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Well, first of all, I am working in Diyarbakır and most of my students have lack of self-esteem in respect of speaking English especially in front of the whole class. Also, even though they are 10th graders, their level is lower than expected, so it is difficult to cover speaking activities in the coursebook. That's why, I simplify the speaking activities and offer help whenever they need. Also, I generally create small groups because they feel safer when they speak in small groups. Futhermore, they are trying to use their mother tongue in the speaking activities.

Today, we have learned lot of ideas that can help me cope with these problems in the classroom. For instance, "chat station" is a great way of engaging students both collaborative and active speaking activities because they have to move and speak in a small group. Also, I can repeat the speaking task in order to give my students one more chance to correct their mistakes in respect of my feedbacks. Applications are another great way of dealing with these problems because they look fancy and students are more willing to use them. Students are given assignments as homework for speaking and they can complete it at home or wherever they want.

Again, it was a fabulous day :)

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Today, we elaborated on the expected problems and possible solutions about reading activities. one of the most beneficial conclusion that I drew from the course is how to differentiate the reading task for a mixed ability classroom. For me, I have a lot of students who have different levels of English. First of all, grouping the students are excellent way of dealing with this problem because grouping enhances peer learning as they find it safer, so they can more easily express their ideas. Also, jigsaw reading is one of the best activity when the text is long and time-consuming. I will definitely apply it in my own classroom because it puts the student in center and they collaborate each other. What's more, we can use graphic organizers such as KWL SHEET, Venn diagram, spider web in order to help our students categorize their ideas better. Last but not the least, we worked on some reading strategies which are scanning, skimming, inferring, and detailed reading. If I take these strategies into consideration before, while, or after the task, I can lead my students better. For exampple, for lower level students I can adapt scanning activities while I use detailed reading task for my high-achievers.

Dividing reading passage into parts is one of the key steps to solve reading problems because the shorter the text is, the better they can handle it. As much as I remember, one of the common problem is that the students do not want to read and complete the activity when they have a lot unknown words in the text. Possible solution can be "lead in". During the "lead-in" activity, we can work on the unknown words like picture-words matching to help them understand the text better.

We are really work hard in the class but I enjoy it a lot. I hope we will have lots of fun tomorrow as well :)

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As the training getting busier, I am learning lots of helpful tips regarding language skills, their adaptation, and digitalization from my amazing trainer Lise and my lovely colleagues. The more I learn, the more I need to think about how to adapt them in my local context. Otherwise, they'll be useless. Today, we discovered two approaches to teaching writing skills which are product-based and process-based. I enjoy learning these theoretical stuff but what is more appealing for me is to know how to put them in practise. For instance, Lise did a lead-in which is called "guided visualization". In that activity, we closed our eyes and imagined the answers of the questions Lise asked us. Then, we wrote what we imagined on a piece of paper and Lise heng them on the wall. We took the gallery walk and read all the papers quickly. The aim was to find the similarities between the dreams. I will absolutely use it in my local context because I strongly believe that my students will both feel relaxed and encouraged to start writing as they usually assume that writing is boring and difficult.

I would rather discuss common problems and possible solutions regarding writing when leading a PDC meeting because I think that my colleagues would be more interested in here as it is hard to create a suitable writing activity for the target group, manage the classroom, and give effective feedback for each and every writing. As I said earlier, theory is great but practise is more great to know for me because we have limited time and we need to be as effective as possible. Brainstorming about problems and solutions, activity suggestions, adaptation and digitalization ideas are great to learn what we should do or shouldn't do.

Today's lesson was super interactive and I enjoyed it a lot.

See you in the grammar&vocabulary lesson :)

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Today, we worked on grammar and vocabulary and I should admit regretfully that today was the least effective day for me until now. I think that we spent too much time on theory. I mean we learnt inductive/deductive grammar teaching or some reasons for vocabulary mistakes but we didn't talk the possible reasons and how to solve them enough. I understood the theory well but I would like to exchange some ideas about effective grammar/vocabulary activities with my colleagues more. Knowing the reasons is not enough, we should know how to fix the problems to some extend. However, Lise taught us a game today which is called "talking circles" and I liked it very much. In the reflection part, Lise said that "never join the activity as a teacher if there is not enough number of students, your hob is to monitor them, not to play with them." Actually, it is a useful tip for me because I often participate in the activities that I play with my students :) Also, TEST-TEACH-TEST is a new method that I learnt today that I could use in my local context to help my students correct on their own. Furthermore, one of my colleagues explianed an activity which is called "photo dictionary". She inspired me! She said she gives her students 25 words and asks them to take the real photos of that words on their own. Most probably, I will assign this to my students as a project homework.

Vocabulary notebooks can be effective to remember the target vocabulary because as students learn new words, they forget the previous ones. However, what is important isn't memorize the words fast. We should show some ways of learning the words better. For example, we can expect our students to use the word in a sentence to create a context or draw a picture related to word. Also, we can ask them to write HAIKU (short poems consisting of 4 lines) or tongue twisters to make it more fun.

I hope we will have better training tomorrow.
I believe we will :)

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Today’s topic was one of the critical and crucial issue in language teaching which is assesment. It is significant as students revise their language learning process thanks to evaluations and assesments.

In my local area, it is common that students' main aim is to get the highest scorest from the exams as much as possible. Most of them doesn't care about revising their mistakes and learning from their mistakes. Also, I have managable number of students so I can create my own questions for my exams instead of downloading them from the Internet. That's why, my questions are always suitable for my students' level and knowledge. However, what I observe frequently is that most of the teachers in my city get the exams from the websites which are for teachers and apply them in their school. This is extremely nonsense because the dynamics of each and every classroom is different and exams should be unique to every school. Otherwise, assesment wouldn't be objective. Moreover, students generally have little or no information about what is peer assesment and self assesment. Even though they know these assesment types, they don't know how to use them effectively. That's why, I strongly believe that we should train our students how to use these forms in properly. Finally, since teachers have a lot of students in a class, they skip the individual assesment part of the process. I mean they just apply the exams, get the scores, give marks and so on.

Peer assesment or self assesment can be a solution for this problems, especially the last problem I mentioned above. These assesments let students evaluate themselves and their classmates. They take the responsibilities of their own learning journey and they become more aware this process. Also, it helps teachers decrease the workload. I mean if they don't have enough time to analyze and evaluate each and every student, let them do it on their own and check their forms to have some ideas about their current situation.

I would like to do more group activities to talk about what we do in our own schools in respect of assesment. I mean I want to know the real examples because almost all schools apply different way of assesment.

Again it was an enlightening day for me :)