Sunday, December 9, 2012

Democratic Citizenship

Here is an example of Turkish fairy tale:


Bald Boy and the Magic Seal


Bald Boy and the Magic Seal


One day, Bald Boy was walking back from the marketplace after selling his crops to the people of the neighbouring village. He had made three gold coins that day and was very pleased with himself because now his mother would be able to buy food and clothing to last through the long winter.
Suddenly Bald Boy came across a group of men who were teasing a cat with a long stick. The cat looked very scared and was unable to escape. Bald Boy walked up to the men and said in a kindly voice: ‘Please stop teasing that poor cat. If you stop, I will give you a gold coin.’
The men agreed to put down the stick and Bald Boy handed over a shiny gold coin. The cat was very grateful to the boy and walked by his side. He promised that if ever he was able to repay the boy’s kindness, he would surely jump at the chance. Bald Boy could not imagine how a cat might help him in his life, but he agreed that the cat could join him, and so the two friends continued on their journey back to the boy’s home in the neighbouring village.
The boy and the cat walked for a few miles until they came across an old man and an old woman who were beating a dog because it had been barking too loudly. Bald Boy approached the old couple and said in a kindly voice: ‘Please stop beating that poor dog. If you stop, I will give you a gold coin.’
The old couple stopped beating the dog and took the gold coin from the boy. The dog was very grateful to the boy for saving him from the old couple, and he asked to join the boy and promised that he would always be faithful and help whenever he could. The young boy could not imagine how a dog might help him in his life, but he agreed that the dog could join him, and so the three friends continued on their journey home.
Not long after this, Bald Boy and his new companions stumbled upon two woodcutters in the forest who were trying to kill a snake with their sharp axe. Bald Boy walked up to the angry woodcutters and said in a kindly voice: ‘Please do not kill that snake with your axe. If you leave the snake in peace, I will give you a gold coin.’
The woodcutters thought about Bald Boy’s proposition for a moment and then agreed to put down the axe. The boy handed over his last gold coin without thinking because he was happy to have saved the snake from certain death.
The snake was very grateful and slithered up to whisper in the boy’s ear.
‘Thank you, Son of Adam, for saving my life. I am the son of the Snake Emperor and you must come home with me so that my father might thank you in person for your kindness.’
Even though Bald Boy had no more gold coins to buy food, he was happy to have saved his three friends and agreed to go and see the Snake Emperor before returning home to his mother.
When they arrived in the forest, the Snake Emperor was very grateful to Bald Boy for saving his son’s life.
‘I will give you anything that you ask of me,’ said the Snake Emperor to the boy.
It was then that the young snake whispered in the boy’s ear once more.
‘Ask my father for his magic seal which he keeps under his tongue. With this seal all of your wishes will come true. All you have to do is ask and it will be given.’
And so the boy asked the Snake Emperor for his magic seal, and the Snake Emperor replied: ‘You ask me for my most precious possession, but you saved my son’s life and I will grant you what you ask.’
The Snake Emperor relinquished his magic seal and Bald Boy stuffed the seal into his pocket and returned home with his faithful cat and faithful dog by his side.
When Bald Boy’s mother learned that her son had given away all of their gold coins she was very angry, but the boy promised that he would make up for this loss by marrying the Emperor’s daughter and making a new life for his mother.
‘And how will you do that, my son? This cat and this dog will not help you do such a thing.’
It was then that Bald Boy told his mother all about the magic seal that would grant his every wish.
The very next day, Bald Boy set off with his faithful cat and dog to the palace to ask for the hand of the Emperor’s daughter.
‘I cannot allow my daughter to marry such a poor boy,’ said the Emperor when Bald Boy asked to marry the beautiful princess. ‘If you wish to marry my daughter you must first build a palace next to mine so that I know she will be well looked after. But I know that you will not build such a palace with the help of a cat and a dog.’

That night, Bald Boy held the seal under his tongue and wished that he had a palace of his own. Suddenly there was a blinding light in the night sky. And when the light faded, there at the edge of the forest stood a magnificent palace gleaming beneath the light of the full moon! The most magnificent palace the boy had ever seen. And it was his!  
When the Emperor saw that the young boy had indeed built a beautiful palace, he agreed to the marriage at once. And so it was that Bald Boy and the Princess were wed that very same day.
The mother moved in with her son and daughter and lived like a queen in her new home. And the cat and the dog were also very happy in their new life.
The months passed and Bald Boy wished for nothing else as he was so happy with his new wife whom he loved very much. And so he placed the magic seal in a room all of its own and never told the Princess of its magical powers.
But one day, when Bald Boy was out at the marketplace, a crafty old bead seller knocked on the door of the palace and enticed the beautiful Princess to buy some of his beads.
‘They are very fine beads, my Princess, and you would do well to buy them from me.’
‘But I have no coins with which to buy them,’ the Princess replied.
The crafty old bead seller said that he would be willing to trade his wares for something within the palace. ‘I hear that you have a dusty old seal which you keep in a room in the palace; surely that is no use to you. I will take the seal in exchange for all of my beads.’
Because she did not know any better, the Princess handed over the magic seal to the crafty old bead seller who quickly disappeared across the lake towards his home in the dark forest somewhere on the other side.
As soon as the seal was gone, the palace disappeared into thin air and the Princess and the mother were left standing in the cold.
When the Emperor saw that the palace had disappeared, he reclaimed his daughter and promised that she would not be with her new husband if he could not look after her.
When Bald Boy returned home that day he was very sad to find his mother alone, his palace vanished, and his beautiful wife returned to her father. He did not know how to find the magic seal and was sure that his new life was over forever.
The cat stepped up to the boy and said to him: ‘I can find the seal but I cannot swim across the lake.’
Then the dog stepped forward and said to the cat: ‘I can swim across the lake with you on my back and together we will find the magic seal.’
SwimmingAnd so the faithful cat and the faithful dog set off on their journey to recapture the magic seal from the crafty bead seller.
When they reached the river, the cat climbed up onto the dog’s back and the dog swam across to the opposite bank. Once they were across, the cat began sniffing at the air and followed the scent of the bead seller through the forest with the dog close behind.  
It did not take long to find the cottage where the bead seller lived, and they could see through the window that the old man was fast asleep in his chair before the fire.
‘I will catch us a mouse,’ said the cat, ‘while you find us some peppercorns to grind up with your strong paws.’
And so the cat caught a little mouse and told it to sneak into the cottage and take the seal from under the tongue of the crafty bead seller. The dog sprinkled the ground peppercorns onto the mouse’s tail and the little mouse scurried into the cottage and climbed up the bead seller’s leg as he slept soundly by the fire.
When the mouse wiggled his tail, the peppercorn dust went straight up the old man’s nose and caused him to sneeze. It was then that the magic seal flew out into the air and the mouse caught it in his tiny paws!
The little mouse ran from the cottage and returned the magic seal to the cat and the dog who quickly made their way back through the forest towards the river.
Once again the cat climbed up onto the dog’s back and the brave dog swam across the great river. 
And so the faithful cat and the faithful dog returned the seal to their master and the palace reappeared in a blinding flash of light.
Upon seeing the palace returned, the Emperor agreed that his daughter might once more live with Bald Boy. After all, the Emperor could tell that his daughter was very much in love.
Bald Boy decided to throw a huge party to celebrate the return of his beautiful wife. The whole village was invited and so began a feast that lasted for forty days and forty nights.
The mother and the Emperor agreed that there was indeed much that a cat and a dog could do if they were faithful to their master.
Bald Boy smiled because he had learned that friends always help each other when they can, and there is magic in such friendship. Perhaps even more so than in the magic seal.

Democratic Citizenship

A Good Debate Climate 

This is a dialogue activity that discusses what Iben Jensen calls a "cultural fix point". We used a fix point from our country and it includes what should the teacher be aware of ?, some elements from Kalleso's "socratic dialogue". 

Topic: Should we come to school with uniform or not?

Aim: To provide students with their own thoughts after discussion

1. The teacher makes two groups: 


One group thinks that they should come to school with uniform. 
The other group thinks that they should not come to school with casual clothes. 

2. The teacher gives the necessary information to the pupils so that they can have an opinion for beginning.

3. The teacher explains the difference between a discussion and a fight, and the teacher should make sure that it is only thoughts discussing not the individuals.

4. The teacher should make sure that students listen to each other and they all are focused on the same topic.

5. The teacher should ask questions to expand the topic.

6. The teacher should be sure that the discussion is only among students.

7. The teacher should prevent the possible disrespectful expressions.

8. The pupils should formulate their own opinions.

9. The teacher should be in the background.

10. The teacher lets students discuss.

11. The students tells their opinions and listens to each other.

Wednesday, December 5, 2012

Democratic Citizenship


The Minorities in Turkey 

Sinem, Emine, Bahar and me made a group work on the homework of the democratic citizenship. It is about the point of view of media on minorities in Turkey. 

Here is the Human Rights Joint platforms research which was made by instructors of Communication Faculty about struggle of discrimination. The title of the research is ‘Racism on Media ‘. A great deal of data have been found out that mostly Kurdish, Armenian, Christian and Alevi people who belong to a sect in Islam are the target of the discriminatory discourse. The research focused on the bestseller newspapers contrast to the newspapers that are mostly known as racist. According to research the discrimination is generally found on the columns. In the research, it was determined that 52% of the articles including ethnic-religious and cultural discrimination is found in the columns and comments. It was found that the newspaper called Zaman has published 25 news and 54 columns and comments containing discrimination-racism, which means that columns and comments include much more racism. During the research, for 13 months against all kinds’ emphasis on Turks, Kurdish people have been on news, comments and the columns for 46 times. According to research, Kurdish people have been associated with the terrorism, terrorist; PKK, events of violence in 115 titles and their demand for rights have been ignored.
In the study, according to the analysis of 1616 news and content of articles that have been examined,
The rates of racist-discriminatory news published in the newspapers in Turkey are as the following:

40 % in HÜRRİYET
29 % in ZAMAN
15% in POSTA

On the other hand, these newspapers contain also anti-racist-news. For example;
Hürriyet has published 443 racist news but also has 36 anti-racist news.
Zaman has published 82 anti-racist news.
Posta has published 9 anti-racist news.

Here is the source of the information and you can find more information from the link : 

Here is the link for the homepage of newspapers: 




Sunday, December 2, 2012

ICT - FAIR

ICT - FAIR 

We had an Ict-Fair on 21st november. We were so exited since we haven't been in an activity like this before. We set up and orginised our own stand, present our ethnographic studies through the programme that we chose. People visited our stand and we presented our presentation, programme to them. Our programme was Prezi and our ethnographic study was about Christiania. There were two more stand that present prezi except for us in the fair. 



We had a lot of fun with our awesome erasmus friends and it was a lot of fun to present our programme to people. We also visit other stands and got knowledge about different kind of programmes. I have learned new programmes that I would like to use. I have also learned different qualities of the programmes that I have already known. It was both entertaining and instructive.  

















This is the link for our presentation, you can watch it through this link. 


http://prezi.com/obfdgvotqnbp/christiania



We also created a handout for the people who were visiting our stand. This is the handout which includes an overview of our programme, has a look in the qualities of it and looks out how to use it effectively in the classroom. 


PREZI 

Prezi is an alternative web tool to boring Powerpoint slides, and it lets you prepare impressive, rich, visual and interesting presentations. You can prepare more effective and attractive presentations than you do with ppt.  The file types that you can use in your presentations are jpg, pdf, video and swf. Prezi needs membership, but you can get into the Prezi world without any payment. You can share your presentations on the web pages and you can use your Prezis without any internet connection by downloading on your computer. This web-based tool allows the user to fly from location to location and to explore the relationship between ideas on the presentation, sometimes with turning elements upside down, sometimes zooming in or out. The theory behind Prezi is that our ideas are not linear, but rather bundles of interconnected concepts that are better captured as a whole with many parts. Prezi allows the user to illustrate the relationship of concepts to one another.

Benefits of Prezi in Education Settings
1.  A lot of movement
2.  Ability to share with a large group
3.  The meeting feature allows multiple users to edit it at the same time
4.  The marker feature allows you to circle and highlight important features
5.  The zoom feature lets you focus in on certain topics
6.  The versatility
7.  Keeps people’s focus longer than PowerPoint
8.  Non Linear slide arrangement
9.  Looks more professional than PowerPoint
10.  Allows endless creativity!                                                                 

Ø  Prezi can be used with either a PC or Macintosh computer. Users need a high-speed Internet
connection, an up-to-date supported web browser and operating system, a minimum of 1 GB
computer memory, a scroll mouse or touchpad, and a recent
version of the Adobe Flash Player program for Prezi to be more effective in a school practice.

Educational Studies


HOMEWORK



Last friday we talked about homework in educational studies which was so interesting. I haven't thought about homework in detail before. Why do we have homework and what is the negative, positive effects of it ? and of course what is homework ? We tried to find a contemporary definition of homework. I thought about this and I think the comtemporary definition is;


Homework is any kind of activity ,which is supposed to facilitate learning, make students to have much more knowledge, create a link between home and school, develop different skills,given by the school to be completed outside of the class.

Sunday, November 25, 2012

Democratic Citizenship


CULTURE WITH MUSIC VIDEO

We had a homework that we should find a music video about our own culture in democratic citizenship. I chose this video because it shows a turkish tradition.
  
   This tradition is called "Bairam". Bairam is a religious holiday.  This video shows how we celebrate Bairam. Everyone gathers together and celebrate the bairam  by eating sweets like  candy, chocolate, baklava. It is special for the occasion purchased clothes and this attire is called bayramlık. People visit relatives and friends .It is important to honor the elderly; therefore mostly the younger generation visit the older one. Kissing the right hand of the elderly and placing it on the forehead is a custom to show respect and greet them for the bairam. People greet each other by saying Bayramınız Kutlu Olsun meaning May Your Feast Be Blessed. Children going around in their neigborhood, from door to door and wishing people a happy bairam. As a reward they receive candies. 



Thursday, November 22, 2012

Theory Into Practice



        THEORY INTO PRACTICE 


A Behaviourist Lesson


According to Skinner who is one of the most known behaviourist , the most substantial procesess in language developments are imitations, practice and positive / negative reinforcement. Children acquire the language by imitating the environment. They practice the behaviours of adults, sounds coming from environment. In this way, it becomes  a habit for children after a while. As they are learning, they affect from the external factors. If they get positive reinforcement, children will be encouraged so learning will take place at the highest level. However, children may have errors and make mistakes. If the teacher gives negative reinforcement, it may cause children to lose their motivation.

For instance;

Teacher explains the daily routine thorough a dialogue. Firstly, teacher reads the dialogue aloud and then wants students to read it aloud. Students try to imitate the pronunciation of the teacher; they do it more than one time to practice. Then, the teacher asks students about what’s going on in the dialogue by making some sentences like;
–teacher: Mike goes shopping, right.
–that’s right, Mike goes shopping.
–Teacher: Very good, Mike goes shopping and buys coffee, right.
–That’s right; Mike goes shopping and buys coffee
–Teacher: Mike goes shopping and buys coffee every day.....................
In the example, students learn the subject through repetitions, imitation, and reinforcement. But there are also limitations. One of them is overgeneralization which is when students learn a rule, they can imply the rule for all of the cases. As an example, students may use the present tense which is used in the example above for past or future event, too.

An Innatist Lesson


In the Innatist  Perspective, there are five hypothesis in Krashen’s monitor model. I would like to explain them in an example ;

Teacher would like to teach colours with some colourful cards, and she shows cards to students just by speaking in target language. Through this way, students can understand the message that is wanted to be learned. This is called input hypothesis in Krashen’s monitor mode. Also the affective filter hypothesis is efficient in learning, students should be motivated. If they aren’t motivated enough, they can have difficulty in learning
At the end of lesson, teacher shows some colourful things in the class and asks them the colour of the things. Students answer in target language. Thus, students become aware of their learning , which is given name the monitor hypothesis. Students try to explain the colours by using their grammatical knowledge and that is called  the natural order hypothesis.  The students learn the language consciously/ unconsciously  and this  is called the acquisition-learning hypothesis. But it also has some limitations, the teacher gives priority to fluency rather than accuracy.

A Socio-cultural Lesson


Socio-cultural Perspective is a theory in which students learn from interaction, environment and experiences. We will explain the perspective with an example that is a classroom activity;

The topic that the teacher teaches is how to order something in a restaurant. Teacher makes groups of two students. One student will have the knowledge that provides him/her to support him/her partner so that zone of proximal development can occur. Zone of proximal development is the difference between what a learner can do without help and what he or she can do with help. Teacher gives instruction and asks students to create a dialogue about the topic. When students need a help while creating the dialogue, the teacher helps them. Students read and try to dramatize the dialogue in front of the class. It becomes an experience for them, which gives a chance to students to be able to imply it to their real life. 


My comment;

English has different parts like vocabulary, grammar, translation, pronunciation that’s why I think I need different perspectives of teaching. As a future English teacher I think, all of the perspectives can be useful in some situations and I will use a mix of these perspectives. However, I would like to use socio-cultural perspective mostly. 

Sunday, November 18, 2012

An Intercultural Research for Democratic Citizenship

An interview with our teacher in my teaching experience :

- Do you think your class is multicultural? Why?
+ Yes, because in my class there are students from different countries (students from Poland, Hungary and also Iraq) and also among Danish students there is a lot of different cultures

- What are you doing for your students to feel good in your class? (Concerning intercultural students)
+ Polish girl - knows a little of Danish language, comes from strict catholic school and I think, she does not want to be here, we tried to solve it with her parents, school psychologists. It is her second year here and the first year class really tried hard to involve her, but the more she refused them, the less they tried.
+ Other students are well integrated,
without any bigger problems

- W
hat do you think is the hardest thing to deal with for your intercultural students?

- D
o you think it is different to teach culture in multicultural class and in class with only Danish students?
+ I
t is easier in multicultural classes, because there is more points of view and you can make a better discussion; if it is class only from Danish students, they are very narrow minded (they are young, so they do not have such experience and Danish culture is the only thing they knew)
+ B
igger cities, there is more cultures then in smaller cities like here, in Vordingborg

- H
ow do you teach democratic citizenship in your classes? (Education for democracy and citizenship)
+ I try to find examples children understand and interest them, we also speak about democracy in history lessons
+
When we are making rules of class, we discuss about it -> I always want every student to speak and to be heard

- D
o you think, it is necessary to teach democratic citizenship?
+ Yes, It is important for students to know how great country they have and that it does not come free - they have to work for it. I want them to appreciate it and to try to keep it alive.

; I teach children different culture in order to teach them how to be toler
ant, to respect other people
; I
t is important to see your students regularly, so you can be sure that they are happy in school
; B
e sure, that every children is heard
; I
f there is any problem (behaviour problems, bullying) we cooperate with police, psychologists and other institutions working with children

Friday, October 26, 2012

Bitstripsforschools comic

Alice and I made a comic by using bitstripsforschools program.It is about problem that students are unused to cognitive strangeness.

Friday, October 5, 2012

Wednesday, October 3, 2012

My Intercultural Experience




  • MY INTERCULTURAL EXPERIENCE



  • FEELINGS 



  • o It's my first travel to abroad and it's an exciting experience to be here in Denmark.I'm having so much fun by knowing other cultures.People are so relaxed and free ,this makes me feel free,too.

  • oActually I haven't feel homesick yet. People are friendly and welcoming to others.They are care about you and interested in your problems .

  • o There are much more Turkish people here than I thought. We went to the bank to open a new account and we had difficulty in expressing our problem just for a second then the woman spoke turkish suddenly. We were shocked but it was also good that our problem solved.


  • KNOWLEDGE


  • o In daily life almost eveyone knows enough english to express themselves and helps you.If you ask for help ,they will do their best. It’s important to make students feel comfortable and teach affectively in school life.There is a positive classrom atmosphere which reflects both quality of learning and affective teaching.Every student must be relaxed, feel safe and important in the class in order to facilitate learning.

  • o Bikes are important in daily life and you can find bicycle lane almost everywhere.There is nothing about the street design that can bother you when you ride a bicycle.


  • o When you walk on the street,people usually greet you without knowing you by saying “Hi”. It's a bit strange but at the same time so nice when it's compared with my country.


  • ACTIONS


  • o So far I haven't had any problem about different cultures and I hope I won't have :)