TPN2601/103/0/2019

Tutorial Letter 103/0/2019

Teaching Practice for Intermediate Phase (Grades 4–6)

Assignment 50. Year module.

PLEASE NOTE IMPORTANT INFORMATION:

PORTFOLIO: Teaching Practice for INTERMEDIATE PHASE (Grades 4–6)

Unique number: 621667

Final submission date: 30 August 2019

Please remember to write your student number on assignments.

STUDENT NAME AND SURNAME:………………………………………………………

STUDENT NUMBER: …………………………………………………………………………

Bar code
 TABLE OF CONTENTS

1 INTRODUCTION TO TEACHING PRACTICE ............................................................................. 3

1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE ............................................................. 4
1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPN2601) .....................................................................4
1.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPN2601) ..................................................................5
1.1.3 THE MODULE STRUCTURE ..........................................................................................................................5
1.1.4 MENTOR LETTER ..........................................................................................................................................6
2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE PHASE (GRADE 4-6) ......... 8
2.1 PORTFOLIO INFORMATION ...................................................................................................... 8
2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO ............................................................................8
2.1.2 PORTFOLIO STRUCTURE AND FOCUS ......................................................................................................9
2.1.3 QUALITY OF THE PORTFOLIO ASSIGNMENT ......................................................................................... 11
2.1.4 ADMINISTRATION: SUBMISSION AND CONTACT PROCEDURES ......................................................... 11
3 TUTORIAL LETTER 103 TEMPLATE FOR THE INTERMEDIATE PHASE TEACHING
PRACTICE ACTIVITIES .............................................................................................................14
3.1 INTRODUCTION ........................................................................................................................14
3.2 AN AFRICAN PHILOSOPHY OF EDUCATION ..........................................................................15
4 INTERMEDIATE PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE .........19
4.1 TEACHING INSIGHTS (PRE-OBSERVATION ACTIVITIES) ......................................................20
4.1.1 INTRODUCTION .......................................................................................................................................... 21
4.1.2 MY TEACHING PERSPECTIVE................................................................................................................... 21
4.1.3 MY TEACHING PHILOSOPHY (BELIEFS) .................................................................................................. 23
4.1.4 TEACHING PHILOSOPHY IN CONTEXT .................................................................................................... 24
4.2 CONTEXTUAL ANALYSIS: OBSERVATION ACTIVITIES ..........................................................25
4.2.1 Observation guide ......................................................................................................................................... 26
4.2.2 CONTEXTUAL ANALYSIS ........................................................................................................................... 26
4.2.3 DESCRIPTION OF CLASSROOMS FROM DIFFERENT GRADES ........................................................... 28
4.2.4 CONTEXT ANALYSIS: HOW DO TEACHERS ADAPT TEACHING AND LEARNING TO CONTEXT? ..... 29
4.2.5 DIFFERENT GRADES OR SUBJECT CONTEXT ....................................................................................... 30
4.2.6 Reflection activity: ......................................................................................................................................... 32
4.3 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES ....................................................33
4.3.1 Introduction ................................................................................................................................................... 34
4.3.2 A) Perspectives on teaching and learning .................................................................................................... 34
4.3.3 Important aspects regarding lessons and lesson presentation .................................................................... 40
4.3.4 C) Observing experienced teachers ............................................................................................................. 45
4.3.5 Lessons observed ......................................................................................................................................... 46
4.3.6 OBSERVATION OF TEACHER MOVEMENT .............................................................................................. 61
4.3.7 CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM ................................. 63
5 POST-OBSERVATION REFLECTION ACTIVITY ......................................................................87
5.1 Report .........................................................................................................................................87
6 DECLARATION FORM ..............................................................................................................89
7 MENTOR REPORT ....................................................................................................................90
8 STUDENT REPORT ...................................................................................................................92
9 BIBLIOGRAPHY/REFERENCES ...............................................................................................94

2
 TPN2601/103

1 INTRODUCTION TO TEACHING PRACTICE

Dear Student

This tutorial letter contains the portfolio template to be used to complete Assignment 50 for
TPN2601 (Teaching Practice for Intermediate Phase Grades 4-6.

Please read the instructions and guidelines carefully and thoroughly before attempting to
complete the portfolio. This portfolio counts 80% of your final mark for TPN2601.

Your future and your career depend on the timely submission of the portfolio. You must
submit the portfolio as soon as you finished your practical teaching period of 25 school days.

No portfolios received after 30 August 2019 will be marked! It will be returned to you and
you will have to reregister and repeat your teaching practice during the following year.
Make sure that you send it in on time and that Unisa has received it.

PLEASE NOTE: The school visit is a very important part of your training as you get advice and
support that might be valuable for your preparation as a teacher. However, the mark you receive
for the school visit does not count towards your mark for this course, as at this stage we
cannot yet guarantee that every student will be visited. If it happens that you are not visited,
your marks will not be affected in any way.

If you have any queries regarding the portfolio, you can contact me at:

Mobile (International): +2776 372 5084

Mobile (Local): 076 372 5084

Email: mogasti@unisa.ac.za

Please do not contact me regarding placements or school visits. See Tutorial Letters 101 and 102
for contact details in this regard.

For any other enquiries and contact details, see Tutorial Letter 101 section 3.

Prof TI Mogashoa

3
1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE

The Teaching Practice module provides students with an opportunity to observe and experience
how a variety of aspects of teaching is practiced in the school. During the teaching practice weeks,
students can observe and apply in different contexts, the knowledge and skills introduced in other
modules of the BEd programme.

Teaching and learning is never static. The school environment is dynamic and teachers need
current experience of what goes on in the classrooms to benefit from their studies.

Apart from all the other modules you have to complete in preparation for teaching practice and the
information already contained in the tutorial letters and the portfolio, I recommend that you consult
the recommended resources indicated in Tutorial Letter 101.

In chapter 1 of “Teaching Practice, perspectives and frameworks”, you can read up on additional
information as orientation for your teaching practice. This chapter explains the motivation for doing
teaching practice as well as how you must prepare for teaching practice. You can also read more
about what to expect and what will be expected from you regarding your behaviour as a student in
the classroom and in the school.

I also wish to encourage you to read other books and articles on teaching practice to equip
yourself for with teaching practice experience and complete it to the best of your ability.

In the portfolio, you will also often be referred to specific resources. Read the information required
before attempting to do the activities.

The success of your teaching practice is mostly in your hands and if you approach it with an
energetic and positive attitude, it can be a very satisfying and enriching experience. Go and show
them out there that you are going to be an excellent teacher when you start teaching!

1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPN2601)

The purpose of the module is to support students in their initial teaching experiences – “the micro-
contexts of everyday life in classrooms” (Cohen, Manion, Morrison and Wyse, 2010:1) and
proceeds from the understanding that education is context-specific and context-dependent.

The focus of this module is guided observation, helping students to observe practice and make
connections between what they have learnt, what they have observed and what they have
experienced. They may become involved in assisting the teacher under instruction. The placement
will require five weeks in a school and there will be an “orientation to school teaching”/approach.

4
 TPN2601/103

1.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPN2601)

 Demonstrate understanding of key ideas and debates on issues related to teaching

practice.

 Observe and critically reflect on teachers adopting and adapting flexibly to a variety of
roles and strategies in response to changing learner and learning needs and contexts in
the teaching practice placement.

 Identify varied strategies for effective classroom practice in ways that are appropriate for
different purposes and contexts.

1.1.3 THE MODULE STRUCTURE

The BEd qualification has four practical teaching modules. These modules are planned,
constructed and applied to provide decreased levels of scaffolding and increased levels of self-
sufficiency as you progress through your studies.

The following diagram will provide you with an overview of the purpose and focus of each module.
The summative assessment for the four modules will be in the form of a portfolio of evidence.

The focus of this module is guided observation.

5
1.1.4 MENTOR LETTER

Please hand this letter to your mentor to read on your first day at the school:

Dear Mentor

Thank you very much for agreeing to support and guide this Unisa student. It is only possible for
our students to be acquainted with the realities of teaching under the supervision of experienced
top teachers. What you do for our students is irreplaceable and inestimable in their preparation to
become teachers. Could we please request you to assist us with the following?

1. Please dedicate some time each week to meet formally with the student to discuss her/his
progress during the past week and schedule for the following week.

2. Please allow the student to observe all the lessons you present and write a short report on
25 of them (as in the report form included in this portfolio under section 4). Please control
that this is done regularly.

3. Please assist the student in working through the portfolio systematically to enable her/him
to complete it comprehensively within the 25 days at the school.

4. Please control that the portfolio is comprehensively completed (including all attachments)
at the end of the 25 days.

5. Please assist the student with lesson observation and with her/his own lesson that she/he
has to design.

6. Please assist the student to observe as many lessons as possible under your supervision.

7. Please discuss with and provide feedback to the student after observation of every lesson.

8. Please control that the student observes a variety of lessons to enable her/him to
complete all the activities.

9. Please control that the student completes in writing the five lessons that must be observed
in the portfolio and on the templates included.

10. Please provide feedback and make suggestions for improvement of these five lessons.

11. Please write a short report on the behaviour and activities of the student during the
practical teaching period on the page provided.

12. Please include contact details with your report if we need to contact you regarding any
aspect of the practical teaching (it may also be the school’s contact details).

13. Please contact me if there is anything that is unclear regarding what is expected of you or
regarding what the student must do.

6
 TPN2601/103

Please contact me regarding any misbehaviour or unethical actions by the student (e.g. if the
student comes late or is absent without a good reason or if the student does not cooperate or does
not prepare properly for the lessons she/he must present).

My contact details are:

Prof TI Mogashoa

Mobile (International): +2776 372 5084

Mobile (Local): 076 372 5084

Email: mogasti@unisa.ac.za

7
2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE
PHASE (GRADE 4-6)

The first encounter that you will have with schools and teaching could be very daunting. Therefore,
the portfolio is structured to assist you to navigate your way but also to gain maximum benefit from
your teaching practice experience.

This portfolio is not subject or phase bound as you have not completed any academic subject and
we want you to get a broad look at as many ways of teaching and doing things at school as
possible. However, as student teachers you may favour your intended major subjects in your
observations.

You will be required to have a number of mentors (perhaps one per week).

You can learn a lot by observing the daily activities of and events taking place in schools.
Teaching is a complex and multidimensional activity and schools are multifaceted and complicated
institutions. This observation opportunity will help you to understand how teaching and learning
takes place in varied contexts.

A major principle of observation is that it should never be passive. You need to be actively
involved when observing and completing your portfolio.

2.1 PORTFOLIO INFORMATION

2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO

In terms of The National Policy Framework for Teacher Education and Development in South
Africa (2007), student teachers have to be placed in schools which have been identified as
excellent places of teaching and learning, where student teachers will be able to complement their
theoretical training with practical experience and gain valuable experience in the day-to-day
operations at a school in an authentic teaching and learning situation.

In order to facilitate all the relevant procedures, you have to make the necessary arrangements
with the various partners, namely the teaching practice administrator(s), school principal,
university lecturer(s) and/or supervisor(s) and mentor/subject teacher(s). You will have to submit
the required information to the Teaching Practice office to make the necessary arrangements.

The purpose of this portfolio is to demonstrate and give evidence that you completed a successful
teaching practice period of 25 full school days in the Intermediate Phase (Grades 4-6).

Teacher education consists of different types of knowledge that must be integrated:

8
 TPN2601/103

 Conceptual knowledge (foundations of education/theories/disciplinary knowledge/content)

with the aim of acquiring knowledge-specific proficiency.

 Contextual knowledge (all aspects that endeavour to contextualise knowledge for

occupational purposes, such as subject didactics and practical teaching) with the aim of
acquiring task-specific proficiency.

It is therefore important that you find links between school practices (including their associated
activities) and your studies (including disciplinary knowledge and skills). You must do this in every
section of the portfolio.

2.1.2 PORTFOLIO STRUCTURE AND FOCUS

In Tutorial Letter 101, the module structure is explained. Read the information with care and take
note of the different assignments you have to complete and the dates for submission.

This portfolio is a structured portfolio and you must use the portfolio template we provided. All
aspects of the portfolio are compulsory except where it is indicated that something can be included
for additional marks. We expect you to complete all activities for each compulsory aspect of the
portfolio.

It is important that you prepare yourself to be able to do the activities during observation. Follow
the directions for each activity closely and read the activities as well as the indicated resources
before you complete the activities the next day.

Where applicable you have to include documentary evidence. Attach the evidence at the
appropriate section in the portfolio. For instance if you want to include a copy of the school's
disciplinary code, you attach it where the disciplinary code is discussed.

The portfolio also includes templates that you have to complete when you observe lessons. You
can observe as many lessons as the school allows but at least five of these lessons need to be
observed and discussed with your mentor.

You also need to get the observation templates for each lesson that you observed stamped with
the official school stamp. After completing the portfolio you need to sign the declaration form at the
end and you must also get it signed by the mentor and the school principal. This also needs to be
stamped with the official school stamp.

The focus of this portfolio is guided observation and will have an orientation to school teaching
approach. Through this approach, we aim to support you to observe practice and make
connections between what you have learnt, observed and experienced.

As a student you are expected to familiarise yourself with the full range of activities that are
associated with a functional school. You do not only have to observe these activities but we also
expect you to become involved in assisting the teacher under instruction.

9
We also expect you to look at these activities critically and to comment on their purpose,
functionality, outstanding features and possible shortcomings where applicable. Intermediate
Phase students will focus on observation in different subjects in this phase.

The reflection at the end of each activity forms an important part of your experience. Do not
complete them in a rush. The reflection activities will help you to write a good report.

Why is observation so important?

Observation is a significant tool for collecting data to assess teaching and learning in any context.
The activities in this portfolio will develop your observation skills to enable you to analyse and
improve your own teaching.

What can you do with this skill?

 Observation is a significant tool for collecting assessment data.

 Observation provides teachers with knowledge about learners in general.

 It gives general knowledge about particular learners.

 It gives the teacher specific knowledge about learners and their learning styles.

 It provides knowledge related to diagnostic/remediation routines.

 It checks learners' understanding of the lesson.

 It checks teacher-learner interactions.

 Teachers are able to check the learners' attention during the lesson.

 It checks the teacher's pacing during the lesson.

 It helps to build relationships with learners and the teacher is able to connect with
learners.

 It helps the teacher to respect and appreciate learners.

 It helps the teacher to improve classroom practice.

 It helps teachers to observe and learn about children’s interests, behaviour and way of
thinking.

 It familiarises the student with the teaching methods and strategies that the teacher is
using.

 It provides an opportunity to develop education unique to the African context.

10
 TPN2601/103

Why a portfolio as an assessment instrument?

2.1.3 QUALITY OF THE PORTFOLIO ASSIGNMENT

When completing your portfolio, take care to produce work of high quality and standards. On
tertiary level, we expect you to develop literacy, numeracy and information technology (IT) skills.
Your portfolio will be assessed on the use of sound academic writing and the correct way of
referencing. Adhere to policies in this regard and avoid plagiarism of any kind. These aspects will
influence your marks.

Follow this link to learn more about avoiding plagiarism and how to address academic writing
requirements for Unisa assignments http://libguides.unisa.ac.za/c.php?g=355581&p=2733770

2.1.4 ADMINISTRATION: SUBMISSION AND CONTACT PROCEDURES

PLEASE READ THE INFORMATION BELOW BEFORE STARTING WITH YOUR TEACHING
PRACTICE.

2.1.4.1 Administration

Completing the Teaching Practice portfolio

Complete the portfolio template and submit as one document. Insert comprehensive evidence at
the appropriate sections and not at the end or as a separate section.

The electronic template is available online for electronic submissions. It is best to complete your
portfolio electronically and submit it online. Make sure that all documents were downloaded and
appear correctly on the system. Add all information before submitting the portfolio. You cannot add
additional information at a later stage. Submit the portfolio in the correct portal and do not use the
portal to submit any other documents.

Always keep a backup of your portfolio. If submitting a hardcopy, submit the entire document
with evidence attached to the relevant pages.

11
2.1.4.2 Submission

Follow the guidelines indicated in Tutorial Letter 101 for submission. Changes or additions after
submission are seldom possible and Unisa needs enough time to do quality assessment. Students
who submitted wrong documents that were captured as portfolios resulted in students failing in
previous years.

All online assignments and online portfolios must be submitted as pdf documents. We will not
accept word documents. Reduce the size of your artefacts and keep within the maximum size of
documents that can be submitted online.

The portfolio must be completed during the teaching practice period and submitted on the last day
thereof. Assignments need to be submitted as soon as you have completed your teaching
practice. We will not accept any late submissions.

PLEASE NOTE: THIS PORTFOLIO CAN BE COMPLETED AND HANDED IN IN TWO WAYS:

 As a written/typed hard copy that is posted

 As an electronic online submission

The portfolio is an assignment and may be submitted as follows:

1. Post it to Assignments, PO Box 392, Unisa, 0003 (but this is not recommended) or rather

2. Courier it to Assignments, Second floor, OR Tambo building Unisa, Leyds Street

Muckleneuk Ridge, 0003

3. Courier it free of charge by handing it in at any Skynet branch

4. Send it by registered post to Assignments, PO Box 392, Unisa, 0003

5. Hand it in personally at:

- Assignments, Second floor, OR Tambo building Unisa, Leyds Street Muckleneuk

Ridge, 0003 or

- Hand it in at a regional office and ask them to acknowledge receipt (if they do not
want to accept it put it in their postbox but take a photo of yourself doing it and keep
a copy) or

- Post it at a Unisa postbox but keep a copy

- Submit it online.

- Portfolios are examination equivalents and are not sent back to students.

Read the following important information regarding submission of assignments:

12
 TPN2601/103

- Do not send more than one portfolio in the same envelope. Do not send in other
assignments in the same envelope as your portfolio.

- Make sure you get an SMS confirming that Unisa has received the portfolio and that
it is registered on the assessment system. You can also check this on myUnisa on
your student record. Do not wait until the results come out before you check this. You
cannot claim later that you did submit if you did not receive this confirmation.

- If no confirmation is received, it means that Unisa did not receive your submission.
You will then have to resend a copy.

2.1.4.3 Contact information

The contact information included in Tutorial Letter 101, section 3 will guide you to the correct
person or department for your specific queries.

For queries of an academic nature, contact the lecturer.

Prof TI Mogashoa

Mobile (International): +2776 372 5084

Mobile (Local): 076 372 5084

Email: mogasti@unisda.ac.za

13
3 TUTORIAL LETTER 103
TEMPLATE FOR THE INTERMEDIATE PHASE TEACHING
PRACTICE ACTIVITIES

3.1 INTRODUCTION

Dear Student

We are pleased to welcome you to the observation component of Teaching Practice of your
professional development. Teaching Practice is the core of our teacher education programmes.
The purpose of this exercise is to improve your understanding of teaching and learning in the
Intermediate Phase. We shall do our best to make your teaching practice experience interesting,
rewarding and successful. You will be well on your way to success if you start arrangements early
in the year and aim to complete the assignments properly.

As a student teacher, you are an important person in the Unisa community. The lecturers and
students of this community are constantly learning and teaching to contribute to and develop
education in South Africa.

This module focuses on developing the practical skills and competencies that are expected
from a teacher in South Africa to be able to fulfil her/his role as a teacher in the South African
context.

Teaching practice is based on an age-old approach to apprenticeship – a way of learning from

knowledgeable and competent leaders in a community and to practice skills under their watchful
guidance until you have mastered a skill or competence.

With this African approach to education, you observe what elders or senior members of a
community do. You participate in activities, but are not yet an experienced member of the
community. During your “apprenticeship”, you will be learning about traditions, values and the
correct or best way to do activities. At the end of your apprenticeship, you will be accepted as a
knowledgeable person into the community. The elders and senior members will still guide you until
you are competent enough to do things on your own. If you want to master a specific skill or enter
a specific career, you will observe an experienced person who will guide and lead you to practice
the skill until you can do it well enough to work on your own.

In the same way as aspiring teachers, you have the opportunity to go to schools and form part of
the school community. During this first practical teaching opportunity, you will observe teaching
and learning within a unique context in a specific school. In your “apprenticeship” as a teacher,
you will learn a lot from teachers and mentors in the school.

Activities in the assignments and portfolio are designed to support you in your observation of
teaching and learning through a specific lens that is unique to the South African context.

The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
14
 TPN2601/103

interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.

3.2 AN AFRICAN PHILOSOPHY OF EDUCATION

To improve education in South Africa, teachers need to be aware of the contextual factors that
affect life and education. The lived realities as experienced by our society or communities provide
a background to understand challenges from their unique contexts. An African philosophy of
education based on these realities, that articulates the lived reality is needed. This philosophy
could become a useful tool that provides a perspective to define and address problems. This
approach can improve education and life on different levels. (Higgs, 2003)

The reality experienced by a diverse African community suggests a spirit of communality as

expressed in an indigenous African knowledge system. General unifying themes describe
concepts in African philosophy that are related to education. To complete this portfolio, it is
important that you understand these concepts.

Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follows. To ensure that you understand the information,
explain it in your own words in one sentence in the space provided.

To complete this portfolio, it is important that you understand the concepts described below.

General themes or concepts that are important for educators in South Africa

1. Decolonisation (Education)

An active process to change the western-dominated philosophy and approach to education to

a balanced approach where indigenous knowledge and pedagogies are acknowledged and
genuinely incorporated into the formal educational system. Multiple perspectives are included
to make education relevant and practical to address needs and challenges within specific
contexts. (Owuor:2007)

Principles: Mkabela – An African approach to education

Own understanding of concept and examples of implementation and teaching practice.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

15
2. African communalism:

Community and belonging to a community is an important aspect of African life. An individual

is conceptualised in terms of her/his connectedness in a community. Letseka (2000).

Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.

Own understanding of concept and examples of implementation and teaching practice.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

3. Ubuntu (Humanness)

A philosophy that promotes the common good of society. It focuses on ethical standards that a
person acquires throughout his/her life and therefore education also plays a very important
role in transferring the African philosophy of life. The values of caring, sharing and dignity are
important. (Mosana)

Principles: Understanding the uniqueness of all persons. Recognising the humanity of others to
affirm your own humanity. Welfare of others is important. Fairness and humanness are crucial to
personal well-being.

In a fulfilled and flourishing life persons are reasonably well fed, well clothed and housed, in good
health, loved, secure, and able to make a conscious effort to treat others with fairness and
humanness. Fairness and communality; individuals are interdependent. Human relationships are
important.

Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding of
concept and examples of implementation. What does this mean in your practice as a teacher?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

16
 TPN2601/103

4. Africanisation:

Using an African point of departure to change or incorporate the African outlook and character
in all aspects of an education grounded in a South African context.

Principles: Our schools are situated in the South African context. Principles that guide African
ways of thinking, which might be invaluable in making education more accessible to South African
learners: Examples: Respect different ways of learning, (Letseka), use different processes and
methods of assessment (Beets & Le Grange). Use examples from South Africa and other
countries.

Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

5. Indigenous Knowledge (IKS)

A complex set of activities, values, beliefs and practices that has evolved over time and is still
actively practiced. IKS is developed and sustained through traditional education. It provides
skills, trade, and training and socialisation avenues. It is a process of knowledge transmission
that occurs within the context of family, community and cultural age groups. A lifelong learning
process involving progression through age groupings, seniority and others’ wisdom.

Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction with daily experiences and reflects the community’s
value systems. The purpose of IKS is to place knowledge within the context of the user. It is
handed down from one generation to another. It involves the expertise of multiple teachers. Mazrui
refers to pillars of wisdom in integrating indigenous knowledge – tolerance, social justice, etc. Lave
& Wenger – situated learning, Ubuntu values such as respect, ways of learning – Letsheka

Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(10)

17
To learn more about these concepts – access the articles from the Unisa Library:

When you observe, reflect and report on your practical teaching experience, you are linking what
is happening in the classroom today with current research. In this way, you are contributing to new
knowledge that can positively influence education in South Africa. We value your opinion and we
are looking forward to seeing you grow and develop as a teacher.

The information containing essential guidelines for your school practice period is included in
Tutorial Letter 101. Consult the guidelines prior to and during your teaching practice period. In
the tutorial letter, you will find the teaching practice Assignments 01 and 02 as well as instructions
on the preparation and submission of the assignments.

During your observation, you have to complete tasks in the portfolio and make sure that all the
documents that need to be signed are signed. After completing the tasks in your portfolio during
the observation period, you have to place the portfolio (Assignment 50) in an envelope and post it
to Unisa.

Assignments should be addressed to:

ASSIGNMENT SECTION
PO Box 392
UNISA
0003

18
 TPN2601/103

4 INTERMEDIATE PHASE TEACHING PRACTICE ACTIVITIES:

OBSERVATION GUIDE

The Intermediate Phase teaching practice activities are scheduled as follows:

4.1 Teaching insights (Pre-observation activities)

4.2 Contextual analysis (Observation activities)

4.3 Classroom management (Observation activities)

4.4 Post-observation reflection activities

19
4.1 TEACHING INSIGHTS (PRE-OBSERVATION ACTIVITIES)

Pre-observation insights will help you to develop your own perspective on teaching and
learning and prepare you for successful observation of the context in which you are doing your
practical teaching.

Make sure that you understand the goal of each activity and read the instructions carefully
before completing each observation and activity in class.

The activities are based on the outcomes and assessment criteria below. At the end of the
section, make sure that you have reached these criteria. This will provide you with valuable
insight for activities in the next section of the portfolio.

Consider the marks that will be allocated to each activity.

Learning outcome

Demonstrate an understanding of key ideas and debates on issues related to teaching practice.

Assessment criteria

At the completion of section 1 of the portfolio, you must be able to do the following:

 Describe your own teaching perspective in terms of how history and current perspectives
influence it.

 Write a teaching philosophy that describes how this is influenced by diversity in school.

 Identify how issues of observation is specific to diversity in your teaching practice situation.

 Evaluate approaches to teaching practice with regard to the way in which they
accommodate diversity in the school where you are placed.

 Compare two approaches to teaching.

20
 TPN2601/103

4.1.1 INTRODUCTION

The way we look at teaching and learning is greatly influenced by our own background and
experiences. Every teacher needs to be aware of her/his view of teaching and learning. Your
personal view of teaching will influence how you observe and interpret teaching and eventually
how you teach.

Complete the following activities to gain insight into your own perspective on teaching and
learning.

4.1.2 MY TEACHING PERSPECTIVE

As an aspiring teacher, please answer the following questions about teaching based on your
experience.

1. What does teaching mean to you?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

2. How would you best describe teaching and what it involves?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
21
3. How do you see your role as a teacher?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

4. What is your understanding of learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

5. What do you expect to learn or gain from this process of observation and teaching practice?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………….

(30)

22
 TPN2601/103

4.1.3 MY TEACHING PHILOSOPHY (BELIEFS)

Write a brief teaching philosophy. Include all the aspects indicated below.

a. Why you want to be a teacher.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

b. What subject and age group you would like to teach and why.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………….………………………………………………………………..

c. How you believe teaching should take place.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

d. How you believe learners learn best.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

e. Why you believe teaching is a vital profession.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

f. How you believe you can make a difference.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

g. What learning gains you are expecting to achieve during your teaching practice.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(20)

23
4.1.4 TEACHING PHILOSOPHY IN CONTEXT

4.1.4.1 Introduction

Read the definitions on Africanisation and Ubuntu in the introduction to this portfolio. Name two
aspects that are applicable to the school and context where you are going to do practice teaching.
Motivate your answer.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

In the previous activity, you wrote your own teaching philosophy. The experiences you had in
school probably contributed to your current perspective of teaching and learning.

Read paragraph 2.4 in chapter 2 of “Teaching practice, perspectives and frameworks”.

The aspects of situated learning and constructivism are explained. This is very relevant to your
teaching practice and your own teaching perspective. When you learn about teaching in the school
where you are placed (situated learning), you will construct your own meaning of the aspects you
observe.

To make sure that you are aware of the way your teaching philosophy influences your thinking and
interpretation of what happens in class, complete the following activity.

Give one example and description from your own school experience regarding

1. Situated learning (incident in the school or classroom):

2. Constructivism (what you remember and what you learnt from the incident):

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………….……………………………………………………………………………………………………..

It should now be clear to you that several aspects will influence your observation in the unique
context in which you do your practice teaching. When you do observations in the following section,
be aware of how your teaching philosophy influences your interpretation.

(10)
24
 TPN2601/103

4.2 CONTEXTUAL ANALYSIS: OBSERVATION ACTIVITIES

The observation activities in this section aims introduce you to and provide you with insight
regarding specific aspects of the context in which you are teaching.

Make sure that you understand the goal of each activity and read the instructions carefully
before you do the observation and complete the activity in class.

The activities are based on the outcomes and assessment criteria below. At the end of the
section reflect on your observation and make sure that you have reached these criteria. This
will provide you with valuable insight for activities in the next section of the portfolio

The assessment criteria indicate important aspects you need to focus on in this section.
Consider the marks that will be allocated to each activity.

Learning outcome

Observe and critically reflect on teachers adopting and adapting flexibly to a variety of roles
and strategies in response to changing learner and learning needs and contexts in the school
environment where you have been placed for teaching practice.

Assessment criteria

On completion of this unit, you must be able to:

 Describe contextual aspects related to effective classroom practice.

 Analyse the context of the school by using different methods of observation.

 Describe specific contextual aspects of classrooms from different phases.

 Evaluate and discuss the effect that different contexts have on aspects of teaching and
learning.

 Analyse information collected during observation to describe how teachers adapt teaching
and learning for different contexts.

 Reflect critically on your ability to make context conscious decisions in different situations.

25
4.2.1 Observation guide

Part of the objectives for your teaching practice period is to learn from observing an experienced
teacher. However, observing is not simply watching. You have to be actively involved in observing.
Being aware of the context has a great influence on how teachers manage their classrooms.
Understanding the context will help you to find and understand the best practices of each teacher.
Being conscious of the context you are teaching in will enable you to decide on the most effective
way to run your own classroom one day. Complete the following observation activities. You will
learn to analyse teaching and learning contexts, and how teachers adapt teaching and learning to
the needs of the learners.

4.2.2 Contextual analysis

The school context has a significant impact on teaching and learning. You need to be context
conscious. The contexts of schools can differ completely. To analyse the context of your school
you need to look at a variety of aspects.

4.2.2.1 Contextual questionnaire

Complete the following open-ended questions to the best of your ability: Please give as much
information as possible.

NAME OF THE SCHOOL……………………………………………………………………………………

PRINCIPAL……………………………………………………………………………………………………

LOCATION OF THE SCHOOL……………………………………………………………………………..

(Urban, semi-urban, informal settlement, township, farm school, rural)

Describe the location that you have indicated (e.g. Farm area - parents are farm workers and
stay on the farms and the school is located on the farm).

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

26
 TPN2601/103

What are the advantages and disadvantages to the children of the location you have
indicated?…………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How do these learners come to school (walk, by bus, transported by parents)?

………………………………………………………………………………………………………………….

(20)

VERY IMPORTANT: You are required to spend one full day at a school of your choice with a
different context than the one where you have been placed. You can go to any of the grades in the
Intermediate Phase. The following activity will enable you to reflect on the differences between the
grades and explain how teachers cope with those differences.

27
 4.2.3 Description of Classrooms from Different Grades
28

Choose two grades from the Intermediate Phase. Use the table below to describe the classrooms and the learners in this specific context

Phases Learner- The classroom setup Learning and teaching Teaching and learning Classroom environment
teacher ratio support materials (LTSM) methods you have noted
Conducive to learning or
Youngest and Describe one evident Describe one aspect that not?
oldest learner aspect of Africanisation/ indicates the use of
in the classes indigenous knowledge Please support your
you have Decolonisation evident in statement
described the learning and support
material How does this contribute to
include all learners?

GRADE 4 or 5 or 6
1.

2.

GRADE 4 or 5 or 6
1

2 (20)
 TPN2601/103

4.2.4 Context Analysis: How do Teachers adapt Teaching and Learning to

Context?

You have now observed different teachers and have seen how they teach groups of learners. In
the following activity you must ask your mentor or the teacher how they had to adapt teaching
and learning because of their specific school context and how it influences learning (positive or
negative). Could you observe how the information you have gathered in questions 1 to 3
affected teaching and learning? Discuss the effect of each context on the following aspects.

INTERM USE THIS SPACE FOR YOUR DISCUSSION

EDIATE
Subject/ Mentor remarks Own observation
Grade Lesson planning Lesson planning
………… ……………………………………………… ………………………………………………
………… ……………………………………………… ………………………………………………
………… Teaching Teaching
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
Assessment Assessment
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
Other school activities Other school activities
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
……………………………………………… ……………………………………………….
Subject/ Mentor remarks Own observation
Grade Lesson planning Lesson planning
………… ……………………………………………… ………………………………………………
………… ……………………………………………… ………………………………………………
………… Teaching Teaching
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
Assessment Assessment
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
Other school activities Other school activities
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
……………………………………………… ………………………………………………
(20)

29
 4.2.5 Different Grades or Subject Context
30

Different context 1 (Different Grades)

Grades Learner-teacher Classroom Learning and teaching Teaching and learning Classroom Language of
ratio setup support materials methods noted environment – teaching and
Youngest and Size and (LSTM) Is it conducive to learning and
oldest learner in facilities Describe one evident Describe one aspect learning? Support home languages
the class aspect of indicating the use of your statement of learners in the
Africanisation/ indigenous knowledge How does this classes you have
Decolonisation contribute to include described
all learners?
INTERMEDIATE
Grade 4

Grade 5

Grade 6

Differences:
How teachers cope with their grade contexts:
 TPN2601/103

Different context 2 (Different Type of Subjects)

Subjects Learner- Classroom Learning and teaching Teaching and Classroom Language of
teacher ratio setup support materials (LSTM) learning environment – teaching and
Youngest and Size and methods noted Is it conducive to learning and
oldest learner facilities Describe one evident Describe one learning? home languages of
in the class aspect of aspect Support your learners in the
Africanisation/Decolonisation indicating the use statement classes you have
of indigenous How does this described
knowledge contribute to include
all learners?
INTERMEDIATE PHASE

Name of
Subject

Name of
Subject

Name of
Subject

TP[N2601/103
Differences:
How teachers cope with their school contexts. (20)
31

31
 TPN2601/103

4.2.6 Reflection activity

Quite a lot of reflection is built into your portfolio. Read paragraph 2.4 in chapter 2 of “Teaching
practice, perspectives and frameworks” to learn more about reflection.

What did you learn about becoming more content conscious?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What did you observe about teachers and learners regarding principles of respect and caring?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How will you promote these values in your own class when teaching?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(20)

TOTAL [100]

32
 TPN2601/103

4.3 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES

You have now observed and reflected on the effect that the context has on the school and
teaching in the classroom.

In this section of the portfolio, you will observe different aspects of classroom management.

In the South African context, there are specific aspects that influence a teacher’s classroom
management. The teachers' backgrounds and their use of strategies to engage the learners is
very important for successful teaching and learning in every context.

The assessment criteria indicate important aspects you need to focus on in this section.
Consider the marks allocated to each activity.

Learning outcome

Identify varied strategies for effective classroom practice in ways that are appropriate for
different purposes and contexts.

Assessment criteria

On completion of section 2 of the portfolio, you must be able to:

 Identify mentor and teacher perspectives that influence classroom management strategies
in this school context.

 Identify policies that influence classroom management in the South African context.

 Analyse curriculum policy documents for its impact on classroom practices in the South
African context.

 Observe and analyse lessons taught by experienced teachers.

 Reflect on effective teaching strategies.

 Describe and reflect on aspects regarding effective classroom management in different

contexts.

 Reflect critically on post-observation insights.

33
4.3.1 Introduction

Effective classroom management is key to support learners to learn to their full ability.

Aspects that influence classroom management are:

 Perspectives on teaching and learning

 The mentor’s perspective

4.3.2 A) Perspectives on teaching and learning

Your mentor’s perspective on teaching and learning will influence how he/she manages the class,
but also how he/she guides you and interprets your observation of activities in the class.

Do you know who your mentor is? His/Her experience will influence his/her teaching philosophy
and it will influence the guidance the mentor gives you while observing.

Make an appointment with your mentor and complete the following information after speaking to
him/her.

Training as mentor (by whom and how much formal/informal, accredited or not)

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What are your expectations of the mentor?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What can the mentor expect from you?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Reflection: How did the mentor(s) contribute to your practical teaching experience?

…………………………………………………………………………………………………………………
……………………………………………………………………………………………………………….
34
 TPN2601/103
4.3.2.1 The Student’s perspective

Description of your personal background:

Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. Complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.

Are you currently employed? YES/NO

Are you teaching at present? YES/NO

If so, for how long and which grade? …………………………………….

Or is this your first teaching experience? .............................................

Description of your qualifications (where and when did you acquire them).

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How do you manage your studies? (Employed full-time or not)

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Description of any other appropriate experience/information, which has had an influence on your
teaching practice experience period (observation).

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

35
Description of your experience with Unisa's teaching practice processes, arrangements,
placements, school visits, support, etc.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What has been your experience of the teaching practice observations? (Both positive and negative
experiences.)

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How would you apply the positive things you have observed in your teaching practice observations
and what would you change about the negative aspects you have come across?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
36
 TPN2601/103

Did you conduct yourself in terms of the South African Council of Educators Code of Conduct?

You can access this document at

https://www.sace.org.za/pages/the-code-of-professional-ethics
(If you are not a South African, it should be in terms of the teachers' code of conduct for your own
country.) If your answer is yes, then indicate the areas and motivate your answer.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(30)

It should now be clear to you that your personal background influences the way you interpret and
look at the world. The activities you are about to do form part of your observational learning. Get
actively involved to gain as much as possible from the experience.

You have to use the template provided when doing the observation and attach artefacts (proof of
what you have observed).

4.3.2.2 Policies that influence classroom management:

4.3.2.2.1 Identify policies

Administration is an important part of classroom management. Policies guide classroom

administration.

a. Request the policies that are available at the school and peruse them.

Write down what type of policies you have found.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Why do you think policies are important within the school? Explain.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

37
What are the most appropriate policies that will guide your day-to-day classroom practices? (List
the policies)

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How do you see these policies changing your classroom practice? Motivate your answer.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Are there any other policies of importance that are not available in the school, which could help the
teachers in their day-to-day classroom practices? Name the policies and explain their importance
(reflection). Why are they relevant in this context?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

4.3.2.3 Curriculum policy documents: (Activities)

Activity 1

In South Africa, the Curriculum and Assessment Policy Statements (CAPS) guide teaching and
learning activities and provide the content that should be addressed in the syllabus and in each
lesson. Teachers should be familiar with the CAPS document for each subject they are teaching.
In order to enhance learners' knowledge, values and skills in a subject, the curriculum documents
are developed to include a progression of concepts in every grade.

For the following activity, you need to select one of your specialisation subjects from the
curriculum policy documents used in your country. South African students will choose a subject
document from CAPS.

 Select a specific concept/content area that is repeated in three consecutive grades in this
subject.
38
 TPN2601/103
 Highlight the concept and progression/development across the three grades.

 Use the template below to show the progression of the concept you observed from the CAPS
documents.

(Example)

Progression per grade

From: Intermediate Phase: Curriculum and Assessment Policy Statement Home Language Grade
4 to 6 – South Africa)

LANGUAGE
Content area Grade

Language Grade 4 Grade 5 Grade 6

component

Topic

Writing Copies known Copies one Writes an

letters in own sentence of expressive text
name to news from such as
represent board/chart birthday card
writing correctly or letter

Your own progression per grade

From: …………..Phase :Curriculum and Assessment Policy Statement

…………………..Grade……to……… – South Africa)

Content area Grade

……..……..…….. Grade …….. Grade …….. Grade ……..

……..……..……..

Topic: ……………

39
Activity 2:

You read about concepts such as Africanisation and Ubuntu, as well as the principles underlying
each of these concepts in the introduction. Make use of the same subject and curriculum
document that you used in the first activity. Do you see evidence of these aspects addressed in
the subject or topics?

Insert practical examples.

Name at least two topics where you think these concepts could be addressed.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Suggest a way that you would do this in your own context and teaching practice.

…………………………………………………………………………………………………………………
………………………………………………………………………………………………………………….

(30)

We have now looked at the school context, the teacher and the policies that guide teaching. All
these factors contribute to the success of teaching and learning.

4.3.3 Important aspects regarding lessons and lesson presentation

Read chapter 7 of “Help I am a student teacher”.

Lesson planning is a very important part of your teaching practice. The information in chapter 7 of
the textbook will provide you with an important overview of aspects you are going to observe.

4.3.3.1 The structure and stages of a lesson

In the following section, we will look at the lesson structure and important aspects of each lesson
as the teacher manages it.

The lesson structure

All lesson structures follow a basic structure:

 Introduction: beginning of a lesson

40
 TPN2601/103
 What happens during the lesson

 What happens at the end of a lesson

4.3.3.2 Observing the different stages of a lesson

What happens at each stage of the lesson and how the teacher manages this is very important
and determines the success of learning (Source – adapted for Part A, B and C): Cohen, L,
Manion, L & Morrison, K. 2005. A guide to teaching practice.

The following questions can guide you to be aware of what happens at each stage of the
lesson.

Before you start with your formal observations and complete the observation sheets, answer the
following questions to become aware of what is important at every stage.

Stages of a lesson

A. The beginning of a lesson

 How do the learners enter the classroom?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How do the teacher and learners greet each other?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How are the desks arranged?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 Does the teacher verify attendance?

............................................................................................................................................................
............................................................................................................................................................

 How is the previous day's homework dealt with?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher indicate that the lesson has started?
............................................................................................................................................................
............................................................................................................................................................

41
B. During the lesson:

 Does the teacher use individual work, work in pairs, group work or whole class discussion?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 What does the teacher do to let learners know what is expected from them?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 Where is the teacher at different stages of the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher use her/his voice to manage what happens in the class?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher praise or reward learners?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher do regarding discipline?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher handle a question he/she cannot answer?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher deal with differently abled learners?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

C. At the end of the lesson:

 How does the teacher conclude the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher facilitate a discussion or feedback at the end?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher deal with learners who have not finished their work?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

42
 TPN2601/103
 How does the teacher communicate homework?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How does the teacher dismiss the class?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

D. Observe learners:

 What are learners doing when they do not settle down (talking, finding equipment, playing,
etc.)?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 What prevents learners from paying attention?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How do learners interact with each other during group work?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(30)

To develop an overall big picture for yourself of what goes on in the school apart from teaching
and learning, please discuss the following with your mentor or other teachers and complete the
questions that follow.

Other school activities

E. Assemblies

 Does the school have a gathering that all the teachers and learners attend together during the
week? (assembly, weekly gathering)
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 Where does this take place?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

43
 What is the procedure during the assembly? Who runs the assembly? Who else is involved?
What do the learners do?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 How do the learners arrive and leave after an assembly? (In rows/In their register groups, boys
and girls separately, grades separated, etc.)
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 Does this way of organising the event work? Motivate.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
F. Teacher duties

Observe the different duties teachers are involved in

 Do they have a roster for these duties?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 Do they have to sign that they have done the duty?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 Why do you think the teachers have to perform these duties?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

 What safety precautions are in place at the school and how do the teachers assist?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

G. Extramural activities

 List at least three extramural activities that the school offers.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

44
 TPN2601/103
 How often are teachers expected to do extramural duties?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(30)

Reflect on the aspects what would you do different to improve any of these aspects

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(10)

4.3.4 C) Observing experienced teachers

As part of your experiences while on teaching practice, you will be observing lessons that are
taught by your mentor teachers. Observation means that you have to be actively involved in the
process. You do not just sit and watch. You need to compile reports on the observations of full
lessons for five (5) subjects during your teaching practice.

To guide you about important considerations when doing observation, read the following
important aspects of planning a lesson.

 You must know why you are going to present the lesson (learning intentions).

 You must know where the lesson fits into the curriculum.

 You must know what content will be attended to in the lesson.

 You must know how you will present the lesson (method or lesson type).

 You must know what you will use to present the lesson (aids and materials).

 You must know what must be prepared to be able to facilitate the lesson.

 You must know what your contribution and that of learners will be during the lesson.

45
 You must know if learners understand the new content, skills and values.

 You must know how you are going to give learners the opportunity to apply or demonstrate the
new content, skills and values.

4.3.5 Lessons observed

4.3.5.1 Introduction

Lesson Observation 1

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: …………………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher introduce the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What were the specific activities the learners were involved in during the entire lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

46
 TPN2601/103

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………….………………………………………………………………………………….……………….

What preparation did the teacher have to do for this lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Write down the questions the teacher asked the class during the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

47
Were there any disruptive incidents during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

………………………………………………………………………………………………………………..…
…………..............................................................................................................................................
…………………………………………………………………………………………………………………..

Attach the following documents as evidence of the lesson you observed:

 The lesson plan

 A copy or photo of the learning material used

 A copy of the assessment activity TOTAL [50]

48
 TPN2601/103
Lesson Observation 2

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher introduce the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What were the specific activities the learners were involved in during the entire lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

49
What preparation did the teacher have to do for this lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Write down the questions the teacher asked the class during the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Were there any disruptive incidents during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher do to
ensure that they did not take place?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

50
 TPN2601/103

Attach the following documents as evidence of the lesson you observed:

 The lesson plan

 A copy or photo of the learning material used

 A copy of the assessment activity TOTAL [50]

51
Lesson Observation 3

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher introduce the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What were the specific activities the learners were involved in during the entire lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

52
 TPN2601/103

What preparation did the teacher have to do for this lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Write down the questions the teacher asked the class during the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Were there any disruptive incidents during the lesson?

……………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………….…
………………………………………………………………………………………………………………….

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

………………………………………………………………………………………………….......................
............................................................................................................................................................
............................................................................................................................................................

53
Attach the following documents as evidence of the lesson you observed:

 The lesson plan

 A copy or photo of the learning material used

 A copy of the assessment activity TOTAL [50]

54
 TPN2601/103
Lesson Observation 4

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher introduce the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What were the specific activities the learners were involved in during the entire lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

55
What preparation did the teacher have to do for this lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Write down the questions the teacher asked the class during the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Were there any disruptive incidents during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

56
 TPN2601/103

Attach the following documents as evidence of the lesson you observed:

 The lesson plan

 A copy or photo of the learning material used

 A copy of the assessment activity TOTAL [50]

57
Lesson Observation 5

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher introduce the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What were the specific activities the learners were involved in during the entire lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

58
 TPN2601/103

What preparation did the teacher have to do for this lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Write down the questions the teacher asked the class during the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Were there any disruptive incidents during the lesson?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

59
Attach the following documents as evidence of the lesson you observed”

 The lesson plan

 A copy or photo of the learning material used

 A copy of the assessment activity TOTAL [50]

60
 TPN2601/103

4.3.6 OBSERVATION OF TEACHER MOVEMENT

Draw a rough layout (freehand) of the classroom where you do observations. Now observe the
teacher teaching and do the following: Every time the teacher engages with a learner, make a
cross on the drawing to show the approximate place. Continue to do this for the entire lesson. This
will indicate how often learners are being involved and which learners are involved.

Make a block to indicate where desks are placed.

Front of the class

Back of the class

Reflection: What can you learn about the teacher’s movement from the diagram?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

61
How do you think you can go about involving learners while teaching?

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

(10)

TOTAL (260)

62
 TPN2601/103

4.3.7 CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM

You have observed different aspects of the context, the classroom and the teaching of lessons. Do
the following activities and answer the questions to describe how each aspect influences the
teaching and learning context where you are doing observation.

4.3.7.1 Timetables
Introduction

An effective timetable is an essential element of a good school. It controls (and supports or

inhibits) the school's activities, period by period for the school year. A school, which does not take
great care to get a quality timetable with a good rhythm to support teaching and learning, will
forever struggle academically.

1. List two advantages of using a school timetable from your own experience.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…....……..............……………………………………………………………………………………………
…………………………………………………………………………………………………………….......
2. Does the teacher have his or her own timetable?
3. Do learners have their personal timetables?
4. Do teachers and learners follow the school timetable at the school you are visiting?

Give reasons for your answers above.

(a)………………………………………………………………………………………………………………
…………………………………………………………………………………………………….……………
………………………………………………………………………………………………………………….

(b)………………………………………………………………………………………………………………
….………………………………………………………………………………………………………………
………………………………………………………………………………………………………………….

(c)………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

63
5. Briefly explain a problem you experienced with the school or class timetable in your own
experience as well as in the context of this school.
……………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………….…
………………………………………………………………………………………………………................
............................................................................................................................................................

6. If you did not experience a problem, briefly refer to a problem that might occur with a class
timetable.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………................
...........................................................................................................................................................

7. Is there a homework and extra-curricular timetable in the class you observed?

a) If yes, give at least three specific characteristics of such a timetable.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………......................................................

b) If no, give at least three specific reasons why such a timetable can be useful.
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................

Source – adapted for Part A, B and C): Cohen, L., Manion, L. & Morrison, and K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)

Is the school timetable at the school you are visiting functional? Yes No

64
 TPN2601/103

Give two reasons for your answer.

(1)………………………………………………………………………………………………………………
…………………………………………………………………………………………………….……………
……………………………………………………………….....................................................................

(2)………………………………………………………………………………………………………………
……………………………………………………………………………………………………….…………
…………………………………………………………….........................................................................

Briefly explain a problem you experienced with the class timetable.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………….......…………………………………

(5)

4.3.7.2 Attendance register

Administrative work is part of every teacher’s responsibilities. It is important that you are aware of
the administrative tasks and how teachers address this often time-consuming task.

You have to attend one class where the teacher is responsible to take the register (register class).

65
Make a copy of the register and provide the following particulars:

Number of learners: ............................................

Grade: ............................................

Age: from .............................. (years) to .............................. (years)

Number: ....................................... (boys) ................................... (girls)

Average attendance for two weeks ........%

Teacher signature: ....................................

Date: ....................................
School stamp

Note that if there is no school stamp, the assignment will be returned unmarked.

1. What time is the attendance register marked?

2. Is it marked on a regular basis?
3. Is the information from the register collated and used for purposes such as promotion, merits or
demerits?
4. What challenge(s) did the teacher experience when keeping the class register?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

5. If you did not observe any challenge(s), what challenges do you think student teachers might
experience when keeping the class register for any class?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

66
 TPN2601/103

6. Observe and ask the teacher how the following matters are dealt with in the class:

6.1. Absenteeism:

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………...

6.2. New admissions:

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

6.3. Withdrawals:

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

6.4. Transfers:

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

(5)

4.3.7.3 School funds

School funding and the availability of funding influences the context and the quality of teaching
and learning. To understand more about your school’s context, answer the following questions.
You have to indicate where you found this information or who provided you with the information.

3.1 Are learners paying school fees?

3.2 Indicate why they are, or are not paying school fees. Yes No

3.3 Is the school state or privately owned?

3.4 Under which quintile is the school classified? ………………….

3.5 For what purposes are school fees used?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

67
3.6 Who is responsible for the collection of school fees?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

3.7 Do learners get receipts after paying their school fees?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)

4.3.7.4 Discipline

Effective classroom management requires that the teacher knows about different aspects of
discipline. The teacher must also know how to implement the correct approach to discipline in a
specific context in her/his classroom.

Read the chapter entitled “Help I am a student teacher”. In this chapter, the legislative information
around discipline in South African schools is discussed and practical aspects for implementing
discipline is described.

1. Does the school have a code of conduct?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

2. Do learners, parents and guardians have a copy of the code of conduct?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

3. If yes, give a brief description of the code of conduct.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

68
 TPN2601/103

4. Who is responsible for the administration of the school code of conduct?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

5. Do you think involving learners in formulating a school code of conduct is important or not?
Give reasons.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

6. Did you observe any learner being disciplined? Why was the learner disciplined and what kind
of action that was taken?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Observe, over a period of five school days, and present the rules that are obeyed the most.

Day 1:…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..

Day 2:…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..

Day 2:…………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………..

Day 4:…………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………..

Day 5:…………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………..

(5)

69
School buildings and grounds

In one sentence, briefly comment on the following aspects of the school buildings:

1. Condition of the school buildings:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

2. Condition of the school grounds:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

3. Did you see any evidence of vandalism?

4. Is there any mechanism in place to prevent vandalism?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

5. Who is responsible for the maintenance of the school grounds?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

6. Are learners involved in the maintenance of the school grounds?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

7. Write down one practical recommendation on how to improve the school buildings and
grounds.

…………………………………………………………………………………………………………………..
......……………………………………………………………………………………………………………...

(5)

70
 TPN2601/103
4.3.7.5 Assessment

To prepare and present your own lessons in this Teaching Practice module, it is necessary that
you closely observe how assessment happens in practice. You will learn more about this in the
“Teacher as Assessor” module.

To gain an understanding of what is required when planning assessment you could read chapter
10 in the book “Assessment in practical teaching”. Practical advice is given regarding the different
types of assessments you will encounter at school and you will find a section on the assessments
that you will observe during teaching practice.

To guide your observation of assessment, we mention a few aspects here.

 Formative assessment and summative assessment are very important for teachers. It
provides the teacher with important information about her/his own teaching as well as about
how learners learn.

 Terminating/rounding off/ instilling the key idea, and assessment

At this point, it is necessary to indicate how the teacher will determine whether successful
learning has taken place and whether the learning intentions have been achieved. There could
be informal continuous assessment throughout the lesson; it need not wait until the end.
However, the strategies that are used should be indicated.

 Assessment tasks must include the following:

Say who will assess and if it will be individual or group assessment.

Describe assessment task e.g. test on …., worksheet about …, research task on ….,
experiment.

What instrument will be used to assess, e.g. memoranda, rubrics, or checklists?

 Indicators as to whether there has been successful learning could take the form of
demonstrations by learners, a final product such as the drawing of a map, a written report,
learner behaviour and conduct and learner participation (in things like group activities).

1. Look at the five lessons you observed: Name three examples of formative assessments used
in the lessons you observed. What can the teacher learn from these assessments?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

71
2. Name two examples of formative assessments in your Practice Teaching Module

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

3. Name two examples of summative assessments that you observed during your stay at the
school.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

4. How did the two formative assessments you completed for the Teaching Practice module
prepare you for the summative assessment of the module (the portfolio)?

5. Why is lesson planning a very important part of your teaching practice?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(5)

4.3.7.6 Learning Media

Teaching aids and learning materials

Teachers should see to it that all teaching aids necessary for presenting the lesson or that
learners will need to complete their activities, are available, and that the apparatus to be used is in
working condition. Explain what the relevant teaching aid is and how it will be used.

1. Write down some of the uses of the chalkboard/whiteboard in the class you attended.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

2. Write down the main advantages of the use of pictures.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
72
 TPN2601/103

3. Name the electronic media that were available at the school you visited.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(5)

Use the knowledge and skills gained from the observation period to complete the following table
on materials and equipment you could use to make useful educational media for specific
subjects and themes of your choice. Mention an example in the first line of the table.

Material/equipment Medium Subject Theme

e.g. Paper Bag Science Air pressure

4.3.7.7 Control of written work

To enable learners to progress, written communication about their efforts is very important.
Positive feedback can help a learner to think critically and it can help them to improve in follow-up
activities.

Make three comments about the control and correction of learners' written work in the class you
visited.

(1)..……………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(2)..……………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

73
(3)..……………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How is feedback given? Is it written on the board, in learners’ books, or is it given verbally?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Who provides feedback? Is it the learners or the teacher?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How many times do learners receive feedback?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

How effective is the feedback that learners receive?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(5)

4.3.7.8 HIV/Aids

The prevalence of HIV/Aids is very high in South African schools. A teacher needs to be aware of
the policies and procedures on how to address this in the context in which he/she is teaching.

Does the school have an HIV/Aids policy? Yes No

If yes, give a short description

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
74
 TPN2601/103

Does the school have an HIV/Aids prevention programme? If so, what is the nature of the
programme?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

If not, explain in your own words how such a policy could be formulated?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Are incidents handled in a way that would prevent the spread of HIV or keep learners and
teachers safe from being infected?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Does the school have any form of counselling for HIV sufferers? Yes No

If yes, give a short description of what they do.

What is the procedure if learners need counselling? Do teachers refer them for counselling or can
they access it on their own? If they can access it on their own, give a short description of what
they need to do. Is there a procedure or are they referred by the parents or a doctor?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(5)

75
4.3.7.9 Annual teaching plan (Work schedule)

Every teacher in South Africa has to use the annual teaching plan (ATP) for a specific subject as
provided by the Department of Basic Education. (Foreign students can use their prescribed
subject curriculum document.) This teaching plan has to be followed closely and it must be readily
available in a teacher's file in the classroom for reference and inspection purposes. The teacher's
file should include an assessment plan, formal assessment tasks and memoranda, textbooks and
resources used, records of the marks for each learner and notes about assistance and support to
learners with learning difficulties.

This information must be up to date and available for moderation and control purposes.

Please go through your mentor/teacher's file and answer the following questions:

1. List the documents that are found in the teacher's file.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

2. Use the CAPS document (or the relevant subject curriculum document in your country) to
answer the following questions.

2.1 Mention any three subject content areas covered in the CAPS document.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

2.2 Identify assessment activities that are covered in the ATP.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

2.3 Mention themes covered in the CAPS document that the teacher addressed during the lesson.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

a. Are the subject content areas in line with the subject and grade? Motivate your answer.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(5)
76
 TPN2601/103
4.3.7.10 Introduction to inclusive education

In this teaching practice portfolio, we have focused your observation on several teaching
perspectives and teaching practices to enable you to manage your classroom and to plan
and implement your knowledge of teaching and learning effectively.

The knowledge, skills and values you have should enable you to manage a classroom in
such a way that every learner in your class can optimally learn according to her/his own
ability.

The learners in your class will come from diverse backgrounds and have unique needs.

Part of being context conscious is the awareness of learners' needs and the ability to
provide a learning environment that enables learning for all.

Read chapter 10 of “Becoming a Teacher”, to learn more about approaches and practical
aspects of inclusive education.

You have observed more than one class during your teaching practice. For this activity,
you have to go to a class where you have encountered learners with barriers to learning or
ask your mentor to guide you to such a class.

Activity 1

With the help of your mentor or the teacher, identify a learner that has a specific challenge
regarding learning. You must not mention the learner's name. Only give the learner’s age and
grade.

Observe the learner during teaching and learning and during informal activities.

a) Describe any visible proof that indicates that the learner has a learning difficulty or is
experiencing learning difficulties.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

b) Describe how this influences his/her schoolwork.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

c) What is good about her/his functioning in class?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

77
d) What poses a problem for this learner? Motivate your answer.

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

e) What strategies does the teacher use to accommodate and support this learner in terms of
schoolwork?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

f) What strategies are followed to support the learner informally?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Discuss the following with your mentor:

1. How did the teacher identify that this learner had a learning challenge?
…………………………………………………………………………………………………………………
……………………………………………………………………………………………………………….

2. Where did he or she find information on the specific learning challenge and how to address it?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

3. What would have supported the teacher to address this successfully?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

4. How would you address the same challenge if you came across a similar situation
…………………………………………………………………………………………………
…………………………………………………………………………………………………

78
 TPN2601/103

Enhance children's health and well-being

As a teacher, you are accountable for promoting or enhancing learners' health and
wellbeing.

……………………………………………………………………….…………………………………………
………………………………………………………………………………………………………………….

a) Was there any evidence in the classroom that learners' health was being promoted? …...........

Provide a supporting statement for your answer.

……………………………………………………………………..………………………………………
……………………………………………………………………………………………………………..

b) Are the classrooms/schools clean and safe? Are there adequate water and sanitation facilities?

Provide a supporting statement for your answer.

……………………………………………………………………..………………………………………
……………………………………………………………………………………………………………..

c) Provide the evidence to show that written policies and regular practices that promote good
health were implemented.

.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

d) How is health education and life skills integrated in the curriculum and in the teaching-learning
activities?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

e) How are children kept safe and protected from harm and abuse?

………………………………………………………………………………………………………………
………..........……………………………………………………………………………………………….

79
f) How are children encouraged to care for each other?

………………………………………………………………………………………………………………
………….......………………………………………………………………………………………………

g) Provide evidence to show that physical or mental punishment was/was not used against
learners.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

h) Provide the evidence to show that there were/were no clear guidelines regarding conduct
between teachers and learners and among learners themselves (and that bullying was not
allowed).

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

(20)

4.3.7.11 Involvement of parents and community members

Involving parents and community members is supportive of the African approach to education. The
learners' background and context play a great role in her/his education.

a) Explain how parents are invited to become involved in their children’s learning as well as how
parents are consulted.

………………………………………………………………………………………………………………
…………………….………………………………………………………………………………………..

b) Explain how teachers and parents work together to help children learn better in school and at
home.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

c) Explain how teachers and parents together care about the children's health, nutrition and
safety – also on the way to and from school.

………………………………………………………………………………………………………………
………………….…………………………………………………………………………………………..
80
 TPN2601/103

d) Explain how parents and community members are invited for school-community project
activities.

………………………………………………………………………………………………………………
……………..……………………………………………………………………………………………….

e) Explain how parents and community members are educated about inclusivity.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

f) Explain how the school involves community members in learners' safety when traveling to and
from school.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

g) How does the school address issues related to safety, violence and abuse?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
(20)

BE REFLECTIVE

Ask yourself the following:

a) How might your own culture-bound assumptions influence your interactions with learners?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

b) How might the backgrounds and experiences of your learners influence their motivation,
engagement, and learning in your classroom?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

81
c) How can you modify course materials, activities, assignments, and/or exams to be more
accessible to all?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

d) What experience have you gained during your five-week teaching observation?

Good experiences:

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Bad experiences:

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

(20)

PLANNING YOUR OWN LESSON

This activity aims to introduce you to lesson planning and will be useful for the next stage, which is
the actual teaching practice you will be doing on second-year level. Note the following important
points:

 In order to complete this activity, you must have observed at least five lessons that a teacher
gave.

 Have positive discussions and ask critical questions. You can be critical without criticising! Try
to understand the teacher's intentions.

 Different teachers and different schools may use different lesson structures. Use the following
lesson plan or any other plan to develop your lesson. If you use any other lesson plan, you can
do this on separate sheets of paper as long as lessons are structured to suit the
outcomes/objectives. Also, ask teachers to provide you with the lesson format they use.

Read the information or guidelines included with each stage or section of the lesson. Make use of
the information included to understand more about each aspect. You can also find examples of
lessons presented by different teachers on YouTube.

There are numerous types of lessons, each requiring unique planning, method of presentation and
learning material. A lesson must be planned carefully to enable you to present or facilitate the
lesson. To assist you with planning a lesson, we give a brief description of aspects of lesson
planning.
82
 TPN2601/103

Localisation details are important. It provides information regarding the specific context in which the lesson is
taking place and guides the planning for a specific goal.

TEACHER NAME:

School: ________________________________________________________________

Subject ________________________________________________________________

Theme: ________________________________________________________________

Grade: ________________________________________________________________

Duration/Time:____________________________________________________________

Topic (specific):

In CAPS, the subject matter that teachers have to teach is clearly indicated, and all they have to do is choose a
section (a theme or topic) to be presented in a lesson or series of lessons. To plan your own lesson, use the
CAPS document you downloaded for the activity on progression. You have to plan your lessons for 2019
according to CAPS. Use this document and plan your lesson according to the CAPS document.

_______________________________________________________

Mention resources to be used (LTSM)

(Read chapter 4 of “Help I am a student teacher for

information about learning media".)

Learning outcomes/objectives/aims
Read chapter 4 of “Help I am a student teacher”.)

Teaching methods, learning activities and assessment

(Read chapter 3 of “Help I am a student teacher”.)

83
 Lesson opening/introduction:

What you do here will depend largely on the type of lesson presented, the subject matter to be covered, the
learning activities planned for learners, and so on. Try to focus the learners' attention on the theme by recall of
existing knowledge, surprising them or doing something unusual (or letting them do something unusual). Try to
make them want to know more or want to master a skill. This will launch the learners on a voyage of discovery,
to which they will look forward with anticipation.

Introduction of new content:

The main part of the lesson/new knowledge/skills and values/learning opportunities

This should contain an indication of the type of lesson (or a combination of various types) that is planned, and
the activities of both teacher and learners should be clearly set out. The following are a few of the types of
lessons you could consider:

Question-and-answer lesson: This type of lesson features questions, which the learners are required to
answer. Avoid this where possible, unless you combine it with the screening of a video, slides/transparencies,
photos or similar aids on which the learners are questioned (or can ask questions) about what they have seen
or observed. You could also make this type of lesson interesting by holding a quiz (preferably in teams to avoid
hurting slow learners' pride). It is also a good way of doing revision.

Practical lesson: This type of lesson requires the learners to undertake some or other kind of practical activity.

Activities could take the form of

 an individual activity (facilitated by the teacher) such as telling a story or drawing a picture
 a group activity (facilitated by the teacher) in which a group discusses a topic and arrives at a group
decision or makes a group presentation
 a class activity (facilitated by the teacher) in which, for instance, the whole class works on a project
together and produces a final product
 an activity involving both class and teacher (teacher participates) such as drawing a map together or
making a sand model Of course, a combination of activities is also possible. This type of lesson demands
thorough preparation and planning by the teacher.

Role-playing: During this type of lesson, the teacher assumes the role or character of someone else and asks
the learners similarly to play the parts of other characters. It could involve simply giving a visual representation
of events or it could take the form of a dialogue, a debate, a narrative, et cetera. For example, someone
(including the learners) could dress up in period costume and play the part (parts) of a historical character like
Vasco de Gama – dialogue may be (prepared and) included.

Learner-centred presentation: In this type of lesson, the focus is on learners who, as it were, provide the
content of the lesson. All the teacher does is complement, guide and correct where necessary. (This may
naturally also be seen as a practical lesson.) An example of this type of lesson is learners preparing to "show
and tell" by bringing along something, which is related to the theme. They then recite/tell/explain something
about the object.

84
 TPN2601/103

Debate: This type of lesson features two groups debating the merits of an issue (which could be an issue that
directly affects them). Of course, such a lesson requires thorough preparation and the maintenance of
discipline and control. It is particularly appropriate to a discussion of values.

Outdoor lesson The aim of an outdoor lesson is not simply to vary things for learners, but also to illustrate/do
something, which would be difficult to accomplish inside a classroom. On the school grounds there are always
signs of erosion and climatological activity (such as wind, clouds and precipitation).

Excursions/field work Facts taught during a lesson or series of lessons are applied or observed in practice.
Examples would be visits to a natural phenomenon, a mine or an industry, or cleaning a polluted stream,
recording data and so forth.

Narrative lesson In this type of lesson the subject matter is conveyed by means of a narrative. While this
could be very boring (particularly to older learners), it could be made highly interesting with the use of attractive
teaching aids. Finger or hand puppets increase the interest in a narrative (especially for young learners), but
slides, photos, pictures, et cetera can be equally useful (particularly for older learners).

Discussion lesson This type of lesson takes the form of a discussion of a theme/issue/problem by learners
and teacher. It works especially well with older learners when the discussion is about a matter, which affects
their daily lives and about which they have something to say (the more controversial the better since this elicits
a greater variety of views and opinions). This calls for very thorough preparation on the part of teachers if they
are to guide the lesson successfully. We are deliberately not discussing every type of lesson here, in order to
give you the freedom to research and use other types on your own. For instance, you could consider group
work, panel discussions, case studies, experimentation, guided discovery and numerous others.

Teacher activities: (Describe what you have to do before, during and after the lesson – this will help you to
plan for every phase of the lesson.)

Learner activities: (Keep in mind that you have to plan the time for activities. Learners learn best when they
are actively involved in their own learning.)

Closing: (What will you do to round off the lesson? Will the learners do activities or
homework? How will you know that learning has taken place?)

Assessment activities: Briefly describe what learners will do to show that they have
mastered or made progress regarding the lesson outcomes/objectives.

Assessment tasks must include the following:

85
  Say who will assess and if it will be individual or group assessment.

 Describe assessment task e.g. test on …., worksheet about …, research task on …., experiment

 What instrument will be used to assess, e.g. memoranda, rubrics, checklists, etc? Indicators as to whether
there has been successful learning could take the form of demonstrations by learners, a final product such
as the drawing of a map, a written report, learning behaviour and conduct, learner participation (in things
like group activities).

Expanded opportunities: (What kind of enrichment is provided for gifted learners? What
kind of remediation is provided for learners requiring additional support?)

Date: ............................................. School stamp

(100)

86
 TPN2601/103

5. POST-OBSERVATION REFLECTION ACTIVITY

Reflection is an important skill for every teacher. When you reflect on your own teaching, it
enables you to assess your teaching and you have the opportunity to improve your teaching. Your
own impression of your teaching and the opinion of other persons in the school community are
very important for a balanced assessment. Use the criteria below to assess your own
understanding.

5.1 REPORT

At the end of the 25 days of practical teaching, you must reflect on each section of the portfolio.
Use the insights you gained during the reflection activities and write a report on your experience in
terms of its contribution to your preparation as a teacher.

You must use the headings provided in the sections of the portfolio and make suggestions on what
can be done to improve on the practical teaching experience to make sure it is useful and
meaningful.

Guidelines for the report

 Describe meaningful activities, behaviours or documents you observed/noticed.

 Ask yourself if they are useful, effective and/or represent good practice.

 Describe how you can use them, adapt them or change them to improve your practice (or
future practice).

Reflective activity

To reflect on the 5-week observation period, make use of the following statements and write a
short paragraph on each of the aspects indicated:

During this teaching practice, I have learnt that

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

87
Challenges that I encountered

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

This changed my philosophy

…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..

If I were to be given a second chance to observe, I would change

………………………………………………………………………………………………………………..…
……………………………………………………………………………………………………………….…
……………………………………………………………………………………………………………….…
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

After a final discussion with your mentor about your interpretation and your philosophy of teaching
and learning, write a paragraph to describe your view of the knowledge, values and experience
you gained during your five weeks of teaching practice
.…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

(40)

88
 TPN2601/103

6 DECLARATION FORM
Declaration form by student, mentor/teacher and principal

The purpose of this declaration form is to ensure the authenticity of this portfolio and the practical
teaching it was based on. Please complete and sign this declaration form. The mentor teacher and
the school principal must also sign it.

DECLARATION BY STUDENT

I, ………………………………………………………… (Name), student no. …………………….,

declare that all the work in this portfolio is my own.

Signature …………………………………………………

DECLARATION BY MENTOR/TEACHER

I, ………………………………………………………. (Name), declare that the above student

completed her/his practical teaching under my supervision or that of my colleagues.

Signature ………………………………………….

DECLARATION BY SCHOOL PRINCIPAL:

I, ………………………………………………. (Name), declare that this student completed

……… school days of supervised practical teaching at ………………………………………………
(Name of institution).

SCHOOL STAMP
Signature …………………………………………

School address: ……………………………………

……………………………………

……………………………………

School telephone: …………………………………… (80)

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.

89
7 MENTOR REPORT

REGARDING .................................................. (Name of student)

BY TITLE: .........

SURNAME: ...............................................

NAME: ...............................................

CONTACT DETAILS (those of the school if that is what you prefer):

CELLPHONE: ................................................................

E-MAIL: ................................................................

Please provide fair and honest comments regarding the following:

Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
............................................................................................................................................................
............................................................................................................................................................

Was the level of subject knowledge of the student sufficient for the presentation of lessons?

............................................................................................................................................................
............................................................................................................................................................

Did the student use your suggestions and recommendations to improve her/his work?

............................................................................................................................................................
............................................................................................................................................................

Did the student prepare properly when she/he had to present lessons?

............................................................................................................................................................
............................................................................................................................................................

90
 TPN2601/103
Did the student work regularly/continuously on her/his portfolio?

............................................................................................................................................................
...........................................................................................................................................................

Did the student complete her/his portfolio during the practical teaching period? YES/NO

Strong points of the student/good qualities and good work done:

............................................................................................................................................................
............................................................................................................................................................

Aspects on which student still has to improve to be ready to enter education as a beginner
teacher:

............................................................................................................................................................
............................................................................................................................................................

SIGNATURE SCHOOL STAMP

(30)

91
8 STUDENT REPORT

Name (of student): ………………………………………………. Student no: ………………………….

School: ………………………………………………………………………………………………………..

School telephone number: …………………………………………………………………………………..

Address: .............................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

............................................................................................................................................................

We, the undersigned, ………………………………………...................... (Printed: initials and

surname of principal) together with …………………………………………………… (Printed: initials
and surname of mentor teacher) hereby declare that student teacher
…………………………………………………………………………………………………………………..
(printed: initials and surname of student teacher) student number ……………………………………..
attended the above school for a period of ………. (number) school days from
……………………….(date) to ……………………….(date).

We hereby comment briefly on the following aspects of his/her stay at the school:

Personal appearance:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

92
 TPN2601/103
Relationship with teachers:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Eagerness to learn:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Eagerness to become involved:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Positive personality traits:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Negative personality traits:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

A final word:

Signature Principal: …………………………………………….

School stamp
Date: …………………………………………….

Signature of Mentor teacher: …………………………………...

Date: ……………………………………………..

(30)

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
PORTFOLIO ASSESSMENT GRID TPN 2601

93
 9 BIBLIOGRAPHY/REFERENCES

Journal of Contemporary Issues in Education, 2007, 2(2), pp. 21-37.

ISSN 1718-4770 © 2007 University of Alberta

http://ejournals.library.ualberta.ca/index.php/JCIE

Higgs. P. 2003. African philosophy and the transformation of educational discourse in South Africa

Journal of Education, No. 30, 2003

(Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)

Taole, MJ. (Ed). Teaching Practice, Perspectives and Frameworks.

94
 TPN2601/103

STUDENT’S EVALUATION FORM FOR THE TEACHING PRACTICE MODULE

You have come to the end of this portfolio.

We value your feedback. To enable us to improve on students’ first teaching practice experience
please fill in the information.

Poor Average Good Excellent

Guidelines and
information

Placement

The portfolio

Communication

Any other comments or suggestions

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Thank you for assisting us to improve the TPN experience.

Your lecturers
95
PORTFOLIO ASSESSMENT GRID FOR TPN2601 (Guidelines for markers)

CRITERIA : Lecturer
mark

OBSERVATION ACTIVITIES Perspective / Africanisation (10) 10 10

1. TEACHING INSIGHTS PRE- Teaching Perspective (30) 30 /60

OBSERVATION ACTIVITIES) 30
Teaching Philosophy (30)
Contextual questionnaire (20) 20 /100
2. CONTEXTUAL ANALYSIS: Classrooms from different phases (20) 20
OBSERVATION ACTIVITIES) Adapting teaching and learning (20) 20
Grade or subject context (20) 20
Reflection on contextual analysis (20) 20

3. CLASSROOM A. Perspectives of teaching and learning (30) 30 /480

MANAGEMENT
OBSERVATION ACTIVITIES B. Policies (30) Stages of a lesson (30) Other Activities (30) 100
Reflection (10)

C. Lessons from experienced teachers (50x5 =250), Teacher

movement (10) 260

D. Classroom management strategies: Time tables (5) Register

(5), School funds (5)

Discipline (5), School buildings and grounds (5), assessment

(5), Learning media (5), 50

Written work (5) HIV/Aids (5) Annual teaching plan (5)

E. Inclusive education (40) 40

4. POST OBSERVATION Reflective Action (20) 20 /220

ACTIVITIES Planning your own lesson (100) 100
Report (40) Mentor Report (30) Student Report (30) 100

5. PORTFOLIO QUALITY Declaration (80) 80 130

Neatness (10) 10
Language (40) 40

Total [1000] /1000

96