# data[].attributes.body
I liked the trainers’ approach in making the session interactive. The collaborative activities and discussions with fellow teachers provided valuable insights into different perspectives and practical classroom application.

# data[].attributes.body
In today’s session we talked about speaking skill, speaking problems, the stages of speaking tasks like pre, while and post. As every day, we kicked off the day with a wonderful activity named ‘Who am I’. It was such a fruitful activity that it can be applied in many grades on many topics.
And, we talked about speaking problems. In our district, a common problem related to teaching speaking in language classes is student reticence. Some students hesitate to participate actively, inhibiting the development of their speaking skills because they think that speaking another language is not posh as they feel that they are not good enough to speak English. This reluctance may come from various factors, such as shyness, fear of making mistakes, or lack of confidence. They are afraid of peer pressure and being made fun of.
Since the day we started this training, I had opportunity to put myself into sts’s shoes and noticed many things and took many lessons. I am also a little shy to speak in front of my colleagues and daydream sometimes during the class. Although you give perfect instructions, I miss some points sometimes. And I will implement many things I learn from you in my classes. Giving clear instructions and modelling comes first, while doing the activities I will try to use my body language as well as you do. I will give enough time to my students to prepare for the activity and I will do more group work and pair work activities BECAUSE they make us ( also will make my students) feel comfortable. I think that is the point. If a student is comfortable, s/he feels more self-confident, and willing to participate. I can't pass without mentioning Flip. I loved this so much. I will absolutely use it in my classes because it gives opportunity to the users both to have fun and use language at the same time. What else does a language teacher want?
Thank You
Hilal

# data[].attributes.body
We kicked things off by talking about parties and checking out pictures, setting a lively atmosphere. When the listening task started, it wasn’t just about hearing the teacher or the friends. It was going deeper, actively thinking about the information to create meaningful questions. The remembering of the answers kept us focused, turning it into a bit of a game. This activity wasn’t just about parties; it was a mix of speaking, listening, testing our memory and even revising making questions. All in all, I can use this activity both in my classes and PDC meetings. This activity can be adapted for many other topics. For example, the teacher can talk about holidays or any topic s/he is supposed to teach and ask sts write simple past questions and any tense they are studying. It is a good activity to revise making questions using diffent tenses.

And also learning ARMS gave me a different perspective because I usually feel that I must be firm and fixed what is the in the course book. But now I know being flexible according to the sts’ needs and interests is more beneficial.

# data[].attributes.body
I don’t recommend this to my colleague because there is some content that may be harmful for students and there are much more fruitful website like British Council❤️

# data[].attributes.body
"Sleeping Panda’’ proved to be an engaging way to kick off our session, tapping into students' love for both relaxation and puzzles. The approach of remembering fragments and piecing together the complete sentence not only adds an element of fun but also sparks curiosity among students. This technique enhances memory retention and fosters a collaborative atmosphere as they work together to unveil the entire sentence. Because of all these traşına I will definitely apply it.

I'm thrilled to hear that the jigsaw activity enhanced comprehension of the PDC details through reading sub-skills. The True/False activity's innovative twist, taking it outdoors and incorporating hand gestures, not only made it engaging but also seamlessly integrated speaking and listening skills. This approach not only keeps true/false activities lively but also ensures a holistic learning experience. I look forward to incorporating these interactive methods into my teaching, creating a more dynamic and enjoyable environment for students.

# data[].attributes.body
We started our session with a wonderful activity as usual. It is called ‘Never’. It is kind of find smo who? We tried to find people who has done the things we have never done before. I was sorry when the time was up because it was very fun. I will use it both in my class and PDCs because it can be implemented to revise many grammar points. What affects me most is while having fun and mingling, we use language.
I fell in love with your presenting illnesses. I wish I could record the whole lesson. I will try to do the same lesson both in the class and PDSs because your setting context, imitating the actions and make us drill both the vocabulary and grammar structure and managing the class as a conductor was fascinating. The lesson was completely student-centered, and all the answers were elicited from the students. The session flowed like Niagara:)
Another point I found very beneficial from today’s session is CCQs. I will also absolutely use them because the students discover the meaning of the words themselves which make the words more memorable. I wonder if I can use this technique in my books. I mean do you think it is suitable to match words with their CCQ questions in Vocational English Course books.
Thank You
Love 💜
Hilal

# data[].attributes.body
In a professional development community for English teachers in istanbul, teachers can exchange effective lesson plans tailored to the cultural nuances of our students. For example, they might share engaging activities that incorporate elements of Turkish literature or history, making the English learning experience more relevant and interesting for students.

Furthermore, collaborative workshops within the community can focus on integrating technology into language teaching, catering to the evolving educational landscape in Turkey. This might involve sharing best practices for utilizing educational apps or online platforms to enhance language skills.

Additionally, such a community could provide a platform for discussing challenges unique to our learners, such as common language interference issues or strategies to encourage English language usage outside the classroom. This collective knowledge-sharing helps teachers address specific hurdles and create targeted solutions for our students.

Overall, the exchange of ideas, resources, and experiences within the community contributes to the continuous improvement of English language education in istanbul.