CAN THO UNIVERSITY OF TECHNOLOGY

FACULTY OF SOCIAL SCIENCES

GRADUATION INTERNSHIP REPORT

THE ROLE OF AN INTERN IN SUPPORTING TEACHING

AT THE MONTESSORI ENGLISH CENTER

IMPLEMENTING STUDENT
Name: Do Thi My Ngan
Student ID: 2100753
Class: NNA0121
Major: English Language

Can Tho, January 2025

 CAN THO UNIVERSITY OF TECHNOLOGY
FACULTY OF SOCIAL SCIENCES

GRADUATION INTERNSHIP REPORT

THE ROLE OF AN INTERN IN SUPPORTING TEACHING

AT THE MONTESSORI ENGLISH CENTER

SUPERVISING LECTURER IMPLEMENTING STUDENT

Dr. Tran Thien Quynh Tran Name: Do Thi My Ngan
Student ID: 2100753
Class: NNA0121
Major: English Language

Can Tho, January 2025

 STATEMENT OF COMMITMENT

My name is Do Thi My Ngan, a student of NNA0121, majoring in English

StudiesLanguage at Can Tho University of Technology. I hereby declare that this
internship report conducted at Montessori English Center is an original scientific
research work of my own, conducted under the guidance of Dr. Tran Thien Quynh
Tran.
The information referenced in the internship report was collected from
reliable sources, verified, widely published, and cited in the References section. The
research results presented in this report were carried out by me seriously and
honestly and do not duplicate any other previously published projects.
I pledge my honor and personal integrity to uphold this statement.

Can Tho, date … month … year

Supervising Lecturer Implementing Author
(Signature) (Signature)

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 ACKNOWLEDGEMENT
To complete this internship report, I would like to express my sincere
gratitude to the Faculty of Social Sciences, Can Tho University of Technology
(CTUT), for providing the opportunity and favorable conditions to carry out this
internship. I am deeply thankful to the faculty’s lecturers for their dedication in
imparting knowledge and fostering my development, which has laid a solid
foundation for my future growth.

I am especially grateful to Dr. Tran Thien Quynh Tran, my supervisor, for

her invaluable guidance, constructive feedback, and encouragement. Her expertise
and patience greatly enhanced my understanding of the research and gave me the
confidence to complete this report. I truly appreciate her time and effort in
reviewing my work and providing insightful suggestions.

My sincere thanks also go to Montessori English Center for their support

during my internship. The experience allowed me to practice English in a
professional environment, improving both my communication skills and confidence.
I am particularly thankful to Ms. Nguyen Ngoc Tuong Vi and Ms. Nguyen Huynh
Nhu for their guidance and assistance, which helped me quickly adapt and complete
my tasks effectively.

Once again, I extend my heartfelt thanks to the Faculty of Social Sciences,

Dr. Tran, and the staff at Montessori English Center. The knowledge and
experience gained during this internship will be invaluable for my future endeavors.

Thank you very much!

Implementing Author

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 SUPERVISING LECTURER’S COMMENTS

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 REVIEWING LECTURER’S COMMENTS
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 TABLE OF CONTENTS

STATEMENT OF COMMITMENT.................................................................................1
ACKNOWLEDGEMENT...................................................................................................2
EVALUATION FORM.......................................................................................................3
SUPERVISING LECTURER’S COMMENTS.................................................................5
REVIEWING LECTURER’S COMMENTS....................................................................6
TABLE OF CONTENTS.....................................................................................................7
LIST OF IMAGES.................................................................................................................8
LIST OF TABLES...............................................................................................................9
LIST OF ABBREVIATIONS............................................................................................10
INTRODUCTION..............................................................................................................11
CHAPTER 1. GENERAL INTRODUCTION................................................................14
1.1. Information about the Internship Organization......................................................14
1.2. Information about the Student’s Internship Position..............................................14
CHAPTER 2 INTERNSHIP CONTENT........................................................................15
2.1. Execution of Assigned Tasks and Graduation Project............................................15
2.2. Results and Evaluation of the Internship Process....................................................16
CHAPTER 3 LESSONS LEARNED, CONCLUSION, AND
RECOMMENDATIONS...................................................................................................18
3.1. Lessons Learned..........................................................................................................18
3.2 Conclusion.....................................................................................................................18
3.3 Recommendations........................................................................................................18
REFERENCES...................................................................................................................19
APPENDIX.........................................................................................................................21
GUIDELINES FOR STRUCTURING THE REPORT..................................................22

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 LIST OF IMAGES

Picture 1. Montessori English Center ………………. 4

Picture 2. Montessori English Center Logo ………………. 5
Picture 3. Dr. Maria Montessori ………………. 6

Picture 4. Assisting students as a teaching assistant ………………. 11

Picture 5. The students of MEC ………………. 11

Picture 6. The students of MEC participated in Halloween ………………. 12

Picture 7. MEC teachers participate in Halloween ………………. 12

Picture 8. Ring The Golden Bell Program ………………. 13

Picture 9. The corners of the classroom are redecorated ………………. 14-15

Picture 10. Teaching the student ………………. 16

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 LIST OF TABLES

Table 1. Montessori’s organizational management ……………………… 8

Table 2. Montessori World’s Schedule 9 ……………………… 9

Table 3. Internship Certificate 19 - 27 ……………………… 19-27

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 LIST OF ABBREVIATIONS

Abbreviation Full term

CTUT Can Tho University of Technology
MEC Montessori English Center
TA Teaching Assistant

viii
 INTRODUCTION

1. Rationale for the Internship

The internship at Montessori English Center (MEC) offers a unique
opportunity to apply theoretical knowledge in a practical setting, specifically in
the field of English Language. This experience is designed to bridge the gap
between academic learning and real-world application, helping the intern develop
essential teaching competencies. By working closely with seasoned professionals
and undertaking key responsibilities, the internship provides invaluable insights
into industry standards, professional expectations, and the dynamics of a
workplace environment. It serves as a foundation for building skills and
preparing the intern for future career challenges and opportunities.
2. Objectives of the Internship
The objectives of this internship are:
 Skill Development: To enhance practical skills in English language
teaching, including lesson planning, classroom management, and student
engagement techniques.
 Industry Insight: To gain a deeper understanding of the operational
processes and organizational structure within Montessori English Center,
focusing on its approach to language instruction and student development.
 Professional Growth: To cultivate professional behaviors and workplace
ethics, including effective communication, teamwork, time management,
and adaptability in an educational setting.
 Research and Analysis: Contributing to tasks that involve critical
thinking, highlighting the role of interns in supporting teaching at the
Montessori English Center, enhancing student engagement and language
skills.
3. Scope of the Internship
This internship primarily focuses on:
 Primary Responsibilities: Performing duties such as preparing teaching
materials, designing lesson plans, managing classroom activities, and
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 assisting in lesson delivery. This includes providing support in ensuring
effective student engagement and facilitating learning outcomes in the
classroom.
 Secondary Activities: Participating in additional tasks that support team
projects and operational functions within the organization, such as
classroom decoration, helping to organize the Halloween event, and
participating in the "Ring the Golden Bell" program organized by the
center.
 Personal Projects/Research: Developing a project focused on enhancing
students' speaking skills, particularly pronunciation, by designing
supplementary teaching materials and implementing them in the
classroom. This aligns with personal learning goals and the center's
objective of improving language proficiency for learners.
4. Approach to the Work
The approaches taken includes:
 Initial Training and Orientation: The internship beganins with an
orientation phase to familiarize the intern with the center's mission, values,
and teaching methodology. Introductory training wasis provided on the
necessary tools, resources, and teaching techniques to effectively assist in
classroom management and lesson delivery.
 Task Assignment and Supervision: The intern wasis assigned specific
tasks, such as preparing teaching materials, managing classroom activities,
and assisting with lesson delivery. Tasks wereare carried out under the
supervision of a mentor, ensuring that the intern receiveds constructive
feedback and guidance to improve their performance.
 Self-Reflection and Evaluation: Regular self-reflection on the tasks
completed, challenges encountered, and lessons learned throughout the
internship wereis encouraged. This process fostereds personal growth,
adaptability, and continuous improvement, allowing the intern to better
understand their strengths and areas for development.

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  Documentation and Reporting: Regular self-reflection on the tasks
completed, challenges encountered, and lessons learned throughout the
internship is encouraged. This process fosters personal growth,
adaptability, and continuous improvement, allowing the intern to better
understand their strengths and areas for development.
5. Structure of the Report
The report is organized as follows:
 Introduction: Overview of the organization, rationale for the internship,
and initial expectations.
 Literature Review: Contextual background and relevant research or
studies related to the internship focus.
 Methodology: Description of the approach, methods, and strategies used
to complete assigned tasks.
 Results and Discussion: Insights gained from tasks, challenges
encountered, and the outcomes of the work.
 Conclusion and Recommendations: Summary of achievements, key
takeaways, and recommendations for both the intern’s professional
development and future interns in similar roles.

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 CHAPTER 1 GENERAL INTRODUCTION

1.1. Information about the Internship Organization

 Montessori English Center
- Full name: Montessori English Center (MEC).
- Working time: 08-12 AM & 05:00 – 07:30 PM from Monday to Sunday
- Address: 38 Tran Binh Trong, My Xuyen, Long Xuyen, An Giang.
- Tel: +84767279778
- Website: http://www.montessoriworld.edu.vn
- Email: [email protected]
- Legal Representative: Pham Thi Bich Huyen

Picture 1.

Montessori English Center

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 Picture 2. Montessori English Center Logo

 History of the establishment and development

Working environment

MEC has a history of more than 10 years and provides learning services as
well as a professional working style. MEC is always willing to assist and intern
students who are experiencing difficulties during their internship. As a result, this
is a tremendous opportunity for me to connect with the English community,
solving all of my problems as well as those of my student's parents and
colleagues. Montessori always encourages and creates environments in which its
staff and teachers can learn and be creative in their work and teaching. Every
month, a mandatory training session will be held to improve English ability,
communication with children, and teaching skills.

History of the establishment

In November 2011, DR. Nguyen Tri Nhu Quynh, MA. Duong Quang Minh
and DR. Joan Marie Easton established MEC to apply the advantages of MEC
method to teaching languages to children. This is the first English center in
Mekong Delta to use the Montessori method in teaching English.

Teaching Programs

The Montessori Method was

developed by Dr. Maria
Montessori in the early 1900s. It
is a specific child-centered
method of education that involves
child-led activities (referred to as
“work”), classrooms with
5
 children of varying ages and teachers who encourage independence
among their pupils.

Picture 3. Dr. Maria Montessori

Montessori language teaching is an approach based on complete immersion
in a language environment with self-corrective activities, fostering autonomy and
the essence of problem-solving learning by developing critical ability in a foreign
language. The full application of Montessori's principles promotes natural
language learning among young students by encouraging the use of
communication in the target language, communication that will become
increasingly familiar as new sounds are.

 Mission and Target of Montessori

Mission

Montessori guarantees the quality of English language training in order to

provide learners with a powerful and effective learning tool that will increase
knowledge and inspire them to learn English. On the other hand, Montessori
focuses on teaching students to communicate confidently inwith the
international community by learning to use English as a habit of
communication. Furthermore, students will have the opportunity to expand their
vocabulary, practice communication, pronunciation, and English intonation
with native teachers. Learners not only improve themselves, but they also gain
teamwork skills. By applying Montessori method - teaching and applying , their
teachers find it more effective in delivering the lessons and students are capable
of acquiring the languagebsorbing easier as well.

Target
Montessori expects to provide friendly and comfortable learning environments
for their students to improve their learning process and stimulate creativity and new
ideas. Furthermore, Montessori center useby using round tables to address the issue

6
of moving difficulties when students join in activities; thus,, students they have more
opportunities to work in groups where new relationships and teamwork skills are
developed. Furthermore, Montessori's primary priorities are their students' outcomes
and experiences; as a result, they always provide free grammar, listening, speaking,
and pronunciation courses. Academic staff, in addition to English teachers and
teaching assistants, are always ready to support and assist students with their
homework and lessons throughout their courses to ensure that they can keep track of
their work.
 Size and Organizational Structure: The management structure of
Montessori includes the Director, Professional Manager, and Consultant.
The Director oversees operations;, the Consultant manages the syllabus
and teacher training, and the Professional Manager monitors teaching
quality and student progress. Montessori has 12 Vietnamese teachers, 2
foreign teachers, and about 120 students.The center is committed to
organizing classes with limited enrollment to ensure quality, allowing
teachers to closely monitor each student. The main driving force of the
center is student satisfaction and trust through unique value.





DIRECTOER

ADMINISTRATIVE PROFESSIONAL
MANAGER MANAGER

ADMINISTRATIVE
TEACHER
ASSISTANT
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 Table 3. Montessori’s organizational management
(Source: Center's website)

 Main Fields of Activity: The center's main business activity is education,

specifically offering Cambridge-standard English programs through the
Montessori method. The center provides general English programs for all
educational levels, from preschool to high school, including preparation
for English exams required by the local education department and
graduation exams.
The English programs include:
- Preschool English (ages 3-5)
- Elementary English (ages 6-12)
- Teen English (ages 13-15)
- Advanced English (for students and university students)

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 Table 4. Montessori World’s Schedule
These programs focus on enhancing English proficiency and preparing
students for academic and professional English usage.

1.2. Information about the Student’s Internship Position

 Internship Position:
- Teaching Assistant (TA)
I was assigned to the Pre 2A, Pre 2B, Kinder 2A, Kinder 2B, and Up
2B classes. Initially, my role was to observe these classes to understand the
teaching process at different levels and how teachers apply the Montessori

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method to teach English. I had 30 minutes of observation in the Pre 2A and
Pre 2B classes, and 20 minutes in the Kinder 2A, Kinder 2B, and Up 2B
classes. During this time, I did notn't just observe; I also had the opportunity
to interact with the students, asking them everyday questions to help improve
their communication skills and reviewing past lessons to reinforce their
learning.
In addition to observing the classes, my responsibilities included
welcoming students to class, managing the classroom, and tutoring students
who needed extra help. After learning about the center’s teaching methods, I
was assigned as a teaching assistant in these classes. I supported the teachers
in organizing games for the students and preparing lesson materials. I also
exchanged information with the class regarding what the students had learned,
and clarified any confusing points from previous lessons. I assisted the
teachers in preparing teaching materials, flashcards, and crayons when
necessary.
I also helped the teachers maintain order in the classroom, ensuring the
students remained quiet during lessons and reminding them to tidy up their
desks and chairs for study. During the lessons, I assisted the teachers in
managing any emergencies, such as conflicts in the classroom, by calming the
students down and teaching them to acknowledge and correct their mistakes.
In particular, all the classes were taught entirely in English. I translated
any content the students did not fully understand, such as the rules of mini-
games or the meaning of stories. However, I encouraged the students to listen
carefully and try to guess what the teacher was saying, as this would greatly
improve their English skills. Additionally, I surveyed the students to identify
their difficulties in learning English, and then developed suitable solutions
and methods to help each student learn English more easily and enjoy it more.

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 Picture 4. Assisting students as a teaching assistant

Picture 5. The students of MEC

- Office Work
My first two weeks at Montessori started from 1:30 PM to 7:30 PM, where I
took on a key role in brainstorming ideas for decorations and supporting events at
the center. One of the special activities I participated in was the Halloween event.
I was assigned to wrap gifts and prepare presents for the students who
participated in the program, while also helping them engage in fun games in the
assigned classroom. I was also tasked with decorating the classroom for
Halloween and assisting the children in making "spooky cakes," an activity they
thoroughly enjoyed.

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Picture 6. The students of MEC participated in Halloween

Picture 7. MEC teachers participate in Halloween

12
Additionally, I participated in supporting the "Ring The Golden Bell" program
organized by the center at Vincom Plaza Long Xuyen. This program is a knowledge
contest where participants must answer questions from easy to difficult to stay in the
game and avoid elimination. The contest helps develop critical thinking, encourages
learning, and tests the participants' ability to recall and process information.

Picture 8. Ring The Golden Bell Program

I feel that these activities created a dynamic learning environment where

students not only learned but also developed communication skills and
gained confidence while participating in games and group activities. These
events provided opportunities for students to unleash their creativity, sparked
their passion for learning, and encouraged their active participation. Not only

13
did these activities help students understand special holidays better, but they
also contributed to the development of essential skills such as critical
thinking, problem-solving, and teamwork in a real-world environment. I
believe these activities help develop children's minds and align with the
mission and goals of the Montessori method.
I was also assigned to renovate and redecorate the Pre 2A and Pre 2B
classrooms to align with the center's space and meet the students' learning
needs. I chose gentle, soothing colors and arranged the items for easy access,
creating an environment that encourages effective and creative learning.
After completing the task, the classrooms became fresh and vibrant,
providing a comfortable learning space that helps students develop
holistically according to the Montessori method.

14
 Picture 9. The corners of the classroom are redecorated

- Teaching
15
 In the final three weeks of my internship, I hadve been assigned to
teach one class each week. There wasill be an observing teacher who will
provided feedback to help me improve my teaching skills and classroom
management. First, I will prepared lesson plans based on the center's criteria,
including vocabulary for the day, flashcards, markers, and games to keep the
students engaged and create a fun classroom atmosphere. My first assignment
wasill be with the Pre 2A class (3 to 4 years old), followed by the Pre 2B
class (5 to 6 years old), and finally, I will taughteach the Kinder 2A class (7
years old).

Picture 10. Teaching the student

 Department of Work:
- ADMINISTRATIVE MANAGER: The Director is ultimately responsible for
the recruitment and effective management of all human resources,
including teachers and support staff. They oversee the supervision,
coordination, and maintenance of all teaching activities as well as ensuring
high-quality customer service. The Director ensures that classes are
carried out as planned, providing assistance to both teachers and students
during lessons to create a smooth learning experience. They also play a
key role in addressing and resolving any challenges or issues that may
arise during the learning process, providing timely support to ensure that

16
 the educational environment remains productive and conducive to
learning.

- PROFESSIONAL MANAGER: The Director’s role also includes

conducting professional interviews to assess the competence of teaching
staff, ensuring that the team is equipped with the necessary skills and
knowledge. They evaluate teachers through regular classroom
observations, providing constructive feedback to improve teaching quality.
In addition, the Director is responsible for preparing comprehensive lesson
plans and designing exams that meet educational standards. They closely
monitor the needs, aspirations, and learning paths of students, ensuring
that each student's progress is carefully tracked. By collaborating with the
class management team, the Director ensures that students’ learning
experiences are personalized and that educational goals are met.

 Job Description: Throughout my internship at MEC, I was assigned

several important tasks that contributed to the development of teaching
activities and student support. Specifically, I was responsible for
decorating the learning environment to create a vibrant and engaging
space for students. I also participated in supporting special programs such
as Halloween and Ring The Golden Bell, assisting with organizing and
coordinating these activities to provide enjoyable experiences for the
students. In addition, I took on various teaching assistant duties, such as
welcoming students into the classroom, helping them settle in before
lessons began, and managing the class to ensure students followed the
classroom rules. I also supported teachers in reviewing previous lessons,
helping students reinforce the knowledge they had learned. Furthermore, I
prepared teaching materials such as books, flashcards, colored pens, and
other resources, while also drafting detailed lesson plans based on MEC's
standards to conduct trial lessons for three classes. All of these activities
were carried out under the supervision and guidance of teachers and
management to ensure the quality of both teaching and learning.

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 CHAPTER 2 INTERNSHIP CONTENT.
2.1. Execution of Assigned Tasks and Graduation Project
2.1.1. Internship Schedule
Internship Location: Montessori English Center – MEC
Internship Duration: 14/10/2024 -8/12/2024
Week 1: 14/10/2024 – 18/10/2024

Date Time Tasks to be performed Notes

- The first meeting, receiving information

and task orientation from the supervisor
- Prepare teaching materials, cut and paste
pictures for the Pre 2A class
- Discussion on decorating and arranging
games for students participating in the
14/10/2024 13:30 – 19:30 Halloween program at the center on
September 27
- Turn on the lights in the classroom,
welcome students into the class
- Go to class and get acquainted with the
students of Pre 2A
- Dismiss the students of the Pre 2A class

- Vocabulary categorization by unit using

flashcards for the Pre, Kinder 1, 2, 3
classes according to the center's
curriculum
15/10/2024 13:30 – 19:30 - Turn on the lights in the classroom,
welcome students into the class
- Go to class and get acquainted with the
students of Pre 2B
- Dismiss the students of the Pre 2B class

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 - Categorize vocabulary by unit using -
flashcards for the Pre, Kinder 1, 2, 3
books according to the center's
curriculum
- Turn on the lights in the classroom,
16/10/2024 13:30 – 19:30 welcome students into the class
- Go to class and get acquainted with the
students of Pre 2A
- Dismiss the students of the Pre 2A class

- Develop ideas and redesign classroom

spaces using common English
vocabulary to help students easily use
simple everyday words

17/10/2024 14:00 – 19:30 - Turn on the lights in the classroom,

welcome students into the class
- Go to class and get acquainted with the
students of Pre 2B
- Dismiss the students of the Pre 2B class

18/10/2024 14:00 – 19:30 - Develop ideas and redesign classroom

spaces using common English
vocabulary to help students easily use
simple everyday words
- Turn on the lights in the classroom,
welcome students into the class
- Go to class and get acquainted with the
students of Pre 2B
- Dismiss the students of the Pre 2B class

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 -

Week 2: 21/10/2024 – 27/10/2024

Date Time Tasks to be performed Notes

- Go to the storage room to get

Halloween decorations
- Assist the center in organizing the
Halloween event for students

21/10/2024 14:00 – 19:30 - Turn on the lights in the classroom,

welcome students into the class
- Go to class and get acquainted with the
students of Pre 2A
- Dismiss the students of the Pre 2A class

- Assist the center in organizing the

Halloween event for students
- Turn on the lights in the classroom,
22/10/2024 14:00– 19:30 welcome students into the class
- Go to class and get acquainted with the
students of Pre 2B
- Dismiss the students of the Pre 2B class

23/10/2024 14:00 – 19:30 - Assist the center in organizing the

Halloween event for students

- Turn on the lights in the classroom,

welcome students into the class

- Go to class and get acquainted with the

students of Pre 2A

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 - Dismiss the students of the Pre 2A class
- Assist the center in organizing the
Halloween event for students
- Turn on the lights in the classroom,
24/10/2024 14:00 – 19:30 welcome students into the class
- Go to class and get acquainted with the
students of Pre 2B
- Dismiss the students of the Pre 2B class

- Assist the center in organizing the

Halloween event for students
- Turn on the lights in the classroom,
25/10/2024 14:00 – 19:30 welcome students into the class
- Go to class and get acquainted with the
students of Pre 2A
- Dismiss the students of the Pre 2A class

- Assist the center in organizing the

Halloween event for students
26/10/2024 9:30 – 17:30
- Develop ideas and decorate the
assigned Halloween room

- Assist the center in organizing the

Halloween event for students
27/10/2024 15:00 – 20:30 - Supervise the assigned station and
assist students in participating in
Halloween games

21
Week 3: 28/10/2024 – 8/11/2024
Date Time Tasks to be performed Notes
- Decorate the assigned space
- Review lesson plans for upcoming classes
- Prepare teaching content
28/10/2024 15:00 – 19:30 - Turn on the lights in the classroom,
welcome students into the class
- Observe the Pre 2A class
- Dismiss the students of the Pre 2A class
- Decorate the assigned space
- Review lesson plans for the upcoming
classes
- Prepare teaching content
29/10/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Pre 2B class
- Dismiss the students of the Pre 2B class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
30/10/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Kinder 2A class
- Dismiss the students of the Kinder 2A class

31/10/2024 15:00 – 19:30 - Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
- Turn on the lights in the classroom,

22
 welcome students into the class
- Observe the Up 2B class
- Dismiss the students of the Up 2B class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
1/11/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Kinder 3A class
- Dismiss the students of the Kinder 3A class

Week 4: 4/11/2024 – 27/10/2024

Date Time Tasks to be performed Notes

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
4/11/2024 15:00 – 19:30
- Turn on the lights in the classroom, welcome
students into the class
- Observe the Pre 2A class
- Dismiss the students of the Pre 2A class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
5/11/2024 15:00– 19:30
- Turn on the lights in the classroom, welcome
students into the class
- Observe the Pre 2B class
- Dismiss the students of the Pre 2B class

23
 - Decorate the assigned space
- Review lesson plans for the upcoming
classes
- Prepare teaching content
6/11/2024 15:00 – 19:30
- Turn on the lights in the classroom, welcome
students into the class
- Observe the Kinder 2A class
- Dismiss the students of the Kinder 2A class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
7/11/2024 15:00 – 19:30
- Turn on the lights in the classroom, welcome
students into the class
- Observe the Up 2B class
- Dismiss the students of the Up 2B class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
8/11/2024 15:00 – 19:30
- Turn on the lights in the classroom, welcome
students into the class
- Observe the Kinder 3A class
- Dismiss the students of the Kinder 3A class

24
Week 5: 11/11/2024 – 24/11/2024

Date Time Tasks to be performed Notes

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
11/11/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Pre 2A class
- Dismiss the students of the Pre 2A class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
12/11/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Pre 2B class
- Dismiss the students of the Pre 2B class

- Decorate the assigned space

- Review lesson plans for the upcoming
classes
- Prepare teaching content
13/11/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Kinder 2A class
- Dismiss the students of the Kinder 2A class
- Decorate the assigned space
- Review lesson plans for the upcoming
classes
- Prepare teaching content
14/11/2024 15:00 – 19:30
- Turn on the lights in the classroom,
welcome students into the class
- Observe the Pre 2B class
- Dismiss the students of the Pre 2B class
15/11/2024 15:00 – 19:30 - Decorate the assigned space
- Review lesson plans for the upcoming
classes
- Prepare teaching content

25
 - Turn on the lights in the classroom,
welcome students into the class
- Observe the Kinder 2A class
- Dismiss the students of the Kinder 2A class

Week 6: 4/11/2024 – 27/10/2024

Date Time Tasks to be performed Notes

- Prepare the lesson plan for the Pre 2A class

18/11/2024 17:30 – 19:30 - Welcome the students of the Pre 2A class
- Teach the Pre 2A class
- Dismiss the students of the Pre 2A class

24/11/2024 14:00 – 16:00 - Assist with the "Ring The Golden Bell"
program

Week 7: 25/11/2024 – 1/12/2024

Date Time Tasks to be performed Notes

- Prepare the lesson plan for the Pre 2B class

- Welcome the students of the Pre 2B class
26/11/2024 17:30 – 19:30
- Teach the Pre 2B class
- Dismiss the students of the Pre 2B class

Week 8: 2/12/2024 – 8/12/2024

Date Time Tasks to be performed Notes

26
 - Prepare the lesson plan for the Kinder 2A
class
- Welcome the students of the Kinder 2A
06/12/2024 17:30 – 19:30
class
- Teach the Kinder 2A class
- Dismiss the students of the Kinder 2A class
Table 3. Internship Certificate
2.1.2. Assigned Tasks During the Internship
 Internship Planning and Reporting
During my internship at MEC, I developed a detailed plan and
comprehensive report outlining the various tasks, responsibilities, and duties
assigned to me throughout the internship period. These tasks were not only
diverse but also directly connected to my field of study, allowing me to apply
theoretical knowledge in a practical environment while developing essential
professional skills.
 Internship Activities and Responsibilities
- Event Organization and Support
One of the primary aspects of my internship involved assisting in the
planning and execution of key events, such as:
- Halloween Celebration
Designing and decorating assigned spaces in accordance with the
Halloween theme. Supporting students during the event by managing designated
game stations and ensuring they participated actively and safely.
- “Ring The Golden Bell” Program:
Assisting in logistical arrangements and ensuring smooth execution of the
event for students to enjoy and learn simultaneously.
These activities taught me event management skills, teamwork, and the
importance of creativity in creating an engaging learning environment.
- Classroom Decoration and Improvement

I was entrusted with decorating classroom spaces to create a stimulating and

immersive learning environment. This included:
27
 Designing and organizing thematic decorations, such as English
vocabulary flashcards, to make common words more accessible and memorable
for students.
Enhancing classroom aesthetics to align with ongoing lessons, helping
students engage better with the material being taught.
This task helped me understand the significance of a conducive learning
environment and how small details can impact student engagement.
- Lesson Planning and Preparation
Another critical responsibility was preparing lesson plans for various
classes, including Pre 2A, Pre 2B, Kinder 2A, Kinder 3A, and Up 2B. This
process involved:

Reviewing existing lesson plans to ensure alignment with the center's

curriculum and teaching standards.
Creating detailed teaching materials, such as flashcards, books, and color
markers, tailored to each class’s specific needs and age group.
Preparing engaging content and lesson outlines to make learning
interactive and effective.
- Classroom Assistance and Management
As a teaching assistant, I played a vital role in supporting the learning
process for various student groups. My responsibilities included:
Turning on the classroom lights and welcoming students into the class, ensuring
they felt comfortable and ready to learn.
Assisting in teaching sessions by managing class activities, engaging with
students, and supporting them in completing their tasks.
Observing experienced teachers during lessons to learn effective classroom
management techniques.
Ensuring smooth dismissal of students after class, maintaining discipline and
order.
2.1.3. Content for the Graduation Project

28
  Introduction
- Context of the Project: THE ROLE OF AN INTERN IN SUPPORTING
TEACHING AT THE MONTESSORI ENGLISH CENTER
The Montessori English Center (MEC) has established itself as a reputable
educational institution, offering a supportive and dynamic learning environment
for students. Interns play a significant role in the success of teaching activities at
MEC by providing essential assistance to teachers and fostering a positive
classroom atmosphere. However, the specific contributions and challenges faced
by interns in supporting teaching have not been fully analyzed and optimized.
Problem Statement and Importance
While interns contribute to the teaching process, there is limited
understanding of their precise roles and the extent of their impact on teaching and
learning outcomes. Addressing this gap is essential to maximizing their
effectiveness in the classroom, ensuring the best possible experience for both
teachers and students.
Research Question and Objectives
The primary question addressed by this project is:
“What is the role of an intern in supporting teaching at the Montessori English
Center, and how can it be enhanced to maximize effectiveness?”
To answer this question, the project will achieve the following objectives:
 Objective 1: To analyze the role of an intern in supporting teaching at the
center.
 Objective 2: To evaluate the effectiveness and benefits that an intern
brings to both teachers and students.
 Objective 3: To propose optimal methods to enhance the role of an intern
in the teaching process.
Purpose of the Project
This project aims to bridge the gap in understanding the role of interns at
MEC. It seeks to provide detailed insights into their responsibilities, assess their
contributions, and recommend strategies for improvement. By doing so, the

29
project aspires to strengthen the collaborative efforts between teachers, interns,
and students, ultimately improving the overall quality of education at MEC.

Literature Review
- Summary of Past Projects Related to the Topic
Internship programs in educational institutions, especially language
centers, have been the focus of many studies. Research has shown that interns
play a crucial role in bridging the gap between academic theories and practical
teaching methods. Past projects have highlighted the significant contributions of
interns in areas such as lesson preparation, classroom management, and assisting
teachers during classes.

Previous studies have also emphasized the importance of collaboration

between interns and teachers in creating a positive learning environment for
students. For example, projects conducted in similar language centers have
demonstrated that interns not only enhance the teaching process but also provide
a fresh perspective, enriching classroom dynamics.
- Analysis of Findings and Methodologies

Findings from these studies consistently underline the multifaceted role of

interns. Interns often serve as mediators between teachers and students, helping to
build rapport and ensure effective communication. They contribute to lesson
planning, preparation of teaching materials, and assisting in extracurricular
activities.

Methodologies used in these studies typically involve qualitative and

quantitative research, such as surveys, interviews, and observational analysis.
Data collection has focused on measuring the impact of intern contributions on
student engagement and teacher performance. Some studies also include
30
comparative analysis of classrooms with and without intern support to highlight
the added value of having interns.
- Gaps in the Current Literature

While many studies have explored the general role of interns, there is
limited research specifically focused on how to optimize their role within the
teaching process. The challenges interns face in adapting to professional
environments, and the strategies to overcome these challenges, are areas that
remain under-exploredunderexplored.
Additionally, little attention has been given to the dual impact of interns—
how they not only assist teachers but also directly benefit students by providing
tailored support and fostering engagement. This project aims to address these
gaps by analyzing the specific contributions of interns at Montessori English
Center (MEC) and proposing practical methods to enhance their role.
Project Methodology
This project employs a straightforward methodology focused on
qualitative data collection methods. The key data collection techniques include
observation, interviews, and document analysis. These methods help assess the
role of an intern in supporting teaching at the Montessori English Center.
- Data Collection Process:
o Observations: The researcher observed teaching sessions where
interns were involved. This was done in different classrooms, such
as Pre 2A, Pre B, Kinder 2A and Kinder 3A. The observations
focused on how the intern assisted teachers, interacted with
students, and participated in class activities like lesson preparation
and class management.
o Interviews: The researcher conducted informal interviews with
teachers and staff members to gain insights into how they perceive
the intern’s role. The interviews aimed to understand the benefits
the interns bring to the teaching process and their impact on both
students and teachers.

31
 o Document Analysis: Lesson plans and teaching materials prepared
by interns were reviewed to assess their quality and relevance. This
helped identify how interns contribute to planning lessons and
organizing activities that support students' learning.

- Data Analysis:
o Qualitative Analysis: The data gathered through observations and
interviews were analyzed by identifying common themes. These
themes helped to understand the intern's role in the classroom and
how their involvement enhances the learning environment.
o Content Analysis: The content of the lesson plans and teaching
materials was analyzed to determine how well interns prepare and
structure their lessons, and how these materials align with the
center’s educational goals.
- Rationale for Choosing the Method: The combination of observations,
interviews, and document analysis provides a comprehensive
understanding of the intern’s role in the teaching process. Observations
give direct insight into classroom interactions, while interviews offer
perspectives from teachers on how the interns contribute. Document
analysis allows for an assessment of the quality of the intern’s lesson
planning and preparedness.
 Project Results
The results of this project reveal the significant contribution of
interns in supporting teaching at the Montessori English Center. The
interns helped in various aspects, such as preparing teaching materials,
assisting in class management, and engaging students in activities. Their
participation improved the overall learning environment and allowed
teachers to focus more on personalized instruction.

32
- Observation Results: During the observation phase, it was noted that
interns actively assisted teachers in maintaining classroom discipline and
facilitating learning activities. This led to a smoother flow of the lessons
and provided more time for teachers to focus on student needs.

- Teacher Interviews: Teachers reported that interns brought fresh ideas and
innovative teaching methods, helping to improve lesson delivery. Interns
were also recognized for their ability to manage small groups of students
and engage them in learning activities.
- Document Analysis: The lesson plans and teaching materials prepared by
interns showed a high level of creativity and alignment with the center’s
curriculum. Interns effectively integrated educational resources, such as
flashcards and interactive games, into their lessons.
 Discussion
The project results indicate that the role of interns is vital in
supporting teaching activities, both for the benefit of the teachers and the
students. Similar to previous studies on internships in educational settings,
this project shows that interns can enhance classroom dynamics by
providing additional support, especially in large or diverse classes.
However, unlike some studies where interns’ roles were limited to
administrative tasks, this project emphasizes their active involvement in
teaching and lesson planning.
- Comparison with Previous Studies: Previous studies have highlighted the
positive impact of interns in classrooms, particularly in terms of providing
support to teachers and enhancing student engagement. This study aligns
with those findings, with the added insight that interns at the Montessori
English Center contribute creatively to lesson planning and the classroom
atmosphere.
- Limitations and Factors Affecting Results: One limitation of the project
was the small sample size of classrooms observed. The results are based
on the experiences in a few selected classes and may not be fully

33
 representative of all classrooms at the center. Additionally, the short
duration of the internship may not capture the full impact of the interns’
contributions.
 Conclusion
This project demonstrates the crucial role of interns in supporting
teaching activities at the Montessori English Center. The involvement of
interns in classroom management, lesson preparation, and student
engagement significantly enhances the learning environment. The study
confirms that interns bring valuable support to both teachers and students,
making their role essential in the educational process.
- Recommendations: It is recommended that the center continues to provide
meaningful opportunities for interns to engage in all aspects of the
teaching process, including lesson planning, classroom management, and
student interaction. This would help interns gain more comprehensive
teaching experience and provide ongoing support to teachers.
- Future Development: Future research could expand the sample size to
include more classrooms and a longer duration of internship to assess the
long-term benefits of intern involvement in teaching. Additionally, further
studies could explore how to optimize the intern’s role in different
educational contexts.
2.2. Results and Evaluation of the Internship Process
2.2.1. Assessment of Strengths and Limitations
 On Executing Assigned Tasks
- Strengths: The assigned tasks during the internship, such as preparing
materials, assisting teachers, and supporting class management, were
effectively executed. Interns were able to assist in lesson planning,
classroom decorations, and managing students during activities. These
tasks helped develop practical skills in teaching and allowed interns to
contribute to a positive learning environment.
- Challenges: The challenges faced in executing the tasks included adapting
to the fast-paced classroom environment and managing multiple tasks
34
 simultaneously. Although these challenges were a part of the learning
experience, they required quick adaptation and problem-solving skills,
which were a learning opportunity in themselves.
 On Executing the Graduation Project
Strengths:
- Feasibility: The goals of the graduation project were realistic and
achievable within the time frametimeframe of the internship. The focus
on analyzing the role of interns and evaluating their effectiveness in
supporting teaching proved to be a valuable aspect of the research. The
project’s objectives were well-aligned with the practical activities
undertaken during the internship, making it possible to collect relevant
data and insights.
- Field Contribution: The project made a significant contribution to
understanding the role of interns in a real educational setting. By
highlighting the interns' contributions in lesson planning, classroom
management, and student engagement, the project helped identify
effective strategies for enhancing the role of interns. The findings also
provided valuable recommendations for improving internship programs
and increasing the impact of interns in supporting teaching activities.
 Limitations:
- Implementation Challenges: One of the challenges in executing the project
was the limited duration of the internship. This restricted the ability to
gather long-term data or assess the interns' impact over an extended
period. Additionally, the small sample size (a few classrooms and short
observation periods) may not fully represent the broader impact of interns
across all classes in the center.
- Time and Resource Constraints: Time constraints were another limitation.
The internship period was relatively short, which made it challenging to
fully explore the effectiveness of interns in different educational contexts.
Resource limitations, such as access to comprehensive teaching materials

35
 or larger sample sizes for data collection, also posed some challenges in
providing more extensive analysis.
2.2.2. Feedback from Staff, Clients, Partners
The feedback received from various sources regarding the intern's
performance has been overwhelmingly positive. Staff members appreciate the
intern's dedication and willingness to quickly adapt to the tasks assigned. The
intern has shown excellent teamwork, collaborating seamlessly with the teaching
staff to create a positive learning environment for the students.
From the supervisor's perspective, the intern demonstrated strong
organizational skills and a proactive approach in managing classroom tasks and
assisting with the teaching process. The intern's ability to prepare lesson
materials, manage classroom activities, and assist students was highly valued.
Feedback from the students also highlighted the intern's friendly and
approachable demeanor, making them feel comfortable and engaged in the
learning process. The intern's effort in creating a fun and supportive environment
for the students, especially during special events like Halloween, was specifically
noted.
2.2.3. Self-Evaluation of Achievements During the Internship
 Strengths and Weaknesses
Strengths:
- Adaptability: Throughout the internship, I was able to quickly adapt to new
environments and tasks. I was able to transition smoothly into the classroom
setting and perform various duties, including preparing lesson materials,
assisting in class management, and participating in events like Halloween.
- Communication Skills: I effectively communicated with both the teaching
staff and students, ensuring that all tasks were clear and that I could offer
support when needed. This helped build a positive and collaborative
environment in the classroom.
- Organizational Skills: I managed multiple tasks efficiently, such as
preparing flashcards, lesson plans, and organizing classroom activities. I

36
 was able to balance my responsibilities well, which contributed to the
smooth running of lessons.
- Teamwork: I worked well with the teachers and other staff, supporting
their efforts and ensuring that the learning experience was positive for the
students. My ability to cooperate and be flexible in a team setting helped
in accomplishing tasks effectively.

Weaknesses:

- Classroom Management: While I was able to assist in class management, I

sometimes struggled to handle larger groups of students on my own. I
realize that more experience is needed to manage diverse student
behaviors effectively and maintain discipline when necessary.

- Time Management: Occasionally, I found it challenging to complete

certain tasks within the required time frame, especially when there were
multiple responsibilities at once. I need to work on improving my time
management to ensure all tasks are completed efficiently.

- Confidence in Decision-Making: While I was proactive in assisting with

tasks, I felt unsure about making decisions independently, especially
regarding lesson adjustments or handling unexpected situations in class. I
planned to build more confidence in decision-making by seeking feedback
and taking on more responsibility.
-
-
 Work Attitude
During my internship, I consistently demonstrated a positive work
attitude, which played a crucial role in my ability to perform effectively. I
approached tasks with enthusiasm and a strong willingness to learn. Whether
assisting in the classroom, organizing events, or preparing lesson plans, I
always maintained a proactive attitude. I was punctual, reliable, and
37
 committed to fulfilling my responsibilities to the best of my ability. My
learning spirit was evident in my continuous desire to improve and enhance
my skills, especially in areas such as classroom management and lesson
delivery. I adapted quickly to the work environment, which helped me build
positive relationships with both colleagues and students.

 Receiving Feedback, Analysis, and Improvement

Throughout the internship, I received constructive feedback from my
supervisor, colleagues, and students. I made sure to listen carefully to their
observations and took their suggestions seriously to improve my performance.
The feedback I received regarding my organization and communication skills
was encouraging, while I was advised to further develop my classroom
management skills. I analyzed the feedback thoroughly and identified areas of
improvement, such as managing time more effectively and building confidence in
decision-making. To enhance my performance, I made conscious efforts to
implement these suggestions, such as practicing better time management
techniques and seeking advice when making decisions in the classroom.
 Lessons Learned
The internship has provided me with valuable knowledge, skills, and
experience that will benefit me in my future career. I gained a deeper
understanding of the responsibilities involved in teaching and classroom
management. I learned how to create engaging lesson plans and use various
teaching aids like flashcards and other resources to support learning.
Additionally, I developed better communication and organizational skills while
collaborating with teachers and staff. A key takeaway was the importance of
adaptability in a dynamic teaching environment, and I also realized the
significance of patience and persistence when dealing with students of different
learning levels and personalities.

 Task Completion Level

38
 I believe I have completed most of the tasks assigned to me successfully. I
met the objectives of my internship, including preparing lesson materials,
assisting in class activities, and providing support for events. My performance
during class observations and in preparing lesson plans was noted as satisfactory,
although there were some areas where I could have been more confident,
particularly in classroom management and decision-making. In terms of the
graduation project, I effectively gathered insights and feedback about the role of
an intern in supporting teaching, and I contributed to the completion of the
project with the materials and ideas I gathered during the internship. Overall, I
feel I achieved the main objectives of my internship, with some areas for
improvement to focus on in the future.

39
CHAPTER 3 LESSONS LEARNED, CONCLUSION, AND
RECOMMENDATIONS
3.1. Lessons Learned
 Lessons Learned During the Internship
Throughout my internship at the Montessori English Center, I gained
numerous valuable lessons, particularly regarding work skills and the application
of my English language knowledge in a real-world educational setting. One of the
most important lessons was how to effectively communicate and interact with
students of various age groups, including Pre 2A, Pre 2B, and Kinder 2A. I
learned to adapt my language usage to suit their learning levels while keeping the
environment engaging and interactive. Additionally, I gained firsthand
experience in lesson planning, where I applied my theoretical knowledge of
language teaching techniques to create educational materials such as flashcards
and visual aids.
 Development of Professional Skills
The internship significantly contributed to the development of my professional
skills, including:
- Communication Skills: I learned how to communicate more effectively
with both students and colleagues, conveying ideas clearly and in a
way that suited the context. Whether through verbal instructions,
written notes, or informal interactions, I gained experience in
professional communication within an educational environment.
- Teaching Skills: As I assisted in teaching different age groups, I
became more comfortable with classroom management, using
interactive teaching methods, and maintaining students' engagement. I
learned how to adjust my teaching style to suit various learning needs.
- Time Management: Balancing teaching, lesson preparation, and other
tasks required me to improve my time management skills. I learned

40
 how to prioritize tasks, set realistic goals, and ensure that I could
complete all my responsibilities on time without compromising quality.
- Translation and Language Application: Being immersed in an English-
language environment, I had the opportunity to apply my English skills
not only in lesson preparation but also in everyday communication. I
gained experience in translating and explaining instructions or content
to students who might have varying levels of English proficiency.
 Other lessons learned
In addition to the aforementioned skills, I also learned the importance
of adaptability in a real-world work environment. The dynamic nature of
teaching meant that I needed to constantly adjust to the needs of my students,
deal with unforeseen challenges, and make quick decisions. This experience
helped me develop resilience and critical thinking, which will be invaluable as
I continue my career in education. Moreover, I realized the significance of
collaboration and teamwork in a professional setting, as working with
experienced teachers provided me with insightful feedback and the chance to
grow from others' expertise.
3.2 Conclusion
 Summary of the Internship Process
The internship at the Montessori Center allowed me to apply theoretical
knowledge in practical English language teaching for children. I supported
teachers in lesson preparation, classroom management, organizing extracurricular
activities, and creating a positive learning environment. I learned how to quickly
adapt to the classroom environment and apply flexible teaching methods to help
students learn effectively.
 Values Gained
The internship provided valuable experiences such as improving
communication, classroom management, and teaching methods. I learned how to
prepare engaging lessons and interact positively with students. This experience
helped me better understand the teaching profession and develop my pedagogical
skills.
41
  Personal Development
The internship helped me build confidence in teaching, time management,
and teamwork. I learned how to adjust my teaching methods to suit students’
needs and manage tasks more efficiently.
 Relevance to the English Major
The internship is highly relevant to my English major, as it allowed me to
apply language knowledge in a practical teaching setting. I strengthened
communication skills and teaching methods, while also learning a lot from the
real-world environment.
 Career Objectives and Areas for Improvement
My career goal is to become an English teacher, particularly in early
childhood education. I need to improve classroom management skills and the
ability to deliver engaging lessons to make the learning experience more
enjoyable for students.
 Future Career Directions
The internship helped me clarify my career path as an
English teacher. I plan to continue developing my teaching skills
and explore opportunities in early childhood education, especially
in international schools.

3.3 Recommendations
Based on the experiences and lessons learned during the internship at the
Montessori English Center, I would like to make some constructive suggestions
to improve the internship program and optimize the experience for future
students:
 Enhance Initial Training:
Offer comprehensive training on teaching tools and methods to help
interns integrate quickly into the work environment, boosting their confidence
and ability to perform tasks effectively.

42
  Increase Practical Opportunities:
Provide more chances for interns to engage in event planning or classroom
management, strengthening both teaching and organizational skills.
 Frequent Feedback and Evaluation:
Conduct regular evaluations to give interns constructive feedback, helping
them improve their strengths and address areas for development.
 Foster Creativity and Independence:
Encourage interns to contribute ideas for teaching activities and event
organization, allowing them to showcase creativity and develop independent
working skills.
With these suggestions, I believe the internship program will continue to
improve, providing significant value to both students and the center. The
internship program will remain an important stepping stone to better prepare
students for their teaching careers and professional development in the future.

43
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Nguyen Hoang Ngoc, 2024, Montessori Education, Montessori World, Research on

the Position of Marketing Staff at Montessori World English Center.

Nguyen Huynh Nhu, 2024, Montessori Education, Montessori World,

INTERNSHIP AT MONTESSORI WORLD ENGLISH CENTER.

Nguyen Tri Nhu Quynh, 2011, Montessori Education, Montessori World,

https://www.rasmussen.edu/degrees/education/blog/pros_cons_montessori_educatio
n/.

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