Khadija Elkhadiri

As an English teacher at English House, I had the rewarding experience of teaching kids aged 7 to 10 years old during the "Summer Fun" term. This was my first time working with this age group, and it proved to be one of the most enriching experiences of my career. The program required making learning both fun and enjoyable, which I achieved through a variety of activities, games, and projects designed to engage the students. I discovered that teaching young learners is not only enjoyable but also demands creativity and adaptability, as I continuously introduced new ideas to keep the lessons lively and effective.

As a Business English teacher, I focus on helping professionals master the language skills essential for success in global professional contexts. I create and deliver customized lessons that cover critical areas like effective communication, presentations, negotiations, and cross-cultural understanding. My responsibilities include evaluating students' language levels, adjusting my teaching strategies to fit their needs, and offering constructive feedback to guide their progress. I make sure to stay informed about current business trends so that my lessons remain relevant and impactful, empowering my students to excel in their professional environments.

As a language partner with AmidEast, I facilitated interactions with a group of American students visiting Morocco to explore its rich culture. I not only facilitated cultural interactions but also conducted language sessions to help them learn Moroccan Arabic. I designed and led engaging lessons focused on practical language skills and cultural nuances, enabling the students to better communicate and immerse themselves in the local environment. Through these sessions, I aimed to enhance their overall experience and deepen their connection with Moroccan culture.

I was part of a cohort of emerging civic and community leaders from across Morocco. Throughout the program, I gained valuable skills in civic engagement, project management, and leadership through hands-on workshops and fieldwork led by both American and Moroccan experts. I learned how to effectively advocate for my community, build strong coalitions, and use digital tools to reach more people. By the end of the program, I implemented a community engagement project, that I named "Little Leaders Academy". LLA is an after school club that aims to train, empower and educate primary school students in one of the disadvantaged villages in the south of Morocco.

As a teacher trainee of English at Moulay Youssef High School, which was part of my training at ENS École Normale Supérieure, I had the opportunity to teach high school students at various levels, including Common Core and Second Baccalaureate students. This role involved developing and improving their language proficiency during exam preparation. It was an opportunity for me to bridge the gap between theory and practice, applying pedagogical concepts and strategies learned during my training at ENS to real classroom settings. This experience enriched my understanding of classroom management , lesson planning, and the diverse needs of high school learners.

The YaLa Academy for Citizen Journalism trains and provides young activists with practical skills in citizen journalism and new media activism, creating a network of tech-savvy, forward thinking citizen journalists who engage in cross-border dialogue and voice their opinions on issues facing young people in the MENA region today.

Triple E is a program that provides young people with practical and effective techniques that they will use when they apply for scholarships or job offers and in a variety of different contexts in their personal, academic, and professional lives.

In my role as an English language teacher at Privilège Centre de Langues , I taught students ranging from young learners to adults, tailoring my approach to suit their varying proficiency levels and learning styles. I designed comprehensive lesson plans that focused on key language skills, reading, writing, listening, and speaking, while incorporating interactive activities. I also spearheaded various project-based learning initiatives, where students worked collaboratively on different tasks These projects not only reinforced their language skills but also helped them build critical thinking and teamwork abilities. My goal was to create an inclusive and dynamic learning environment where every student felt supported and encouraged to reach their full potential.

The English Access Microscholarship Program (Access) provides a foundation of English language skills to bright, high school students, primarily between the ages of 13 to 20, in their home countries. It gives participants English skills that may lead to better jobs and educational prospects.