• It has been a while since you were last with us at AUSFL! To give our readers a sense of your new journey, could you describe what a typical teaching day looks like for you now at your university, and how it compares to your routine when you were here?

The level of intensity hasn’t changed much, but the nature of it certainly has. Back at AUSFL, teaching was a high-contact sprint; I could map out student needs almost instinctively because we spent so much time together. Now, my day is a more complex jigsaw puzzle - a mix of lectures, office hours, grading papers, departmental responsibilities and the constant hum of academic research. Because I see my students less frequently, I’ve transitioned from 'knowing' them personally to 'predicting' their needs through strategic lesson design. My routine is now less about constant classroom energy and more about a balanced academic output.

• ⁠If a colleague from our school wanted to follow in your footsteps and teach at a university abroad, what is the one skill they should start developing today?

The most critical skill is the ability to recognize the value of your own expertise and the courage to take a calculated risk. AUSFL is a deeply rooted institution that allows you to develop in countless ways, but we often take that professional wealth for granted. You must understand how your unique experiences can be translated into the priorities of a global setting. Of course, cultural adaptability is vital, but that journey only starts once you decide your professional 'toolkit' is ready for the world stage.

• Did you experience any pedagogical shock when you first started? For example, are there any techniques you used at AUSFL that just didn’t seem to “travel well” in your new environment?

The biggest shock was realizing that sincerity and rapport are culturally relative. At AUSFL, my teaching style was rooted in deep human connection; I used a very approachable and 'sincere' persona to bridge the gap between teacher and student. However, in my new environment, this high level of informal sincerity initially backfired. What I saw as 'being authentic' was sometimes perceived as a departure from the expected academic persona. I had to learn that you can’t force sincerity until you’ve established a culturally recognized form of professional respect. Over time, I reintroduced that warmth - but I learned to lead with structure first and sincerity second.

• On the flip side, what is one teaching technique or habit you took with you from our school that works surprisingly well in a university setting?

I wouldn’t pinpoint a single technique; rather, it’s the cumulative professional versatility I gained during my years at AUSFL. Being an instructor there meant being active in every layer of the educational process - from curriculum design and assessment to teacher observations and in-service training. I arrived here with that systemic perspective, and it has been my greatest asset. In a university setting, this background allows me to function as a well-rounded academic practitioner. My experience taught me that being an effective instructor involves understanding the entire 'educational theater' behind the scenes.

• What was the most difficult “unwritten rule” of the classroom to learn in your new teaching context?

Rather than a difficult 'rule,' the real learning curve was understanding the interplay of comfort zones. Every institution has its own established dynamics that make the people within it - both students and staff - feel safe. Stepping out of one’s comfort zone is naturally challenging for everyone. I realized that my task wasn't to impose my old ways, but to recalibrate my professional autonomy within this new framework. It was a process of learning to reshape my independence in a way that respected the existing ecosystem while still bringing my unique perspective to the table.

• How has teaching in a different country changed your overall perspective on teaching English?

It has reinforced my belief that the core of language teaching is universal. The cognitive and emotional journey of a learner remains remarkably similar across borders. My perspective hasn't undergone a radical shift; rather, it has become more adaptive. As a teacher, you learn to mould yourself around the specific rhythms of your students. While the 'what' of teaching stays the same, the 'how' must be as fluid as the students in front of you.

• ⁠Our school has a very specific “vibe” in the teachers' room. What is the biggest difference between the teachers' room at AUSFL and the one at your new university?

The architectural shift reflects a different social rhythm. At AUSFL, the 'vibe' was centered in a single, vibrant and high-energy shared space that felt like the heart of the school. Here, the structure is more individualized, as each faculty member has their own private office. However, the communal spirit has found a new home in our shared dining areas. Interestingly, these spaces carry echoes of that familiar Anatolian hospitality. Our lunch breaks often turn into lively hubs of both academic and social exchange, much like the spirit we had back home. It’s not a loss of connection, but rather a shift into more intentional, shared moments.

• Is there a specific 'Turkish teacher' trait that you find yourself leaning on when things get difficult in your new country?

In this region, being a 'Turkish teacher' is a unique privilege. There is a profound cultural affinity for Türkiye among local youth; many watch our dramas and feel a genuine connection to our culture. I lean on this 'Cultural Bridge' role constantly. My identity serves as a source of immediate trust. It’s a powerful 'soft power' that allows me to navigate challenges with a level of warmth that might take others much longer to build.

• Complete the sentence: “The one thing I don't miss about our school is…”

...the logistical nightmare of coordinating listening exams during my time as department head! The constant anxiety of ensuring every classroom was synchronized was a burden I am quite happy to leave in the past.

• Complete the sentence: “The one thing I truly miss about our school is…”

...the genuine sense of 'family' and the deep-rooted friendships. At AUSFL, we weren't just colleagues; we were a support system. That spontaneous, warm environment is truly irreplaceable.

• Which do you miss more: the local food near our school or the Turkish tea breaks?

Definitely the Turkish tea breaks. While food is easy to find, you can’t replicate the soul of a tea break. It’s about the sohbet -those candid, restorative conversations between sips. That atmosphere is much harder to find than a good meal.

• Have you accidentally used any Turkish words or expressions in your new classroom?

Actually, it’s usually the other way around! My students often surprise me by speaking Turkish with an unexpected fluency they’ve picked up from various media. During the more relaxed weeks of the term, they often ask me to speak a little Turkish with them. It’s become a wonderful way to bond - seeing them so eager to use my native language is a highlight of my experience here.

• Most importantly, when will you come and visit us? :)

Actually, I am currently in Türkiye for a while! I would love to arrange a visit at a time that works for everyone. I'm looking forward to catching up and having that long-overdue tea break in person!

• Looking back at your first year of teaching versus your last, what is the most significant change you’ve witnessed in how we teach English?

Well, things have changed a lot since I started teaching. The most significant one, though, was the shift from teaching English as a subject to using English as a tool for communication. In fact, productive skills have always been considered crucial in our institution, and a great deal of effort has consistently been invested in teaching and assessing writing and speaking. However, I do remember many occasions when we valued accuracy more highly! I can still clearly visualize student papers covered in correction codes, in red! At times, this strong focus on form may have led us to overlook content and meaning, if I may say so. Over the years, this has gradually evolved into a more learner-centered approach, where communication, purpose, and the learner’s voice have become more central. We have started to use technology more, had a greater awareness of diverse learning styles and changing needs of the new generation together with the growing need for flexibility and new trends in teaching. At the same time, this collective change has also influenced my own teaching practice, moving me from being the primary source of knowledge to a facilitator in the classroom who guides and supports students as they use the language more meaningfully, while I continue to learn with and from them.

• Which 'teaching trends' did you see come and go, and which ones do you think actually stood the test of time?

I think at one point we all believed that the use of technology in our classrooms could solve many learning problems. Digital tools, LMSs, and various applications have often been treated almost as magical, rather than simply as means to support learning. I do believe that they have eased both teaching and learning processes in the language classroom, as they have in many other areas of life. Over time, however, many educators - myself included - realized that when technology is not used purposefully, it can actually hinder learning rather than enhance it. I have also observed that excessive reliance on technology may sometimes result in reduced student engagement and increased procrastination. For instance, instead of taking notes and processing information, students increasingly tended to take photos of the board or slides, assuming they could revisit the content later. Similarly, they may focus more on winning a vocabulary game than on actually learning and revising the language. I remember attending a conference on technology in Istanbul at one point, where several speakers drew attention to the drawbacks of heavy reliance on technology and highlighted the positive impact of doing things on paper and pencil on the learning process. This experience led me to reflect on my own teaching as well. Since then, I have tried to strike a better balance between the use of technology and hands-on activities in my classrooms. So, I can say that what truly stood the test of time were not specific tools or trends, but core pedagogical principles: learning by doing, hands-on activities, meaningful interaction, and experiential learning. These approaches have consistently proved effective across different groups of students and changing educational contexts. Whenever technology supports these principles, it adds value; when it replaces them, learning tends to become more superficial.

• How did you manage to maintain your passion and avoid burnout over such a long and dedicated career?

To be honest, it is hard to keep one’s passion for teaching without experiencing burnout. It is inevitable in a long career. I have some time periods I felt burnout, alienation and amotivation mostly due to work climate. Thanks to my interest in motivation in general, I tried to make time to reflect on the symptoms and act accordingly.  You know my MA thesis focused on teacher motivation and job satisfaction, and later my work expanded to the reciprocal nature of teacher and student motivation. Over the years, I followed different motivation theories and research, with Self-Determination Theory and Self-Efficacy Theory being my favorites, and each offered new insights into teaching and the nature of learning. This ongoing learning process kept me intellectually engaged and alive. As a result, when I began to observe the symptoms of burnout in myself, I felt more aware of how to respond, which helped me a great deal.

Also, professional development, such as completing the DELTA diploma, participating in in-house PDU events, and the national and international conferences on ELT, continued to feed my curiosity. At the same time, giving myself space, using humor, and learning from my students reminded me why I loved teaching in the first place. Perhaps most importantly, I stopped trying to be a ‘perfect’ teacher and allowed myself to be a human one. This helped me keep my passion and avoid burnout.

• What do you think makes a teacher truly successful specifically within the context of our institution?

 In the context of our institution, a truly successful teacher is one who understands and embraces the school culture, values collaboration, and sees teaching as a shared responsibility rather than an individual performance. Knowing the student profile, remaining flexible, and being open to feedback are also important.

To me, successful teachers here never forget that students are human beings first, with diverse needs, emotions, and learning styles. We live in a constantly changing world, and so do our students. They may not always be as hardworking as we would like them to be, but they learn better when teachers do not position themselves as the sole source of knowledge. Instead, they respond more positively to teachers who act as facilitators, guiding learning and creating space for students to engage actively with the language.

For this reason, balancing high academic expectations with a genuinely human approach to both students and colleagues is, I believe, what makes a teacher truly successful in our school.

I would also like to add that when teachers feel valued by both the administration and the students, and when they are given a voice and see their feedback taken into consideration, they develop a strong sense of belonging. This, in turn, increases their motivation and contributes to their success.

• What is your fondest memory of collaborating with colleagues at our school?

I have many unforgettable memories of collaborating with my colleagues. When we used to teach separate skills, for example, we developed course materials, quizzes, and exams for each skill collaboratively with the colleagues responsible for that skill. This process was rewarding and, in many ways, laid the foundation of the institutional culture of AUSFL. At the heart of it all was one core value: collaboration. As for your question, one of my fondest memories is the time when we needed to redesign the curriculum in 2014 initiated and led by Belgin (Elmas) hoca.  It was different from the other curriculum renewal processes we had had in our institution because everyone, literally, contributed willingly to the process and you could feel and observe the strong sense of collaboration, mutual understanding, and discipline throughout. Despite the heavy workload, colleagues supported one another, shared ideas openly, and worked toward a common goal. What made this experience even more meaningful was seeing how this collaborative spirit and shared sense of purpose later became an example for other institutions. In that sense, I believe there was a clear “Anadolu effect”  - a culture of cooperation and collective responsibility that truly reflected the identity of our school. Honestly, the buzzword has always been collaboration at our school. Beyond collaborating with colleagues, I also cherish the unforgettable memories we created together with our students, particularly through school-wide events such as Cultural Exchange Day and Poster Sharing Day. Seeing the students’ enthusiasm, active participation, and the quality of the work they produced was deeply rewarding and genuinely made me happy.

• Now that you’re retired, are you still reading up on ELT to keep up with trends, or have you closed that chapter in your life?  :) 

I never felt that keeping up with ELT was a professional obligation, even while I was actively teaching. It has always been driven by genuine interest. So, although I am no longer in the classroom, education - along with trends, challenges, and possible solutions in the field - continues to capture my attention. I may be reading more selectively now and without exam deadlines or lesson plans in mind, but that chapter is definitely not closed. 🙂

• Are you actually doing the things you hoped you would do once you’ve retired?

Yes, very much so. I believe that every professional career has its own rhythm and, eventually, its own ending. For me, retirement was closely connected to a sense of professional fulfillment, changing priorities, and knowing when it was the right time to step back. One of the things I hoped for most was to have control over my own time and to live at my own pace, and retirement has given me that freedom. It has allowed me to slow down, read more, and travel more. I also devote more time and energy to the people I love and to the activities that truly matter to me. Looking back, I feel confident that I made the right decision at the right time.

• “The one thing I don’t miss about teaching is …..”

The one thing I don’t miss about teaching is the constant pressure of schedules, paperwork, and exams that sometimes left too little room for genuine connection.

• “The one thing I miss about teaching is …..”

The one thing I miss about teaching is the energy that comes from working with young people every day. Although they are not always energetic, seeing the positive impact of my attitude and teaching on them is deeply fulfilling and makes me feel content, and that’s perhaps what I miss most.

• And finally, when will you come and visit us? :)

Probably sooner than you think. 🙂