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3) How do you expect the PDC sessions in the programme would help you deal with possible problems about planning and conducting PDCs in your teaching context?
As we talked about what the PDC is, the aims of the PDC, and how to plan a PDC almost every day, it is all comprehensible. Setting up and planning are the most important elements that we need to consider. Thanks to today's session, I know I need to make learning outcomes and objectives clear to plan my PDC session smoothly and S.M.A.R.T should be considered for effective learning objectives. Practical issues (like time and place) should all be set up before the PDC session. To do so, I need to collaborate with the district national education directorate, thanks for the tip by the way!!

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2) How do you plan to benefit from the networks you have built throughout the training when you establish a PDC in your area?
In the sessions, I met great trainers that taught me a lot and nice colleagues from different cities' primary schools. Keeping in touch with them will help me a lot during my PDC sessions as we can share lots of ideas for making our job better. We are trying to build good networks to share ideas. Also, I have learnt really good applications that I can use in my classes and my PDCs. Apart from this, I know I don't have to be worried about any stations :) during my PDC journey, as I can always contact my trainers to make things clear. Thanks again!

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

Being in such a community makes me feel relieved in so many ways. Having almost the same educational problems with teachers from all over the country makes me think that I am not alone on this road. We can share our knowledge, solutions, ideas and make contact with each other to get better at teaching and learning. Teachers, who aren't fully motivated in Turkey as it is really difficult to deal with curriculum, assessment types that are used, timing, local problems, and developing themselves, can have the energy to keep going on with the help of professional development communities.

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1) Are there any tips or techniques from the sessions today you could use to manage your PDCs positively?

Since we talked about settlers and stirrers, the answer is yes. In my classes, I don't always have energetic and willing students during the lesson. The moods of learners can change, as it is our nature. So it'll be almost the same with our PDC sessions. There will be reluctant participants in sessions as they aren't sure about what to do, why they are there and the purpose of our sessions. To get their attention and make them motivated, I will definitely use stirrers for my sessions. It is a good way to manage these unwilling participants. As my trainer said, we should plan our session carefully, to get their attention and keep them active during my session. My plan should be like a wave; one stirring activity, one settler and so on. We can say stirrers make our job easier for our learners to become motivated and engaged. For my session, in the beginning, I noted that I could use Running Dictation activity as a stirring activity because I had so much fun when I was a participant in my city, my trainer did it. Today, we did the activity and nothing changed. Again I had so much fun. Plus, it includes almost all skills. We can do listening, writing, speaking and reading at the same time. We can adapt to this activity for our young learners too.

2) As I talked about before, it is important to keep the lesson alive. Participants may have negative attitudes because of their lack of knowledge and motivation, thus this may lead to difficulty for trainers. To prevent this, classroom management should be the main thing we should consider. For their negative attitude, I'll use stirrings as I said, to motivate them to be active during the session. Then, participants need to know what is happening and the aim of PDCs. For that question, instructions must be clear enough. I can support this with ICQ questions, ancharing and by doing anchoring to check their understanding. Another thing is timing. In the session yesterday, one of my facilitator friends said her last PDC(she was a participant) was really boring because her PDC was too long, almost 3 hours. I should consider timing. It is really important for my PDC if my participants already feel insecure about PDCs. Overall, if I think the most important elements of classroom management in my PDC, the last one is setting up the activities. It includes all of the factors, so it is the one that affects most. We can make our job easier by planning, environmental preparations and preparation of materials.

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Enjoying the days in Erzurum!

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I'd like to start my reflection with the second question. I think shared reading is interesting and I'll explore more about it. It is because shared reading, as it is interactive, is a way to read in an enjoyable way. We can support some of our students who don't feel comfortable with reading. It gives students a chance to practise recognising the words and spelling the words. Shared reading emphasis on sharing and working together. It creates a friendly atmosphere and it makes fun for children. We can use big, colorful pictures to  support learners and these pictures can provide clues to the meaning.

As we consider all of these benefits of shared reading, it is a suitable procedure for L2 learners. Learners can develop their skills by responding to teacher's prompts. When we read stories aloud, students can recall their vocabulary knowledge from the stories easily. It also gives students an opportunity to learn more natural English. Introducing big, colorful books, L2 students can be more interested in reading in English, which is a good thing because they can be exposed to the language, and they can be better at each skill.  As a conclusion, we can say, shared reading can increase motivation and encourage them to read, and it is suitable for applying to L2 learners.

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In the session, we firstly talked about speaking problems in our class. Most of my students are afraid to talk because of their lack of vocabulary knowledge, lack of confidence and they can be shy to pronounce the words. I was always trying to motivate them by using dialogues, role-play activities, and information gaps but in this session, now  I learnt how to do these activities better in my classes. Dialogues make learners better in speaking, so they should represent real life languages. It is a way of communication. With the help of dialogues learners can see different social situations in target language. As young learners love to imitate, dialogue is a great way to work with. As we consider all of these benefits of dialogues, it is a useful activity to apply. I'll definitely be careful about the things that I need to do during dialogue activities. The most important thing is drilling, to make students feel comfortable with given structure. Initially, children don't speak much but they can participate with scaffolding to build their skills and confidence. Drilling really helps them with this as well as giving them the language they need. I need to focus on drilling more, as students need a guidance before. When they feel safe and confident about the structure, I can go on. I need to consider all of the factors that can effect students' speaking. Dialogues' length should be appropriate for their levels, and also we can support learners with small clues. It has to contain social chunks and meaningful reason for talking, context should be child friendly. As I think about the advantages for students in terms of their speaking skills, they can be involved in communication, which is a great thing because speaking is a way to communicate. Since they are supported, they'll feel more safe and they'll produce the language, and if we do these dialogue activities interesting and meaningful there is no chance that the activity won't work. We can achieve our goal and make our students talk, communicate, and produce.

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1) I was unsure about children learn mainly through imitation because of the word mainly.Children do not need to think deeply. They acquire languages naturally. Then we discussed in the classroom. I realized imitation is just a way for learning. We have so many ways to learn as learning from a context like games, cartoons and songs and chunks of a language. They can have conversations easily, they communicate better.
2) I agreed about children learn languages more easily than teenagers and adults so they should start learning early. I simply overlooked the word 'learn'. When we discussed in the class, I've changed my mind. I totally disagree. Learning a language means learning its structure. It is a more conscious process. On the other hand, acquiring is something natural. We are passive learners when acquiring a language. So, when I think about children, naturally they acquire a language. They do not make an effort to learn that language's structure, rules. They have long time to first listen, they need input.

3) In my PDC sessions, I'd like to use visuals(four corners) activity. All of the participants can involve the session with this activity without any hesitation as they, at first, just move to the corner that they think it is the best for their ideas. Then, they discuss their ideas with other participants. They support each other in a way, so it makes them feel less stressed. It is a great way to get ideas, share ideas and see different point of views.
The other activity which I'd like to use is jigsaw reading. Normally, reading is individual. It can be boring for those who don't like reading. On the other hand, jigsaw reading is a good way to make learners awake all the time. Everybody engage in the process. They don't lose interest and they complete each other by peer learning, collaboration and communication.

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Hello! I had a great day today. I found all the answers  about what PDC is, why it is important, what reflective thinking is in learning and teaching and I've met great people.