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As a perfect example of an intrapersonal soul, I was feeling nervous before coming to this training but Mr.Simon and Ms.Burcu made me feel peaceful. They are so professional and they have a sense of humor. As a lifelong learner, I feel like one of the precious team members. Excited and full of pleasure to have a chance to renew my growth mindset, improve my English in practice, and refresh my training skills. It is a long long long journey and I have grit.
Let's give her a hand 👏🏻

Short day profit;
Abandon your comfort zone, It's time to shine ✨

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In my opinion, using phonics is essential with a systematic approach. With short, simple exercises with a plan, we should support the learners' acquisition of phonics regularly. Because utterance and generalization of similar phonics is a long process. Until they reach an expected autonomy to feel the sounds and figure out the sameness of the phonics, we should give vitality to this subskill. Moreover, by the time the L2 children produce them correctly and instinctively, professional support and pursuit are significant.

Q.2 Do you think Shared Reading is a suitable procedure to use with L2 children? Why/Why not?

In my opinion, in shared reading, initially, the teacher does most of the reading. The more the students get familiar, the more likely they will join in and do the “ to read” action themselves. From my point of view, reading must be done individually and in silence. But shared reading is much more listening or speaking than reading.On the other hand they enjoy stories and repetitions very much.

Short-day profit;  Ability to say the words in any language that you can’t speak or write is not READING, but SEEING💛

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

What are the contributions of today’s oral skills session to my future classroom implementations? When I question myself about this issue, thanks to the tasks and activities, I realize my young learners don’t learn from me but through me. They do not need a harsh push but a gentle touch. By the help of socially oriented view of learning I am supposed to scaffold their learning process.

Moreover, I have changed my mindset on giving real reasons to my students to speak English.They certainly need an acceptable goal to speak in target language. I have refreshed my old teachings on variety of warm up activities. Today’s speaking sessions remind me that communication is the key point, not the accuracy or fluency. Creativeness in students articulation grows with the flaw. The more they feel secure, the more they will product with their own intelligence and aptitude. My guide questions while planning a lesson plan should be what-how and why I do it.

**Short day profit.
Less is more❤️

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Are there any tips or techniques from the session today that you could use to manage your PDCs positively?

I like the idea of grouping. ( fruit basket, bears-monkeys-tigers-lions, or randomly)
Asking colleagues to find and stick the rules, routines, and responsibilities on a cartoon as a competition.

I deeply love the idea of readapting an example paper with colleagues according to the valid assessment criteria.

I’m aware of the fact that the process of assessment must include 4 skills, not only grammar or vocabulary.

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Has your view of assessment changed? How?

I have been using only formal assessments and self-assessments generally. But the light of this training I can honestly say that I realize the importance of peer assessments and informal assessments. In my language lessons, I’ll give importance to the assessment of oral skills.” How do you feel about your knowledge on...?” will be a key question to ask myself and to make my student evaluate themselves in the first step. Peers can sometimes be arrogant or unwilling to but I will create a secure area to assess each other with guidance. Especially, with the help of listening and speaking tasks, I can prepare child-friendly assessments to observe and measure what they can or can’t do. Tests alone can’t provide an accurate picture of students' language ability and agility.Finally, an informative assessment will help my students to go forward. I can use sandwich technique for informative assesment

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What do you consider the greatest benefit of being in a Professional Development Community for teachers of English in your local context?

I have been working in a district full of disadvantages. Socio-economic complications, crowded classes, not integrated refugee pupils, and so on. especially English teachers feel lost and alone. Teachers will have a functional network and find a secure zone to share their ideas and experiences. They will feel a “belonging” sense. They will capture and take away whatever works in their classes. In Turkey professional development is unseen. How pleasing it is that, without paying any money, teachers will get more professional problem solvers and perfect implementers. They feel valuable and motivated.

How do you expect the PDC sessions in the program would help you deal with possible problems with planning and conducting PDCs in your teaching context?

I have objectified my ideas on planning and applying a PDC thanks to tasks and presentations. I have benefited from both new techniques and tasks and the cycle of PDC. Learning is a lifelong process, and learning tips through professionals is valuable. I find it useful to watch demos, and have informative feedback and microteaching session.

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Q1.What needs to be adapted most in your coursebooks to help children improve their oral skills?

-More role play cards for each unit with clear instructions step by step. Controlled speaking is important in primary school.

- More social language patterns.

-More Children-friendly, short, simple, and enjoyable personal questionnaires to arise learners' passion to speak. Because they enjoy talking about themselves so much. (sometimes too much)

Q2.How can PDCs help you with that issue?

When we share our problems and figure out the solutions.As teachers, we get aware of the fact that we are not alone, so we share our experiences and renew ourselves. Finally we can create a digital activity library. In this way, we can exchange and transfer our utility activities. We can integrate them into our classes. This is an incontrovertible truth that we have similar problems, in similar or same districts’ students.

Q1. Is it possible to match the stages of this session with the stages of PDC?

A.1 Definitely Yes! The stages of this session and the stages of PDC are the perfect match.
The Inner&outer cycle was a lovely ice breaker,
We remembered the previous learnings with review in engage and share step, we reorder the jigsaw puzzle reading with collaboration and elicit the sequence of a perfect lesson plan then,we prepared an authentic lesson plan in the light of recent outcomes and then present it to our colleagues.  In the reflection and evaluation part, we made comments on each fantastic presentation. We learned much from each other and move forward together with a summary of the session as closing remarks.

Q2. What changes would you make if you were working with teachers from your PDC on using dialogues more effectively in the primary classrooms?

I would give my colleagues 4 different dialogues and ask them to choose the best and the worst dialogues for themselves and to tell the reason-s. Then I would give them a jigsaw reading to sequence the steps in running an effective lesson plan. They are asked to work in pairs. Then in groups of 4. I would show the answer key. Once more, I  ask them. Still, is the same dialogue the best for them? Have they changed their mind? Why? Why not? As a final activity, I would ask for adapting the worst dialogue into its utility form in group work.

Short-day profit; Think, pair, share💜