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Demo reflection page

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Day 2-Reflection Page (2 Questions about Listening activities)

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Day 2-Reflection Page (2 Questions about Listening activities)

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1-The preference may actually vary according to the needs and levels of the class or students. In my opinion, applying a single method all the time would not be the right approach anyway.

The lower level groups can be progressed by using only "course book" activities or authentic materials and of coure, we can make an adaption for them with a little more difficult or easier tasks according to the level of the learners.

For the intermediate-level groups or classroom athmosphere, using a combination of the first two choices can enrich the listening activities a little more.

However, especially in advanced-level groups, utilizing these three combinations can add a lot of richness. Because this kind of preference can compensate for the disadvantages of any single choice and close and remove a possible acquisition gap.

Therefore, using only one method at all times and in all learning environments can be both boring and inefficient. Therefore, the subject, needs, individual differences and interests, and the level of the learners will all play a key role to decide a single choice or using combinations.

2-Yes, I think it can be useful and can be applied in my classrooms. Because, like in each language, also in English, it requires mutual communication of necessary discourses and reactions for a positive and accurate communication channel between the speaker and the listener. Even though our students in our classrooms mostly use expressions of approval words such as Ok, sure, of course.....etc, it is a basic skill that can be greatly enriched. We just need to practice a lot and pay attention and importance to these active listening words in the lesson. Using these structures can be very entertaining for students, and what we want is for them to internalize such activities as much as possible.

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1- I believe that the feeling of inadequacy is the most prevalent issue with speaking instruction in my district. Because they believe they will not be able to express themselves clearly when speaking, our pupils frequently hesitate to engage in speaking activities. The two main issues with that are the inability to recall the right words or sentences to say when speaking, and the general other one is the lack of confidence.

2- I think there's a chance that the solutions offered today to these issues will work to some degree. The fifth video we observed which focused on maximizing speaking activities, had some noteworthy ideas that drew my attention. First, the need of "authentic" and relevant content that is meaningful to as many children as possible was emphasized as a means of promoting long-term memory, particularly for vocabulary. In my opinion, it can help with long-term memory retention for newly learnt words or speech patterns.

Furthermore, in the last group project, we attempted to transform a digital web page into a poster that might be utilized in a classrooms. In order to help the kids feel more confidence when speaking, we created categories for predetermined subjects inside a flexibly guided activity. So, I can say that it might be a technique to lessen issues with self-confidence.

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1- I can prepare activities according to their level. If a student has lack of knowledge he can work with others as a peer or group work activity. In this way can learn missing points from other students; it is not a waste of time it is for students’ benefit, of course. Then, they can take part in activities according to their level. For instance; according to our reading text dialogue about breakfast habits that we did today, but within new idea for now, for weak learners at the post-stage, I can ask them to prepare a gallery including 3 posters on the different walls, by the way, he can do it individually or with pair work, so they can stick different food pictures belonging to the countries that they have learned just like in the reading text and add more foods in them. For stronger, it will be a mixed speaking activity and ask them to tell which poster may be their favorite one and tell their preferences in a group and the reasons?

2- I had stopped giving reading passages to my students' homework many years ago. One of the key causes of this is that we should try our best in the classroom to correct their pronunciation and provide the appropriate feedback. Sam, I sincerely appreciate you today. I believe that my colleagues will be in favor of the idea of reading texts at home. Because there will be a lot more time in class for activities when students read the text at home. They will only concentrate on developing activities that are appropriate for the students' level. On the other hand, teachers will be pleased because, in addition to students being motivated, they will also save time, which will improve the learning environment. Students will be happy because they will have high confidence to understand and work on it. It will be appreciated by my colleagues from this perspective. However, this may vary based on the objectives, and using this method exclusively or utilizing only this way may have drawbacks.

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Day 6- Reflection page for Grammar and Vocabulary 

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Day 6- Reflection page for Grammar and Vocabulary 

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1-To be honest, I do not believe that grammar should be taught to secondary school students to the greatest extent possible. Global research indicates that many students begin to grasp grammar, or more accurately, abstract concepts, in the second half of high school. However, it also suggests that secondary school students may not be the best candidates for this level of instruction. This could be the primary cause of the nation's high rate of unable to speak students. My main objective has therefore been to help them understand the fundamentals as implicitly as possible. arguably this is the reason why games like sudoku or Find the Differences in the Picture from Activity 1's eighth part (45) are more appropriate for this kind of work. Other games that can serve as a foundation for implicit grammar are activities designed to raise the level of perception in grammar and help players identify differences. That is to say, I was most interested in the games that can serve as the foundation for implicit grammar in today's sessions.

2-The warm-up exercise was my favorite of the day when it came to vocabulary methods for instruction that work. Because the adjectives each student writes on their finger drawings will be internalized by them as meanings, and the adjectives they may not even be aware of will become ingrained in their long-term memory because they may hold significance for them. I really enjoyed the activity in this regard. Of course, it is a subject that needs to be “warm up activities” and taken into account with a more serious teaching technique after this part. So, even though flashcards are the most utilized teaching tool, sometimes, I prefer using digital games like “Who Wants a Millionaire” since they are much more successful with pupils and can be reinforced repeatedly. My students' attention will be drawn to various themes by the word games and digital activities that the groups completed during our most recent session, which will prevent this situation from becoming routine. For this, I am grateful to you. I now have easy access to every link I desire 😊

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1-Having the opportunity to share experiences and improve their teaching through mutual experience-sharing is, in my opinion, the greatest benefit of being a part of PDC for English teachers in my community. Working in together, they will be able to make a greater impact on their students' English language development. In these PDC sessions, educators have the opportunity to design or create new lessons that are simple, flexible, enjoyable, and fun. These can be modified for both tech and no-tech purposes. These activities are able to be adapted for stronger and weaker participants.

2-After lunch today, we learned about the useful word "SMART," which we must use when organizing PDC. Specific, measurable, achievable, realistic, and time-bound is what the acronym SMART stands for. Planning should undoubtedly take into account the following: outcomes, topic, warm-up, time, reviewing, sharing, and engaging and closing marks.As a facilitator I can do my best if I can be good at SMART.

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1-Having the opportunity to share experiences and improve their teaching through mutual experience-sharing is, in my opinion, the greatest benefit of being a part of PDC for English teachers in my community. Working in together, they will be able to make a greater impact on their students' English language development. In these PDC sessions, educators have the opportunity to design or create new lessons that are simple, flexible, enjoyable, and fun. These can be modified for both tech and no-tech purposes. These activities are able to be adapted for stronger and weaker participants.

2-After lunch today, we learned about the useful word "SMART," which we must use when organizing PDC. Specific, measurable, achievable, realistic, and time-bound is what the acronym SMART stands for. Planning should undoubtedly take into account the following: outcomes, topic, warm-up, time, reviewing, sharing, and engaging and closing marks.As a facilitator I can do my best if I can be good at SMART.