Built by a Teacher, for the Classroom Next Door.

I go by Didem. I'm a practicing secondary ELD teacher in Maryland, and I teach Grade 10 multilingual learners — commonly around WIDA levels 2–3.

I have a B.A. in English Language Teaching from Marmara University, a Maryland ESOL K–12 certification, and I'm completing an M.A. in TESOL at UMBC.

Grammar Spy grew out of my own classroom: watching students finish disconnected grammar exercises — and still not reliably use the language later, in speaking or writing that mattered to them.

So I built toward one coherent ecosystem instead of a pile of separate activities: diagnostic evidence, then purposeful instruction, then supported rehearsal, then retrieval, then authentic use, then a progress check. Students should just experience the learning — the teacher is the one who can see the whole system underneath it.

What I noticed: students could label a tense correctly and still not use it in their own sentences later. What I changed: every arc ends in authentic use, not a worksheet.

Lessons are sequenced so scaffolds can fade on purpose: they sometimes open with a hook or a mystery, name what's being learned, build it with support, then hand it to students to use.