Tag Archives: tapif

Will TAPIF help me get another job? — Putting TAPIF on your resumé/CV, or not.

The topic of resumes/job searching is an important one to many people these days, especially with the term “Resume builder” being used so readily as a qualifier to many positions/internships. Well it seems many either potential or current TAPIF assistants are weighing the potential benefits of including TAPIF on their resume, or are indeed wondering if it could even be a detriment…

Sorry to say, I can’t say one way or the other, necessarily, but I can offer you some slight guidance and my interpretation of the subject. Don’t stop reading.

Potential Ways of Interpreting TAPIF From the Employer’s Perspective

There is no doubt that this experience can be useful in certain circumstances and for certain future positions. In order to see how it could be useful, we need to have a little role-reversal to think about it from the perspective of the person you are sending the resume to. In order to do this, take a moment to brainstorm what qualities, skills or experience you got (might get) from working as a TA in a foreign country. I have come up with the following list of some examples for me. This list not only represents what I feel I “got out of it”, but also how a potential employer might read into the experience on the resume:

  • comfort/experience leading groups/adolescents/children,
  • teaching experience
  • foreign language/communication ability
  • ability to adapt to foreign cultures
  • creative
  • curious
  • adaptable
  • responsible
  • social skills (interacting with/disciplining adolescents)
  • cultural sensitivity/intelligence
  • ability to figure out foreign bureaucracy/understand new systems

And that’s only the beginning.

How/Whether or Not to Incorporate the Assistantship on the Resume

This aspect really depends on the format of your particular resume, the type of positions you are applying for, and quantity/quality of other relevant experiences. For example, your resume might be formatted with different sections based on theme, skill set, or any other appropriate category. You might even have more than one resume – each for tailored for a particular type of experience or job. You might have it formatted in a way where you simply list titles (sans description) to illustrate particular roles and responsibilities you’ve had multiple times, under an overarching description… Or you might list the position with a short description of your general duties, or even specific accomplishments – if you had any measurable or proven results.

Personally I have several different resumes that I tailor specifically for each unique position I might apply for. For the majority of the types of jobs applied for, the assistantship was not relevant – i.e. I had other positions and experiences that were more relevant, and enough of them to fill up the space. (That last bit refers to “quantity/quality of other relevant experiences.”) However, there have been a few positions (e.g. Study Abroad Assistant, marketing roles in an organization that acts as a French culture hub, etc.) where the assistantship has shown some relevance – not necessarily in terms of skills, but more in terms of personal characteristics and showing an interest in foreign/French language/culture. In these cases, it goes under a heading like “Related Cultural/Language Positions,” where I would also include my time as a TA for French 101 and college language tutoring, and any other things I have done related to travel, language, culture, etc.

Summary

If you’re looking for this type of information because you have recently been accepted to do TAPIF (congrats!) and are considering how it will affect your potential career, fear not. There are surely benefits to doing the program, whether or not you know them presently or even while you are doing it. Hey, you might not even enjoy it every day, but you will definitely come out a stronger person in the end – even if just because you’ll be fluent in a foreign language and be more understanding of cultural differences and how to adapt to living on your own in a foreign place. If you’re afraid you won’t enjoy TAPIF, do it anyway – you won’t know for sure until you do it, and you’ll get to go to France for a once in a lifetime experience.

If you’re looking for this information because you’re currently an assistant and are starting the post-TAPIF job search, I wish you the best of luck in your journey to employment. Remember, if you leave off the assistantship from your resume, for whatever reason, do not fear mentioning it in an interview. Also, people may wonder about the ~9 month gap if your CV is chronological – that said, it’s not required to include it if you really believe that it will not benefit you or is not relevant (because you are not in a related field, or you have other more relevant/quality experiences and not enough space).

In any case, bon courage and bon continuation in your journey. Feel free to always comment here or email me if you have any questions or comments about TAPIF or my experiences/commentary.

TAPIF – Ask Away

Dear prospective TAPIF (Teaching Assistantship Program in France) assistants, this is for you.

Thanks to Google Analytics, I can see that people arrive at my blog looking for information about the TAPIF program. I even got an email from one brave person. You must have questions, otherwise you wouldn’t be searching for information. So, what I would like to do is open the floor (internet/blog) up to you. If you have questions or comments, post them. Ask away. Ask questions here on this entry, write comments or follow up questions on a specific entry. I will take my time to answer your questions as well effectively as possible in a dedicated entry. Don’t be afraid to be the first! you can stay anonymous if you want. You can even email questions. I’m here for you. Please take this seriously.

Franchement, my teaching experience

If you know me personally and/or have talked to me about my experiences teaching, you’ll know that it hasn’t been the easiest for me.

I started in October with minimal teaching experience and no official training. Ok, sure, I had been a teaching assistant at university, a tutor, and a group leader/camp counselor, but never had I worked in this kind of a setting, and with such little direction and supervision.

It’s been quite a journey and learning experience. Quite frankly it’s been a real challenge. Full of surprises, good and bad days, and frustration.

If you are a future or potential TAPIF assistant, be warned. The job really is what you make of it as well as a bit of chance – as your role really depends on the teachers you work with. That said, there are eleven English teachers in the high school where I work, and I have a different role in each of their classes. Sometimes I do what I want, sometimes what the teacher wants. Sometimes I listen to oral exams or train unmotivated students to analyze surprise documents for oral exams. Other times I was/am able to study a subject of my choice, like this week I taught about the Beatle’s and analyzed “Revolution.”

What I really want to say, though, is it’s really important to not ever give up hope. I think this is the most important rule for teaching. I learned this because I had lost hope for one class and was really discouraged; well I somehow repaired the relationship.

I have had this class for the whole time I’ve been here. Originally, the class was split into three groups of about 12 students. I’d always sort of had trouble with them and I had recently found out that they told the teacher that they did not want to go to my class. This kind of surprised me because most of the other classes seem to enjoy my classes, and the other teachers tell me that the students are eager to come. Something needed to change.

Well this week we tried something different. On Monday I had a quarter of the class and we switched groups in the middle, and I was to give them participation grades at the end. I’m not sure switching was necessary, but it definitely helped having fewer at a time. Well, at the end, one girl, probably the best in the class, came up to me and started talking to me in English. She apologized for the class’ behaviour, telling me she did not understand, that she enjoys my classes, and that she feels more comfortable in my class than with the teacher. That really touched me because she did not have to do that.

On Wednesday, the teacher decided to give me the four most unruly students for the whole hour. I convinced her to let me have the girl I just mentioned. Well I learned that even difficult students can become motivated and that one student with whom I’d had a difficult relationship for the last six months enjoyed the class. He really put forth quite a bit of effort, really trying both to understand and to speak. I think it was partly because of the previously mentioned girl; she really helped act as an intermediary. Well, it all just goes to show you that everyone can surprise you and that classes you don’t like can get better.

What a day!

Today was difficult.

I had four classes and none of them went as smoothly as I would have liked.

In the first class there were only boys – you can imagine that scenario: 8 to 10 adolescent French boys in a classroom with a 21 year-old female American teacher. That is just begging for trouble.

They were all fairly immature. They couldn’t stop talking to each other, yet they did not have the desire to speak. Their level of comprehension in English is mediocre at best. I’m not supposed to speak French to them, as the purpose of my being there is for them to practice English with a native speaker.

Repeat that scenario about 4 times. Well, I ended up breaking my rule and spoke French. At the time it felt like the only way to get the class moving forward. It seemed to work.

In another class of students – mostly females, also fairly chatty – there was one girl who could not stop laughing. She just kept having fits of laughter. Honestly, it was quite weird and irritating. I later found out she had been out of school for a couple years and that she does the laughing thing often. Our interpretation is that she is having trouble re-adapting to the classroom.

I have now learned that just because a lesson worked perfectly and took the right amount of time in one class, that doesn’t mean it will work for every class. I tried to reuse a lesson, but apparently the classes levels were not at all on par even though they were all in the same grade.

All in all, a tough day.