• Can you take us back to the beginning - what first inspired you to become a language teacher?

First of all, I would like to start by thanking you very much for inviting me as the guest of honor for May on our school's blog.

Due to economic and family reasons, I started the university at the age of 29. Before that I had completed my military service and had worked for a considerable period of time in order to save enough money to support myself during my education financially. Actually, I had had my own business and earned enough, but I hadn’t been pleased with what I had been doing. Therefore, I decided to make a change in my life and experience something different. My reason for choosing languages ​​as my field was influenced by the extraordinary happiness I felt from interacting with foreigners during a trip in Antalya at the age of my mid twenties with my friends. I studied English Language Teaching (ELT) at Anadolu University the Faculty of Education, but at that time, my plan was to become a tourism guide rather than a teacher after graduation. The classes, my classmates and the sincere interaction between the professors and friends led me to think, "I can enjoy this field, too," and my idea of ​​becoming an instructor emerged as a result of this influence.

• Looking back over your career, how have your teaching practices - or your beliefs about how languages are learned - changed the most?

Graduating from university at the age 34 means starting your career 10 years later than many of your colleagues. At the beginning of my career I was older but not experienced enough about teaching, so I was a bit disciplined and not tolerant to students’ unwanted behaviors. I used the approaches and methods to the language learning process we learned and frequently discussed in classes to teach my students. In time I have changed a bit and started to  approach my students much more friendly and compassionately, which makes me and my students much more comfortable. For a long time, I have believed that if the students feel comfortable, belong to the school and the language they are trying to learn will be very important in their future life and career they feel more motivated to the learning process. At the point I have reached now, for me being an instructor is like being a stage artist who goes on stage every day and gives a live performance, which is not a one-person show, but rather in which all the audiences are involved.

• Looking back, what are some moments or experiences in your career here that have stood out the most?

Our students are our customers according to one principle of Total Quality Management (TQM). You are the authority in the classroom, but instead of resorting to threats and sanctions to maintain this, you can build a relationship based on sincerity and understanding. With such an approach, when students begin to think, "If I do this, our lecturer will be upset, and I will be unfair to my classmates," both you and your students become a lot happier. In short, your authority doesn't mean others are your subjects. "If you want respect, you must show respect."

• What would you say has been the greatest challenge of your time here - and on the flip side, what has brought you the most reward?

CHALLENGE: I have been working at the preparatory school since its establishment. At the beginning of the establishment of our school, we didn’t have our own building, instead we would teach in different buildings named as Eski Rektörlük, Eski Kütüphane, Eski Fen Fakültesi… We had to hold our classes in multiple different buildings due to necessity. Sometimes, we had to move quickly to another building during breaks between classes. This was truly tiring and difficult as we used to have over 24 hours a week. Moreover, we live in a technological era and because the lecturers like me are named as digital immigrant we cannot know much about technology and how to benefit from it efficiently, so technology and applying it in teaching process is also a real challenge.  

REWARD: During one period, a system change in the preparatory school resulted in many of our students failing the preparatory program. This led to rebellion-level reactions among the students, even some protests and demonstrations. While this period was ongoing, the administration was changed and the new one made system changes that could be considered in favor of the students. During this period, with the approval of our manager, I took a position as a student representative in the student unit and acted as a bridge between the students and the administration. During this challenging process, I had many meetings with students and student representatives. As a result of these initiatives, we significantly resolved the students' problems and changed their attitudes towards the school. Students always easily and comfortably approached me everywhere and conveyed their problems and questions to me. During that challenging period, being known among students as someone who listened to their problems and tried to find solutions, and the interest they showed me, made me extremely happy, which I still think was the real reward.

• Is there a lesson, activity, or classroom routine that has become a kind of trademark for you - something students would instantly associate with your classes?

It is for sure not a brand, but I have my own routine for starting the first lesson of the day. The name of the activity is "Question of the Day”, which sometimes lasts 10-15 minutes, and sometimes the entire lesson.

In short: After greeting the students and having a short chat about how they feel and asking if they have any problems, I introduce the day's objective (what we will do and learn). Then I write the question, which is mostly prepared from the topic/title of the unit and will interest the students, on the board. I give my students about a minute to think, decide what to say, take notes if they want, and get ready. Everyone is required to participate in this activity, and I never give them turns, instead I choose the speakers randomly. Therefore, everyone is alert and ready. Students are curious to see what their classmates will say about the question. I find it a useful activity for shaking off numbness, feeling ready for the lesson, and getting motivated. Also, students become more adept at speaking, a productive skill they often perceive as a problem.

• If you could give your younger teacher-self one piece of advice, what would it be?

Young Cevdet Hocam, you could have built much better relationships with your students when you weren't so far removed from them in age, and that would have made you much happier. Why did you allow yourself to be influenced by such strict professors and believed that authority could be established through threats? As you are witnessing now, education is much more beneficial and enjoyable in a sincere and warm environment.

• What is the most important thing your students have taught you over the years?

The most important thing I have realized in time is that every student has a different personality and behaves&learns in a different way. It's impossible for everyone to be equally engaged and successful at all times. There's a concept called language ability, and not every student possesses it. Naturally, everyone's learning pace and methods differ. Therefore, patience, dedication, and diversity are essential to reach everyone.

• If your students had to describe you in just three words, what do you think, or hope! they would say?

They may probably use different words but the ones I hope to hear from them are; active, friendly, understanding and strives hard to help us learn.

• What's something your colleagues might not know about you?

Actually, I don't have any secrets that I keep to myself and don't share with my friends, but some topics aren't normally talked, so they might not know about some facts like; why I gave up my own business although I earned much and had a car, how I decided to go to university, and what I did to achieve it.

• If you hadn't become a teacher, what do you think you would have done instead?

Teaching is the job I enjoy most and want to continue doing it until the very end of my mandatory retirement age. However, if I weren't a teacher, it would probably be a job related to language and tourism, where I would be with foreigners, travel a lot, see new places, experience different cultures, and learn.

• As you approach retirement, what are you most looking forward to?

There's nothing in particular I'm looking forward to because I'm already doing the things I am keen on, like travelling, seeing new places and meeting new people. These are the things I have always wanted to do, and I can do them while working. The number of these trips that make me happy can probably increase if I can balance my retirement pension.

• And what do you think you'll miss most about being in the classroom?

As someone who has worked continuously, I can't imagine living without producing something and interacting with people. Therefore, I think I'll miss my active, energetic and useful self in the classroom, and my beloved students who contributed to me feeling young at heart.

• Is there anything you'd like to say to the students and colleagues who have been part of your journey here?

Dear Students:

You are our guests here until you reach the level determined by your department's requirements. Whatever the reason for your being here, whether you are here voluntarily or involuntarily, strive to achieve the highest efficiency. Try to benefit from the young, dynamic, and dedicated instructors at our school and improve your language skills. If you want, we can accept you to be our guest for one more term or year, but know that it is much better to go to your faculties after your first year. Therefore, please identify a target and struggle to be successful in your first attempt, so you can leave our school and start the following year to study at your department. Also, develop your relationships and make friends with your classmates from different faculties.

Dear Colleagues:

It was a great pleasure working with you all at this esteemed school. I sincerely thank you all for your sincerity, friendliness, and cooperation. Based on my observations and experiences, with your permission, I would like to offer you a few humble suggestions.

Your students are very young, and they are from different cities. They left their loved ones behind, and they are enduring this hardship to build careers that will allow them to stand on their own feet in the future. Please approach them with understanding. Be like an older sibling, a parent, or a friend sometimes. Believe me, your actions will be rewarded, and these valued guests will honor you someday.

Let Benjamin Franklin's quote, "Tell me and I forget. Teach me and I remember. Involve me and I learn," be your guide, and never treat your students as a burden, a problem, or an object.

In the movie "Vizontele," the mayor says, "If you love this place, it's the best place in the world, but if you don't love it, it's not the best place in the world." Adapt this to your job and strive to do it with love. I am certain that if you do your job with love and enjoyment, it becomes a pleasing and fulfilling activity. In other words, you don't pay for an activity you enjoy, but you're in a position to receive payment.

• If the mandatory retirement age were changed, would you want to continue working?

Definitely yes. If I had the chance to get retired at what age I wanted and were offered this opportunity, I would gladly accept and continue working until I feel I cannot do this job. What I want to say, I still feel I can do my job properly, so a few more years would be perfect for me as I want to work till the last drop of my energy.

• 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. 🙂