Ressources pour les stages

 

Dans cette rubrique, nous vous proposons quelques conseils et documents qui pourraient vous aider pour vos stages ou votre bénévolat :

  1. Ressources générales
  2. Ressources pour les assistants d’anglais

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I. Ressources générales

Project A Professional Image In The Workplace

Source : http://career.sa.ucsb.edu/internships/maximizing-your-internship

“I will act as if what I do makes a difference.” – William James

Dress Appropriately. Look for clues form your supervisor and other staff members on dress codes. If you have questions about your dress, consult with your supervisor. It is always best to be more conservative in business attire and then be mindful of office culture.

Promptness and Reliability Matter. Prioritize your weekly schedule. Communicate any tardiness and schedule changes with your supervisor before issues arise. Set aside enough time to change, get organized, and commute to your internship.

Plan Ahead. Anticipate. Schedule changes in advance that may happen due to midterms, dead week or finals. Clarify and confirm changes along the way. Negotiate how you will make up lost hours to complete projects or tasks assigned.

Project a Positive Attitude. Ask a lot of questions early on to show interest and enthusiasm. If you look and act eager to learn, your supervisor and co-workers will respond by spending more time explaining things to you.

Respect Organization Rules and Communication Differences. Notice procedures for answering phones, ordering supplies, handling concerns or complaints. Be sensitive to communication differences among your co-workers.  Never assume other people are operating from your premises, your standards, your goals, or your expectations.

Seek Role Clarification and Feedback. Be sure you know what is expected in terms of outcomes and deadlines for tasks assigned. Ask for feedback along the way to insure that you are approaching your work in the most efficient and effective way. Make sure others in the office are aware of your role and function in case your supervisor has not had the chance to let them know. Don’t be afraid to clarify requests that you believe go outside your agreed upon responsibilities.

Keep Records of Everything You Do. Establish a folder for press releases, flyers, memos, or other documents you have done. Consider keeping a journal, notebook, and a virtual or hard copy portfolio. Jot down your observations, feelings, and thoughts about the work you are doing. Reflect on any critical incidents that are new to you. What did you learn? What would you do differently?

Using Your Internship to Explore Your Options

Invite your supervisor, or an interesting co-worker for a coffee break or lunch. Pretend you’re a journalist on assignment. Ask how they got started?  What motivates and excites them about the work they do?  What are their challenges? Be curious and learn.

Read your organization’s professional and trade publications. Find out what your supervisor considers worthwhile reading in order to stay current with issues and trends in the field. Ask for copies of back issues they may be willing to loan or give you.

Join a professional organization. Most industry or professional associations offer special student discounts and have chapters in locations you may hope work after graduation. Ask your supervisor if they are members, and find out if you can tag along to any future meetings or events.

Learn what other people in the organization are doing. What were last year’s big triumphs and failures? What is being planned? What are the organization’s major goals and challenges? How are important decisions made, recorded, distributed and kept as part of the organizational archives? Is there an annual report, or marketing plan that you can review for your department or organization? How does your job fit into this plan?  This will help you understand when, how and where to press for your goals.

Learn the bottom line for your organization. How are they funded?  How much money in sales needs to be generated to cover overhead, personnel and expenses? What are the projections based on changing trends, new technologies and competition? Learn how your career interests support or contribute to this bottom line.

Requesting Referrals & References

Be sure to plan ahead before your last day at your internship position.  Following these steps before you go:

Arrange for a time to meet with your supervisor to review your work. Consider emailing them a short summary of your work for them and what you were able to complete and what you believe were the most important contributions during your time with them. Do this as part of a reminder close to your agreed upon meeting.

During your final meeting, thank them for the opportunity and request an electronic letter of recommendation that you can use for future internship and/or job applications in addition to a printed copy on business stationary if you think they were pleased with what you did for them. Discuss a date for when you hope they can get this to you.

Ask for referrals to individuals they believe may be in a position to provide further advice and/or leads for your future job search given what you tell them to be your areas of career interest based on what you now know about their profession and the industry as a whole.

Before you go, email co-workers and others that have been a part of your experience thanking them for their help and good wishes. Email your supervisor, any last minute items that you need them to know regarding future steps on what you are leaving. Thank them again for preparing that letter of recommendation and attach a current copy of your resume for their reference.

Mail a handwritten thank you note. Stay in touch periodically with them to update them on what you’ve been up to and be sure to ask about their work as well.

Once you receive the email with your reference letter attached, email back an enthusiastic thank you and ask if they would take an added moment to cut/paste a paragraph from it as a testimonial to your LinkedIn Profile? The system automatically sends this to them.

 

Benefits of Volunteering Abroad

True that you may not receive direct monetary benefits from volunteering abroad and also true that you may not hear lectures from renown scholars during volunteering, but you will receive gifts that can outshine any paycheck and classroom experience. If you are the type of person who enjoys learning by “doing” rather than learning from a textbook, then direct and hands on experience can definitely be more beneficial than the other options during your time abroad. No matter what type of program you choose, the qualities you build volunteering abroad will surely come in handy in the future. Here is just to list a few benefits of volunteering abroad:

  • Build confidence by accomplishing your tasks
  • More freedom than in an actual working environment
  • Gain technical experiences that can be crucial in your future career
  • Expand your view
  • Work on foreign language skills
  • Make possible career connections and learn about the non-profit sector
  • Impress your future employer with your compassion and dedication
  • Help others in need
  • Discover self-worth
  • Learn to collaborate with others and develop communication skills
  • Practice adapting to different environments and difficult situations

 

The skills you can get from work placements and internships

Work experience and workplace skills: approach work experience strategically to get the maximum benefit when it comes to applying for jobs.

Whether it’s a formal placement or a casual job, the key to getting the best out of any work experience is to extract the maximum learning value from what you do. Then you will be able to present this to potential employers later, for example in a job application or at interview.

It helps to plan ahead and think about the best kind of work experience for what you want to do. If you start reading advertisements for the kind of job you are interested in, you can make a checklist of the skills and experience that you need – then go for the most appropriate placement.

Assessing the skills you have gained

If you are doing a formal placement or internship, it’s likely that your line manager or mentor will assess your performance on an ongoing basis. This may be done informally so you may need to ask for feedback on how you are doing. This will help you to be clear on how your performance is seen and you will develop a picture over the placement of how you are building your skills.

During any work experience, it’s a good idea to document what you have been doing through a log or a diary, since you may not remember everything you have achieved. You can then compare the skills you have developed against the ones you need, whether it’s to boost your ‘soft skills’ or to get into a particular career.

Taking time to reflect on how you have changed and developed as a result is an important aspect of learning through the working environment. Your college or university could help you achieve a recognised award for your extra-curricular activities and part-time employment. Explore this option with your careers service or placement office.

The skills employers want

Analysis of national employer surveys suggests the skills they want to see in graduates fall into four main areas. Your future employers will want to see evidence of these skills, and work experience can help you to demonstrate them.

  • Self-reliance skills: demonstrating that you can work independently. Are you self-aware, knowing where your strengths are? Do you organise yourself and prioritise through rearranging commitments to get the job done?
  • People skills: being able to demonstrate interpersonal skills. Can you communicate effectively (in writing and in person)? Can you participate in team activity; do you sometimes take the lead?
  • General skills: those skills that could be used in any situation and across all sectors. Can you demonstrate flexibility? Are you a problem solver? Don’t forget your IT skills.
  • Specialist skills: these are often gained through your studies, such as subject-specific knowledge or technical skills. Do you have experience or understanding of how a particular organisation is structured or how it survives commercially?

Tips for getting the most from your experience

  • Put together a portfolio of work that you’ve done or projects you have contributed to during your placement. This is concrete evidence of your work and abilities to show prospective employers.
  • Note examples of things you have achieved that you can use in job applications to demonstrate work-based skills.
  • Keep in contact with the people you meet and work with. This is the basis of your future professional network, and can also help with references.
  • Get advice from colleagues about how to present your CV or application for their particular sector.

 

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II. Ressources pour les assistants d’anglais

Documents à télécharger / Liens internet utiles / Schéma du système éducatif français / Qu’est-ce que le lycée professionnel / L’enseignement de l’anglais au lycée

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  • Documents à télécharger

a) “Look Who’s Talking” est un guide sur le développement des conversations de groupes pour des classes de niveau moyen ou avancé. Cliquez ici pour télécharger ce document.

b) “Where the Sidewalk Ends” est un recueil de poèmes accompagnés de dessins à décrire, un excellent support pour les plus jeunes. Cliquez ici pour télécharger ce document.

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    • Liens internet utiles
    •  Les niveaux et les établissement d’enseignement – pour mieux comprendre le rôle de l’école ou le lycée, les programmes et les objectifs :

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    • Assistants d’anglais en France avec le programme TAPIF après ses études – revenir en France:

Lien Facebook: http://www.facebook.com/TAPIFUSA

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  • Les sites de l’Académie de Paris:
acparis

 

Pour ceux qui s’occupent d’élèves en primaire: http://www.ac-paris.fr/portail/jcms/p1_100120/disciplines-langues-vivantes-ecole-portail

Le site de l’enseignement de l’anglais à Paris (très général) : http://www.ac-paris.fr/portail/jcms/sites_11377/disciplines-anglais-portail

Le site des assistants à Paris : http://www.ac-paris.fr/portail/jcms/p6_191867/assistants-etrangers?onglet=onglet3&portal=sites_11380&cid=p2_179782

 

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  • Ressources pour trouver des leçons et exercices par niveau (audio et écrit- du CP à la Terminale):

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  • Liens spécifiques à l’enseignement en lycée professionnel

Programme de langues vivantes au lycée professionnel du CAP à la terminale de baccalauréat professionnel

Épreuves obligatoires d’anglais au baccalauréat professionnel

Épreuves facultatives d’anglais au baccalauréat professionnel

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    • Le blog d’Andy Weiner (VWPP Printemps 2010, Vassar ’11, Assistant d’anglais à Grasse 2011-12) :

(See Day One and after: http://andy-teaches-in-france.blogspot.fr/2011/10/day-one.html)

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  • TedtalksTed talks:

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  • Schéma du système éducatif français

Schema educatif francais

 

 

 

 

 

 

 

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  • Qu’est-ce que le lycée professionnel ?

Le lycée professionnel

 Les élèves de la voie professionnelle suivent leur scolarité en Lycées Professionnels (LP) ou en Lycées Polyvalents (LPO) dans des classes de baccalauréat professionnel ou de CAP ou de 3ème pré professionnelle. Ce sont des élèves qui n’ont pas pu poursuivre leur scolarité dans la voie générale pour différentes raisons (désintérêt, difficultés de divers ordres) ou qui ont choisi une spécialité professionnelle (ébénisterie, travail du cuir, vêtement, lunetterie, réparation de voiture…etc.) ou encore qui n’ont pas souhaité suivre un enseignement long théorique.

En revanche ils désirent acquérir des compétences professionnelles afin d’entrer dans la vie active rapidement (même si un baccalauréat professionnel donne accès à l’enseignement supérieur, comme tout autre baccalauréat).

Les matières générales (français, mathématiques, langues vivantes) ne sont pas leurs préférées et ils manifestent souvent des difficultés qui remontent souvent au début du collège.

Ils sont souvent persuadés qu’ils ne peuvent pas progresser et développent une mauvaise représentation d’eux même (je suis nul en anglais, je ne comprends rien, c’est pas la peine…) et un manque de confiance évident.

En conséquence leur rapport à l’école et aux différentes matières est conflictuel ou indifférent. Mais les enseignants veillent à améliorer leur estime d’eux-mêmes, leur capacité à évoluer et s’efforcent de leur donner envie de se mettre au travail et d’apprendre.

L’objectif des stages d’assistants volontaires en lycée professionnel

 Il s’agit de permettre à ces élèves qui ont peu de chance d’avoir des contacts personnels avec des anglophones et de se déplacer à l’étranger, de converser, d’échanger et de pratiquer la langue dans un autre cadre que le cours.

Il s’agit également d’élargir leurs perceptions de monde américain, de découvrir des aspects de la culture américaine par l’entremise d’un.e jeune américain.e et éventuellement se confronter avec des clichés et représentations construites à partir de films ou de séries.

C’est finalement un moment pour les jeunes américains, de se questionner et de questionner leurs positions sur de nombreux sujets sur lesquels ils peuvent être inte)rrogés.

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  • L’enseignement de l’anglais au lycée

En ce qui concerne l’enseignement de l’anglais au lycée, d’importants changements ont eu lieu récemment (2009) dans la manière de faire cours. Les nouveaux programmes d’enseignement mettent en avant les compétences orales et les examens comportent désormais une majorité d’épreuves orales. Par exemple pour l’épreuve de Langues Vivantes au baccalauréat professionnel :

– prise de parole en continu

– prise de parole en interaction

– compréhension de l’écrit

Les cours ont dorénavant une dominante orale mais les pratiques en classe sont encore marquées par les habitudes antérieures. Les élèves n’osent pas toujours prendre la parole (peur de faire des erreurs, ou de la moquerie) ou, le plus souvent, ils ne disposent pas des moyens linguistiques pour le faire. En tout état de cause ils parlent de façon francisée. Mais petit à petit, les choses changent.

L’enseignement est basé sur ce qu’on appelle une « approche actionnelle » dans laquelle la langue est un outil de communication qui sert à réaliser des tâches, proches de celles de la réalité (décrire son lycée, préparer un voyage, convaincre ses parents de l’utilité d’une gap year, présenter son tableau préféré etc.). Jusqu’à récemment la langue était essentiellement un objet d’étude.