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Reflections from Instructors

CPD > Reflections from Instructors
İhab Gazi, 2024-2025 Spring Semester

Working at Medipol University would have been completely different without having the most important department, CPD. It always helps me focus on my professional development. Thanks to this department, I have a reason to stop and think about what I teach and how I teach it, what works best in my classes, and what my weaknesses are. CPD members always push us to try new things, share useful information, and reflect on our performance in a very supportive environment, and this has created a culture where we learn from each other and grow and advance together.

 

As part of the process, I have been observed several times by CPD members. They were super professional and respectful throughout my lessons. They took notes quietly, and I received encouraging feedback from them after the observations were over. I appreciate their calm and kind approach.

 

Shortly, it is valuable to have CPD, which reminds all teachers that development is an ongoing process, and small steps can really make a big difference. 

As I near the end of my third year at Medipol University, this observation process—just like in previous years—has been an important step in developing my teaching practice. Although not as intense as in my earlier years, I must say that I still felt a slight sense of nervousness during this observation. This tension, especially before and during the observation itself, actually helps us see ourselves as if we are in a mirror. Such observations offer a true opportunity for “testing” ourselves—not only to evaluate our professional skills but also our personal traits. This kind of awareness contributes significantly to my growth both as a teacher and as an individual. Although I had only two students in this year’s observation, I believe the lesson observed by Ms. Elizabeth from the Continuous Professional Development (CPD) unit was still a productive one. Structuring the lesson with a focus on student participation and adopting a flexible approach, in my opinion, showed that effective teaching can be delivered regardless of the number of students. I can confidently say that the CPD observation process allowed me to review my teaching strategies and make more conscious decisions. I also believe that the experiences and insights I gained during this process have directly contributed to the improvement of my own teaching.

The summative observation process provided a valuable opportunity to engage in meaningful reflection on my lesson planning and teaching practices. It encouraged me to critically evaluate how I incorporate interactive materials and integrate new technologies introduced during recent professional development sessions. Throughout the process, the CPD team offered consistent support and constructive feedback, which contributed to my reflections and professional growth. This experience allowed me to recognize the effectiveness of the strategies I currently employ while identifying specific areas where adjustments could enhance student engagement and learning outcomes. Moreover, the process reinforced the importance of ongoing reflection in teaching and motivated me to continually adjust my instructional approach when necessary. It also highlighted the benefits of collaboration and open dialogue with colleagues and mentors in fostering professional development. I am grateful to the CPD team for facilitating this process, which has deepened my understanding of effective teaching practices and encouraged ongoing growth in my instructional practice.

 

The CPD observation process allowed me to evaluate my teaching practice in a multi-faceted way. As a teacher who is trying to work meticulously on planning and time management, I gained new awareness during this process to make my classroom practices even more effective. I saw again the importance of developing a more flexible, solution-oriented and student-sensitive approach to unexpected situations that may arise during the course of the lessons. The constructive and goal-oriented feedback of the CPD was effective in increasing the efficiency of the learning process by placing my teaching goals and time management on a more strategic basis. It also reminded me that permanent and meaningful learning is much more prioritized than just conveying intensive content and strengthened my teaching approach in this direction. Thanks to the detailed meetings held after the observation, I received concrete, applicable and realistic suggestions regarding the areas that needed development while reinforcing my strengths. This holistic process increased my professional awareness and enabled me to approach my lessons in a more balanced, conscious and effective way.

The formative lesson observation process was a valuable opportunity for me to reflect on and refine my teaching practice. During the observation, I made a conscious effort to implement a variety of instructional strategies aimed at increasing student engagement and participation. I also focused on setting clear lesson objectives and providing timely feedback. These contributions allowed me to evaluate the effectiveness of my methods and identify areas for improvement, particularly in terms of pacing and scaffolding learning tasks.

The CPD team was highly supportive throughout the process. Their pre-observation briefing helped me align my lesson goals with institutional expectations, while their post-observation feedback was constructive and encouraging. I especially appreciated their specific suggestions regarding classroom interaction and the use of formative assessment techniques, which I have since incorporated into my lessons.

The most beneficial aspect of the observation was the reflective dialogue that followed. It allowed me to see my teaching through another lens and inspired me to take a more student-centered approach. Overall, the process not only strengthened my instructional practices but also contributed meaningfully to my ongoing professional growth.

The professionalism that took place during the Formative Lesson Observations continued throughout the Summative Lesson Observations, which was no surprise. Once again the process was very clear and informative since the first email that was sent with the details about the observation.

The time was sufficient for all the preparation. The class was just getting to know each other and I was not sure how they would react to the lesson. Thankfully the lesson was a success, the students were very active and they were engaged.  

CPD sessions we had previously supported me by offering practical strategies and frameworks that helped me structure the lesson effectively and meet the observation criteria. They also provided a space for reflection and discussion, which deepened my understanding of how to meet students’ needs more effectively. The aspect I find most beneficial is the constant positive environment CPD provides for the teachers. This opens doors to good communication and improvement as a whole.

Beyzagül Eraydın, 2024-2025 Autumn Semester

The only way to improve teaching is to regularly reflect on our teaching skills. Our institution has regular lesson observations, and our CPD unit provides us with feedback regarding our teaching skills. The observation process can be separated into pre-, while, and post-observation. I communicated closely with one of our CPD members during the pre-observation process. As the observation was summative and not formative, I did not get any feedback on my lesson plan before implementing the plan. I tried a CELTA format in my observation, which was one of my main aims after getting my CELTA. I also wanted to see the effect of CELTA on my teaching and how it transformed my techniques compared to last year. The observation process and the comments I received from the CPD members helped me see the aspects I lacked. For instance, one of the comments I received was how I timed the activities. My CPD member recommended using a timer even for small tasks so that students could also visualize how much time they had. After the observation, I started using a timer, which improved how students used their time for small tasks that took 2-3 minutes. The comments I received from my CPD member helped me evaluate every step I took during the lesson, and it helped me balance teacher talk-student talk and classroom management. CPD’s support during the process was unwavering. They allowed me to choose whether to teach a main course or a skills lesson. A post-observation meeting option is available for those who want to receive detailed feedback. In the post-observation meeting, I got feedback on two criteria I had chosen beforehand. The areas I decided on were the balance between TTT-STT (teacher talking time and student teaching time) and monitoring. My CPD member specifically focused on these two areas during my lesson observation, on which she gave me detailed feedback. I saw that I improved in both areas compared to last year, but we also talked about possible action points. I believe that observation as a concept should be seen in all stages and grades of teaching, not just in higher education. Having these observations helps me see myself in a more objective light. Without another person observing, I would not have realized the small details, positive or negative, about my teaching, which is what every teacher needs.

In this process, I actively engaged in self-reflection. I focused on enhancing student engagement through interactive activities and clear instructional strategies. My contributions included applying more effective classroom management strategies, and creating more interactive and engaging activities and thanks to these activities, a more engaging learning environment. These contributions enabled me to create a more dynamic and student-centered learning environment, ultimately improving both student participation and comprehension. The CPD unit provided valuable assistance in this process by constructive feedback and encouraging reflective teaching. They helped me identify areas for growth and improve my teaching strategies accordingly. Additionally, the opportunity to discuss my strengths and areas for improvement with experienced professionals boosted my confidence and motivation to continuously develop my skills. The most beneficial aspect of the observation process was receiving detailed, personalized feedback that focused on both my strengths and areas for development. The process motivated me to be more reflective and intentional in my teaching. Moreover, learning from experienced observers and incorporating their recommendations allowed me to improve my effectiveness as an educator. This experience has positively influenced both my teaching practice and my long-term professional development.

I actively engaged in self-reflection throughout the observation process, and I tried out diverse student-centered activities such as collaborative tasks and thought-provoking visuals as a warm-up material so that the learning outcomes and student engagement could be enhanced. I worked on reflecting questioning process on the target topic to be able to establish a more engaging and productive learning environment. By providing insightful workshops, a chance for peer observations, and showing some novel pedagogical tools, the Continuous Professional Development team played a significant role throughout this process. Personally, I believe I was able to keep up with the latest methodologies, improve my classroom management strategies, and gain insights into effective ELT practices, all of which directly made a positive contribution to my teaching effectiveness. The most advantageous part of the observing process is the chance given to receive targeted feedback and get reflective responses to my extra questions about my teaching methods. It was also a great pleasure to engage in a meaningful professional discussion with my observer. In addition to reflecting on my teaching, our post meeting with my observer enabled me to pinpoint the areas of weakness so that I can tailor my strategy and teaching philosophy by thinking back on the entire process. Overall, the observation process and CPD support helped me to develop into a more reflective, flexible and thoughtful teacher, thereby playing a beneficial role in my professional advancement.

In the midst of busy schedules, we often focus on getting through lessons rather than stepping back to analyze how we teach. CPD provided a space for me to step back from my daily teaching routine and engage in self-reflection, something that is easy to overlook when caught up in the demands of the profession. During the observation process, I made a conscious effort to reflect on my lesson planning, time and classroom management, and instructional techniques. More importantly, I approached the process with an open mind, ready to receive feedback and make adjustments. The observation process encouraged me to be more self-aware and intentional in my approach. This willingness to reflect and adapt allowed me to refine my teaching methods, making my lessons more structured and effective for my students. No matter whether you are in your second year or twelfth in your teaching journey, there is always room for growth, and CPD served as a reminder of that.