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1- I think that one of the biggest problem is the lack of connection between what is taught and what is assessed. This disconnection results in negative washback on students, which causes lost of motivation.

2- To increase autonomous learning  in education , self- assessment can be implemented. However, the point is even in the self- assessment is to keep an eye on the learners. Furthermore, when the peer assessment is conducted, having a sort of criteria will make the assessment more objective and fair. Still, these two above mentioned types of asssessments are alternative ways. They can be a part of our assessment not the only means of assessment.

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1- I think that retriving the vocabulary items through personalizing is a very effective way. That's why, while teaching vocabulary items, the students can make more personal such as drawing a picture related to that item or using in a sentence. In this way, it will be much easier to recall that word. Furthermore, to consolidate and use a word actively, having the learners encounter that vocabulary item as many as possible is crucial.

2- Even if notebooks work ,i believe that using them in a proper way is the matter. To be able to say that one knows a word, the learners should know not only the definition of a word but also its parts of speech, synonyms, antonyms, collocated words, register, etc. Only then, we can say that the notebooks will benefit the learners.

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1-In my classrooms, i usually prefer the involvement of the students in each  phase of learning. Accordingly, i like the idea of eliciting the information from the learners, which can be through concept checking questions. Likewise, mostly i try to teach the target structure starting with controlled activities to freer ones. However, most of all not in a distinctive way, but in integrated and contextualized way teaching grammar makes sense.

2- Perhaps, teaching grammar directly or implicitly can be a topic to discuss. Furthermore, how to teach grammar in better ways and integrating different types of activities can be handled. Apart from the stated points, the problems faced during the teaching grammar can be discussed.

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1-In writing, three approaches are adopted: Product-oriented, process- oriented and snack writing. As a teacher, i always believe that instead of implementing only one of the stated approaches, ı prefer to use all of them in according with the right context and the need of the learners. However, most of all, my purpose is to focus on triggering the need of writing and raise conscious towards the importance of writing skills.

2- Writing skill as a productive skills is not a different and seperate component from the other skills. That's why, while planning the instructions, writing should be integrated at the right place. There are a variety of factors that should be taken into account while practicing a writing task some them can be the format, genre, purpose of writing, etc. However, a writing task should be designed in a way that all students in the classroom should be able to contribute to it. As a matter of fact, it is obvious that not all of the students in the classroom are in the same level. To minimize this gap, each of the students in the classroom is required to progress accooording to their levels, which can be defined as "Differentiation". I strongly believe that my colleagues will like the idea of adjusting a writing task to the needs of weaker and stronger learners.

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1- The reading passage given above is for 9th grade students. First of all, it is the first raeding passage of the first unit, so it is a sort of self- introduction paragraph.  For pre stage, the learners in the classroom can briefly give information about themselves. In while stage as can be seen above, as a gist activity, the students are supposed to match the people given and the countries they are from. To be able to do it, skimming the bubbles is enough. Even if it cannot be seen, for detalied task there are wh- questions to comprehend the  text. For the while stage , i think that the gist task is appropriate for the weaker studenrs while we can add more questions for the stronger students. For the detailed task, even if stronger students can overcome it easily, the weaker students can have hardships. That's why, instead of writing the weaker students can be supposed to answer true/false questions for comprehension. Lastly, for the post stage, students can be asked to introduce themselves using a role-play activity, and the weaker students can be given some useful language to use during activity.

2- Reading has many sub-skills such as scanning, skimming, inferencing, etc., but sometimes, it is not possible to practice all skills. Furthermore, as sometimes it's not clear which steps to take, which makes it harder to manage a classroom during reading activities. Today, we focused on the stages of reading and diffrent types of activities to implement in the classroom. I think that it was useful because we have learned and remembered diffrent types of activities to manage the reading sessions.

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1-First of all, as teachers we are supposed to use coursebooks in our classsrooms, but we are always in a dilemma about making a choice between coursebooks and authentic materials. However, instead of making a choice, i would prefer an eclectic approach towards the language materials., so why don't we combine them? To illustrate,  the course books will always offer us that safety net in case we lack ideas.  When it comes to authentic materials , it' s clear that the rich language involved  in authentic materials provides a source of input language learners need for acquisition.

2- In active listening, you make a conscious effort to hear not only the words that another person is saying but, more importantly, the complete message being communicated. In line with this definition, a cooperation exists between the speaker and the listener. To maximize this colloboration in our classrooms, we should be able to make the learners in our classrooms listen to each other. Also, when the students are on the task, they will have a purpose for listening , which will improve them.

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1- Firstly, I am teaching in a science high school where the level of the language learners are mostly good when it' s compared to the rest of the high schools in the country. However, the main problem is that some of the students in the classroom have a mastered background of the language; On the other hand, we have students coming from rural parts of the city and sometimeseven they cannot understand the instruction you give.  In line with this, as teachers we always observe a gap between our students, which makes it harder to reach all students.

2- Today we have exchanged and discussed about the common problems we have in our classrooms. Most of them were about the struggle that our students have with the speaking. To overcome this problem, we found some solutions such as building a rapport in the classroom, minimizing the affective filter, allocarting new personas to the students so that they feel more comfortable when they speak, etc. Discussing this problem provided me with new perspectives and i strongly believe that they will help me a lot.