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Tutorial Letter 103/0/2021 Teaching Practice For Intermediate Phase (Grades 4 - 6)
Tutorial Letter 103/0/2021 Teaching Practice For Intermediate Phase (Grades 4 - 6)
Tutorial Letter 103/0/2021 Teaching Practice For Intermediate Phase (Grades 4 - 6)
Assignment 50
Year module
Department of Curriculum and Instructional Studies
Bar code
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TABLE OF CONTENTS
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TPN2601/103
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 31 August 2021 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:
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.
Kind regards
Prof TI Mogashoa
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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!
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.
➢ 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.
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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.
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.
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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.
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).
Prof TI Mogashoa
Mobile (International): +2776 372 5084
Mobile (Local): 076 372 5084
Email: mogasti@unisa.ac.za
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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.
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).
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• 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.
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.
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.
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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.
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.
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
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2.1.4 Administration: submission and contact procedures
PLEASE READ THE INFORMATION BELOW BEFORE STARTING WITH YOUR TEACHING
PRACTICE.
2.1.4.1 Administration
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.
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 MUST BE SUBMITTED ONLINE ONLY.YOU MUST ALSO
NOT SUBMIT TO LECTURERS BY EMAIL OR FAX.
- Portfolios are examination equivalents and are not send back to students.
The contact information included in Tutorial Letter 101, section 3 will guide you to the correct person
or department for your specific queries.
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For queries of an academic nature, contact the lecturer but for placement related matters
contact the teaching practice office (contact numbers are in tutorial letters101 and 102.
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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
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,
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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.
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)
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)
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2. African communalism:
Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.
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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?
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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?
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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?
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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 or submit online.
ASSIGNMENT SECTION
PO Box 392
UNISA
0003
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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.
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.
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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.
As an aspiring teacher, please answer the following questions about teaching based on your
experience.
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5. What do you expect to learn or gain from this process of observation and teaching practice?
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4.1.3 MY TEACHING PHILOSOPHY (BELIEFS)
Write a brief teaching philosophy. Include all the aspects indicated below.
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b. What subject and age group you would like to teach and why.
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g. What learning gains you are expecting to achieve during your teaching practice.
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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.
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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.
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
2. Constructivism (what you remember and what you learnt from the incident):
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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.
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4.2 CONTEXTUAL ANALYSIS: OBSERVATION ACTIVITIES
The observation activities in this section aims to introduce you 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
• 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.
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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.
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.
Complete the following open-ended questions to the best of your ability: Please give as much
information as possible.
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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).
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What are the advantages and disadvantages to the children of the location you have
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(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 (if possible). 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.
24
4.2.3 Description of Classrooms from Different Grades
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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
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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.
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4.2.5 Different Grades or Subject Context
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Grade 5
Grade 6
Differences:
How teachers cope with their grade contexts:
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
Differences:
How teachers cope with their school contexts. (20)
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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.
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What did you observe about teachers and learners regarding principles of respect and caring?
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How will you promote these values in your own class when teaching?
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(20)
TOTAL [100]
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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
• 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.
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4.3.1 Introduction
Effective classroom management is key to support learners to learn to their full ability.
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)
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Reflection: How did the mentor(s) contribute to your practical teaching experience?
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31
4.3.2.1 The Student’s perspective
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.
Description of your qualifications (where and when did you acquire them).
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Description of any other appropriate experience/information, which has had an influence on your
teaching practice experience period (observation).
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What has been your experience of the teaching practice observations? (Both positive and negative
experiences.)
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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?
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33
Did you conduct yourself in terms of the South African Council of Educators Code of Conduct?
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(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).
a. Request the policies that are available at the school and peruse them.
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Why do you think policies are important within the school? Explain.
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What are the most appropriate policies that will guide your day-to-day classroom practices? (List the
policies)
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How do you see these policies changing your classroom practice? Motivate your answer.
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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?
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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.
35
• 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)
From: Intermediate Phase: Curriculum and Assessment Policy Statement Home Language Grade
4 to 6 – South Africa)
LANGUAGE
Content area Grade
Topic
Topic: ……………
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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?
Name at least two topics where you think these concepts could be addressed.
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Suggest a way that you would do this in your own context and teaching practice.
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(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.
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.
In the following section, we will look at the lesson structure and important aspects of each lesson as
the teacher manages it.
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
• How does the teacher indicate that the lesson has started?
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B. During the lesson:
• Does the teacher use individual work, work in pairs, group work or whole class discussion?
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• What does the teacher do to let learners know what is expected from them?
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• How does the teacher use her/his voice to manage what happens in the class?
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39
• How does the teacher deal with learners who have not finished their work?
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D. Observe learners:
• What are learners doing when they do not settle down (talking, finding equipment, playing,
etc.)?
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(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.
E. Assemblies
• Does the school have a gathering that all the teachers and learners attend together during the
week? (assembly, weekly gathering)
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• Where does this take place?
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• What is the procedure during the assembly? Who runs the assembly? Who else is involved?
What do the learners do?
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• How do the learners arrive and leave after an assembly? (In rows/In their register groups, boys
and girls separately, grades separated, etc.)
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• What safety precautions are in place at the school and how do the teachers assist?
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G. Extramural activities
Reflect on the aspects what would you do different to improve any of these aspects
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(10)
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 how you will present the lesson (method or lesson type).
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• 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.
• 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.
4.3.5.1 Introduction
Lesson Observation 1
Date: ……………………………………………
Subject: …………………………………………...
Grade: …………………………………………..
Without asking your mentor teacher, write down the aim of the lesson.
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to understand
the concepts?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
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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?
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Lesson Observation 2
Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Without asking your mentor teacher, write down the aim of the lesson.
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to understand
the concepts?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
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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?
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Lesson Observation 3
Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Without asking your mentor teacher, write down the aim of the lesson.
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to understand
the concepts?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
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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?
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Lesson Observation 4
Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Without asking your mentor teacher, write down the aim of the lesson.
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to understand
the concepts?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
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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?
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Lesson Observation 5
Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Without asking your mentor teacher, write down the aim of the lesson.
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to understand
the concepts?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
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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?
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53
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.
Reflection: What can you learn about the teacher’s movement from the diagram?
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How do you think you can go about involving learners while teaching?
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(10)
TOTAL (260)
55
4.3.7 Classroom management strategies to organize 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.
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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?
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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.
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6. If you did not experience a problem, briefly refer to a problem that might occur with a class
timetable.
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b) If no, give at least three specific reasons why such a timetable can be useful.
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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
57
Give two reasons for your answer.
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(5)
You have to attend one class where the teacher is responsible to take the register (register class).
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Make a copy of the register and provide the following particulars:
Grade: ............................................
Date: ....................................
School stamp
Note that if there is no school stamp, the assignment will be returned unmarked.
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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?
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59
6. Observe and ask the teacher how the following matters are dealt with in the class:
6.1. Absenteeism:
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6.3. Withdrawals:
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6.4. Transfers:
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(5)
3.2 Indicate why they are, or are not paying school fees. Yes No
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3.7 Do learners get receipts after paying their school fees?
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(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.
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2. Do learners, parents and guardians have a copy of the code of conduct?
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3. If yes, give a brief description of the code of conduct.
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4. Who is responsible for the administration of the school code of conduct?
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5. Do you think involving learners in formulating a school code of conduct is important or not? Give
reasons.
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6. Did you observe any learner being disciplined? Why was the learner disciplined and what kind
of action that was taken?
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61
Observe, over a period of five school days, and present the rules that are obeyed the most.
Day 1:…………………………………………………………………………………………………………..
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Day 2:…………………………………………………………………………………………………………..
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Day 4:…………………………………………………………………………………………………………..
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(5)
In one sentence, briefly comment on the following aspects of the school buildings:
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2. Condition of the school grounds:
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3. Did you see any evidence of vandalism?
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7. Write down one practical recommendation on how to improve the school buildings and grounds.
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(5)
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.
• 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.
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.
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Describe assessment task e.g. test on …., worksheet about …, research task on ….,
experiment.
• 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?
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3. Name two examples of summative assessments that you observed during your stay at the
school.
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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)?
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(5)
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.
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1. Write down some of the uses of the chalkboard/whiteboard in the class you attended.
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3. Name the electronic media that were available at the school you visited.
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(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.
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.
65
Make three comments about the control and correction of learners' written work in the class you
visited.
(1)..……………………………………………………………………………………………………………
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How is feedback given? Is it written on the board, in learners’ books, or is it given verbally?
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(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.
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Does the school have an HIV/Aids prevention programme? If so, what is the nature of the
programme?
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If not, explain in your own words how such a policy could be formulated?
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Are incidents handled in a way that would prevent the spread of HIV or keep learners and teachers
safe from being infected?
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Does the school have any form of counselling for HIV sufferers? Yes No
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?
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(5)
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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:
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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.
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2.3 Mention themes covered in the CAPS document that the teacher addressed during the lesson.
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a. Are the subject content areas in line with the subject and grade? Motivate your answer.
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(5)
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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.
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d) What poses a problem for this learner? Motivate your answer.
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e) What strategies does the teacher use to accommodate and support this learner in terms of
schoolwork?
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g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
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1. How did the teacher identify that this learner had a learning challenge?
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2. Where did he or she find information on the specific learning challenge and how to address it?
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4. How would you address the same challenge if you came across a similar situation
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Enhance children's health and well-being
As a teacher, you are accountable for promoting or enhancing learners' health and wellbeing.
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a) Was there any evidence in the classroom that learners' health was being promoted? …...........
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b) Are the classrooms/schools clean and safe? Are there adequate water and sanitation facilities?
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c) Provide the evidence to show that written policies and regular practices that promote good health
were implemented.
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d) How is health education and life skills integrated in the curriculum and in the teaching-learning
activities?
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e) How are children kept safe and protected from harm and abuse?
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g) Provide evidence to show that physical or mental punishment was/was not used against
learners.
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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).
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(20)
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.
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b) Explain how teachers and parents work together to help children learn better in school and at
home.
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c) Explain how teachers and parents together care about the children's health, nutrition and safety
– also on the way to and from school.
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d) Explain how parents and community members are invited for school-community project activities.
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e) Explain how parents and community members are educated about inclusivity.
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f) Explain how the school involves community members in learners' safety when traveling to and
from school.
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g) How does the school address issues related to safety, violence and abuse?
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(20)
BE REFLECTIVE
a) How might your own culture-bound assumptions influence your interactions with learners?
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b) How might the backgrounds and experiences of your learners influence their motivation,
engagement, and learning in your classroom?
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c) How can you modify course materials, activities, assignments, and/or exams to be more
accessible to all?
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d) What experience have you gained during your five-week teaching observation?
Good experiences:
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Bad experiences:
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(20)
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.
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: ________________________________________________________________
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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.
_______________________________________________________
Learning outcomes/objectives/aims
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.
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Introduction of new content:
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.
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.
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
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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.
• 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).
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Expanded opportunities: (What kind of enrichment is provided for gifted learners? What kind
of remediation is provided for learners requiring additional support?)
(100)
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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.
• 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:
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This changed my philosophy
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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
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(40)
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6 DECLARATION FORM
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
Signature …………………………………………………
DECLARATION BY MENTOR/TEACHER
Signature ………………………………………….
SCHOOL STAMP
Signature …………………………………………
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THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
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7 MENTOR REPORT
BY TITLE: .........
SURNAME: ...............................................
NAME: ...............................................
CELLPHONE: ................................................................
E-MAIL: ................................................................
Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
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Was the level of subject knowledge of the student sufficient for the presentation of lessons?
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Did the student use your suggestions and recommendations to improve her/his work?
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Did the student prepare properly when she/he had to present lessons?
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Did the student complete her/his portfolio during the practical teaching period? YES/NO
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Aspects on which student still has to improve to be ready to enter education as a beginner teacher:
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(30)
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8 STUDENT REPORT
School: ………………………………………………………………………………………………………..
Address: .............................................................................................................................................
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We hereby comment briefly on the following aspects of his/her stay at the school:
Personal appearance:
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Eagerness to learn:
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A final word:
Date: …………………………………………….
Date: ……………………………………………..
(30)
THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
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9 BIBLIOGRAPHY/REFERENCES
Higgs. P. 2003. African philosophy and the transformation of educational discourse in South Africa
(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)
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STUDENT’S EVALUATION FORM FOR THE TEACHING PRACTICE MODULE
We value your feedback. To enable us to improve on students’ first teaching practice experience
please fill in the information.
Guidelines and
information
Placement
The portfolio
Communication
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Your lecturer/s
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PORTFOLIO ASSESSMENT GRID FOR TPN2601 (Guidelines for markers)
CRITERIA : Lecturer
mark
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