Venera Ulker

Venera Ulker
Location Tishk International University Erbil Branch Address 100 Meter Street and Mosul Road Erbil KRG IRAQ
Specialty Education Sciences
Pronouns She / Her / Hers

Venera Ulker

Head of ELT Department

Position: Lecturer HoD
Faculty : Education.
Researchgate | Google Scholar CV

Education (PhD, MSc/MA, BSc/BA)
Teaching philosophy

This academic year I am teaching two courses – School Experience to BA students and Advanced Teaching Practice to MA students. My short-term goal is to help my students to develop the necessary skills and abilities, to equip them with theoretical and practical knowledge essential for teaching profession. My long-term goal is to prepare, encourage and motivate my students for the adventure of discovery of new horizons on their own, since it always more beneficial to “teach them to catch the fish” instead of “giving them fish”.

Teaching Style: I believe that the major purpose of an education, in general, is to prepare students for real-life situations. That is why my teaching style is based on Authentic Approach. I am teaching undergraduate students, who need to be able to manage their class effectively and design valid and reliable exams, as well as conduct and interpret exams to be successful teachers, consequently, it is essential to improve their classroom management and assessment skills. For this purpose, I work hard to provide my students with the sufficient practice of all skills by simulating real life situations (debates, discussions, lectures, writing reports, projects, etc.). During my lessons, I often ask my students to perform deductive and inductive tasks in pairs or small groups. From my point of view, group work is especially productive for several reasons: students can learn a lot from each other, group work reduces anxiety enabling students to feel more confident, it improves learners’ critical thinking, and provides learners with the opportunity to develop their ability to work in teams.

To make my lessons interesting, attractive and aligned with the objectives I use a variety of teaching techniques. I believe that students performance increases if they know what they are expected to know and able to do at the end of a lesson/chapter/week/term/etc. For this reason at the beginning of a course, after a careful needs analysis, I introduce to the students the goals or learning outcomes they are expected to achieve at the end of the course. To make these long-term goals achievable I split them into small short-term goals explaining and discuss them with the learners at the initial stage of almost each lesson (warm-up). In order to ensure the accomplishment of the objectives, along with formative and summative assessment, at the end of a lesson/chapter/week/etc. I ask my students to evaluate the realization of the learning outcomes in form of check-list or discussions (as whole group or in small groups). This procedure enables me to find out what is needed more practice or explanation.

We live in the age of information technology, that provides easy access to almost any desired information, however, to gain automaticity in using information and developing teaching skills, it is essential to apply this knowledge and information into practice. Without a sufficient practice, there is a low possibility for students to master their teaching skills. For this reason, I dedicate most of my class time for practicing new material following the principal 80/20. I especially thank and praise students for mistakes they make because it helps me as a teacher and the students themselves to master their knowledge by working on the weaker spots.  Streaming the lesson this way helps me to minimize anxiety and fear of making mistakes, consequently, motivate students to continue learning.

Finally, I believe that establishing and maintaining rapport plays an important role in education because there is not significant learning without significant relationship. Good teacher-student and student-student relationship helps to create a good working relationship in the classroom.  That is why I pay a lot of attention to the development of the quality of relationship with my students to provide excellent learning opportunities for every individual student. So, my students (future teachers) in their turn will become more authentic and professional for the sake of improvement of the quality of education in general and in Kurdistan in particular.

Previous positions
  1. Lecturer, Ishik University, Education Faculty, ELT Departiment /Erbil, KRG, Iraq 01 Sep 2017- present
  2. English Teacher, Ishik University, Preparatory School/Erbil, KRG, Iraq 01 Sep 2016- 01 Sep 2017
  3. Head of English Department, English Teacher, Qafqaz University, School of Languages Baku/Azerbaijan 01 Sep 2015 – 05 Aug 2016
  4. English Teacher, Qafqaz University, Language Teaching Department. /Azerbaijan. 01 Sep 2009 - present
  5. English Teacher, Turkmenabat Turkmen-Turkish High School / Turkmenistan, 2008-2009
  6. English Teacher, Mary Computer and Language Center/ Turkmenistan, 2007-2008.
  7. English Teacher, Dashoguz Computer and Language Center / Turkmenistan, 2004-2007.
  8. English Teacher, Dashoguz Turkmen-Turkish High School / Turkmenistan, 2002-2004.
Research interests
  1. Education
  2. Educational Assessment
  3. Classroom Management
  4. Methods of English Language Teaching
  5. Ecology
  6. Medical Biology


1.      Osama Mustafa Najmalddin  “The Effects of Teacher-Student Rapport on the Process of Teaching and Learning in Secondary School

2.      Aysel Yeter “The Effect of Educational Games on Learning Language for the Primary Stage

3.      Hatice Nur Yildiz “Classroom Design as an Effective Tool in English Language Learning

4.      Ban Kakony “Classroom Management Techniques for the Primary School

5.      Sara Jawher “Students’ conceptions of teaching grammarMA Dissertations

6.       Hiwa Fuad “The Implementation of Inquiry-based English Language Learning into University Foundation Language Course: Reading and Writing Skills

  1. The Design and Use of Speaking Assessment Rubrics” Journal of Education and Practice, Vol. 8, No32, 2017(
  2. “Impact of the Alignment between Learning Outcomes and Assessment on English as a Foreign Language Students’ Writing Skills Development (Ishik University Language Preparatory School Case)” Journal of Education in Black Sea Region, Vol. 3, Issue 1, 2017 (
  3. The Alignment of Teaching Methodology and Learning Outcomes: The Effect of Students’ Presentations on the Development of English Language Proficiency of Adult Learners” International Journal of Social Sciences and Educational Studies, Vol. 4, No. 3(
  1. Foreign Language Course Content Development: Psycholinguistic Nature of Speaking Skill”, 7th International Research Conference on Education, Language and Literature, IBSU, 21-23 April 2017. Tbilisi/Georgia (
  2. “Psycholinguistic Nature of Reading Skills” 6th International Research Conference, IBSU, 22-23 April 2016, Tbilisi/Georgia
  3.  “Implementation of Speaking Summative Assessment Rubrics into learning process” 5th International Research Conference, IBSU, 1-2 May 2015, Tbilisi/Georgia
  4. “Advantages and Disadvantages of Project Work in Teaching English as a Foreign Language”, 3rd International Conference of Young Researchers, Qafqaz University, 17 April 2015, Baku/ Azerbaijan

BA – Research Methods in ELT (413) · 

BA - TEFL: listening and speaking (365)

Computer Assissted Language Teaching (407)


BA - Culture Awareness in English Language Teaching (ELT 407)

BA - School Experience (EDU 402)

MA – Advance Teaching Practice (ELT 516)


BA - Culture Awareness in English Language Teaching (ELT 407)

BA - School Experience (EDU 402)

MA – Advance Teaching Practice (ELT 516)


Classroom Management (EDU 302)

Testing and Evaluation (EDU 403)