Earl Stevick
Psychology
ELT / TR
INFLUENCES / 001
My way of teaching is not borrowed from one voice.
John Dewey
Learning by doing
Vygotsky
Social Constructivism
Paulo Freire
Critical Pedagogy
Hasan Ali Yücel
Social Reform
I transform these into
Mehmet Dönmez
MY OWN TEACHING PRACTICEMy Philosophy · 001
PLACE-BASED SOCIAL CONSTRUCTIVISMTHE MOVEMENT OUTWARD
My Teaching Philosophy
Studentvoice · curiosity
Teacherscaffolds
Real liferead · question · actSocietychange begins locallyTeacher as guide
Support creates agency—not dependency.
Real life as curriculum
Students read their city, question its needs and act.
Society as the horizon
Local action becomes a rehearsal for social change.
Three lessons.
One movement outward.
English begins in the learner’s surroundings—and becomes a way to notice, decide and act.
01High School Preparatory Class
Lesson Plan #1: How to Write a Formal Mail
STEP 00SpotIdentify visible barriers in the city
Tactile-path obstacleBroken roadPoor bus stop
STEP 01DiscussCompare possible solutions together
STEP 02LearnStudy formal-email structure and tone
STEP 03ActWrite and send ideas to local authorities
STEP 04ReviewReceive focused teacher feedback
STEP 05RewriteRevise and give peer feedback
Civic Communication
Students examined real city problems and compared accepted and rejected CİMER-style emails. After learning the structure and tone of a formal complaint, they wrote to local authorities, received teacher feedback, revised their texts and responded to a peer.
Yusuf Kemal Tengirşenk Social Sciences High School High School Preparatory Class · A2+–B1
Objectives
View Full Lesson Plan - Recognise the structure and formal language of a complaint email.
- Identify a city problem, propose a solution and address local authorities.
- Revise writing through teacher and peer feedback.
02High School Preparatory Class
Lesson Plan #2: How to Rent a Home
STEP 00ReadUnderstand the renter’s real needs
STEP 01SearchExplore authentic rental listings
STEP 02CompareWeigh homes and their trade-offs
STEP 03ChooseSelect the most suitable match
STEP 04ExplainJustify the final decision
Real-Life Reading
Students learned essential rental concepts through a reading task, explored authentic-looking listings and evaluated homes against a renter’s needs. They then used the information communicatively to choose a suitable home and interact with a homeowner or estate agent.
Yusuf Kemal Tengirşenk Social Sciences High School High School Preparatory Class · A2+–B1
Objectives
View Full Lesson Plan - Read for gist and specific information in a real renting context.
- Understand rent, deposit and agent-fee terminology.
- Compare listings and justify whether a home meets given needs.
03High School Preparatory Class
Lesson Plan #3: Analyzing City Needs to Creating a Business
STEP 00ObserveResearch businesses already in the city
STEP 01IdentifyFind an unmet local need
STEP 02ImagineShape a useful business idea
STEP 03BuildTurn the idea into a digital concept
STEP 04SharePresent, discuss and improve together
Local Entrepreneurship
Students researched businesses in Sinop, analysed their locations, customers, products and services, and identified gaps in the local market. They combined ideas to create a realistic business for a local need and used AI to turn it into a simple website.
Yusuf Kemal Tengirşenk Social Sciences High School High School Preparatory Class · A2+–B1
Objectives
View Full Lesson Plan - Analyse local businesses and identify unmet needs in Sinop.
- Explain location, target customers, products and services.
- Create, present and justify a realistic business concept.
Theory that supports the practice.
Open this section to view academic evidence and the portfolio behind my classroom work.
WHERE I’VE TAUGHT
Experience
Classroom practice and professional development across middle school, high school and ELT communities.
01Conference Presenter2025
“How to Integrate AI in ELT” Conference
Sinop UniversityPresented practical AI-integration strategies for English classrooms at a university-level ELT conference, connecting digital tools with purposeful and learner-centred pedagogy.
View LinkedIn post02Middle School Practicum2025–2026 Fall Term
English Teacher
İstiklal Ortaokulu · SinopDesigned and taught age-appropriate English lessons through communicative tasks, classroom role-play, gamification and supportive scaffolding for middle-school learners.
View middle school portfolio03High School Practicum2025–2026 Spring Term
English Teacher
Yusuf Kemal Tengirşenk Social Sciences High School · SinopTaught preparatory-class learners through place-based, real-life tasks—formal civic emails, rental decisions and local business design—supported by digital tools and peer feedback.
View high school portfolioThe tools behind my teaching.
Five ways I turn pedagogy into experiences learners can see, feel and act through.
01INTERACTIVE COMPETENCY
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/θ//ð//ʃ//tʃ//ŋ/
Gamification
Purposeful play makes pronunciation visible, repeatable and worth pursuing.
02INTERACTIVE COMPETENCY
AI-Supported Worksheets
AI is a workshop tool: the teacher adjusts the scaffolds, while the learner keeps the decisions.
03INTERACTIVE COMPETENCY
REAL-LIFE CONTEXT
Could I order, please?
Of course. What would you like?
Communicative Language Teaching
Students use English with another person, for a real purpose, inside a recognisable situation.
04INTERACTIVE COMPETENCY
Warm-upPreIntroductionWhileType 1Type 2Post-task
Structured Lesson Planning
Each stage has a job. Together, they move learners from curiosity to independent performance.
05INTERACTIVE COMPETENCY
👩🏿🦱🧕🏽🧑🏻🦽🧑🏼🦯🧑🏾🦻
EVERY LEARNER BELONGS INSIDE THE DESIGNHumanism
The lesson bends around the learner—not the other way around. Difference is designed for, never treated as an interruption.
Let’s Connect · 006
ENGLISH LANGUAGE TEACHING