Category Archives: Mesleki Gelişim

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Bu yıl ikincisini düzenleyeceğimiz kurum içi konferansımızın (ICLS 2018) programına aşağıdaki bağlantıdan ulaşabilirsiniz.

Conference programme 2018



Professıonal development actıvıtıes: A Taste of Russian/French/Spanish


We would like to thank our colleagues Bahri Can Balcı, Oğuz Dündar and Engin Turna for helping us remember what it feels like to be language learners once more, gain deeper insights into the process of language learning from learners’ perspective, and hopefully rekindle the joy of studying a foreign language.

Professıonal development actıvıtıes: HOW CONSCIOUS ARE WE WHILE CORRECTING ORAL ERRORS?

We would like to thank Dr. Gökhan Öztürk for his informative, engaging, and inspiring workshop that helped raise our consciousness on correcting oral errors and encouraged us all to analyse our ways of dealing with errors in the class.

Here is the outline of the workshop:

  • Six major types of oral corrective feedback
    • Input providing vs output prompting
    • Uptake and repair
  • Recast – most common – the least effective
  • Student perspectives on types – negative vs positive
  • Three major types of timing in OCF
    • Immediate – delayed – post-delayed
  • Student perspectives on timing
  • Beliefs and practices of teacher >>> Discrepancies


Professıonal development actıvıtıes: Words ın actıon

In this workshop, Güven Çağdaş Gündoğdu shared fun and productive ways of using drama in language teaching. Here’s the outline of his workshop.


Show Your Value

Participants stand in a circle. They come to the center one by one to express what they value most using gestures, mimics, and posture.

Others try to guess what they are trying to express.

Sentence Hunt

What’s your word?



Ask for a volunteer to go out. Tell him he is going to hunt for a sentence.

Get the participants up. Ask them to

stand apart from each other. Tell them

Get the participants up. Ask them to stand apart from each other. Tell them they can face somebody else as well.

Ask them to close their eyes and stretch arms forward. Tell them you are going to give some of the words of the sentence.

Tell those with the words to put them in their pockets. Ask everybody to open their eyes.

Invite the participant outside back in and start the game.

Believe yourself and you will be unstoppable.

Either I will find a way or I will make one.

I am imperfect, but I am perfectly me.

After three rounds, ask participants of what they think the theme of those quotes is.






Give each group a set of three values (A group member pics words from an envelope). Ask them to write a story and act it out to others using those values.

Groups watch each other and critique their acting.


Groups write quotes about a value and display on the walls.

Everyone expresses their opinion about the work done.


The topic of our first “experience sharing” meeting was our best/worst teaching practices. We first shared what we felt we were good at and how we created an effective teaching/learning environment, which ranged from classroom management and building rapport to teaching certain bits of grammar and vocabulary. The area where we all felt somewhat insecure centred around teaching listening. This apparently common need to understand how to teach listening gave us the idea to search deep into this area and gather around one more time to share, discuss, and hopefully take a step further to enquire and exploit ways to teach this receptive skill to the fullest in the classroom.

Professıonal development actıvıtıes: Usıng fılms ın language classes

In this week’s professional development activity we had the opportunity to attend one of the well-received workshops conducted last semester. By popular demand, Görkem and Numan kindly accepted to repeat their workshop on using films effectively in language classes.

To add to the ones that marked the previous session, this workshop induced discussions on how to integrate activities involving films into our curriculum. Using short films or clips from longer ones was the agreed-upon idea to get the most out of these activities without causing any divergence from the school curriculum, losing track of the targeted purpose in such “fun” activities, and focusing on what is to be learned at that point in time, preferably in line with the course syllabus.

We thank Görkem and Numan once again for this session which guided all of us to some fun and practical ideas for our classes. And thanks to all those who participated, discussed, and shared.


Below are the activities that will be conducted for professional development purposes at our school this semester:

Workshops: Interactive meetings led by in-house or guest speakers will be held for exchange of information to raise awareness, explore solutions to common problems, and improve teaching skills in line with new practices and innovations in language teaching. They are interactive training activities where participants carry out a number of activities rather than passively listen to a lecture or presentation. The topics of workshops are determined according to the needs analysis carried out at the school so that they are tailored towards meeting the needs of the teachers.

5-10-minute activities: Interactive and participatory gatherings marked by hands-on experience will be arranged to share the presenters’ favourite, creative, fun, and practical activities for the language classroom.

Experience sharing – Case stories: Meetings that will allow all participants to express ideas, inquire into and reflect on key issues and areas in ELT through the framework of their personal experiences in the classroom will be organised. The discussions are planned to be structured around the following topics:  

  • Classroom management – (giving instructions, setting up tasks and interactional patterns, monitoring, persistent use of L1, undisciplined or disruptive behaviour, personality clashes)
  • The best/worst teaching practice/subject – what do you enjoy teaching/what do you think you can’t teach well?
  • Dealing with silent/dominant/bored/defiant students
  • Eye-opening moments that changed your teaching philosophy