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Today we worked on what PDC is, the benefits, advantages and challenges of PDCs and our role as a facilitator.
It was a good and enjoyable day. I learnt that a good warm up activity motivates the prticipant. I’m planning the use My personal star activity for my first Pdc. Also I learnt that for all activities giving clear and simple instructions is important. I will try to be more careful about it in my Class with mu students. Of course in my PDCs.
During a session After warm up, next steps are review, engage and reflect-evaluate. I learnt also that we should plan this process as less as possible. Because less is more:) By the way we need a closure activity. Good things deserves good endings. But we should think about what we take with us, how implement and we should get the teachers think about it.

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Today we’ve done jigsaw reading, questonnaire and some group works. And also in group activities we used some visuals. The trainer made us THINK about something individually, and then we SHARED our ideas with our partners. Later we chose the picture that represents our idea best. After that we discuss it as a group. By the way instructions were simple, clear. I can use this visual activity in my PDCs. As a facilitator I should be careful on IQCs(instruction question check).
My other favourite activity is onion rings from today. I can use it with my students and in my PDCs.
The third session was actually a PDC. As a teacher we read some listening tasks and tried to adapt them to our curriculum by sharing ideas and discussing of course.
As a facilitator the point that I should remember I’m not going to teach.

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1-Have your ideas about teaching young learners changed in any way? If so, how?

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1-Have your ideas about teaching young learners changed in any way? If so, how?

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Yes, sure. Today we worked on developing oral skills of young learners. Before, I used to find difficult developing their speaking skills because I used to think there were too many students, they could be bored quickly, demotivated easily etc. But After today I realised that I can solve that kind of problems by using drills and diologues. And today with other teachers we changed the diologues in the coursebook. So I noticed that I should be more critical and creative with the coursebook. I’m planning to use drills and diologues from the course book for speaking activites. But I learned today that while doing it, I shoul give them real context, languge should be natural and clear, it should contains social lang. Also I learned the steps of a good speaking lesson lesson. With drills and diologues, I can involve studenst and at the end of the day they can produce sth in the target lang.
2-How do I feel about the course so far?
I feel that these 3 days have added a lot me professionally. This course made me think about what I was doing in class and what I can do in class in a better way. The course was very well-planned but Maybe a bit intense. It isn’t a problem but a bit tiring.
3-How do I feel about becoming a PDC facilitator?
first  It seemed that being a facilitator is very easy; you give direction and the teachers do it. You are not teaching new things, they are adults etc. But when I observed you in the last 3 days, I realized that it is not what it seems. You have to plan everyting step by step. Also working with adults is more challenging. So far my role is to teach student. But realised that as a facilitator I will have a new role (conductor, film directory) in class in my PDCs. But still I feel lucky and happy to be here.

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1-How did the trainer create a context for this task? What steps were involved in setting up the task?

-Matching the people: The trainer used antonyms to match the teachers. Everybody could easily find the their partner with an interaction.
-Giving role: One of the antonym words was marked for each pair. So she didn’t struggle on for giving our roles one by one.  I think it was a good idea to manage the time. And also it was easy, everybody understood their roles.
Doing task: She handed out the papers, told us what to do by giving simple and clear instructions. Also she cheked whether we understood or not. She did it step by step.
Evaluating: After doing the task she gave us time and asked us to evaluate our experinces with our partners.
At first she seemed like she was not doing too much but it wasn’t like that. It was a well-planned process step by step. She planned everything, prepared all the materials and in the lesson by giving clear instructions she managed the process.
2-Do you think shared reading is a suitable procedure to use with L2 children?
Yes. Because it gives the ss opportunity to read with a quide. Because they need instructions. Teachers support ss by shared reading and it develops their reading skills.
3-Is there anything in the session today that you found interesting?
I enjoyed at shared reading part actually; reading a story with whole class. I have never tried it before. After the lesson I imagined myself while doing it with my students. It made me excited. So I’d like to find out more about it and also I wasn’t familier with some of the games After reading (word and sentence levels). So I will check them again and try to Apply them to my classes.

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Maintaning a balance between children’s enjoyment and acceptable behaviour is often one of the greatest challanges that primary language teachers face

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Maintaning a balance between children’s enjoyment and acceptable behaviour is often one of the greatest challanges that primary language teachers face

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1- Do you agree or not?
Yes, I do.
2- What challanges do teachers face? And how do they manage it?
Working with children requires being energetic, enjoyable, playing games, singing songs, doing enjoyable activities etc. But while doing that kind of things, ss can be distracted, occuppied with other things or with firends. So they get away from the lesson mentally.
The teacher should create a positive relationship with ss and create an environment in which teacher and ss can work together harmoniously. First teacher needs to have a clear idea of how He/she would ideally like thing in their class and then should do it systematically and persistantly. The first few weeks of lessons I think is very important to create positive atmosphere. To set up a positive environment the teacher can use routines for example starting and stopping activities, tidying up, ending lessons etc. Another way is to give ss responsibilities. But I think it is not appropriate to talk to children about their responsibilities directly. The teacher should be a model for them.

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1-Are there any tips or techniques from the sessions today that you could use to manage your PDCs positively?
In today’s sessions I noticed that making people groups and directing the gropus through the activity is very crucial. If it is not conducted properly, there will be a little chaos in the classroom. So I’m planning to write how I build groups, match the gropus etc. I’m going to use my notes in PDCs. Also I’m planning to write the instructions, so I can remember them. Taking notes and writing down about instructions and about group things make me feel confident in my PDCs.
2- Are there any other elements of classroom management in your PDCs that you will have to think about it?
I have to think about how to get feedback and manage it as it will give important clues about mu skills as a facilitator and the my PDC in general. Also I have to think about how to get and hold their attention. Today we talked about it for our classroom. But I should adapt it for adults. Because there will be unwilling participants.

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The programme increased the teachers’ collaboration with each other, the network I built here will definitly help me. It will help me to share ideas while planning my next PDCs.