Please watch the following video: https://www.youtube.com/watch?v=1Mk6RRf4kKs

 

Which features of the Total Physical Response method can you identify in the video? 

How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?

What is/are the teacher’s role(s) in the video? How effectively do you think he performed his role in the video.

Can you implement this activity in the young learner teaching context in Turkey as it is or do you think you need to modify some features? If so, how would you modify the activity?

Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher? If so, what type of challenges can you predict and how can the teacher meet these challenges? 

Please watch the following video: https://www.youtube.com/watch?v=lEqC9ks6MOQ&t=4s

 

Which features of the Suggestopedia approach can you identify in the video? 

How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?

What is/are the teacher’s role(s) in the video? How effectively do you think he performed his role in the video?

Can you use the activity in the video to teach teenagers/adults in Turkey? Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher in the Turkish? If so, what type of challenges can you predict and how can the teacher meet these challenges? 

First of all, this video was one of the most intimate things I have seen this week. I love the way he was teaching. The chilren were so into the activity that they were learning as if they were playing a game. I loved the whole thing.

The interaction between the students and the teacher was brilliant. His technique reminded me of a TV show that I used to love: Dora the Explorer. We were asked to perform certain tasks in order to solve puzzles, pass through obstacles and communicate with the other characters. She firstly would show us what to do and then would ask us to do it a few times. Simple as it may seem, it was wery instructive and enlighetning towards children especially between 3 and 6 years old.

Teacher served as a facilitator showing students what to do and he was brilliant. His reactions were nearly the same with those kids and I definitely loved it. I think it is critical for a teacher to behave like students, and it gets really harder when you become a relatively old teacher teaching younger ones. However, he nailed it. 

The system in Turkey lacks teaching students practical things. Therefore I can only say that this method SHOULD be in our education system especially for the first schoolers. I am not saying that they should prepare simple word cards but create roleplays in which kids can behave like shown. In terms of raising children according to ethical aspects, this method could work brilliantly. Students can imitate the teacher both in the clasroom and throughout their life.

Maybe I am over astonished by this video, since I see no drawbacks. This method seems so cute and applicable. 

The reason why I liked the previous video seems to be the reason why I was uncomfortable with this video: Students’ interaction, capability and willingless. She performed first and second concert inefficiently, lacking gestures and ability to roleplay. She poorly executed the first concert; moreover, the students were looking down at the floor. I hated this video. Engagement of the students was very poor. The students were waiting for each other to say something so that they could repeat what is said. I could not find anything that shows the urge to participate, enthusiasm etc. I do not blame the teacher except for her lacking roleplay skills. 

I think students should be told what is suggestopedia so that their poor interaction could be prevented. I do not know why but I feel very insecure about those students. I have a feeling that they might be bored. I feel as if they had not been told what they were supposed to do; therefore they acted randomly. 

The teacher seemed to have failed as a facilitator. She let things happen and did not interfere in the situation. 

We can integrate this method into our system but certainly not in this way. We need chairs. At least we need a teacher who stands up and does roleplay. I think this method could be implemented in Turkey, in every level and at every age. In brief, this method is poorly executed by this clasroom. However, this does not necessarily mean this method is bad. In fact, this method could work on a very wide range of learners when executed efficiently.

The first concert and the second concert activity were applied in the teaching practice as also explicitly mentioned in the video. I think that the teacher could not perform well in these two phases. I could not identify much acting in the first concert phase. There was no material object used in order to increase students’ comprehension of the story. I also think that it would have been better if students had had a handout of the written script of the story in the first concert phase. It would have increased students’ comprehension. For the second concert, the teacher implemented an activity that she wanted the students to notice verbs in the sentences. I think that additional part spoiled the idea behind the second concert phase of the suggestopedia method. I think students focused on catching the verbs in the sentences, so focus on the meaning and comprehension might have decreased. Noticing the words and telling them to the teacher should have been a separate activity. In terms of the interaction, the teacher was the absolute authority. There was no student-student interaction. Student-teacher interaction was limited with the questions from the teacher and answers from the students. These are typical aspects of the suggestopedia method, especially during the first concert and the second concert phases. 

I would use the activity in my teaching practice. However, I would make some changes. First of all, sitting on the floor is not comfortable for me because of a condition in my hip anatomy. It might be not comfortable for students as well. Sitting in a circle is also not a suitable seating arrangement for crowded classrooms. The activity in the video requires teachers to have good pronunciation, stress, and intonation skills. Teachers should practice reading aloud the text they plan to read a few times before coming to the class for that kind of activity. Reading material has to be selected according to students’ ability levels. Besides its challenges, I think it is a good activity for students to improve their listening comprehension and increase their vocabulary repertoire.


TPR:

As for the features of TPR that I identified in the video, It was a stress and anxiety-free environment, the teacher started by introducing the words in isolation and used imperatives to convey the meaning in sentences. He did not force the student to speak, probably because students were not ready yet to speak according to his convictions. The assessment was conducted to check students’ comprehension at the end of the class session but it was a stress-free informal assessment based on observation. I found the teacher very successful at applying the principles of TPR.

There was some degree of learner-learner interaction but there was no communication between students. Students interacted with each other by observing each others’ actions. That must have created a safe environment for students to participate in the activities. In these kinds of activities, students are less anxious because they can easily copy and learn from their classmates when they are confused or do not understand what they are supposed to do. The teacher-learner interaction was one-sided. The teacher conveyed meaning using imperatives and students did what the teacher said. I think the teacher was great. He applied all the activities in line with the theory of TRP.

I would imply these activities in teaching practices but only If I am working with young learners who are in middle school age or below. Even late middle school students might even be a problem because of their age. Older students might these kinds of activities as childish and shameful so they were reluctant to participate. Another problem is that that applying these activities in crowded classes might be difficult for teachers since TRP usually requires a good deal of observation. 

I have never heard about the idea behind TPR that physical movement is a facilitator in language learning. I have also never heard about the TRP itself before this class. It has very interesting ideas and I would like to learn more about whether and how it has been supported by enough scientific evidence. 

The features I described in this video are the ''First Concert Reading'' and ''Passive Concert'' technique included in this method. Before the lesson starts, the teacher sits on the floor with the students, so the students are made to feel comfortable rather than in a formal environment, stretching movements to relax the bodies of the students and meditation with music to relax their minds.

How do you evaluate the video in terms of the teacher-learner interaction, learner-learner interaction, and the learners’ pedagogical gains, the teacher’s classroom management, the learners’ engagement in the activity? Please report the effective and ineffective instructional features you have observed in the video. How would you like to modify the activity to enhance its pedagogical effectiveness for the learners?

I don't think there is much interaction between student and student in this method, but there is one-to-one interaction between student and teacher. Apart from this, the pedagogical achievements of this method are student-friendly as more importance is given to students' feelings compared to other methods, and it contains many techniques to prevent the student from getting overwhelmed psychologically. Therefore, success can be achieved by removing the psychological barriers, one of the biggest obstacles in front of students, in the classrooms where this method is used. In order for this method to be successful, students must actively participate because it is a method that requires interaction with the teacher, and the teacher in the video succeeded in this. If I evaluate the video on classroom management, I think that the teacher in the video succeeded in class participation with the techniques she used. Apart from that, one of the effective aspects of this method was that when the teacher asked about verbs, although the students did not specify every verb, she motivated the students to maintain their self-confidence and said that they did a good job. The second effective method was that they started the lesson by resting their minds and bodies, they were more like listening to a story than listening to a lesson and they were sitting comfortably, and the teacher made the lesson more fun by role playing. If I wanted to change this method, I would not say the parts where the students made mistakes or said incompletely when the students made a mistake, but since I thought that this information should not be learned incorrectly or incompletely, at the end of the lesson, I would correct the student without specifying the name of the student as a general lesson repetition so that the student could learn the lesson correctly. For example, none of the students counted the word "was" as a verb. At the end of the lesson, I would say that this word is the past tense of the verb "be". Or, another point that caught my attention was that a female student was not focused enough. This student's actions may be distracting for her friends. In order to prevent this and to ensure that this student participates and focuses in the lesson, I would ask this student a question that I think can answer correctly so that this student is motivated and the desire to listen to the lesson increases.

What is/are the teacher’s role(s) in the video? How effectively do you think he performed her role in the video?

I think the teacher had a lot of responsibilities in this video because I can say that preparing a comfortable environment for the students, doing various activities to provide physical and mental relaxation of the students, and paying attention to the intonation and body language while reading the story in order to motivate the students and attract their attention were the factors affecting the lesson. I think that the teacher in this video has achieved this, except for a few minor problems. I think the teacher in this video is a good guide to students.

Can you use the activity in the video to teach teenagers/adults in Turkey? Do you think implementing the activity as it is introduced in the video might pose any challenges for the learners and the teacher in the Turkish? If so, what type of challenges can you predict and how can the teacher meet these challenges?

This method can be used in Turkey because as I mentioned before, this method is a technique that puts the student's feelings in the foreground and gives importance to the psychology of the student, and I think that young people in Turkey face a lot of psychological problems. Therefore, using this method can not only help young people achieve success in school life, but also reduce their anxiety about school. However, I think that there will be difficulties when using this method in Turkey because, as seen in the video, this method is not suitable for very crowded classrooms because both the interaction between the teacher and the students can be problematic and depending on the class capacity, there may be difficulties in creating a comfortable environment for the students. For example, in a crowded classroom, students cannot sit on the floor, as in the video, due to classroom conditions. Apart from this, the teacher cannot follow the participation of every student in the classroom in crowded classrooms and equal participation opportunities may not be offered to every student. In addition to these, since adolescent students get bored very quickly and their attention is very easy to be distracted, classroom activities such as "role playing" used in this method may seem very childish and not every student may want to participate in these activities. In order to prevent all these, the teacher should know the conditions of the classroom and the students in general well, and this may take time. Therefore, I think that this method should not be used in the first lesson. Because if the teacher fails, the student's first impression of the lesson may be bad. That's why I think that the teacher should prepare to learn the situation of the students in the first lesson, for example, s/he can organize a survey. In this questionnaire, there may be questions about students' moods, anxieties, what will comfort them in the lesson, what kind of lesson they want, so that after making sure of the common answers, necessary techniques can be used depending on the class capacity. For example, if the majority of students state that they are easily distracted during the lesson, informative notes covering the course content can be hung on the walls instead of playing music during the lesson. So even if the student is distracted, s/he can learn something every time he looks at the wall. Or, if students have school anxiety or anxiety problems, motivating words can be hung on the walls so they don't give up.

I think what we see in the video is an ideal implementation of the Total Physical Response method. The main point of the Total Physical Response is the students’ comprehension of language items given by the teacher before they actually speak. In the video, the teacher never asked students to say anything or repeat what he said; he just wanted them to comprehend the input he had given and imitate the actions he had done. I really admired the teacher’s way of teaching. Throughout the lesson, he adapted his teaching pace according to the students’ learning pace. He was quite patient toward the students; he repeated the sentences many times. He made sure that the students clearly comprehended the given input. 

The teacher seems to have a very nice relationship with the students. He tried to make the students feel comfortable and create a safe environment for them in which they could actively participate the activity they were doing. He indicated his purpose by his body language, gestures, tone of voice, and actions; they were all in a quite hospitable manner. When a student forgets what to do, he does not punish them; he gently repeats the sentence and waits for them to act. Also, after they do the right thing, he praises the students, which would encourage them to participate in the activities more willingly and confidently. I would definitely want this kind of teacher-learner interaction in my previous language learning lessons. As for learner-learner interaction, even though we may not see a direct interaction between students, the environment allows them to learn from each other. When students cannot remember what to do, they can check the other students and learn the right thing to do. Also, being a member of a group gives them the feeling of security and enhances their enthusiasm.

I believe this activity can -and should- be implemented in the young learner teaching context in Turkey as the way it is. I think the young students would really enjoy participating in this kind of activity because rather than just trying to memorize the meanings of some foreign words in their native language, they would choose to learn in a more active and fun way.

 

I think he was a good teacher; the only change I would made would be to give them more personal space to act up. They seem to sit so close to each other that it may end up in limiting their movements.

 

I think his role was a pure source that only act as if a 3D computer. He only gives clear instructions as a program and does the movement in 3D format. I think it is effective in some way; overuse of this method may end up in boring the students. 

 

I think this technique can be given to young learners of Turkey but it can be boring if not combined with other methods. The challenge they would face might be lack of authentication; students cannot overly change the specific movement and sound. This may harm their creativity. A teacher can cope with these challenges by combining the method with others. 

The teacher-student interaction is one-sided, teacher give instructions and students repeat after them. The learner-learner interaction is in a way that everyone sees from each other. For example, when one of the students emphasizes upon hearing a verb, the others see it and learn that the emphasized word is a verb. With this technique, students can identify the verb when hearing. Teacher’s classroom management is not apparent in this video because there are few students and little conflict to see the class management of them. 

One of the effective sides in the video is that students get the knowledge different from GMT’s reading method. They listen to and see the language. Also, students seem to be enjoying the class. They are engaged in the traditional method in which they are asked questions such as which ones are the verb: but the engagement is oral rather than written. Although not as much as they are in the GMT method, the teacher’s role was much like a knowledge-giver. They only read the material and wait for response upon asking questions. I think the teacher in the video was effective but a larger classroom and softer ground would be more relax than this. 

If I were to use this technique in Turkey, I would definitely ask my students to do this as an acting-up homework/project. In that case the passive teacher-learner interaction becomes an interactive student-student interaction in which their friends would do the acting up and they would analyze their desk-mates rather than a hierarchical model in their front. A challenge would be lack of space and student number of the students in Turkey schools, but it can be handled if students are divided into small groups. 

 

I would like to state that because this is a kind of kinesthetic learning, it might be much more suitable for the younger age group like it is in the video. It can be easily observed that there is mostly the interaction coming from the teacher to the students but there is also learner-learner interaction because when the teacher stops acting together with the students, they are encouraged through the feeling of acting together with their friends and so, they do not fear making mistakes. On the other hand, there might be a negative side of that method on the creative thinking ability of the students because the activities conducted by the teacher require students to listen, observe, and imitate what is coming from the teacher. they should just be doing what their teacher says. There is no need to create their own sentences or use different words chosen by them. 

 

The teacher’s role is to repeat the words and sentences as he makes sure that his students have a kind of competence over the forms that they have studied during the class. The teacher in the video uses the target language very effectively and instead of escaping the easy way, that is to say that using the L1, he uses his gestures and mimics to make his students understand what he wants them to do. For instance, in 2:08, he says ‘Stand up please’ by using his hands.  

 

In my opinion, if our lesson group consists of younger learners and the number of the students does not exceed a certain number, this method can be applicable in the context of Turkey but of course, we should say that this is not a very easy method to apply, so if the teacher’s working hour is so long, then that teacher might not be as energetic as she/he was at the beginning. Briefly, to be able to adopt this method as our teaching method, the average age of the students should not be that big, the actual number of the students should not be excessive and the working hours of the teacher should not be very long and then, we will have been applied the TPR method as effectively as possible. 

In the video, there is nearly no learner-learn instruction. The only interaction that I can observe is teacher-learner interaction, which I think can cause students to get bored or distracted after a while. The students are only doing what the teacher says, so there is no creativity part. That may be an ineffective feature of the lesson. Bringing some concrete materials related to the topic such as chocolate may make the lesson more attractive for students. 

In the desuggestopedia method, the teacher is an authority figure and in the class, they lead their students to get the utmost efficiency from the lesson. I want to say about the video that the instructions given by the teacher were clear enough to understand what to do but I have observed that the teacher abstains from correcting the mistakes of the children. For instance, in the second part of the reading, the students were supposed to stop the teacher and tell the verb in the sentence. However, students could not catch some verbs and the teacher just passed and did not tell the students those missing vocabularies. 

In traditional classes in Turkey, the classes are normally much more crowded than that is in the video. This would make the lessons hard to control for the teacher and the students would feel lost because of the chaotic environment that is a result of the huge number of students. Dividing the class into small groups may be useful to prevent this situation but the time would not be enough to take care of every group one by one.

The teacher-learner interaction was sufficient except for her performance however the learner-learner interaction was nonexistent which is a problem. The classroom management was good but I think it was due to the fact that there were only 5 students in the class and their ages weren't low. The students engaged in the activity and looked motivated to learn which was a pleasant view.

In my opinion, this method can definitely be implemented in such activities. I can not think of any challenges except for the fact that the classroom may not be suitable (such as decoration, comfiness, decent audio quality) but I don’t think many schools would encounter these problems. However, one problem may be the high number of students in the class, which would be harder to control and condone such activity.

 

The teacher is centralized as TPR requires. He is the main source of knowledge, yet he doesn’t impose knowledge to students as most teachers tend to do.  His attitude towards children and the pacing of the lesson are appropriate. 

 

Modification might be needed since the attention span of the children in Turkey, in addition to the interest towards any lesson fall short. These activities are bound to each other and require more time than the present time conditions. In order to achieve better results and contentment for the student, each area related to the words (plane, car, teddy, doll, hug, fly, drive, kiss) can be molded into a scripted play. While student A flies a plane, he sees student B driving his/her car. In the car student B sees two students (C and D) playing their teddy and doll as an example. In short, the activities should be concentrated and should be modified into student-based activities to increase the interest and lengthen the attention span of the students to reach high contentment among students. 

The challenge imposed would be the effort teacher has to put to achieve success. It relies on movement much more than ALM or GTM. This might be overcome with encouraging students to do more student-based activities.

The interaction between teacher and student was adequate, especially in the second concert. Students lack interaction among each other and are given few opportunities to express themselves. The pedagogical gain would be insufficient in comparison to previous methods as ALM, TPR, and even GTM. 

The first thing I change would be the environmental features. Music should be in background not as high as that, that’s distractive. I’d purchase comfortable pillows to sit upon, change the seating among students so that they wouldn’t interrupt their personal intimate zone, but be seated according to appropriate social distance for activities, 70 cm to 1 meter. Teacher could try to be more physically active, since the way it’s done in the video is the same as reading on a chair for 40 students, which is doubtful for pedagogical gain. The way I described tend to increase their self-esteem and interest according to desuggestopedia, since comfort comes first; lower the distraction.

It probably is used in Turkey, as ineffective as in the video.  To overcome what I expressed for the video applies to the most classes using desuggestopedia in Turkey. Teacher should express him/herself physically and make use of intonations, lower the music, it’s distracting enough; and give students some more space to breathe if the teacher wants to use this method adequately.  

I would love to use this technique with my young students, however in Turkey it is really challenging to use it both for students and the teacher. TPR works well with small groups but in Turkey, a typical classroom is consisted of 30-40 students. In order to use TPR a teacher should divide those students into smaller groups. Another challenge might be the sound since TPR requires lots of talking and movements. Maybe applying TPR apart from a classroom, such as schoolyard, would work. 

In the video, the teacher makes sure that students are in a comfortable position thanks to background music. Also students sat on the ground with their teacher, which is helpful to create a comfortable zone. Students being relax is a key concept in suggestopedia. Another key concept is that having an arranged classroom. However, in the video the teacher definitely lacks it. The classroom they are in is not decorated. It is just a ordinary classroom with no differentiate from others. Lastly, it can be easily said that teacher just read the text. However in suggestopedia teacher must be more active. Within that sense teacher was ineffective overall . Moreover teacher-student interaction was adequate but learner- learner interaction was not enough.

Using this technique can be challenging in Turkey. Classrooms are usually not appropriate for this method. They are overcrowded and furniture classrooms is near to impossible. Also, since there are lots of students in a small room, playing a music cannot be that efficient to relax the students. In addition to this, playing a music can lead to distraction problems among students. That is why I don’t find it this method for public schools in Turkey. 

 

The instructor creates this environment with the use of helpful visuals such as cards and constant audial and kinesthetic repetition. He also gets the children to participate. This way, the images and sounds make their place in the children’ minds. In my opinion, this method would work really well in Turkey for beginners since the children in our classrooms have a hard time getting acquintated to the lectures and this would warm them up to the class. I wouldn’t keep using this method as they progress in levels though, because I believe that would impair their success. Also, our current class sizes are too big for such a method to work, and it would result in pure chaos, we need to slim down the classes first.

 

One other gripe I had with this method was about the long term effectivenes of it. What the instructor did in the video seemed perfect for beginners, but it doesn’t look  permanent. In the long term, a student forgetting something he learned in the beginner level would be catastrophic.

Moving on to the second concert, the teacher-student interaction is improved; with students joining in, although student to student interaction is still nonexistent.

Suggestopedia is not a method widely used in Turkish classrooms; although it would actually be optimal for some of the more crucial lessons in our curriculum. The main problem with the usage of suggestopedia relates back to class sizes and the fact that teachers are not able to customize their classes and lessons the way other instructors are in other countries.

Except the talk in the beginning of the class, we can’t see much interaction between teacher and students but I think it’s because of suggestopedia’s nature. We can say that suggestopedia is a teacher-centered method and as far as I see there’s no interaction between learners also except they see each other answering questions and laughing others’ answers.

I think teachers classroom management was not quite well because she couldn’t get students’ attraction, they talked and laughed to each other so I think the environment was a bit chaotic but this is just a demonstration for suggestopedia method it doesn’t seem like a real classroom to me.

I think activity is quite good if intonation, gestures and acting is a bit better than we see in the video but implementing this method for teenagers might have some challenges. Since teenagers have a tendency to get distracted easier than any other group, reading a story and asking them questions may be ineffective. Probably, adults are the most appropriate target group to be taught by a teacher who adopted suggestopedia.

In terms of teacher-learner interaction it is possible to see both teacher and learner having fun during class. Teacher is speaking to them directly, showing visuals and explaining what are they repetitively. The main source of learning in this class seems to be teacher-learner interaction.

We can see learner-learner interaction only when some students imitate some other. Especially younger ones. Even if there is an interaction we are not able to see it because of camera angle.

I can say teacher’s class management looks perfect to me. Children are never distracted, they don’t yell or run around class even it’s a common thing for their age group.

I think this activity can be implemented almost in every country including Turkey if all teachers know what they do and if they are specialized on TPR method.

Implementing the activity in the video might be boring or underwhelming for some older age groups I think. So, I can say using the activity is a good way as long as it is used for appropriate age groups.

2) In my opinion, teacher-learner interaction is quite enough even if the teacher stays the same and expects from everybody to do the same things. Even making eye contact with students contributes this interaction. As for the learner-learner interaction, I do not think that there is a place to any kind of interaction between the learners because there is nothing to share among themselves. The learners can acquire the needed information but in the beginner level. Moreover, as long as the students are willing to learn and listen, the teacher can manage the classroom without difficulty. What the learners should do is simple, so they will not face any kind of fear about participating in class activities. As for the effectiveness of this method, it is effective but for the young learners or beginner level since it is hard to implement this method for the advanced learners.

3) The teacher has a big role in this video because he is the one who leads class activities. He performed his role quite well since the energy that the teacher has can be seen from his movements and speaking. It was obvious that he was eager to teach. 

4) I do not think there is any need to modify this activity because it can be implemented for the young learners in Turkey. I have experienced learning through such kind of activities even in my high school years when I was learning a new language. 

5) Implementing this activity might pose a difficulty if the number of learners is more than it should be because the more learners are, the more chance of distraction will be. Teachers can deal with this problem by dividing the learners into the small groups to avoid any kind of distraction. 

2) In my opinion, teacher-learner interaction is at normal level, learner-learner interaction is limited, however learners can feel secure due to being a part of community. Especially when the learners consist of a small group, the learning environment can be created in a better way and suggestopedia method can be more effective. The teacher can manage the classroom or gain attention if there are more furniture or decorations. I would decorate the classroom in a more attractive way and try to create a more comfortable area than the video itself. Also, listening music may be distractive for some of students and they may struggle with focusing and this may cause ineffectiveness. 

3) Suggestopedia method gives a huge role to the teacher and teacher should have an active leading role in the class. The video proves that the teacher is active in teaching and leads the class and I think the teacher in the video can be more energetic or should make more movements while reading to impress the learners or gain attention more. 

4) I would like to use this activity in my class but to be honest, it is difficult to create the suitable class environment in Turkey especially in government schools. The high number of students and time limitations or lack of equipment may pose difficulties for the teacher. However, in the private schools, these activities can be implemented effectively because the sources would be enough and the number of students would not be high.

Students are following and repeating what the teacher does and speaks. So, the teacher is more like a encourager to engage the students into the activities which is hard for unskilful, inactive, or not energetic teachers. Students, on the other hand should push themselves into the activities, even if they are not willing to, shy, or tired. As there is limitation in the acts of the students, due to being the listener and performer, they do not gain much in terms of creative thinking and sharing. As for the effectiveness of the instructional features, i think the students can be left a bit alone, in pairs, or groups so that that can share or review what they have covered about the subject matter. Also, students can listen and perform what their peers does instead of the teacher. I think this way can both engage the students in class in a different way other than the usual way and provide interaction between the students. 

The teacher plays an active role in class. He is acting and telling something with a passionate and excitement so that student feel more enthusiast to involve in the lesson. His acts and words are simple and clear to follow. 

Personally, i would not apply for this method or i would use it as a last resort as it is hard be so active and energetic. Considering the context of young learners in Turkey, it would still not be as effective as it promises, as the number of students and other conditions are not convenient for an ordinary classroom.

As I mentioned in my previous answers, engaging shy, not energetic, and unwilling students in such active classes can be hard. Similarly, this method can also challenge shy and not energetic teachers too. Lastly, as the focus is on the listening skills, other skills would remain weak.  

The teacher keeps the communication with the students by asking questions to them and keep their focus and motivation high with her confident and comforting attitude. Learners are also active; they suggest their answers and ideas confidently. Giving positive suggestions and doing smooth error corrections plays a huge role in students’ enthusiasm and confidence. Instructional features were effective in general, however i think students were not relaxed and focused enough to start the lesson. 

The teacher ensures the confidence and conform of the students by playing a music in the background. She asks questions to engage the students in the lesson and assure the active participation of the students. Her speech and instruction are relaxing and easy to follow. 

I think this method is quite suitable to use for the teenagers/adults in Turkey. Because a good deal number of students have language learning anxiety due to negative suggestions. Therefore, with the proper use of this method many students can gain confidence to perform their language skills. The activity shown in the video can be hard to implement in Turkey because of the classroom size and the number of the students in an ordinary classroom. So, the teacher would have hard time to keep the classroom managements appropriately and effectively.  

Action stories represented the learners’ initial approach to learning: watching, listening and imitating. Thus, it involves visual, auditory and kinetic aspects of learning process, which require higher participation and learning level. In my opinion, going from basic to complex was aiding the learners in a good way. Every individual learn at a different pace, so repetition and slow build-up speed can give slow learners the confidence they need. Personally, I would enhance the activity in the video by bringing real models to the class, or maybe ask the children to bring their matching models. This would also ensure that they remember the in-class activity at their home as well. An alternative can be inclusion of technology. Augmented reality can be implemented to further increase the experience the children have and make this experience unforgettable. I think this model can work in Turkey, but action stories should be chosen carefully. Unfortunately, children criticize activities a bit too much in Turkey. For example, some boys could be unwilling to kiss their doll in some Turkish classes. Also, giving children a role this active opens the door to them losing their control and even rolling out of the lesson mentally. I think learning the children is essential for such an action story to pick the right action story. For the case of the video, I think teacher was moderately successful on class management. It could be seen that children’s attention was lost at parts, yet his overall success was high considering the attention span of children that age.

Task 2

The video presents three stages: relaxation and presentation of the event, first acting-out reading and second acting-out reading with learner participation. In the video, teacher prepares the students for the coming activity and then adapts a narrator role. She was staying out of the activity, yet was directing it with her story. I believe her acting out speaking could be improved. Also, the relaxing activity could be enhanced. Additionally, the topic can be revised for a group with relatively bigger age than the ones in the first task. Such an activity could be very useful for Turkish learners as well. I thank that Turkish learners are into stories and learn from stories. An acting-reading approach can even enhance learner engagement with the activity. One missing point regarding the activity was missing out the verbs that the learners couldn’t catch. Thus, they didn’t learn those verbs. Instead, teacher can indicate those verbs later on to make sure that no verb is unnoticed. As the learner age increases, more academic or literary passages can be selected to satisfy the learner intellectual level. Instead of finding verbs when teacher reads, maybe they can analyze the deeper meanings in certain parts of the passage. Adding such details with higher complexity level can solve the problem for addressing higher intellectual level. To increase learner-learner interaction, teacher can casually ask learners if they agree with the answers that come from their peers.