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1. Coursebook or authentic listening materials?

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1. Coursebook or authentic listening materials?

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In my classroom, I prefer using listening materials and activities both the ones in the coursebooks and the authentic ones. I prefer a combination of the two because it is sometimes difficult to find or adapt the authentic materials to the topic or the level of students. The ones in the coursebooks are practical to use, but some of them do not catch students' interests. They also may not be related to real-life situations. I am usually on the behalf of authentic materials if I could design and adapt the tasks or if they are appropriate for my students' level, but I am not against the coursebook materials if we plan the tasks well.

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2. Using the ideas about developing more active listening skills in today's sessions? 

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2. Using the ideas about developing more active listening skills in today's sessions? 

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I think I'll benefit a lot from the ideas about developing more active listening skills in today's session. I find "Think- Pair- Share" very useful and will adapt it to my classes both as a teacher and a facilitator. Discussing the ideas about the listening activities in our coursebooks has provided me with a different perspective on some activities. Especially the suggestions from Rebecca about pre and post-listening activities will contribute to me planning the tasks more effectively. They are appropriate and useful for my classes because the ideas are adaptable and the examples are related to our themes in our coursebooks

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In today's session, the ideas and the tasks like " think- pair- share" , "poster and group walk about the listening problems and solutions" and developing ideas on listening activities from our coursebooks" we have done with our colleagues are useful. They can be used in my classes as a teacher and I can use them as a facilitator as well. Our students are not eager to do listening activities, today's session gives me some ideas to develop the listening tasks more efficiently. It is good to discuss the ideas about differentiation with the group members but if we had gotten additional suggestions from our facilitator, It would have been more useful. If we get more suggestions for our PDC sessions and if we implement some demo activities, our sessions can be more energetic and practical. By the way, I would like to thank our facilitator Rebecca for the great ideas and suggestions she shared with us for the last two days.

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Question 1. Problems related to teaching speaking

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Question 1. Problems related to teaching speaking

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I usually prepare pair or group work when I plan my speaking activities. However, my students often use their native language in group or pair work. This is one of the most common problems related to teaching speaking in my classes. Besides, they sometimes lack the essential vocabulary and are afraid of making mistakes.

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Question 2. Ideas or suggestions from today?

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Question 2. Ideas or suggestions from today?

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Discussing in groups with "Gallery Work" and creating ideas for our common problems in teaching speaking is really good. Personalizing, adapting activities, creating games ( I like the game "Name 5 Things" and will use it), giving the students reasons to speak and creating meaningful context are inspiring ideas for my speaking activities to encourage my students to use the target language. Drilling and reformulation are great suggestions for pronunciation and error correction. Using some error correction techniques like reformulation, modelling and peer correction will help my students to speak without being afraid of making mistakes. I like the suggestions on the video and will integrate speaking activities with other skills. I have many new ideas for my teaching speaking like planning dictation, role play and story tasks more practically.

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Question 1: Flipped classroom/learning is useful for reading classes? Why/ why not?

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Question 1: Flipped classroom/learning is useful for reading classes? Why/ why not?

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Flipped learning can be useful for my reading classes if I plan and prepare the materials well- organized. In my school, there are smartboards in the classes and nearly all of my students have an internet connection and a technological device in their homes like smartphones and computers. Therefore, I can prepare and send them online materials from websites like "mystorybook" or "storyjumper" for my reading classes. The students can be prepared for the necessary vocabulary beforehand. I can also prepare and send them reading texts related to the topic before the reading class.

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Which ideas from today's session solve the common problems in teaching reading?

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Which ideas from today's session solve the common problems in teaching reading?

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We discussed many different ideas at today's reading session. Well-planned lesson plans and tasks are the keys to teaching reading.
I'll remember "Task before the text" as a motto for my reading classes. As teachers, we should organize warm-up, pre-reading, while-reading and post-reading activities well and appropriately. We should aware of the curiosity of the students and make them move. Vocabulary exercises to make them familiar with the unfamiliar words are also very crucial.
We also discussed reading for gist, skimming, scanning and reading for detailed information techniques and differences among them. What the purpose of the task is? According to our purpose, we must choose the right technique and prepare for our task. Moreover, I like mystorybook web 2.0 tool. I already know Canva but a storybook seems to be useful for creative reading activities. However, It doesn't make sense to me, to introduce these web 2.0 tools by using another one. Instead, we can prepare a short activity from our coursebooks by using them and, show examples of how they work.

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What idea/ approach about writing instruction would be the most useful/ appropriate in your local context? Why?

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What idea/ approach about writing instruction would be the most useful/ appropriate in your local context? Why?

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I think process writing is more appropriate and useful for my students because in process writing the focus is on brainstorming and collaboration. We can use peer correction and students can write freely. Since the students get bored easily while writing, we can prefer playing games in the process writing and students have fun.

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What do you think your colleagues would be most interested in exploring in a PDC meeting focusing on writing?

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What do you think your colleagues would be most interested in exploring in a PDC meeting focusing on writing?

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If I were a participant teacher attending a PDC meeting, I would be interested in exploring how my colleagues adapt the writing activities in our coursebooks and what their strategies and solutions are to make teaching writing efficient and fun for the students.
As a facilitator, I would ask them to discuss their problems and possible solutions with their colleagues using "Gallery Walk". Sharing ideas about some useful digital tools like "mystorybook" and "pixton", or some ideas about gamification writing activities may help the teachers.
Showing and applying some activities in process writing like "Agony Aunt", and "I have never..." may help them to create ideas. How and When to correct mistakes are also may be good questions to ask in PDC. We can focus on the answers and different strategies and I may share my ideas that I've learnt in my training sessions like "correcting one / two mistakes each time".  Discussing what to do and how to plan pre- while and post-writing activities and trying some adaptations from our coursebooks may be beneficial as well.

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What ideas from the grammar session do you think would be the most useful and appropriate in our language classrooms? Why? 

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What ideas from the grammar session do you think would be the most useful and appropriate in our language classrooms? Why? 

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Ideas about focusing more on freer and guided grammar activities, and more on fluency rather than accuracy would be useful for my students. I also think that the implicit grammar teaching technique seems a bit more difficult to apply, but I like this strategy more. When we use traditional presentation techniques, our students get bored and easily forget even if they seem to be learnt the structure. Therefore, teaching grammar in a meaningful context and personalizing seem to be crucial.

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What issues about grammar instruction do you think your colleagues would want to discuss in a PDC meeting? Why?

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What issues about grammar instruction do you think your colleagues would want to discuss in a PDC meeting? Why?

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My colleagues would probably want to discuss how to teach grammar and how to adapt them in our classes. In today's session we have discussed some ideas about product, process and snack writing. Sharing ideas on how to plan process or snack writing activities would be beneficial.
Ideas on flipped grammar are great, bu I have doubts that my students would watch the video or do the exercises beforehand. Therefore, instead of flipped grammar, I would prioritize the suggestions about guided and freer grammar tasks.  If we can develop our tasks more as a game or group work and if we personalize grammar tasks, our students learn better. In PDC meeting, applying and using these kind of activities with my colleagues can inspire them for their grammar teaching.

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

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

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I think the greatest benefit of being in a PLC for teachers is the opportunity to share and collaborate. The teachers can share their problems, discuss the solutions and learn how to do their teaching better. I also think that the teachers will feel to be valued because of sharing and being a member of a special group.

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How do you plan to benefit from the networks you have built throughout the training when you establish a PDC in your area? 

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How do you plan to benefit from the networks you have built throughout the training when you establish a PDC in your area? 

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Throughout my training, we have had many opportunities to collaborate. We've discussed and built many ideas together. I plan to contribute to my colleagues by sharing my ideas and resources like plans and activities, maybe even the materials like digital ones.

Meanwhile, I will ask them about their experiences about how they plan their PDC meetings, what their outcomes are, what kind of activities work well in the meetings and what the difficulties are. I think collaboration is the key word throughout the training and facilitating the process. It's easy to be in contact via digital tools like whats up or social media. I plan to keep in touch with my colleagues periodically and share suggestions, experiences and resources. It will also be a good way to refresh what we have learnt in our training sessions.

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

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

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We've had many practices and used many different ideas and techniques in our training sessions. They would certainly be a great help.  I think the tips and practices on how to teach listening/ writing/ speaking/ reading skills and how to differentiate and digitalize the tasks, would guide us throughout the process. What is also very beneficial is planning and practicing a micro teaching. Demo facilitating session would prepare us to our sessions.