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1. I generally use listening materials and activities in my course book. They are easy to use, pre while and post activities are ready but level of my students is low and they genearlly don't have the required background information so I often bring supplementary materials such as visual aids, videos etc. to fill the information gap. Otherwise, they become unmotivated and the reason to listen  in our course books is weak. I used to think that it is diffucult and time consuming to find appropriate listening activities to my students' level and interests.
2. I usually use pause button, listening more than once in my listening classes. When I do reflective thinking, I don't pay so much attention to the strength of the reason to listen. To strengthen the motive to listen, I will focus on personalising the subject and differentiating the tasks according to my students' pace of understanding and level of learning. In today's session I also discovered many websites that contain authentic listening texts and different activities at various levels of the language. Using students's own speeches as authentic listening materials of the lesson is a good idea.
Today's session also showed me other ways of differentiating the tasks rather than changing the text such as giving extra choices, presenting more or less challenging tasks, asking for details, reasons, demanding long or short answers etc.

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1. I suppose the most common speaking problem in my district is not having confidence. Students are afraid of making mistakes, not sure about what to talk, afraid of been made fun of, not sure about how to talk. They feel alone when start to speak. As the speaking is something intangible, they experience it once and don't know how do they seem. All of them make my students inconfident in speaking activities.
2. I hope the ideas and suggestions I got today will work. I can bring simple ( the simplier the task is, the less mistakes are done) games as warm up activities so that they focus on fun, classroom atmosphere becomes more positive and I can activate their background knowledge. Grouping my students in an easy way may prevent loneliness feeling, may lead peer correction and may lessen students' stress level about making mistakes. I generally give one example and expect my students to make similar speeches just afterwards. Instead, I must care modelling and also give them enough time to think. Then, they can be sure about what to speak. Digitalizing the speaking process via apps (recording videos), websites (recording voices) etc. will make this process accurate. Then, I can give effective feedback, students become more confident while speaking as they will have been prepared beforehand and they will have the chance of monitoring themselves and self correcting.

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1. Theortically, flipped classroom/learning seems perfect. I really liked it. Using class time effectively for encouraging and reinforcing learning is what I am looking for. However, I generally want my students to read the next text and study the unknown words of it at home but only a few of them do so. As far as I foresee, when I use it some of my students won't do it and come up with many excuses like I have no internet access, I don't have a mobile device etc. (That may be true for a few of them ) Then, via group work I will try to fill the information gap. The ones who did the task may think that there is no need to do the task at home. This is a disadvantage. In order to make lazy ones regretful and motivated to do the next, I need ultimately enjoyable, high quality activities in class. Fortunately, I have learned two good web 2.0 tools to prepare personalized materials. Most of my students are not responsible or outonomous but they are crazy about technology. Although I m not sure ıf they will be eager to do the tasks in digital environment or not, I am going to try it more than once and see.
2. I hope , my colleques in my context will try flipped learning as we share same problems (time, Ss' autonomy).My colleques are young and open to technology so they will take the advantage of flipped learning via apps/websites like Calameo and mystorybook. These tools facilitates digitalization and eases personalisation.

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1. When I did reflective thinking, I saw that I only use product approach in my writing activities as my course book wants me to do so. It is a good one but a combination of product, process and snack writing will be the best. Generally, I check my students' writing tasks. I need to use new methods like peer correction via rubrics, checklists, two stars and a wish and group writing. Just like speaking, Ss need time to think and I can do brainstorming before writing activities.
2. What the teachers never experienced/ thought or they have forgotten about writing will be interesting for them in PDCs. I suppose, they will be interested in coolobarative writing, caring about feelings/imagination, correcting common mistakes and group discussion in addition to the ones I mentioned for my writing teaching experiences.

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1. Thornbury’s tips to teach vocabulary are beneficial for me. I teach the meaning, use visuals, repeat them and expect my students to use them accurately. I realized that in addion to meaning, antonyms/ synonyms and pronunciation, I need to care about spelling, word classes, collacations, word families and register.
2. In addtion to meaning, students can add extra information about words to vocabulary notebooks. I generally write synonyms and antonyms on the board but they didn’t take notes , or I don’t want them to find synonyms or antonyms, these may be added. The same is valid for collocations. I generally want them to  draw pictures of new words if it is possible. It is a kind of personalization, they may also add sentences of their own. Only for 7th 8th grades I may teach some of the phonetic symbols to give them an idea. In terms of word types ,  these classes may write abbreviations like v, n, adj near words ( others don’t know word types in Turkish).

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1. In my local context, the greatest benefit of being in a PDC for an English teacher is being a part of a sustainable school based community. Being a part of an community of enhances feeling of belonging, you don’t feel alone. It is not about something theoretical, it is about real life. When the participants see, the strategies, skills they get works they will be more motivated.
2. We have already set a whatsapp group and created some social network connections. Our working environments are similar and most of  my friends are so smart. I observed  their strengths and l can decide whom to call for help, according to my need. At first our facilitator and my other colleques will be eager to help me, l suppose.
3. We are all willing to share, take part, learn and change positively here so all activities work well. In terms of resources, role of me and practical issues; l have already gotten valuable ideas about my PDC. Even we talked about Plan Bs in case of emergencies like a power cut. The most challenging part about conducting my PDC will be to cope with unwilling teachers, but l think l will overcome this challenge on my first PDC day. To manage this, we will have micro PDCs.