# data[].attributes.headline
Authentic material usage must be increased in classrooms. Everything changes every day so we should use updated material and daily life subjects to attract the students and keep them online. There're many advantages but it has some disadvantages. Using authentic listening materials may be effective in classrooms but there are some disadvantages, for example, I will spend much more time for preparing, and I have to watch and listen the material many times to decide if it's suitable for my class or it includes what I want to give my students etc. Of course I'll use authentic material but with this I'll use our coursebook too. The coursebook is created by a big teacher team and it also includes some authentic materials.Today's activities are suitable for my classroom. I can add or change some parts of the active listening activity and use in my classroom. Today we watched a video and while watching we did some activities, I liked that part. Actually, I'm using another video editor for that activity and it works. The coursebook is created by a big teacher team and it also includes some authentic materials.Today's activities are suitable for my classroom. I can add or change some parts of the active listening activity and use in my classroom. Today we watched a video and while watching we did some activities, I liked that part. Actually I'm using an other video editor for that activity and it works.

# data[].attributes.subject
Authentic material usage must be increased in classrooms. Everything changes every day so we should use updated material and daily life subjects to attract the students and keep them online. There're many advantages but it has some disadvantages. Using authentic listening materials may be effective in classrooms but there are some disadvantages, for example, I will spend much more time for preparing, and I have to watch and listen the material many times to decide if it's suitable for my class or it includes what I want to give my students etc. Of course I'll use authentic material but with this I'll use our coursebook too. The coursebook is created by a big teacher team and it also includes some authentic materials.Today's activities are suitable for my classroom. I can add or change some parts of the active listening activity and use in my classroom. Today we watched a video and while watching we did some activities, I liked that part. Actually, I'm using another video editor for that activity and it works. The coursebook is created by a big teacher team and it also includes some authentic materials.Today's activities are suitable for my classroom. I can add or change some parts of the active listening activity and use in my classroom. Today we watched a video and while watching we did some activities, I liked that part. Actually I'm using an other video editor for that activity and it works.

# data[].attributes.headline
Speaking is unfortunately the most difficult skill for our students, therefore there are a lot of problems in our school. However, the most common problem is that students are afraid of making mistakes in front of each other ,so they feel unconfidence to speak in the class. Because they feel safe when they speak in their native language,  they escape speaking in the target language. How can we solve this problem? We can use a lot of activities or ideas in our classes that we have learned today. Firstly, I notice that pre speaking part is very critical for while and post speaking parts to be done effectively. To make students more comfortable to speak I can use paper slide as a group work because in a group they support each other and they take video using just their voice. In this lesson, I find myself lack of knowledge about differentiation. When I start study this year, I always try to differentiate my text especially for weaker students using different tasks. 

# data[].attributes.subject
Speaking is unfortunately the most difficult skill for our students, therefore there are a lot of problems in our school. However, the most common problem is that students are afraid of making mistakes in front of each other ,so they feel unconfidence to speak in the class. Because they feel safe when they speak in their native language,  they escape speaking in the target language. How can we solve this problem? We can use a lot of activities or ideas in our classes that we have learned today. Firstly, I notice that pre speaking part is very critical for while and post speaking parts to be done effectively. To make students more comfortable to speak I can use paper slide as a group work because in a group they support each other and they take video using just their voice. In this lesson, I find myself lack of knowledge about differentiation. When I start study this year, I always try to differentiate my text especially for weaker students using different tasks. 

# data[].attributes.headline
I heard flipped classroom learning for the first time today.  I really find it interesting and I had sometimes problem to understand it because I thought I had to use it generally. However, finally I totally get the point that is another learning type for students for reading or other skills. Flipped classroom is useful for reading classes because reading in the class takes much time.  If students do reading at home,  doing activities about the text is easier and more effective. One problem is that we should be sure about whether students understand or what they did at home.  Our students should know the process very well and they have self management to complete this learning at home. I generally find reading difficult to teach and making activities are not easy for me or for students. They sometimes find reading boring compared to listening or speaking.  However, we can solve these problems by planing the lesson pre while and post reading activities very well. We prepare our plan based on students interest and pay attention to weaker or stronger students. Topics should be interesting for them and we have always alternative activities for pre, while or post reading.  Whenever we prepare plan for reading,  we need back up plan.  If students grab what they will do, reading can be done more enjoyable and effectively.

# data[].attributes.subject
I heard flipped classroom learning for the first time today.  I really find it interesting and I had sometimes problem to understand it because I thought I had to use it generally. However, finally I totally get the point that is another learning type for students for reading or other skills. Flipped classroom is useful for reading classes because reading in the class takes much time.  If students do reading at home,  doing activities about the text is easier and more effective. One problem is that we should be sure about whether students understand or what they did at home.  Our students should know the process very well and they have self management to complete this learning at home. I generally find reading difficult to teach and making activities are not easy for me or for students. They sometimes find reading boring compared to listening or speaking.  However, we can solve these problems by planing the lesson pre while and post reading activities very well. We prepare our plan based on students interest and pay attention to weaker or stronger students. Topics should be interesting for them and we have always alternative activities for pre, while or post reading.  Whenever we prepare plan for reading,  we need back up plan.  If students grab what they will do, reading can be done more enjoyable and effectively.

# data[].attributes.headline
Today, we have talked about how to improve our teaching writing lessons by designing various activities and tasks. We have come up with lot of solutions and practical ideas to implement in our classes. Writing is the skill that must be practiced a lot both in first and target language because there are some specific tips and organizations for it. In our case, we have 4 lessons at most with a class which means time is the most precious thing. In order to cover all skills we mostly integrate them, instead of focusing on only one of them. I mean, we don't have the time to create a lesson plan just for the sake of writing. From this perspective, process writing seems impossible to practice. However, we have the flame burning in us for teaching :) We give our students the support they need. We provide them with the language, chunk by chunk, phrase by phrase. When we have our PDC meetings in my district, I believe my colleagues will find o lot of solutions for teaching writing. I think we can start error corrections altogether in our schools and share our experiences. 

# data[].attributes.subject
Today, we have talked about how to improve our teaching writing lessons by designing various activities and tasks. We have come up with lot of solutions and practical ideas to implement in our classes. Writing is the skill that must be practiced a lot both in first and target language because there are some specific tips and organizations for it. In our case, we have 4 lessons at most with a class which means time is the most precious thing. In order to cover all skills we mostly integrate them, instead of focusing on only one of them. I mean, we don't have the time to create a lesson plan just for the sake of writing. From this perspective, process writing seems impossible to practice. However, we have the flame burning in us for teaching :) We give our students the support they need. We provide them with the language, chunk by chunk, phrase by phrase. When we have our PDC meetings in my district, I believe my colleagues will find o lot of solutions for teaching writing. I think we can start error corrections altogether in our schools and share our experiences. 

# data[].attributes.headline
Language teaching is mostly considered as teaching four skills, however language components cannot be thought seperately. Teaching vocabulary, grammar and vocabulary is a big issue that should be given enough importance to support skills teaching. I believe implicit way of teaching grammar works best with teenage learners while adults expect  explicit techniques. We cannot say that one is better than the other as long as we create a context and help our students conceptualize the target grammar. In my district, I teach nearly all ages from young learners to adults so I make use of various ways. In our PDC meetings, I guess my colleagues will share their problems and solutions on this. They will be saying that they do not have enough time in class for all these activities and tasks. Maybe we can try applying flipped grammar in our grammar teaching lessons. Loom presentations are easy to use and can be effective with autonomous learners. Instead, I would prefer uploading the video on Youtube and creating an Edpuzzle content where I can make it more interactive by adding written comments or questions. I think some of the students cannot get what is meant in a loom presentation because they are not good at listening. Adding subtitles or a transcript would be useful. When it comes to vocabulary teaching, most books do not offer enough practice. That is a real issue which must be taken seriously. So what do we do to teach vocabulary and how do we practice it? My students have been preparing pictionaries or vocabulary notebooks for three years. Most of them enjoy practising in this way. They have a chance to remember and recall previous vocabulary items. Vocabulary teaching is mostly teaching them in a statement, collocations. It cannot be seperated from a context/theme. When a student looks at their pictionary or notebook, they should see a lot of details about that word such as part of speech, register, sample statement, a drawing and the like. 

# data[].attributes.subject
Language teaching is mostly considered as teaching four skills, however language components cannot be thought seperately. Teaching vocabulary, grammar and vocabulary is a big issue that should be given enough importance to support skills teaching. I believe implicit way of teaching grammar works best with teenage learners while adults expect  explicit techniques. We cannot say that one is better than the other as long as we create a context and help our students conceptualize the target grammar. In my district, I teach nearly all ages from young learners to adults so I make use of various ways. In our PDC meetings, I guess my colleagues will share their problems and solutions on this. They will be saying that they do not have enough time in class for all these activities and tasks. Maybe we can try applying flipped grammar in our grammar teaching lessons. Loom presentations are easy to use and can be effective with autonomous learners. Instead, I would prefer uploading the video on Youtube and creating an Edpuzzle content where I can make it more interactive by adding written comments or questions. I think some of the students cannot get what is meant in a loom presentation because they are not good at listening. Adding subtitles or a transcript would be useful. When it comes to vocabulary teaching, most books do not offer enough practice. That is a real issue which must be taken seriously. So what do we do to teach vocabulary and how do we practice it? My students have been preparing pictionaries or vocabulary notebooks for three years. Most of them enjoy practising in this way. They have a chance to remember and recall previous vocabulary items. Vocabulary teaching is mostly teaching them in a statement, collocations. It cannot be seperated from a context/theme. When a student looks at their pictionary or notebook, they should see a lot of details about that word such as part of speech, register, sample statement, a drawing and the like. 

# data[].attributes.headline
Assessment is a crucial part of language teaching process because it can help us with the process and the results. Today, we have discussed different aspects of assessment and ways of applying some tests. When I think of the most common problem in terms of assessment I can clearly say that most teachers don't have enough time to assess all four skills. It is because of the limited classroom time. The curriculum already requires too much effort and it is hard to spare more time to focus on all aspects while testing. However, formative assessments help us evaluate the learning process better. From this point of view, I believe portfolios play a criticial role in our situation.  Providing constant feedback to learners can help motivate them better and give teachers an opportunity to correct themselves.It is not always the teacher who evaluates but sometimes peers or the students themselves are the ones that take responsibility of it. Unfortunately, I believe most students in our secondary schools are not autonomous enough to realize their strenghts and weaknesses. That's why, self or peer correction can be challenging or misleading at the beginning. However, if teachers don't give up and create a habit formation, it is possible and even better. When we are organizing PDC meetings, this topic should be discussed in a detailed way. Exchanging ideas on this topic can be beneficial for all of us.Another main topic of today was planning PDC meetings after the training. I think the project has a positive impact on all the teachers. Being a part of it can boost our teaching skills with all the collaboration and provide improvement on English language teaching all over the country. To me, sharing knowledge and working together is the most precious and important side of the project. We have been working, and even living, together with the teachers in my class for a while. :) They all have great desire to teach, learn and share which makes me excited and hopeful about the PDC meetings. I am sure that we will keep in touch in our planning processes after the training. Teachers support teachers! :) We are going to plan micro PDC meetings with my groupmates. This is the part where we can have the chance to get immediate feedback from our teachers and trainers. As we are baby facilitators, any kind of feedback and support is helpful for us. Let's shine so bright! :) 

# data[].attributes.subject
Assessment is a crucial part of language teaching process because it can help us with the process and the results. Today, we have discussed different aspects of assessment and ways of applying some tests. When I think of the most common problem in terms of assessment I can clearly say that most teachers don't have enough time to assess all four skills. It is because of the limited classroom time. The curriculum already requires too much effort and it is hard to spare more time to focus on all aspects while testing. However, formative assessments help us evaluate the learning process better. From this point of view, I believe portfolios play a criticial role in our situation.  Providing constant feedback to learners can help motivate them better and give teachers an opportunity to correct themselves.It is not always the teacher who evaluates but sometimes peers or the students themselves are the ones that take responsibility of it. Unfortunately, I believe most students in our secondary schools are not autonomous enough to realize their strenghts and weaknesses. That's why, self or peer correction can be challenging or misleading at the beginning. However, if teachers don't give up and create a habit formation, it is possible and even better. When we are organizing PDC meetings, this topic should be discussed in a detailed way. Exchanging ideas on this topic can be beneficial for all of us.Another main topic of today was planning PDC meetings after the training. I think the project has a positive impact on all the teachers. Being a part of it can boost our teaching skills with all the collaboration and provide improvement on English language teaching all over the country. To me, sharing knowledge and working together is the most precious and important side of the project. We have been working, and even living, together with the teachers in my class for a while. :) They all have great desire to teach, learn and share which makes me excited and hopeful about the PDC meetings. I am sure that we will keep in touch in our planning processes after the training. Teachers support teachers! :) We are going to plan micro PDC meetings with my groupmates. This is the part where we can have the chance to get immediate feedback from our teachers and trainers. As we are baby facilitators, any kind of feedback and support is helpful for us. Let's shine so bright! :) 