THE UNIVERSITY OF CHICAGO

THE CENTER FOR TEACHING AND LEARNING

5 8 4 5 S O U T H E L L I S AVE N U E C H I C A GO , I L L I N O I S

60637

E-MAIL: TEACHING@COLLEGE.UCHICAGO.EDU
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TEL: (773) 834-4439

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INDIVIDUAL TEACHING CONSULTATION

FINAL REPORT
Date: March 31, 2006
Graduate Teacher: Metin Yuksel
Course: Elementary Turkish 2
Consultants: Brandee and Erin Stapleton-Corcoran
Attendance: ~10 students (videotaped class where all students were not visible
Setting : Tables arranged in a square with the instructor on one side of square. Blackboard is
behind the instructor.
Summary: This class session for Elementary Turkish 2 consisted of a homework review
comprised entirely of correction and translation of Turkish sentences . The instructor also reviewed
elements of Turkish grammar, framed within the context of the homework assignment. During
our meeting with Metin we discovered that he had created the homework assignments himself,
and it was geared to complement lecture sessions conducted by the primary professor.
Observations

Comments/Suggestions

1. The entire class session is comprised of a set of

language exercises and translations.

A brief review of the previous class and a written

outline (on the board) of the day's class could
prove effective to warm up class a little. You
might want to summarize the information covered
at the end of class as well. This would aid students
in committing grammatical structures to memory.
A variety of structures was covered during the
course of the class with the various translations
and a summary would help to bring the
information together in the students' minds.

2. The instructor stands on one side of square

facing class. Students are seated around the "U" of
the rest of the square.

The class may feel more comfortable if you were

to move around room a little, as this would
engage the students a little more.

3. The instructor refers to his notes often as they

contain the exercises for the day's class.

This is a good method to use to remind you of the

information being covered.

Metin uses the board occasionally and erases the

information provided fairly often.

There were a variety of structures and vocabulary

being covered throughout the session. It might
help to group the information on the board

THE UNIVERSITY OF CHICAGO

THE CENTER FOR TEACHING AND LEARNING
5 8 4 5 S O U T H E L L I S AVE N U E C H I C A GO , I L L I N O I S

60637

E-MAIL: TEACHING@COLLEGE.UCHICAGO.EDU
HTTP://TEACHING.UCHICAGO.EDU
TEL: (773) 834-4439

4. The instructor keeps a brisk pace with the

homework and consults his watch often to make
sure he has time to complete the exercises during
the class session.

5. At various points during the class Metin asks

students if they understand what had been covered
in specific homework exercises.

Students ask questions without prompting from

the instructor.

6. Metin ends class with announcement of

homework for next class.

FAX: (773 ) 834-0493

according to the different structures being covered

in the exercises. This will help provide structure
for the students as they move from sentence to
sentence. Keeping the information on the board
(rather than erasing it) as the class period moves
would aid students in their learning, for they
would be able to see exactly what information is
being targeted for the day. An example of
groupings of information is to write "verbs,"
"agreements", "vocabulary" at the top of the board
and write the sentences under each group to which
it applies.
You may want to reduce the amount of homework
materials being reviewed in class by selecting
certain questions to review. This would allow you
more time to fully discuss grammatical issues
related to the homework, as well as to review keys
concepts.
Checking in with students is an effective
technique in making sure the material is not being
presented too quickly. Another method of
checking with students is to ask students pointed
questions individually. An example of this
exercise is to ask a student a question about the
material just covered within another context. You
can have an extra sentence prepared that covers
the same material.
It is great that the students feel comfortable
enough with you to ask questions unsolicited.
With a small class such as this, it can be effective
to ask each student to prepare a question about the
material covered in the homework. This exercise
makes sure that the students are invested in doing
their homework and also gives everyone a chance
to participate.
This was a good way to end class, however, you
could add a little information as to what material
the homework will cover. This will prepare
students for the homework and for the next class.

THE UNIVERSITY OF CHICAGO

THE CENTER FOR TEACHING AND LEARNING
5 8 4 5 S O U T H E L L I S AVE N U E C H I C A GO , I L L I N O I S

60637

E-MAIL: TEACHING@COLLEGE.UCHICAGO.EDU
HTTP://TEACHING.UCHICAGO.EDU
TEL: (773) 834-4439

FAX: (773 ) 834-0493

CONSULTANTS FINAL MEETING REPORT

(to be filled in by consultants after the final meeting is held)

Consultants:
___Brandee and Erin Stapleton-Corcoran_______________________________________
Graduate Teacher:____Metin Yuksel
Date:____Tape viewing March 16, Meeting March 31
Summary of final meeting:
While viewing the videotape, Brandee and I both deduced that Metin had been instructed by the
lecturer to go over a specific homework assignment with the students. The entire videotape
consisted of the Metin going around the room, calling on students to answer a set of exercises in
Turkish. Metin would then provide review of grammatical structures and issues related to the
Turkish language, writing notes and select sentences on the board. Overall, the students seemed
fairly engaged in the session, with a number of students asking questions, but this was somewhat
difficult to ascertain, for most of the students were not in view on the tape. There were a few
students (those in view of the camera) who seemed to be slightly bored with the class.
After our meeting we came to realize that Metin was not tethered to a homework
assignment assigned by the lecturer, but rather, that he had created the exercises that were
reviewed in class. It was obvious that Metin had put a good deal of preparation in his class
materials and upon speaking to him it was very clear that he was very serious about his students
success in learning Turkish.
During our meeting we suggested that Metin commence class with an overview of the
concepts to be discussed in class and to close class with a review of the materials covered. We
also suggested that he intersperse grammar review, drills, and other exercises in between periods
in which the class focused on specific homework assignments, for this could enliven the class
and solidify student retention of information. We also suggested that Metin consider slight
modifications to the class seating, for the tables positioned in front of him distanced him from
the students. We also suggested that he create an outline on the chalkboard containing topics of
the class session, and to choose students more randomly when asking them to give answers to
homework, for this might provide him a more accurate picture of how students were grasping the
materials.
Overall, the meeting went well and Metin seemed to appreciate our comments and
suggestions.

THE UNIVERSITY OF CHICAGO

THE CENTER FOR TEACHING AND LEARNING
5 8 4 5 S O U T H E L L I S AVE N U E C H I C A GO , I L L I N O I S

60637

E-MAIL: TEACHING@COLLEGE.UCHICAGO.EDU
HTTP://TEACHING.UCHICAGO.EDU
TEL: (773) 834-4439

FAX: (773 ) 834-0493