetic learners..
I liked the reflection part also.. We sometimes neglect the importance of reflection in our classrooms..
There wasn't any activity I didn't like.. all the activities were fun. I am looking forward to take the lessons tomorrow..

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After ice breakers we started with the jigsaw reading activity. We did a questionnaire first and shared our opinions with our groups. Then for the jigsaw activity, we read our part silently first, discussed with our group, then decided whether we want to change anything on our questionnaire. We reflected on the activities with the help of the visuals. We learnt to work with bigger groups (by making two circles, one in and one out). We learnt the importance of using numbers and letters while grouping. On the second half (after lunch break) we learnt how to use rhytym, chunks and songs in our lessons. We can adapt the songs in our lessons for all units like body parts, animals, colors etc.
These two lessons raised our awareness of using songs and chants in teaching oral skills in a fun and meaningful way.

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They helped us making groups, set the tasks, monitor us, provided feedback, helped us with the connection problems.

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My selfie for the padlet

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Have your idea of teaching changed in any way ?

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Have your idea of teaching changed in any way ?

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It surely did. Today we talked about the reasons why children find it difficult to speak and suggested different solutions.. We practiced a dialogue to build speaking confidence with Simon, and tried to find our own ways in small groups with various activities. I realised the importance of drilling again, and to teach it chunk by chunk with a rhytym.. l will use claps, clicking fingers, mumbling, whispering, beating the stress without scraing the children of course :)

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I will adapt the dialogues in the book.. giving them context (names, setting, story etc) to make them more meaningful instead of using it as it is.

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The facilitator prepared antonym pairs and stuck them on the board. We chose one randomly then found our partners. I was the reader and it was a little bit challanging to do the reading. I had to use different clues like context, guessing, background knowledge, the pictures given and so on.. it was a good way of showing how the students actually feel when they read something in a different language. I will also use a similar one in my Pdcs and the classroom. I will choose another well known story, scramble the letters of it, then group the participants. And the rest of the activity will go on like we did.

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Yes it is a suitable activity for young learners also because we involve them in the story, raise their interest with guessing and simple and colourful books and various different techniques of course. Shared reading makes learning fun and meaningful.

I found homophones quite interesting because we don't have that in Turkish. At least I can not come up with an example right now. And I would like to find out more about teaching them.. Looking forward to it tomorrow 😇

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Maintaning a balance between the children's enjoyment and acceptable behaviour

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Maintaning a balance between the children's enjoyment and acceptable behaviour

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Maintaning a balance between the children's enjoyment and acceptable behaviour can be really hard especially in primary schools. Sometimes children lose the focus easily on the lesson for their enjoyment, so the teacher can struggle to maintain the control again.. To avoid this, I make a learning contract on the very first day of the term, make the students sign it and put it in their portfolios and sometimes refer to it when the things are out of control.. Again, on the very first day we set up class rules altogether, I hang it on the wall to make them see it clearly. I tried to use a small bell for little pauses and breaks but it didn't work since my classes are crowded so I stopped using it altogether.

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I liked the idea of using onion rings for classroom management. I will use it in my pdc as well. And when it comes to child-friendly assessment, we can adapt tests to make them more child friendly and set up a test step by step into our PDCs as well. We learnt about stirring and settling activities and carried out a dictation checklist and re-order task. We discussed techniques for managing activities like getting and holding attention. I think I will use stirring activities more both in my Pdcs and in my classrooms.
And we need to know what we do, how we do it and why we do it all the time. So we can create meaningful contexts, use colorful and simple pictures etc.

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Greatest benefit of being in a PDC in local context

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Greatest benefit of being in a PDC in local context

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I think it is really good to be in a PDC in the city/town you live because you share the similar problems, being able to share these with your partners and trying to find a solution altogether is a good chance for all the local teachers. They will feel accepted, understood and relieved for seeing all the teacher might face the problems.
When it comes to how to benefit, first I will form a WhatsApp or Telegram group in which we can share the forms that they need to fill after each session, different techniques and methods that we face/apply/like etc. So the network I have built here will help me a lot during the process of guiding my local teachers. Because we will get feedback on our plans from our mentors (Simon and Betül) , and learn about different techniques from our different friends/pairs/group members from the group.
I think PDC sessions in the programme will help us about problems that we face in our own PDC sessions in our teaching context. We will share our plans beforehand, talk about them, assess them in a way, make changes and adaptations if necessary.