NATIONAL OPEN UNIVERSITY OF NIGERIA

FACULTY OF EDUCATION
SCHOOL OF PRIMARY EDUCATION

A COMPREHENSIVE REPORT
ON
TEACHING PRACTICE EVALUATION AND FEEDBACK
TP (1) EDU336

BY

VIVIAN NTAM

NOU159786723

AT

AUN SCHOOLS ELEMENTARY, YOLA

ADAMAWA STATE

TEACHING PRACTICE REPORT PRESENTED TO THE SCHOOL OF EDUCATION,

NATIONAL OPEN UNIVERSITY OF NIGERIA, YOLA STUDY CENTER IN

PARTIAL FULFILMENT OF REQUIREMENT FOR THE AWARD OF BA. (ED)

NOVEMBER, 2021
Abstract

Teaching practice is an important component of the Nigeria Certificate in Education program.

The teaching profession is a body, out to develop the whole nation through teaching-learning

situations. The paper, therefore, is out to examine the position of teaching practice in national

development, teaching practice takes care of the physical, spiritual, social, and economic

development of a nation (Adamu, 2002). In addition to that in teaching practice the focus is on

the cognitive, affective, and psychomotor development of an individual the essence of teaching

practice is to ascertain that the basic principles of teaching as taught and learned can be

appropriately applied in all aspects of learning and teaching in the country. Therefore has to do

with National Development and Growth. In addition, the paper considered the objectives of

teaching practice in teacher education programs and national development, teaching practice

codes of conduct, the importance of teaching practice, and problems in teaching practice, also

recommendations were made to improve practice activities for the betterment of inclusive

teachers and national development.

Introduction

Every profession has a period of apprenticeship. teaching profession as a noble profession has a

period of apprenticeship known as teaching practice which is out to assist the would-be teachers

become professionals for National Development Teaching Practice Curriculum takes care of

aspects of National Development. This is because all fields of human knowledge have a

representative to learn skills for effective learning situations. Teaching practice assists in putting

theory into practice for education growth.

Teaching Practice is an important component of the NCE Teacher Education Programme. The

minimum standard for teaching NCE awarding college by the National Commission for Colleges

of Education. Due to the death of qualified teaching staff for primary and secondary education in

Nigeria, the Ashby Commission was instituted to examine the problem and recommend remedial

measures. The Objectives of Teaching Practice

The objectives of teaching practice in the teacher education program and national development

include the following:

To expose student teachers to develop a positive attitude towards the teaching profession.

To expose student teachers to real-life classroom experiences under the supervision of a

professional teacher.

To provide a forum for student teachers to translate educational theories and principles into

practice.

To familiarize student teachers with the school environment.

To provide student teachers with the necessary skills competence, personal characteristics, and

experiences for full-time teaching after graduation.

To serve as a means of assessing the professional competence of student Teachers.

To enable student teachers to discover their strong and weak points in teaching and look to

consolidate the former and overcome the latter.

In achieving the above-mentioned objective as a Federal Government situation, the whole nation

will change. This is because students go out for teaching practice and go to the whole nation to

look for teaching appointments after graduation. It is during teaching practice that the student-

teacher comes to grips with those educational problems, challenges, and ideas in real classroom

situations. It is a period when the implements and makes meaningful application of the principles

he learned in the college under the supervision of expert educators.

Undoubtedly, the foregoing are general objectives. As they stand, they lack the specifics, which

should characterize behavioral objectives, enhance precise implementation of the objectives and

make for effective and action-oriented evaluation (Adams 2002).

Teacher Education

Tola (2005) stated that teacher education has to do with the education teachers receive for the

betterment of the complete educational system. He went further to say that professionals for

effective teaching in the teaching profession. The Federal Government of Nigeria agreed that

NCE should be the minimum qualification for teaching at the primary school level. The

Government clearly stated in the National Policy on Education (2004) that the purpose of teacher

education includes: -

1. To produce highly motivated, conscientious efficient classroom teachers for all levels of our

educational system.

2. To help teachers to fit into the social life of the community and society and to enhance their

commitment to national objectives.

3. To encourage further the spirit of inquiry and creativity in teachers.

4. To provide teachers with the intellectual and professional background adequate for their

assignment and to make them adaptable to any dangling situation not only in the life of their

country but in the wider world. To achieve the above teacher education objectives, the

institutions that have been mandated by the government to train teachers for the betterment of

teacher education and the nation are the following:

i. Grade II Teacher College

ii. Advanced Teacher College

iii. Institute of Education

iv. College of Education

v. National Teacher Institutes

vi. Teachers Centers

vii. Faculty of Education

Education in Nigeria as a nation is an instrument of excellence for effecting national

development; it has witnessed active participation by non-governmental agencies; communities

and individuals as well as international agencies. It is therefore desirable for the nation to spell

out in unequivocal terms the philosophy and objectives that bring about its investment in

education.

Teaching Practice of Conduct Following the policy formulated by the National Commission

for Colleges of Education (NCCE) which allows the formulation of a teaching practice

committee to coordinate, organize supervise, and monitor the whole teaching practice which

helps in national development. Emmanuel (2004) observes that codes of conduct are rules or

norms governing the student teachers on teaching practice for effective teaching. This can help
the teachers implement the teacher education curriculum better for national development. The

teaching practice codes of conduct are as follows: - The minimum period for teaching is twelve

weeks, the student teacher must maintain regular attendance at the school of posting during the

entire period to justify the three or six credit hours assigned to the teaching practice. Student

teachers should also practice punctually at the school of posting. The required teaching load for

each, student teacher is a minimum of 10 periods per week and a maximum of 18 periods per

week. The student teacher should endeavor to develop a professional interest in using a few of

each pupil in the classroom specifically; the student teacher should make positive efforts towards

a personal and sympathetic understanding of the problems of individual pupils in the classroom.

Consult where the solution to any such problem goes beyond the control of the student teacher,

or the resident supervisor of the school immediately.

In the case of regularities such as bereavement, the student teacher should make a written report

to the school resident supervisor and the college teaching practice coordinator.

The student teacher should have a positive and healthy attitude towards the property of the

school posting under no circumstances should the school properly inadvertently damage the

resident supervisor and should be informed immediately and with apologies.

Pupils/student misconduct, which requires disciplinary measures, should be reported to the

resident supervisor. On no account should student teachers administer disciplinary measures

themselves.

Student teachers will do well to show decorum in all their dealing with the authority and staff of

the school of posting and supervising a staff of the college. To expose the student teacher to the

total school environment. Student

Teachers should identify themselves with any particular activity in all activities of the school of

posting such as assemblies, game sports, clubs, and societies during teaching practice.

In the case of doubt, the student teacher should be unique from the resident supervisor of the

school of posting in matters relating to the school of posting and from the office of the provost

through the chairman, and teaching practice committee in matters which pertain to the college.

Mbah (2000) observes that student teachers must follow and observe the rules and regulations

governing teaching practice for the betterment of the teachers and the school. Paul (2005)

summarizes the rules governing student teachers on teaching practice as follows: He shall

compulsorily attend and actively participate in teaching practice orientation organized by the

college before the exercise. He shall speak of and act toward his students with respect and

dignity. He shall set a good example worthy of emulation for his student. He shall recognize and

respect the authority of the principal accepting official responsibilities, which may be delegated

to him. He shall be loyal to the school and the college. He shall try hard to live within his means

to avoid financial embarrassment. He is therefore strongly advised to learn how to manage these

resources well. He shall respect himself, the principal, and his colleagues, especially in the

presence of the students. He shall be punctual to school. He shall do nothing to bring shame or

dishonor to himself. He shall keep up to date with all relevant school records. The student

teachers shall not be absent from the school of posting without obtaining permission from the

principal or any designated authority. He shall participate actively in co-curriculum activities. He

shall not undertake activities that are unrelated to normal school duties during school hours. He

shall not conduct classes for his students within or outside school hours for a fee no matter how

little. He shall not belong to an organization that undermines national interest and is detrimental

to the progress of the school and the safety of another member of the school community. He shall
avoid administering corporal punishment on students, except when authorized by the principal.

In making examination scripts, he should be fair to all students. He shall not take any form of

alcoholic drink during school hours or smoke in the classroom or any student assembly He shall

not participate in condone or encourage acts of indiscipline in the school. On no account shall a

student-teacher impose his political, religious, or any form of belief on his students. It is

unethical for a student-teacher to offer any form of qualification to his students to secure their

cooperation when the supervisor is expected. No student-teacher should succumb to an attempt

by a supervisor to defraud him to gain undeserved or fictitious marks and has the right to insist

on being effectively supervised in his assessment by a supervisor. The above-mentioned can

bring about the growth and development of both education and society as a whole. The whole

program is out to change, the nation positively.

The Importance of Teaching Practice in Teacher Education Koli (2000) observes that

teaching practice is a very important segment of teacher education. Students have been taught

some principles concerning the method of teaching, the learning environment, and the principles

underlying children's growth and development. Teaching practice allows them to practicalize

these theories and learn from them in actuality. Teachers are expected to be creative and

resourceful. Teaching practice provides students the opportunity to be resourceful through

improvisation from the local environment. By being practically involved in the teaching-learning

environment, students can detect their strengths and weaknesses and aspire to overcome these

weaknesses before the commencement of supervision. Their involvement with both permanent

and practicing teachers as well as the pupils provides them with a standard for evaluating the

viability of the teaching profession. It also helps them to adjust quickly to the environment they
find themselves. This has to do with the cognitive, affective, and psychomotor domains of the

learners, winch can help in the general growth of the nation.

Challenges

During my teaching practice, I did face some challenges, and teaching practice as a teacher

education program faces many problems. Among other problems I faced are overpopulation of

students, instructional materials, labor that is trained teachers, improvisation, the problem of

resident supervision, to assess the student teachers the negative attitudes of the students and

financial problems, instructional materials, and teaching learning. Where they are not available,

the learning cannot be effective. The teaching process therefore requires good use of teaching

and this according to John (2006) can aid the reaction of the student during examination.

Besides, quality lecturers should be used in assessing the student teachers on teaching practice.

This can help the student teacher to perform well in teaching practice and full teaching after

graduation, it will as well assist in nation-building which is the main objective of teacher

education.

David (2001) observes that good libraries are needed in our schools for effective teaching and

learning. This can help the graduate assistant in nation-building; individuals should contribute in

one way or the other in nation-building. The growth of any nation depends on the effectiveness

of the curriculum of that nation. Education system of whatever nation should aim at the whole

development. This is because education in which teaching practice is inclusive is a good

instrument for national development. The teaching practice curriculum has five major themes.

They are -integration, relevance, balance, functionality, and instruction. The curriculum aims to

produce teachers for effective teaching in the nation for the betterment of the same nation.
LESSON NOTE

NAME Vivian Ntam Nou159786723

CLASS KG2 Apple

SUBJECT Grammar

TOPIC Proper Nouns for Places

NO OF PERIODS 4

DURATION 30 minutes

WEEK 3

DATE 11-22/10/2021

PERFORMANCE

OBJECTIVE

At the end of the lesson, pupils should be able to;

1. Name the proper nouns for places

2. Name the proper nouns for places and people

PREVIOUS KNOWLEDGE

Pupils have learned proper nouns for people and pets.

INSTRUCTIONAL MATERIALS

Pictures

ENTRY BEHAVIOR

The teacher reviews proper nouns for people and pets.

PRESENTATION
 DAY 1. 11/10/2021

STEP 1. The teacher reminds the pupils that they have learned about proper nouns for
people and pets.

STEP 2. She tells them that they will learn about proper nouns for places. She tells the
pupils that sometimes they need to talk about the exact place.

What is the name of our school?

STEP 3. The teacher writes the school name on the board using capital letters at the
beginning of each appropriate word. She circles the capital letters and explains that the
exact name of the place begins with a capital letter.

STEP 4. The teacher repeats it with the name of a town- Yola.

DAY 2. 12/10/2021

STEP 1. The teacher reminds the pupils that the names of places are proper nouns. She
explains that those names tell exactly which place you mean.

STEP 2. She writes a sentence on the board; I want to go to Wetlands Park.

STEP 3. She reads it out aloud and asks; What is the name of the place I want to go to?
Wetlands Park.

STEP 4. She points out that Wetlands Park starts with a capital letter because it is the
name of a special place.

DAY 3. 13/10/2021

STEP 1. The teacher reviews with pupils that special names of places begin with a capital
letter. She also reminds them that place names begin with a capital letter too.

STEP 2. She writes a sentence on the board.

Ashar lives in Jimeta.

She reads the sentence, pointing out each word. What is the word that names a place?
Jimeta. Jimeta begins with a capital letter. She asks; why Ashar begins with a capital letter.
Because it is a name of a person.

STEP 3. The teacher reminds the pupils that the exact name of a person, pet, and place
needs to begin with a capital letter.

Day 4. 14/10/2021

STEP 1. The teacher reminds the pupils that proper nouns tell the names of places.

STEP 2. Pupils name some towns.

STEP 3. The teacher writes the names on the board and underlines the capital letter.

ACTIVITY

The teacher asks pupils to copy the names of places on the board, it must begin with a
capital letter.

CONCLUSION

The teacher reviews the lessons.

VOCABULARY

Proper nouns, places.

EVALUATION

Write the names of your school using capital letters in the appropriate places.

ASSIGNMENT

Worksheets
LESSON PLAN

NAME Vivian Ntam Nou159786723

CLASS KG 2 A

SUBJECT Grammar

TOPIC Verbs in Future Tense

NO OF PERIODS 4

DURATION 30 minutes

WEEK 5

DATE 25/10/ - /5/11/2021

PERFORMANCE OBJECTIVE

At the end of the lesson, pupils should be able to;

1. Use verbs in the future tense.

2. Use verbs in the future tense and proper nouns.

PREVIOUS KNOWLEDGE

The pupils have learned verbs.

INSTRUCTIONAL MATERIALS

Pictures

ENTRY BEHAVIOR

The teacher asks the pupils to sit, stand, jump, etc.

DAY 1. 25/10/2021

STEP 1. The teacher reminds pupils that verbs are words that tell what people, animals, or
things do. Example; play, jump, fly, etc.
STEP 2. She explains that you sometimes want to tell about something that will happen in
the future. She says, “I will eat a burger for dinner.”

‘Will’ explains the future. It has not happened yet.

STEP 3. The teacher writes the words jump, will jump on the board, and reads them aloud.
She writes more words.

Played/ will play

Learned/ will learn

Wash/ will wash

Clean / will clean

DAY 2. 26/10/2021

STEP 1. The teacher reminds the pupils that they learned about verbs that tell about the
future.

STEP 2. She writes the words on the board and she explains that they tell us what will
happen in the future.

Will play

Will run

STEP 3. Pupils tell some other things they might want to do in the future.

DAY 3. 27/10/2021

STEP 1. The teacher reminds pupils that some verbs tell about things that will happen in
the future.

STEP 2. She tells the children that she is going to tell them about something they will do
later in the week. We will draw.

STEP 3. The teacher writes it on the board and reads it aloud.

STEP 4. Pupils name other things they will do later in the week.

DAY 4. 28/10/2021

STEP 1. The teacher reminds pupils that they have learned about verbs in the future tense.
They have used these verbs in sentences to tell about things that will happen in the future.

STEP 2. She tells the pupils that she is going to write a sentence that tells about something
the class will do this week.

The class will do this week.

STEP 3. Pupils give their suggestions on future tense and the teacher writes it on the board.

ACTIVITY

The teacher asks the pupils to write a sentence telling about something they will do later in
the day.

CONCLUSION

The teacher reviews the lessons

VOCABULARY

Future, verbs

EVALUATION

Name verbs that tell about the future.

ASSIGNMENT

Worksheets
LESSON PLAN

NAME Vivian Ntam Nou159786723

CLASS KG 2 A

SUBJECT Grammar

TOPIC Verbs in Future Tense

NO OF PERIODS 4

DURATION 30 minutes

WEEK 5

DATE 8-12/11/2021

PERFORMANCE OBJECTIVE

At the end of the lesson, pupils should be able to;

1. Use verbs in the future tense.

2. Use verbs in the future tense and proper nouns.

PREVIOUS KNOWLEDGE

The pupils have learned verbs.

INSTRUCTIONAL MATERIALS

Pictures

ENTRY BEHAVIOR

The teacher asks the pupils to sit, stand, jump, etc.

DAY 1. 8/11/2021
STEP 1. The teacher reminds pupils that verbs are words that tell what people, animals, or
things do. Example; play, jump, fly, etc.

STEP 2. She explains that you sometimes want to tell about something that will happen in
the future. She says, “I will eat a burger for dinner.”

‘Will’ explains the future. It has not happened yet.

STEP 3. The teacher writes the words jump, will jump on the board, and reads them aloud.
She writes more words.

Played/ will play

Learned/ will learn

Wash/ will wash

Clean / will clean

DAY 2. 9/11/2021

STEP 1. The teacher reminds the pupils that they learned about verbs that tell about the
future.

STEP 2. She writes the words on the board and she explains that they tell us what will
happen in the future.

Will play

Will run

STEP 3. Pupils tell some other things they might want to do in the future.

DAY 3. 10/11/2021

STEP 1. The teacher reminds pupils that some verbs tell about things that will happen in
the future.
STEP 2. She tells the children that she is going to tell them about something they will do
later in the week. We will draw.

STEP 3. The teacher writes it on the board and reads it aloud.

STEP 4. Pupils name other things they will do later in the week.

DAY 4. 11/11/2021

STEP 1. The teacher reminds pupils that they have learned about verbs in the future tense.
They have used these verbs in sentences to tell about things that will happen in the future.

STEP 2. She tells the pupils that she is going to write a sentence that tells about something
the class will do this week.

The class will do this week.

STEP 3. Pupils give their suggestions on future tense and the teacher writes it on the board.

ACTIVITY

The teacher asks the pupils to write a sentence telling about something they will do later in
the day.

CONCLUSION

The teacher reviews the lessons

VOCABULARY

Future, verbs

EVALUATION

Name verbs that tell about the future.

ASSIGNMENT

Worksheets
Assessment Questions

I give continuous assessments weekly and the questions are picture-based assessments. They are
to circle the correct pictures that describe a place, person, or thing.

The marking scheme was made to make sure the scores are divided equally and to guide any
teacher that will conduct the test.

Teaching Practice Supervision and Nation Building

During teaching practice exercises, the student teachers are not abandoned in the cooperating
schools. Professionally component, experienced and practicing teachers for national
development watch them over in approved professional ways. The central objectives of teaching
practice supervision are developing the prospective teachers to acquire and develop practical
skills attitudes and insights, which will characterize them as teachers. The goal is to ensure that
their teaching is effective. Teaching practice supervision should therefore be seen and treated as
a continuation of the training of the student teachers in the field, largely by their teachers who are
now referred to as supervisors. Shehu (2007) observes that assigned two specific functions to
teach practice supervisors. They are: - Assessment function and Support function
In the education system particularly, teaching assessment means making judgments based on
what is observed all awarding marks accordingly. In Nigeria, the National Commission for
Colleges of Education (NCCE) has prescribed six broad teaching behaviors cum activities, which
supervisors should assess as the student teacher is teaching. They are:
i. Lesson plan
ii. Lesson presentation
iii. Classroom control
iv. Communication skill
v. lesson evaluation
vi. teacher‘s personality
Recommendations
The paper, therefore, recommended that:

1. Government should motivate students and teachers to be more committed.

2. Teaching practice should be based on skills development and nation-building.

3. Colleges to ensure that proper teaching skills are provided through microteaching.

4. Qualify trained teachers should be used for Teaching practice supervision.

5. More attention should be paid to teaching practice as the core of teacher education.

6. Students should be encouraged to put theory into practice during teaching practice for
national development.

7. Teacher Education should be regarded as the core of our education system in Nigeria.

Overview of Teaching Practice

The teaching practice was so successful. It was fun and it made me realize that teaching
kindergarten pupils is better than teaching upper grade levels. This teaching practice developed
my methods of teaching pupils. It has also improved my language skills, it has developed more
ideas on time management, and interpersonal skills, and improved my communication skills.
Being a teacher is what I always love to but this TP 1 made me realize that there are a lot of
teaching methodologies that I need to improve myself with.

I have also learned more about the individual needs and psychological needs of pupils, the pupils
are not the same they all have different ways of learning. As a teacher, it is my responsibility to
understand which method is best for other kids,