MY PRE-DEPARTURE ORIENTATION0N AT THE MOROCCAN AMERICAN COMMISSION
1-28-2008
Opening session (Mr Daoud Casewit and Ms Ruth Petzold)
1- Teachers introduce themselves .(with funny interactions with Mr Daoud Casewit making humorous remarks on the hometowns of teachers and their destinations)
2- Ruth Petzhold: from the US embassy: Was there to make the exchange more comfortable. She tried to prepare the Moroccan grantees for possible students’ questions or for any other predictable situation once In the States.
She provided some tips about what materials we can bring with us to share with people over there. Teachers suggested power point presentations about Morocco, musical instruments, Moroccan traditional clothes…
She raised the topics that should be approached with care: politics and religion. Other topics like talking about people’s income and weight are sensitive topics that should be ignored.
She also suggested keeping a journal although it would be a pain in the neck. It should be written on a regular basis. We should discipline ourselves as we would most probably value the journal once we are back.
She also talked about the existence of teachers’ stores in the States where we should ask our partners to take us. This might help us a lot in our teaching careers.
How can I build a school exchange?
While we are there, this is the best possible seed to build this exchange: We should be very sensitive to this as it is the best opportunity to look at the possible feasible exchanges for both schools (financially). We should not be limited to our partner’s school.
Ms Petzold email is: petzoldre@state.gov (she would like us to send her a report once we are back)
3- Mr Casewit said that this program is funded by both Morocco and USA. Once there we will be representing our country, we will be trying to explain things. As long as there is a good will, everything can be overcome. He said that the MACECE is very proud of us and he told us not to forget to share our photos and remarks with the commission.
4- Coffee Break
5- Ms Najat Kaliani (one way teacher exchange grantee 2006).
An experience of give and take
The best things that the experience brought her:
- Extracurricular activities attracted her attention there: drama, sculpture, jewelry… she suggested that, no matter what difficult our working conditions are, we should try to implement these things in our classes. She was impressed by journalism as an extra curriculum activity. She presented a power point showing a very informal American class of journalism.
- Special education: in USA students with cognitive disabilities study in the same school but in separate classes. She said that one of the students (a disabled one whom she took a picture and who was wearing Elvis Presley clothes) once emerged in extracurricular activities, namely drama, on stage he was great and no one could say that he had any problem whatsoever.
- Classroom setting: we should maybe change ours
- In return she had to bring her part there. She tried to be an ambassador : bringing the best of the Moroccan culture. We should be tactful in approaching topics.
- She also exchanged some cultural points, explained and shared some Moroccan cuisine, Moroccan clothes…
- She was asked by a religion teacher in a private school to make a presentation about Islam. She said that the presentation was great and that after all, we all believe in the same God.
- She told us not to hesitate to ask about anything we are interested in, what we have access to as Fulbrighters and any other things we can take experience from: community college, career centers… In open house days, we should be present to learn how parents, teachers and stuff work cooperatively for the benefit of the students. We could also visit Adult Learning Centers.
- At the end of her stay, she organized a tea party in the Moroccan way: the Moroccan teapot, the tray, the Moroccan cookies and of course the Moroccan Flag.
Mr Mohammed Chouki from Casablanca: 1997 fulbrighter.
The Fulbright exchange Experience
-the FEE goes through 3 phases: before the exchange, during and after.
The first two phases are irrelevant here. But the third one is appropriate for us. However he goes very quickly through the 3 stages. I would focus only on the third phase.
He said that in the States even if some students are not attentive we can not send them away.
He was surprised that once there he was asked to teach full time in a public school. As his partner had 6 classes he took responsibility of 3 classes. So he had to do a lot of French and history. We should be prepared for the unpredictable.
Once in the Sates, we should forget about our schools and try to adapt to the new situations.
Keep in touch with our partner, even if the partner does not answer the emails.
Inform our partners about personal and professional changes.
Exchange professional ideas
Send messages of wishes and celebrations
Plan personal visits after the exchange if possible
Forget about the political events, they poison the relationship between the partners.
Always think positively
Think how to strengthen the relationship
Remember the Fulbright Exchange Experience should have a positive long-lasting impact on both partners’ personal and professional matters.
In fact our exchange should be beneficial and should have a purpose.
Ms Mina Guellida: Fulbrighter 2006 One-way teacher.
Comparison between Morocco and the US high school
Mina guellida is on the right and Najat Kaliani on the left
The presentation is rather technical
The US does not have a national school system. The education is a local affair. There is a department of education.
At the level of the state: the educational system adapts to the geographical, economic and social environment.
The school District: belongs to the people who can use the place for different matters.
The American high school is a reflection of its community.
The structure of the American high school. The board of trustees: set policy including approval of the curriculum. Set standards, approve expenditures, or even fire a teacher or reassign one.
The board: the principal, the vice principals, the psychologist, the nurse, the faculty, the Para-educators
The principal: is not appointed, he is selected by the board of trustees, the school superintendent as well as teachers and administrators. The principal is held responsible for the achievements of the students and the performances of the teachers.
The counselor (the equivalent in Morocco of l’orientateur et le surveillant general at the same time): he takes part in activities with students. Everybody is very much interested in academic, personal, social and career development concerns of students. He provide students and parents with everything needed for the development of the students.
American education is not based on the option system: no sciences and letters.
The American classroom: the set up is not the same as the Moroccan one. We should not expect the discipline in our classes. There are a lot of facilities. Students from different levels may attend the same class.
She referred to the fact that the communication between parents and teachers is great
The language classroom: a lot of mother tongue is used, the use of the ICT, exchange visits, a lot of fun activities. There is a lot of freedom in the classroom, but students are really working although we may think they are not.
A typical day in an American high school: the classes start at 8:20, but teacher should be there at 7:30. Each teacher has 2 prep-periods.
Potluck lunch: teachers bring something to eat together. Mina was so impressed by the simplicity of the American teachers. These training sessions are paid, and one of the participants can get a prize at the end: a way of encouraging teachers to attend. No authorities present in those meetings not like us: the Minister…
In-service training: It is mostly held in the library, one of the most important places at school. In fact it is the heart of the school.
The most striking differences in both of the systems: the involvement of the community, citizenship, leadership, the incorporation of special education in the regular school system, the coordination of tasks between the different part-takers.
The positive impact of extracurricular activities, the cultivation of school identity, the involvement of students, fund-raising for different clubs, teacher recognition.
The age of the teacher does not rhyme with their teaching experience. There is inequality between the schools: the richer is the neighborhood, the nicer the school is, not like Morocco where the schools are all the same. Mina wondered that democracy was missing here. This was one of the things that she liked less about the American educational system.
The similarities between the two systems: the same teacher worries. The kids have blond hair but the hearts are the same. (I do not understand why she said blond hair although in her classes there were students from different nationalities with different physical characteristics)
guellida@yahoo.fr
6- Questions and Answers: Among 2008 grantees and Former fulbrighters.
7- TRAVEL ARRANGEMENTS: Mr Chraih and Ahlam Daoudi, MACECE program assistant. Admin session. Forms to be signed Travel arrangements and final preparations.
Ahlam Daoudi
Mr Chraih
8- Lunch at the American Club: We were served Mexican food. This was supposed to give us a pre taste of the American cuisine. It was ok, but nothing like the Moroccan cuisine. I liked the cheesecake however, but I definitely did not like what was apparently an American desert: scrambled pie (I am not sure about the name)
Moroccan grantees with macece staff at the American Club Rabat
Moroccan Fulbrighters with macece staff: Sakina Elkhayari- Brahim Gouaalla-(Mr Chraih)-Said El Mohtarim-Mustapha Lionboui-jaafar Kharbouche-Noureddine Kahlaoui-(Ahlam Daoudi)-Me with the blue scarf-Khadija Rahmani(from left to right)