Presentations by Dr. Benâ Gül Peker
Emotional Appraisals of Learning Tasks
Why is it that the same aggressive learner behavior elicits a different emotional response from one teacher who feels anger whilst another feels empathy perceiving the same behavior as a need for attention? Or why does one student appreciate a certain learning task while another would sneer at the same task? The role of emotion in education, largely neglected in previous decades, is currently enjoying a resurge of research interest. And yet, we lack a clear, consistent and systematic understanding of how emotion impacts learning.
This session discusses emotional appraisals of learning tasks. It first makes a case for task appraisal styles in learning. It then presents an argument for the possibility of investigating positive and negative appraisals of tasks along the dimension of pleasantness in different contexts, whether in teacher education or secondary schools. In the final part, a scale related to appraisals is offered.
My class… a Stage?
This workshop builds on the concept of emotional appraisals of learning tasks presented in the first session. By way of introduction, the workshop argues for the possibility doing tasks that will be appraised positively on the dimension of pleasantness. Following this introductory discussion on emotional appraisals, examples of such learning tasks will be demonstrated.
The aim of this workshop is to suggest and demonstrate different types of tasks that can be done at any stage of a lesson with learners at any level. These suggested procedures can be implemented in the teaching of all skills, for instance in a reading or listening lesson as a pre or post task or as a speaking or writing task in order to stimulate the idea of pleasantness. The participants will have a chance to experience various learning tasks drawing on from drama techniques in addition to teacher questions.
Presentation by Dr. Deniz Kurtoğlu Eken
The Learner’s World
One of the richest tools and processes for exploring affect in learning is learner-based research, which is based on a principled approach to gathering ideas and feedback from learners on a wide range of teaching and learning experiences. We will discuss how we can promote an exploration of the self, of others and most importantly of the teaching and learning process through exploratory research practices which can help foster a motivating learning environment and at the same time creatively engage us in our own personal and professional development.
Presentation by Dr. Feyza Doyran
Positive Beliefs Positive Outcomes
Beliefs shape our lives. In educational settings, like in everyday life situations, beliefs affect the success of learners and determine the quality of teaching-learning processes. Positive beliefs lead to positive learning outcomes. It is also very important to be aware of the negative and limiting beliefs that teachers/students have and to replace these with positive beliefs. The purpose of this presentation is to create awareness related to the beliefs we as language teachers and our learners have and techniques on how to change negative/limiting beliefs into empowering ones. The outcomes will eventually determine the success of teaching/learning processes and quality of language programs.
Presentation by Dr. James Robert Correll
Promoting Students’ Creativity through Arts
Over the past decades numerous studies have indicated that engagement in the arts activates emotional, attentional and motivational systems in the brain. Development of skills now widely assumed to be important for success in the 21st century, e.g., communication, collaboration, critical thinking and creativity have been clearly linked to engagement with art in practically any form. It will be argued that creating a learning context in which the activation and development of students’ creativity is a highest value and incorporating the arts into instruction can improve student learning and performance at all grade levels. Prof. Correll will, furthermore, report on a current arts integration initiative in his teacher training degree program at the Thurgau University of Teacher Education.
Presentations by Jane Revell
Introducing NLP: The Icing on the Cake
Neuro-Linguistic Programming is a mouthful! The very name can put people off finding out more about it and that's a pity. In this short introduction, I hope to give you a general idea of what NLP is all about, and suggest some ways in which it might be useful to you – not only professionally, in the classroom or training-room, but also in your personal life and your relationships with people both in and beyond the teaching environment.
Wake up your inner elephant!
Memory is a vital part of learning anything, and that includes learning a language. We sometimes forget just how powerful our brain is and we often have limiting beliefs about our ability to remember things, especially as we get older. But essentially, it’s a question of practice. Our memory is like a muscle: the more we exercise it, the better it works. Use it or lose it!
Presentation by Dr. Mustafa Polat
Effective Communication Skills and Conflict Management
The fact that conflicts are an inseparable part of human life and the tendency that conflicts can be utilized for a positive and constructive end are two of the main reasons for a need to review how language is taught in classrooms (Corvette, 2006). At this point, the idea that should be kept in mind is students do not come to school with all the social skills they need to collaborate effectively with others. Therefore, teachers need to teach the appropriate communication, leadership, trust, decision making, and conflict management skills to students and provide the motivation to use these skills in order for groups to function effectively" (Johnson & Holubec, 1986). Furthermore, Harris and Morrison state, “teachers at all levels can contribute both by helping their students understand and deal creatively with the consequences of violent human behavior and by teaching them how to be peacemakers” (Harris & Morrison, 2003, p. 5). In line with this stated framework, this presentation and workshop first introduce the most common types of conflict confronted in language learning classrooms and elaborate on skills and strategies utilized by an average person to handle various conflicts.
Presentation by Pattrick Shortt
Affect and EQ; an Essential Resource for the Prep Student?
Most of us will be familiar with the general notions behind affective and humanistic approaches in the ELT classroom but are they, as some suggest, just a lot of impractical nonsense within the framework of preparing our students for academic life, or do they have some value to our students? Can aspects of EQ or affect even be implemented effectively into our classes? In this workshop we will be looking at these questions and looking at some arguably practical, meaningful and motivating (or maybe not?) activities taken from the world of affect, humanistic approaches, NLP and other related areas in order to open up the theme to further discussion to the floor.
Presentation by Dr. Zeynep Kızıltepe
Teachers start their careers feeling motivated and desiring to make a difference in their students’ lives. Studies show that the main motivation of student teachers who choose the teaching occupation is to have a worthwhile job/career; a stable salary; help children and touch their lives; and personal satisfaction and improvement. However, teaching is challenging and stressful work. The considerable demands on their time and attention, limited resources for assistance, and ever-increasing performance requirements take a toll. With their large class sizes, poor structural and physical characteristics of the classes, and the inadequate professional conditions offered to teachers, education is not up to modern standards. Perhaps not surprisingly, beginning teachers soon feel burned out and emotionally exhausted. Studies find nearly half of teachers leave the profession in the first 5 years. The rest stay and, despite difficulties, report that their primary motivation remains caring for students.
Dr. Benâ Gül Peker
Benâ Gül Peker works as associate professor at Gazi University. She holds a Ph.D from the University of Aston in Birmingham, U.K. A plenary speaker at the 40th IATEFL Convention, 2006, she has presented nationally and internationally. Her professional interests include NLP, the role of emotion in learning, drama, learning strategies and ELT methodology. Benâ Gül Peker has been involved in the training of English language teachers at tertiary and secondary levels. She has also worked as editor and writer in the writing of the new curriculum (2005), new course books, and preparatory books for primary ELT, grades 4-8.
Dr. Deniz Kurtoğlu Eken
Deniz Kurtoğlu Eken (PhD) works as an instructor and as Projects, Development and Research Coordinator at Sabancı University, School of Languages where she also worked as the director of the school for 10 years until September 2012. Over the years, she has been involved in teaching, curriculum development, qualitative research, teacher and trainer training. Deniz’s biggest interest and challenge remain to be an in-depth exploration into individual growth through personal and professional development.
Dr. Feyza Doyran
Feyza Doyran is currently an Assoc. Prof. Dr at İstanbul Kultur University, Faculty of Educational Sciences, serving as the chair of Educational Sciences Department. She received her M.A. in English Language Teaching and Ph.D. in Curriculum and Instruction from Middle East Technical University. She conducted her Post Doctoral studies in the Department of Educational Psychology at University of Texas in Austin. She has published books and articles on teacher education and training, effects of verbal and non-verbal teacher behaviors, professional morality, cooperative syllabus design, reflective journal writing. She has been offering seminars on curriculum and instruction, effective teaching, learning strategies and motivation, interpersonal relations, effective communication skills and Neuro-linguistic programming for twenty years.
Dr. James Robert Correll
James Robert (Robb) Correll is Professor and Vice Dean of Upper Secondary Teacher Certification at the Thurgau University of Teacher Education in Switzerland. Raised in the United States, he studied vocal performance and theatre arts before moving to Switzerland in 1979 as a music and theatre arts teacher. He has graduate degrees in Religious Science, English Literature and Education and has worked – sometimes parallel, sometimes consecutively - as vocal and performance coach, theatre director, singer, actor, pastor, teacher (K-12) and university lecturer. His areas of expertise are in TEFL, individualised and blended learning, and promoting the development of creativity through arts integration.
Jane has been involved in English language teaching for more than forty years. She has taught in classrooms in Rwanda, Spain, Germany, Venezuela and France and has trained teachers all over the world, from Mexico to Moscow and Malaysia. She has written and co-written many ELT books for primary, secondary and adult learners – most recently Jetstream for Helbling Languages - including several prize-winning titles, as well as readers, children’s stories and BBC radio and video material. Jane is a certified international NLP trainer and also a qualified Pilates instructor. Jane has been involved in English language teaching for over forty years. She has taught English and trained teachers all over the world and written many ELT course books, readers, children’s stories and BBC radio and video material. She is a certified international NLP trainer and a qualified Pilates instructor.
Dr. Mustafa Polat
Mustafa Polat, currently both a full-time project coordinator at Bahcesehir University and a part-time teacher trainer at National Geographic Learning, is a summa cum laude graduate of Middle East Technical University at the department of Foreign Language Education, and he now holds a PhD degree as a Fulbright scholar in Second Language Acquisition and Teaching at the University of Arizona. He has expertise in language pedagogy and educational technology and has efforts to integrate both synchronized and asynchronized use of technology into classroom practices.
Patrick Manuel Francis Shortt has taught English for longer than he would like to confess. Although Patrick´s teaching experience has been equally divided between Spain and Turkey,he has given talks to teachers in UK, Europe, North Africa, Latin America, Central Asia and the Middle East,having delivered hundreds of presentations at conferences, schools ,universities and institutions such as the British Council, IATEFL, TESOL and even for Oxford University. Among his most recent posts,he has worked at Istanbul Bilgi, Bosphorous, Kadir Has and Bahcesehir Universities and he has worked as trainer and educational consultant for Morocco with Oxford University Press. Patrick is currently head of Professional Develepment at İ.T.Ü where he also teaches.
Dr. Zeynep Kızıltepe
Zeynep Kızıltepe received BA and MA from Bogazici University in English Language and Literature with a Teacher’s Certificate, and Psychology respectively. She got her PhD from University of Exeter, England in the field of Education. She is a full professor in Boğazici University, Faculty of Education, Department of Educational Sciences offering courses on educational psychology, classroom management, social psychology of education, and teaching methods. She is also one of the Advisers to the Rector. She has papers published in Turkey, Belgium, Japan, the United Kingdom, and the United States, and a course book named Öğretişim in Turkey.