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A facilitator is to arrange time/date PLC meetings at first. A facilitator should encourage and support teachers to reflect on the meeting and plan new activities for their classroom. Keeping record attendance on the participants’ name list is another role of the facilitator. Day by day, I feel more and more excited about classes, sessions, tasks and interactive activities. When I imagine that I apply them in my classes and move my experiences to my local. Teachers will definitely leave this meeting with enough motivation and confident in them. The more I work with colleagues here, the more I product more solutions for potential problems that we may confront. The best one is to learn how to use digital tools and adapt them to our classes. Being in a collaborative community makes me motivated and more solution oriented. I have built hashtag to raise awareness of PLC meetings. I also share posts on my accounts in order to reach my colleagues to get involved in our community. I will absolutely reflect positive sides and strong impact to the school, students and school leaders. PLC is not about teaching teachers but a community trying to build an inclusive classroom. In my opinion, the purpose of PLC and the community of practice should be explained to our colleagues at first. They have to be informed with potential outcomes.

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I totally agree with third one. A word is not limited to only one usage. Students explore words by various activities based on different skills. Learning words within the frame of all skills reinforces students' progress. It is important to use words with collocation as it is easier to learn and internalize them. Through various activities you get to know words step by step. For instance; role play activity can be done to teach target words. Another activity to teach vocabulary is that 'odd one out'. Through that students learn categorization of words. As a digital tool 'nearpod.com' can be done as a class activity and they learn collocation of words. Meanwhile the website also shows scoring and it enables students to assess themselves.

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I think inductive one is used in my area most thus, teachers give a text or read a text to the students that includes target structure. A few questions as lead-in are asked and students are expected to answer them. For instance; a text about the structure 'modals' is given, they should be bald or highlighted in the text. It is read aloud and students try to comprehend by guided questions. Later, the rules are given to the students. To me key ideas are to implement techniques we have learnt here in our classes and experience them so as to see outcomes to passion our local. The teachers will highly ask questions on how to implement and the outcomes. another key idea is to follow a correct order of presentation. For instance; while teaching 'if type 2' structure, an act out of a situation can be done at the first step, after that students elicit what is about. In other stages, drill are done and step by step structure is explained. To sum up, applying first and get experienced it and a correct order of presentation are key ideas to pass on my local. As for their reaction, although they will find them useful, they may worry about insufficient time for each structure to be prepared. Some of them may be excited to use the techniques as soon as possible so as to see outcomes. Teachers are supposed to use grammar as a communicative way. Upon doing that, it is better to keep the context stable and simple as students can follow it. Varios actitivites should be done on the same context such as; role play, ranking, information gap etc. It will reinforce their progress.

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For flipped classroom I may tell about these words: collaborative, reinforcing and adaptive. Firs of all, as an inverted task, readiness of the students make lesson more effective and there will be time for various post activities within classroom. It is collaborative as students get involved in preparation of teaching progress. It is reinforcing because students' doing task in advance will contribute a lot to their learning progress. Many skill based activities for the rest of time will reinforce students. It is adaptive as brings technology to their learning area, home or school. Many activities may be adapted to recent technology and this will attract students' attention. An example for flipped learning, students may record a video and upload it to 'flipgrid' which is a free and adaptive learning area. After that, they may send it to class or teacher as a post reading activity. For instance; mystorybook.com can guide and attract students to write and build their own stories. It is possible to use images, gifs, add videos to enrich it. It will also be exciting to use 'canva' as a digital tool which students are free to create unique posters, banners, visual story books etc. Yes, I have some concerns such as; sense of responsibility of students. It sometimes holds the teachers back from planned activities when students have not done at home. Furthermore, students may get confused and unconfident to carry out the task. Thus, it may sometimes be inapplicable. My colleagues may agree with me however; it is highly possible that they will come with different suggestions how to cope with the problem. Solutions to handle it as following: Students can be rewarded and motivated. It should be explained to the students what outcomes will be if they have done at home. Purpose and potential outcomes can be key words for unblocking them. My colleagues may also explain to the students what activities they will follow if they have carried out the task at  home. That may excite and motivate learners.

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On my second say, we learnt about the importance of authentic materials, usage of course book, listened to an authentic material and answered the questions. Then, we discussed advantages and challenges of authentic materials as a group. I think course books are ready sources for teachers and learners. It saves time and enables teachers to support learners instead of planning. It also provides pictures and visual materials that will attract their attention. During a listening activity learners will be able to guess the gist by looking at the pictures on the course book. As for authentic materials, they are useful when course book is limited and insufficient. It might sometimes be essential to bring authentic materials to the classroom. Thus, students will expose to native language and correct pronunciation. In my class, I may use a story and be a narrator and students will act out what I read, however before that, details of the story, target vocabulary should be given to the students. During narration, students act out what they are hearing at that moment. It is also crucial in terms of differenciation as it meets needs of the kinesthetic learners. The 'edpuzzle' may be given as a digital tool for learners as well. Students watch a video and during the video they are asked questions on the context. By doing that, learners can see their scores and assest themselves.  It will make them active and raise their motivation.

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One difficulty which my colleagues may come across in PLC is that students will resist not to speak or participate in the activity. They fell unconfident to express any idea. Or it might be that students will not be able to manage time during speaking or listening. Another challenge is that students do not know the steps of the task and be puzzled during the task. The activity might be beyond tehir understanding and students may lack of target and sufficient vocabulary. As for suggesting ideas, students should perform their on level, the task should be simplified at the first stage. To do that, lead-in questions or materials could be done as warm up to be familiar with the context. For instance; during speaking activity feedback must be given after students complete their speech. If not, they will feel discouraged and lose interests. To give some activities, gallery walk is an efficient and interactive speaking activity. As they walk around the class and have chance to see/share other ideas or works of their peers. They may also prepare a paper slide which includes images, pictures, text together and emerges as a presentation. Students as a group or individually present their work may upload it padlet to digitalize.

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Today's sessions first focused on ice-breaker activities. I think these types of activities are very good on the first days of the school when students do not know each other. On my first day, we learnt about updated things about digital tools and how to use them in the classroom. Another warm up activity is that my personal star which indicates information on each side and learners are expected to guess. This activity helps learners get to know each other in a fun way. Another ice-breaker activity is speaking line and students carry their name label which each letter of the name represent an animal. Trying to guess names make learner get involved to class easily. For writing activities, we learned about padlet and wrote our favourite wild animal and could read all learners' one online thanks to digital tool 'padlet'
It gives more ideas about re-writing, how to build sentences and shape the writing task. It leads an ideal writing and the requirements for writing task. I think brainstorming is the most important idea for writing as it prepares and make feel the learner more comfortable to build their sentences. In a PLC meeting, discussing the various ideas, reading other teachers' reviews would attract my colleagues' attention. My colleagues will find them very efficient and easy to apply in their classes. These various activities make lesson more efficient and free learning area. Upon these, I am looking forward to sharing these experiences with my colleagues.