# data[].attributes.body
Today, we discussed and shared ideas about authentic ,non- authentic and other sources of  listening .I think, I’d prefer the combination of the three. Our course books are a little bit non-authentic, but they are guides for us in our classes. Authentic listening materials and tasks are needed for our students to be familiar with the target language. They can be examples of real life situations like songs , daily dialogues,maybe news. So, this makes understanding different tasks in target language easier for students. Some other sources are essential. Because the more we use different tasks, the more students get involved in the tasks .
In today’s session, we also talked about ways for improving active listening skills. These will be useful in my classes. Being aware of listening problems and finding solutions are important. These problems directly affects active listening and I have to get rid of them. Also , pre-while-post listening tasks will help me a lot to catch students’ attention and to make listening tasks more clear and simple for students.
Differentiation will make my listening tasks more equal for weaker and stronger students. This will also change their attitudes towards listening.
I think , one of the most important ideas is clarity of instructions. Cause if you don’t know what to do, how to do, when to do etc, you will get lost. So be clear and simple while giving instructions.

# data[].attributes.body
On our third day, we focused on speaking. It is crucial because it includes all the skills, I think. As we discussed in our session today, generally we have common speaking based problems as teachers. but in my opinion, the most common one is lack of self confidence of students. They are afriad of being humiliated, being laughed by their peers and being judged by the teacher when they make a mistake. And there are more, of course:)

But we find solutions to such kinds of problems together. We can minimize these problems by:

Building confidence on them by a positive attitude,

-setting real-life situations

-doing pre-while-post speaking activities

-giving the preparation time- this makes them feel more secure.

-setting the words and the phrases (like drills,pre-speaking activities maybe,)

- providing an outline – giving the structure improves the quality of speaking.

-repeating the task- it is really normal and inquired.

Also learned activities and how to differentiate them for students and adding addinga digital element to the tasks. Also I’ve learned web 2. tools such as Paper-slide, Flip-Edpuzzle- Chatterpix.. All of these are useful for pre-while-post speaking activities. I can use them to catch the students attention, to familiarize with target language (real or real like situtations), to feel them more secure and rise their interests for speaking task. All above that, these tools are joyful and students love entertaining. So make them happy, get them in the work.

# data[].attributes.body
In general I think, we'll have same problems of reading skills with my PDCs. The most common one is comprehension part. To make   this part more practical and effective, I can suggest using pre-reading tasks more often. Cause it increases the awareness and familiarity of the context and makes learning more permanent. I'll share this in my PDC meetings.I'm sure it'll help them.

# data[].attributes.headline
Writing a reflection for writing session😊

# data[].attributes.subject
Writing a reflection for writing session😊

# data[].attributes.body
First, I’d focus on creating a positive class atmosphere. Today we used Hot Seat as a warmer. To me, it was the beginning of the session and this warmer motivated me. So I will use warmers like that one in my classes and PDC meetings. Considering writing skills, I found that we ,in  a local context, just pan in the product. So this makes writing boring,time consuming and unwanted skill. I got not only the product, but also the process and the snack are an essential part of active writing or improving writing skills. So, this can be the more appropriate for my local context. Secondly, I liked the approach for correction,feedback. Correction by the teacher may be stressful for students. So preparing a self correction paper will ease it. Also choosing the writing task or structure is another part. If we choose commonly written items in modern time such as e-mails,blogs, text mesaages, this will catch the attention of students. I share this one with my PDCs. For writing, we should begin with baby steps , not directly with the product.
Moreover, there were plenty of websites focusing on writing and writing tasks than I had known. Learning this sites will be useful for me in our meetings and my classes.
I found Agony Aunt Letter very useful, because we could handle the problems of writing skills and found solutions to them together. That activity is also an answer to my problems,too. So using such a kind of activity in my meetings, will make my PDCs find solutions for their difficulties. These activities, telling their problems and solutions in a blog and sharing with people, making posters for the most common difficulties they must handle, each traniee comes and writes a solution for the problem.. vs.
I think focusing on both product and process, and the Snack part will be interesting for my collegues.
That’ s all for now

# data[].attributes.body
Today, I learnt that concept checking questions (CCQs) are designed to help the teacher check students’ understanding of a language item. We used them in grammar  and vocabulary teaching. But my focus will be on grammar.
We discussed about deductive and inductive approaches. A deductive approach involves the learners being given a general rule , which is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting or noticing , patterns and working out a rule for themselves before they practice the language. It seems to me that using the implicit way will be much proper for my classes. Because students create their own learning and this makes the comprehension more permanant. But, according the level of students and our focus on ( accuracy or fluency) , explicit approach can be used.  Also, digitalization of the tasks makes differences. Bringing tech. into classes, make a possitive impact on students learnings. There are many apps or website for this. How lucky we are😊
Using explicit or implicit approaches? This will be the controversial topic in my PDCs, I am sure. I think, our students needs, background information , ability to comprehend and such  kinds of things, maybe exam structures and that kinds of things determine which one is more suitable. So it’s up to teachers’ preferences. Because we know our students’ needs.

# data[].attributes.body
Considiring the PDC programme, I got lots of things for myself and my collegues in my local area. Generally we have common problems in our local area such as limited class durations, cirriculum, students’ negative attitute towards learning English  and our classes. But in our PDC programe, we got the point that sharing and collobarating  help many problems. In our PDC sessions, we came together  and in a implicit way we learnt how to improve languge skills, how to share , how to disscuss and overvome difficulties. When I go back to local area, in my PDC meetings , I will create the feeling that you are not alone, we are here to share ,  collaborate and achive this together. Also we learnt and tried many Web 2.0 tools, websites, ways to assest to make classes and learning process more motivating and permanant. Futhermore, being in the PDC traing enriched my skills in teaching and assesment skills, so now ita my turn to share what I got with my collegues in my local area. We will come together I will facilitate them in being aware of our problems for teaching and how to find solutions for the peoblem. In our PDC traning, In my PDC training programe, we were given  a guide. On that gudie, all the steps of teaching of skiils, how to do assessment , how to plan a PDC meeting were all clear. Moreover, in every session we focused these issues, we discussed, we did many activities and and we share our ideas as a whole class. In a word, we experienced this situations so I think this will help me a lot