Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10-12)

TPS2601/103/0/2022
Tutorial Letter 103/0/2022
TPS2601
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades
10–12)
Assignment 50.
PORTFOLIO TEMPLATE
Year module
Department of Curriculum and instructional studie s
CONTENTS
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING PRACTICE
ACTIVITIES........................................................................................................................ 2
1.1 Introduction............................................................................................................................ 4
1.2 An African philosophy of education....................................................................................... 4
1.3 MY TEACHING PERSPECTIVE.................................................................................................... 10
1.4 MY TEACHING PHILOSOPHY (BELIEFS).......................................................................... 12
1.5 TEACHING PHILOSOPHY IN CONTEXT............................................................................ 13
2SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: ..................................................... 14

2.1 Contextual analysis ....................................................................................................................... 15
2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES.............................................. 16
2.3 REFLECTION ACTIVITY:.............................................................................................................. 16
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3. Classroom management observation activities...................................................................... 19
3.1 School policies................................................................................................................................ 19
3.2 Observing a mentor teacher: Six (6) lesson plans.......................................................................... 21
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING......................................... 51
5. INCLUSIVITY......................................................................................................................... 57
6. CLASSROOM EVIDENCE......................................................................................................... 64
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM......................64
8. COVID 19 COMPLIANCE.......................................................................................................... 71
9. SELF-REFLECTION................................................................................................................. 73
10.PLANNING YOUR LESSON..................................................................................................... 74
11. POST-OBSERVATION REFLECTION ACTIVITY.................................................................. 81
12DECLARATION FORM.............................................................................................................. 85
13MENTOR REPORT.................................................................................................................... 87
14. STUDENT REPORT................................................................................................................. 89
19 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL..................................... 101
20BIBLIOGRAPHY/REFERENCES............................................................................................. 102
21 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:..................103
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE

TEACHING PRACTICE ACTIVITIES
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? …………………………………

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Or is this your first teaching experience? ..........................................
Description of your qualifications (where and when did you acquire them?).
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How do you manage your studies? (Whether you are employed full-time or not).
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1.1 Introduction
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, 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.
1.2 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
1.2.1 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
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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.

African communalism:
Community and belonging to a community are 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

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 plays a very important role in
transferring the African philosophy of life. The values of caring, sharing and dignity are
important. Letseka (2000) 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 person 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?
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
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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?
Indigenous Knowledge (IKS)
A complex set of activities, values, beliefs and practices that 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 wisdom of others
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 topillars of wisdom in integrating indigenous knowledge – tolerance, social justice,
etc. Lave & Wenger – situated learning, Ubuntu values such as respect, ways of learning –
Letseka.
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
1.2.2 Discuss the following concepts: Decolonisation, African communalism,

Africanisation, and Indigenous Knowledge (IKS). Explain how an African
Philosophy influences your teaching context and provide examples (20).
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______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 your assignments online.
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The Senior/FET Phase teaching practice activities are scheduled under the following
aspects:
Teaching insights (Pre-observation activities)
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1.3 MY TEACHING PERSPECTIVE

a)The meaning of teaching
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b) What does teaching involve?
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c) My role as a teacher
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d) The meaning of learning
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e) What does learning involve?
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(30)
1.4 MY TEACHING PHILOSOPHY (BELIEFS)
a. What motivated you to be a teacher?
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b. Which subject/s of specialization did you choose and why?
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c. How do you believe learners learn best?
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d. Do you believe that teaching is a vital profession? Why?
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1.5 TEACHING PHILOSOPHY IN CONTEXT
Introduction
Read the definitions on Africanisation, and Ubuntu that are mentioned in the introduction to this
portfolio.
a) 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.
Read paragraph 2.4 in chapter 2 of “Teaching practice, perspectives and frameworks”(Taole,

2015).
The aspect of situated learning and constructivism is explained. This is very relevant to your
teaching practice and your own teaching perspective. When you learn about teaching in the school
you 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.
b) Give one example and description from your own school experience regarding
 Situated learning (incident in the school or classroom):
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 Constructivism (what you remember and what you learnt from the incident):
d) …………………………………………………………………………………………………………
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e) (15)
f) TOTAL= [80]
2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:

g)
h) OBSERVATION GUIDE
i)
j) 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 about analysing teaching and
learning contexts and how teachers adapt teaching and learning to the needs of the
learners.
k)
2.1 Contextual analysis
l)
m) 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
n) 2.1.1 Description of the school context
o) Complete the following table
p) Name of the school: q)
r) Physical Address s)
t) Emis number: u)
v) Name of the Principal: w)
x) Quintile: y)
z) Learner enrolment: aa)
ab)Location of the school: (urban, semi- ac)

urban, informal settlement, township, farm
school, rural)
ad)Mode of transport: ae)
af) National School Nutrition Programme ag)

(NSNP) Provided:
ah)Write down the vision of the school ai)
aj) (20)
ak)
al) 2.1.2 Attach an organogram of the school (Annexure A)
am)
(10)
an)
ao)
ap)
aq)VERY IMPORTANT: You are required to spend one full day with a class of your choice with
a different context to the one with which you have been placed. You can go to any of the
grades in the Senior/FET Phase. The following activity will enable you to reflect on the
differences between the two phases and explain how teachers cope with those differences.
Use the different phase context form provided below.
2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES

ar) Observe classrooms from the FET and Senior Phase
as) Make notes on the following aspects in each classroom:
at) Aspects au)Senior Phase av) FET Phase
aw) Number of ax) ay)

learners
az) Classroom setup ba) bb)
bc) Any evidence of bd) be)

Africanisation
bf) Any evidence of bg) bh)

decolonisation
bi) Evidence of the use of bj) bk)

indigenous knowledge
bl) (2
0)
bm)
bn)VERY IMPORTANT: Spend one full day with a different phase from the one you are
studying to teach. You can go to any grades in the Senior/FET Phase. Use the different
school-context form below to reflect on differences between phases and explain how
teachers cope with those differences.
bo)
2.3 REFLECTION ACTIVITY:

bp)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. Write a
short paragraph and include the three aspects listed here.
bq)a) What is the importance of being context conscious?
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bt)
bu)b) How is the relationship between learners and teachers in the classrooms? (respect,
care, support)
bv) …………………………………………………………………………………………………………
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bw) Name values that you observed in the classroom when teaching?
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by) Why do you think are the contributing factors to the values in the classroom you observed?
bz) …………………………………………………………………………………………………………
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ca) (20)
cb) TOTAL= 70
cc)
3. Classroom management observation
activities
cd)
3.1 School policies

ce) 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.
cf) You have to use the template provided when doing the observation and attach
artefacts (proof of what you have observed).
cg) (a) Mention (4) Policies that you think are important in managing the classroom
ch) ____________________________________________________________________
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ci) ____________________________________________________________________
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cj) ____________________________________________________________________
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ck) b) What is the difference between classroom policy and subject policy?
cl) ____________________________________________________________________
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cm) _______________________________________________________________
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cn) ____________________________________________________________________
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co)
c) List policies that are used in subject teaching
cp) ____________________________________________________________________
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cq) ____________________________________________________________________
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cr) ____________________________________________________________________
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cs)
ct)
d) Why do you think policies are important within the school? Explain.
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cv)
e) 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 those policies
and explain their importance(reflection). Why are they relevant in this context?
cw) ……………………………………………………………………………………………………
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f) Which policies cater for learners with learning barriers/special educational needs?
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cy) (30)
cz)
da)
3.2 Observing a mentor teacher: Six (6) lesson plans

db)
dc) Observation means that you have to be actively involved in the process. You do not
just sit and watch. You need to write 3 lesson plans from the Senior phase and 3 from
the FET Phase with the help from your mentor.
dd) In the SENIOR Phase, make sure that you observe FIVE lessons from one
subject listed on the following list:
de)
df) Social sciences, Economic and Management Sciences, Natural sciences,
Creative Arts, Language, Maths, Life Orientation
dg) In the FET Phase, make sure that you observe FIVE lessons from one subject
listed on the following list:
dh)
di) Languages, Geography, History, Mathematics, Mathematical Literacy,

Tourism, Accounting, Economics, Business Studies, Physical Sciences, CAT,
Consumer Studies, Life Sciences, Music, Life Orientation, Engineering and Graphic
Design and any other subject that is offered at your school.
dj)
dk) To guide you about important considerations when doing observation read the
following important aspects of planning a lesson.
 What are your learning objectives/outcomes?
 Where the lesson fits into the curriculum
 What content will be attended to in the lesson.
 How you will present the lesson (method or lesson type).
 What you will use to present the lesson (aids and materials).
 What must be prepared to be able to facilitate the lesson.
 What your contribution and that of learners will be during the lesson.
 If learners understand the new content, skills and values.
 How you are going to give learners the opportunity to apply or demonstrate the
new content, skills and values.
dl)
dm)
dn)LESSONS OBSERVED
do)
dp)Lesson Observation 1
dq)Date: …………………………………………….
dr) Subject: …………………………………………….
ds) Grade: …………………………………………….
dt) Number of learners in class: …………………………..
du)Lesson topic: …………………………………………….
dv)
dw) Without asking your mentor/teacher, write down the aim of the lesson:
dx) ……………………………………………………………………………………………………
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dy)
dz) How did the teacher introduce the lesson?
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eb)
ec) What were the specific activities the learners were involved in during the entire
lesson?
ed)……………………………………………………………………………………………………
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ee)
ef) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
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ei)
ej) What other learning activities could the learners have been involved in to assist them
to understand the concepts?
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el)
em) What preparation did the teacher have to do for this lesson?
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eo)
ep)Write down the questions the teacher asked the class during the lesson.
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er)
es) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
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eu)
ev)
ew) Can you think of other resources that would assist learners in understanding
the concepts in the lesson?
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ey) ……………………………………………………………………………………………………
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ez) Were there any disruptive incidents during the lesson?
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fb)
fc) 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?
fd) ……………………………………………………………………………………………………
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fe) Attach the following documents as evidence of the lesson you observed:
 The lesson plan (5)
 A copy or photo of the learning material used
 A copy of the assessment activity TOTAL: (25)

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ff) Lesson Observation 2
fg) Date: …………………………………………….
fh) Subject: …………………………………………….
fi) Grade: …………………………………………….
fj) Number of learners in class: ……….…………………..
fk) Lesson topic:

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fl)
fm)Without asking your mentor/teacher, write down the aim of the lesson:
fn) ……………………………………………………………………………………………………
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fo)
fp) How did the teacher introduce the lesson?
fq) ……………………………………………………………………………………………………
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fr)
fs) What were the specific activities the learners were involved in during the entire
lesson?
ft) ……………………………………………………………………………………………………
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fu)
fv) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
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fx)
fy) What other learning activities could the learners have been involved in to assist them
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ga)What preparation did the teacher have to do for this lesson?
gb)……………………………………………………………………………………………………
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gc) Write down the questions the teacher asked the class during the lesson.
gd)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ge)
gf) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
gg)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
gh)
gi) Can you think of other resources that would assist learners in understanding the
concepts in the lesson?
gj) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………..
gk)
gl) Were there any disruptive incidents during the lesson?

TPS2601/103
gm) ……………………………………………………………………………………………
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……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
TPS2601/103
gn)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?
go).........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
............................................
gp)
gq)Attach the following documents as evidence of the lesson you observed.
 The lesson plan
 A copy of the assessment activity TOTAL: (25)
gr)
TPS2601/103
gs) Lesson Observation 3
gt)
gu)Date: …………………………………………….
gv) Subject: …………………………………………….
gw) Grade: …………………………………………….
gx) Number of learners in class: ……….…………………..
gy) Lesson topic:

…………………………………………………………………………………………..
gz) Without asking your mentor/teacher, write down the aim of the lesson:
ha)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
hb)
hc) How did the teacher introduce the lesson?
hd)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
he)
hf) What were the specific activities the learners were involved in during the entire
lesson?
hg)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
hh)
hi) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
hj) .........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
............................................
TPS2601/103
hk)
hl) What other learning activities could the learners have been involved in to assist them
hm) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
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hn)
ho)What preparation did the teacher have to do for this lesson?
hp)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
hq)
hr) Write down the questions the teacher asked the class during the lesson.
hs) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ht)
hu)What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
hv) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
hw)
hx) Can you think of other resources that would assist learners in understanding the
hy) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
TPS2601/103
hz)
ia) Were there any disruptive incidents during the lesson?
ib) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ic) How did the teacher deal with them? Alternatively, if there were no incidents, what did
id) …………………………………………………………………………………………………....
.........................................................................................................................................
.........................................................................................................................................
.................................
ie)
if) Attach the following documents as evidence of the lesson you observed.
 The lesson plan
 A copy of the assessment activity TOTAL:(25)
ig)
TPS2601/103
ih) Lesson Observation 4
ii) Date: …………………………………………….
ij) Subject: …………………………………………….
ik) Grade: …………………………………………….
il) Number of learners in class: ……….…………………..
im) Lesson topic:

……………………………………………………………………………………………
in)
io) Without asking your mentor/teacher, write down the aim of the lesson:
ip) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
iq)
ir) How did the teacher introduce the lesson?
is) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
it)
iu) What were the specific activities the learners were involved in during the entire
lesson?
iv) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
iw)
ix) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
iy) .........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
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.........................................................................................................................................
............................................
TPS2601/103
iz)
ja) What other learning activities could the learners have been involved in to assist them
jb) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
jc)
jd) What preparation did the teacher have to do for this lesson?
je) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
jf)
jg) Write down the questions the teacher asked the class during the lesson.
jh) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
ji)
jj) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
jk) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………...
jl)
jm) Can you think of other resources that would assist learners in understanding the
jn) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
TPS2601/103
……………………………………………………………………………………………………
………………………………
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jo)
jp) Were there any disruptive incidents during the lesson?
jq) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
jr) How did the teacher deal with them? Alternatively, if there were no incidents, what did
js) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………
jt)
ju) Attach the following documents as evidence of the lesson you observed.
 The lesson plan
jv)
TPS2601/103
jw) Lesson Observation 5
jx)
jy) Date: …………………………………………….
jz) Subject: …………………………………………….
ka) Grade: …………………………………………….
kb) Number of learners in class: ……….…………………..
kc) Lesson topic:

……………………………………………………………………………………………
kd)
ke) Without asking your mentor/teacher, write down the aim of the lesson:
kf) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
kg)
kh) How did the teacher introduce the lesson?
ki) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
kj)
kk) What were the specific activities the learners were involved in during the entire
lesson?
kl) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
km)
kn) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
ko) .........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
TPS2601/103
.........................................................................................................................................
............................................
kp)
TPS2601/103
kq) What other learning activities could the learners have been involved in to assist them
kr) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ks)
kt) What preparation did the teacher have to do for this lesson?
ku) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
kv)
kw)Write down the questions the teacher asked the class during the lesson.
kx) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ky)
kz) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
la) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
lb)
lc) Can you think of other resources that would assist learners in understanding the
ld) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
TPS2601/103
le)
lf) Were there any disruptive incidents during the lesson?
lg) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
lh)
li) How did the teacher deal with them? Alternatively, if there were no incidents, what did
lj) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
lk)
ll) Attach the following documents as evidence of the lesson you observed.
lm) The lesson plan
ln)
TPS2601/103
lo) Lesson Observation 6
lp)
lq) Date: …………………………………………….
lr) Subject: …………………………………………….
ls) Grade: …………………………………………….
lt) Number of learners in class: ……….…………………..
lu) Lesson topic:

……………………………………………………………………………………………
lv)
lw) Without asking your mentor/teacher, write down the aim of the lesson:
lx) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ly)
lz) How did the teacher introduce the lesson?
ma) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
mb)
mc) What were the specific activities the learners were involved in during the entire
lesson?
md) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
me)
mf)Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
mg) ..............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
TPS2601/103
.........................................................................................................................................
.......................................................
mh)
TPS2601/103
mi)
mj) What other learning activities could the learners have been involved in to assist them
mk) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
ml)
mm) What preparation did the teacher have to do for this lesson?
mn) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
mo)
mp) Write down the questions the teacher asked the class during the lesson.
mq) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
mr)
ms) What learning and teaching support materials (LTSMs) did the teacher use
during the lesson?
mt)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
mu)
mv) Can you think of other resources that would assist learners in understanding
the concepts in the lesson?
mw) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
TPS2601/103
mx)
my) Were there any disruptive incidents during the lesson?
mz) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………
na)
nb)How did the teacher deal with them? Alternatively, if there were no incidents, what did
nc) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
nd)
ne)Attach the following documents as evidence of the lesson you observed.
nf) The lesson plan
 A copy of the assessment activity
ng)
TOTAL: (25)
nh)How did the teacher introduce the lesson?
ni) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………… Reflection on the six (6) lesson plans
nj) 3.2.1.1. SENIOR PHASE (GRADE 7 TO 9)
nk) After you have observed your mentor teacher, respond and comment on the following
aspects.
a) Learning space
nl) nm)YES nn) NO

no) Learning and teaching occur in a very organized manner. np) nq)
nr)
ns) Furniture in classroom well organized nt) nu)
TPS2601/103
nv)
nw) nx) ny)
nz)
b) Learning Involvement oa) ob)
oc) od) YES oe)NO
of)
og) oh) oi)
oj)
ok) ol) om)
on)
oo) op) oq)
or)
os) ot) ou)
ov)
c) Discipline
ow) ox) YES oy) NO
oz) pa) pb)
pc) pd) pe)
pf) pg) ph)
pi) pj) pk)
pl) pm) pn)
d) Diversity
po) pp) YES pq) NO
pr) ps) pt)
pu) pv) pw)
px) py) pz)
qa) qb) qc)
e) Knowledge
qd) qe) YES qf) NO
qg) qh) qi)
qj) qk) ql)
qm) qn) qo)
qp) qq) qr)
f) Subject
qs) qt) YES qu) NO
qv) qw) qx)
qy)
qz) ra) rb)
rc)
rd) re) rf)
rg)
rh) ri) rj)
rk)
rl) rm) rn)
ro) rp) rq)
rr) rs) rt)
ru)
g) Skills
rv) rw) rx)
ry) rz) sa)

TPS2601/103
sb) sc) sd)
se) sf) sg)
sh) si) sj)
sk)
sl) sm) sn)
so) sp) sq)
sr) ss) st)
su) sv) sw)
sx) sy) sz)
ta) tb) tc)
td) te) tf)
tg) th) ti)
tj) tk) tl)
tm)
tn) 3.2.1.2 FET PHASE (GRADE 10-12)
to) After you have observed your mentor teacher, respond and comment on the following
aspects.
tp)
tq) a)Learning Space

tr) ts) YES/NO tt) COM
MEN
T
tu) Learning and teaching occur in a very tv) tw)
organized manner.
tx) Furniture in classroom well organized ty) tz)
and there is less evidence of graffiti
and littering
ua) ub) uc)
ud)
ue)b)Learner Involvement
uf) ug)YES/ uh)COM
NO MME
NT
ui) Learners are lively and participate contribute to uj) uk)
knowledge creation.
ul) Lessons constructed to allow for meaningful engagement um) un)
and learners are encouraged to communicate freely
uo) up) uq)
ur)
us) c)Discipline
ut) uu)YES/ uv) COM
NO MEN
T
TPS2601/103
uw) Educator is proactive in an approach to discipline ux) uy)
uz) Educator empowers the learners to become self-discipline va) vb)
vc)
vd) d)Diversity
ve) vf) YES / vg) COM
NO MEN
T
vh) Educator establishes a good relationship with learners vi) vj)
and enjoy their confidence.
vk)
vl) e)Knowledge of subject
vm) vn) YES/ vo) COM
NO MEN
T
vp) Educator set demanding tasks for the learners vq) vr)
vs) Allows meaningful interaction in the classroom and vt) vu)
provides alternative ideas and sources in the lesson
vv) vw) vx)
vy)
vz) f)Skills
wa) wb) Y wc)COM
ES MEN
/NO T
wd) Educator adapt at varying teaching modalities we) wf)
wg) Uses various tasks to keep learners interested and wh) wi)
educator skilful engages learners in a learning process
wj) wk) wl)
wm)
wn) g)Goal Setting
wo) wp) Y wq)
ES/NO COMME
NT
wr) Lessons are creatively linked to other sections of work ws) wt)
wu) Goals are generated as evidence in year plans wv) ww)
wx) wy) wz)

xa)
xb) xc) YES/ xd) COM
NO MEN
T
xe) Good time management xf) xg)
xh) Lesson provide adequate opportunities and it was a xi) xj)
logical, coherent and meaningful lesson
xk) xl) xm)
xn) h) Planning
xo)
xp) i)Presentation
xq)
xr) xs) YES/ xt) COM
NO MEN
T
xu) Educator carefully select learning xv) xw)
TPS2601/103
xx) Lessons presented in an exceptional way xy) xz)
ya) yb) yc)
yd)
ye) j) Recording
yf) yg) YES/ yh) COM
NO MEN
T
yi) Records are kept in resource file yj) yk)
yl) Learner assessment records are meticulously maintained ym) yn)
and records are updated regularly
yo) yp) yq)
yr)
ys) k) Management of learning programmes
yt) yu) YES/ yv) COM
NO MEN
T
yw)Good management of time yx) yy)
yz) Create expanded opportunities for learners and educator za) zb)
foster an inclusive approach to lessons
zc) zd) ze)
zf)
zg) l)Feedback to learners
zh) zi) YES/ zj) COM
NO MEN
T
zk) Feedback is positive and encouraging zl) zm)
zn) Regular feedback is given and assessment task are zo) zp)
marked timeously and returned to learners
zq) zr) zs)
zt)
zu) m)Knowledge of assessment techniques
zv) zw)YES/ zx) COM
NO MEN
T
zy) Abilities to use different assessment techniques zz) aaa)
aab) Educator has an in depth understanding of aac) aad)

assessment techniques
aae)
aaf)
aag) n)Application of techniques

aah) aai) Y aaj)
ES/NO COMME
NT
aak) Educator uses assessment positively to motivate aal) aam)
learners
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aan) Educator is able to reflect on the application of aao) aap)
assessment techniques
aaq)
aar) o)Record keeping
aas) aat) aau)
YES/ COMME
NO NT
aav) Records are neatly maintained aaw) aax)
aay) Test files, are kept and all assessment activities aaz) aba)
have marking guides
abb) abc) abd)
abe)
abf) Extracted from IQMS Document) Performance standards 1-4)
(30)
abg) Total=502
abh)
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING

abi)
abj) 4.1 Assessment
abk)
abl) It is necessary that you closely observe how assessment happens in practice.
You will learn more about this in the “Teacher as Assessor” module.
abm) To gain an understanding of what is required when planning assessments, 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.
abn) 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.
Name the type of assessment that was used after the lesson presentation
abo)
(Formal or Informal) ____________ (1)
abp) b) Explain the difference between the formative and summative

assessment
abq) _______________________________________________________________
_
TPS2601/103
abr) _________________________________________________________________
(2)
abs) c) What assessment tools were used to assess, e.g. memoranda, rubrics,
checklists?).
abt) ________________________________________
(1)
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abu)
abv) d) Name two examples of summative assessments that you observed

during your stay at the school.
abw) ……………………………………………………………………………………………
……………………………………………………………………………………………………
………………………(2)
abx)
(6)
aby)
abz) 4.2 Learning media
aca) Teaching aids and learning materials
acb) 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.
a) Write down some of the uses of the chalkboard/whiteboard in the class you
attended.
acc) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
acd) (3)
ace)
b) Write down the main advantages of the use of pictures.
acf) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………(2)
c) Name the electronic media that were available at the school you visited.
acg) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………(2)
d) What learning media is not available at school that you think is very important in
teaching and learning
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ach) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………(2
aci)
(9)
acj)
ack) 4.3 Control of written work
acl)
acm) 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.
a) Make three comments about the control and correction of learners' written work in the
class you visited.
acn) ..
……………………………………………………………………………………………………
…
……………………………………………………………………………………………………
………
……………………………………………………………………………………………………
………
……………………………………………………………………………………………………
………
aco) ..
……………………………………………………………………………………………………
…
……………………………………………………………………………………………………
………
……………………………………………………………………………………………………
………
……………………………………………………………………………………………………
………
acp) .
……………………………………………………………………………………………………
…
……………………………………………………………………………………………………
………
……………………………………………………………………………………………………
………
acq) (3)
acr) b) How is feedback given? Is it written on the board, in learners’ books, or

is it given verbally?
acs) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
…….
act) (3)
acu) c) Who provides feedback? Is it the learners or the teacher?
acv) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………
acw) (1)
acx)
acy) d) How many times do learners receive feedback?
acz) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………
ada) (1)
adb)
adc) e) How effective is the feedback that learners receive?
add) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
……(2)
ade)
(10)
adf)
TOTAL=25
adg)
5. INCLUSIVITY
adh)
adi) The learners in your class will come from diverse backgrounds and have unique
needs.
adj) Part of being context conscious is the awareness of learners' needs and the ability to
provide a learning environment that enables learning for all.
adk) Read chapter 10 of ‘Becoming a Teacher” to learn more about approaches and
practical aspects of inclusive education.
adl) 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.
adm) With the help of your mentor or the teacher, identify a learner that has a
specific learning challenge. You are not allowed to mention the learner’s name. Only
give the learner’s age and grade.
adn) _______________________________________
(2)
ado) 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.
adp) ……………………………………………………………………………………………
……………………………………………………………………………………………………
………………………(2)
adq)
adr)
b) Describe how this influences the learner’s schoolwork.

ads) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………(2)
adt)
c) What is good about her/his functioning in class?
adu) ……………………………………………………………………………………………
……………………………………………………………………………………………………
………………………
adv) (1)
adw)
d) What poses a problem for this learner? Motivate your answer.
adx) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………
ady) (2)
adz)
e) What strategies does the teacher use to accommodate and support this learner in terms
of schoolwork?
aea) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………
aeb) (2)
aec)
f) What strategies are followed to support the learner informally?
aed) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………
aee) (2)
aef)
g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
aeg) ……………………………………………………………………………………………
………………
……………………………………………………………………………………………………
………
aeh) (2)
aei)
aej) Discuss the following with your mentor:
aek) h). How did the teacher identify that this learner had a learning challenge?
ael) .........................................................................................................................................
....................................................................................................................................................
...........
aem) (2)
TPS2601/103
aen)
i. Where did he or she find information on the specific learning challenge and how to
address it?
aeo) ..............................................................................................................................
.........................................................................................................................................
.................................
aep) (2)
aeq)
j. What would have supported the teacher to address this successfully?
aer) ..............................................................................................................................
.........................................................................................................................................
.................................
aes) (2)
aet)
k. How would you address the same challenge if you came across a similar situation?
aeu) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………….
aev) (2)
aew)
l. Was there any evidence in the classroom that learners’ health was being promoted?
aex) Provide a supporting statement for your answer.
aey) ……………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………(2)
aez)
m. Are the classrooms/schools clean and safe? Are there adequate water and sanitation
facilities?
afa) Provide a supporting statement for your answer.
afb) ……………………………………………………………………...
……………………………………………………………………………………………………
…………………………………………(2)
TPS2601/103
afc)
n. Provide the evidence to show that written policies and regular practices that promote
good health were implemented.
afd) .........................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
.......(2)
afe)
o. How is the health education and life skills integrated in the curriculum and in the
teaching-learning activities?
aff) ……………………………………………………………………………………………………
………………….
………………………………………………………………………………………………(2)
afg)
p. How are children kept safe and protected from harm and abuse?
afh) ……………………………………………………………………………………………………
…………………..........
………………………………………………………………………………………(2)
afi)
q. How are children encouraged to care for each other?
afj) ……………………………………………………………………………………………………
…………………….......
………………………………………………………………………………………(2)
afk)
r. Provide the evidence to show that physical or mental punishment was/was not used
against learners.
afl) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
……(2)
afm)
s. Provide the evidence to show that there were or were no clear guidelines for conduct
between teachers and learners and among learners themselves (and that bullying is not
allowed).
afn) ……………………………………………………………………………………………
……………(3)
afo)
TPS2601/103
afp)
TOTAL=40
TPS2601/103
afq)
6. CLASSROOM EVIDENCE
afr)
afs) 6.1 Attach the picture/photo of the classroom with learners seated and your
mentor and yourself.
aft)(10)
afu) 6.2 Learner involvement (How do you think you can go about involving
learners while teaching?)
afv) ..............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
........................................................................................
afw) (10)
afx)
TOTAL=20
afy)
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM

afz)
aga) Answer the questions to describe how each aspect influences the teaching and
learning context where you are doing observation.
agb)
7.1 Timetable
agc)
a) List two advantages of using a school timetable from your own experience.
agd)
age) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………....……..............
…………………………………………………………….............. (2)
TPS2601/103
b) Does the teacher have his or her own
timetable? ........................................................................................................................
............(1)
c) Do learners have their personal timetables?
agf) ..............................................................................................................................
.......(1)
TPS2601/103
d) Do teachers follow the school timetable at the school you are visiting?
agg) If not, what are their reasons
agh) _______________________________________________________________
____ (2)
agi)
e) 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.
agj) ……………………………………………………………………………………………
…………………..
…………………………………………………………………………………………………….
………………..
………………………………………………………………………………………….
………………………..
………………………………………………………………………………….
…………...........................................................................................................................
.......……
agk) (2)
agl)
f) Have you seen a period register in the school?
agm) …………………………………………………………………………………………....
.............. (1)
g) Who is responsible for controlling it and how?
agn) ..............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
............................................
ago) (2)
h) What is the purpose of the period register in a classroom
agp) ..............................................................................................................................
.........................................................................................................................................
.................................
agq) (2)
agr) 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)
ags agt)
TPS2601/103
Ye
No
s
i) Is the school timetable at the school you are visiting functional?
agu)
agv) Give two reasons for your answer
agw) .
……………………………………………………………………………………………………
…..(2)
agx)
(15)
agy)
agz) 7.2 Attendance Register
aha) 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.
ahb) You have to attend one class where the teacher is responsible to take the
register (register class). Registers are then consolidated every Friday by a School
Admin Assistant. Attach summary of learner attendance of the class you observed for
a week and answer the following
a) What time is the attendance register marked?
ahc) _____________________________
(1)
ahd)
b) Is it marked regularly?
ahe) _________________________________
(1)
ahf)
c) Is the information from the register collated and used for purposes such as promotion,
merits or demerits?
ahg) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………(3)
ahh) (5)
ahi)
ahj)
ahk) 7.3 Discipline
ahl) The teacher must also know how to implement the correct approach to
discipline in a specific context in her/his classroom.
ahm) Read the relevant chapter in “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.
ahn)
a) What is the purpose of the learner’s code of conduct?
aho) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
…........
ahp) (2)
b) Do you think is a very important policy in a school and why?
ahq) ……………………………………………………………………………………………………
…………………………………………………………………………................................................
..........
ahr) (2)
c) Do you think involving learners in formulating a school code of conduct is important or

not? Give reasons.
ahs) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………..........
aht) (2)
ahu)
d) Did you observe any learner being disciplined? Mention the (3) offences and its
corrective measures
ahv) ……………………………………………………………………………………………
……………………………………………………………………………………………………
………………………
ahw) ..............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
........................................................................(4)
ahx)
(15)
ahy)
TOTAL=30
ahz)
8. COVID 19 COMPLIANCE
aia) Extracted from DBE Monitoring tool 2020
aib) ai aid) aie) COMMENT

c)
aif) 1.Temperature Test Kits have been ai aih) aii)

made available g) NO
Y
aij) 2. PPE Packages have been made ai ail) N aim)

available for all learners k) O
Y
ain) 3. There is adequate water ai aip) aiq)

supply o) NO
Y
air)4.There is anti-bacterial hand soaps and ai ait) N aiu)

paper towels in strategic positions in the s) O
schools Y
aiv) 5 There is a plan available and ai aix) aiy)

key personnel identified to conduct w) NO
screening for every teacher, learner and Y
visitor entering the school
aiz) 6There is a plan to enforce the aj ajb) ajc)

sanitisation of hands at the gate for a) NO
teachers, learners and visitors entering Y
the school premises and insist on the
wearing of masks
ajd) 7 The school is able to clean and aj ajf) N ajg)
disinfect classrooms and ablution blocks e) O
at least twice daily Y
ajh) 8 Is there a monitoring aji ajk) ajm)

programme during breaks to prevent ) NO ajn)
learners from congregating Y ajl)
ajj
)
ajo) 9.There is cooperation between aj ajr)N ajt)
teachers and learners in dealing with p) O aju)
COVID 19. Y ajs)
aj
q)
ajv) 10.Lear ajw) YES ajy) NO aka)

ners are well ajz) akb)
informed about ajx)
COVID 19
procedures.
akc)
akd)
TOTAL=20
ake)
akf)
9. SELF-REFLECTION
akg)
akh) Ask yourself the following:
aki)
a. How might your own culture-bound assumptions influence your interactions with
learners?
akj) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
akk)
akl) b. How might the backgrounds and experiences of your learners influence their
motivation, engagement, and learning in your classroom?
akm) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
akn)
ako) c. How can you modify course materials, activities, assignments, and/or exams to
be more accessible to all?
akp)
akq) ……………………………………………………………………………………………………
………
akr) ……………………………………………………………………………………………………
………
aks)
akt) d. What experiences have you gained during your 5-week teaching observation?
 Good experiences:
aku)
akv) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
akw)
 Bad experiences:
akx) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
aky) TOTAL= (10)
akz)
ala)
10. PLANNING YOUR LESSON

alb)
alc) 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.
ald) Red 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.
ale) There are numerous types of lessons, each requiring unique planning, method
of presentation and learning material. A lesson must be carefully planned 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.
alf)
alg)
alh) Localisation details is important. It provides information regarding the specific context in which
the lesson is taking place and guides the planning for a specific goal.
ali)
alj) TEACHER NAME:
alk)
all) School:
__________________________________________________________________
alm) Subject:
_________________________________________________________________
aln) Theme:
__________________________________________________________________
alo) Grade:
___________________________________________________________________
alp) Duration/Time:
____________________________________________________________
alq) Topic (specific):
alr) 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 2022according to CAPS. Use this document and plan your lesson according to the
CAPS document.
als) _______________________________________________________
alt) al
w)
alu) Mention resources to be used (LTSM)
al
alv) (Read chapter 4 of “Help I am a student teacher” for information about learning media") x)
aly) a
m
alz) Learning outcomes/objectives/aims d)
ama) (Read chapter 4 of “Help I am a student teacher)
a
amb) m
e)
amc)
a
mf
)
a
m
g)
amh)
ami)
amj)
amk) Teaching methods, learning activities and assessment

aml) (Read chapter 3of “Help I am a student teacher”)
amm)
amn)
amo)
amp) Lesson opening/introduction:
amq) 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 soon. Try to focus the learners' attention
on the theme by recall of existing knowledge, surprising the mor 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.
amr)
ams)
amt)
amu)
amv) Introduction of new content:
amw) The main part of the lesson/new knowledge/skills and values/learning opportunities
amx) 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:
amy) 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.
amz) Practical lesson: This type of lesson requires the learners to undertake some or other kind
of practical activity.
ana) 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 activityinvolvingbothclassandteacher(teacherparticipates)suchasdrawinga 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.
anb)
anc) 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 involves
imply giving a visual representation of events or it could take the form of a dialogue, a debate, a
narrative, etcetera. 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.
and) 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 where learners prepare to "show and tell" by bringing along something, which is related to the
theme. They then recite/tell/explain something about the object.
ane) 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.
anf) 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).
ang) 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.
anh) 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).
ani) 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 groupwork, panel
discussions, case studies, experimentation, guided discovery and numerous others.
anj) 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.)
ank)
anl)
anm) 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.)
ann)
ano)
anp) 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?)
anq)
anr)
ans) Assessment activities: Briefly describe what learners will do to show that
they have mastered or made progress regarding the lesson outcomes/objectives.
ant)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, 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).
anu)
anv)
anw)
anx)
any)
anz)
aoa)
aob) Expanded opportunities: (What kind of enrichment is provided for gifted learners?
What kind of remediation is provided for learners requiring additional support?)
aoc)
aod)
aoe)
aof)
aog)
aoh)
aoi) School stamp
aoj)
aok)
aol)
aom) Date: .............................................
aon)
aoo)
aop)
aoq)
aor) TOTAL= (25)
aos)
aot)
11. POST-OBSERVATION REFLECTION ACTIVITY

aou)
aov) 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 is very important to have a balanced assessment.
Use the criteria below to assess your own understanding.
aow) Report
aox) 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.
aoy) 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.
aoz) 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).
apa) Reflective activity
apb) 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:
apc)
a) During this teaching practice, I have learnt that
apd) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………(5)
ape)
b) Challenges that I encountered
apf) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………(5)
TPS2601/103
apg)
c) This changed my philosophy
aph) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………..
……………………………………………………………………………………………………
……………………………………………………………………………………………(5)
api)
d) If I were to be given a second chance of observing, I would change
apj) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………(5)
apk)
e) 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.
apl) .
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………….(5)
apm) f) Description of experience/information, which has had an influence on your

teaching practice experience period (observation).
apn) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
TPS2601/103
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………
TPS2601/103
apo) ……………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………(5)
app) TO
TAL= (30)
12 DECLARATION FORM
apq)
apr) Declaration form by student, mentor/teacher and principal
aps) 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 school principal must also sign this form.
apt)
apu) DECLARATION BY STUDENT
apv) I, …………………………………………………………(Name), student no.

……………………., declare that all the work in this portfolio is my own.
apw)
apx)
apy)
apz) Signature …………………………………………………
aqa)
aqb)
aqc) DECLARATION BY MENTOR/TEACHER
aqd)
aqe) I, ………………………………………………………. (Name), declare that the

above student completed her/his practical teaching under my supervision or that of my
colleagues.
aqf)
aqg) Signature ………………………………………….
aqh)
aqi)
TPS2601/103
aqj)
aqk) DECLARATION BY SCHOOL PRINCIPAL:
aql)
aqm) I, ………………………………………………. (Name), declare that this student

completed
School days of supervised practical teaching at
……………………………………………… (Name of institution).
aqn)
aqo) Signature …………………………………………
aqp)
aqq)
aqr) School address: ……………………………………
aqs) ……………………………………
aqt) ……………………………………
aqu) ……………………………………
aqv)
aqw) School telephone: …………………………………
aqx)
aqy) THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING
THIS STUDENT.
aqz) TOTAL=30)
ara)
TPS2601/103
13 MENTOR REPORT
arb)
arc) REGARDING................................................................................................
(Name of student)
ard) BY TITLE: .........
are) SURNAME: ...............................................
arf)NAME: ...............................................
arg) CONTACT DETAILS (those of the school if that is what you prefer):
arh) CELLPHONE: ............................................
ari)E-MAIL: ................................................................
arj)Please provide fair and honest comments regarding the following:
ark) Was the general conduct of the student irreproachable (on time, conduct
according to school requirements for
teachers)? .......................................................................................................................
.........................................................................................................................................
.................................
arl)Did the student work regularly/continuously on her/his portfolio?
arm) ..............................................................................................................................
.........................................................................................................................................
.................................
arn) Did the student complete her/his portfolio during the practical teaching period?
YES/NO
aro)
arp) Strong points of the student/good qualities and good work done:
arq) ..............................................................................................................................
.........................................................................................................................................
.................................
arr)
ars) Aspects on which student still has to improve to be ready to enter education as
a beginner teacher:
art).........................................................................................................................................
.........................................................................................................................................
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aru)
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arv) SIGNATURE SCHOOL STAMP
arw)
TOTAL=30)
arx)
TPS2601/103
ary)
14. STUDENT REPORT

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

…………………….
asb)
asc) School:
asd) ……………………………………………………………………………………………
…………..
ase)
asf) School telephone number:
asg) …………………………………………………………………………………..
ash)
asi) Address: ...............................................................................................................

....................................
asj) ..............................................................................................................................
......................
ask) ..............................................................................................................................
......................
asl) ..............................................................................................................................
......................
asm)
asn) 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
aso) …………………………………….. attended the above school for a period of

………. (Number) school days from ………………………. (date) to
………………………. (date).
asp)
asq) We hereby comment briefly on the following aspects of his/her stay at the
school:
asr)
TPS2601/103
ass)
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ast)
asu) Personal appearance:
asv) ..............................................................................................................................
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asw)
asx) Relationship with teachers:
asy) ..............................................................................................................................
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asz)
ata) Eagerness to learn:
atb) ..............................................................................................................................
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atc)
atd) Eagerness to become involved:
ate) ..............................................................................................................................
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atf)
atg) Positive personality traits:
ath) ..............................................................................................................................
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ati)
atj) Negative personality traits:

TPS2601/103
atk) ..............................................................................................................................
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atl)
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atm)
atn) Description of your experience with Unisa's teaching practice processes,

arrangements, placements, school visits, support, etc.
ato) ……………………………………………………………………………………………
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atp)
atq)
atr)
ats)
att)
atu) School stamp
atv)
atw)
atx) Signature Principal: ……………………………………
aty) Date: …………………………………
atz) Signature of Mentor teacher: ……………………………
aua)
aub)
auc) Date:
aud)
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aue)
TOTAL=30
auf)
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aug) SECTION B
auh) TEACHING FROM PRACTICE
aui) This section constitutes work from home which you would be entitled to due to
C0VID-19 regulations. You will spend THREE WEEKS at school and this section will
constitute TWO WEEKS where you will work on activities at home.
auj)
auk) 15. CLASS OBSERVATION
aul) The following questions are based on class observation. You may consult
different references to answer the following questions
aum) You are required to answer all the questions.
aun) a) Define the concept observation (2).
auo) b) In your own words, give a distinction between observation and mentoring
(5).
aup) c) What kind of assistance do you expect from your mentor teacher during
student guided observation (3).
auq) d) Describe five characteristics of lesson observation (10).
aur) e) Critically discuss the positive impact of observation by mentor teachers on
student teachers (10).
aus) f) What kind of challenges do teachers in general face during the 21 st century?
Mention at least 4. (8)
aut) [3
8]
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auu)
auv) 16. CASE STUDY: OBSERVATION
auw) You are required to read a case study below about observation and answer the
questions that follow.
aux)
auy) Teacher A is a twenty-two-year-old white male who began student teaching
during the last spring semester and was the top student in his methodology class the
previous semester. The school administration asked him to volunteer for this study
because they saw him in the classroom during the previous semester and their
opinions were confirmed by two weeks of observations made at the start of his student
teaching semester.
auz) Teacher B is a sixty-year-old African American teacher and coach. He has
been teaching and coaching for twenty-four years. Administrators and faculty report
that he is respected and well-liked by students and parents.
ava) Classroom atmosphere.
avb) Both observations and student data revealed that Teacher A placed emphasis
on creating a non-threatening, nurturing classroom atmosphere. After selection for this
study, he taught the class the entire time (with his mentor teacher in the classroom but
not interacting with the class). He did appear to have more active classes than
Teacher B, but at no time did the researchers or any of the school’s faculty or
administration observe classes out of control. His mentor teacher said that he was
very good, as a first-time student teacher at classroom management.
avc)
avd) Teacher A was friendly toward his students and took it as his first goal in the
semester to get to know them and their learning styles. He often joked and didn’t
TPS2601/103
seem to mind when students would interrupt his admittedly short lectures. In fact, all of
the observers thought that Teacher A encouraged spontaneous discussion and
debates. Much of his classroom’s dynamic might be attributed to Teacher A’s overall
demeanor. He is enthusiastic about the subject, non-threatening, and has a good
sense of humor. He demonstrated by words and actions in the classroom that he had
respect for his students.
ave)
avf) Although Teacher A did not demonstrate as much mastery of the subject and
was found to convey less confidence in teaching the subject than Teacher B, he still
admitted when he made a mistake. The students’ ratings reflected that they respected
him for this. I observed that, when he did not know the answer to a student’s question,
he said that he would look it up and have the answer the next class, which he always
did. He said that everyone can learn, especially from mistakes, and every student in
his classes has the right to learn. More than one student wrote that they liked him and
wanted him to remain at the school, so that they could take another course from him.
When asked, he said that he is continually rethinking his lessons and how to improve
them—trying to learn more about the subject and his students to better address their
individual learning styles. Lesson goals and objectives were always written on the
chalkboard and referred to by Teacher A as he started his lessons.
avg)
avh) a) What do you think are the differences between Teacher A and Teacher B in
terms of teaching styles? (6)
avi) b) What do you think are the reasons why Teacher A is performing better than
Teacher B? Mention three reasons. (6)
avj) c) What is it that teacher B can do to improve his teaching styles? (4)
TPS2601/103
avk) d) What are the issues that teacher A is doing right which you can implement in
your future lessons? (6)
avl) e) What kind of advice would you offer to both Teacher A and Teacher B? (10)
avm) f) Evaluate the importance of observation from an African and Ubuntu
perspective (5)
avn) g) How would you deal with learners with barriers to learning in your class?
Mention four mechanisms. (6)
avo) h) As a beginning teacher, how would you deal with learners from different
socio- economic, cultural, language backgrounds in your class. (8)
avp) [ 7
0]
avq)
avr) 17. EVALUATION OF DOWNLOADED VIDEOS
avs) Download a YOUTUBE video of a teacher presenting any lesson of the subject
that you are registered for. You should upload the video as evidence. Please
comment on the following issues as they appeared on the video that you have
uploaded.
avt) a) Overall presentation of the lesson (4)
avu) b) Use of modern technology during the lesson (2)
avv) c) Learners’ participation during the lesson. (4)
avw) d) Assessment during the lesson (4)
avx) e) Resources used during the lesson (3)
avy) f) Mention five positives that you identified during the lesson? (5)
TPS2601/103
avz) g) Mention five negatives that you identified during the lesson? (5)
awa) h) Which five areas would you improve if you were the one presenting a
lesson? (5)
awb) i) What are the five things that you have learnt from the teacher’s presentation?
(5)
awc) j) Evaluation of the downloaded video
(10)
awd)
[47]
awe)
awf)
awg)
awh) 18. DEVELOPMENT OF A VIDEO
awi) You are required to make a five-minute video presentation of the school where
you will be doing your teaching practice. Your video should be clear and audible.
awj) In your presentation, the following issues should be covered:
awk)
awl) a) Name of the school (2)
awm) b) Background or history of the school. (5)
awn) c) The location of the school, rural or urban. (4)
awo) d) The buildings of the school, new or old. (4)
awp) e) Describe the feeder zone of the school (township, village or city). (10)
TPS2601/103
awq) f) Video evaluation (10)
awr) [35]
aws) TOTAL
[190]
awt)
TPS2601/103
awu)
awv)
19 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL

aww)
awx) Student name awy) awz) Stud axa)

& surname ent
number
axb) Name of axc)

School
axd) Address axe)
axf) Contact details axg)
axh) Email axi)
axj)
axk) axl) Da axm) Grade axn) Signatur axo) Signatur

Wee te e Student e Mentor
k
1
axp) axq) axr) axs) axt)

Day
1
axu) axv) axw) axx) axy)

Day
2
axz) aya) ayb) ayc) ayd)

Day
3
aye) ayf) ayg) ayh) ayi)

Day
4
ayj) ayk) ayl) aym) ayn)

Day
5
ayo) ayp) Da ayq) Grade ayr) Signatu ays) Signatu

Wee te re Student re Mentor
k
2
ayt) ayu) ayv) ayw) ayx)

Day
1
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ayy) ayz) aza) azb) azc)
Day
2
azd) aze) azf) azg) azh)

Day
3
azi) azj) azk) azl) azm)

Day
4
azn) azo) azp) azq) azr)

Day
5
azs) azt) Da azu) Grade azv) Signatu azw) Signatu

Wee te re Student re Mentor
k
3
azx) azy) azz) baa) bab)

Day
1
bac) bad) bae) baf) bag)

Day
2
bah) bai) baj) bak) bal)

Day
3
bam) ban) bao) bap) baq)

Day
4
bar) bas) bat) bau) bav)

Day
5
baw)
bax)
bay)
baz)
20 BIBLIOGRAPHY/REFERENCES
bba)
bbb) Higgs. P. 2003. African philosophy and the transformationof educational

discourse in South Africa.Journal of Education, No. 30, 2003.
bbc)
TPS2601/103
bbd) (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.)
bbe)
bbf) Taole, M.J.(Ed). 2015. Teaching Practice, Perspectives and Frameworks. Van
Schaik: Pretoria.
bbg)
21 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:

bbh) You have come to the end of this portfolio.
bbi) We value your feedback. To enable us to improve on students’ first teaching

practice experience, please fill in the information.
bbj) bbk) P bbl) A bbm) G bbn) Ex

oor verage ood cellent
bbo) G bbp) bbq) bbr) bbs)

uidelines
and
informatio
n
bbt) Pl bbu) bbv) bbw) bbx)

acement
bby) Th bbz) bca) bcb) bcc)

e
portfolio
bcd) C bce) bcf) bcg) bch)

ommunic
ation
bci) bcj) bck) bcl) bcm)
bcn)
bco) Any other comments or suggestions.
bcp) ……………………………………………………………………………………………
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bcq) What has been your experience of the teaching practice observations? (Both
positive and negative experiences.)
bcr) ……………………………………………………………………………………………
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bcs)
bct) 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?
bcu) ……………………………………………………………………………………………
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bcv)
bcw) Did you conduct yourself in terms of the South African Council of Educators
Code of Conduct?
bcx) You can access this document at

bcy) https://www.sace.org.za/pages/the-code-of-professional-ethics
TPS2601/103
bcz) (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.
bda)
bdb) ……………………………………………………………………………………………
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bdc) Thank you for assisting us to improve the TPS experience.
bdd) Lecturers
bde)
bdf)
bdg)
bdh)
bdi)
bdj)
bdk)
bdl)
bdm)
bdn)
bdo)
bdp)
bdq)
bdr)
bds)
bdt)
bdu)
bdv)
bdw)
bdx)
bdy)
bdz)
bea)
beb)
bec)
TPS2601/103
bed)
bee)
bef) TPS2601 PORTFOLIO MARKING GUIDELINE.
beg)
beh) CRITERIA bei)SUB- bej)TOTAL

MARKS MARKS
bek) 1.1 INTRODUCTION beq) bew)
bel)1.2 AN AFRICAN ber) 20 bex)

PHILOSOPHY OF
EDUCATION bes) 30 bey)
bem) 1.3 TEACHING bet) bez)

PERSPECTIVES
beu) 15 bfa)
ben) 1.4 TEACHING
PHILOSOPHY (BELIEFS) bev) 15 bfb)
beo) 1.5 TEACHING bfc)80

PHILOSOPHY IN CONTEXT
bep)
bfd) SENIOR PHASE/FET bfl) bft)

TEACHING PRACTICE
ACTIVITIES-OBSERVATION bfm) bfu)
GUIDE
bfn) bfv)
bfe) 2.1 CONTEXT
ANALYSIS bfo) 20 bfw)
bff) 2.1.1 DESCRIPTION OF THE bfp) bfx)

SCHOOL CONTEXT bfq) 10 bfy)
bfg) 2.1.2 SCHOOL bfr) 20 bfz)70
ORGANOGRAM
bfs)20
bfh) 2.2 DESCRIPTION OF
CLASSROOM FROM
DIFFERENT PHASES
bfi) 2.3 REFLECTION ACTIVITY
bfj)
bfk)
bga) CLASSROOM bgf) bgk)

MANAGEMENT
OBSERVATION ACTIVITIES bgg) bgl)
bgb) 3.1 POLICIES bgh) 30 bgm)
bgc) 3.2 OBSERVING THE bgi)150 bgn)

MENTOR (6 LESSON PLANS)
bgj)30 bgo) 2
bgd) 3.3 REFLECTION ON 10
THE SIX(6) LESSONS
OBSERVED bgp)
TPS2601/103
bge)
bgq) 4. OTHER bgv) bha)

IMPORTANT FACTORS IN
TEACHING AND LEARNING bgw) bhb)
bgr) 4.1 ASSESSMENT bgx) 6 bhc)
bgs) 4.2 LEARNING MEDIA bgy) 9 bhd)
bgt) 4.3 CONTROL OF bgz) 10 bhe) 2

WORK 5
bgu)
bhf) 5. INCLUSIVITY bhh) 40 bhi)40
bhg)
bhj)6. CLASSROOM EVIDENCE bhk) 20 bhl)20
bhm) 7. CLASSROOM bhr) bhw)

MANAGEMENT STRATEGIES
TO ORGANISE THE bhs) bhx)
CLASSROOM
bht) 15 bhy)
bhn) 7.1 TIMETABLE
bhu) 5 bhz)
bho) 7.2 ATTENDANCE
REGISTER bhv) 10 bia)30
bhp) 7.3 DISCIPLINE
bhq)
bib)8. COVID 19 COMPLIANCE bid)20 bie)20
bic)
bif) 9. SELF REFLECTION bih)10 bii) 10
big)
bij) 10. PLANNING YOUR bik)25 bil) 25

LESSON
bim) 11. POST bio)30 bip)30

OBSERVATION REFLECTION
ACTIVITY
bin)
biq)12. DECLARATION FORM bis)30 bit) 30
bir)
biu)13. MENTOR REPORT biy)30 bja)30
biv)14. STUDENT REPORT biz)30 bjb)30
biw) bjc)
bix) bjd)
bje)15. TEACHING FROM bji) 38 bjn)190

TPS2601/103
PRACTICE: CLASS bjj) 70
OBSERVATION
bjk)47
bjf) 16. CASE STUDY:
OBSERVATION bjl)
bjg)17. EVALUATIOM OF bjm) 35

DOWNLOADED VIDEO
bjh)18. DEVELOPMENT OF A
VIDEO
bjo) bjp) bjq)
bjr) 19. ATTENDANCE REGISTER bjt) 30 bju)30
bjs)
bjv)20. NEATNESS bjw) 10 bjx)10
bjy)21. LANGUAGE bjz)20 bka) 2

0
bkb)
bkc) TOTAL=900
bkd)
bke)
bkf)
bkg)
bkh)
bki)

Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10-12)

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Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10-12)

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TPS2601/103/0/2022

Tutorial Letter 103/0/2022

Department of Curriculum and instructional studie s

2SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: ..................................................... 14

4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING......................................... 51

10.PLANNING YOUR LESSON..................................................................................................... 74

11. POST-OBSERVATION REFLECTION ACTIVITY.................................................................. 81

14. STUDENT REPORT................................................................................................................. 89

19 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL..................................... 101

21 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:..................103

1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE

Description of your personal background:

Are you currently employed? YES/NO

Are you teaching at present? YES/NO

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

1.2 An African philosophy of education

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

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

Principles: Mkabela–An African approach to education

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

Own understanding of concept and examples of implementation and teaching practice

1.2.2 Discuss the following concepts: Decolonisation, African communalism,

Teaching insights (Pre-observation activities)

1.3 MY TEACHING PERSPECTIVE

b) What does teaching involve?

d) The meaning of learning

1.4 MY TEACHING PHILOSOPHY (BELIEFS)

a. What motivated you to be a teacher?

b. Which subject/s of specialization did you choose and why?

c. How do you believe learners learn best?

1.5 TEACHING PHILOSOPHY IN CONTEXT

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

 Situated learning (incident in the school or classroom):

2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:

n) 2.1.1 Description of the school context

o) Complete the following table

p) Name of the school: q)

v) Name of the Principal: w)

z) Learner enrolment: aa)

ab)Location of the school: (urban, semi- ac)

ad)Mode of transport: ae)

af) National School Nutrition Programme ag)

ah)Write down the vision of the school ai)

al) 2.1.2 Attach an organogram of the school (Annexure A)

2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES

as) Make notes on the following aspects in each classroom:

at) Aspects au)Senior Phase av) FET Phase

aw) Number of ax) ay)

az) Classroom setup ba) bb)

bc) Any evidence of bd) be)

bf) Any evidence of bg) bh)

bi) Evidence of the use of bj) bk)

2.3 REFLECTION ACTIVITY:

bq)a) What is the importance of being context conscious?

3.1 School policies

c) List policies that are used in subject teaching

3.2 Observing a mentor teacher: Six (6) lesson plans

di) Languages, Geography, History, Mathematics, Mathematical Literacy,

 What are your learning objectives/outcomes?

 Where the lesson fits into the curriculum

 What content will be attended to in the lesson.

 How you will present the lesson (method or lesson type).