My own opinions and experiences on "Blending Language Instruction, Online Feedback Practice, Online Formative Assessment, Innovative Digital Tools for Four Language Skills"

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Improving digital teacher identity more tough than improving teacher identity. Because in online environment it is difficult to engage and interact with students. For this reason, applying innovative digital tools into lesson, assessing, and giving feedback correctly crucial in online environment. As a teacher in online lessons, teachers need to be more active, creative, energetic, and patient rather than they act and behave in face-to-face education. If a teacher knows the key terms that are important both in online and face to face education, she/he can be ideal teacher. Knowing the importance of key terms is not enough to contribute your own digital teacher identity. It is more important to know how to apply this topic and terms into your lesson. So, in lessons, weekly readings, and discussions I have learned both importance of the topics and how to apply them into my digital teaching process. In short, with readings first I have learned the topic the important key terms about the topic, also all the readings I have learned many tools that I can use in my teaching. After readings in discussion videos, I discuss what I learn and what I think about the topic, and my friend and I shared our own experiences from our own learning experience. This sharing helps me a lot because I have time to think on my own learning’s positive and negative side. For this reason, I can change my teaching style to not look like and look like to my own teachers. In short, reading articles and discussion videos and lessons contributed to my teacher identity. The important thing is not knowing the terms, the important thing is knowing how successfully apply these terms, such as blended approach, formative assessment, feedback in online education. There are many applications for using in online education, but it is crucial to find appropriate and useful one for the classes. Being prepared and having willingness for the online education help teachers to have successful lesson. Using and applying appropriate technology very important in online lessons. Because technology helps students to keep motivated and keep learning after the course. As a teacher being prepared and prepare students for the online lesson is key for the effective online education. Additionally, I think that discussion sessions contributed to my teacher identity more than others, because in discussion session we both speak about what we have learned, and we connected the terms our own learning and teaching experiences. Talking with someone and listening her opinions about the topics help me a lot because I learn different teaching strategies and styles other than my own teaching strategies and styles. To give an example, in our discussion videos we always refer to prep school and our university teachers. Additionally, we give examples from our own practicum experiences in our discussion videos. This help me to remember how my teachers apply formative assessment, technological tools, and feedback to their teaching, and I take as an example their teaching styles for my future teaching experience.

As a teacher I think that blended learning will help me to engage my students after the class, especially after face-to-face learning, out of the classroom they will continue to practice what they have learned with technological tools. Instead of giving traditional homework, such as from books or giving writing homework to the notebooks, technology motivate and entertain students. This help shy and unwilling students to build confidence and willing to the learning. In my future classes, I will try to use blended teaching. The first thing that I will do is to train my students for blended learning. Because it may be difficult for the students who get education in traditional classroom. Second, I will try to increase my student’s willingness and motivation for blended teaching. Because if students do not work after class and do not prepare for the class or do not have willingness for the blended learning, as a teacher my preparedness and willingness will be useless. Also, I have pointed this topic in my discussion video with my friend, especially in Turkey it may be difficult for the teachers to apply blended teaching, because students in Turkey prefer doing nothing after the course. They expect everything from the teacher, and they want to learn everything at lesson from the teacher. Still, I believe that technology in blended approach help learners to be more eager and autonomous for their learning, also the reason it creates opportunity for differentiation, student may feel more motivated for the learning. To give an example, in my classes if some students do not like to speak in front of the classroom may record themselves in front of a camera. Giving freedom to the students to choose the technology they want to use may help them to feel more relax and motivated. Also, last year because of covid 19, we had to move our education online. One of our teachers wanted us to make presentation, but all my friends did not want to make presentation in live lesson so that we recorded our presentation in VoiceThread application. For this reason, in online lesson it is good to make differentiation for the students for creating safe learning environment. Whether being teacher in face-to-face environment or in online environment, it is important to give appropriate feedback for the learners. I know that positive feedback can build confidence. Being confident and build confidence for the students and create safe environment in the classroom is crucial in language learning. In online classes, as a teacher I will use online applications to give individual feedback. During my practicum experience, I have used directive feedback for the students for good use of language and for correct answers, such as very good, great, well-done, good job, good answer, bravo. Also, I use positive emojis after their answers. For correcting the students’ errors and mistakes, I use positive tone and provide correct form for the students’ mistakes. I try not to demotivate students because of their mistakes. In online lessons as a teacher in the future I will use applications for feedback.  For instance, for writing homework and writing feedback I will prefer google drive. Because both there is automatic correction and, I can add my own comment for student’s mistake. To give audio feedback I can use audacity, krovio, even I can use WhatsApp voice messages to give individual and collective feedback. Additionally, I think it is important to give individual feedback to the students because correcting mistakes and errors in front of the whole class may demotivate students and decrease participation so that it is important to give individual feedback to do this, I can get help from Edmodo. There are many applications we can use, also we can suggest our students to use to get feedback for their mistakes and errors. As a teacher, not only in online education, but also in face-to-face education it is important to give effective, positive, and correct feedback. On the other hand, it is important to find the gap for giving feedback. Formative assessment helps teachers to find the gap between what students have learned and what they have not learned. As a teacher, it is important to find ways to see what students know, what they have learned in the lessons. There are many online tools to use for online formative assessment to check for understandings. I think in online education it is better to use online applications for formative assessment. For instance, during my practicum we have used zoom for the lesson, and I have used kahoot for formative assessment at the end of the lesson to check my students’ understandings. When I have shared the code for the zoom, I encounter that in the lesson there are more than 30 students but in kahoot there are only 10 students’ name on the screen. This help me to see that I can only assess 10 students because they are the only one who listen the lesson. For this reason, during online lessons it is important to use extra applications for assessing students. If I do not have chance to use extra application, I can use chatbox by asking short questions that will show students understandings. Also, polling, rating activities help me to assess my students’ understandings. The reason formative assessment is a process, as a teacher I should always ask questions, assess students’ understandings, and in online lessons I will use technological tools, such as flipgrid, kahoot, Edpuzzle, padlet, poll makers, quizlet, quizizz. At the same time with the help of one technological tool, as a teacher we can both assess our students, help their learning, increase their motivation. There are many technological tools, but the important thing is how to and when to use them in the lesson. To give an example from my own practicum experience, I taught weather and emotions, at the end of the lesson to assess students understanding I used the app wheel decide. With the help of this tool, I both assessed my students understanding and, we had speaking practice. In my last practicum experience I used the tool mentimeter, I asked related questions about the topic and I both assessed their understanding and their writing. For this reason, with the help of technological tools we can achieve two goals at the same time. To sum up, with the help of readings, discussion videos and lessons I have learned many important terms and I also try to perform them in my practicum. Using technology in online lesson is more crucial than using in face-to-face lessons, because distraction is easier in online lessons than in face-to-face lessons. Also, technology keep students concentrate and motivated. I always try to use technology in my practicum experience, also in my future classes I always use technology and keep learning new technological tools.

My thoughts on Open and Distance Learning in the lights of articles

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Summary- Response Essay for Discussions and Articles

For weeks, I have discussed some terms that are important in open and distance education with my friend after reading articles that are given for the lecture of Open and Distance Learning. These terms are distance language teaching with technology, presence in online environment, engagement in the classroom, and lastly flipped classroom. All of these terms are important and needed to be known as a teacher. For this reason, in this paper, I will shortly summarize what we have covered in the lecture of Open and Distance Learning and what I have discussed with my friend according to the articles.

The first topic that we have covered in the lesson and I have discussed with my friend is distance education. Language teaching with technology or distance language teaching with technology is not a new term. It has expanded over the past two decades. Language learning and teaching is widespread around the world. Because of pandemic, as a learner we become more familiar with distance education though it is common around the world. When we think about distance education and language teaching with distance education, virtual learning environments come to our mind, such as second life. Distance education has some characteristics, such as synchronous, asynchronous learning, using various technology to facilitate learners and teachers. Also, distance education should include interaction, communication, collaboration, and collective activity. When we think about the characteristic of the learners in terms of social, cognitive, and psychological, learners should be patient, confident, and positive, they should be aware of the environment, should involve the meetings, and should be thinker. Additionally, when I think myself as an online teacher in the future, I know that I need to be technologically competent teacher. In my lessons, I should get help from learning management system (LMS) that store and track information to communicate and to inform my students. Moodle, Edmodo, Blackboard are one of the most well-known examples of LMS. To create enjoyable, productive lessons, to engage students in distance education, to create an environment that students can actively participate, I should benefit from web 2.0 tools. In the article web 2 tools are given as an example, such as padlet, kahoot, powtoon, prezi, quiver, mindmap, animaker. Thanks to the lecture that I have in university, I am familiar most of the web 2 tools and their usage. I think that the crucial part in distance education is as a teacher creating an environment that all students have fun, learn, and participate. As a teacher rethink practices, task design, assessment of learning, and teacher expertise are important issues in distance education. While designing a task motivation and technology should be considered by the teacher.

The second topic of article and discussion is presence in online education. Shortly, according to the article presence is being there and being together. When I think about presence in my classes as a student, I think that in some classes there is not any presence in the lesson. Teachers have high presence, but students do not have or have low presence in my distance classes. While teacher have presence than students should create their own strategy and awareness to be presence in online environment. Additionally, technology and being concentrate on the online lessons can be distractive for the students. At the beginning of the article there are two scenarios, and these scenarios are about the question that teacher and student have in their mind about online education and being presence. For this reason, both teacher and student should have mutual communication during the lesson. When I think about my own online lessons as a student, I see that most of the time I am not presence in my online lessons. As a name I am there, I join the lesson, but I do not participate or listen the teacher actively. In this sense presence is joining and participating the lesson actively. To give an example I think that to be presence or to have the feeling of presence, our online lessons should be like the communication that we have through facetime or video call with our family or friends. As it is said in the article to create presence in online lessons, we need to think, behave, and feel differently than we do in face-to-face environment. Therefore, teacher should select appropriate technology and design learning environment that help create a sense of presence. When there is a presence in online environment the relationship between teacher and student will improve. If teacher will be aware of the students needs, know how to involve students, know how to motivate them, it will be easier for the teacher to create presence. Additionally, teacher can ask for the students’ expectations and get feedback from the students to create a presence environment. Social presence means to me communication like we do in video calls. I can enhance social presence in online education by technological tools, and appropriate media. Padlet, Pixton, Voki, Flipgrid, Discord, Secondlife, WhatsApp can be used in the online environment to create the sense of presence.

The third topic of the article and discussion is engagement. Engagement is a participation of a learner or a teacher. When we think engagement and presence together, they bound to each other. Presence is more general, umbrella term, and engagement is a part of presence. Engagement has three perspective, these are interaction perspective, interactivity perspective, and learning perspective on student engagement. Interaction perspective on student’s engagement in online learning depends on interaction, dialogue, and feedback. These are heart of the education and learning. Feedbacks, reflections of the students, group work, peer work, and developing on understanding is important in interaction perspective. Interactivity perspective is more about behavioral, cognitive engagement and affective engagement. First, behavioral engagement in online environment is join the lesson, clicking to the materials, access, download, or log on to the online environment. Shortly, behavioral engagement is being active and participant to the lesson. Second cognitive engagement is more about thinking, participating, encouraging, and fostering. For instance, discussion, ask students to contribute their ideas, creating is more about cognitive engagement. Cognitive engagement is being mentally in the online lesson being thoughtful during the lesson. Last affective engagement is willingness and emotional responses to the online lessons. As a teacher in online environment, we have to use both behavioral and cognitive engagement. Learning design is more about creating student centered classrooms. Not only teachers present the lesson, but it is asked to the students to undertake activities and lesson. While designing a lesson in online environment to engage students authentically, we can use authentic scenarios, real world scenarios, role playing, group work, we can set problems, questions and ask students to solve these problems. Engagement must be authentic because this help students to learn meaningfully. Engagement in language learning is very important. Because language cannot be learned without using it. For this reason, learning by doing is a key point for engagement. As a teacher how can we create affective engagement in online environment? As a teacher we can create students centered classroom, and facilitate, guide students. To create meaningful engagement, we can use digital tools that increase the attention and motivation of the students, such as videos, real world tasks, games, brain breaks. On the other hand, while as a teacher we think creating engagement in the classroom, that may be fake engagement. Fake engagement is bodily display behaviors, such as movements, posture, gesture that is seen as authentic engagement. Students can show fake engagement when lose concentration, because of teaching style or for personal reasons. To prevent fake engagement more student-centered classroom can be created. More active teaching style, active participatory activities can be created. As a teacher being more flexible, free is important and giving student safe environment that students can ask and approach to the teacher is important in creating engaging classroom. To understand whether students engage in the classroom, we need take into consideration their participation. As a teacher we should ask direct questions to the students and create discussion environment in the classroom. As a result, as a teacher take the lesson with student and create student centered classroom engage students in online.

The fourth and last topic of the article and discussion is flipped classroom. According to the article flipped learning is the role of activities in and out of the classroom. Flipped learning is not only about what teacher and students do before the classroom, also it is about how to relate before and in activities of the lesson to each other. Flipped classroom is a form of blended learning that is based on Bloom’s Taxonomy. There are 6 principles of flipped classroom that are based on bloom’s taxonomy. These principles are remembering, understanding, applying, evaluating, and creating. In flipped classroom, firstly it is expected from students to do lower order skills at home. These are remembering, understanding, and applying. To give an example, students can listen a video, take notes, make a search, and read something related to the topic. Secondly in the classroom it is expected from students to do higher order skills these are analyzing, evaluating, and creating. To give an example, in the classroom students can analyze and discuss the watched video, as a group work or peer work, they can create new thing related to the topic. As a result, in flipped classroom more individualized and behaviorist learning space at home is provided, and in class more collaborative and constructivist learning space is provided. Game based flipped learning maintain confidence to the students, decrease their anxiety level, facilitate deep information process, provide meaningful authentic learning, higher order thinking skills, effective learning and strengthen social communication skills. According to the article, activities of pre class in flipped classroom is more about listening and grammar, during class activities is more about grammar, listening, vocabulary, speaking, activities of after class in flipped classroom is more about writing and speaking. Additionally, after class activities do not include any video making tools. Also, many tools are included in the article, such as for video watching tools Ted talks, documentary, animations, Coursera courses, video recorded lectures, for video creating tools Piktochart, Powtoon, Moviemaker, for creating games Kahoot, Quizlet, Infographic, and for learners to create their own learning materials Padlet, Google Docs., Studystuck, Softchulk, Padlet is given as an example in the article. To give an example to the flipped classroom at first teacher will create a place for the students to help them to see all the activities that are needed to be done, such as on Edmodo or Blackboard. Secondly, as a pre class students will read a text acquire and comprehend the material at home. In class, students will rebuild the text in group and present the topic that is covered in the reading text. After class, students will write an essay or blog page to share it on Edmodo or blackboard. Consequently, teachers play crucial roles in creating a flipped classroom. The quality of teaching and learning is largely influenced by teacher’s technological, pedagogical, and content knowledge. If teacher create a successful and effective flipped classroom, students will be aware of their own learning process. They will be more autonomous in their learning and create their own strategies to learn. If teacher create and apply appropriate technology to the flipped classroom, students will engage more in the classroom. If they engage, before the classroom they will read, listen, watch, and make search about the topic to interact in the classroom. With the help of dynamic and interactive learnings students can learn with others and expose different ideas and different point of view with their friends’ thoughts.

To summarize all of the paper, technology is the key term in distance education to enhance interactivity, participation and engagement. With the help of technological tools in distance education, teachers can create productive, enjoyable, innovative learning environments for the students. Additionally, with the help of technology students can engage and participate the lesson. To achieve this, teachers should be technologically competent. When the teacher is technologically competent, it is easier for her/him to create presence and engagement in the classroom. Presence is being there and being together in online environment. Presence includes interaction, behaviors, emotions, and engagement.  Engagement is a part of presence and both of them are bound to each other. To create affective engagement that is about willingness and emotions, teachers should create interest. To create interest, teacher can use various digital tools that attract students’ attention and increase motivation. Lastly, flipped classroom is using activities in and out of the classroom. It is providing individualized learning space at home and collaborative learning space at class. Briefly, technological knowledge of the teacher in distance education influences the teaching and learning atmosphere in the classroom. If teacher technologically competent, it is easier for the teacher to create presence, enhance engagement, and apply effective flipped classroom.

References

Conceição, R. M. (2010). The Role of Presence in Online Environment. In Creating a Sence of Presence in Online Teaching (pp. 1-12). San Francisco: Jossey-Bass.

Cynthiaj.White. (2017). Distance Language Teaching with Technology. In The Handbook of Technology and Second Language Teaching and Learning (p. Chapter 10).

Di Zou, S. L.-J. (13 Nov 2020). A systematic review of research on flipped language classrooms: theorotical foundations,learning activites, tools, research topics and findings. In Computer Assisted Language Learning (pp. 1-27). Routledge Taylor&Francis Group.

Kennedy, G. (May 2020). What is student engagemet in online learning and how do I know when it is there? Malbourne CSHE.

Sarah Mercer, K. R.-H. (2020). Fake or Real Engagement – Looks can be Deceiving. 122-136.

Stannard, R. (2020, May 4). Using Flipped Classroom when teaching online.

Activities for Flipped Classroom

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 My first project about In service English Language Teachers’ Views of Teacher identity

Abstract

Researchers in the field of foreign language teaching and learning have for a long time conducted studies of teacher identity. This paper analyzed and interpreted the attitudes of three in service English teachers in Turkey about teacher identity. Adopting qualitative research approach, the study involved three in service English teachers who are teachers at secondary school and primary school. Data for this study was collected through online interviews and analyzed.

Key Words: defining, developing, identity, teacher.

Introduction

It is stated that while learning people shape the identity that they have into new forms. Forming a new identity is a process of social interactions. For this reason, in a classroom to change the identity of teacher, there should be a communication between students and teacher or teacher and students. Beside interaction with people, culture, families, friends, digital world are all influence the identity. Many studies have been conducted to search teacher identity. Accordingly, developing teacher identity is as important as language teaching.

Purpose of the Study

The purpose of this paper is to explore in detail the attitude of three foreign language teachers toward teacher identity.

Brief Description of the Study

I present findings of this paper conducted online with 3 in service English language teachers in average 15 minutes via Zoom.  Interviews conducted as semi structured with in service English language teachers.

Literature Review

Language teacher identity research has been contextualized by many researchers in recent decades. Bonny Norton (1995, 2013) has been telling us for years that investing in a language is also investing in identity. While learning a new language or anything we also contribute to our identity. To develop identity, as a people we need to have an interaction. Both language learning and developing the identity is a social process. As Tracy and Robles (2013) say, “The identities a person brings to an interaction influence how that person communicates. At the same time, the specific discursive practices a person chooses will shape who he or she is taken to be, and who the partner is taken to be” (pp. 25-26). According to one study context plays an important role in the formation of teacher identities. The studies included in the article show that university teachers develop a teacher identity after a few years of being a teacher. This teacher identity is built on other identities, including those of a professional, academic, researcher, or intellectual. In a study, it is stated that the uniqueness of every teacher's approach to teaching, shaped by personal teacher identity, is what makes every classroom ‘look’ different. For this reason, each mentoring relationship with a pre‐service teacher is unique and has learning opportunities for both parties. It is not a one‐way transfer of skills and knowledge from expert to novice, but an opportunity for challenging those things that create personal philosophies and modes of operation. To acknowledge the differences that make up teacher identity is to be aware of the potential for enhancement. Everybody has an identity, but the teachers who inspire their students has a developing identity. The more teacher develop herself\himself; the better identity teacher will have. Accordingly, teacher will inspire the students in a good way. According to the article to develop identity, first teachers need to understand of the self. Understanding of self is a key component of teacher development, and therefore of the shaping of identity. Lauriala and Kukkonen (2005) recognize identity and self‐concept as the same, explaining that the term identity has been more commonly used with respect to teachers, and the term self‐concept with respect to students. According to the article, there are many factors that influence identity of both teacher and students. The school environment, the nature of the learner population, the impact of colleagues and of school administrators can all be influential in shaping a student or teacher identity, as of course are their own experiences as learners in schools. The idea of teacher identity and developing are integrated with lifelong learning. In the article it is stated that ongoing development of a teacher identity that has been shaped and will continue to be shaped over a long period of time. According to another article the concept ‘teacher professional identity’ is used to refer to the way that teachers, both individually and collectively, view and understand themselves as teachers. For this reason, it is important for the teacher to communicate and interact with other teachers and students to shape their own identity. To inspire and named as good teacher, teachers should have a good identity. It is emphasized in the article teacher identity is teacher emotion. How we imagine ourselves and our experiences in the future influences what we do. This is to say if we are idealistic as a teacher, we try to develop ourselves and research for developing contributes to our identity. According to the Parker J. Palmer good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. When we talk about good teacher with students or think about our own good teachers, they do not use same techniques to teach or we do not remember what they teach to us. Because the way they behave and teach to students impress us, so we call and remember them as good teachers.

Method

Research Design

In this study, qualitative research design was adopted in order to gain deeper knowledge and a clear attitude of the participants. As the participants’ own reflections, experiences, and views were chosen as a guiding for this paper.

Research Context

The participants consisted of three in-service teachers who are graduated from faculty of Education and department of English Language Teaching. Participants are from Turkey. Gender of the teachers are female. One of the participants is teacher at İstanbul İTÜ Geliştirme Vakfı Okulları, she has been teaching for three years. One of the participants is teacher at İstanbul Beykoz Anadolu Hisarı Ortaokulu, she has been teaching for 12 years. One of the participants is teacher at Sakarya Hendek İmam Hatip Ortaokulu she has been teaching for 19 years.

Data Collection

The data in this study were gathered by speaking about the teacher identity and semi-structured online interviews via Zoom. With three in service teachers, I have asked questions about the targeted topic and interviews were recorded. Each of the participants was interviewed in a semi structured format for 15 minutes. Participants have an opportunity to speak freely on a targeted topic and make an additional comments and interpretations.

Results

With three in service English Language teachers’ interviews were conducted about teacher identity. After interviews, data were collected, coded, and categorized. During interviews 4 questions were asked. These questions are “How do you define your own teacher identity in general?”, “How do you help yourself to develop your teacher identity?”, “What is the role of students on teacher to develop teacher identity and what is the role of teachers on students to develop student’s identity?”.  Data analysis revealed two main category and 9 codes.

Table 1

In Service Teachers Reported Attitudes

Category	Code	Sample Statements
Defining  Teacher  Identity	Interaction with students       Interaction with parents     Lifelong learner         Mentor teacher       Differentiation	I can describe my own teacher identity as I care about my one-to-one relation with my students, this is the first step of my own teacher identity.   When you interact with parents, it is easier to interact with students.   I think that a teacher should not lose her interest and curiosity to learning. Because a teacher can work with the same level, but students change, times change, and students’ interest change.    I can define my teacher identity as a teacher who loves her profession, and who makes students feel successful and valuable.   Pay attention to each student’s individual differences is very important part of my own teacher identity. while doing group work activity, some students have a very dominant character and try to suppress group work, on the other hand, some students are very passive and cannot participate in group work as much as they want. This affects both the academic and emotional development of the student. My identity as a teacher is based on balancing these individual differences, the student being at the center of the classroom and using their communicative skills to feel a member of the class.
Developing Teacher Identity	Interaction with colleagues         Interacting with students           Observing         Being open mind	I love talking to the teachers anywhere I meet about their own teaching experience, also I watch tv programs to hear teachers’ different experiences about teaching.   All students have different contributions to my identity. First, the children have different characters. Especially if the students are successful, they approach the teacher with a more pure and affectionate feeling. You are starting to look from their point of view.   I have been trying to follow sources in English, such as Novel books, news sources, seminars. I am trying to keep the English alive., I try to participate in what I think will improve me.   During online education student guides me in terms of technology and this makes me happy. There are things that they teach to me, learning from students contributes to my identity and I love learning from students very much.

A key theme “defining teacher identity” was related to the understand the 3 in-service English teachers’ attitude toward their own identity. Even 3 teachers have different years of experience in their teaching profession, they have same thoughts and explanation in teacher identity. In the light of qualitative analysis 5 codes emerged regarding the participants define their teacher identity. In terms of interacting with students and interacting with parents, they help teachers to define their own identity. Because student’s behavior, attitude, words help teachers to see their own teaching style, teachers teach who they are. During the interview 2 teacher said that “My students are my fuel.” and “Students are the best inspector.” these two sentences show me that while defining your teacher identity it is important to understand and learn what your student and their parents think about you. Secondly, being lifelong learner is an important code while defining teacher identity because we cannot stay same over the years. For this reason, it is an important factor for the teacher to continue learning throughout the years while teaching. Teacher identity should constantly change because identity is developing yourself and being dynamic. As a teacher we need to keep up with students no matter how old we are. Additionally, the code differentiation is important for a teacher while defining her own identity. As a teacher to inspire our students with teacher identity to impact student’s identity, we need to interact with all students. Differentiation helps teacher to take into consideration individual differences in a classroom. In terms of mentor teacher is important while defining teacher identity. Because mentoring help teachers to be role model to the students. Also, mentoring help students to be successful. Mentor teachers help students to explore their own interest and curiosity.

The second key theme “developing teacher identity” was related to 3 in-service English teachers’ attitude toward developing their own teacher identity. In the light of qualitative analysis 4 coded emerged regarding the participants own opinion about developing teacher identity. In terms of interacting with students and interacting with colleagues, they help teachers to develop their own identity. It is important for the teachers to interact and communicate with the students and colleagues to develop yourself. While observing or talking with a colleague you can see positive and negative side of her teaching style. This helps you to improve your bad or good side of teaching. Additionally, interacting with a colleague about developing an identity shows that the teacher opens to new ideas. Being open to new ideas or in other words being an open mind teacher help to develop identity. Because as a teacher learning to address students needs and expectation is important to inspire students. The code observing try to be developing yourself and find way to develop teacher identity. All of the participants that I have interviews believe that it is important for a teacher to observe students and colleagues to develop yourself. Because observing help them to get feedback about their own teaching. 

Conclusion

To conclude, the findings of this paper indicated that defining teacher identity and developing teacher identity are interdependent. Interaction with students, parents and colleagues have an important affect while defining teacher identity. Everyone has an identity, developing the identity is a process of interaction. For this reason, to have an impressed identity, as a teacher we need to interact with our students, their parents, and our colleagues. While defining our teacher identity, it is important to change or add something to your identity over time. This means we need to be a lifelong learner to be dynamic and change ourselves in a good way. Also, to impress our students with our identity, we need to be a mentor to our students and take care of individual differences.  In addition, being open mind help teacher to be aware of the differences and observation. Interacting with students, parents, and colleagues help teachers to develop the identity. Because while interacting with parents, students, and colleagues, teachers have chance to observe and get feedback. Observing and getting feedback help teachers to develop and change their identity in a good way.

 

References

Beauchamp, C., & Thomas, L. (May 2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 175-189.

Carol Griffiths, Z. T. (2020). Lessons from Godd Language Teachers. Padstow: Cambridge University Press.

D, M. (1999). Building teaching identities: implications for pre‐service teacher education. Melbourne: Australian Association for Research in Education.

Laurila, & Kukkonen. (2005). Teacher and student identities as situated cognitions. Oxford: Rotledge, 199-208.

Mockler, N. (28 Jul 2011). Beyond ‘what works’: understanding teacher identity as a practical and political tool. Teachers and Teaching theory and practice, 517-528.

Palmer, P. J. (2010). The Heart of a Teacher Identity and Integrity in Teaching. Change: The Magazine of Higher Learning, 14-21.

Schoonenbool, J., Wolman, M., Croiset, G., & Beishuizen, J. (13 Jul 2016). Developing a teacher identity in the university context: a systematic review of the literature. Higher Education Research and Development, 325-342.

Strauss, G. B. (2020). Communicating Identities. New York: Routledge.

 

Stephen Krashen on Language Acquisition

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 NOAM CHOMSKY-LANGUAGE DESIGN

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 Noam Chomsky on LANGUAGE ACQUISITON

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 NOAM CHOMSKY: THE STRUCTURE OF LANGUAGE

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 Video of Noam Chomsky on being truly educated and my thoughts on what inspires me the most in his speech👇✌✌

What inspires you the most about “education” in Chomsky's speech, which, you think, will guide you in your teaching career?

I think that the most inspiring speech of Noam Chomsky is inquiring and creating something without feeling pressure and control. To be successful in our professions we need to be independent and we need to find our way to solve the problems that we are faced with. We need to discover ourselves and also, we need to teach our students to know themselves and discover their dreams, talents and abilities. According to Noam Chomsky we need to know how to look, how to question, how to answer and many other things to be successful. For instance, a child who can succeed at something on his own feels more confident and prouder. On the other hand, a child who gets help all the time from his parents will be diffident and always waiting for help from the others. For this reason, if we know and learn to do something on our own, we will be more successful and lifelong learners.  We should not bound learning at a place or a time. We should continue learning and improving ourselves and developing our professions for lifelong. While having self-education, we can get help from other people, we can get in cooperation with the people who are more educated and knowledgeable from us. For this reason, we should be facilitators and guides to our students. Also, we need to find a facilitator and guide to develop ourselves both in professional and personal life. From kindergarten to universities, we should teach self-sufficiency and the importance of self-education. In addition, we need to learn how to learn and as a future teacher we need to teach how to learn. Instead of giving the knowledge directly without any desire. If the person is aware of the importance of knowledge, he or he does not need anyone to learn something he is interested in. She or he can find the way of learning on his own. For this reason, we should always know the right question to ask to reach the knowledge.  The people who know the importance of self-education, always will be in the search of well education and try to develop himself/herself. To give another example, it is more important and unforgettable if students learn or discover something on their own than pressing students to learn something. We need to know and teach our students about how to reach information. People will learn more by motivating themselves instead of listening to a teacher in a classroom environment because of obligation. A child can learn the buoyancy of water from a movie or a book and can not learn water boils hundred degrees from a teacher. Because the motivational factors are different in each example. In the first one, a child tries to learn something he is interested in his own way, and in the second one, school is compulsory education and the child does not want to learn about boiling. As a teacher, we need to help learners to know themselves, their desires, talents, dreams, and abilities. Accordingly, we need to find our own way and motivational factor to educate ourselves for lifelong learning. Also, we need to help our students to find their own way to reach knowledge. 

21 LESSONS FOR 21st CENTURY

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DO NOT FORGET TO WATCH THE VIDEO BELOW

Phonics teaching is an integral part of literacy curriculums in British, American and bilingual schools but how much phonics teaching takes place in other English language teaching contexts? EFL teachers often teach their young learners whole words, their pronunciation and meaning rather than breaking words down and looking at patterns to help with spelling or reading and writing. Course books are catching up with the importance of phonics, as are teachers. In this webinar, we will look at how integrating short, sharp, simple bursts of phonics in our lessons can develop confident young readers and spellers and lay a solid foundation for future language awareness and learning. 

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