You need to reflect and comment on your experiences at ANAÇEV in the form of progress reports. You are expected to write a progress report for each session that you participated in the voluntary work. In each progress report, you are expected to cover the following:
1. the duties /tasks you did on that particular day (in detail)
2. the incidents that you experienced and affected you in some way (in detail)
3. the activities that you were involved in on your day of participation that raised your level of awareness in terms of social and environmental issues. (You need to describe in what ways and how your level of awareness towards various issues have been raised)
Format: 2-3 pages (single-spaced, font no bigger than 11 puntos)
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The second lesson, when we went there, was much easier than the first time because we have already known some students. There were some friends of previous students who wanted participate in our lesson that make us happy because it showed that in first lesson we could leave good impressions on the students and they brought their friends.
ReplyDeleteFirst hour of the lesson were remembering of previous lesson and we asked them repeat pronouns with “to be” verb and make sentences with professions we gave them as a homework. And the students who were in first lesson were very successful which make us very happy, we saw the progress in their learning which the greatest present for us as future teachers. The students who were late for first lesson could catch the topic as well. At first time they were anxious and did not ask questions but then when they saw that we came for teaching them they changed their behavior and during the lesson they asked many questions and, too, began to make progress. There was the little girl who at first was very scared and could not tell anything, when I asked why she does not talk I learned that her teacher shouted at her when she said something incorrect and it made her silent. During the lesson much of our time we spend on her and we very very friendly toward her, which make her to be more confident and also we asked her friends around help her with her lessons and also help her to be more social. For the first time I could understand the words “the teacher is guider of the students”. We asked that girl shout the answers many times till she will understand the meaning of the answers and realize that even she is wrong and pronounce many words incorrect she can be sure and not anxious and that we are there for correcting the mistakes and help her improve the knowledge they want to get. The other students were helping us make her social and shout the answers with her and she was really happy.
After remembering the first lesson we taught them how to ask the name of others “What is his/her/its name?” and we taught them as a chunk because the students are young it would be better for them to learn those questions as a chunk. And also we taught them how to differentiate his/her/its from each other, and to whom they should be applied. We taught those pronouns drawing pictures of boy and girl, and the students also were drawing pictures on their notebooks to remember them better.
The third hour our lesson we taught them how to introduce themselves. For example, Hello! I am Cansu. I am a student. Then we taught them to say “Good morning, Good afternoon, Good evening, and Good night!!!” and taught them how to use them appropriately. Then, we taught them how to get to know with someone because they already knew how to introduce themselves and ask the name of the person in opposite. For example,
- Good afternoon! How are you?
- Good afternoon! I am fine. Thank you! How are you, too?
- I am fine. Thank you!
- What is your name?
- My name is Aylin. What is your name?
- My name is Büşra.
Or:
- Hello! I am Cansu. I am a student.
- Hello! I am Aylin. I am a student.
Then we taught them chunks like “open the door”, “close the door”, “open the books”, “close the books”, and so on.
As homework we gave them the words: pen, pencil, book, eraser, board, chair, and table, so that for the next lesson we could teach them the grammar structure “there is” and “there are.”
When I think about the goals that I set in the first week such as showing the teachers in the kindergarten the necessity of showing some affection to the children there, I am so sorry but I couldn’t do anything about it. I couldn’t do anything because I am afraid of being scolded by the teachers there. Since they don’t treat children in a good way, if I treat them properly I am afraid of being accused of spoiling the children. Nevertheless, I try to do my best in order NOT to be like many teachers there. I think the children are aware of this situation. They try to have a good relation with me and most of the time they ask for permission to me instead of their teachers. I think, they get permission from me because they are afraid of being scolded by their teachers. These are the things that made me really cheerless also in the second week of my voluntary work in the kindergarten.
ReplyDeleteWhen it comes to the work that I did, I almost did the same things. Firstly the children had their breakfast. During the breakfast firstly I helped the teacher prepare the table then I sat with the children and tried to have them finish their breakfast as fast and properly as they could. Then, the children would change their clothes for getting ready for ballet lesson. I helped them put on their ballet costumes. During the ballet lesson I watched them. After the ballet, they had English lesson. Again I only observed the children and English teacher. As a prospective teacher, I tried to get some ideas about teaching English to children and dealing with them. I realized that the teacher was mostly using TPR method which is a dispensable method with young learners. Then the teachers read some books to the children. I listened and tried to learn a few nice ways of reading stories to children. Then they ate their lunch and I tried to encourage them to finish everything in their plates. These are all I did in the second week. ..
When I went there second time, (this time it was easy to find), I became surprised because the number of mu students increased. There were a few women waiting for me and their levels of proficiency were very different from each other. I didn’t know what to do. I felt very anxious. Besides, they were talking a lot and I am too considerate to warn people who are older than me. I told them not to talk very politely so that I didn’t make them uncomfortable. Then, I decided to talk to them about why they want to learn reading and writing. They all have various reasons like reading newspaper or reading name plates. Then, I had them to read something from the book in order to understand their level of proficiency in reading. Thus, I decided to teach them one by one because their levels were so different. While I was dealing with one of them, I gave the others some tasks to do to keep them busy. For example, I wanted them to read a paragraph silently. However, teaching them was not an easy job. Their attention span was very short. They easily got bored and started talking. They really challenged my classroom management skills. We gave a break and they brought me tea and simit. (they never let their teacher to starve) After they had enough chat during the break, we continued our lesson. I wrote some difficult words on board like malzeme, elektrik etc. and they read them with the help of me. At the end of the lesson, they were taught new things, but I was very tired.
ReplyDeleteOn the second day of my work, firstly I controlled whether they did the homework I gave at the last lesson correctly or not. There were some mistakes firstly I wanted them to find their own mistakes on their own after that I showed them the correct form to make the knowledge more permanent.Then I wanted them to read a text from the book, I choosed the text according to their level. After they read I said some words and sentences and I wanted them to write what I say without looking any letter. Because I thought that if they always write by looking at the text then the learning cannot be permanent they will only memorise so I thought that this activity will be more profitable. Then I started to teach some numbers because my students wanted to learn how to read and write telephone numbers I firstly showed them the numbers then I wanted them to read that numbers. I saw that they knew the numbers seperately but they had some difficulty in compounding. Therefore I tried to teach them how to compound the numbers and how to read them.At the end of the lesson they learned new things, I was ofcourse very tired but at the same time it was a great fun for me to teach them new things and in other words to facilitate their life.
ReplyDeleteOn the second week, it was easier for us to arrive as we knew the bus stop, but i think going there was more exhausting than teaching a lesson. It took approximately one and a half hour and waiting for the bus or dolmuş was really annoying as it took a very long time. Till we arrived there, i felt that i was very tired, and in time i could pull myself together while i was teaching.
ReplyDeleteWe decided to begin with "punctuation" that day. The first topic of the second week was punctuation. I had my notes and i was following it while teaching. Honestly, i applied very classical ways of teaching unfortunately, although i wanted to apply lots of interesting and attractive methods or activities. I think that it mostly stems from the way that we had been taught as well. And as i am studying Foreign Language Education, i lack information and methodology about new approaches and creative methods of teaching Turkish in classrooms. Nevertheless, interaction is very important for me, so i tried to integrate student activities and comments to the lesson as far as i could by asking lots of questions.
One of the problems that we encountered that day about classroom management was that we realized the intervention of the things we taught with each others'. Ezgi was teaching eighth graders at the same time with me and we realized that sometimes we lost student attention because of this. In order to solve that problem, we decided to talk to Bilal bey, the manager. We explained the situation and asked if it is possible to arrange one other classroom that would be vacant at that time we thought Turkish. He listened to us and tried to arrange another class, that way we could have different classrooms for sixth and eighth graders. I thought it was good for them.
On the second week, I had three more students. By the way, the students' names in my classroom are Ümmühan, Zülal, Yusuf and Esra. Then, on the third week, Melike, Ayşenur, Yusuf and İsmail joined us:) Unfortunately, not all the students continued to the lessons every week regularly, but some students came to the lessons every week, which is very good for me.
As for the materials, I use paper tests for each topic and I have a book to follow each week's topic. Sometimes i use the exercises in that book, and they were effective as i applied them just after teaching that day's lesson.
for this time it was much more easier for us to control the class, because we did know each other better. first we contolled whether they had done their homeworks.then we gave them right answers of the their homework answered their questions. explained the things that they did not understand. then we decided to teach them colours first we taught them all the colours with pictures. first we introduced them colours and taught how to pronounce the words them we showed them pictures of the colours in order to make them better understand the words.and gave them example sentences like:
ReplyDeletethe grass is green.
the sky is blue
our flag is red and white
then we asked their favourite colours and they answered like:
what is your favourite colour?
my favaourite colour is green.
my favaourite colour is red.
my favaourite colour is blue.
my favaourite colour is grey.
then we described students with their clothes' colour.
for example:
yagmur is wearing green jacket.
nihat is wearing black tshirt.
özge is wearing yellow skirt.
then we talked about nature.
for example
when it is winter everywhere is white.
in spring it is green everywhere.
summer makes leaves yellow.
then we asked them if there is anything that they do not understand and answered their questions. then we did general rewiev and asked them to write a short paragraph about their favourite clothes and and their colours. and finished the lesson.
The third time I went for the voluntary work in Anaçev was on the 30th of March. This was a new start for me. This time I went to ‘Cumhuriyet Eğitim Evi’ in Altındağ to teach stduents at sixth grade. This was a new experience, also.
ReplyDeleteAlthough it was not our field area, I was going to teach Turkish to these students in Altındağ, together with Büşra. Yet, I was very happy to teach Turkish. Perhaps it would be more useful for us to teach English, which is our subject area. Teaching English would give us a chance for training ourselves, since we will be teachers in the coming years. However, it was also an enjoyable experience to teach Turkish for me. That is because, till high school, I always wanted to be a Turkish teacher, though my interest has changed afterwards. Additionally, Turkish langguage and literature have always been the a school subject which I am most interested in and which I feel good at. Therefore, I had the chance to practice in a subject which I like. Thus, I didn’t have much difficulty while teaching Turkish to these students in Altındağ even when I had no preparation for this. It was just like a free time activity for me. If we don’t consider the time consuming and long way there, I can say confortably that I enjoyed teaching these children
Another reason for this is that these students were so interested in learning and so respectful towards us. They treated us as real teachers. Our first topic to teach was ‘Punctuation marks’. Büşra started with the ‘dot’ and ‘comma’ and I continued with the others. The students were lucky to have two teachers, and we were lucky, too. When one of us is tired, the other one continued. But, in a real classroom, this will not be the case of course. Therefore, I realized that it is not an easy task to be standing for hours and teaching without stop.
Since we started to know each other better, for this time, it was easy to control the class. Actually they were sweat, but there was a boy who is lazy. We had really difficult times to teach him something. We started with controlling their homeworks. Some of students couldn’t do some part of homework so we helped them. After that, we decided to introduce them colours and taught how to pronounce the words. We showed them pictures of the colours in order to make them understand better . And we gave them example sentences like: “the tree is green” “the sky is blue” “our flag is red and white”.
ReplyDeleteAfter that, we asked their favourite colors and they answered in a way such as:
What is your favourite colour?
-My favaourite colour is green.
-My favaourite colour is red.
-My favaourite colour is blue.
-My favaourite colour is grey.
Then, we described colors of students’ eyes, clothes, and hairs. For example, we gave examples like “Dilara is wearing a green jacket”, “Nihat is wearing a black jacket”, and “Melike is wearing a yellow skirt”. It was really funny for them and while they were entertaining they learned better.
Then we talked about the nature. We wanted them to look outside in this period and we wanted them to say the colour of the object they see in the outside. For example:
It’s winter and everywhere is white.
My father’s car is red.
The colour of houses are yellow.
Finally, we asked them that is there anything they didn’t understand. There were some of students that didn’t understand some of topics. We answered their questions appropriately. Then we did general rewiev and asked them to write a short paragraph about their favourite clothes and and their colours. After everything was clear for everybody, we finished the lesson.
After two weeks, we started to understand each other very well. I and Hüseyin modified our lesson structure. As I explained before, we have students from different grades. Some of them are 7th grade students and some of them are 8th grade students. It was hard to give the lesson altogether, and lesson topics of these students are different. Thus, we decided to separate them to two groups, and I took the responsibility of 8th grade students, Fatma, Yakup and Zeynep. Hüseyin took the responsibility of 7th grade students, Fatmanur and Zehranur. We started to give the lesson at the sam classroom, but as different groups.
ReplyDeleteAs I explained in the first progress report, we are preparing them for “SBS”, so I and Hüseyin thought we should be effective for preparing them. We decided to buy some test books and worksheets for them. Also, we found some books which covers the topics in the exam in order to teach the topics effectively. Moreover, we are giving a lesson about a major topic a week and the other week we are solving some multiple choice questions about the topic. So far, I have given a lecture about “Bir Kahraman Doğuyor”, and we solved questions about that subject. They know the topic betten than me now:) Also, I give them some worksheets including multiple choice questions as homework. I believe we are preparin them well for the exam. Since they don’t have the opportunity to enter private schools, we should provide them with some opportunities in order to make them equalled with their “private rivals”.
Sometimes, I face with some problems. The main reason for the problems is Yakup. He is very lazy and naughty. Sometimes, it is too difficult for me to cope with him, but I try to make him motivated by talking about the importance of the exam and future of his life. I think I become successful in these times. During the next classes, I will do my best to make him study. I am looking forward to next classes. I love that job!
PROGRESS REPORT 2
ReplyDeleteAt the second week, Emrullah and I noticed that it was difficult to teach like that. Two teachers, one class, two grades and one subject. It was really difficult. So, we decided to share the students between us. And then, Emrullah took the 8th grade students, namely; Zeynep, Fatma and Yakup. And I took the 7th grade students, namely; Fatmanur and Zehranur (The Twins)
Now, we were ready to be a teacher or teach. Our main aim for our students was to prepare them for SBS. So; we needed to have some materials for this aim. Emrullah and I searched for a test book that would be helpful to both us and the students. Before the lesson, we bought two different test magazines of Final Publishing; one of them was for the 7th grade and the other was for the 8th grade. We had a material for the course now.
At the end of a tiring but enjoying journey with Emrullah, we came to Anaçev. After seeing Mr. Bilal, we went to our classroom. After a while, our students came and we started our lesson. We divided the classroom into two parts and we started to teach the subject of the week to our eager students. My first subject was “İLETİŞİM VE İNSAN İLİŞKİLERİ”. For that subject, I had made some resarches on the net, looked in some books and during the lesson I used their Course Book that MEB suplied to them. I talked about the subject in a detailed way, I tried to give them each important detail. I used some drawings, diagrams and pictures to visualize the subject. I told them some short stories about the subject and gave them realistic examples from life. I wanted them to make some examples for the facts about the subject. After asking whether they had any questions about the subject and taking their questons and giving the answers, we finished our lesson for that week.
The next week was for practising and exercises. Namely; I would make them solve the questions about the subject that we covered last week. And for that, I took copies from the 7th grade test magazine of Final. I gave them the copies of the questions of the subject “İLETİŞİM VE İNSAN İLİŞKİLERİ”. And, I told them to solve the questions; they started to solve. When they couldn’t understand the questions or when they experienced the difficulties in solving, I helped them. My students were shy and silent in fact; but I treated them as if I were their friends; so they became relaxed during the courses and they didn’t hesitate to ask questions to me.
GOING ON...
After they finished solving all the questions, we went over the questions together. I corrected the questions that they were wrong about the answer. I explained the reasons, I gave them the right answers. We discussed about the problematic questions and came to an end together. That was really helpful for them, I think. And, it was also very helpful for me by means of teaching experience, expressing my ideas and knowledge and helping people without expecting anything. And after that, we finished the lesson; they were both happy and content. I think they liked me and my way of teaching.
ReplyDeleteNext weeks went on like that: I taught my students the subject “NÜFUS VE YERLEŞME”. I used almost the same techniques and methods. Firstly, I explained, told, showed the subject them by clarifying all aspects and taking their comments. Afterwards, I made them solve the questions from the Test Magazine about the subject and explained and clarified the questions and answers. I tried to make them talk about the subject and express their own feelings, thoughts and knowledge.
The next two weeks, we studied the subject “DEVLET VATANDAŞ EL ELE”. I went on the same way. Firstly, explaining, telling, clarifying, talking about the subject and then solving questions about the subject. I related the new subjects with the previous ones, I reminded them the previous subjects.
My students were more talkative and interested in the course now than before. They were discussing about the questions, they were expressing their thoughts to me. They were more knowledgeable about the course anymore. When they were asked about an issue related to my course, I am sure that they would talk. And for that, I was really happy.
As for me, I could see the progress on me: I was more like a teacher anymore. I felt that I was a guide for my students. They saw me as a model. I cared about them so much anymore just like a teacher and I found that valuable. My expressing ability was being improved. My teaching talent was being improved. I was happy to help the people whom I didn’t see before or I had no relations, that was really relaxing and excellent for me. I saw them as if they were my own children. And that is the most important aspect of being a teacher, I think.
The next week at beginning of the lesson I asked my students how was their week. After some conversation I asked my students if they did their homework or not. Some of them said that they did and showed their homeworks, a few of them said that they did their homeworks but forgot to bring them and some of them said that they didn’t do their homeworks. I told to the ones who didn’t do or forget their homeworks to write the numbers up to 100 and while they were doing this I told the other students who did their homeworks to read the numbers.
ReplyDeleteAfter some revision I thought that it would be good if I taught them pronouns. I wrote pronouns with their Turkish translations. There would be problem with the pronouns “he, she, it and you” as we have just one pronoun”o” for “he, she, it” and two pronouns for the pronoun “you”, “sen and siz.” I pointed at one of the girls in the class and said “She is Seher.” After that I pointed at one of the boys in the class and said “He is Bora.” Then I showed a note book and said “This is a note book.” Later on I said that “it” is used for animals and non-animate objects. After that I said “you” is used both for “sen and siz.” Then I wanted my students to write the things on the board.
Afterwards teaching auxilary verbs would be appropriate and I taught them with the name of “yardımcı fiil” and wrote them with the pronouns like:
I-- > am
You-- > are
He-- > is
She-- > is
It-- > is
We-- > are
You-- > are
They -- > are
Then I wrote short forms of the auxilary verbs with pronouns like:
I am-- > I’m
You are-- > You’re
He is-- > He’s
She is-- > She’s
It is -- > Its
We are -- > We’re
You are -- > You’re
They are-- > They’re
After that I thought teaching possessive adjectives would be appropriate so I began teaching possessive adjectives. I wrote pronouns with possessive adjectives side by side like:
I-- > My
You-- > Your
He-- > His
She-- > Her
It-- > Its
We-- > Our
You-- > Your
They-- > Their
After doing all these I wanted my students to write the things on the board and then made a short quiz about all the things we covered.
After the first two weeks things became easier for me, I knew where to get off, where to go and what to do in the course. Nurhan Hoca gave me a book first week which is prepared for reading and writing purpose and I was using that book in the course. We had studied on alphabet syllables and some words. Therefore, on the third week we studied some sentences from the book. For example I wrote ‘Emel eve gel, Ali okula koş, Nalan üzüm al. etc’ and the students wrote these on their notebook. We repeated the sentences again and again during the course. There was no problem with the Turkish student she was easily reading but we Turkmen student had some problems. She sometimes could not pronounce the letter, e.g. she said ‘ç’ for ‘k’ or sometimes she couldn’t pronounce ‘ü’ and ‘ö’. In order to make her pronounce I gave examples with this letters. (I said Ömer for ö or Üzeyir for ü…)
ReplyDeleteFrom the first weeks they started to make progress and it always made me happy. When they read correctly I become so happy and I always said them ‘very good, well-done, perfect etc.’
Students were very enthusiastic to learn so it always made me happy and enthusiastic to teach.
During break times we chatted with them. I told them about my school, my hometown etc. and they told me about their families, their sons/daughters…
Ahmet ÖZKAN
In the second week, firstly I controlled whether they did the homework I gave at the last lesson correctly or not. There were some mistakes firstly I wanted them to find their own mistakes on their own after that I showed them the correct form to make the knowledge more permanent. However, the mistakes were so funny that I couldn’t stop my laughing. Then, I tried to correct them with my student. As I explained her mistakes, she also laughed. Then I wanted her to read a text from the book. After reading, she said to me that “I want to learn some maths”. Then we worked on numbers and numerals. I made her write nearly all of the phone numbers in my phone book. Actually, she was successful in that area. After that, we had a break and we drank our teas. After the break, we continued to learn. She read some more and we finished the lesson. This time, I gave her homework related to our learning. I write some numbers and wanted her to write them with letters. At the beginning, she seemed a bit uneasy with her homework but then she liked it.
ReplyDeleteThis week, I felt that I was useful for my society because these women would make their lives easier thanks to us. In addition to this, I thought that I was getting patient and patient. :)
In the second week, I brougt my own reading texts to the class, one of them were abot Ankara, and the other one was about possible home accidents and their cautions. my students really liked the texts, they said they were really interested because the both texts were about them. I had them read the teaxts aloud paragraph by paragraph, at first they were shy, they told me that they are a bit ashamed, and I encouraged them by reading the first paragraph aloud in the class. I also printed some poems of Orhan Veli and the poem I like most about Atatürk, Mustafa Kemal'i Düşünüyorum by Ümit Yaşar Oğuzcan. about the poems, I read the poems aloud and slowly and wanted my students to write them to their notebooks.
ReplyDeleteI think there were two very important experiences this week. First one is to see that my students are all more excited than primary students to do activities like writing, I see that they consider producing something more important than reading, and I admired their particularity about keeping a real neat note book, I realized that one of them even used a different color of pen for the titles. Another one is that one of my students asked me how to spell 4 digits numbers, she spellt the like 4532 " dört yüz beş yüz otuziki" and the important thing about this experience was that at that moment I realized how they are eager to anything they can, and also I realized that they see me as someone from whom they can learn anything they want, which made me feel really happy about what I am doing.