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1)In my opinion, the biggest and most common problem related to assessment in my local area would be assessment of students’ language and skills aspects. Generally, for assessing language and skills tests, quizzes and exams are used. Maybe it seems easier way to assess their knowledge and see their mistakes. But in our local area, teachers may have difficulty to use tests/exams. I would like to clarify it by sharing my own experience. In my first year, I would like to use a test which is shared in our English groups but I could not apply it to my classes. Because it was too hard for my students. Since that they I have been preparing my own questions (mostly multiple-choice questions). No matter how easy the questions are, they are still having difficulty to answer them. Moreover, in our local area, most of our students work as seasonal worker. Which means that in March-April they start to migrate another city to work and they come back generally in November. So, they miss the lessons in those days that they have not been in the classroom. This is also really biggest problem for us. Those students remain behind the others. So, when I prepare an exam, it is really hard to write questions by considering whole students’ level and background in my classes.

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1) Actually, my students' language level is not high. They are really struggling with using English,trying to remember the words that they have already learnt, how to write any vocabulary correctly,how to ask and answer questions,follow the given instructions without my extra explanation or prompts... Briefly and unfortunately there are only weak and weaker students in my classrooms. I have really crowded classrooms including 35-60. Considering those facts and problems doing and completing "active listening activities" are quite a difficult job both for me and my students.So, most of the time I prefer to use our coursebooks.Because each student have own book and I don't have to find and copy another material/source for them. Coursebooks are accessible for everyone.Also,when I use our coursebook I don't have try to find/choose a listening text/recording because they are already included in our books beforehand.It makes easier the planning part of a lesson.As we have a daily and annual plan as a teacher it is easy to follow the coursebooks.So,using coursebooks is not as bad as it is taught according to me but coursebooks have some kind of deficiencies.At this point, I prefer to use authentic materials,too.I try to find and use easier and shorter listening texts for my students.Generally, I start with a simple monologue to encourage them to understand and answer the questions.Authentic materials give us a chance to do it.Also,I can prefer to use more appropriate texts for my students in terms of fluency of the speaker,clear and understandable accent, speed of the speech..Another point is that, sometimes our cousebook includes different topics that are not familiar with my students' cultural background.For this reason,they are not interested in the topic and mosf of them are unwilling to learn about it.In this situation authentic matarials can save the day.To sum up,I prefer to use both of them in my classrooms regarding their benefits and advantages according to the context of each lesson.

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2) In today's sessions different ideas and experiences are shared about developing more active listening skills. In general we focused on how to encourage our students to each other in a more active way. As I mentioned before my students have difficulties while listening to me and producing answer for the questions even if I speak slowly and and give the instructions clearly. Because their English level is quite low. Most of the time I am also struggling with completing the listening part in my classes.But, today I realized that I can integrated some of the ideas/activities into my classes. For example,we played a class memory quiz and it was simple,fun and also effective for both listening and speaking.By giving some prompts to my students I can encourage them to speak up and listen to each other more actively. I am sure that they want to ask personal questions to each other to learn more about each other but again I have to guide and lead them. I think this is a good way of gaining confidence. At least, their interest will be increasing and they will be more motivated to listen and speak.So,the ideas shared today's sessions would be appropriate and useful in my classrooms by providing those conditions:
- choosing the topic in terms of their interests and culture
- supporting the listening with visuals/audios
-giving clear and short instructions
- leading and guiding them to help/encourage
-explaining/visualization of the key words
-choosing the text/context/topic/questions in terms of appropriate level of them

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1)First of all, I face with really big problems in my district. My students' mother tongue is Arabic and they are tend to speak their own language almost all the time.Because most of them do not know even Turkish.I think that this can be the biggest problem for me and also for other teachers who work in the same district with me.Unfortunately,my students do not know how to make sentences,how to pronunciate,read and write a word,meaning of most vocabularies..This makes harder for to use English in the classroom.
Also we have another common problems :
>Our classess are crowded.For example I have at least 35 students in each classroom.So,it is really hard to control and monitor them, listen to each students' speech(supposed that if each student have 1 minute to speak without any interruption there won't be any time to do another activity or giving feedback to them).
>Lack of background/vocabulary knowledge: Until I was appointed for the first time to my school, there weren't any English language teacher in my school.Also, beacuse of the fact that our primary school teachers do not know English they didn't teach anyting to the students.This leads a bigger problem.For example, a 6th grade students are supposed to know many basic words and chunks in English about specific topics like colours,places,weather conditions,ordinal numbers etc.but my students cannot even count the numbers since they have lack of vocabulary and bakground knowledge about it.

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1)Flipped classroom/learning is a useful and alternative way of teaching reading.It is a teaching model that gives students a chance to ensure self-study at home by using different kind of materials.You know that I have already mentioned about different problems that I face to in my school.But even I can use flipped learning and implement it in learning process without asking them to use technological devices or application.A few number of my students have a chance to access Internet,so I can make a mixed group consisting on the ones who have Internet at home and the ones who don't.In this way, they can work together and share their ideas.Sometimes,I ask them to research about the topic of reading text beforehand at home and take some notes about it.Generally,if they have an Internet connection at home, they will do their task.However,I can use Flipped Learning without using any technological tools.For example,I make a word list about the topic of a reading text and I write the Turkish meaning of some of the words on the list.Then I ask them to find translate the res t.They can do it by using dictionaries,they can ask to their friends/parents,too.When they do their task at home,we don't spend too much time for pre-teaching vocabularies.We discuss their answers because sometimes they cannot find the correct meaning of a word.Also,if a student don't complete his/her work at home,he/she can do it at school while we are discussing the answers. In a nutshell, using Flipped Learning provides us extra time for focusing on extended activites in the classroom.Also, it is a good way to encourage my students to show them they can do something on their own at home without me or my support.

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1) From a professional perspective, using less guided and freer activities would more useful to teach grammar points. Because in this way learners can discover the grammar rules for themselves and they can remember the grammar point easier and the lesson will be more meaningful for them. But choice of activities based on grammar points depends on my students’ level. So, in my area using controlled and guided activities would be more effective way of teaching grammar. Because our students are in need of being guided, unfortunately they are not autonomous learners. When the teacher elicits and models the new structure and then does controlled activities to practice them, it makes their understanding easy. I know that is a deductive approach to teach grammar and also it is basically teacher-centered. But taking into consideration of our students’ level in our local area, this is the way that we would prefer mostly.

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1) In today’s session for vocabulary teaching, many useful, effective and creative ideas are shared by my colleagues and I said to myself I wish I had an English teacher like them and also me when I was a student. Because I learned vocabularies by writing them many times and memorizing and in order for pronounce them, we used repetition. However, even I can apply some of the techniques that we discussed and shared today in my class. Using body language, miming, acting out, flashcards, drawings and pictures are commonly used to teach vocabularies in our area. They are also useful and easy way of teaching. The most interesting method was using “onomatopoeic words” that I learned today’s session and I think it can be effective way especially for young learners. Moreover, “running dictation” that I have not used it before is a really interesting and fun way to teach vocabulary especially when we focus on spelling. Because our students like games/game-like activities and being active by doing. So, I will definitely apply this technique in my classes I think my students will like it and also, they will learn how to write a word correctly on their own. In addition, it provides self-correction for the students. When you realize that they write the word wrongly we can give second chance them to go back and look at the word again, then we can ask them to check their own answers. In shortly, I find this idea really useful to apply it in my own classes.

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2)Actually, use of a vocabulary notebooks would be useful to learn and remember the words. I think using this notebook in the classroom can be optional. If a student wants to take note on it during the class, he/she can use it. But if a student wants to take note and write a word on it later, he/she can do it at home. For me, they can write the words on their notebook and take some short notes about them. Then, they can re-write the word on their vocabulary notebooks in properly at home. We know that each student has a different style to learn. So, we need to give them choices. They feel free to use any method to create their own vocabulary notebooks. For example, they may just write English and Turkish meaning of a word, they can write a story by using different words in context, they can draw pictures, they can write sentences by using that word, they can categorize the topics etc. Organization of the notebook depends on their own learning style and choices. But I ask them to take into consideration those details because knowing a word only does not mean that know its meaning :

-meaning

-spelling
-using synonyms and antonyms

-using it in a context

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1)I think combining different approaches to teaching writing would be better and useful. In our local context, we are mainly focused on writing by using more traditional approaches. Because most of the time we ask students look at a model sentence or a text and replicate the model. As I mentioned in the previous sections, my students need to be controlled and guided by me. Also, they want to see extra examples and more detailed explanation from me. That’s way I use product-oriented approach for teaching writing at the beginning. They try to write short sentences and texts individually and I check their writings. After making enough controlled practice, we can use process-oriented approach and snack writing. But it won’t be easy for my students. So, they try to write a text not individually this time. They can work in pairs or groups. Even if I focus on using process-oriented method, I have to give example and drafts to them. Shortly, I want to use more process approach than product approach. But sometimes it can be difficult, at least I try to combine both methods.

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2)I would like to give an example from my PDC experiences. When I see the topic "writing" in our book I thought that we would focus on the procedure of writing and appropriate activities for each part, like planning a lesson plan based on writing. We also mentioned about them in shortly. But our main topic is about how we can teach writing and which method that we can use for teaching. We try to find not the most but more appropriate approach to use it.In our session, I learned a new kind of writing: "snack writing". It seems different to me since I have not heard it before.But, exploring a new method and learning more about it makes the session interesting for me.I think in our PDC meeting, we can focus on how to apply those methods in our classes. Because we are tend to prefer product-oriented approach most of the time.But,there are also some possible and more effective alternatives to teach writing.So, we can discuss and share our ideas and experiences about using and combining different types of approaches in our writing lessons. Maybe we can focus on how can we really do it in our local area.

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2)In my local area, I think self/peer assessment couldn’t solve the whole problems but I am not sure about whether this method could solve some of the problems or not. The main reason is that our students’ English level are not good enough to assess themselves. They may assess themselves and their learnings in their mother tongue but they cannot explain it in English. Also, they are really struggling both speaking and writing in English. That’s why I cannot use some of the useful and effective techniques that we discussed today’s session. For example, self- assessment by using “learner diary” gives them a chance to check their understanding and reflection of a lesson. But unfortunately, my students cannot write that diary in the target language. However, today I learned different tasks that can be used for self/peer assessment. “Traffic lights” can be useful for my students. Because it does not require any writing. When they hold a coloured card, I can take some notes according to the given answers. In this way, they will feel more comfortable to share their opinions.

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1)First of all, as an English teacher it is really important and special for me being a part of Professional Development Community. Actually, there are many benefits of being here and it is hard to decide the greatest one. For example, in our local area we have lots of problems and we are always complaining about them. Most of the time we are focusing on the problem itself, not finding a solution. In our PDC here, I have a chance to find (at least try to find) some useful and possible solutions for our problems with my colleagues. Also, when I realized that the other teachers from different cities in Turkey have common problems with me, I feel that I am not alone. In addition, in each session different ideas, opinions and experiences are shared and we have an opportunity to discuss the pros and cons of them together. After that, we consider whether we can apply that technique /method in our classes in our local area or not. So, it is a really good environment for us to share, discuss, work together in collaboratively. Moreover, we can improve our language skills in here, too. Shortly, there are many benefits of being in PDC. If we want to change something and make a step for that , I think we are in the right place now.

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2)Actually, I can say that we are really lucky since in our class and also out of the class we meet kind, experienced, good.. colleagues. I think we connect a bound and relationship with each other in a short time. When our PDC meeting is over, we will keep in touch with each other. So, we can also help and support each other even if we are not being in together. When I establish a PDC meeting in my area, before doing it I can get contact my colleagues and share our ideas about how we can make a better plan for our meeting. Maybe they can have a different and useful idea for warmer activity and I can also apply it into my own meeting. Also, after the first PDC meeting is over we can share our reflection about the meeting by considering those questions: What does it work and what does not work in your PDC meeting? Do you have any challenges and difficulties while doing the tasks? What did you use as a material? Which activities did appeal to them? Did you arrange the time? What will you change next time? Etc. Shortly, as we do in our classes we can share and discuss our ideas and reflections about our own PDCs with our colleagues out of the class.

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3)Before this programme, I know just a few things about PDC. But now, I learned lots of things by experiencing it. First of all, we have a trainees’ pack and I think we can use it as a resource and guide for planning our meetings. I take some notes on the book and my notebook, also I can use them to consider how to establish my PDCs in my local area. In addition, in one of our sessions I lead a warmer activity with my partner and this helps me to see that how can I apply this activity in my PDC meeting as a facilitator. Also, we got feedback from our colleagues and you. So, I have an opportunity to discover my weaknesses and strengths. Moreover, I can make a better plan for my next PDCs by considering them. We will also have micro teaching part as a group and this method will definitely help us to think more about planning, see how we can apply our knowledge into our PDCs, arrange time, use activities and so on.While planning our PDCs maybe we can feel confused, then we can look back at the trainees’ pack and there are useful examples to make planning part easier and clearer. Thankfully, we learned useful and different way of planning better plans in this programme under favour of both of you and my colleagues.