CTS Portfolios by Nina Shandetskaya

Keeping a portfolio is one of the essential components of the CTS course. Participants must maintain a portfolio of all their lesson plans, handouts, session notes and other work. This should be neat and tidy. As portfolios are a relatively new concept for our course participants, we use the word loosely to mean a collection of all their course work, rather than narrowing the purpose of the portfolio down. My group in Erzurum found keeping a portfolio a very enjoyable activity.

How did we manage?

Well, what we really needed was one enthusiastic member of the group who turned up the second day with a nice folder containing 5 A-4 pages of different colours with all the activities from Day 1 on them to get started. Everything was creatively organized on the paper with stars, smiling faces, hands and pictures. 

A good start, isn’t it? Moreover, it was a kind of inspiration to other participants. This way we had had four teachers out of 11 with great portfolios by the end of week 1.

What about the others?

I could hear some trainees complain, "We are not students. Why should we prepare it? It’s time-consuming. I’m not good at keeping things in order." However, at the end of week two I could see 10 folders with all the course materials nicely organized. It was also the participants’ attitude to the idea of having all the materials in the portfolio that changed completely, probably because they began to see some of the benefits.

Trainees’ feedback on keeping a portfolio

“After this course, I know that my portfolio is my basic resource. It is simple and easy-to-use. I can quickly find a game and use it in my class.” 

“Keeping a portfolio is a really good way. When I need to do something differently in my teaching practice, I can always turn to my portfolio and find information easily. It saves time while planning a lesson.” 

“At the beginning of the course I didn’t want to prepare a portfolio. Now I am sure that I will always use my portfolio and it will be a good resource for the development of all skills. There are lots of activities and games that will help me during my lessons.”

“I’m impressed by the work we’ve done over the two weeks. Now I have a guide book for my teaching career!”

The teachers didn’t only compile different items, but also reflected on their own work and the performance of other participants. We decided to have a special section called “Bank of Ideas”, in which the trainees gathered activities from other teachers in the group.

I can say it for sure now that the course portfolio helps to increase motivation, develop teacher’s reflective capacities and encourage teacher growth.

These are 5 easy steps to create an impressive portfolio

• Start as early as possible! The first day of the course is just the right time;)
• Plan well and systematically collect data.
• Update information regularly.
• Involve other trainees as contributors. You can benefit from teamwork.
• Be creative and reflective.

Here are some more lovely examples from my group: 

Note from Kristina: Nina's group was all female and a male group would probably have kept their portfolios quite differently. However, even without all the colour and sweet drawings, a portfolio is a useful tool. You may like to explore the links below and share them with participants if they balk at keeping a portfolio. Please add you favorite links and ideas in the comments. 

1. Why use portfolios in assessment? 

2. Using a portfolio to reflect. (Scroll down for some useful questions.)

3. Detailed explanations of reflection, artefacts and portfolios. It's for art teachers but the basic principles are the same.   

In fact we should consider how to make better use of the portfolios in the 'advanced' CTS courses. I shall have a little think about this over the next few months. Thanks for setting the standard for portfolios, Nina :)

Cucumbers and CCQs by Rene Mark LeLong

By Rene

For my second  year as a SeltAcademy trainer  I was  despatched to the city of Konya and although I had been a trainer the previous year and I know a little about Turkey there are still some things that take some getting used to.

As I settled down for my first hotel breakfast I noticed the slices of cucumber. For me as an Englishman, cucumber is to be enjoyed in dainty sandwiches or as part of a salad, why anyone would want to eat it for breakfast is beyond me. Oh well there’s always watermelon to enjoy instead.

                                           

After breakfast it was into the minibus to be dispatched to the school to meet my trainees and the school coordinator, who  was  welcoming and  he immediately apologised for the high temperatures and then offered  me a cup of tea. They drink a LOT of tea here.

Afterwards he found me a fan for my “office” I felt privileged not only too be given an office but because as a rule the schools don’t have air conditioning and even fans are not guaranteed. My advice to would be trainers would be to take lots of water and perhaps a spare outfit for the afternoon. Things can get very hot and sticky with temperatures staying  in high 30s days and night.

Last year I had twelve male trainees but this year it was seven female trainees, so I knew that topics of conversation would be a little different. This is a traditional part of the country and as I sat there attempting to find some common ground and make  small talk with the trainees wearing the traditional long coats and the headscarves. I reminded myself that there would be no high fiving as  a form of  congratulations for successful completion of the Getting To Know You activities.

However despite initial trepidation from both trainee and trainer we soon slipped into our respective roles and  thanks to a well organised and resourced programme  things continued smoothly.

There were certainly some lighter moments. 

The trainees were keen, sometimes too keen, as was illustrated when I had told them about concept check questions (CCQs) they got a little carried away. In one demonstration lesson, one trainee was presenting a recipe. She said “Milk- do you know what milk is?” then remembering the need to CCQ she said “ “Does milk come from a cow?” Does milk come from a donkey?” One trainee answered  ‘well yes I think you can get milk from a donkey.” “Can you ? “ said another. “Yes I have heard that…..” Time to move on please ladies!

                  

Original graphic by Rene

     

All too soon the two weeks had raced by and  it was time to say goodbye to my hard working trainees and present  them with their certificates. It was so rewarding to see the progress they had made, the ideas they had shared and the willingness there had to try out fresh ideas in the classroom. We went our separate ways and I look forward to having the opportunity to work in Turkey again. Now if only I could develop a taste for cucumber for breakfast.

Rene with his all-ladies group

    

Note from Kristina: If you want to know more about a traditional Turkish breakfast, check out my VoiceThread or explore this website starting with the article about Turkish breakfasts.  

'A rewarding and touching experience in Konya' by Juan Alberto Lopez Uribe

"Students learn when their teacher also learns" Alicia Fernandez 

                                  Juan

I had the unique privilege of living and learning with a group of carefully selected Algerian teachers during the two last weeks of August 2014. During these two very intensive weeks I was their instructor at intensive CTS course they took as part of their initial training to teach English in the Turkish school system.

When these teachers arrived, many had teaching experience, others none.  But one thing these young teachers all shared was their dedication, willingness to learn, and to work together. Wait, the lively and contagious Algerian energy was always present!

Being together with this lively group of Algerian teachers was both a very rewarding and touching experience for me. I say it was rewarding because the group went from

a quite traditional teaching-centered approach in which most of the talking was done by the teacher to a more dynamic learning-centered approach in which students shared their experiences through the foreign language. I felt touched as I learned about their stories, hopes, and dreams. I was touched to see that our work together brought them close to living their full potential.

Small group discussions maximized and modeled student engagement.

By the end of our course, I could see them not only living a more communicative methodology, but also discussing it with each other using all the terms I had presented them. What a joy it was to see them having a-ha moments when the right question was posed.

I would like to share special three moments among the many memorable ones that we lived together:

1. Before every session students were always received with involving music and with an inspiring quote on the board (like the one at the top of this post) to set the mood for our time together. We listened to bossa nova, tango, samba, and to songs in Arabic they also chose. These moments were great because we could appreciate our own different cultures and exchange experiences about our likes before sessions started. I got very happy that when during microteaching some trainees also wrote inspiring quotes on the board. 

2. On the third day our course coordinator told me that my desk and my materials were messy and that was not good modeling at all for the group. I couldn’t agree more! On the next day, as you can imagine, my desk was pristine when students arrived. I asked if they could see any difference in the room and we discussed about the importance of being good models for our students. I apologized and modeled how it is through our vulnerability that we build rapport with the group. I loved that during microteaching one trainee was super organized and tidy with her materials. All of us learned. Yes!

3. In one of the last sessions I used the pictures I had taken of them during their microteaching as the material they used in the maximizing student interaction session. I could see their eyes shining when they talked about what they learned that far in the course. In one activity trainees experienced personalization, reflection, and different interaction patterns. Needless to say, I facilitated discussing of what we had lived.

Students used pictures of what they had experienced during their microteaching to live the power of personalized material

I am grateful for having lived this important moment in our lives in which we all evolved collectively. They are better language teachers and I am a better teacher educator. Oh, I forgot to say that I learned lots of Algerian Arabic during the time we were together. I was invited to go to Algeria and I am definitely going. This is the beauty that only genuine learning encounters bring. And now it is ours to enjoy!

I would like to thank and congratulate Chahira, Maya, Mariam, Imene, Kahina, Leila, Mohamed, Mohammed, Mostapha, Mouhssin, Karim, and the two Amines for their progress and wish them a bright teaching future. I would also like to say that I learned and enjoyed working together with Anette, Kylie, Magdi, Ben, and Rene. Special thanks to Kristina who invited me to be part of the SeltAcademy team this year.

Hugs and hugs,

Juan 

Celebrating the joy of living and learning together in the CTS course.

Getting a group photo after one session we had in the lovely garden 

What is the Turkish school system like? 2014

For trainers coming to Turkey for the first time, let me give you a short explanation of the Turkish educational system. It's forever changing and quite hard to keep up with. 

Recent changes 

Until 1997 children were required to attend school for 5 years. From 1997 to 2012 this increased to 8 years. Now it is 12 years. Pre-primary education is optional.  Children get a Primary diploma after 8 years. The first 4 years of primary is definitely held in school. After that there is the option of continuing at another school or at home, which has been widely criticised. 

I'm not sure exactly how the 'at home' option works because homeschooling is not a popular issue (and has been illegal) unlike in some other countries. Homeschooling is quite popular in the US, for instance.  Other options after 4 years of compulsory schooling are attending a religious school or vocational school. 

The new ruling has been widely criticized because parents have to make choices about their children's educational futures a younger age now, actually at age 9 or 10, before their real abilities are clear. Also many people think it is a not-very-secret way to take girls out of mixed education and put them in religious schools with single sex education.  

There is an interesting article about the Turkish reforms in the New York Times and another in the Financial Times. 

One of the criticisms of the new 4+4+4 system is that the government is trying to increase the number of religious schools, called Imam Hatip schools. For more information about this issues look here. These schools are being opened in other countries and international students come to Turkey to attend them, too. An interesting book review also provides some more information. 

One result of the new system is that children start primary school one year younger, at 5 instead of 6 or even 7, however teachers did not receive training in how to teach to younger pupils. Many parents (myself included) chose to keep their children out for that extra year in spite of the threat of fines. 

What do they learn at Primary? 

General information can be found on the Internet. What concerns us is language education so I'll restrict myself to information relevant to literacy in the mother tongue and foreign languages. 

Turkish children now learn to write Turkish script first, not printed letters. The first books they read are written in a handwriting font. You can download the fonts from this website. 

Turkish is very phonetic. Children learn letters, syllables and then put the syllables together to form words. If they can read syllables correctly, they can read (at least this is the attitude I see in many Turkish primary school teachers.) Children are timed regularly in Grade 1 to see how many words they can read out loud in 60 seconds. Did they understand what they read? That's not entirely clear to me! I suspect it depends on the teacher whether comprehension is checked. There is little or no awareness of pre-reading or post-reading activities in Turkish language classes, which affects some of our teachers who teach a foreign language. They often replicate the methodology and ask children to read English texts out loud without relevant pre-reading and often with no post-reading activity. 

Parents are explicitly told not to teach their children to read in Turkish before they start school because 'they will be bored'. There is no differentiated learning and I have never seen stations being used by a class teacher. Children sit in rows from Grade 1 and are expected to adjust to 'normal' didactic instruction. I cannot see evidence of teachers being aware of multimodal literacy or even telling stories in class. In Turkish or in English. (Of course there must be exceptions.) 

Children have the same teacher for all 4 years of primary school. Most grown-ups remember their primary school teacher and may continue to pay regular visits to him/her even as adults.  

The children may have another teacher come in for music or English in a state school if parents have paid extra for this.  

Children are graded from 1 to 5, with 5 being the highest mark. Lessons are 40 minutes long. 

English teachers

Roles:

They should try to get on well with the class teacher, who in effect controls the classroom space and the relationship with parents.  Some English teachers complain that when they visit the classes to teach, there is no empty space on the desk for their stuff. There may not be room on the walls for hanging up the children's English work. Other teachers have told me that if the class teacher complains that the children are hard to manage after the English classes, they can get into trouble. These issues put stress on English teachers.  

There is rarely a dedicated English room except in wealthier, roomier schools. 


Literacy: 

English teachers are usually asked not to introduce any reading or writing in Grade 1 (or to wait until the second half of the school year) because the children are learning to read and write in Turkish. Because pre-school is not compulsory, most Turkish children do not learn to read until they are 6. It was 6 or 7 under the previous system.  

Then the English teachers are not sure what their role is in teaching writing/penmanship because the handwriting conventions are different (and Turkish English teachers are not trained to teach penmanship in English, either.) Turkish doesn't have the letter Q, for instance. Should the English teachers 'teach' it?  Should the teacher use script or printed letters in second grade? These issues have not been resolved yet and each school does it differently. 

When I visit primary and also pre-school programs I try to encourage the teachers to start telling stories from pre-school onwards so the children get into the habit of listening to a story. This would make the process of learning to read easier. English teachers often complain that they can't tell a story in English easily because the children won't pay attention, won't sit still, etc. because they don't have this habit in L1. Many parents do not read to their children at home in their mother tongue so children are not used to listening to stories or looking at picture books. Many English teachers are unsure how to read to children - should they read the words on the page? Should they tell the story in their own words? Should they encourage children to interact while listening? How should the teacher respond to what children say/And afterwards should they use the story for the next activity (game, arts and crafts etc.) and if so, how? 

Most YL teachers enjoy having sessions where they can discuss and practice these skills.

The 'discipline' issue 

The word 'discipline' in Turkish basically means punishment. The Ministry of Education apparently (?) stipulates that teachers/schools cannot discipline children. Whenever I talk to principals about classroom management and the need for school-wide policies that all the teachers follow consistently, I am told that they are not allowed to discipline the children. Then I try to explain that I am not talking about punishment, but rather having expectations that children will not run in the corridors or in the canteen because it's dangerous, that no one hits or kicks anyone else, that everyone is responsible for creating a positive environment where all the pupils can learn. This doesn't seem to make much sense to some school administrators ..... Let's try to talk about these issues on courses if it comes up, OK?   

For example, I once saw high school children hitting each other hard in middle of the back during an English lesson I was observing with a native speaker teacher. It was clearly painful (and actually it's dangerous.) When I brought this to the attention of the school authorities a few minutes later, they did nothing. I was told that this particular class was the 'sin bin'. Needless to say, that school has a very high turn over of native speaker teachers since they are not backed up. 

Once when I presented some report findings in one school that basically many children can't learn because there are too many disruptions, and offered some possible solutions like including a behaviour management element such as Kelso in their teaching, the administration just gave me blank looks. This didn't make any sense to them. How can you teach little children non-violent problem solving strategies? 

The number one complaint that I hear from foreign teachers is that there is no proper control and the kids can do whatever they like. For example, a 7th grader is running down the corridor and bumps into an American teacher who is carrying hot tea. She burns her hand and the student doesn't stop, doesn't apologise even when another teacher tells him to. These kinds of incidents tend to demoralise native speaker teachers. 

I was reminded recently of the TALIS (Teaching and Learning International Survey) findings. Unfortunately Turkish teachers were not involved in this research. It would be interesting to replicate this research here.    

"In about half of the TALIS-participating countries/economies, one in four teachers reports spending at least 30% of lesson time handling classroom disruptions and administrative tasks.. One in two teachers in Brazil, Malaysia and Singapore reports spending 15% or more of lesson time on keeping order in the classroom." - in some other countries one in four teachers reports spending at least 40% of lesson time on these tasks. 
http://www.oecd.org/edu/school/TALIS-Teachers-Guide.pdf

Also take a look at this article. 

Based on my and other trainers' and teachers' experiences, we created a sample behaviour management document and another document offering practical advice to teachers. Feel free to use them if you need them or share copies with any teacher who is interested. 

If you have any other comments, please let me know and I will make changes to this post accordingly.