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How did your first day go?
           Did it meet your expectations?

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How did your first day go?
           Did it meet your expectations?

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First of all, I didn't have much information about the project and what a facilitator is, but today is an informative day for me. I learned my responsibilities and tasks as a facilitator. At the beginning of the first lesson, I didn't feel confident enough to be a conductor in this project. However, I took many things in my bag for the further process. I believe that I can do it, I can be 'the one' who helps and engages other colleagues in Gaziantep.
When it comes to my expectations, I can say that I feel satisfied for today. I was hoping that it would be both enjoyable and informative for us and it was so. I hope it will be the same for the other sessions. Also, I realise that I miss speaking English with a native speaker and with my colleagues all the time. That's all for me today. I will be charging myself for tomorrow's adventures. :)

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Have your ideas about teaching young learners changed? If so, how?

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Have your ideas about teaching young learners changed? If so, how?

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I think the answer is yes, because I realise that I'm missing some points about children. One of them is their little knowledge about language learning. Without knowing what is English and why they are learning it they can't be motivated and focused. However, it's really hard for them to be aware of it. They are just children and all they want is to play games, to be active all the time. When we consider this, we shouldn't force them as if they were adults. We may try to continue step by step. Luckily, they will grow up and begin to learn basics and reasons for language learning.
Last but not least, children wants to be understood. They don't know what is the exact word or sentence to convey the meaning. I've remembered this fact about them and decided to be more patient for the outcomes. If a child is able to tell what he/she wants or does, then let it go. It will become more accurate and appropriate when they reach one step further. To sum up, I will try to keep pace with their speed and requirements. I know that it won't happen overnight.

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What needs to be adapted most in your coursebooks to help children to improve their oral skills? How can PDCs help you with that issue?

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What needs to be adapted most in your coursebooks to help children to improve their oral skills? How can PDCs help you with that issue?

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In my opinion, some of the activities in the coursebooks are limited in terms of context and purpose to use the language. Dialogues and other activities should include reasons for children to speak. For instance, students are expected to act out something, but they don't want to do it because they don't feel necessity to act or dramatise something. Instead of beginning to speak immediately, we should create a context for them. If they have  a context, they can find a reason to speak. If they have the reason, then they will find it meaningful. We should always ask "Why do they need to speak today?" and "How can I give the reason to make them speak?"
Also, some activities aren't related to each other, so they get lost and try to focus on the new one. Instead, there should be relation with each activity and this can make the things more practical for the teacher.
Consequently, when I think of my daily evaluation, I can say that PDCs help me reconsider this topic and get a new perspective.

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Do you think shared reading is a suitable procedure to use with L2 children? Why/Why not?

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Do you think shared reading is a suitable procedure to use with L2 children? Why/Why not?

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I think it can be suitable to use it with L2 children because they are unfamiliar with some of the words or some of the structures in the text. Thats why children need to be engaged in the text. The teacher should give some responsibilities in order to make them be active and careful listeners. For example, she may want them to read aloud some sentences.
Also, when the teacher uses an introduction at the beginning and some visuals and some questions while reading, he/she gets children's attention and creates a meaningful reason for them to follow the reading. When I consider the techniques and examples above, it is good for children learning a foreign language to be supported by teacher instead of giving the text or story and let them read it alone.

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"Maintaining a balance between children's enjoyment and acceptable behaviour is one of the greatest challenges that primary language teachers face" Do you agree or not? What challenges do teachers face? And how do they manage it?

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"Maintaining a balance between children's enjoyment and acceptable behaviour is one of the greatest challenges that primary language teachers face" Do you agree or not? What challenges do teachers face? And how do they manage it?

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I definitely agree with the quotation because when we try to engage them in the lessons and give importance to their enjoyment, they tend to be more active and energetic. It becomes hard for teacher to control. Also, the teacher may not want to use games, songs etc. anymore.

The students sees their own teacher as an authority and when it comes to English, they always want to play games or singing songs as if English was just a leisure time for them. We have another chaotic classroom at the end of the day.

In order to prevent the chaos and to have a more comfortable classroom, English teachers should give them rules at the beginning of the year. Some routines can be set so that students stay in the line defined in advance. If there are some students who are tend to make trouble or to cause chaos can be given some responsibilities to reduce the amount of possible problems.

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Are there any tips or techniques from the sessions today that you could use to manage your PDCs positively? Are there any other elements of classroom management in your PDCs that you will have to think about?

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Are there any tips or techniques from the sessions today that you could use to manage your PDCs positively? Are there any other elements of classroom management in your PDCs that you will have to think about?

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I can use chinese whispers, onion ring and running dictation in my PDCs. First, Chinese whispers gives an opportunity to enjoy at the beginning of the lesson. I can use sentences related to the topic. Secondly, onion ring helps then share ideas with different people. It is beneficial for discussing a topic. Third one is running dictation. It is a good way to check spelling and suitable for pronunciation. Also, it can be motivating.
The teachers may start with prejudice at the beginning of PDCs, so I should choose activities to crack the prejudice. I can explain the reason why they attend the meeting. Also, the instructions should be clear not to cause any chaos or misunderstanding. Lastly, if I prepare a plan effectively, it will be easier to manage the class and the activity.

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Has your view of assessment has changed? Why? Has your monkey changed after the session?

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Has your view of assessment has changed? Why? Has your monkey changed after the session?

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Actually, I realise that I have already done some of the assessment types unconsciously. For instance, I've known Cambridge Young Learners Exam pack but I've never used it before. After I've evaluated the sessions so far, those assessment items in the pack are more child friendly, so I've decided to use it for my young learners. They will enjoy the lesson while they are being evaluated. In our state schools, there is no official exams for second and third grades, it may be reasonable to use those assessments in order to be clear about their development. Also, I know the criteria to prepare a child friendly assessment tools and techniques. When I consider my knowledge about the assessment, I can say "Yes, my monkey has changed.

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What do you think will be the greatest benefits being in a PDC for the teachers of English in your local context who join your PDC meetings? How do you feel the PDC sessions you have studied in this face to face training programme will help you deal with possible problems when you are planning and conducting PDCs for teachers in your local context?

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What do you think will be the greatest benefits being in a PDC for the teachers of English in your local context who join your PDC meetings? How do you feel the PDC sessions you have studied in this face to face training programme will help you deal with possible problems when you are planning and conducting PDCs for teachers in your local context?

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I think we are having similar problems and challenges as English Language Teachers and these sessions help me understand other teachers and students. When I go back to Gaziantep, I will try to share my experience in those meetings as a facilitator. I will help them think and discuss ideas to improve our students' language skills. Also, I will try to engage them in an enjoyable and informative way. In my opinion, they will find those meetings beneficial for them and for their student. I hope we can reach our goals as language teachers.