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Today was a great experience for me as i haven't been on such a training for a long time. I learnt a lot although i was exhausted because of the long journey. The importance of collaboration, reflecrion and the role of a facilitator are the most important things i have learnt today. They are important because they are both related to learning and teaching and they can be easily applicable. They will help me in my PDC meetings and my classes. I might find it useful to work a little bit more on planning a PDC meeting. Of course, we have a lot od days and a lot to learn.

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In my classroom I  both use coursebook listening activities and authentic listening material. Actually, I would rather use just the authentic ones but I need to follow a curriculum and we have common exams . Therefore, coursebook activities  are a must.  I like authentic materials since they provide real life context and language. My students get a lot more motivated when I use them. They don't just listen grammatically structured texts but real ones with some mistakes, inversions and even slang. The internet is full of authentic material and I can find one related to any topic considering my students interests and needs. They are definitely more enjoyable.
I've also liked the idea of active listening. It can be adapted to different activities. It can be differentiated. It engages the students more. In fact, I am going to use the question-memory activity (what we did today I can't remember the name) as an orientation activity at the beginning of the term.

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Most of my students come from low-income families. They have never had opportunity to travel abroad or meet people from other countries. They have bo one speaking in another language in their families. Therefore,they find it hard to understand the necessity of speaking, oral interaction. They just study enough to pass their exams, that's all. So, getting them to talk is a real problem.
As a teacher, I myself always complain about the language level of my students and lack of technology sometimes. Thanks to today's sessions, I now know that I can differentiate speaking tasks. I can give more structures, use realia and try to include all the senses of my students. Also, even if I don'r have any technological devices I can just turn the activity into a non-tech one.

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I have chosen a reading activity from 9th grade's Inspirational People about two Turkish Celebrities. In pre-reading section there is a question "Are there ant well-known people you don't like? Why don't you like them?" . To make it easier I can bring some pictures to the classroom and talk about them (set an example) . I can also write some useful language on the board. By this way, they will be encouraged to talk.  For early finishers, I can ask them to list vocabulary we can use to describe personality.
For while reading, there is  a fill in the table activity. It is quite easy, but if our students have difficulty ee can introduce some vocabulary. (We can even use the ones taht early finishers used in the pre-reading part) As an extension activity, we can ask students to add more vocabulary to the table related to the text. Also, we have a vocabulary activity about the text. If some of the students finish early, we can ask them to write their own sentences by using those words.
As post-reading activity, there are open-ended questions. They are not enjoyable or engaging, I would completely change that activity. Instead, They can pretend as if they were celebrities. They can write about their pretended personality and share with their friends as groups or pair. They can use flipgrid and record a short video about themselves.

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What my colleagues would find the most useful is doing reading activities as a group activity. Mostly, as we have small and crowded classrooms we don't think it as a choice. But we can group students sitting in closer desk so this wouldn't be a problem. Another great thing we can do is to divide the reading text into paragraphs and work on separate paragraphs. Then, then can share with each other or other group members. It is more enjoyable and they can do it more easily.

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I have heard about "Snack Writing" for the first time and I really liked the idea. I will definitely use it in my lesson. Actually, I am looking forward to it. Because my students generally don't want to do a writing activity, they are reluctant most of the time. To be honest, I sometimes get bored during writing activities. By the help of snack writing, we can change this. Since they just write small parts, it won't be boring. And for lower level students it is not intimidating. To get the most of it,  we can add technology, which they adore. We can use it in group work, pair work or as an individual activity. We can use padlet, twitter flood, e-mail, story jumper or any other Web.2 tool. Or, we can just use actual writing with Snack activities.
I think in my PDC meetings my colleagues will benefit from writing activities more than any other activity. Product writing, process writing and snack writing will all sound new to them ( if not all but to the most). They will be able to look at writing activities from a new perspective. Hopefully, they will be more eager to go back to their classes and do more writing , just like me 😊

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I have always thought that there isn't a right or wrong way of teaching grammar. Considering the subjet and the level of my students, I either choose a deductive or an inductive situation. Today's  session  supported this and  I felt really good about it.
In PDC meeetings, my collegues will definitely complain about lots of things ( small classrooms, too many students, low level and interest of students...etc.) and say that becayse of these reasons they only teach grammar in an inductive way. I believe This shoul be my priority. I should be able to explain to them that we all have the same problems but we are capable of solving those. For instance, we can digitalise and differentiate the activities. And tell them that the first step is always the hardest one.

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I generally assess my students' products. I know it is better to use a combination of both product and process writing but it is really difficult in my district. We have too many students, most of them have low levels of English and they are not used to process assessment so they are reluctant. If I am persistant enough, I can change their resistance. Because in time they will realise that it is more fun and beneficial . Instead of just doing one type of assessment, doing something different each time is better; I mean peer-assessment, self-assessment , portpolios  and so on. That's why I think that self/peer assessment  could solve some assessment problems. Here the important thing is to be able to act together, be persisrant together as language teachers. Nevertheless, as long as we have common exams, the most important way of assessment will always be at the end od term exams, unfortunately.

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As its name suggests, a PDC is a community. It is always good to be a part of a community. By the help of PDCs I can meet English teachers from my district, share ideas-problems, discuss solutions, reflect together, be friends and have great time. It is good for our teaching but it is also good for socialising. I would like to benefit from the networks I have built here as much as I can. We really get on well eith each other, both inside and outside the classroom. This will help a lot when we begin to have our own  PDC sessions. As can be understood, I have a great many questions regarding planning and conducting my PDC sessions. Sample lesson plans shows me a way, examplifies a lot but until I have my first session I don't think I will be comfortable enough. Also, not the lesson plans but our facilitators motivate me, I have faith in them. Since they say everything is gonna be allright, I don't want to worry about anything 😊😊😊