Quarter 3 Highlights

Quarter three at Melikşah prep school tested my endurance. I had 5 different classes of students, each with 20 names and faces to remember. I'm sure many teachers out there are saying, "Yes, and...?"

I can appreciate the challenges of teachers of large classes and teachers with 100s of students to manage. I did manage to learn each student's name within the first 2 weeks, even with three Dilara's in one section.

Current ESL/EFL methodology encourages a communicative approach in which the learner is the center of the classroom. In my philosophy, this manifests as me trying to get to know each student, and tailoring my classroom activities to fit the class's personality. In fact, I often have particular students in mind when I create activities. I think the personalized attention I put into materials development is one reason that students respond to my lessons. As an example, one of my classes during the last quarter was super chatty. They also liked to talk about each other and give each other a hard time (in a joking way). I capitalized on this tendency to teach qualifier + comparative structures--For example, ______ is a lot taller than ______.  I created 7 sentence frames following the example pattern, but with different adjectives and the option to replace "a lot" with "a little." Students filled in the blanks with their classmates' names, and then we read them out loud. The sentences were often funny, and because students were talking about each other, they had real motivation to listen. The speakers also had great motivation to use correct grammar, because a correct "insult"has more impact than an incorrect one. We had a lot of fun with that activity!

The past quarter had some challenges reminiscent of the struggles I endured during my first weeks at this program. Among the most challenging aspects for me is getting students to be quiet and pay attention, especially following group work. Switching the lights on and off, clapping, and even using my lifeguard voice barely had an impact. In a short class period with lots to cover, the time lost trying to get students back to attention really adds up.

Despite some of the ongoing classroom management issues, I found success in vocabulary instruction with the help of PowerPoint and Google images. For each set of new vocabulary, I made a PowerPoint slideshow in which the first slide had an image related to one of the new words and the following slide had the picture and a meaningful sentence including the new word. I found that the pictures helped students recall the words, and the sentences helped reinforce how to use the word correctly. We reviewed these shows at the beginning of nearly ever class hour, and I felt that students were able to bring these words into their productive vocabulary more quickly due to the repetition. In addition, I printed the pictures and sentences on separate papers and then gave each student either a sentence or a picture. Working with their classmates, they had to find the appropriate matches and sit together. I found this to be an effective get-out-of-your-seat activity to introduce the new vocabulary in a communicative way. Students were mostly able to find the matches on their own, which I assume is more valuable to learning than simply absorbing the teacher's explanation passively.

Overall, a successful quarter, even if I did often feel zapped for energy. I blame that on the springtime weather tease: warm and sunny followed by snowstorm and wind.

Resume and Teaching Philosophy

My resume as of February 2015



I am an English as a second language (ESL) teacher by training, but at least half of my teaching experience has been in the university composition classroom. These two general contexts have informed my teaching-philosophy about how to approach a diverse group of students with varying needs and preferences.

Regardless of students’ language proficiency, my most important goal is to see students engage with the material. I’ve seen that careful planning, coupled with enthusiasm, creates a safe, yet dynamic and enjoyable, atmosphere for engagement and learning. My ultimate goal as a teacher is that students will apply what they learn in my class to other areas of their lives. The best compliment is a former student recounting how something we learned in my class helped her with a later assignment.

Creating a space where students feel comfortable to try (and sometimes fail) is essential for me as a language and writing teacher. My students need support from me and from each other in order to take risks, learn, and ultimately gain proficiency. During every class, I try to check in with each student, even if only during an attendance question. It’s important to me that I treat my students with respect and curiosity. In my assignments and grading, I always try to set my students up for success through well-planned prompts, but I believe that students deserve a second chance.

Another way I set students up for success is through lesson-planning. Lesson plans should account for course objectives, student needs, and learning preferences. Working to meet course objectives is the top priority as a classroom teacher. Ultimately, students will be tested on these objectives, and will need the information and skills developed in the course to be successful at higher levels. Beyond objectives, accounting for student needs, at a class and individual level has yielded positive results for me. Personalizing material for students can help them connect and engage on a much deeper level. In addition, being responsive to student questions and concerns builds trust and contributes to the safe atmosphere I provide. To account for students’ learning preferences, I try to vary the mode and method of instruction from class to class. For example, teaching vocabulary through student-created actions (or skits) adds a dimension of physicality that may help the new words stick for some learners. On the other hand, drawing a picture to represent the new word may help other students connect new knowledge to existing knowledge. Through experimentation, students develop a repertoire of strategies that they can take with them to other classes and beyond.

Teaching students strategies for learning is an effective use of teacher time. I believe that by teaching strategies alongside content, I am building not only knowledge for now, but skills for later. For example, I identify and teach strategies for decoding new words based on prefixes, suffixes and stems. I also post various strategies in the classroom or online as a reminder to students throughout the semester. The critical part of strategy instruction is to acknowledge the individual differences in student preference, as well as the sometimes slow process of working a strategy into one’s routine. Building a repertoire of strategies helps students feel supported and prepared for assignments and assessments in class, and also in future tasks.

My favorite teachers have been dynamic and alive in front of the class. I believe that the best way to get energy from my students is to give them energy. I am comfortable to be animated, enthusiastic, and spontaneous in front of students because it results in animation, enthusiasm and spontaneity from them. The dynamic classroom has clear goals to achieve, but may diverge from the lesson plan depending on how students respond to the material. Comprehension checks and participation are important elements of my classroom. I try to plan partner and group work, along with individual reflection, into every lesson. I believe that the human elements of the classroom, such as teacher attitude, student interaction, and capitalizing on unplanned learning opportunities make all the difference in terms of student engagement.

Overall, student engagement, long-term learning, and creating a positive environment are some of my top priorities in the classroom. During every lesson, these core elements of my teaching philosophy influence both what I plan and how I think on my feet. I believe that these elements have contributed to my success as a teacher.

Success in Quarter 2

Two quarters complete. One semester down. Half way through my first year teaching in Turkey.

My tumultuous first quarter prepared me for many of the challenges in this teaching context, including student motivation, last-minute changes, and difficult classroom management. However, the second quarter provided me a reprieve from the struggles of the first. I taught the top two sections of a CEFR B1 level listening and speaking class, using a textbook designed for English for Academic Purposes--my specialty. I also taught a mid-range section of CEFR A2, which kept me grounded in what the majority of teachers here trudge through on a daily basis.

Our classes work like this: based on proficiency and achievement test scores, students are sorted out first into A1, A2, B1, B2 levels. Then, within those levels, they are further divided into sections. The first quarter, we had 31 sections of A1 and handful of the others. The second quarter, 27 sections of A2. Our students basically progress en mass through the four levels. Each quarter, though, some teachers are assigned to teach in the other levels. I considered myself lucky to be one of the few teaching B1 students--they were absolutely awesome. My A2 section was fun in its own way, too. We managed to push through some very difficult material in A2, and I'm really proud of my students for picking up as much as they did. We had a lot of inside jokes in that class--"çay accidents" for spilled tea; "BRReak, BRReak, BRReak" for the end of a lesson. It was fun.

While I can chalk up a lot of the success I enjoyed in the second quarter to awesome students and different classroom dynamics (every teacher can relate to the seemingly random nature of groups of students who are productive together, and groups who are...not); I can also congratulate myself on personal growth as a teacher.

I handed out a syllabus on the first day of class with my expectations about classroom behavior, homework, and where empty tea cups belong (this is Turkey, after all). I was consistent with my "lights off means silence" policy all quarter, and it worked much better this time.

I did my best not to take students' behavior personally. I often reminded myself that these  are 18-year-olds who are experimenting with adulthood, meeting new friends, and experiencing university life for the first time. They want attention from each other. They want to be social. They don't care about relative clauses. I thought a lot about something a very zen colleague once said. "When I see students not paying attention, I think, he isn't ready to learn today." I like how that phrase takes the burden off of me. I focused on students who were ready, and did my best to get the others on board when I could.

One of my favorite experiments this quarter was using Facebook groups with students. Each class had a group where we could post and share things. I assigned students to make videos of themselves speaking English, write paragraphs, answer questions, and watch YouTube videos using Facebook. It was way better than I expected. Some students really took to it. Some were nonplussed, but that's normal. The students who liked it really seemed to enjoy posting and commenting on their friends' posts. Many students took advantage of the chat function to ask me questions, or wish me well on the weekends. While sometimes I wanted to escape from the messages, they were almost always important things or messages that made me feel good as a human being. Sometimes that doesn't happen enough to teachers.

Of course some students dug through my Facebook with a fine-toothed comb, finding some pictures that I might not choose to show them otherwise. You can imagine the horrifying moment shared by me and a student when a third student blurted out "Jena! Can I ask you about a picture Mahir sent to me? I didn't know you were like that!"  Oh no. What did I forget to delete? By the way, Sent to me.??Yes, they've been texting my FB profile pictures to each other. Oh boy. I'm not sure who was more embarrassed, me or the sender, but we actually talked about the picture, featuring a friend and me decked out in gothic Halloween make-up from 2007, and I think we all felt much less awkward after that. Even empirical studies suggest that sharing Facebook inherently makes teachers a little more open with student, and this is part of building a trusting community. See Mazer, Murphy, and Simonds (2007). Of course, the natural consequence is built in--students know more about you, and in a digital world, there can be an awful lot to know.

Did I delete that picture after school? Yes I did. I thought I had eliminated most traces of my undergraduate life from Facebook, but I guess I missed that one.

So, I'm leaving the second quarter on a high note, full of momentum. There's a pretty good chance that I will be slowed by the one month break from teaching, and that my next teaching schedule won't be so awesome, but I can take comfort in my newfound confidence and my expanding knowledge of this student population.

Reflections on my first quarter teaching in Turkey

Günaydın (Turkish for "good morning"). It's Saturday morning here in Talas, Turkey.

What I really wanted to write about this morning was a reflection on my first quarter of teaching English in Turkey and how the reality does and doesn't match up with my training.

First of all, classroom management was my most unexpected challenge. I remember wondering why one professor spent so much time on in in our practicum class. Now I know. Wrangling a bunch of 18-year-olds who share a common first language, and who are experiencing the freedom of university for the first time---is a lot harder than it sounds.

My groups of students last quarter were energetic and chatty, which is normally a good thing in the language classroom. However, when the chattiness continues while I'm giving directions or after I have turned off the lights to signal that it's time to finish the activity, I get a little frustrated. Pile this on day after day, even after seating arrangements, warnings, and every technique I could think of, and the result is a major breakdown in the middle of a meeting with my colleagues. I'm not sure I've ever cried at work before, especially not out of frustration, and I hope that it never happens again. My colleagues tried to warn me about the students, but I thought they were just being pessimistic. Nope. Turns out that students can be downright disrespectful and seemingly impossible to teach.

I was a very good student in my master's degree, so I know I paid attention during the classroom management discussions, but in a program focused on current research on language acquisition, some of these daily teacher things didn't surface as among the most critical information. A former yoga teacher once advised me that teachers are never fully prepared, you just have to get in front of the class and deal with it. I think this advice holds for me. In every new context, you can never be prepared for the students or the curriculum. It's a matter of getting in the classroom and dealing with what happens.

On the flip side, let me tell you about the last day of teaching one class that I had particular trouble with. For the last hour, I had planned a review game. however, when I came to the classroom, more than half of the students were gone, and the only people left were the sweetest female students who had shown me respect all semester. They bought coffee and cake for everyone and we sat in the classroom together, as human beings, discussing Turkey and my experiences so far. It was an incredible moment for me as a worn-down teacher---who at times during the first quarter questioned my ability and desire to be an educator---to once again feel the human connection that I love about teaching. My students used English (and I used a little Turkish) to talk and laugh about our differences and our similarities. Make-up and the head scarf were fun conversation, and we took a handful of selfies together. At some point, I realized that they were using vocabulary that we had learned in class, and I was beaming with pride. The language teacher's dream is to have students apply what they learn in a boring textbook to a context that they really care about.

C11 selfie--about half the class isn't pictured here.

Coffee and cake with the ladies of C10

Ladies of C10

Many of my Turkish colleagues, and I'm sure many of my colleagues in general, avoid getting to know students. Not because they don't like students, but because personal connection undermines authority. Instead, they maintain emotional distance and focus on the material. Their classrooms are what I imagine the military to be. Completely dominated by the teacher, orderly, and fear-driven. I'm painting a grim picture, but I know that traditional teaching follows this pattern. The teacher is the ultimate authority, and students never question it. This is also a leadership style that was common in the past, and remains in many parts of the world today.

My teaching style, though, doesn't run on fear. It runs on respect and genuine interest in student success. For better or worse, I make every effort to treat my students with respect as autonomous adults (I can hear some colleagues saying, "that's your first mistake") who deserve the best lesson I can give because they will go on to use English in their majors or in their careers.

For most of my, albeit short, teaching career, I have generally had success with this approach. I think students appreciate my approachability and my interest in their success outside of my classroom. However, the first quarter of teaching here basically took most of my teaching philosophy, ripped it in half and buried it in my bottom desk drawer under waded up tissues of my snot and tears. "Prepare them for the test, check their homework, threaten them with visits to the administration, and get the heck out of there" became my survival mantra.

***
On Monday, I will have three new classes. One general pre-intermediate class, and two sections of intermediate listening and speaking. I am really excited for the listening and speaking classes because they are students came into the program with higher proficiency (usually accompanied by better work ethic, in this context, anyway). The pre-intermediates will take more patience from me, as they are the graduates of the classes I taught last quarter. They are finding their way through a year of manditory English en route to their private university classes in Engineering or law (only some students will take university classes in English. Others will study in Turkish). Inshallah (God willing, or "hopefully") my students will respond more to my efforts to create an atmosphere of mutual respect. I'd like to pull my tattered teaching philosophy back out, dust it off and continue the success I've enjoyed in other contexts.

Ideas for teaching and reviewing vocabulary

I recently shared these ideas with my colleagues at Meliksah University. I hope you enjoy them!

“Don’t S.W.E.A.T. it” Vocabulary Homework

Rationale: Learners will build layers of knowledge about new vocabulary words by learning the word along with a synonym, antonym, example, and translation to their native language.

Procedure: The teacher can create simple worksheets with the following table repeated several times. Alternatively, the teacher can show learners how to recreate this table on their own paper. Assign learners a list of vocabulary words that are relevant to the current chapter or study topic AND to the learners’ general academic pursuits (if possible). Explain your expectations for filling in the table. Don’t forget to explain the English idiom “Don’t sweat it!” (i.e., Don’t worry, it won’t be difficult).

Word: Synonym:	Antonym:
Example sentence:	Translation:

Three low-to-no-prep ways to review vocabulary in class

Rationale: learners have preferences for ways in which they learn most easily. Teacher variation is the ways vocabulary is presented can engage a wider range of students. In classes where the demands of the pacing limit time for vocabulary review, a simple definition quiz can help learners self-assess their knowledge. The following exercises can provide varied and time-saving ways to reinforce the importance of vocabulary in your classroom.

Procedures:

·      Make it visual. Assign pairs of students to draw a picture representing a vocabulary word. Have students share their representations with the class, and hang pictures on the wall, if desired.

o   For the word comfortable, students might draw a sofa or large armchair.

·      Make it active. Assign pairs of students to create a gesture or action representing a vocabulary word. Encourage students to get creative! Have students share their representations with the class.

o   For the word “packet,” students might imitate ripping open a bag of chips. They might also add the ripping sound to help auditory learners connect the sound and the meaning.

·      Make it quick. Have students take out paper and pencil. Read definitions of 5 words and have students write the correct word on their paper. Read the answers and have students self-correct.

o   The teacher might say, “This word means the person who works with a cash register in a store.” Students would write “Cashier” or “Shop Assistant”

Some activities inspired by Cheryl Zimmerman's Word Knowledge (2009). Check out her book for much more info on the whys and hows of vocabulary instruction, as well as many activities for bringing vocabulary to your classroom.

Thoughts from the other side of the desk.

As my Turkish proficiency has become relevant to my life and work here in Kayseri, Turkey, I'm realizing some of the struggles that students in learning English. Here are a few of the components of a language class I'm thinking about.

1. Risk-taking. Even though I am always encouraging students to take risks in the classroom in order to grow as a language user, this is easier said than done. I find myself sometimes reluctant to try a new word or tongue-twister-ish Turkish verb construction. ...edebilir misiniz? I'm building empathy, but also seeing how I might motivate students to get past this roadblock. Despite my hesitation, I'm learning to just get the words out, on the basis of my second point.
2. Context-dependent use. If I don't have the occasion to retrieve and use a new word or phrase in context during interaction with others, I have a very difficult time retaining it. This experience will inform my teaching of vocabulary and rote phrases. Give students a chance to recall and use new items in an authentic context.
3. Bottom-up processing. Although I rarely used techniques like backward (or forward) buildup with advanced students, I am using it frequently in Turkish. Due to the heavily suffixed-ness of Turkish, practicing piece-by-piece is essential. ed. edebil. edebilir. edebilir misin. edibilir misiniz. I see this type of controlled practice as essential for building pronunciation and grammar knowledge. I will be using this technique at the word and sentence level.
4. Praise. While I've never doubted the importance of teacher praise, being on the other side of the desk has thrown light on the affective effects of teacher feedback. Teachers who are unenthusiastic or too quick to correct do nothing to motivate students who struggle. On the other hand, I've experienced feedback from my colleagues that made me feel proud of myself and therefore motivated me to continue speaking in Turkish--this is important feedback for learners.  I will be very mindful of the ways I encourage my beginner students, especially in speaking activities.

There is so much to learn and so much to consider as I start a new teaching position in a new country with a new language. I can understand the struggle that many students who study abroad my face. I hope that my newfound empathy enriches my teaching experience here in Turkey.

Nation and Newton (2009) Teaching ESL/EFL Listening and Speaking

Dear fellow TESOLers,

Today I'd like to write about a resource for ESL/EFL listening and speaking teachers.

Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York, NY: Routledge.

During my MA studies, I read a few textbooks focused on either listening, speaking or pronunciation. While useful, these three books focus on the skills mostly separately. I picked up Nation and Newton (2009) as an ebook on Google because I wanted a concise way to refresh my memory, and maybe find a few new ideas for my new teaching position in Turkey.

I like that this text surveys theory and research on the teaching of listening and speaking without overloading the teacher-reader with too much SLA or delving too deeply into controversies in the field. On the contrary, in a few concise chapters, I was able to refresh my memory of current trends, long-standing beliefs in the field, and even come across invigorating descriptions of language learning that hadn't encountered in my MA! My favorite among them was a justification for the prominence of listening instruction: "learning a language is building a map of meaning in the mind..To do this, [proponents of listening] feel, the best method is to practice meaningful listening" (Nord, 1980, p.17 in Nation & Newton, 2009, p.53). This metaphor of a "map of meaning in the mind" expresses what I have believed about language but not been able to articulate so cleverly. For me, a well-written textbook contains these types of springboard ideas from which teachers can build a philosophy of language learning and teaching.

More than the theory, however, I felt that the practical information in this book was outstanding. The authors have outlined basic principles to keep in mind while teaching (e.g., planning lessons with equal attention to "the four strands," or the "MINUS" strategy for teaching beginners). In addition, the authors have provided a plethora (around 100) of useful, low-prep (and low-tech) activities for teachers to employ in the teaching of listening, speaking, and pronunciation. To name a few that I'd like to bring to my classroom (also to my own Turkish learning): substitution tables, pre-dictation exercises, and distinguishing sounds.

I chose to write this (very) informal review today to help myself retain some of the useful information I have been reading in this text. I hope that other teachers or MA-TESL programs might consider adding this book to their resources.


***As a side-note, MA TESOL program coordinators might consider going totally electronic for textbooks and other materials, as graduates of your programs will likely move overseas and shipping prices are high and reliability of delivery is low. If I could do my MA over again, I would buy an iPad and organize everything electronically in one compact device, rather than hauling textbooks overseas and having to recycle literally thousands of printed articles (along with all my annotations).