On Friday I observed Gulcan's lesson of speaking. The students were supposed to make complaints to the school manager about some problems they had at school. Generally speaking, it went quite well. She gave a clear instruction of the steps of the activity and she made an example with a student. She gave a time limit for the activity, too. While students were speaking, she monitored them and helped them when necessary. And at the end of the activity, she got feedbacks by nominating two pairs to do their activity in front of the class. The only problem was that she corrected almost all of the mistakes on the spot while students are speaking. I thought it might have been a little discouraging for the students. It could have been better if she corrected the most common mistakes at the end of the class.

At the first week of our second-module training, ı had a chance to observe Merve Işık's lesson. ıt was a reading-based lesson. the objectives that I had determined were 'What are T's roles in a classroom' and 'Do the students check theirown progress?'
there was no behavior to observe about the second objective; that's why, ı will mention the results of the first one. I had taken some notes before the lesson: a teacher has a great many roles such as instructor, presenter, actor, organizer, arranger, prompter etc. Merve performed enough of those roles for a reading class. she was a prompter, resourc, helper and facilitator during the class. And the responsiblities were put into practise relevantly; I mean they fit the purpose of the exercises.

Sedef KONUK  

Observation on Learner Autonomy

We had a chance to observe Berrin's class while she was teaching the future tenses. It was a fun class. Yet, learner-autonomy wise... Well, it didn't exist. I have to agree with everything Faruk's said. No teacher can break a solid habit formed over 12 years just in a couple of months. Students struggle; teachers struggle. Berrin kept pushing the students to do things on their own, without asking for her help. However, there's a certain point to which you can push someone. Basically, all I learnt was that, it's a long, bumpy, dusty, roughed up road; yet there's light at the end of it. I think.

REFLECTION 2

Today I had a chance to observe my colleague Merve's class. My focus for this week was vocabulary, grammar and reading. For vocabulary teaching, I asked the question 'which techniques are used in vocabulary teaching as an objective. The topic of the day was animals and the teacher used visual aids (powerpoint presentation) to present the topic. There were some unknown animal names for students so with the help of visual aids, Merve could easily make students comprehend the words.  she used verbal explanation to clarify some of the unknown words. So with the help of visual aids and contextualizing, she could provide comprehensible input for the students. For grammar teaching, I  decided to look for inductive / deductive teaching and contextualizing again. they talked about guessing structures ( can't be, possible, likely to...). I can say that they were taught in contextualizing to some extent because they took some exapmle sentences from the listening passage and they put ithem into catagories as possible, not possible, certain. I also had the aim of looking pre reading stage but this hour they didn't deal with reading.  from the meeting, the most important awareness for me was the one with listening part. Teacher Figen asked us whether the teacher asked for the reason or clue i mean the justifrication for the answers in listening part and we said no. At that moment I thought about my previous lessons and I realized that almost no time did I ask my students to justify thier answers for listening. I have always done this for reading, but not for listening. Thus I  can clearly say that this is the most  valuable benefit  of the today's meeting for me, which I'm planning to for my real teaching time.

Reflection (for Birsen, Gökhan, Doğukan, Hilal and Numan)

Of the various skills covered in this observation, which do you feel you would most like to consider further in relation to your own teaching?

Observation & Reflection
I observed Sedef's class for my first task. After reading the related chapters, I decided on two objectives to observe. ' what kind of roles does the teacher have in the classroom?' was my first objective. these are the roles of the teacher below:

• resource: she helped with unknown words( to tell literature, she use hyponym technique - authors, novels...)
• initiator: she gave examples from her own high school years first to encourage them
• monitoring: she monitored the classroom during self study task.
• controller: she was really alert and not lem students to deal with off task behaviors.
• organizer: her instructions were clear and there was no confusion about what to do in class activities.

As a second objective, I focused on communication strategies (gesture, mime, synonyms, paraphrases, cognate words from L1) students used in the classroom. however, rather than students, the teacher used these strategies to make the input more comprehensible. for instance, she used synonym for author ( writer), she also used gestures to some extent. As an additional note, I observed L1 use in students' speech, but not too much, which is OK, i guess for B1.1 level students.

Lastly, I realized the importance of motivation, feedback and organizer as a role once more!

Kamile's and Gülcan's classes

Here are the links for Kamile's and Gülcan's classes. https://vimeo.com/53938127 https://vimeo.com/53935103