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- Using online tools to support writing instruction can have significant benefits for both students and teachers. For example, one of the biggest challenges for me as an English teacher is giving students both timely and meaningful feedback. While I would never use an online writing tool as a replacement of my role, I can not possibly give all my students as much feedback as I would like. However, using online tools make evaluation and checking quicker and easier. On the other hand, online tools for writing skill provide new ways to engage students, opportunities to differentiate instruction, timely relevant feedback.
- Correcting mistakes. If we stick to every mistake, it could be demotivating for our students/peers. And we even need to think about the context of the mistake, so we can take some precautions.
- Snack writing. Because it is a new technique we have not known until today. It is easier, more engaging and funnier to do, rather than just giving a task and making them write long sentences. And it is pretty adaptable for the classrooms.

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1) It helps the students to understand easily because of focusing on the context. It is slower than the native speaking, so the students can understand the words. Coursebook listening activities are easy to follow and manage. The words and characters in the coursebook listening activities are familiar to the students. However, the instructions are clear.

2) Authentic listening materials gives us the chance to show the culture of the language we teach. These materials are effective for especially lower levels. Using real life materials is more interesting and enjoyable. Slangs or idioms may be interesting and useful for the learners. But these materials take too much time to prepare. However, they requires more equipment and money.
3) For better active listening, we can;

ask open ended questions

use warmp up tasks to engage the students to the topic

give relative ideas to help the students personalize the topic

choose both fun and energetic topics

choose the topic according to their levels and grades.

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Greetings from a freezing cold day in Erzurum 😪❄⛄

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1. When we consider all the schools in the county town where I work, the number of students in the class can increase. However, practising listening and speaking activities can be more difficult in the classrooom with a large class size. Also, we may not give feedback all the students at once. Then, we can have difficulty to monitor the students during the activities. At the same time, all the schools don't have smartboard, so we can not prepare authentic listening or speaking activities. We usually have to use the coursebook activities  and these activities are not enough for our students. In short, we will have some problems about listening and speaking session.

2. Firstly, the students are afraid of speaking English in the class. Because they think that "the teacher will be angry with me, I can make a mistake, I don't want to speak...". So, we should encourage them both speaking English and making mistakes. On the other hand, listening activities may not be suitable for our students' level or the subject of the text may not interest the students. Also, the speakers have strong accents or the vocabularies may be quite difficult so they can't understand it and don't want to do the activity.

3. Suggestions I have taken away from Listening and Speaking sessions;

Good preparation is very important for these skills. So we should think about the topic before planning.

Students can show what they know.

We should focus on small changes to add more challenge or more support.

We should encourage strong students and support less confident students.

We should increase our students' speaking confidence by giving attention to their preparation time.

We should look at integrate an element of speaking with the other skills.

We should utilise delayed feedback to guide students towards self-correction.

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1- I chose these three adjectives to flipped class:

Timesaving: we deliver instruction to the students at home through self-study materials and move the homework elemen to the class. The input of the lesson is moved from inside the class to outside the class. We don't have to spend time to teach the subject for hours. Instead of this, we can make the subject more meaningful with the activities during the lesson.

Independent: because the students are assigned with homework and projects to be completed independently at home. They have an opportunity to improve their self-direction.

Usable: If even we don't have any technological devices in the class or our students don't have mobile phone and Internet connection, we can apply this framework for our class. When we can not send a task, video or something else online, we can prepare some papers that we will gave them.

2- Of course, I have some concerns about the flipped class. Lazy students may not do watch the videos or presentations. Also,the students are not autonomous enough. All "homes" may not be equally supportive for the students. However, the flipped class has increased screen time. And, the teacher has a significant front end work. But we should think how we can deal with these concerns.

3- They think that using this framework can be difficult in the village schools. Because the students don't have a phone or Internet connection. Also, they don't want to do the tasks given them by the teacher. However, the family in our country thinks that the subject is taught during the lesson. They think that the teacher is not a good teacher etc. So, the teachers in our town think that this framework is not for suitable for us.

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- We prefer to use traditional methd involved in presentation, practise and production. We build context that is relevant to our students and then lead them through the grammar point through elicitation, concept checking and consolidation of the form and pronounciation on the board. Then, we ask some concept checking questions to make sure the meaning is clear. Also, we do a freer practise activity so the students can use and practise the new structure.
- In guided discovery or inductive approach, the teacher provides examples of a language item and helps the learners to find the rules themselves. Guided discovery is regarded by many teachers as an important tool. It encourages independence, makes learning more memorable, and if analysis is done in groups is a meaningful communicative task. It is important, however, to understand that some learners are resistant to this approach. On the other hand, in the traditional or deductive approach, planning is easier. The teacher highlights key aspects of the form and pronounciation of the sentence. S/he models the sentence orally and writes it on the board. Both teaching and interiorizing of the form are during the lesson.
- They will probably state that inductive approach is not suitable for them. Because this approach is time-consuming. Also, it is difficult to manage. The lack of background knowledge of the students can be problem for this approach. On the other hand, they already use the traditional method. Perhaps they will defend that this method is time-saving. Because the structured are fixed. However, they have an opportunity for fast correction. Also, they can be sure about learning.
- A communicative grammar lesson gives the students the opportunity to practice the target grammar item through specific communicative tasks and activities. One way to provide students with more opportunities for communicative practice is to give them out-of-class assignments that require using the target grammar point. For instance, if students practice the present simple for routines, they can practice the grammar point in class and later. As a homework, they can write a short paragraph about their daily routine. Another way is starting with a context with the target grammar item that students work to understand or explain. For instance, if your target grammar item is the simple present for routines, the lesson can start with a paragraph of a daily routine. Then, the teacher want the students to explain the verb tense in the example and provides guidance and explanations as needed.

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Greetings from the winner team of the day 😍

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1. I agree that there are more disadvantages than advantages in using translation to teach. Because translation is a method that may well work with literary-oriented learners who enjoy probing the intricacies of grammar and lexis, but it is unsuited to the average learner. Also, it is restrictive in that it confines language practice to two skills only: reading and writing. However, it seems to be an exercise designed to elicit mistakes, rather than accurate use of language.
2. I think vocabulary notebooks acts as an effective tool for exposing learners to a wide variety of vocabulary learning strategies as well as promoting learner independence. So, training students in the use of vocabulary notebooks should be an integral part of the learner training strand of the curriculum. Also, I think there is a positive relationship between using vocabulary notebooks and target vocabulary acquisition. Finally, according to me, in order for learners to be able to read an academic text, watch a movie or read a newspaper, they need more vocabulary and the use of a vocabulary notebook as a successful strategy to help the students achieve this.
3. Actually, getting to know is a slow process. But in our schools or our curriculum, we have to teach lots of words. And, we try to it at once time. So, we should divide the words into the groups. In every lesson, we can give 8 words to the student for teaching. Because we have three or four weeks for each units. We can teach all the words bit by bit and it can be easier and more permanent.

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1- What do you now understand the role of a PLC facilitator to be?
~ Firstly, a PLC facilitator should be motivate the other collegues. S/he should lead PLC meetings by developing meeting agendas, establishing a  meeting schedule, facilitating meetings, preparing reports, keeping records, such as  meeting minutes and attendance. Also, s/he should collaborate with the teachers in her/his region. S/he should support in solving problems, new ideas and resources.

2- How do you feel about the role of a facilitator?
~ Actually, I feel very anxious. Because we have lots of responsible as a facilitator in our region or in our city that we are working. But I believe that I will achieve. Firstly, we should encourage ourselves to do whatever we want. We are the teachers like our collegues. We are not a leader. We alsa can bring about change in the system together.

3- What new networks have you built during the course that will help you?
~ First of all, since we met with colleagues from different cities, I have the opportunity to ask each other for helping and consulting in places where we have some problems or do not understand. At the same time, I am frankly relieved that we can ask our facilitators and trainers for helping when we have a problem at any point. Apart from these, as a facilitator, I learned about lots of sites that I can use in my own PLC.

4- How will you work with others from your region to support each other?
~ Firstly, we, as a facilitator, should bear in mind that we are not the only one responsible for a PLC meeting. We can ask for support from our collegues for any stage of a meeting and encourage them to share responsibilities. Also, there will be other facilitators in our city or region.  We can help each other by sharing our experiences and exchanging ideas for the meetings.

5- Are there any questions you still have about the role of PLCs and facilitators in your teaching context? If so, what are they?
~ I have no question about the role of PLCs and facilitators in your teaching context. Everything is OK for me. It makes me happy to know that there are people around me who can help when I have any questions anyway. :)