Tut Letter 103 Word Document

TPS2601/103A/0/2022
Tutorial Letter 103A/0/2022
TPS 2601
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
3. Classroom management observation activities...................................................................... 19
3.1 School policies................................................................................................................................ 19
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3.2 Observing a mentor teacher: Ten (10) lesson plans....................................................................... 21
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING......................................... 63
5. INCLUSIVITY......................................................................................................................... 69
6. CLASSROOM EVIDENCE......................................................................................................... 75
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM......................75
8. COVID 19 COMPLIANCE.......................................................................................................... 82
9. SELF-REFLECTION................................................................................................................. 84
10.PLANNING YOUR LESSON..................................................................................................... 85
11. POST-OBSERVATION REFLECTION ACTIVITY.................................................................. 91
12DECLARATION FORM.............................................................................................................. 94
13MENTOR REPORT.................................................................................................................... 96
14. STUDENT REPORT................................................................................................................. 98
15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL.................................... 103
16 BIBLIOGRAPHY/REFERENCES........................................................................................... 107
17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:..................107
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? …………………………………
Or is this your first teaching experience? ..........................................
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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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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?
br) …………………………………………………………………………………………………………
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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?
bx) …………………………………………………………………………………………………………
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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) TOTAL= 70
cb)
3. Classroom management observation
activities
cc)
3.1 School policies

cd) 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.
ce) You have to use the template provided when doing the observation and attach
artefacts (proof of what you have observed).
cf) (a) Mention (4) Policies that you think are important in managing the classroom
cg) ____________________________________________________________________
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ch) ____________________________________________________________________
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ci) ____________________________________________________________________
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cj) b) What is the difference between classroom policy and subject policy?
ck) ____________________________________________________________________
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cl) ____________________________________________________________________
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cm) _______________________________________________________________
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cn)
c) List policies that are used in subject teaching
co) ____________________________________________________________________
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cp) ____________________________________________________________________
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cq) ____________________________________________________________________
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cr)
cs)
d) Why do you think policies are important within the school? Explain.
ct) ……………………………………………………………………………………………………
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cu)
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?
cv) ……………………………………………………………………………………………………
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f) Which policies cater for learners with learning barriers/special educational needs?
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cx) (30)
cy)
cz)
3.2 Observing a mentor teacher: Ten (10) lesson plans

da)
db) 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.
dc) In the SENIOR Phase, make sure that you observe FIVE lessons from one
subject listed on the following list:
dd)
de) Social sciences, Economic and Management Sciences, Natural sciences,
Creative Arts, Language, Maths, Life Orientation
df) In the FET Phase, make sure that you observe FIVE lessons from one subject
listed on the following list:
dg)
dh) 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.
di)
dj) 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.
dk)
dl)
dm) LESSONS OBSERVED
dn)
do)Lesson Observation 1
dp)Date: …………………………………………….
dq)Subject: …………………………………………….
dr) Grade: …………………………………………….
ds) Number of learners in class: …………………………..
dt) Lesson topic: …………………………………………….
du)
dv) Without asking your mentor/teacher, write down the aim of the lesson:
dw) ……………………………………………………………………………………………
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dx)
dy) How did the teacher introduce the lesson?
dz) ……………………………………………………………………………………………………
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ea)
eb)What were the specific activities the learners were involved in during the entire
lesson?
ec) ……………………………………………………………………………………………………
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ed)
ee)Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
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eh)
ei) What other learning activities could the learners have been involved in to assist them
to understand the concepts?
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ek)
el) What preparation did the teacher have to do for this lesson?
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eo)Write down the questions the teacher asked the class during the lesson.
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eq)
er) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
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et)
eu)
ev) Can you think of other resources that would assist learners in understanding the
concepts in the lesson?
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ex) ……………………………………………………………………………………………………
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ey) Were there any disruptive incidents during the lesson?
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fa)
fb) 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?
fc) ……………………………………………………………………………………………………
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fd) 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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fe) Lesson Observation 2
ff) Date: …………………………………………….
fg) Subject: …………………………………………….
fh) Grade: …………………………………………….
fi) Number of learners in class: ……….…………………..
fj) Lesson topic:

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

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

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

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

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

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

……………………………………………………………………………………………
nn)
no)Without asking your mentor/teacher, write down the aim of the lesson:
np)……………………………………………………………………………………………………
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TPS2601/103
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nq)
nr) How did the teacher introduce the lesson?
ns) ……………………………………………………………………………………………………
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nt)
nu)What were the specific activities the learners were involved in during the entire
lesson?
nv) ……………………………………………………………………………………………………
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nw)
nx) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
ny) .........................................................................................................................................
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nz)
TPS2601/103
oa)
ob)What other learning activities could the learners have been involved in to assist them
oc) ……………………………………………………………………………………………………
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od)
oe)What preparation did the teacher have to do for this lesson?
of) ……………………………………………………………………………………………………
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og)
oh)Write down the questions the teacher asked the class during the lesson.
oi) ……………………………………………………………………………………………………
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oj)
ok) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
ol) ……………………………………………………………………………………………………
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om)
on)Can you think of other resources that would assist learners in understanding the
oo)……………………………………………………………………………………………………
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TPS2601/103
op)
oq)Were there any disruptive incidents during the lesson?
or) ……………………………………………………………………………………………………
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os)
ot) How did the teacher deal with them? Alternatively, if there were no incidents, what did
ou)……………………………………………………………………………………………………
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……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
ov)
ow) Attach the following documents as evidence of the lesson you observed.
ox) The lesson plan
oy)
TOTAL: (25)
oz) Lesson Observation 8
pa)
pb)Date: …………………………………………….
pc) Subject: …………………………………………….
pd)Grade: …………………………………………….
pe)Number of learners in class: ……….…………………..
pf) Lesson topic:

……………………………………………………………………………………………
pg)
ph)Without asking your mentor/teacher, write down the aim of the lesson:
pi) ……………………………………………………………………………………………………
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TPS2601/103
……………………………………………………………………………………………………
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pj)
pk) How did the teacher introduce the lesson?
pl) ……………………………………………………………………………………………………
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pm)
pn)What were the specific activities the learners were involved in during the entire
lesson?
po)……………………………………………………………………………………………………
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pp)
pq)Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
pr) .........................................................................................................................................
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ps)
TPS2601/103
pt)
pu)What other learning activities could the learners have been involved in to assist them
pv) ……………………………………………………………………………………………………
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pw)
px) What preparation did the teacher have to do for this lesson?
py) ……………………………………………………………………………………………………
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pz)
qa)Write down the questions the teacher asked the class during the lesson.
qb)……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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qc)
qd)What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
qe)……………………………………………………………………………………………………
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qf)
qg)Can you think of other resources that would assist learners in understanding the
qh)……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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TPS2601/103
qi)
qj) Were there any disruptive incidents during the lesson?
qk) ……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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………………………………
ql)
qm) 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?
qn)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
qo)
qp)Attach the following documents as evidence of the lesson you observed.
qq)The lesson plan
qr)
TOTAL: (25)
qs)
qt) Lesson Observation 9
qu)
qv) Date: …………………………………………….
qw) Subject: …………………………………………….
qx) Grade: …………………………………………….
qy) Number of learners in class: ……….…………………..
qz) Lesson topic:

……………………………………………………………………………………………
ra)
rb) Without asking your mentor/teacher, write down the aim of the lesson:
TPS2601/103
rc) ……………………………………………………………………………………………………
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rd)
re) How did the teacher introduce the lesson?
rf) ……………………………………………………………………………………………………
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rg)
rh) What were the specific activities the learners were involved in during the entire
lesson?
ri) ……………………………………………………………………………………………………
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rj)
rk) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
rl) .........................................................................................................................................
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rm)
TPS2601/103
rn)
ro) What other learning activities could the learners have been involved in to assist them
rp) ……………………………………………………………………………………………………
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rq)
rr) What preparation did the teacher have to do for this lesson?
rs) ……………………………………………………………………………………………………
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rt)
ru) Write down the questions the teacher asked the class during the lesson.
rv) ……………………………………………………………………………………………………
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rw)
rx) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
ry) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
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rz)
sa) Can you think of other resources that would assist learners in understanding the
sb) ……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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TPS2601/103
sc)
sd) Were there any disruptive incidents during the lesson?
se) ……………………………………………………………………………………………………
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sf)
sg) How did the teacher deal with them? Alternatively, if there were no incidents, what did
sh) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
si)
sj) Attach the following documents as evidence of the lesson you observed.
sk) The lesson plan
sl)
TOTAL: (25)
sm)
sn) Lesson Observation 10
so)
sp) Date: …………………………………………….
sq) Subject: …………………………………………….
sr) Grade: …………………………………………….
ss) Number of learners in class: ……….…………………..
st) Lesson topic:

……………………………………………………………………………………………
su)
sv) Without asking your mentor/teacher, write down the aim of the lesson:
TPS2601/103
sw)……………………………………………………………………………………………………
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sx)
sy) How did the teacher introduce the lesson?
sz) ……………………………………………………………………………………………………
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ta)
tb) What were the specific activities the learners were involved in during the entire
lesson?
tc) ……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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td)
te) Which activities did they enjoy most, and which did they not enjoy? Why do you say
so?
tf) .........................................................................................................................................
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tg)
TPS2601/103
th)
ti) What other learning activities could the learners have been involved in to assist them
tj) ……………………………………………………………………………………………………
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tk)
tl) What preparation did the teacher have to do for this lesson?
tm)……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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………………………………
tn)
to) Write down the questions the teacher asked the class during the lesson.
tp) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
tq)
tr) What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
ts) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
tt)
tu) Can you think of other resources that would assist learners in understanding the
tv) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
TPS2601/103
tw)
tx) Were there any disruptive incidents during the lesson?
ty) ……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
tz)
ua)How did the teacher deal with them? Alternatively, if there were no incidents, what did
ub)……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………
uc)
ud)Attach the following documents as evidence of the lesson you observed.
ue)The lesson plan
uf)
TOTAL: (25)
ug)
uh)
ui)
3.2.1 Reflection on the ten (10) lesson plans
uj) 3.2.1.1. SENIOR PHASE (GRADE 7 TO 9)
uk) After you have observed your mentor teacher, respond and comment on the following
aspects.
a) Learning Space
ul) um) YES/NO un)COMM
ENT
uo)Learning and teaching occur in a very up) uq)
organized manner.
ur) Furniture in classroom well organized us) ut)
uu) uv) uw)
ux)
b) Learner Involvement
TPS2601/103
uy) uz) YES va) COMM
/NO MENT
vb) Learners are lively and participate contribute to vc) vd)
knowledge creation.
ve) Lessons constructed to allow for meaningful engagement vf) vg)
vh) vi) vj)
vk)
c) Discipline
d) e) YES/NO f) COMME
NT
g) Educator is proactive in an approach to discipline h) i)
j) Educator empowers the learners to become self-discipline k) l)
m)
n) Diversity
o) p) YES /NO q) COMME
NT
r) Educator establishes a good relationship with learners and s) t)
enjoy their confidence.
u)
v) Knowledge of subject
w) x) YES/NO y) COMM
ENT
z) Educator set demanding tasks for the learners aa) ab)
ac) Allows meaningful interaction in the classroom ad) ae)
af) ag) ah)
ai)
aj) Skills
ak) al) YES /NO am) CO
MMEN
T
an)Educator adapt at varying teaching modalities ao) ap)
aq)Uses various tasks to keep learners interested ar) as)
at) au) av)
aw)
ax) Goal Setting
ay) az) YES/NO ba)COMM
ENT
bb)Lessons are creatively linked to other sections of work bc) bd)
be)Goals are generated as evidence in year plans bf) bg)
bh) bi) bj)
bk)
bl)
bm)
bn)h)Planning
TPS2601/103
bo) bp)YES/NO bq)COMME
NT
br) Good time management bs) bt)
bu)Lesson provide adequate opportunities bv) bw)
bx) by) bz)
ca)
cb) i)Presentation
cc) cd) YES/NO ce) COMME
NT
cf) Educator carefully select learning material cg) ch)
ci) Lessons presented in an exceptional way cj) ck)
cl) cm) cn)
co)
cp) j)Recording
cq) cr) YES/NO cs) COMME
NT
ct) Records are kept in resource file cu) cv)
cw) Learner assessment records are meticulously maintained cx) cy)
and records are updated regularly
cz) da) db)
dc)
dd)k)Management of learning programmes
de) df) YES/NO dg)COMME
NT
dh)Good management of time di) dj)
dk) Create expanded opportunities for learners dl) dm)
dn) do) dp)
dq)
dr) l)Feedback to learners
ds) dt) YES/NO du)COMME
NT
dv) Feedback is positive and encouraging dw) dx)
dy) Regular feedback is given dz) ea)
eb)Assessment task are marked timeously and returned to ec) ed)
learners
ee)
ef) m)Knowledge of assessment techniques
eg) eh)YES/NO ei) COMME
NT
ej) Abilities to use different assessment techniques ek) el)
em) Educator has an in depth understanding of assessment en) eo)
techniques
ep)
eq)n)Application of techniques
er) es) YES/NO et) COMME
NT
eu)Educator uses assessment positively to motivate learners ev) ew)
ex) Educator is able to reflect on the application of assessment ey) ez)
techniques
fa)
fb) o)Record keeping
fc) fd) YES/NO fe) COMME
TPS2601/103
NT
ff) Records are neatly maintained fg) fh)
fi) Test files, are kept and all assessment activities have fj) fk)
marking guides
fl) fm) fn)
fo) (Extracted from IQMS Document) Performance standards 1-4)
fp)
fq)
(30)
fr)
fs) 3.2.1.2 FET PHASE (GRADE 10-12)
ft) After you have observed your mentor teacher, respond and comment on the following
aspects.
fu)
fv) a)Learning Space

fw) fx) YES/NO fy) COMME
NT
fz) Learning and teaching occur in a very ga) gb)
organized manner.
gc) Furniture in classroom well organized and gd) ge)
there is less evidence of graffiti and
littering
gf) gg) gh)
gi)
gj) b)Learner Involvement
gk) gl) YES/NO gm) COM
MMENT
gn)Learners are lively and participate contribute to knowledge go) gp)
creation.
gq)Lessons constructed to allow for meaningful engagement gr) gs)
and learners are encouraged to communicate freely
gt) gu) gv)
gw)
gx) c)Discipline
gy) gz) YES/NO ha)COMME
NT
hb)Educator is proactive in an approach to discipline hc) hd)
he)Educator empowers the learners to become self-discipline hf) hg)
hh)
hi) d)Diversity
hj) hk) YES /NO hl) COMME
NT
hm) Educator establishes a good relationship with learners hn) ho)
and enjoy their confidence.
hp)
hq)e)Knowledge of subject
hr) hs) YES/NO ht) COMME
NT
hu)Educator set demanding tasks for the learners hv) hw)
hx) Allows meaningful interaction in the classroom and provides hy) hz)
alternative ideas and sources in the lesson
TPS2601/103
ia) ib) ic)
id)
ie) f)Skills
if) ig) YES /NO ih) COMME
NT
ii) Educator adapt at varying teaching modalities ij) ik)
il) Uses various tasks to keep learners interested and educator im) in)
skilful engages learners in a learning process
io) ip) iq)
ir)
is) g)Goal Setting
it) iu) YES/NO iv) COMME
NT
iw) Lessons are creatively linked to other sections of work ix) iy)
iz) Goals are generated as evidence in year plans ja) jb)
jc) jd) je)
jf)
jg) jh) YES/NO ji) COMME
NT
jj) Good time management jk) jl)
jm) Lesson provide adequate opportunities and it was a logical, jn) jo)
coherent and meaningful lesson
jp) jq) jr)
js) h) Planning
jt)
ju) i)Presentation
jv)
jw) jx) YES/NO jy) COMME
NT
jz) Educator carefully select learning ka) kb)
kc) Lessons presented in an exceptional way kd) ke)
kf) kg) kh)
ki)
kj) j) Recording
kk) kl) YES/NO km) COM
MENT
kn) Records are kept in resource file ko) kp)
kq) Learner assessment records are meticulously maintained kr) ks)
and records are updated regularly
kt) ku) kv)
kw)
kx) k) Management of learning programmes
ky) kz) YES/NO la) COMME
NT
lb) Good management of time lc) ld)
le) Create expanded opportunities for learners and educator lf) lg)
foster an inclusive approach to lessons
lh) li) lj)
lk)
ll) l)Feedback to learners
lm) ln) YES/NO lo) COMME
NT
lp) Feedback is positive and encouraging lq) lr)
ls) Regular feedback is given and assessment task are marked lt) lu)
TPS2601/103
timeously and returned to learners
lv) lw) lx)
ly)
lz) m)Knowledge of assessment techniques
ma) mb) YES/ mc) COM
NO MENT
md) Abilities to use different assessment techniques me) mf)
mg) Educator has an in depth understanding of assessment mh) mi)
techniques
mj)
mk)
ml) n)Application of techniques

mm) mn) YES/ mo) COM
NO MENT
mp) Educator uses assessment positively to motivate learners mq) mr)
ms) Educator is able to reflect on the application of mt) mu)
assessment techniques
mv)
mw) o)Record keeping
mx) my) YE mz) COM
S/NO MENT
na)Records are neatly maintained nb) nc)
nd)Test files, are kept and all assessment activities have ne) nf)
marking guides
ng) nh) ni)
nj)
nk) Extracted from IQMS Document) Performance standards 1-4)
(30)
nl) Total=502
nm)
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING

nn)
no) 4.1 Assessment
np)
nq)It is necessary that you closely observe how assessment happens in practice. You will
learn more about this in the “Teacher as Assessor” module.
nr) 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.
ns) To guide your observation of assessment we mention a few aspects here.

TPS2601/103
 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
nt) (Formal or Informal) ____________ (1)
nu)b) Explain the difference between the formative and summative assessment
nv) _______________________________________________________________
_
nw) _________________________________________________________________
(2)
nx) c) What assessment tools were used to assess, e.g. memoranda, rubrics, checklists?).
ny) ________________________________________
(1)
TPS2601/103
nz)
oa)d) Name two examples of summative assessments that you observed during your stay at
the school.
ob)………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………(2)
oc)
(6)
od)
oe)4.2 Learning media
of) Teaching aids and learning materials
og)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.
oh)………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………
oi) (3)
oj)
b) Write down the main advantages of the use of pictures.
ok) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………(2)
c) Name the electronic media that were available at the school you visited.
ol) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………(2)
d) What learning media is not available at school that you think is very important in
teaching and learning
om) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
…………(2
TPS2601/103
on)
(9)
oo)
op) 4.3 Control of written work
oq)
or) 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.
os) ..………………………………………………………………………………………………………
………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
ot) ..
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
ou) .………………………………………………………………………………………………………
………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
ov) (3)
ow) b) How is feedback given? Is it written on the board, in learners’ books, or is it

given verbally?
ox) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
….
oy) (3)
oz) c) Who provides feedback? Is it the learners or the teacher?
pa)………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
pb)(1)
pc)
pd)d) How many times do learners receive feedback?
pe)………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
pf) (1)
pg)
ph)e) How effective is the feedback that learners receive?
pi) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
…(2)
pj) (10)
pk)
TOTAL=25
pl)
5. INCLUSIVITY
pm)
pn)The learners in your class will come from diverse backgrounds and have unique needs.
po)Part of being context conscious is the awareness of learners' needs and the ability to
provide a learning environment that enables learning for all.
pp)Read chapter 10 of ‘Becoming a Teacher” to learn more about approaches and practical
aspects of inclusive education.
pq)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.
pr) 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.
ps) _______________________________________ (2)
pt) 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.
pu)………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………(2)
pv)
pw)
b) Describe how this influences the learner’s schoolwork.
px) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……(2)
py)
c) What is good about her/his functioning in class?
pz) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………
qa)(1)
qb)
d) What poses a problem for this learner? Motivate your answer.
qc) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
qd)(2)
qe)
e) What strategies does the teacher use to accommodate and support this learner in terms
of schoolwork?
qf) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
qg)(2)
qh)
f) What strategies are followed to support the learner informally?
qi) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
qj) (2)
qk)
g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
ql) ………………………………………………………………………………………………………
……
………………………………………………………………………………………………………
……
qm) (2)
qn)
qo) Discuss the following with your mentor:
qp)h). How did the teacher identify that this learner had a learning challenge?
qq) .........................................................................................................................................
....................................................................................................................................................
...........
qr) (2)
TPS2601/103
qs)
i. Where did he or she find information on the specific learning challenge and how to
address it?
qt) ...............................................................................................................................................
...............................................................................................................................................
..........
qu)(2)
qv)
j. What would have supported the teacher to address this successfully?
qw) .........................................................................................................................................
...............................................................................................................................................
................
qx) (2)
qy)
k. How would you address the same challenge if you came across a similar situation?
qz) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………….
ra) (2)
rb)
l. Was there any evidence in the classroom that learners’ health was being promoted?
rc) Provide a supporting statement for your answer.
rd) ……………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………(2)
re)
m. Are the classrooms/schools clean and safe? Are there adequate water and sanitation
facilities?
rf) Provide a supporting statement for your answer.
rg) ……………………………………………………………………...
………………………………………………………………………………………………………
………………………………………(2)
TPS2601/103
rh)
n. Provide the evidence to show that written policies and regular practices that promote
good health were implemented.
ri) .........................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
.......(2)
rj)
o. How is the health education and life skills integrated in the curriculum and in the
teaching-learning activities?
rk) ……………………………………………………………………………………………………
………………….
………………………………………………………………………………………………(2)
rl)
p. How are children kept safe and protected from harm and abuse?
rm) ……………………………………………………………………………………………………
…………………..........
………………………………………………………………………………………(2)
rn)
q. How are children encouraged to care for each other?
ro) ……………………………………………………………………………………………………
…………………….......
………………………………………………………………………………………(2)
rp)
r. Provide the evidence to show that physical or mental punishment was/was not used
against learners.
rq) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
……(2)
rr)
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).
rs) ………………………………………………………………………………………………………
…(3)
rt)
TPS2601/103
ru) TOTAL=40
TPS2601/103
rv)
6. CLASSROOM EVIDENCE
rw)
rx) 6.1 Attach the picture/photo of the classroom with learners seated and your mentor
and yourself.
ry) (10)
rz) 6.2 Learner involvement (How do you think you can go about involving learners
while teaching?)
sa) ...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...................................
sb) (10)
sc) TOTAL=20
sd)
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM

se)
sf) Answer the questions to describe how each aspect influences the teaching and learning
context where you are doing observation.
sg)
7.1 Timetable
sh)
a) List two advantages of using a school timetable from your own experience.
si)
sj) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………....……..............
…………………………………………………………….............. (2)
TPS2601/103
b) Does the teacher have his or her own
timetable? ........................................................................................................................
............(1)
c) Do learners have their personal timetables?
sk) ..............................................................................................................................
.......(1)
TPS2601/103
d) Do teachers follow the school timetable at the school you are visiting?
sl) If not, what are their reasons
sm) _______________________________________________________________
____ (2)
sn)
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.
so) ………………………………………………………………………………………………………
………..
…………………………………………………………………………………………………….
………………..
………………………………………………………………………………………….
………………………..
………………………………………………………………………………….
…………................................................................................................................................
..……
sp) (2)
sq)
f) Have you seen a period register in the school?
sr) …………………………………………………………………………………………..................
(1)
g) Who is responsible for controlling it and how?
ss) ...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............
st) (2)
h) What is the purpose of the period register in a classroom
su) ...............................................................................................................................................
...............................................................................................................................................
..........
sv) (2)
sw) 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)
sx) Ye sy) No
TPS2601/103
s
i) Is the school timetable at the school you are visiting functional?
sz)
ta) Give two reasons for your answer
tb) .
………………………………………………………………………………………………………..
(2)
tc) (15)
td)
te) 7.2 Attendance Register
tf) 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.
tg) 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?
th) _____________________________
(1)
ti)
b) Is it marked regularly?
tj) _________________________________ (1)
tk)
c) Is the information from the register collated and used for purposes such as promotion,
merits or demerits?
tl) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………(3)
tm) (5)
tn)
to)
tp) 7.3 Discipline
tq) The teacher must also know how to implement the correct approach to discipline in a
specific context in her/his classroom.
tr) 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.
ts)
a) What is the purpose of the learner’s code of conduct?
tt) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
…........
tu) (2)
b) Do you think is a very important policy in a school and why?
tv) ……………………………………………………………………………………………………
…………………………………………………………………………................................................
..........
tw) (2)
c) Do you think involving learners in formulating a school code of conduct is important or

not? Give reasons.
tx) ………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………..........
ty) (2)
tz)
d) Did you observe any learner being disciplined? Mention the (3) offences and its
corrective measures
ua)………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………
ub)...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
.........................(4)
uc)
(10)
ud)
TOTAL=30
ue)
8. COVID 19 COMPLIANCE
uf) Extracted from DBE Monitoring tool 2020
ug) uh) ui) uj) COMMENT
uk) 1.Temperature Test Kits have been made ul) Y um) N un)
available E O
S
uo)2. PPE Packages have been made up)Y uq)NO ur)

available for all learners E
S
us) 3. There is adequate water supply ut) Y uu)NO uv)

E
S
uw) 4.There is anti-bacterial hand soaps ux) Y uy) NO uz)

and paper towels in strategic positions in E
the schools S
va) 5 There is a plan available and key vb) Y vc) NO vd)

personnel identified to conduct screening E
for every teacher, learner and visitor S
entering the school
ve) 6There is a plan to enforce the sanitisation vf) Y vg) NO vh)

of hands at the gate for teachers, learners E
and visitors entering the school premises S
and insist on the wearing of masks
vi) 7 The school is able to clean and disinfect vj) Y vk) NO vl)
classrooms and ablution blocks at least E
twice daily S
vm) 8 Is there a monitoring programme vn) Y vp) NO vr)

during breaks to prevent learners from E vq) vs)
congregating S
vo)
vt) 9.There is cooperation between teachers vu) Y vw) N vy)

and learners in dealing with COVID 19. E O vz)
S vx)
vv)
wa) 10.Learners wb) YES wd) NO wf)

are well informed we) wg)
about COVID 19 wc)
procedures.
wh)
wi) TOTAL=20
wj)
wk)
9. SELF-REFLECTION
wl)
wm) Ask yourself the following:
wn)
a. How might your own culture-bound assumptions influence your interactions with
learners?
wo) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
wp)
wq) b. How might the backgrounds and experiences of your learners influence their
motivation, engagement, and learning in your classroom?
wr) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
ws)
wt) c. How can you modify course materials, activities, assignments, and/or exams to
be more accessible to all?
wu)
wv) ……………………………………………………………………………………………………
………
ww) ……………………………………………………………………………………………………
………
wx)
wy) d. What experiences have you gained during your 5-week teaching observation?
 Good experiences:
wz)
xa) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
xb)
 Bad experiences:
xc) ……………………………………………………………………………………………………
……………………………………………………………………………………………………………
………
xd) TOTAL= (10)
xe)
xf)
10. PLANNING YOUR LESSON

xg)
xh) 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.
xi) 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.
xj) 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.
xk)
xl)
xm) 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.
xn)
xo) TEACHER NAME:
xp)
xq) School:
__________________________________________________________________
xr) Subject:
_________________________________________________________________
xs) Theme:
__________________________________________________________________
xt) Grade:
___________________________________________________________________
xu) Duration/Time:
____________________________________________________________
xv) Topic (specific):
xw) 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.
xx) _______________________________________________________
xy) y
b
xz) Mention resources to be used (LTSM) )
ya) (Read chapter 4 of “Help I am a student teacher” for information about learning media") y
c
)
yd) y
i
ye) Learning outcomes/objectives/aims )
yf) (Read chapter 4 of “Help I am a student teacher)
y
yg) j
)
yh)
y
k
)
y
ym)
yn)
yo)
yp) Teaching methods, learning activities and assessment

yq) (Read chapter 3of “Help I am a student teacher”)
yr)
ys)
yt)
yu) Lesson opening/introduction:
yv) 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.
yw)
yx)
yy)
yz)
za) Introduction of new content:
zb) The main part of the lesson/new knowledge/skills and values/learning opportunities
zc) 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:
zd) 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.
ze) Practical lesson: This type of lesson requires the learners to undertake some or other kind of practical
activity.
zf) 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.
zg)
zh) 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.
zi) 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.
zj) 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.
zk) 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).
zl) 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.
zm) 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).
zn) 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.
zo) 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.)
zp)
zq)
zr) 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.)
zs)
zt)
zu) 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?)
zv)
zw)
zx) Assessment activities: Briefly describe what learners will do to show that they have
mastered or made progress regarding the lesson outcomes/objectives.
zy) 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).
zz)
aaa)
aab)
aac)
aad)
aae)
aaf)
aag) Expanded opportunities: (What kind of enrichment is provided for gifted learners? What kind of
remediation is provided for learners requiring additional support?)
aah)
aai)
aaj)
aak)
aal)
aam)
aan) School stamp
aao)
aap)
aaq)
aar) Date: .............................................
aas)
aat)
aau)
aav)
aaw) TOTAL= (25)
aax)
aay)
11. POST-OBSERVATION REFLECTION ACTIVITY

aaz)
aba) 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.
abb) Report
abc) 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.
abd) 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.
abe) 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).
abf) Reflective activity
abg) 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:
abh)
a) During this teaching practice, I have learnt that
abi) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………(5)
abj)
b) Challenges that I encountered
abk) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………(5)
TPS2601/103
abl)
c) This changed my philosophy
abm) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………..
………………………………………………………………………………………………………
…………………………………………………………………………………………(5)
abn)
d) If I were to be given a second chance of observing, I would change
abo) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………(5)
abp)
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.
abq) .
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………….(5)
abr) f) Description of experience/information, which has had an influence on your teaching

practice experience period (observation).
abs) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TPS2601/103
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………
TPS2601/103
abt) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………………(5)
abu) TOTAL=
(30)
12 DECLARATION FORM
abv)
abw) Declaration form by student, mentor/teacher and principal
abx) 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.
aby)
abz) DECLARATION BY STUDENT
aca) I, …………………………………………………………(Name), student no.

……………………., declare that all the work in this portfolio is my own.
acb)
acc)
acd)
ace) Signature …………………………………………………
acf)
acg)
ach) DECLARATION BY MENTOR/TEACHER
aci)
acj) I, ………………………………………………………. (Name), declare that the above

student completed her/his practical teaching under my supervision or that of my
colleagues.
ack)
acl) Signature ………………………………………….
acm)
acn)
TPS2601/103
aco)
acp) DECLARATION BY SCHOOL PRINCIPAL:
acq)
acr) I, ………………………………………………. (Name), declare that this student

completed
School days of supervised practical teaching at ………………………………………………
(Name of institution).
acs)
act) Signature …………………………………………
acu)
acv)
acw) School address: ……………………………………
acx) ……………………………………
acy) ……………………………………
acz) ……………………………………
ada)
adb) School telephone: …………………………………
adc)
add) THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS
STUDENT.
ade) TOTAL=30)
adf)
TPS2601/103
13 MENTOR REPORT
adg)
adh) REGARDING................................................................................................ (Name of

student)
adi) BY TITLE: .........
adj) SURNAME: ...............................................
adk) NAME: ...............................................
adl) CONTACT DETAILS (those of the school if that is what you prefer):
adm) CELLPHONE: ............................................
adn) E-MAIL: ................................................................
ado) Please provide fair and honest comments regarding the following:
adp) Was the general conduct of the student irreproachable (on time, conduct according to
school requirements for
teachers)? .............................................................................................................................
...............................................................................................................................................
.....................
adq) Did the student work regularly/continuously on her/his portfolio?
adr) .........................................................................................................................................
...............................................................................................................................................
................
ads) Did the student complete her/his portfolio during the practical teaching period?
YES/NO
adt)
adu) Strong points of the student/good qualities and good work done:
adv) .........................................................................................................................................
...............................................................................................................................................
................
adw)
adx) Aspects on which student still has to improve to be ready to enter education as a
beginner teacher:
ady) .........................................................................................................................................
...............................................................................................................................................
................
adz)
TPS2601/103
aea) SIGNATURE SCHOOL STAMP
aeb)
TOTAL=30)
aec)
TPS2601/103
aed)
14. STUDENT REPORT

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

…………………….
aeg)
aeh) School:
aei) ……………………………………………………………………………………………………
…..
aej)
aek) School telephone number:
ael) …………………………………………………………………………………..
aem)
aen) Address: ..........................................................................................................................

.........................
aeo) .........................................................................................................................................
...........
aep) .........................................................................................................................................
...........
aeq) .........................................................................................................................................
...........
aer)
aes) 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
aet) …………………………………….. attended the above school for a period of ……….

(Number) school days from ………………………. (date) to ………………………. (date).
aeu)
aev) We hereby comment briefly on the following aspects of his/her stay at the school:
aew)
aex)
TPS2601/103
aey)
aez) Personal appearance:
afa) .........................................................................................................................................
...................
………………………………………………………………………………………………………
………….
…………………………………………………………………………………………………
afb)
afc) Relationship with teachers:
afd) .........................................................................................................................................
...................
………………………………………………………………………………………………………
………….
…………………………………………………………………………………………………
afe)
aff)Eagerness to learn:
afg) .........................................................................................................................................
...................
………………………………………………………………………………………………………
………….
…………………………………………………………………………………………………
afh)
afi) Eagerness to become involved:
afj) ...............................................................................................................................................
.............
………………………………………………………………………………………………………
………….
…………………………………………………………………………………………………
afk)
afl) Positive personality traits:
afm) .........................................................................................................................................
...................
………………………………………………………………………………………………………
………….
…………………………………………………………………………………………………
afn)
afo) Negative personality traits:

TPS2601/103
afp) .........................................................................................................................................
...................
………………………………………………………………………………………………………
………….
…………………………………………………………………………………………………
afq)
TPS2601/103
afr)
afs) Description of your experience with Unisa's teaching practice processes,

arrangements, placements, school visits, support, etc.
aft)………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………
afu)
afv)
afw)
afx)
afy)
afz) School stamp
aga)
agb)
agc) Signature Principal: ……………………………………
agd) Date: …………………………………
age) Signature of Mentor teacher: ……………………………
agf)
agg)
agh) Date:
agi)
TPS2601/103
agj)
TOTAL=30
agk)
TPS2601/103
agl)
15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL

agm)
agn) Student name & ago) agp) Student

surname number
agq) Name of School agr)
ags) Address agt)
agu) Contact details agv)
agw) Email agx)
agy) Week 1 agz) Date aha) Grade ahb) Signature

Student
ahc) Day 1 ahd) ahe) ahf)
ahg) Day 2 ahh) ahi) ahj)
ahk) Day 3 ahl) ahm) ahn)
aho) Day 4 ahp) ahq) ahr)
ahs) Day 5 aht) ahu) ahv)
ahw) Week 2 ahx) Date ahy) Grade ahz) Signature

Student
aia) Day 1 aib) aic) aid)
aie) Day 2 aif) aig) aih)
aii) Day 3 aij) aik) ail)
aim) Day 4 ain) aio) aip)
aiq) Day 5 air) ais) ait)
aiu) Week 3 aiv) Date aiw) Grade aix) Signature

Student
aiy) Day 1 aiz) aja) ajb)
ajc) Day 2 ajd) aje) ajf)
ajg) Day 3 ajh) aji) ajj)
ajk) Day 4 ajl) ajm) ajn)
ajo) Day 5 ajp) ajq) ajr)
ajs)
ajt)
TPS2601/103
aju)
ajv) ajw) Da ajx) Grade ajy) Signatu ajz) Signatu

Week 4 te re Student re Mentor
aka) akb) akc) akd) ake)

Day 1
akf) akg) akh) aki) akj)

Day 2
akk) akl) akm) akn) ako)

Day 3
akp) akq) akr) aks) akt)

Day 4
aku) akv) akw) akx) aky)

Day 5
akz) ala) Da alb) Grade alc) Signatu ald) Signatu

Week 5 te re Student re Mentor
ale) alf) alg) alh) ali)

Day 1
alj) Day 2 alk) all) alm) aln)
alo) alp) alq) alr) als)

Day 3
alt) Day 4 alu) alv) alw) alx)
aly) alz) ama) amb) amc)

Day 5
amd)
ame)
amf) Declaration by the school principal/HOD/mentor
amg)
amh) I, ……………………………………………, the Principal/Head of Department of the
above school and I as mentor ……………………………………...
ami) confirm that ……………………...………………. has attended/did not attend
his/her full Teaching Practice period.
amj) Date: …………………………………………………

amk) Signature: …………………………………………………
aml)
TPS2601/103
amm) ………………………………………………….……………………………….
(TOTAL= (40)
amn)
TPS2601/103
16 BIBLIOGRAPHY/REFERENCES
amo)
amp) Higgs. P. 2003. African philosophy and the transformation of educational discourse in
South Africa. Journal of Education, No. 30, 2003.
amq)
amr) (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.)
ams)
amt) Taole, M.J.(Ed). 2015. Teaching Practice, Perspectives and Frameworks. Van Schaik:
Pretoria.
amu)
17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:

amv) You have come to the end of this portfolio.
amw) We value your feedback. To enable us to improve on students’ first teaching practice
experience, please fill in the information.
amx) amy) Poor amz) Average ana) Good anb) Excellen

t
anc) Guideline and) ane) anf) ang)

s and
information
anh) Placeme ani) anj) ank) anl)

nt
anm) The ann) ano) anp) anq)

portfolio
anr) Communi ans) ant) anu) anv)

cation
anw) anx) any) anz) aoa)
aob)
aoc) Any other comments or suggestions.
aod)………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TPS2601/103
………………………………………………………………………………………………………
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aoe) ……………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………..
aof) What has been your experience of the teaching practice observations? (Both positive
and negative experiences.)
aog) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………
aoh) 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?
aoi) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………
aoj)
aok) Did you conduct yourself in terms of the South African Council of Educators Code of
Conduct?
aol) You can access this document at

aom) https://www.sace.org.za/pages/the-code-of-professional-ethics
aon) (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.
aoo)
aop)
aoq) ……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………
aor) Thank you for assisting us to improve the TPS experience.
aos) Lecturers
aot)
aou)
aov) TPS2601 PORTFOLIO MARKING GUIDELINE.
aow)
aox) CRITERIA aoy) SUB- aoz) TOTAL

MARKS MARKS
apa) 1.1 INTRODUCTION apg) apm)
apb) 1.2 AN AFRICAN aph) 20 apn)

PHILOSOPHY OF EDUCATION
api) 30 apo)
apc) 1.3 TEACHING
PERSPECTIVES apj) app)
apd) 1.4 TEACHING PHILOSOPHY apk) 15 apq)

(BELIEFS)
apl) 15 apr)
ape) 1.5 TEACHING PHILOSOPHY
IN CONTEXT aps) 80
apf)
apt) SENIOR PHASE/FET aqb) aqj)

TEACHING PRACTICE
ACTIVITIES-OBSERVATION aqc) aqk)
GUIDE
aqd) 20 aql)
apu) 2.1 CONTEXT ANALYSIS
aqe) 20 aqm)
apv) 2.2 DESCRIPTION OF THE
SCHOOL CONTEXT aqf) aqn)
apw) 2.3 SCHOOL ORGANOGRAM aqg) 10 aqo)
apx) 2.4 DESCRIPTION OF aqh) 10 aqp) 70

CLASSROOM FROM DIFFERENT aqi) 10
PHASES
apy) 2.5 REFLECTION ACTIVITY
apz)
aqa)
aqq) CLASSROOM MANAGEMENT aqv) ara)

OBSERVATION ACTIVITIES
aqw) arb)
aqr) 3.1 POLICIES
aqx) 30 arc)
aqs) 3.2 OBSERVING THE
MENTOR (10 LESSON PLANS) aqy) 250 ard)
aqt) 3.3 REFLECTION ON THE aqz) 60 are) 340

TEN (10) LESSONS OBSERVED
arf)
aqu)
arg) 4. OTHER IMPORTANT arl) arq)

FACTORS IN TEACHING AND
LEARNING arm) arr)
arn) 6 ars)
arh) 4.1 ASSESSMENT aro) 9 art)
ari) 4.2 LEARNING MEDIA arp) 10 aru) 25
arj) 4.3 CONTROL OF WORK
ark)
arv) 5. INCLUSIVITY arx) 40 ary) 40
arw)
arz) 6. CLASSROOM EVIDENCE asa) 20 asb) 20
asc) 7. CLASSROOM ash) asm)

MANAGEMENT STRATEGIES TO
ORGANISE THE CLASSROOM asi) asn)
asd) 7.1 TIMETABLE asj) 15 aso)
ase) 7.2 ATTENDANCE REGISTER ask) 5 asp)
asf) 7.3 DISCIPLINE asl) 10 asq) 30
asg)
asr) 8. COVID 19 COMPLIANCE ast) 20 asu) 20
ass)
asv) 9. SELF REFLECTION asx) 10 asy) 10
asw)
asz) 10. PLANNING YOUR ata) 25 atb) 25

LESSON
atc) 11. POST OBSERVATION ate) 30 atf)30

REFLECTION ACTIVITY
atd)
atg) 12. DECLARATION FORM ati) 30 atj) 30
ath)
atk) 13. MENTOR REPORT ato) 20 atq) 20
atl) 14. STUDENT REPORT atp) 30 atr)30
atm) ats)
atn) att)
atu) atv) atw)
atx) aty) atz)
aua) 15. ATTENDANCE REGISTER auc) 40 aud) 40
aub)
aue) 16. NEATNESS auf) 10 aug) 10

auh) 17. LANGUAGE aui) 30 auj) 30
auk)
aul) TOTAL=850

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TPS2601/103A/0/2022

Tutorial Letter 103A/0/2022

Department of Curriculum and instructional studie s

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

4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING......................................... 63

10.PLANNING YOUR LESSON..................................................................................................... 85

11. POST-OBSERVATION REFLECTION ACTIVITY.................................................................. 91

14. STUDENT REPORT................................................................................................................. 98

15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL.................................... 103

17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:..................107

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? …………………………………

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

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: Ten (10) lesson plans

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

 What are your learning objectives/outcomes?