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Class 6 first day

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Activity from Actionbound

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Group work of creating a poster of pre, while, and post listening activities

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Today we worked on listening skills, problems related to it, differentiation, stages of listening such as pre while and post listening activities, authentic vs course book materials and importance of planning instructions. Recalling what we have learned about listening was useful but I also felt proud because I was already using most of them. While reflecting on problems of listening I learned some great ideas such as in differentiation I can have stronger students prepare questions of the listening activity.

In my opinion, even though the choice of using listening materials in a classroom depends on various factors, my ideal approach involves a blend of coursebook content for structure, authentic sources for real-world language exposure, and supplementary materials to cater to specific interests. Authentic sources add the colors of real-life language, making it vibrant and dynamic, articles or podcasts cater the specific tastes and interests. I believe a teacher should be flexible and can adapt to students' needs and interests which is the key.
Listening skills is crucial for effective communication. Developing active listening skills is not just about understanding words but also about connecting, thinking critically, and staying engaged. These skills aren't just for the classroom; they're tools of everyday communication outside our walls. So, paying full attention to the speaker, avoiding interrupting, reflective listening such as asking clarifying questions,understanding and sharing the feelings of the speaker, using gestures, facial expressions, and body language to show attentiveness, providing feedback to demonstrate active engagement is important, since I am already trying to use them in my classroom I would suggest my colleagues use them as well.

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Preparing a poster of listening skills

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Presenting the poster to different students from other groups

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Today we worked on speaking skills, problems related to it, differentiation, stages of speaking such as pre while and post speaking activities, and importance of planning instructions and using ICQ. In my opinion, common speaking skill problems for English learners in Istanbul may include challenges with pronunciation, limited vocabulary, difficulty in constructing grammatically correct sentences, and a lack of confidence in using English in real-life situations. Additionally, limited exposure to native English speakers may contribute to these challenges. Engaging in conversational practice, focusing on real-world communication can help address these issues. I really enjoyed the ideas shared to cope with the challenges such as planning the preparation time carefully  outlining, repetition of tasks, drilling, being mindful of students feelings, modeling, giving thinking time, dictating, integrating skills for speaking and roll playing. I feel I am already trying to use them but as a reflection I would try to incorporate more into my speaking activities for my students which I feel each one of them are very important and beneficial.

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The page I prepared for paper slide

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Monster drawing activity and the one we put on the wall symbolizing me ☺️

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Today we worked on reading skills, problems related to it, differentiation, stages of reading such as pre while and post speaking skills.
My colleagues and I face challenges such as difficulty of vocabulary terms, complexity of  text. In order to overcome these problems, careful planning would help. Activating schema through pre reading activities and having students work on it instead of filling them with loads of information may provide motivation to read and is the most useful thing. Also differentiated tasks would help strong and weaker students if we have long and complex texts like T/F questions for weaker and students preparing comprehension questions for stronger students. Run and grab game was really familiar to me as I am already doing something similar. Going over the reading sub skill was equally beneficial for me.

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Comparing the stages of reading

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Reading stages

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Today we have learned various techniques and methods that can enhance English vocabulary learning: contextual learning, flashcards, digital games with technological integration like language learning apps, online quizzes, and interactive platforms to make learning engaging and role-playing to incorporate vocabulary into scenarios, allowing students to practice using words in realistic situations in the post stage. I try to adapt these techniques based on the students' preferences and language proficiency levels to enhance the effectiveness of vocabulary teaching. I personally use flash cards in the pre teaching vocabulary and digital games in the post stage but I haven’t thought about students preparing the game itself which was really helpful and inspiring and I would like to try it as soon as I get back to my students. The dolmus game is the one I have my students play at the end of each unit. There were many different digital game websites that I want to explore more and incorporate into my lesson plans. In Istanbul, incorporating interactive activities like group discussions, language games, and real-life simulations can be effective for vocabulary teaching. These methods can engage students actively, making learning more memorable and practical.

The choice I make between inductive and deductive techniques in teaching grammar often depends on the learners' preferences, and the specific context of the lesson. I try to have a balanced approach that incorporates both methods. Never have I ever game was the most inspiring game and I can’t wait to use it in teaching grammar. I usually engage students in guided activities or tasks where they actively explore examples, analyze patterns, and deduce additional aspects of the grammar rule and demonstrate the application of the rule in context. I try to provide constructive feedback on students' written or spoken language, addressing both correct usage and common errors related to the grammar rule. The one I think I should do more is the drilling and intonation part.

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Websites teachers can use

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Teachers’ Day cake

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Teachers’ Day Celebration

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Today in our session we discussed assessment. Istanbul is a multicultural city with residents from various linguistic backgrounds. There are various problems in assessments. Many language assessments focus heavily on written exams, they often place too much emphasis on grammar, vocabulary, rather than on a student's ability to convey meaning and engage in conversations. It can be difficult to achieve consistency in assessments across different contexts, instructors, and institutions.

In my opinion trying out self and peer assessment could really help with these challenges. It engages students actively in the assessment process, fostering a sense of responsibility for their own learning and reflecting on their language skills, identifying strengths and areas for improvement. Students think critically about their own and peers' language use, it provides Immediate feedback, they work together to assess and support each other. It also allows for a variety of assessment methods with different learning styles and preferences,preparing for Real-Life Communication. It mimics real-life communication scenarios, empowers students to take an active role in their own learning journey. While self and peer assessments offer these advantages, it's crucial to ensure that teachers train students adequately in assessment criteria and that the process is structured to maintain objectivity and fairness. It's hard to change things we've been doing for a long time, but combining these new ways with some training for teachers could make a real positive change in how we test and learn.

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Today we had a demo practice as a PDC facilitator. I was nervous at first but tried to hide it, my heart was pounding. I believe I had a good rapport with the participants and there was a positive atmosphere. I tried to encourage the participants by my facial expressions and comments. My timing wasn’t perfect because it was hard to track the limited time of 10 minutes and I wanted to link with the facilitator before me. I used ICQ s. The participants were active and willing to share their ideas. What was the most inspiring idea and me stating that I have the same problems like my peers was found practical and effective by my peers which made me feel more confident about my future work. One thing I would change in my plan is to put a demo speaking activity so that the participants would have a suggestive idea to apply in their course books.

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PDC practice demo group