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Task 1

Action stories represented the learners’ initial approach to learning: watching, listening and imitating. Thus, it involves visual, auditory and kinetic aspects of learning process, which require higher participation and learning level. In my opinion, going from basic to complex was aiding the learners in a good way. Every individual learn at a different pace, so repetition and slow build-up speed can give slow learners the confidence they need. Personally, I would enhance the activity in the video by bringing real models to the class, or maybe ask the children to bring their matching models. This would also ensure that they remember the in-class activity at their home as well. An alternative can be inclusion of technology. Augmented reality can be implemented to further increase the experience the children have and make this experience unforgettable. I think this model can work in Turkey, but action stories should be chosen carefully. Unfortunately, children criticize activities a bit too much in Turkey. For example, some boys could be unwilling to kiss their doll in some Turkish classes. Also, giving children a role this active opens the door to them losing their control and even rolling out of the lesson mentally. I think learning the children is essential for such an action story to pick the right action story. For the case of the video, I think teacher was moderately successful on class management. It could be seen that children’s attention was lost at parts, yet his overall success was high considering the attention span of children that age.

Task 2

The video presents three stages: relaxation and presentation of the event, first acting-out reading and second acting-out reading with learner participation. In the video, teacher prepares the students for the coming activity and then adapts a narrator role. She was staying out of the activity, yet was directing it with her story. I believe her acting out speaking could be improved. Also, the relaxing activity could be enhanced. Additionally, the topic can be revised for a group with relatively bigger age than the ones in the first task. Such an activity could be very useful for Turkish learners as well. I thank that Turkish learners are into stories and learn from stories. An acting-reading approach can even enhance learner engagement with the activity. One missing point regarding the activity was missing out the verbs that the learners couldn’t catch. Thus, they didn’t learn those verbs. Instead, teacher can indicate those verbs later on to make sure that no verb is unnoticed. As the learner age increases, more academic or literary passages can be selected to satisfy the learner intellectual level. Instead of finding verbs when teacher reads, maybe they can analyze the deeper meanings in certain parts of the passage. Adding such details with higher complexity level can solve the problem for addressing higher intellectual level. To increase learner-learner interaction, teacher can casually ask learners if they agree with the answers that come from their peers.

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TASK 2
General features of suggestopedia method can easily be identified in the video. For instance, the teacher has a role of ensuring confidence and conform of the students by providing positive suggestions with a positive attitude. Students are free to sit as they want. To create relax atmosphere there is a relaxing music playing in the background. Lastly, the teacher asks questions to keep them engaged and check if they follow the story.

The teacher keeps the communication with the students by asking questions to them and keep their focus and motivation high with her confident and comforting attitude. Learners are also active; they suggest their answers and ideas confidently. Giving positive suggestions and doing smooth error corrections plays a huge role in students’ enthusiasm and confidence. Instructional features were effective in general, however i think students were not relaxed and focused enough to start the lesson.

The teacher ensures the confidence and conform of the students by playing a music in the background. She asks questions to engage the students in the lesson and assure the active participation of the students. Her speech and instruction are relaxing and easy to follow.

I think this method is quite suitable to use for the teenagers/adults in Turkey. Because a good deal number of students have language learning anxiety due to negative suggestions. Therefore, with the proper use of this method many students can gain confidence to perform their language skills. The activity shown in the video can be hard to implement in Turkey because of the classroom size and the number of the students in an ordinary classroom. So, the teacher would have hard time to keep the classroom managements appropriately and effectively.

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TASK 1
General characteristics of the total physical response method can be identified in the video. Students are imitating the movements and words of the teacher, so there is a kinaesthetic activity as they listen and use physical activities. The age of the students is quite young, and the attitude of the teacher is configured up to their age.

Students are following and repeating what the teacher does and speaks. So, the teacher is more like a encourager to engage the students into the activities which is hard for unskilful, inactive, or not energetic teachers. Students, on the other hand should push themselves into the activities, even if they are not willing to, shy, or tired. As there is limitation in the acts of the students, due to being the listener and performer, they do not gain much in terms of creative thinking and sharing. As for the effectiveness of the instructional features, i think the students can be left a bit alone, in pairs, or groups so that that can share or review what they have covered about the subject matter. Also, students can listen and perform what their peers does instead of the teacher. I think this way can both engage the students in class in a different way other than the usual way and provide interaction between the students.

The teacher plays an active role in class. He is acting and telling something with a passionate and excitement so that student feel more enthusiast to involve in the lesson. His acts and words are simple and clear to follow.

Personally, i would not apply for this method or i would use it as a last resort as it is hard be so active and energetic. Considering the context of young learners in Turkey, it would still not be as effective as it promises, as the number of students and other conditions are not convenient for an ordinary classroom.

As I mentioned in my previous answers, engaging shy, not energetic, and unwilling students in such active classes can be hard. Similarly, this method can also challenge shy and not energetic teachers too. Lastly, as the focus is on the listening skills, other skills would remain weak.

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1) In Suggestopedia method, the classroom environment and leading behaviours of the teacher are quite important. In this video these two features of Suggestopedia method can be identified.

2) In my opinion, teacher-learner interaction is at normal level, learner-learner interaction is limited, however learners can feel secure due to being a part of community. Especially when the learners consist of a small group, the learning environment can be created in a better way and suggestopedia method can be more effective. The teacher can manage the classroom or gain attention if there are more furniture or decorations. I would decorate the classroom in a more attractive way and try to create a more comfortable area than the video itself. Also, listening music may be distractive for some of students and they may struggle with focusing and this may cause ineffectiveness.

3) Suggestopedia method gives a huge role to the teacher and teacher should have an active leading role in the class. The video proves that the teacher is active in teaching and leads the class and I think the teacher in the video can be more energetic or should make more movements while reading to impress the learners or gain attention more.

4) I would like to use this activity in my class but to be honest, it is difficult to create the suitable class environment in Turkey especially in government schools. The high number of students and time limitations or lack of equipment may pose difficulties for the teacher. However, in the private schools, these activities can be implemented effectively because the sources would be enough and the number of students would not be high.

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1) Total physical response method has features related with action and speaking. The teacher plays an important role in leading activities and in this video, it can be seen that the teacher makes activities depending on speech and action. He urges the students to imitate what he does and says. In other words, learning process occurs through listening, watching and imitating, just like this video proves.

2) In my opinion, teacher-learner interaction is quite enough even if the teacher stays the same and expects from everybody to do the same things. Even making eye contact with students contributes this interaction. As for the learner-learner interaction, I do not think that there is a place to any kind of interaction between the learners because there is nothing to share among themselves. The learners can acquire the needed information but in the beginner level. Moreover, as long as the students are willing to learn and listen, the teacher can manage the classroom without difficulty. What the learners should do is simple, so they will not face any kind of fear about participating in class activities. As for the effectiveness of this method, it is effective but for the young learners or beginner level since it is hard to implement this method for the advanced learners.

3) The teacher has a big role in this video because he is the one who leads class activities. He performed his role quite well since the energy that the teacher has can be seen from his movements and speaking. It was obvious that he was eager to teach.

4) I do not think there is any need to modify this activity because it can be implemented for the young learners in Turkey. I have experienced learning through such kind of activities even in my high school years when I was learning a new language.

5) Implementing this activity might pose a difficulty if the number of learners is more than it should be because the more learners are, the more chance of distraction will be. Teachers can deal with this problem by dividing the learners into the small groups to avoid any kind of distraction.

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Suggestopedia is an enjoyable and ordinary approach to teaching and learning. It is a type of communication that induces love and great delight in the senses. With the companion of music in the background, it teaches while relieving at the moment. And from the video that we watched, we can see that the teacher also wants her students to relax before starting the lesson. However, background music can be distracting for some students. That is a big problem for both students and the teacher. Unlike the teacher from the other video presented during our class about Suggestopedia, this teacher does not revive the moves on the page she read. Despite this difference, the students in the video seem enthusiastic and diligent in participating in the lesson. That is why we can say that the teacher-learner interaction here is good. The teacher's classroom management and the learners' engagement in the class activities are the keys to this approach's process. Most of the lesson was as it was supposed to be. Thus, the objectives were catchy. The teacher is also enthusiastic and well-prepared for the class. So, this is important for using the class hour as effective as possible. And we see at the end of the video that learners seem they learn as much as they can answer the questions. I have not experienced this method during my elementary, middle, and high school years. It can be very effective in many terms in our country, but it also can be very ineffective because of learners' inclinations and tendencies.

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Total Physical Response is a method based on listening and watching the instructions and imitating them in order or, if they are considered as learned, in composite order. It can be observed in the video that every child imitates the moves after the instructor performs them. This is one of the features of TPR that matches the video. When considered the teacher-learner and learner-learner interaction, they can be evaluated higher than most other methods because of their requirement for actions. However, there is a mini problem that the learning process mostly consists of memorization in this method. It is mini because this TPR is for beginners. That is why what they memorize with this method is common and basic such as classroom language, imperatives, and simple vocabulary. Despite this, the teacher in the video has a joyful personality as it seems. This approach of the teacher provides the learners to learn in a comfortable atmosphere. If I were a teacher, I would try to comfort my students as a beginning, and then I could implement this activity in my lessons. But, I would not use only this method. It would not be permanent information for my students, and also long-term holidays would not help me in that way. Implementing the activity as shown in the video may cause confusion for students in subsequent lessons, which is also an issue for the teacher. To prevent this or at least cope with it, the teacher can use mini-quizzes at the beginning of each lesson.

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In this video we see a classroom which contains learners from different age groups. Since these learners are listening the teacher, they are attracted to lesson and they participate in it we can say this is a good use of Total Physical Response (TPR).

In terms of teacher-learner interaction it is possible to see both teacher and learner having fun during class. Teacher is speaking to them directly, showing visuals and explaining what are they repetitively. The main source of learning in this class seems to be teacher-learner interaction.

We can see learner-learner interaction only when some students imitate some other. Especially younger ones. Even if there is an interaction we are not able to see it because of camera angle.

I can say teacher’s class management looks perfect to me. Children are never distracted, they don’t yell or run around class even it’s a common thing for their age group.

I think this activity can be implemented almost in every country including Turkey if all teachers know what they do and if they are specialized on TPR method.

Implementing the activity in the video might be boring or underwhelming for some older age groups I think. So, I can say using the activity is a good way as long as it is used for appropriate age groups.

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In the video we can see teacher turns on a slow relaxing music, do some exercise like stretching in order to provide a comfortable, relaxed classroom environment which is basically suggestopedia method’s fundamental.

Except the talk in the beginning of the class, we can’t see much interaction between teacher and students but I think it’s because of suggestopedia’s nature. We can say that suggestopedia is a teacher-centered method and as far as I see there’s no interaction between learners also except they see each other answering questions and laughing others’ answers.

I think teachers classroom management was not quite well because she couldn’t get students’ attraction, they talked and laughed to each other so I think the environment was a bit chaotic but this is just a demonstration for suggestopedia method it doesn’t seem like a real classroom to me.

I think activity is quite good if intonation, gestures and acting is a bit better than we see in the video but implementing this method for teenagers might have some challenges. Since teenagers have a tendency to get distracted easier than any other group, reading a story and asking them questions may be ineffective. Probably, adults are the most appropriate target group to be taught by a teacher who adopted suggestopedia.

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We were able to identify the features of Suggestopedia method such presentation, first concert and second concert in the video. I found this method less effective compared to other methods however we can see that it may be effective in some situations. In terms of interaction, students and teacher were close to each other sitting in a room together and in a relaxed mood and environment which the teacher created with a little number of students. This environment created by the teacher was seemed relaxed and comfortable, which I think this feature in this method is effective and makes more room for an effective learning. However, in this method, the one thing I kind of doubt the benefit of is the music. In the video students didn’t seem distracted or anything but I think music can be a distracting material in some situations since the effectiveness and whether it is distracting or not may depend on the students. We use the music to create a safe and relaxed environment, but I think we can create this environment and mood with other different ways such as before reading the text, teacher can make a yoga or meditation session. In terms of effectiveness, we can say that the teacher was mostly effective in using the method and students seemed to learn things. About using this method in our classes in Turkey, I do not think it’s possible to use this method in every classroom because of the crowded number of people but with fewer students we can benefit from the method. However, before using the method, I think we should ask students’ opinions about whether to use music since for some students it may be distracting.

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In my opinion, the teacher used the TPR method well. ‘’Listen, watch and do’’ is a key feature of this method and the teacher made a great use of it. While giving the instructions, he went by phases, thus made the students learn more effectively. He gave them the key words first and instructions and asked them to carry out the given actions and as expected he also demonstrated the actions since in this method, he is the role model, and all focus was on him. As for interactions, whole interaction was basically just learners listening to the teacher and imitating the teacher so we can say that teacher-learner interaction was seen mostly. There was not an interaction between students and we kind of don’t expect student-student interaction in this method because this method is mostly teacher-centered, which can be one of the disadvantages of the method. However, learner engagement is high, so this is an advantage. Teacher is basically the instructor and learners must follow the instructions and carry out the actions that is told them. In the video, the teacher was effective in instructing and guiding students. He gave the instructions one by one, repeating the instructions a lot so that students can remember and memorize the words and sentences. Lastly, we can implement this activity in small classes but the number of students in a class in Turkey is generally high so in bigger classes it may not be a good method to implement.

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On paper, it is possible to say the teacher is following most of the key guidelines of Suggestopedia; she seemed able enough to create a chilled and relaxed environment supported by relaxing music and some pre-lesson breathing and stretching exercises; all of which would normally contribute to the creation of an optimal learning environment but in the case of this video, the class seemed like the farthest thing from ‘’optimal’’. Firstly, the lighting in the room is distracting and exhausting, with students sitting legs crossed on the floor, stretching exercises are now obsolete. Classroom decor is minimal at best. In the first concert, the teacher seems unable to use her voice like she should be. She doesn’t use any hand gestures or facial mimics and is not in control of her intonation so the ‘’dramatic’’ aspects that usually come with the first concert are not there.

Moving on to the second concert, the teacher-student interaction is improved; with students joining in, although student to student interaction is still nonexistent.

Suggestopedia is not a method widely used in Turkish classrooms; although it would actually be optimal for some of the more crucial lessons in our curriculum. The main problem with the usage of suggestopedia relates back to class sizes and the fact that teachers are not able to customize their classes and lessons the way other instructors are in other countries.

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In the video, we see a classroom where TPR is successfully implemented, with students actively listening, watching and finally imitating. Teacher seems to do his job exceptionally well and looks to be connected to his students on a deep level; they're having fun together. He is also able to get on their level both literally and figuratively. He's using visual materials such as gestures and flash cards; which is a direct mirror image of how people learn their native tongue. Visual cues are usually easier to imitate than audial cues.
The class in the video being smaller in size also certainly helps in the optimal implementation of TPR. Although students seem to be of different age groups and levels, and we weren't ''fully'' able to see the learner to learner interaction, overall, they seem to work well together and form an ideal classroom setting.
There are some schools in Turkey -that i personally saw-that (at least try to) implement TPR, although the sessions are usually fruitful, they don't last long because of larger classroom sizes and longer class hours, both of which seem to lead to distracted students who lose interest quicker than they probably should. I personally think that classes could be cut down in size or students can be put into semi-permanent study groups of smaller sizes.

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Total physical response is a great tool for beginner learners because it lets them acquire the core skills necessary for continuing their language learning. The method the instructor uses in the video closely imitates the way children acquire their native language by being exposed to it in the critical period.

The instructor creates this environment with the use of helpful visuals such as cards and constant audial and kinesthetic repetition. He also gets the children to participate. This way, the images and sounds make their place in the children’ minds. In my opinion, this method would work really well in Turkey for beginners since the children in our classrooms have a hard time getting acquintated to the lectures and this would warm them up to the class. I wouldn’t keep using this method as they progress in levels though, because I believe that would impair their success. Also, our current class sizes are too big for such a method to work, and it would result in pure chaos, we need to slim down the classes first.

One other gripe I had with this method was about the long term effectivenes of it. What the instructor did in the video seemed perfect for beginners, but it doesn’t look  permanent. In the long term, a student forgetting something he learned in the beginner level would be catastrophic.

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Suggestopedia is a teaching method that mainly works in a relaxed environment, frequently with a piece of music. In the video, it can be seen that classical music is used to distress students when they are trying to find verbs in a story. However, the environment where the teacher attempts to implicate this method is not suitable for the suggestopedia method. The sitting arrangement is not comfortable for being relaxed in the learning process. They are sitting on the floor, and they cannot lean on anything. The teacher did not make any effort for the students for a comfortable environment. I found her role ineffective. Additionally, the class has so many distracting things in the students’ view. Although the students are closing their eyes, it is not enough from my perspective. The interaction is mainly based on teacher-learner instruction. Nevertheless, the teacher is not warning the students when they miss a verb in the text occasionally. Even though the students are saying the correct items for the verbs, there are more verbs than the said ones in the text. The teacher should intensify the interaction and warn the students when they miss a word. Personally, I would not use the suggestopedia method in my classroom in Turkey. I think music distracts people when they are learning something new; at least, this is the case for me.

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In the video, the teacher tried the concert method by reading them a story. However, I think her approach of this method was not very successful since her re-enactment of the story was not dramatic and fun enough. If she had been in a more crowded class, teaching a wider number of students it would have been more difficult for her to make her students listen to what she talks about. The way that she let her students to stop her when she read a verb from the text was a good technique because she helped them to learn what verbs they are required to know while being active in class.  I think the role of the teacher in this video is to be interesting and entertaining enough to teach her students the subject. I believe she was not very successful at it since her story reading was dull and dry. By improving the methods the teacher used in the video, I think it is possible to use this method to teach teenagers and adults in Turkey. Since classrooms tend to be more crowded than the class in this video, maybe we can separate students in groups and turn the ‘’stop me when I read a verb’’ situation into a competition. That way, it would be more entertainment and easy to learn the subject for the students.

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The most obvious method of TPR used in the video was the repeating the words of action for students to learn. Besides repeating to teach, he keeps repeating the words in the same order, so that students will memorize them easier. There is not much of a learner-learner interaction I have analysed in the video, all the students are focused on the teacher, thus this is probably not so effective for students to socialize with their peers in class. Likewise, teacher-learner interaction is kind of limited since all students do is to imitate what their teacher says or does. The method he uses for students to memorize the words may be effective and it can help them learn the words easier for that moment but if he had given some opportunities for students to be more active, the words they were thought may have taken a more permanent place in their memory. If I were to teach little children English in Turkey, I would definitely use this method of teaching, but I would revise it a little bit. I would let children participate in the lesson more and I would prefer to give more context to the words so that they can actually learn the meanings of the words instead of memorizing them. I think this method can effectively used for teaching elementary and pre-elementary students but for older children or adults, this may not work as well as it does when used for young children.

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In this video, suggestopedia method is used. First of all, there was a music playing on the background to make the learning environment more comfortable. After listening to the music and exercising for a while, students are relaxed and teacher thinks a safe learning environment is created. For this reason she starts reading the text to students while paying attention to intonations. While doing that, she also acts out some words to get her students’ interest. After reading that, she goes on to the main topic of the class, which is verbs, and on second reading, she asks from her students to find the verbs in the text. I think the teacher did a good job managing the class. Also, just like it was in the total physical response video, she had the leading role when teaching the class. I think the whole lesson was very beneficial for the students in general, but I did not like the way she read out the story. It was like she was just reading it out loud, not acting it. Her expressions were very few, but apart from that, the lesson was fine. In Turkey, this method might be used to teach to teenagers/adults. For instance, creating a comfortable learning environment might be very beneficial for both students and the teacher. In this way students may learn very effectively.

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This video is a good example of the total physical response method because it gives importance to listening, waiting, and imitating. In TPR, students do not need to speak as much as it is in other methods. In the video, first of all, they learn the words from their instructor who is acting out the words and shows the pictures of them at the same time. For a while, instructor repeats the words to make them more memorable. After learning them in order, students also act out the words. After a while, teacher changes the order of the words to see if they learned. In this video, teacher has the leading role when teaching words, and after he sits down, students have the lead. Also, because students act out and repeat the words at the same time, they both learn and memorize all the words. At the end of the lesson, the teacher gives a worksheet based on a listening task. This whole process helps them learn all of these words. I think this was a very successful example of the TPR method, but as it was in the video,  there may be students who cannot keep up with the pace. I think this was the ineffective part that I have observed. I think he should have been leading them more slowly not to confuse them. I think this exact method may work in the young learners in Turkey, but I think there may be challenges when using this method. For instance, , there might be shy students who do not want to act out the words even though they are encouraged by their teacher, and after seeing that one student, other students may not want to do it as well. To solve this problem, teacher may want from a student to act out for his friends.

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Total Physical Response is a teaching method that includes listening, watching, and imitating making use of the skills of auditory, visual, and kinesthetic senses in children. Using 3 of the sense organs in the learning process actively and repetitiously, the students' learning processes are affected in a permanent way. It can be identified that the teacher in the video uses all of the features in the Total Physical Response method to teach vocabulary. In terms of teacher-learner interaction, I found it very important and correct for the teacher to increase his voice when he noticed that the students were not repeating himself or that their voices were low. In this way, he manages not to lose interest. In fact, when she realizes that a student is completely disconnected from the lesson, he calls out her name and pulls him back into the lesson. I think this is very important. The ineffective instructional feature and the drawback of the video, from my perspective, was the littleness of the student-student interaction in this method. If I were the teacher, I may pair the students and make ask them each other in order to provide student-student interaction. The teacher's role in this video is very similar to a parent's role to children. The students are imitating what the teacher is doing to learn the concepts they hear in an environment. I would not implement this activity in the young learner teaching context in Turkey. I think it aims to teach for short-term memory, not long-term memory. From my perspective, the acquired knowledge will not be permanent in the students' minds.

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Suggestopedia is a great method when it comes to creating an environment without allowing stress and anxiety. In the video, the teacher opens music in the background and makes students do breathing and stretching exercises, which again creates a comfortable, stress-free environment for students. I think calming music and doing such exercises before starting the lesson really helps students to feel comfortable in the class environment. This is basically one of the core concepts of suggestopedia, and the teacher seems to use it well at the beginning of the lesson. However, at the first concert reading stage, she seems to fail in acting out the material in a dramatic manner while reading it. She also doesn’t seem to have designed the classroom with the necessary materials. If the classroom were equipped with more colorful things, learning would be more effective for students. As for the interaction, student-student interaction does not appear in the video, but it is good for them to express their thoughts in the classroom. Student-teacher interaction does exist; it is especially seen in the second concert reading stage. However, it is seen that The teacher is unable to engage students to participate further in the activity. She should have encouraged them to participate more in the activity. The students seem to lack interest in the script the teacher reads; therefore, she should have added extra materials or used her hands and gestures to make the writing more appealing.
I would give it a try while teaching in Turkey, but I would change some parts. First of all, I would decorate the class according to the subject I’m teaching. In that way, students can be engaged more in the activity. I would make students talk to each other to increase student-student interaction. And I would also act out in a more fun way for students to keep track of the script, and I would make them act out as well to make them more actively participate in the activity.

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Total Physical Response method is an excellent method for young learners. Since young learners learn their mother language by imitating and repeating what they hear around them, in the video, it is seen that a similar thing is applied by the teacher. This is one of the components of TPR seen in the video. The teacher’s using visual material like cards while saying the name of the object on the card is effective in helping students to imagine it on their minds. Matching the words with specific movements that resemble the object makes learners remember the word in the target language more easily. There is no apparent student-student interaction as all they do is imitate the action and the word the teacher shows and tells. I think a group activity that makes students interact with their peers would be more effective in that case. Teacher-student interaction is more apparent in the class but still not adequate as there is no direct communication based on students’ own opinions. I think the environment the teacher created in class was a friendly one as the students participated in the activity freely. Learners seem to actively participate in the activity as the activity makes them the center of the class. On the other hand, the teacher plays the role of a facilitator in the class, and I think generally, he implemented TPR as effectively as possible.
I would implement this activity to my young learners in Turkey when they acquire the language for the first time, but I don’t think I would implement the same method when they become more like an intermediate level. I don’t think this method is appropriate in classes with many students as it can be challenging for a teacher to manage the class and for students to follow the class. I think applying this method in crowded classes would create nothing but chaos. It can be more effective if the number of students would be at most ten.

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In the video, the teacher makes sure that students are in a comfortable position thanks to background music. Also students sat on the ground with their teacher, which is helpful to create a comfortable zone. Students being relax is a key concept in suggestopedia. Another key concept is that having an arranged classroom. However, in the video the teacher definitely lacks it. The classroom they are in is not decorated. It is just a ordinary classroom with no differentiate from others. Lastly, it can be easily said that teacher just read the text. However in suggestopedia teacher must be more active. Within that sense teacher was ineffective overall . Moreover teacher-student interaction was adequate but learner- learner interaction was not enough.

Using this technique can be challenging in Turkey. Classrooms are usually not appropriate for this method. They are overcrowded and furniture classrooms is near to impossible. Also, since there are lots of students in a small room, playing a music cannot be that efficient to relax the students. In addition to this, playing a music can lead to distraction problems among students. That is why I don’t find it this method for public schools in Turkey.

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As we see in the video TPR is a great beginning for new language learners. The first feature we see is that coordinating actions and language. For example, the teacher pretended as if he was hugging a teddy while teaching a word. Also, we see that, teacher keep the word order always. Moreover, there is repeating of words and actions.In the video, teacher is in the centre and act like a facilitator which is an element of TPR. However, we see a disadvantage of TPR, which is teacher- student interaction is one sided. Students just repeat what teacher says. Although it is similar to how babies learn their mother tongue, it is not effective in the long term. The learner-learner interaction can be seen in the video, when the girl stumbled, she checked her friends to learn what to do. Thus we can say that, students in a stress-free zone, also since no one was asked to perform actions individually it is a great technique for introvert students. Teacher was able to create a safe zone for his students. Furthermore in the video, every student participate in the class. TPR is a great way to encourage students to participate. Lastly, as we see in the video, TPR does not force students physically and make learning fun for them.

I would love to use this technique with my young students, however in Turkey it is really challenging to use it both for students and the teacher. TPR works well with small groups but in Turkey, a typical classroom is consisted of 30-40 students. In order to use TPR a teacher should divide those students into smaller groups. Another challenge might be the sound since TPR requires lots of talking and movements. Maybe applying TPR apart from a classroom, such as schoolyard, would work.

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TPR is a very special method for me as it's a method that I utilized quite a lot while I was working as a volunteer English teacher, albeit somewhat unknowingly, due to it being very fruitful for younger learners. Learning the proper guidelines of the method and seeing it in action in the hands of another teacher was very beneficial for me.

Moving on with the video, it is a very ideal demonstration of how a classroom structured around TPR should be. It teaches the target language similar to how native speakers acquire their mother tongue, with the help of visual cues such as flashcards and gestures. The students mimicking the teacher's movements, who acts as the role model, helped with the teacher-student interaction and aids the students in learning the material. Lastly, the environment around them was an inviting one, where the younger students can feel free to join along with the teacher and their friends, having fun while doing so.

I think we can improve upon the implementation of this method by adding some games in the teaching process. Simon Says, charades, and role-plays are all great activities that can help the students get invested in the learning material. Lastly, a roadblock that we can encounter in the implementation of this method in Turkey is the larger class sizes. This can be somewhat remedied by dividing your classroom into manageable groups.

In conclusion, the video does a great job of showing a great example of TPR in action, and it is recommended for other teachers to utilize this method, especially if you're teaching children.

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In suggestopedia method, being friendly and relaxed is important, and it can be enchanced by the teacher and her activities and tools. Let us start with her action. She started the lesson with a friendly attitude, making students feel more safe. They are sitting on the floor and forming a circle, which can invoke familiarity since humans that are close to each other often sat like that in the past (and present). Usage of music is very good as well. However, maybe this could because of the camera used but i think the enviroment was very depressing and bland. A more sunny,more light colored enviroment would lighten the mood more and improve learning. While teacher-learner interactions are suberb, it seems that it was traded for learner-learner interactions. I can tell from experience that learner HAS to participate because otherwise there is a very good chance he or she will lose focus and doze off. Learner-learner interactions should be given a little more priority. If the problem of having the learner’s focus is ignored, the lesson can go from very good to ineffective, which makes the problem of learner-learner interaction a priority. Lastly, the teacher has the power here and can lead the students effectively. In that regard i do not see a problem. But just like i said, learner’s attention and interaction is a MUST.

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Suggestopedia is a wonderful method that can be utilized to make the students feel truly comfortable in the learning process, which will enable them to work with their full mental capacity.

Regarding the example video, we can ascertain that she is following most of the key guidelines of Suggestopedia. She created a comfortable atmosphere for her students by accompanying music and also doing some stretching and breathing exercises, which I thought were really relaxing for the students. However, there are some problems I have with the way this instructor handles the classroom. First of all, the classroom decoration seems lacking with the classroom not being that colorful and the lightning being unstable. Secondly, I can't imagine sitting on the ground like that would be comfortable for the students. Next, I was disappointed with the dramatic part of the lesson. She didn't seem to put her heart into it during the First Concert Reading, as she didn't make much use of hand gestures and differentiating voice tones and intonation. Lastly, while the teacher-learner interaction was adequate, the learner-learner interaction was definitely missing. I can see that she tried her best at creating a relaxing environment, but unfortunately, she comes up short in certain aspects.

When it comes to the implementation of this method, I absolutely approve of it. Young learners will appreciate the brighter atmosphere of the room and be more invested in the subject. Even for older students, having certain accessories around the classroom will surely brighten up their day. As for the drama/role-play reading sections, those are wonderful activities regardless of age. Again, crowded classrooms can be a challenge in implementing this activity. However, one way to get around this issue could be to host the reading sessions in an auditorium or a bigger classroom if you're able. You might encounter some trouble finding one, yet I believe the pros of Suggestopedia will make it worth your while for both you and your students.

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In this video we can see some characteristics of the Total Physical Response Method. Let us start with the teacher. The teacher is actively encouraging students to participate by using examples. What i mean by that is that whenever the teacher uses a verb, he also acts out that verb as well. I believe this is used to help students visualize the word with the action and thus facilitate learning.  In terms of TRP method, the video is well made. Teacher learner interactions are also good. However, learner-learner interactions are a little bit lacking, which i find it justified because learner are not old enough for sophisticated interactions. The teacher in my opinion has the necessary tools to manage the class. In TRP, the learner experience is very good and both the method itself and the teacher makes it sure to teach the language very well. A group work would also work out i think. What i mean by that is, pairing students in two or three and then making them act out the verbs would also enhance the learning. The learners are young so the teacher should monitor them constantly and correct all the mistakes. I am recommending this because when they are young wrong knowledge can spread during group work. With teacher’s vigilance and learners group work i think this good lesson would be excellent.

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In the video, there was background music while reading the text, which is a feature of the Suggestopedia approach. Also, repeating the text to achieve the goals of the lesson is another feature. In terms of interaction, I can say that although there was not much interaction, it was enough to meet the lesson objective. The learner-learner interaction did not happen during the video, but in my opinion, it was not necessary for this activity. The learners’ pedagogical gains and their engagement in the activity were adequate; however, the teacher should encourage the interaction more to make the learning fruitful. The classroom management was right for the activity, and the instructions were clear. Although using background music may be effective for some learners, it may distract some and affect comprehension negatively. That is why I might remove the background music in order to make all learners focused on the text and enhance its pedagogical effectiveness. The teacher’s role is crucial as she should create an environment that all learners feel comfortable and relaxed. She performed nicely in the video by making the learners participate actively. I think I cannot use this activity to teach teenagers/adults in Turkey since they might tend to get distracted. It may pose challenges such as some learners having difficulty in concentrating if the classroom is crowded or technical problems such as broken audio player. To be able to meet these challenges, the teacher should be prepared and should test the player beforehand. Also, in my opinion, the teacher should opt not to use background music in populated classrooms since it may harm some learners’ language learning process.

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In the video, we can see several features of the Total Physical Response method. One of them is the teacher acts out the verbs in coordination with speaking. While doing this, the teacher facilitates the learning process by making the learners participate actively. With the help of physical activities, the language learning process takes place in an environment that is stress-free, which helps the learners’ comprehension. In my opinion, the video was a great example of TPR, and the interaction between teacher and learner was sufficient as both were actively participating. However, in terms of learner-learner interaction, it was not enough, but it could have been achieved by doing the following example event: students would be put on pairs, and one would tell the command drills to their partners, and their partner would act out the command. The learners’ pedagogical gains and the teacher’s classroom management were well-matched the requirements. Besides, although it could have been more, the learners’ engagement in the activity was suitable with the TPR method. The way the learners participated was effective in terms of learning; however, as I have mentioned above, since learner-learner interaction was inadequate, it can be modified by adding extra tasks between learners. In this way, its pedagogical effectiveness can be enhanced. Also, repetition of the previous commands was another effective feature of the lesson. The teacher’s role was significant as he is the role model in terms of pronunciation. He performed his role admirably to make the teaching efficient. I think I can implement this activity in the young learner teaching context in Turkey as it is because it is a practical and fruitful method that can help beginner-level learners. I would only modify by adding more activities to increase learner-learner interaction. Implementing the activity as it is introduced may only pose a challenge if the classroom were too populated. However, to overcome this challenge, the teacher may create groups between learners and make the groups perform one by one.

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There are really few features of desuggestopedia. Except of so called ‘’relaxing’’ music, I couldn’t identify what can be called a feature of desuggestopedia. Students are sitting on a cold floor, the environment is dull, teacher couldn’t provide any attention to her script in the first concert and the script itself can frighten those who cannot comprehend the language with an unintended relation between chocolate and rat poison. Despite that, the students lack attention to the script.

The interaction between teacher and student was adequate, especially in the second concert. Students lack interaction among each other and are given few opportunities to express themselves. The pedagogical gain would be insufficient in comparison to previous methods as ALM, TPR, and even GTM.

The first thing I change would be the environmental features. Music should be in background not as high as that, that’s distractive. I’d purchase comfortable pillows to sit upon, change the seating among students so that they wouldn’t interrupt their personal intimate zone, but be seated according to appropriate social distance for activities, 70 cm to 1 meter. Teacher could try to be more physically active, since the way it’s done in the video is the same as reading on a chair for 40 students, which is doubtful for pedagogical gain. The way I described tend to increase their self-esteem and interest according to desuggestopedia, since comfort comes first; lower the distraction.

It probably is used in Turkey, as ineffective as in the video.  To overcome what I expressed for the video applies to the most classes using desuggestopedia in Turkey. Teacher should express him/herself physically and make use of intonations, lower the music, it’s distracting enough; and give students some more space to breathe if the teacher wants to use this method adequately.

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In the video, there are most of the aspects TPR offers. Children are encouraged to speak via communal agreement within, the lesson is focused on kinesthetic activities rather than single layered visual or auditory stimulation and there are little to no pressure upon students while learning.

The teacher is centralized as TPR requires. He is the main source of knowledge, yet he doesn’t impose knowledge to students as most teachers tend to do.  His attitude towards children and the pacing of the lesson are appropriate.

Modification might be needed since the attention span of the children in Turkey, in addition to the interest towards any lesson fall short. These activities are bound to each other and require more time than the present time conditions. In order to achieve better results and contentment for the student, each area related to the words (plane, car, teddy, doll, hug, fly, drive, kiss) can be molded into a scripted play. While student A flies a plane, he sees student B driving his/her car. In the car student B sees two students (C and D) playing their teddy and doll as an example. In short, the activities should be concentrated and should be modified into student-based activities to increase the interest and lengthen the attention span of the students to reach high contentment among students.

The challenge imposed would be the effort teacher has to put to achieve success. It relies on movement much more than ALM or GTM. This might be overcome with encouraging students to do more student-based activities.

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In the video, we can see a  perfect execution of TPR. The instructor first introduces the words before diving deeper into the subject, which is a nice warm-up for the students to get a grasp of the topic. Because the learners were children, a nice, simple support of visuals were used. Next, his usage of body language is great. He is active, dynamic, confident and uplifting. These are great features that a teacher can have because as we can see, his students were also motivated to learn and were having fun doing the TPR activities with him. The learner-learner interaction was also seen in the video. As the students do all of the activities as a group, they interact with each other and feel less pressured so they get motivated in class. I don’t think there was an ineffective instructional feature in the video. One thing I really liked was the assignment they did at the end. It was super simple yet clever. The assignment was basically the same thing they did in the lesson, however because it was a group activity, the teacher also asked the same question to the students individually via an assignment. This way, the instructor learns whether the student learned the new information or not. I think this activity would suit young Turkish learners and wouldn’t need much modification nor would pose any challenges.

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Some features of the Suggestopedia approach I identified in the video were the relaxation activities such as stretches and taking deep breaths and listening to music before and during class. I think these actions helped the students to get in the zone and feel calm. The students looked relaxed and happy which was very nice to see. The instructor probably made everyone sit on the ground to make the class more intimate which I appreciate, however in my opinion it didn’t fully work because sitting on a hard floor isn’t the most comfortable thing. Moving on, the environment while not looking super colorful, cheerful, and fun it looks tidy and new. But also, the camera angle is narrow and only shows a small part of the classroom, so I can not judge the environment. Continuing with the teacher’s performance, I think she had to be more confident, dramatic, and upfront. She wasn’t acting out at all, so her performance was weak and dull. However, because the story is short and easy to follow, each of her students understood her. So I can not say she incorporated the Suggestopedia approach to her lesson perfectly.

The teacher-learner interaction was sufficient except for her performance however the learner-learner interaction was nonexistent which is a problem. The classroom management was good but I think it was due to the fact that there were only 5 students in the class and their ages weren't low. The students engaged in the activity and looked motivated to learn which was a pleasant view.

In my opinion, this method can definitely be implemented in such activities. I can not think of any challenges except for the fact that the classroom may not be suitable (such as decoration, comfiness, decent audio quality) but I don’t think many schools would encounter these problems. However, one problem may be the high number of students in the class, which would be harder to control and condone such activity.

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While watching the video, I immediately noticed that the walls are so plain in color and content. However, there should be posters and other attractive decorations on the walls. The teacher asked the students to close their eyes and started playing relaxing instrumental music, which is really effective in my opinion. After listening to the music, they did some stretching exercises which contributes to making the students feel relaxed. However, there is one thing that impedes this relaxation, which is literally sitting on the floor without using any kind of mattress. Apart from that, the teacher failed to use dramatic techniques during the performance. She lacked the dramatic acting and read the passage in a rather plain way. This, I think, makes it hard to engage in the lesson. She, however, had a decent teacher-learner interaction. She was always in contact with the students and whenever she asked a question, she received an answer. Her students seemed like they understood what their teacher taught. That was adequate for me in terms of teacher-learner interaction. Despite this relatively successful interaction, learner-learner interaction was highly ineffective. The students never interacted with each other, they did not even ask or say anything to each other. Since I think learner-learner interaction is an indispensable part of education, I would like to simulate certain situations in real life and ask my students to act in a role. This helps them form healthy relationships and grant the ability to improvise. Finally, in Turkey, suggestopedia method can be applied in kindergarten and elementary schools. The possible topics might be the basics of language and vocabulary.

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In this video, the teacher starts by putting some word cards on the ground and saying their names. While doing this, he wants the students to repeat the names of these items. After this period, the students became acquainted with the items. In the following part, he expresses certain activities using the items and again expects the students to repeat after him. In the next part, the teacher stops acting but still asks the students to do the corresponding activity with the item he chooses. Surprisingly for me, the students succeeded to do the correct activity, whereas I expected them to fail. Later on, the teacher asks the activities in a mixed order. Still, the students manage to identify which activity is which. This means they have learnt the activities and items. However, one downside of this method might be memorizing the words instead of learning them. Nevertheless, this method can be implemented in Turkey and I think it is already in application. Some schools are applying this method in the kindergarten and elementary levels. I wish I had a similar school or teacher back in the day because I really liked the environment and the teacher-learner relationship of this method. However, one difficulty that teachers might come across is the probability of learning wrong. If a student accidentally learns a word in an incorrect way, it might be more difficult to change it later.

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Task II-Video on desuggestopedia

The use of music is one of the characteristics of the suggestopedia method and in this video, we can see that the teacher gives importance to using appropriate music during the activity that she is conducting. In the beginning, the teacher makes the students do some stretching exercises to make them feel comfortable. In this method, the classroom environment has a crucial role and as we can identify in the video, children are sitting on the floor rather than chairs and forming a cycle. By doing this, I think, the teacher aims to create a very friendly and warm environment and support the students’ active participation in class. In this method, teachers do not put a great emphasis on the grammar knowledge of the students. When it is compared to grammar, vocabulary is of bigger importance for teachers who use that method. For example, in the second concert reading, we can easily say that the main emphasis is on vocabularies (more specifically verbs).

In the video, there is nearly no learner-learn instruction. The only interaction that I can observe is teacher-learner interaction, which I think can cause students to get bored or distracted after a while. The students are only doing what the teacher says, so there is no creativity part. That may be an ineffective feature of the lesson. Bringing some concrete materials related to the topic such as chocolate may make the lesson more attractive for students.

In the desuggestopedia method, the teacher is an authority figure and in the class, they lead their students to get the utmost efficiency from the lesson. I want to say about the video that the instructions given by the teacher were clear enough to understand what to do but I have observed that the teacher abstains from correcting the mistakes of the children. For instance, in the second part of the reading, the students were supposed to stop the teacher and tell the verb in the sentence. However, students could not catch some verbs and the teacher just passed and did not tell the students those missing vocabularies.

In traditional classes in Turkey, the classes are normally much more crowded than that is in the video. This would make the lessons hard to control for the teacher and the students would feel lost because of the chaotic environment that is a result of the huge number of students. Dividing the class into small groups may be useful to prevent this situation but the time would not be enough to take care of every group one by one.

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TASK I-Video on TPR

Firstly, in the video, we can say that the teacher firstly gives the input such as plane, car, teddy, and doll and he tells the names of those nouns repetitively. After giving individual words, he starts giving chunks by using the words whose pictures he has shown before and some other verbs such as fly, drive, hug, kiss. As the second feature of the total physical response, I can say that imitating is one the most used techniques and in the second part of the video, after the teacher shows the pictures of the words, he starts uttering sentences like ‘Fly your plane.’ and ‘Hug your teddy.’ In these sentences, the teacher uses imperative forms of the verbs to be able to direct the students better. In the next step, the teacher stops acting out the sentences and asks students to continue doing it by themselves. When the teacher knows for sure that they are good at that phase, he makes the case a bit more complex and changes the order of the words in order to check whether the learning of the student is happening naturally and flexibly or they are just memorizing the sentences and actions.

I would like to state that because this is a kind of kinesthetic learning, it might be much more suitable for the younger age group like it is in the video. It can be easily observed that there is mostly the interaction coming from the teacher to the students but there is also learner-learner interaction because when the teacher stops acting together with the students, they are encouraged through the feeling of acting together with their friends and so, they do not fear making mistakes. On the other hand, there might be a negative side of that method on the creative thinking ability of the students because the activities conducted by the teacher require students to listen, observe, and imitate what is coming from the teacher. they should just be doing what their teacher says. There is no need to create their own sentences or use different words chosen by them.

The teacher’s role is to repeat the words and sentences as he makes sure that his students have a kind of competence over the forms that they have studied during the class. The teacher in the video uses the target language very effectively and instead of escaping the easy way, that is to say that using the L1, he uses his gestures and mimics to make his students understand what he wants them to do. For instance, in 2:08, he says ‘Stand up please’ by using his hands.

In my opinion, if our lesson group consists of younger learners and the number of the students does not exceed a certain number, this method can be applicable in the context of Turkey but of course, we should say that this is not a very easy method to apply, so if the teacher’s working hour is so long, then that teacher might not be as energetic as she/he was at the beginning. Briefly, to be able to adopt this method as our teaching method, the average age of the students should not be that big, the actual number of the students should not be excessive and the working hours of the teacher should not be very long and then, we will have been applied the TPR method as effectively as possible.

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The video starts with teacher’s relaxation exercises. This highlights suggestopedia’s emphasis on stress-free environment. With music and warming up movements, the students gets ready to gain new information mentally and physically. Afterwards, the teacher read a passage from a paper. This is the first concert in which instructor tries to relate the topic with other senses such as seeing, smelling, tasting, etc. (Although we see only few sensual attributions, the method as a whole points out the importance of it.) Then in the second concert, the instructor makes the goal more specific and target oriented: they ask their students to identify some verbs from the content.

The teacher-student interaction is one-sided, teacher give instructions and students repeat after them. The learner-learner interaction is in a way that everyone sees from each other. For example, when one of the students emphasizes upon hearing a verb, the others see it and learn that the emphasized word is a verb. With this technique, students can identify the verb when hearing. Teacher’s classroom management is not apparent in this video because there are few students and little conflict to see the class management of them.

One of the effective sides in the video is that students get the knowledge different from GMT’s reading method. They listen to and see the language. Also, students seem to be enjoying the class. They are engaged in the traditional method in which they are asked questions such as which ones are the verb: but the engagement is oral rather than written. Although not as much as they are in the GMT method, the teacher’s role was much like a knowledge-giver. They only read the material and wait for response upon asking questions. I think the teacher in the video was effective but a larger classroom and softer ground would be more relax than this.

If I were to use this technique in Turkey, I would definitely ask my students to do this as an acting-up homework/project. In that case the passive teacher-learner interaction becomes an interactive student-student interaction in which their friends would do the acting up and they would analyze their desk-mates rather than a hierarchical model in their front. A challenge would be lack of space and student number of the students in Turkey schools, but it can be handled if students are divided into small groups.

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In the video, he slowly introduces new vocabulary items and sentences first. The fact that the introduction is slow, comprehensible and optimal is a feature of Total Physical Response (TPR). He also matches the sentences with physical movements and sounds, which is another feature.  Following this, he expects them to copy the sentences he just showed with his companion.TPR says we learn a language in a way similar to we learnt our native language. So as they copy the sentences, they match it with sounds and gestures. At the end, he expects them to copy it when he gives command without any interference so that they can only see from each other. This is exactly “listen, watch, repeat” part of TPR. After that they are expected to number the photos according to what they listen; that is the final evaluation part.

I think he was a good teacher; the only change I would made would be to give them more personal space to act up. They seem to sit so close to each other that it may end up in limiting their movements.

I think his role was a pure source that only act as if a 3D computer. He only gives clear instructions as a program and does the movement in 3D format. I think it is effective in some way; overuse of this method may end up in boring the students.

I think this technique can be given to young learners of Turkey but it can be boring if not combined with other methods. The challenge they would face might be lack of authentication; students cannot overly change the specific movement and sound. This may harm their creativity. A teacher can cope with these challenges by combining the method with others.

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I think what we see in the video is an ideal implementation of the Total Physical Response method. The main point of the Total Physical Response is the students’ comprehension of language items given by the teacher before they actually speak. In the video, the teacher never asked students to say anything or repeat what he said; he just wanted them to comprehend the input he had given and imitate the actions he had done. I really admired the teacher’s way of teaching. Throughout the lesson, he adapted his teaching pace according to the students’ learning pace. He was quite patient toward the students; he repeated the sentences many times. He made sure that the students clearly comprehended the given input.

The teacher seems to have a very nice relationship with the students. He tried to make the students feel comfortable and create a safe environment for them in which they could actively participate the activity they were doing. He indicated his purpose by his body language, gestures, tone of voice, and actions; they were all in a quite hospitable manner. When a student forgets what to do, he does not punish them; he gently repeats the sentence and waits for them to act. Also, after they do the right thing, he praises the students, which would encourage them to participate in the activities more willingly and confidently. I would definitely want this kind of teacher-learner interaction in my previous language learning lessons. As for learner-learner interaction, even though we may not see a direct interaction between students, the environment allows them to learn from each other. When students cannot remember what to do, they can check the other students and learn the right thing to do. Also, being a member of a group gives them the feeling of security and enhances their enthusiasm.

I believe this activity can -and should- be implemented in the young learner teaching context in Turkey as the way it is. I think the young students would really enjoy participating in this kind of activity because rather than just trying to memorize the meanings of some foreign words in their native language, they would choose to learn in a more active and fun way.

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The first concert and the second concert can be easily identified from the video. With music, the teacher created a rich sensory learning environment. The students listened to both the teacher and the music at the same time. The interaction between the students and the teacher was quite solid; however, I do not believe it was thanks to suggestopedia. Instead, it was more likely that the interaction was better than average because of the low number of students in the group. The teacher making eye contact with the students is the most significant factor in their communication. After requesting to find the verbs, she made eye contact with every student in every verb, which is very encouraging; it was like saying, ''You can say it, your answer is true.''. This helped a lot to create a stressless learning environment.
There is nothing much say about the interaction between the learners since the activity did not include interaction between the students. However, it can be said that in the presentation step, doing the same movements strengthened the group spirit. With this activity, learners listened to the story twice: the first and the second concert. In the second part, they all actively took part in the activity by identifying the verbs in the story. In general, the learners listening skills improved a lot. They were able to focus and understand the story with music in the background. However, I did not quite like one thing in the video: the teacher's acting when she was telling the story. I expected her to be more dramatic, but she barely acted. Her voice was not monotonous, but it was plain. If she used her voice or mimics more, it would be a more efficient class.
If I did this activity with my students, I would not prefer a circle sitting arrangement. Since the activity is not a group activity, it will be more comfortable for students to sit in the same direction. This method can be used best in middle school in Turkey. At that age, the students are able to focus on the story with music, and their vocabulary is enough to understand the general story.

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Total Physical Response method focuses on the idea of creating a  stress free environment for learners, using body and gestures, making certain concepts understood by introducing them first, and lastly, it is not in favor of repetetition. It says that learning should occur in the same way as how we learn our native language.
In this video, I highly felt the use of TPR method, and I can see that the children were loving it. Firstly, I loved the way how he introduced the keywords before diving into the concept. As I remember from my experiences, it is really hard to follow a topic if you are a new learner and have zero  knowledge about it. That is why, him showing the visuals of words made a great impact in acknowleding them first. Secondly, the way he used his body language was great. As we all know, children love moving and acting, so turning this feature of them into a way to teach is clever. In addition, I believe muscles have memories. Such as when we first get into a car, we fasten our seatbelt unconciously, well at least I do. Or when we knit, our hands get used to the movements and they automatically respond. I believe in such case, the gestures children did for plane or teddy bear will be prominent too. Furthermore, the enviroenment that children were in was peacful and encouraging. Thus, as TPR requires, it was a stress free place. Lastly, the time he mixed the order of the sentences and students were able to respond correctly was a key point. I understood that the information is now in their minds and they just have to practice a bit to actually learn that information.
In my opinion, the teacher carried out the lesson successfully. I appreciate the fact that he was teaching accordingly to his student's ages and capacities. He also used his body language in a way that children were able to act out the same movements easily. The gestures were simple but effective. He almost acted out like a child, as if he was one of them. I think this is a great thing, because once the children feel that he will not judge them, they may be more couraged to speak and join. He did a great job in making children feel safe and cheerful while also teaching them. In terms of interactions, I think learner-learner interaction was insufficient. They could be more connected to each other if teacher asked them to act out a sentence they just covered for each other. Such as giving them three options and then making them choose one for their person on left. However, I believe teacher- learner interaction was just enough. They were all ears for the teacher and watching him closely. He was able to catch their attention and I think catching a kindergarden student's attention for that much of period of time is hard. What I would do to enhance the effectiveness would be making them choose their favourite line and act it out, maybe mix up some words such as '' hug your doll'', so that they could understand there may be another words instead of what they were practicing.
I would definetely use this activity if I were to teach young learners. I believe it is so fun to both perform for the teacher and to act out for the student. However, I would not be able to implement this activity in a large classroom. The reason for that is, children are not obedient most of the time and they get distracted easily. If I were to do this exercise in my class, I would try to keep it short and make it as catchy as possible.
In TPR, I think the first thing learners do is memorization. They tend to reply by what they remember from past activities, maybe by using their visual or auditory memories. However, this is not fully learning. In order to learn that information, they need to be able to form their own sentences rather than repeating what teacher says. In this aspect of TPR, I think mixing order is not efficient for the learner as well. That is why, I think making them learn the information might be a challenge. If I were to use this method, I would not only mix the order but ask individual questions and give them peer tasks.

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In this video related to Suggestopedia, I can see that teacher tried to create a comfortable atmosphere for her students. In addition, she did some exercise with them before starting the lesson. I think this was a very sweet action, because it may have felt students and teacher closer to each other and make their minds more active. However, I do not think that the seating was very comfortable, although she tried. They were sitting directly on the ground, which I think might feel cold and hard. Apart from that, I could not see that the teacher was actually acting out the story. The dramatic part of the Suggestopedia was missing for me. I think it would be more memorable if she performed the story in the first concert. Moreover, there were not any soft lighting and cheerful decoration either. The classroom seemed very empty in terms of decoration and the light was too bright for me. Lastly, I think the music playing in the background was relaxing. At least there was classical music as Suggestopedia method required. All in all, I think she could not exactly applied this method successfully.
In the video, the teacher- learner interaction seemed efficient to me. She greeted her students and then explained what she was going to do. However I did not see any learner-learner interaction. They were not even able to copy the performance of the teacher during the first concert because teacher was not acting out anything. Thus, it was insufficient. In terms of the classroom management, I think teacher was successful and the learners seemed engaged in the activity. On the other hand, there was a part where she asked students to put their hands in front of them whenever they heard a verb. During that time, students missed a lot of verbs when they needed to point out them. At the end of the lesson, when the teacher asked them what they learned today, they said verbs. I do not agree that they learned verbs because they could not even answer properly when they were asked what verbs were. Thus, I think the teacher should have been more careful and slow when teaching verbs. If I were to implement this activity in my class, I would make sure that I am very well understood by asking question after each concert. Then, I would make small quizes like the teacher in the video did, but I would do it only after being sure that my students would completely understand the story and the words.
I would love to use this activity in this video. I think it is fun to act out even if you are old. The only challenge would be finding a suitable classroom for that. In order to solve that problem, teacher could use a drama classroom once in a week or so. Even if it is not possible, this method could still be apllied in a regular classroom as we saw in that video, but with more decorations and maybe pillows to sit on. In conclusion, if I were to use Suggestopedia method, my class would be a great combination of English language teaching and a drama class!

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In the video, the teacher starts the lesson with a relaxing activity to create a comfortable environment for students, which is one of the main purposes of the desuggestopedia method. However, I do not think that the setting was appropriate for students to feel comfortable. First of all, sitting on the bare floor is not a good idea, it must be really hard to feel relaxed while sitting in such an uncomfortable place. The music and the stretching moves were fine, but listening to classical music with closed eyes can make students sleepy. In fact, I thought that the guy with the blue shirt was sleeping for a while.
The music at the following parts of the lesson was too loud. I think it made it hard for students to understand the teacher clearly. I could not see any cheerful classroom decorations; maybe it is because there was no view of the upper parts of the classroom in the video. Also, lighting was not appropriate for a desuggestopedia classroom; it should have been softer. I think one of the things that the teacher could not fulfill was using dramatic techniques. During the first concert, we could not see any trace of drama. As for the interaction between the teacher and the students, I think it was pleasant. She seems to have a nice relationship with her students. But the interaction between the students was missing.
I think the usage of the activity in the video in Turkey depends on some situations. Most of the public schools in Turkey have overcrowded classrooms, which can make it hard to implement this kind of activity. However, I would like to use these kinds of activities in my future classroom; it would make the lessons more colorful and enjoyable.

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Which features of the Suggestopedia approach can you identify in the video?

The features I described in this video are the ''First Concert Reading'' and ''Passive Concert'' technique included in this method. Before the lesson starts, the teacher sits on the floor with the students, so the students are made to feel comfortable rather than in a formal environment, stretching movements to relax the bodies of the students and meditation with music to relax their minds.

How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?

I don't think there is much interaction between student and student in this method, but there is one-to-one interaction between student and teacher. Apart from this, the pedagogical achievements of this method are student-friendly as more importance is given to students' feelings compared to other methods, and it contains many techniques to prevent the student from getting overwhelmed psychologically. Therefore, success can be achieved by removing the psychological barriers, one of the biggest obstacles in front of students, in the classrooms where this method is used. In order for this method to be successful, students must actively participate because it is a method that requires interaction with the teacher, and the teacher in the video succeeded in this. If I evaluate the video on classroom management, I think that the teacher in the video succeeded in class participation with the techniques she used. Apart from that, one of the effective aspects of this method was that when the teacher asked about verbs, although the students did not specify every verb, she motivated the students to maintain their self-confidence and said that they did a good job. The second effective method was that they started the lesson by resting their minds and bodies, they were more like listening to a story than listening to a lesson and they were sitting comfortably, and the teacher made the lesson more fun by role playing. If I wanted to change this method, I would not say the parts where the students made mistakes or said incompletely when the students made a mistake, but since I thought that this information should not be learned incorrectly or incompletely, at the end of the lesson, I would correct the student without specifying the name of the student as a general lesson repetition so that the student could learn the lesson correctly. For example, none of the students counted the word "was" as a verb. At the end of the lesson, I would say that this word is the past tense of the verb "be". Or, another point that caught my attention was that a female student was not focused enough. This student's actions may be distracting for her friends. In order to prevent this and to ensure that this student participates and focuses in the lesson, I would ask this student a question that I think can answer correctly so that this student is motivated and the desire to listen to the lesson increases.

What is/are the teacher’s role(s) in the video? How effectively do you think he performed her role in the video?

I think the teacher had a lot of responsibilities in this video because I can say that preparing a comfortable environment for the students, doing various activities to provide physical and mental relaxation of the students, and paying attention to the intonation and body language while reading the story in order to motivate the students and attract their attention were the factors affecting the lesson. I think that the teacher in this video has achieved this, except for a few minor problems. I think the teacher in this video is a good guide to students.

Can you use the activity in the video to teach teenagers/adults in Turkey? Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher in the Turkish? If so, what type of challenges can you predict and how can the teacher meet these challenges?

This method can be used in Turkey because as I mentioned before, this method is a technique that puts the student's feelings in the foreground and gives importance to the psychology of the student, and I think that young people in Turkey face a lot of psychological problems. Therefore, using this method can not only help young people achieve success in school life, but also reduce their anxiety about school. However, I think that there will be difficulties when using this method in Turkey because, as seen in the video, this method is not suitable for very crowded classrooms because both the interaction between the teacher and the students can be problematic and depending on the class capacity, there may be difficulties in creating a comfortable environment for the students. For example, in a crowded classroom, students cannot sit on the floor, as in the video, due to classroom conditions. Apart from this, the teacher cannot follow the participation of every student in the classroom in crowded classrooms and equal participation opportunities may not be offered to every student. In addition to these, since adolescent students get bored very quickly and their attention is very easy to be distracted, classroom activities such as "role playing" used in this method may seem very childish and not every student may want to participate in these activities. In order to prevent all these, the teacher should know the conditions of the classroom and the students in general well, and this may take time. Therefore, I think that this method should not be used in the first lesson. Because if the teacher fails, the student's first impression of the lesson may be bad. That's why I think that the teacher should prepare to learn the situation of the students in the first lesson, for example, s/he can organize a survey. In this questionnaire, there may be questions about students' moods, anxieties, what will comfort them in the lesson, what kind of lesson they want, so that after making sure of the common answers, necessary techniques can be used depending on the class capacity. For example, if the majority of students state that they are easily distracted during the lesson, informative notes covering the course content can be hung on the walls instead of playing music during the lesson. So even if the student is distracted, s/he can learn something every time he looks at the wall. Or, if students have school anxiety or anxiety problems, motivating words can be hung on the walls so they don't give up.

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Which features of the Total Physical Response method can you identify in the video? How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?
This method requires serious teacher-student interaction because it is based on the principles of students observing their teachers before they start speaking and then imitating them. From this point of view, I can say that there is a lot of student-teacher interaction in the video. Judging from the student-student interaction in this video, I can't say that they interact as much as a group work or that they interact one-on-one, but I can say that they observe each other's movements while imitating the teacher, albeit indirectly. For example, in the video, the short boy in the red sweater was confused when the teacher asked them to say the words in mixed order and I saw that he imitated his friends. As the pedagogical approach of this technique to students, I think that this technique does not force students psychologically and can teach with fun, since I think that it does not encourage students to speak immediately and prepares them adequately for this stage beforehand. Thus, I think that when they try to learn another language in the coming years, their phobias and prejudices will decrease. Since TPR is a method that emphasizes observing and imitating, the teacher in the video has the students visualize the target words with the word cards and repeats these words more than once, so that these words are more permanent in the minds of the students and also asks the students to repeat them, that is, to imitate, which is one of the features of TPR. Basically, prioritizing listening skills, visualizing what is being said, and asking to imitate information are the TPR features I see in this video. The effective aspects I observed in the video are that the words are repeated more than once and they support this with their movements using body language because I think it is a memory method and the movements are identified with the words so that it is difficult to forget, apart from that, rote education is avoided and the order of the words is asked in a confused way. The ineffective side of this method is that because too many word repetitions are used, especially young students may lose their attention and get bored after a while. If I changed this method pedagogically, instead of repeating words constantly so that students of all levels can benefit from it, I would watch more than one video with the same content, so it could be useful regardless of level and age, because word cards can attract the attention of younger students. Apart from this, it may be better to ask by mixing the word or content order as in the video, as there is a possibility of repeating the information based on rote when we look at the technique in general.

What is/are the teacher’s role(s) in the video? How effectively do you think he performed his role in the video?

Considering the role of the teacher in the video in the classroom, the teacher needs to be imitated due to the technique used, which means that the teacher acts as a role model and communicates a lot with the students. Apart from this, the margin of error should be low, because the information learned incorrectly, especially in beginners or young students, may become stereotypes and it may be difficult to recover, in this case, the teacher must be careful not to make mistakes.

Can you implement this activity in the young learner teaching context in Turkey as it is or do you think you need to modify some features? If so, how would you modify the activity?

I also use this method in Turkey and for young students because it is an easy and effective method for beginners and young students, which can be supported by fun activities. If I were to change anything in the video, I wouldn't use flashcards every time, but I would try to find other ways I could support it with images: video, movies, and various games depending on the context.

Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher? If so, what type of challenges can you predict and how can the teacher meet these challenges?

As I mentioned before, since there is a risk for students to memorize the information and to say this information based on rote, there is a possibility that they will not be able to learn it fully. To prevent this, teachers can test whether the students have learned by asking the words in a mixed order or by doing mini-tests, just like in the video. If it is a problem for teachers, there is a risk that these mistakes will become fossilized for students as a result of making mistakes, and to prevent this, if necessary, a more planned and slower progress can be created, thus creating an opportunity for both the student to digest the information and the teacher to review what they have done.

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The teacher in the video mostly does not care about the grammatical structure. Instead, he focuses on the meaning of the words. He does not expect students to learn the meaning of the words fast when he first shows the corresponding pictures and adjusts his pace according to the student's learning pace. Since the teacher is central and the students are in the group form, nobody feels the stress of being picked up. Being in a group gives one a sense of security, and therefore, it creates a low-stress classroom environment. Even though in the whole video, the students participate the lesson as a group, they take part individually too as both listener and performer. These mentioned situations are all the critical features of TPR.
This type of teaching is the most suitable one for me. The teacher encourages learners to participate in the class without making them feel uneasy or embarrassed. Making them group and showing the keywords of the lesson before the actual task helps a lot in the classroom. This way, students will know what to expect and not feel uneasy because of the unknown content. Moreover, the TPR method gives opportunities for learners to learn from their peers. This method is mainly based on group repetition. For instance, if a learner forgets the meaning of the word or what to do after hearing the command, they can look and copy their peers' movements. This way, no learners will feel being left behind. In this method, especially, beginner-level learners can learn the fundamental meanings of the words, basic commands like ''sit down'', or differences between time clauses. The learners can get these gains thanks to their teacher creating suitable learning activities that use the TPR. In the activities and teaching process, the teacher plays the instructor role. By combining commands and words with movements, the teacher keeps the students interested.
I think, as a whole, this activity is very effective. The number of words is few and easy to remember. If I change one thing, I will probably make this activity with about ten similar words. Since the teacher keeps repeating the exact four words, the learners might get bored after a while. To fix this problem, variation is necessary.
The teacher's role in the video can be described as ''parent''. The teacher gives the basic information by introducing commands and words using movements like a mother or father who tries to teach their child how to speak. I think the teacher in the video does a good job playing the parent role.
This method can easily be implemented in kindergarten or elementary school English in Turkey without modification. Most English teachers in Turkey use memorization to teach English. With TPR, students can memorize words without hardship, like writing the same word a hundred times. The number of students per class might be a bit high for this type of activity, but with appropriate adjustment, I do not think this method will pose any challenges for both learners and teachers.

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SUGGESTOPEDIA:

The lesson started with a piece of relaxing music and some comforting stretching exercises. I liked the idea of implementing some easy stretching movements into the presentation part along with the music. I am skeptical about such kind of music used at the beginning of a lesson because I find that kind of music sleep-inducing. This is just my personal experience and opinion. They may not be sleep-inducing most people so I need to look into literature about that.

The first concert and the second concert activity were applied in the teaching practice as also explicitly mentioned in the video. I think that the teacher could not perform well in these two phases. I could not identify much acting in the first concert phase. There was no material object used in order to increase students’ comprehension of the story. I also think that it would have been better if students had had a handout of the written script of the story in the first concert phase. It would have increased students’ comprehension. For the second concert, the teacher implemented an activity that she wanted the students to notice verbs in the sentences. I think that additional part spoiled the idea behind the second concert phase of the suggestopedia method. I think students focused on catching the verbs in the sentences, so focus on the meaning and comprehension might have decreased. Noticing the words and telling them to the teacher should have been a separate activity. In terms of the interaction, the teacher was the absolute authority. There was no student-student interaction. Student-teacher interaction was limited with the questions from the teacher and answers from the students. These are typical aspects of the suggestopedia method, especially during the first concert and the second concert phases.

I would use the activity in my teaching practice. However, I would make some changes. First of all, sitting on the floor is not comfortable for me because of a condition in my hip anatomy. It might be not comfortable for students as well. Sitting in a circle is also not a suitable seating arrangement for crowded classrooms. The activity in the video requires teachers to have good pronunciation, stress, and intonation skills. Teachers should practice reading aloud the text they plan to read a few times before coming to the class for that kind of activity. Reading material has to be selected according to students’ ability levels. Besides its challenges, I think it is a good activity for students to improve their listening comprehension and increase their vocabulary repertoire.

TPR:

As for the features of TPR that I identified in the video, It was a stress and anxiety-free environment, the teacher started by introducing the words in isolation and used imperatives to convey the meaning in sentences. He did not force the student to speak, probably because students were not ready yet to speak according to his convictions. The assessment was conducted to check students’ comprehension at the end of the class session but it was a stress-free informal assessment based on observation. I found the teacher very successful at applying the principles of TPR.

There was some degree of learner-learner interaction but there was no communication between students. Students interacted with each other by observing each others’ actions. That must have created a safe environment for students to participate in the activities. In these kinds of activities, students are less anxious because they can easily copy and learn from their classmates when they are confused or do not understand what they are supposed to do. The teacher-learner interaction was one-sided. The teacher conveyed meaning using imperatives and students did what the teacher said. I think the teacher was great. He applied all the activities in line with the theory of TRP.

I would imply these activities in teaching practices but only If I am working with young learners who are in middle school age or below. Even late middle school students might even be a problem because of their age. Older students might these kinds of activities as childish and shameful so they were reluctant to participate. Another problem is that that applying these activities in crowded classes might be difficult for teachers since TRP usually requires a good deal of observation.

I have never heard about the idea behind TPR that physical movement is a facilitator in language learning. I have also never heard about the TRP itself before this class. It has very interesting ideas and I would like to learn more about whether and how it has been supported by enough scientific evidence.

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When I go back to my childhood years, I see that TPR was a method that was used frequently during the classes. Especially while learning emotions and actions, this method is fantastic because it is memorable, and I believe that children learn by acting out and imitating.

In this video, just like showing a baby some pictures and saying their names, the teacher says the words, and the class repeats them after him. And also, we see that he repeats the words himself too. He does not just say the words just for once and move on with the other ones. He makes sure that children learn with him. Even while saying ‘stand up,’ he moves his hands upwards. He masterly does everything the method requires. Students actively and willingly participate in the lesson. They all seem so happy. For the last phase, he changes the order but even then, the students are able to carry out the commands as they really ‘learned’ but not memorized the phrases.

On the other hand, this method may not be very suitable for older students. The concept might be changed, but even then, the students might feel bored and may have an antipathy towards the course. Teachers should not simplify the method and use it just to ‘use’ but really want to teach. They can do this and use pictures just like the teacher in the video, but they can create their own version too. Maybe, they can change roles towards the end, and the teacher might ask the students to give their own examples. In this way, the students become more active in the lesson, and their motivation will increase.

As this method is composed of acting out, the chance of the students being talkative is low, which might cause some problems for their learning process. As they do not talk enough, they might feel shy when speaking and expressing themselves. However, I do not think that students might face challenges apart from that. Outgoing or introverted, no matter how the student feels, they are not shy while acting out the commands with their teacher and friends. In conclusion, I am sure that I will often use this excellent method in my classes.

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For me, listening to music while working on something is not a problem; on the contrary, I focus on the subject more quickly while listening to music with or without lyrics. But I think that in this video, the music playing in the background is not suitable, and it is louder than it should be. Also, although the video might have been recorded to create an example, the inappropriateness of the environment stands out sharply. Decoration, which is one of the main factors in applying this method, was not given importance to and this may affect students' participation in the lesson.

The introduction part of the lesson was conducted normally even though it was not quite nice because of the display and maybe the excitement of the instructor. The first and second concert parts were unsatisfactory compared with the video we have watched during the lesson. Especially in the first part, since the teacher did not act out any sentence she read, the difference that separates the first concert part from the second concert part has disappeared. The lecturer tried to pay attention only to the intonation. At the same time, the unresponsiveness of the students while the instructor was reading the story showed how bored they were. They were not even looking at her face. In order to enhance this activity, first of all, the set must be appropriately decorated, not too much but not that poor as well. In addition to that, the first concert must be conducted as it should be; the teacher should act out the story and move around and be in touch with their environment. Sitting on the floor or a chair and doing nothing but reading the same story twice without a difference is not what suggestopedia means.

In my opinion, this method might be used in Turkey, but I think the facilities we have in Turkey are not enough to completely and effectively conduct it. Because decorating a classroom is hard, I think there should be a separate class so as not to make an effort each time you need to use the method. However, unfortunately, this is a luxury for our country for now. Also, music is a significant constituent of this method. Some students might have problems in concentrating and therefore might face some challenges. It may be hard for them to catch up with the lesson, and they might need to study the subject over again by themselves. And it is not for sure that they will get the lesson on their own. So it can be said that it is risky in a way.

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In the Suggestopedia method, the main aim is removing psychological barriers and creating a positive environment in order to help students learn more effectively. In this method, the teacher’s role is to first of all create an environment where students can feel comfortable and secure. After that, they take on the role of a leader, as they are the ones who lead the activities. As we can see in the video, the teacher acted out the story in order to keep the students engaged. However, I don’t think that the first and second concert stages of this method were executed in the video as efficiently as they could have been. I couldn’t really see the roleplay or engagement that I was expecting while I was watching it. Based on the video, it also seems to me that teacher-learner interactions are more prominent than learner-learner interactions in this method. However, there are different phases in the desuggestopedia method, and of these phases, the production phase is the one where student interaction can be observed the most as they are encouraged to converse in the target language as they wish, without interference from the instructor.
In terms of effectiveness, I can definitely see how this method could be effective in a positive way, as a method which aims to remove psychological barriers will be beneficial for students and remove any negative feelings that they might have which would have otherwise negatively impacted their learning processes. However, if I had to mention the ineffective aspects of this method, it would be that these ‘ways of removing psychological barriers’ may not affect every student in the same way. For example, the usage of music is advised in suggestopedia, however, not all students may find this music relaxing or some may feel distracted by it and be unable to focus on the lesson. As for implementing this activity to lessons in Turkey, I think that whether or not any issues would arise is more dependent on if the students’ individual learning styles is suited for that. For a group of students who aren’t distracted by listening to music during class or colorful decorations in the classroom, this method could be easily implemented and be used effectively.

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In the Total Physical Response, or TPR method, the main idea is that second language should be acquired in the same way that native language is acquired. That is, through listening, understanding and responding to commands accordingly. In TPR, the relationship between students and teachers is expected to be reminiscent of the one between children and parents. As we can also see from the video, the teacher was very kind towards the students. He had a cheerful disposition throughout the entire lesson and he tried to make the students feel comfortable amongst their peers. The students were also very engaged in the activity and seemed like they were enjoying themselves. Again, as we can see in the video, teacher-learner interactions are more prominent than learner-learner interactions, as the foundation of the method is dependent on students imitating teachers. However, the group setting of this method may be effective especially towards shy students, as they may tend to be less shy when they are acting things out together with their friends as opposed to doing it by themselves.
Especially for a younger group of students, this method can actually be very fun and engaging for them, and it keeps them interested if done properly (i.e., used together with other techniques and not done excessively). This method is generally a very beneficial and entertaining method for students, and it is easier to execute than some other methods for teachers. However, it may get boring for students if it is used too repetitively without any variety. One other challenge of this method is that it doesn’t allow for students’ creativity to develop, as they are solely repeating what they see and not creating anything of their own.  As for implementing this activity in Turkey, I would argue that whether or not it can be successfully implemented is dependent on the learners’ age and skill levels. If the group of learners are young children or beginner level learners, I think this method can be incorporated into their lessons with no problems. If the learners are older and more advanced students, while it can still be used, it would probably be harder to keep the students from being bored and most likely the teacher would have to modify the usage of it in order to keep the students engaged.

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Task 2- Suggestopedia

The reason why I liked the previous video seems to be the reason why I was uncomfortable with this video: Students’ interaction, capability and willingless. She performed first and second concert inefficiently, lacking gestures and ability to roleplay. She poorly executed the first concert; moreover, the students were looking down at the floor. I hated this video. Engagement of the students was very poor. The students were waiting for each other to say something so that they could repeat what is said. I could not find anything that shows the urge to participate, enthusiasm etc. I do not blame the teacher except for her lacking roleplay skills.

I think students should be told what is suggestopedia so that their poor interaction could be prevented. I do not know why but I feel very insecure about those students. I have a feeling that they might be bored. I feel as if they had not been told what they were supposed to do; therefore they acted randomly.

The teacher seemed to have failed as a facilitator. She let things happen and did not interfere in the situation.

We can integrate this method into our system but certainly not in this way. We need chairs. At least we need a teacher who stands up and does roleplay. I think this method could be implemented in Turkey, in every level and at every age. In brief, this method is poorly executed by this clasroom. However, this does not necessarily mean this method is bad. In fact, this method could work on a very wide range of learners when executed efficiently.

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Task1- TPR

First of all, this video was one of the most intimate things I have seen this week. I love the way he was teaching. The chilren were so into the activity that they were learning as if they were playing a game. I loved the whole thing.

The interaction between the students and the teacher was brilliant. His technique reminded me of a TV show that I used to love: Dora the Explorer. We were asked to perform certain tasks in order to solve puzzles, pass through obstacles and communicate with the other characters. She firstly would show us what to do and then would ask us to do it a few times. Simple as it may seem, it was wery instructive and enlighetning towards children especially between 3 and 6 years old.

Teacher served as a facilitator showing students what to do and he was brilliant. His reactions were nearly the same with those kids and I definitely loved it. I think it is critical for a teacher to behave like students, and it gets really harder when you become a relatively old teacher teaching younger ones. However, he nailed it.

The system in Turkey lacks teaching students practical things. Therefore I can only say that this method SHOULD be in our education system especially for the first schoolers. I am not saying that they should prepare simple word cards but create roleplays in which kids can behave like shown. In terms of raising children according to ethical aspects, this method could work brilliantly. Students can imitate the teacher both in the clasroom and throughout their life.

Maybe I am over astonished by this video, since I see no drawbacks. This method seems so cute and applicable.

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FLE 238 - SECTION 2- TASK 2 RELATED TO  SUGGESTOPEDIA

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FLE 238 - SECTION 2- TASK 2 RELATED TO  SUGGESTOPEDIA

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You need to comment on the following task. Additionally,  you need to comment on one of your peers’ comments as well.(Please create a separate post but clicking on the + sign on the Padlet. When you make a comment to your peer's post, you need to go to your peer's post and make your comment using the comment feature under the post. Please remember to add your names to your own post and to the peer posts as well)

Deadline: 1 December 2021

Your comments should not be less than 220 words (for each task) /Peer comments should be no less than 100 words.

Task 2

Please watch the following video: https://www.youtube.com/watch?v=lEqC9ks6MOQ&t=4s

Which features of the Suggestopedia approach can you identify in the video?

How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?

What is/are the teacher’s role(s) in the video? How effectively do you think he performed his role in the video?

Can you use the activity in the video to teach teenagers/adults in Turkey? Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher in the Turkish? If so, what type of challenges can you predict and how can the teacher meet these challenges?

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FLE 238- SECTION 2- TASK 1 RELATED TO TOTAL PHYSICAL RESPONSE

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FLE 238- SECTION 2- TASK 1 RELATED TO TOTAL PHYSICAL RESPONSE

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You need to comment on the following task. Additionally,  you need to comment on one of your peers’ comments as well.(Please create a separate post but clicking on the + sign on the Padlet. When you make a comment to your peer's post, you need to go to your peer's post and make your comment using the comment feature under the post. Please remember to add your names to your own post and to the peer posts as well)

Deadline: 1 December 2021

Your comments should not be less than 220 words (for each task) /Peer comments should be no less than 100 words.

Task 1

Please watch the following video: https://www.youtube.com/watch?v=1Mk6RRf4kKs

Which features of the Total Physical Response method can you identify in the video?

How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?

What is/are the teacher’s role(s) in the video? How effectively do you think he performed his role in the video.

Can you implement this activity in the young learner teaching context in Turkey as it is or do you think you need to modify some features? If so, how would you modify the activity?

Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher? If so, what type of challenges can you predict and how can the teacher meet these challenges?