ihtişamlı padlet'im by Sevda Teacher https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u en-us 2022-10-18 09:28:33 UTC 2026-01-09 13:08:38 UTC hello@padlet.com sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2344802873 Padlet app is a little complicated. This is my first reflection.]]> 2022-10-18 09:37:30 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2344802873 sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2347429194 REFLECTION ONE:
I would prefer using a combination of the two. I can't quit making use of the listening activities in the CB altogether, because I am supposed to cover all the curriculum. Besides, all my students have a hard copy of the CB and that makes things easier for me. On the other hand, the coursebook materials sometimes remain short of being engaging and motivating. In case I have some "dull" and unsuitable content on my agenda, I can replace it some authentic activities that contain more fun and excitement, e.g. listening materials that include more musical, visual and audio-visual components. This way, my students will get exposed to the contents that are more suitable for their age and needs, which ultimately will pave the way for more confident and motivated students.
REFLECTION TWO:
Definitely yes. Because as teachers, we will be more "effective" teachers if we adopt active listening skills. What's more, we can demontrate how to be active listeners to our students. Having learnt these skills, they will listen to their peers more attentively and politely, which will ultimately make them more exposed to English. Furthermore, being aware that what they say matter to their classmates, students will feel more confident and motivated. ]]> 2022-10-19 16:57:23 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2347429194 sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2349065952 1. The fact that we have only 2 lessons to cover all the curriculum and that means limited slot for speaking. I think this is a common problem and valid for every district in Turkey.
2. I believe that some activities, games and digital tools might help. Especially apps such as chatterpix and Voki can be used while preparing hw by students, which will save time considerably.]]> 2022-10-20 13:35:18 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2349065952 REFLECTION 1 sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2350584801 We have chosen test 3. 
As "pre-reading" activity, I will give some warm-up questions e.g. do you have any hobbies?
Do you know any hobbies related to cars?
Then I will show some car tattooing photos and ask them if they know the name of the Art. 
I will give some key words such as "tattooist", "art and craft". 
As for " While-reading"activities, I will ask students what they understand from the title "Car-mania" (reading for gist)
Then, they will read the text in detail and answer True/False and open-end questions.
As for "post-reading", students will prepare a "paper- slide" about the art of tattooing or some other interesting hobbies. Alternatively, I may ask them to interview with John as a role-play activity.

REFLECTION 2
I believe that we did really inspiring activities today that will help my colleagues solve some common problems while teaching reading. Among these, the strategies of creating interest among students seem to be the most beneficial ones. A case in point is to ask students  some warm -up questions that will make them curious about the reading passage. Furthermore, to show them some relevant photos will greatly help teacher arouse interest regarding the content of reading.]]> 2022-10-21 11:58:59 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2350584801 I think "product" and "snack" would be the most appropriate for my context because my students like easy and managable tasks rather than long essay-like tasks. In "product" approach, students are given clear guided tasks where they are usually inspired by some given outlines. Besides, students like writing "snacks" (small paragraphs) where they can shortly give their ideas, experience or feelings. These two type of tasks will motivate students more if they are done collaboratively, that is in pairs or groups. sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2351868263 I suppose that my colleagues at PDC meeting will be more interested in exploring Web 2 tools in teaching writing. "Padlet" for example, will probably appeal to them since it is really engaging for teenagers. Besides, such programs can be used colloboratively by students.
 Another really useful aspect of this application is that students can write their paragraphs/ essays on "padlet" after school as assignment.]]> 2022-10-22 19:09:43 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2351868263 sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2352425571 Reflection 1
Implicit approach would be the most useful and appropriate in language classrooms in my area. As we have discussed today, there is usually a lack of motivation among students in terms of grammar learning. The idea of a "rule" in mind itself makes the things look more complicated. Besides, "out of context" sentences on the board are not easily and enthusiastically followed by students. Instead of giving the grammar structure explicitly, giving contexts (songs, reading passages, real life dialogues, etc. ) and teaching grammar implicitly would attract more attention. Having presented such preliminary materials, we can ask students to find out the grammar structure and the rules themselves. After setting up the context, teachers need to clarify the rules, meaning and pronunciation of the target sentences / structures. These steps need to be followed by some "controlled" and "free" practice.]]> 2022-10-23 16:44:37 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2352425571 Reflection 2 sevdateacher1 https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2354782863 Self-assessment (e.g. "success criteria") and peer-assessment (e.g. "two stars and a wish") could be time- saving and motivating if they are used wisely and with a constructive way. İn my local context, these two could be used İn a useful way, but they won't be enough. Formal assessment is a must because officially we need to grade all of the four skills twice in a semester. Besides, informal assessment and feedback is also needed whenever other forms of assessment seems to be irrelevant. Some informal feedback given by teachers, e.g. "welldone", "keep up the great work", "great improvement, congrats!", are really motivating and constructive. 
Reflection 3
I believe that I will benefit greatly from being a part of PDC in my local context, because it is a practical way of creating webs with other teachers and colloborating with them. The idea behind PDC' are colloborating and sharing in teaching English in a learner-centered, engaging, constructive and efficient way, making also use of various low -tech and digitilised techniques. 
As far as I am concerned, learning how to use dijital tools such as padlet  chatterpix, voki, kahoot etc. in teaching four skills is the greatest benefit beside many others. ]]> 2022-10-25 04:04:23 UTC https://padlet.com/sevdateacher1/kfsghu6elpc7uo7u/wish/2354782863