STUDENT REFLECTIVE JOURNAL

YEAR TWO SCHOOL OBSERVATION

Vision for the Bachelor of Education Programme

The vision for the B.Ed. curriculum is to transform initial teacher education and secure the
training of highly qualified, motivated new teachers who are able to inspire their learners to
achieve better outcomes in basic education. The B.Ed. aims to prepare new teachers who are
effective, engaging, and fully prepared to teach the basic school curriculum and so improve the
learning outcomes and life chances of all learners they teach as set out in the National Teachers’
Standards (NTS). The B.Ed. curriculum will instill in new teachers the nation’s core values of
honesty, integrity, creativity and responsible citizenship and to achieve inclusive, equitable, high
quality education for all learners.

About Supported Teaching in School

Teacher education should be viewed as an applied professional qualification that requires
student teachers to apply the concepts and strategies they are simultaneously learning about in
their coursework within practical settings. (International Task Force on Teachers for Education
(TTF, 2017). Supported Teaching in School (STS) lies at the heart of the B.Ed. Programme. It is
through STS that the student teachers apply and develop the skills, knowledge and
understanding acquired in their college/campus-based training in schools, and with the support
of mentors and link lecturers/tutors. STS is integrated into training across the four years.

The Purpose of the Students Reflective Journal (SRJ)

This SRJ has been developed from the STS handbook. It is therefore supposed to be used
together with the handbook. The handbook has been written to support student teachers, their
tutors, link tutors, mentors, and District Officers in understanding the requirements for, and their
roles related to, Supported Teaching in School, the school placement pillar of the Four-Year B.Ed.
Student teachers are expected to go through the handbook thoroughly to enable them
understand what to record and how to record in the SRJ. The SRJ will provide evidence of all
activities student teachers observe and engages in during STS. It is therefore supposed to be one
of the artefacts in the portfolio of student teachers which will be assessed.

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Progress for the Bachelor of Education Programme in Year Two is as follows:

Year Two: Developing teaching – student teachers select one of the three specialism
programmes but key features from Year One continue to be developed as relevant to each
specialism. The second year prepares student teachers to identify and assess weaknesses and
barriers to learning for learners and carry out small-scale classroom enquiry under the guidance
of mentors.

By the end of the development placement, the student teacher will be able to under the close
guidance of a mentor:
By the end of the developing
1. Teach, motivate, support, and manage (working individually and in pairs) the learning of small
groups of pupils in the core subjects of English (literacy), mathematics, and science, and other
subjects as appropriate to their specialism.
2. Begin to identify, assess, and analyze the needs of children, taking into account any issues of
background and experience.
3. Discuss key features of the school curriculum, including issues of continuity and progression
both within their specialism and across all the subjects they will teach.
4. Undertake small scale classroom enquiry focused on children’s learning and progress,
demonstrating an emerging ability to reflect on their developing understanding of teaching,
learning, and assessment.
5. Demonstrate a high standard of professional conduct and positive professional values at all
times and act as a good role model for pupils.
6. Those preparing for early grade or primary specialisms will have begun to develop knowledge
of teaching the speaking, listening, reading, and writing of one Ghanaian language.
7. Demonstrate a growing understanding of the requirements of the NTS in terms of
professional
practice, knowledge, values and attitudes, in particular their professional role as a teacher, and
be able to reflect on, record, and discuss evidence of their progress towards meeting the NTS.
8. May be working towards 30% of class responsibility with the small groups they are planning
for and teaching.

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 STUDENT REFLECTIVE JOURNAL
YEAR TWO SCHOOL OBSERVATION

SCHOOL PROFILE
Name of school: K.O Methodist Junior High School “A"

Name of lead mentor:

Name of mentor:

Number/names of other staff members:

Enrolment by class and sex:

Class Boys Girls Total SEN

SCHOOL PROFILE
SCHOOL FACILITIES (e.g., football field, toilet, office space, tennis court, buildings etc.)

 Office Space
 Washroom
 Football field
 Canteen
 ICT Laboratory
 Staff Common Room

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BRIEF HISTORY OF THE SCHOOL

Stakeholders collaborating with the school

 The Parents Association (P.A)
 The Ghana Education Service
 The Methodist Church of Ghana
 The Assembly man

Why this rule is How the rule is Consequences if

Classroom rule important enforced broken
Do not litter the
classroom
Do not quarrel

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TOPIC 1.1
Induction in School 2 - Familiarization and Orientation

Day of visit:

Date of visit:

Activities 1.1.1 - 1.1.3: Sensitization on school culture and wider school life

SRJ Task: Record your reflections on the following:

School culture
 Singing Of Methodist Hymnals
 Speech And Prize Giving Day
 Recitation of the national Pledge And National anthem
 Celebration Of John Wesley Day

Key education policies

 Equity and Inclusion
 Student Code of Conduct
 Sexual Harassment Policy
 Assessment Policy
 Attendance Policy
 Dress code policy

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The wider school life
 Extra curricular activities

What new knowledge have you learned from the Induction?

 I have learned some professional values and attitudes as a teacher.

 I have got to know that in every classroom, there are learners with diverse learning needs
and learning styles.

 As a teacher, you must adapt some teaching methodologies and strategies to meet the
need of every learner.

Topic 1.2
Identification of key features of the Basic School Curriculum (BSC)

Day of visit:

Date of visit:

Activities 1.2.1 - 1.2.2

SRJ task: Identify the key features of the Basic School Curriculum (BSC)

What have I learnt about scope and sequences in the BSC?

 As a student teacher I have learnt that Scope and sequence in curriculum development is a
document that outlines what content will be taught in a course and when. It is a summary of
what will be taught in the course and the order in which it will be presented to students. It
does not include details about the day to day lesson plans, but rather is an overarching road
map for teachers to use as they are planning. Scope and sequence is important because it
gives curriculum development direction and allows teachers to think about how different
content relates to each other.

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What ideas are behind the sequencing of the sub strands across the grade levels?

How will I apply this new knowledge in my teaching/class?

Why is continuity and progression important in lesson planning?

 Learners grow and develop, continuity and progression is essential for ensuring that early
academic success and development are built upon by consistent educational experiences.
Vertical continuity refers to the consistency of care and education up through the programs
that children experience as they grow up.

 It is also important to teacher since it will guide him in assessing himself and the Learners as
well in order to adapt appropriate strategies and pedagogies in teaching .

Topic 1.3:
Observation of Classroom and Wider School Life

Day of visit:

Date of visit:

Activity 1.3.1
SRJ task: Observation of classroom teaching and learning

Make a list of the different teaching approaches that could not be observed during the teaching
and learning period

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  Inquiry Based Learning
 Role play
 Modelling
 The use of games
 Field trips
 The use of songs
 The use of Flashcards

What best practices did you observe during the lesson?

 My mentors used songs in teaching most of the concepts in French, this made learners
very active and developed interest in learning of the French language and also I realized
that the use of songs in teaching certain concepts helped learners to remember concepts
with ease .

 The use of inquiry based learning approach by my mentor also made the Learners very
active and observant since they will have to do research themselves on certain aspects of
the topics learned.

List any cross-cutting issues (inclusivity and diversity) that emerged during the teaching and
learning interactions and state how they were addressed?

Activity 1.3.2:
Observation of classroom teaching of small groups with learning needs.
What are the implications of the following domains of learning needs of the four (4) learners?

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Cognitive

Affective

Psychomotor

Social

Activity 1.3.3:
Observation and participation in the wider school life.
Observation on individual and group activities that go on in the wider school life/community:

Learners’ lunch or play time activities

 I observed that learners played all kinds of games such as Ampe,football etc.As they
play,they play happily by shouting and calling by their names.

 I also observed that the llearners moved in pairs and groups for their food and most at
times eat together especially with the male learners.

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Behaviour of learners

 Some learners were inactive whiles others were very active.

 They were very curious

 They moved in pairs and groups

 Some of them especially the energetic once bullied the week onces

Activities during assembly time

 Reciting of the Lord’s prayer

 Sing of the national anthem and the national pledge

 Singing of Methodist hymnals

 Inspection of dress code

 Giving out announcements

Staff meetings

 Staff meetings are attended by the members of the staff of the school.

 The meeting is chair by the headmistress of the school

 An Open prayer is done by the school Chaplain

 Introduction of staff members
 Agenda for the meeting is read
 The staff start to share ideas
 Taking of roll call of the staff present
 Closure of the meeting with prayer

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Lessons learnt from stakeholder meetings such as Staff, PTA, SMC or CPD

Co-curricular activities

 Football matches
 Girls club meeting
 Inter school quiz competition

Student teachers’ participation

Others

 Some teachers were committed to the extent of even providing students with the highest
possible education. They do this by providing some basic needs of some students who faced
financial difficulties.
 The teacher organized the students by engaging them in some clean up exercise in the
school ,classrooms and its compounds.
 Occasionally, some old students were invited to share their life experiences and more.

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TOPIC 1.4:
Small Scale Classroom Enquiry with four (4) Learners

Day of visit:

Date of visit:

Activity 1.4.1
SRJ task: Identification of learners’ learning needs. Record the learners’ learning needs you
identified and suggest ways of addressing them in Table 10.4.1

Table 10.4.1: Learners’ Learning needs and suggested solutions

S/N Learners’ Learning needs Suggested ways of addressing them

Activity 1.4.2
Designing simple tools for data collection
State three ways of collecting data on learners for a study.

 Anecdotal Records

 Observation

 Work samples

Activity 1.4.3:
Analysis of data collected and writing of report on the learning progress of
learners Write at least two key things you have learned in activity 10.4.3.

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TOPIC 1.5:
Teacher Professionalism

Day of visit:

Date of visit:

Activity 1.5.1
SRJ Task: Observation and recording (audio/video) of some teachers’ behaviours, attitudes,
knowledge and practices in the classroom and the wider school life
Comments on diverse behaviours of teachers you observed.

What were your challenges during activity 10.5.1?

Activity 1.5.2
Playback of recorded and online audios/videos of expected behaviours, attitudes, knowledge
and practices of a professional teacher

State at least three (3) acceptable teacher qualities that were not identified in Activity 7.5.2

In your opinion, how would an unacceptable behaviour observed from the playback influence
the teacher’s work?

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Activity 1.5.3:
Hold reflective/feedback sessions to consolidate understanding of teacher professionalism

Identify several professional traits you found interesting which you will focus on in your
professional practices and give reasons.

TOPIC 1.6:
Development of Professional Teaching Portfolio

Day of visit:

Date of visit:

Activity 1.6.1
SRJ Task: Discussion and review of personal teaching philosophy with tutors, mentors and STS
partner.
Record your reviewed personal teaching philosophy statement taking a clue from the
discussions you have had with your STS partner and mentor on beliefs and values in teaching and
learning.

Identify the similarities and differences between your Year One and reviewed personal teaching
philosophy statements and give reasons for the differences.

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Activity 1.6.2
Development of a template for professional teaching portfolio (consider inclusivity and
diversity)
Record what you shared with your STS partner and mentor regarding the importance of
developing a template for professional teaching portfolio.

Activity 1.6.3
Collection, compilation and filing of artefacts, such as pictures, videos, audio tapes, reports from
small scale classroom enquiry (4 Learners), reviewed personal teaching philosophy, entries in the
SRJ etc.
Record all the artefacts collected from the school for the compilation of your professional
teaching portfolio

 Pictures
 Teaching and learning resources
 Curriculum materials
 Teachers resource pack
 Code of conduct handbook for teachers and student
 Videos

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