1.

Part One: The Field internship Process

Introduction:

Our schools should reconsider the educational curricula, knowledge, and approaches, and

focus on developing a set of competencies. To improve the educational system, we must

consider all its components, and the reform must include all its actors. The teacher must

receive an academic and educational training in the regional centers for the professions of

education and training. This should be divided into a theoretical part and a practical part.

Theoretical training alone cannot build a professor with good professional competence to

serve the student’s interest. Therefore, those theoretical matters that we have studied at

the faculty must be applied with an accompanying expert. The practical part - field training -

occupies an important space and position for the trainee teacher, so that he/she acquires

new educational techniques as a result of his/her constant contact with the professional

environment, in addition to benefiting from the experiences of practicing teachers.

On Friday, April 30, I joined the institution to which I was appointed, which is Abd Rahman

Dakhil high school in the city of Ain Awda. The director of the institution received me in his

office, accompanied by the General Guard of the Ministry of the institution He asked me for

a copy of the national identity card, and we exchanged talk about the situation that concerns

the trainee teachers in educational institutions and the way the institution operates. We did

not go into much depth on this subject because I had previously studied in this high school.
1.1 Describing the host institution:

Ain Awda is a city located 27 km south of Rabat in Rabat-Salé-Kenitra region, and 24 km east

of Temara. This pole covers six sectors with 34.460 housing units, including 17,000 social

housing, as well as 28 schools, 22 collective social facilities, 10 administrations, 6 health

centers, green spaces, and main streets.

Abd Rahman Dakhil high school was established in the early years of the city’s growth, as it is

considered one of the first and oldest institutions located in Ain Aouda. It consists of the

administrative suite (the director's office, the general guard's office, the economy's office,

the library/educational club space, a copying office, the Internet); Science suite (Hall of Life

and Earth Sciences, Hall of Physics Sciences, Laboratory); Classrooms (15 public halls,

informatics, and technology hall); Sports suite (football court, basketball court, volleyball

court, warehouse, professor's office, female and male restrooms); In addition to the spacious

courtyard distinguished by various types of plants.

1.2 The EFL teaching environment staff:

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Student's level is defined by three categories: language accuracy, language comprehension

and language production.

There are four levels: Novice, Intermediate, Advanced and Superior. Superior is the highest

level of proficiency of a second or additional language that most adults will ever attain. It is

not about intellectual capabilities; it has to do entirely with the ability to communicate with

native speakers in their own country or region. There are only a small number of people in

the world who attain this level. In my case, the students I attended with were in different

levels of understanding and speaking English, most of them were at a novice or intermediate

level, very few students were able to speak a clear, smooth, and strong sentences, however,

they were understandable. Nevertheless, the common thing between most of these

different students is that they have enough courage to speak despite their levels, most of

them were doing their best to practice and express themselves. All this is thanks to the

teacher who is trying to get all the students engaged in the learning process. She brings their

attention in order to keep them following and participating, and therefore, practicing their

skills during the language learning process. Translanguaging is also a good technique that the

teacher uses so that even the lowest level students can understand and keep following the

lesson. For instance, when speaking about a certain subject, the teacher might notice that no

one is participating, then, she starts switching between English and Arabic so that the

students have an idea about what is going on.

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Throughout the training period I spent with the teacher I worked with, I found many good

characteristics in her, a kind, sincere person, committed to professional ethics, and

distinguished by the ability to communicate and understand others and to receive any

emergency with a kind of wisdom and tact. What I have also recorded is her keenness to

conduct the learning according to the new educational approaches that go beyond the

traditional dictation method to a modern way, in which the learner is invited to build the

learning himself. The teacher has a simplicity in conducting the learning, which creates a

response between her and the learners, makes them show a desire to learn and be more

energetic in the classroom.

There are differences between the learners themselves, some are motivated to learn and

have a scientific curiosity. They interact and raise important questions and issues within the

lesson, while others prefer to be isolated or enter bilateral dialogues and the lesson is the

last of their concern. In general, at the scientific and technical levels, the degree of their

interest in the subject of English is low in compared to the basic subjects.

In the first session, I noticed that the teacher starts with greeting the students, then

speaking with them asking about how they have spent their holiday or the previous session

and the class they were in, so that they get ready mentally to participate, after that, she tries

to keep the classroom calm and ready, only then the lesson begins. Starting with a general

description of the lesson, the teacher presents the main components of the lesson, relate

them with the students’ daily life, and ask them eliciting questions in order to bring their

attention. To get all the students engaged, the teacher has some laughs and create short

jokes with them now and then. Effectively, most of them start participating.

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The observation period was a prelude to a later period; It is the practicing stage, as the task

of managing the classroom has been assigned to me under the supervision and control of

the supervisory teacher. I took the responsibility to design a lesson plan for the students of

the second level of the baccalaureate. My lesson plan was inspired from the teacher's one,

because I had to keep the same program as the teacher was using with the students so that

they will not meet a mess. The lesson which I worked on with most of the classes was

"Relative Pronouns". When I met the first class, I started introducing myself, telling the

students my name, my study level, and what we are going to do together. I followed the

teacher's strategy by starting a general conversation with the students about the previous

session or what they have achieved in this course so far etc. In going beyond the classic

method of giving lessons, I worked to push the learners to build their own learning, by giving

them the opportunity to build the lesson in their minds, based on the comprehensive

presentation of the lesson that I provide them with, and the questions that I ask them. They

build the lesson, while my role is to direct and stimulate the learning process. Therefore, I

introduced the lesson using some eliciting questions and got the students engaged with me.

I followed this process with the rest of the classes. After the study program had ended, the

professor assigned me to conduct support, to identify some shortcomings and needs of the

learners in order to correct them, especially as they are about to pass the exam at the end of

the school year. In this context, we worked on samples of national examinations. My

responsibility is distinguished by working with students on lessons and support exercises

together.

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The transition from a student to a professional life can be very challenging. Students must

adjust their conceptual knowledge and skills according to the environment they are in.

Therefore, an internship is a great way for students to develop their planning and

management skills while gaining valuable work experience. It is the right chance for students

to improve their skills and apply the subjects, theories, and all the information that they had

within the school, put all what they have seen into practice, and develop their professional

interests at the same time. Aside from developing your professional skills, internships can

also help build character and personal qualities. It helps the student stand out in the crowd

and be more confident to speak in front of a group of people with everything being prepared

in the background. There are various characteristics that an intern can learn from their

experience. These include commitment, integrity, and self-motivation. Plus, through an

internship, one learns how to be humble and indispensable to others.

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