Our English Teachers Naile Özlem Çelen, TuÄŸçe Derman, Sevcan Bengi, OluÅŸ Satuk and Alev SavaÅŸ attended the seminars which were presented by Teresa DoÄŸuelli ( My Ten Teachers) , Patrick Shortt ( Jazz Up Your Classroom) , and Henry Brothers with Doruk Ülgen ( Abracadabra) on 7th of January.

Ä°ngilizce öÄŸretmenlerimiz Naile Özlem Çelen, TuÄŸçe Derman, Sevcan Bengi, OluÅŸ Satuk ve  Alev SavaÅŸ "My Ten Teachers" konulu Teresa DoÄŸuelli, Jazz up your classroom konulu Patrick Shortt ve Abracadobra konulu Henry Brothers ve Doruk Ülgen'in sunduÄŸu seminere 7 Ocakta katılmışlardır.

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The use of songs and music in the English classroom

Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom. Some key reasons songs can work exceedingly well in the foreign language classroom include the following:

1. Songs almost always contain authentic, natural language.
This often contrasts the contrived, stilted language found in many student texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled.

2. A variety of new vocabulary can be introduced to students through songs.
Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.

3. Songs are usually very easily obtainable.
Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain. Local sources may be available including the students themselves. There's always the internet which can connect you with song downloads in all but the most obscure languages.

4. Songs can be selected to suit the needs and interests of the students.
In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs.

5. Grammar and cultural aspects can be introduced through songs.
Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use "Hit the Road Jack" sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song.

6. Time length is easily controlled.
Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible.

7. Students can experience a wide range of accents.
A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Caribbean English are all widely available through songs. Accents too are well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too.

8. Song lyrics can be used in relating to situations of the world around us.
Songs have been used as vehicles of protest for civil rights, workers' rights, even prisoners' rights along with an untold number of other causes. They've expounded on pollution, crime, war and almost every social theme or cause. We won't even mention how many songs are about, related to or explore the theme of sex.

9. Students think songs are natural and fun.
Well actually they are, aren't they? Fun, even silly songs abound in English. Some singers actually made a career out of them. (Ray Stevens, anyone?) They make offbeat, fun changes of pace with classroom use.

These are only some of the many reasons songs are useful in the language learning classroom. They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom. So EFL, English as a foreign language, ESL, English as a Second language and foreign language teachers should all consider using songs as a regular part of their classroom activities.

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How to Start a Lesson

A teacher comes in and says “Good morning” and all the students respond, “ Good morning Teacher.”  The teacher  asks “How are you?” and some of the students says “ Fine thank you, teacher.” And then the teacher says “Open your book page 97” and they open their books. Some teachers have all started classes in this way and you begin to feel “ There must be another way to start this class today!”. Generally habits guide our behavior, they seem to make life easier for us. Sometimes we don’t ask ourselves “ What shall I do in this lesson different?”.   Thus, teachers should motivate his students at the beginning of every lesson -during the first 10 minutes- and sustain the motivation throughout the lesson. There are many techniques that can be used to motivate the students. Following are some of my suggestions.

1-      Get acquainted

During the first lesson, the students and teacher  are strangers to one another,so the first task of the teacher is to introduce himself and the class members to each other by using simple structures. If the teacher can create a warm, friendly atmosphere during this lesson, the mood will continue throughout the course.

2-      Repeat a Riddle

English is full of riddles. If they are chosen  correctly, they can arouse the student’s interest. For example: What has legs but can not walk? A chair.

3-      Tell a Personal Story

An experienced teacher always has some memories to share with the students. You must be able to connect  the story somehow with the lesson, use your stories at the right time, in the right place.

4-      Summarize the previous lesson

In a few sentences you can tell the students what happened in the previous lesson. In this way you can easily link the known and the unknown. This lets the students know where they are going and creates a positive atmosphere.

5-      Inform the students of your objectives

Teachers should know their objectives well and tell them to the students. The students need to know what will come next so they can be prepared. Nobody wants to deal with a question mark for the future. If you dont want to hear “It was a boring lesson”  when you leave the classroom, you have to solve the problem at the beginning.

Derse Nasıl Başlanır?

ÖÄŸretmen içeri girer ve “Günaydın” der ve öÄŸrenciler de “Günaydın öÄŸretmenim” derler. ÖÄŸretmen  “Nasılsınız?” diye sorar ve bazı öÄŸrenciler “ iyiyiz, teÅŸekkür ederiz” derler. Sonra ÖÄŸretmen “ Kitabınızın 97. Sayfasını açınız” der ve öÄŸrenciler kitaplarını açarlar. Bazı öÄŸretmenler derslere bunca zaman bu ÅŸekilde baÅŸladılar ve siz bu yüzden dersi  baÅŸlatmanın baÅŸka bir yolu olmasi gerektiÄŸini düÅŸünmeye baÅŸladınız. Genelde alışkanlıklar, bizim davranışlarımıza kılavuz eder ve onlar bizim için hayatı kolaylaÅŸtırır. Bazen kendimize hiç  “Bu derste daha farklı ne yapmalıyım?” diye sormuyoruz. Bu yüzden öÄŸretmenler, öÄŸrencilerini her dersin  başında özellikle ilk on dakika boyunca motive etmeli  ve bu motivasyonu ders boyunca sürdürmelidirler. ÖÄŸrencileri motive etmek için birçok teknik kullanılabilir. Bunlardan bazıları:

1-      Tanıyın

Ä°lk ders boyunca, öÄŸrenciler ve öÄŸretmen birbirlerine yabancıdırlar, bu yüzden öÄŸretmenin ilk görevi kendisini tanıtmak ve öÄŸrenciler de birbirlerini basit yapı kullanarak tanıtırlar. EÄŸer öÄŸretmen ders esnasında samimi atmosfer, sıcak bir ortam yaratırsa, bu duygu ders boyunca devam eder.

2-      Bilmece Sor

Ä°ngilizcede bir sürü bilmece vardır.  EÄŸer doÄŸru seçilirse, öÄŸrencinin ilgisini uyandırır. ÖrneÄŸin,  Neyin bacakları var ama yürüyemez?  Sandalye

3-      KiÅŸisel Hikaye Anlat

Tecrübeli öÄŸretmenin herzaman öÄŸrencilerle paylaÅŸacak anıları vardır. Bu anıları bir ÅŸekilde dersle iliÅŸkilendirilmelisiniz. Hikayelerinizi doÄŸru zamanda, doÄŸru yerde kullanınız.

4-      Bir  önceki  dersi özetlemek

Birkaç cümleyle bir önceki derste ne yapıldığını kısaca antalabilirsiniz. Böylece, kolayca bilinen ve bilinmeyenle baÄŸlantı kurabilirsiniz. Bu öÄŸrencilerin nerede olduklarını bilmesini saÄŸlar ve pozitif bir atmosfer yaratır.

5-      ÖÄŸrencilere hedeflerinizi bildirmek

ÖÄŸretmenler hedeflerini çok iyi bilmeliler ve öÄŸrencilerine anlatmalılar. ÖÄŸrenciler, sonradan neyin geleceÄŸini bilmeleri gerekir ki hazırlıklı olabilsinler. Kimse gelecek için bir soru iÅŸareti ile uÄŸraÅŸmak istemez. EÄŸer dersin çok sıkıcı olduÄŸunu duymak istemiyorsanız, sınıfı terk ettiÄŸinizde bu problemi en başından çözmelisiniz.

TuÄŸçe DERMAN

Ä°ngilizce ÖÄŸretmeni

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USING GAMES IN THE CLASSROOM FOR YOUNG LEARNERS

Using games is one of the most important way to teach efficiently in a language class. Games mean the World to children. Nothing is more fun than playing games for them because they feel happy and free while playing. Remember when you were a child, you will remember the games you played and the happinest moments of your life.

If students learn with games, have fun, feel happy, and free, it means that you have reached your goals. Games strengthen language skill, besides, learners developed social skills and good relationships while they interact with each others.

In conclusion, using games is an efficient way to teach English in the classroom. This way you get the best results in the classroom. It arises student’s motivation. Games prepare young learners for life and they acquire positive and social attitudes. Games teach sharing , helping each other and working as a team. A child learns by doing, living, trying, and imitating. During games some feelings such as the pleasure of winning and the ambition of losing may arise. This gives to the teacher an idea about student’s character.

Bir dil sınıfında oyun kullanmak dili öÄŸretmedeki en etkili yollardan biridir. Oyunlar çocukların dünyasıdır. Hiçbir ÅŸey onlar için oyun oynamaktan daha eÄŸlenceli deÄŸildir çünkü oynarken kendilerini mutlu ve özgür hissederler. Çocukken hayatınızın en mutlu dakikalarının oyun oynarken olduÄŸunu hatırlayacaksınız.

EÄŸer çocuklar oyunla öÄŸrenirlerse, eÄŸlenirler, mutlu ve özgür hissederler, dil becerilerini güçlendirirler, bunun yanında, sosyal becerilerini ve birbirleriyle iletiÅŸim halindeyken dostluklarını geliÅŸtirirler.

Sonuç olarak, sınıflarda oyunları kullanmak Ä°ngilizceyi öÄŸretmede etkili bir yoldur. Bu yolla öÄŸrencinin motivasyonu artacaktır. Oyunlar çocukları hayata hazırlar ve olumlu ve sosyal davranışlar edinmelerini saÄŸlar. Birbirleriyle paylaÅŸmayı, yardımlaÅŸmayı ve bir takım olarak çalışmayı öÄŸretir. Çocuk yaparak, yaÅŸayarak, deneyerek ve taklit ederek öÄŸrenir. Oyunlar süresince kazanma mutluluÄŸu, kaybetme hırsı gibi bazı duyguları da yükselebilir. Bu öÄŸretmene öÄŸrencinin hakkında bir fikir verir.

NAÄ°LE ÖZLEM ÇELEN

Ä°NGÄ°LÄ°ZCE ÖÄžRETMENÄ°

MULTIPLE INTELLIGENCES THEORY

Each student reacts differently while learning. Some students enjoy working in the groups, while some of them prefer individually.  According to Howard Gardner, the inventor of the theory of Multiple Intelligences, there are seven different learning types that each student has at least two of them. It is useful to find out the students’ intelligence type, both to teach better and  to make the learning  more permanent. In addition to this, our students’ self confidence is improving while learning actively. They also, participate in the lessons willingly since they acquire the language easily. The eight intelligences are:

1. 1- Linguistic- The word player
2. 2- Logical /Mathematical - The questioner
3. 3- Visual/Spatial - The visualiser
4. 4- Musical - The music lover
5.  Bodily/ Kinaesthetic - The mover
6. Interpersonal - The socialiser
7.  Intrapersonal - The loner
8. Naturalistic - The nature lover (added by Gardner at a later date)

“Some children can use numbers easily but not all children can.
  Some children are good with people but not all children are.
  Some children adapt well to or love changes and new situations but not all children do.
  Some children take well to swimming; others not as quickly or as well.
  Some children think or read or write or draw or paint a lot. Others do other things.”

(quotation)

ÇOKLU ZEKA KURAMI

ÖÄŸrenme gerçekleÅŸirken, her öÄŸrenci farklı davranışlar sergilemektedir. Bazı öÄŸrencilerimiz grup çalışmaları yapmaktan hoÅŸlanırken, bazıları bireysel çalışmayı tercih eder. Çoklu Zeka Kuramı’nın öncü bilim adamı Howard Gardner, her öÄŸrencinin zeka türlerinden en az ikisine sahip olduÄŸunu savunur. ÖÄŸrencilerin zeka türünü tespit ederek, öÄŸrencilerimize yönelik etkinlikler hazırlamak öÄŸrenmenin kalıcılığını arttırmaktadır.. Bu yöntemle öÄŸrencilerimizin derse daha aktif katıldığını gözlemliyoruz.

1.       Sözel-Dilsel Zeka

2.       Mantıksal- Matematiksel Zeka

3.       Görsel Zeka

4.       Müziksel-Ritmik Zeka

5.       Kinestetik-Bedensel Zeka

6.       Sosyal-KiÅŸiler Arası Zeka

7.       Ä°çsel Zeka

8.       DoÄŸa Zekası

“Bazı çocuklar sayıları kolaylıkla kullanırken bazıları kullanamayabilir,

Bazı çocuklar insanlarla rahat iletiÅŸim kurarken bazıları kuramayabilir,

Bazı çocuklar deÄŸiÅŸikliÄŸe kolay adapte olurken bazıları olamayabilir,

Bazı çocuklar kolayca yüzme öÄŸrenirken, bazıları zorlanabilir

Bazı çocuklar düÅŸünür, okur,  yazar,  çizer,  boyar ; bazıları da baÅŸka ÅŸeyler yapar”

(alıntı)

BEGÜM Ä°ÅžGÖR

BÄ°RÄ°NCÄ° KADEME ZÜMRE BAÅžKANI

ACTIVE LEARNING

                Active Learning is an approach to learner-centered education that utilizes instructional techniques that involve students in reading, writing, discussing, reflecting and creating in order to help them learn.Active learningis involving students directly and actively in the learning process itself. This means that instead of simply receiving information verbally and visually, students are receiving and participating and doing. Active learningisengaging students in doing something besides listening to a lecture and taking notes to help them learn and apply course material. Students are involved  in more than passive listening.Theyare engaged in activities  and learn strategies for learning itself by observing others.Active learning involves students indoing things and thinking about the things they are doing. In Doktorlar College,we use Active Learning in our English lessons because   Active Learning allows people to have fun while they learn. Students increase their self-confidenceand active learning involves everyone in the group.Student motivation is increased . Theyare involved in higher order thinking (analysis, synthesis, evaluation).

In his book Cooperation In The Classroom David Johnson states, "grades in school do not predict which students will have a high quality of life after they graduate. The ability to work with others does."  

 AKTÄ°F ÖÄžRENME

Aktif ÖÄŸrenme, öÄŸrencilerin  okuma, yazma, tartışma konularını içeren öÄŸretim tekniklerini kullanarak öÄŸrenmelerine yardımcı olan öÄŸrenci merkezli bir eÄŸitim yaklaşımıdır. Aktif öÄŸrenmede  öÄŸrenciler doÄŸrudan ve aktif olarak öÄŸrenme sürecine katılır. Bu sadece sözlü ve görsel bilgi almak yerine, öÄŸrencilerin bilgiyi aldığı , katıldığı ve uyguladığı ortam anlamına gelir. Aktif öÄŸrenme, öÄŸrencilerin dersi dinleme ve not almanın yanı sıra ders materyalini uygulama ve öÄŸrenmelerine yardımcı olacak etkinliklerle uÄŸraÅŸmalarını saÄŸlar.ÖÄŸrenciler pasif dinlemeden çok katılımcıdır.Grupta bulunan diÄŸer arkadaÅŸlarını gözlemleyerek öÄŸrenme stratejilerini geliÅŸtirir ve etkinlikle uÄŸraşır.Uygular ve yaptıklarının ne olduÄŸunu düÅŸünür. Doktorlar Kolejinde Ä°ngilizce derslerinde Aktif ÖÄŸrenme tekniÄŸini kullanıyoruz çünkü Aktif ÖÄŸrenme öÄŸrenirken eÄŸlenmeyi saÄŸlar.Bu teknikle  öÄŸrencilerimizin kendine güveni ve motivasyonu artıyor ve grupta bulunan her öÄŸrencinin katılımını saÄŸlıyor. ÖÄŸrencilerimiz yüksek düzey düÅŸünme (analiz, sentez, deÄŸerlendirme) yeteneklerini geliÅŸtiriyorlar.

Sınıfta Ä°ÅŸbirliÄŸi kitabında David Johnson’ın dediÄŸi gibi "Hangi öÄŸrencinin mezuniyetten sonra yüksek yaÅŸam kalitesine sahip olacağını notları deÄŸil diÄŸerleri ile çalışabilme yeteneÄŸi belirler.”

                                                                                          ZERRÄ°N AKGÜN

                                                               Ä°KÄ°NCÄ° KADEME Ä°NGÄ°LÄ°ZCE ZÜMRE BAÅžKANI

Pakistan Embassy International Study Group students and teachers visited our school to celebrate World Children's Day with our children on the 5th of October. They presented their show and they enjoyed watching our stdents’ performance. They played games with our students and at the end of their visit,  all the students sent the symbolic peace baloons to the sky. They had great time together and we were happy to see our students getting along with their foreign friends in English.

Pakistan ElçiliÄŸi Uluslararası Çalışma grubu Ä°lköÄŸretim Okulu öÄŸrencileri ve öÄŸretmenleri, 5 Ekim 2011 tarihinde Dünya Çocuk gününü kutlamak üzere okulumuzu ziyaret ettiler. Gösterilerini sergilediler ve öÄŸrencilerimizin sunumunu zevkle izlediler. ÖÄŸrencilerimizle oyunlar oynadılar ve günün sonunda barış adına balonlar uçurdular. Ziyaret boyunca öÄŸrenciler iyi vakit geçirirken biz öÄŸretmenlerde öÄŸrencilerimizin yabacı arkadaÅŸlarıyla Ä°ngilizce anlaÅŸtıklarını görmekten mutlu olduk.