TPS2601 Portfolio

TPS2601 – Teaching
Practical 1
Unique Assignment No. 710205
53973607 - Desré Maritz
15 Feb 2021 – 03 March 2021
Assignment 03
TPS2601 Desré Maritz
710205 53973607
Table of Contents
TEMPLATE FOR THE SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES ....................................................... 3
AN AFRICAN PHILOSOPHY OF EDUCATION .................................................................................................................... 3

General themes or concepts that are important for educators in South Africa ............................................ 3
SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE................................................... 4
TEACHING INSIGHTS (PRE-OBSERVATION ACTIVITIES) ...................................................................................................... 4

My Teaching Perspective............................................................................................................................... 4
My Teaching Philosophy................................................................................................................................ 5
Teaching Philosophy in Context .................................................................................................................... 6
CONTEXTUAL ANALYSIS: OBSERVATION ACTIVITIES ........................................................................................................ 7
Contextual Analysis ....................................................................................................................................... 7
Description of Classroom from Different Phases ........................................................................................... 7
Context Analysis: How Do Teachers Adapt Teaching And Learning To Context? .......................................... 8
Different Grade or Subject Context ............................................................................................................. 10
Reflection Activity........................................................................................................................................ 12
CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES ................................................................................................ 13
Important Aspects Regarding Lessons and Lesson Presentation ................................................................ 16
Lessons Observed ........................................................................................................................................ 21
Observation of Teacher Movement ........................................................................................................... 106
Classroom Management Strategies to Organise the Classroom ............................................................... 107
BE REFLECTIVE ............................................................................................................................................. 120
PLANNING YOUR LESSON ............................................................................................................................ 121
POST-OBSERVATION TEACHING EXPERIENCE ............................................................................................... 122
REPORT ............................................................................................................................................................ 122
DECLARATION FORM ................................................................................................................................... 123
MENTOR REPORT......................................................................................................................................... 124
STUDENT REPORT ........................................................................................................................................ 125
ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL ........................................................................ 126
STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: ...................................................... 127
PORTFOLIO ASSESSMENT GRID TPS 2601(GUIDELINES FOR MARKERS) ........................................................ 128
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Template for the Senior/FET Phase Teaching Practice Activities

An African philosophy of education
General themes or concepts that are important for educators in South Africa
1. Decolonisation: To become independent with regards to the acquisition of knowledge
skills, values, beliefs and habits, as a nation. South African teachers, lecturers and
professors must develop curricula that build on the best knowledge, skills, values,
beliefs and habits from around the world - inclusive of indigenous knowledge.
2. African Communalism: African thought puts the community at the centre of life, as
opposed to the western community which puts the individual at the centre of life.
Teachers should use the teachings in African Communalism within a class context
and keep this in mind when planning and giving lessons.
3. Ubuntu: As a teacher, accepting that all learners are human, capable of both mistakes
and greatness provides, both, the opportunity to teach and help students learn from
mistakes but also celebrate their accomplishments with them and in this one can teach
the concept of ubuntu as well as practice it.
4. Africanisation: Teachers can show the importance of Africa as a continent in a global

and local scale, thereby encouraging not only African students, but all students to
understand and appreciate the indigenous knowledge, our country has to share.
Educators teaching Shakespeare, for example, could easily teach Othello from an
African perspective, allowing the dark history of apartheid to shine a light on an old
English play.
5. Indigenous Knowledge: Indigenous knowledge teaches respect and, taught at a young

age, can help students understand that wisdom can come from age and experience.
Indigenous knowledge is extremely important, especially to learners from rural
backgrounds, to help them feel more at home within the context of a school and also
supports what they might have been taught at a younger age - helping them connect
with the teacher.
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Senior/FET Phase Teaching Practice Activities: Observation

Guide
Teaching Insights (pre-observation activities)
My Teaching Perspective
1. What does teaching mean to you?
Teaching is the opportunity and the possibility of shaping and moulding young minds
in the hopes of a better future for South Africa. Teaching gives the opportunity to
meet the leaders of tomorrow and speak to them on a more personal level, understand
what it is that the next generation is striving towards and the opportunity to guide
them in their ever-growing dreams. Teaching is fulfilment - it is, knowing that
students need more than just a teacher, but a guide and as-well as a mentor; students
need the prospect of guidance and individual attention as well as the opportunity for
group work and a way in which their social skills may also be strengthened.
2. How would you best describe teaching and what it involves?

Teaching is the transferring of knowledge to promote learning, competency and
development in students. Teachers should support the growth of students into
independent, responsible and functioning members of society. Teaching is the
cornerstone of all other professions. Educators are tasked with supporting the
emotional, mental and physical well-being of their students.
Learners spend the majority of their day with teachers and as such educators become
the disciplinarian, the guidance counsellor, the friend, the stand in parent and the
teacher. Teaching is made up of more than only educating a student on the particular
topic that you teach - it involves the smaller finer details of becoming a friend and
understanding the learner’s needs and wants as well.
3. How do you see your role as a teacher?

Teachers set the tone of their classrooms, build a warm environment, mentor and
nurture students, become role models, and listen and look for signs of trouble. The
most common role a teacher plays in the classroom is to teach knowledge to children.
4. What is your understanding of learning?

Learning is the process whereby an individual acquires and understands new
knowledge or information. This involves relating new ideas and making connections
between previously acquired knowledge and the knowledge you are attempting to
attain.
5. What do you expect to learn or gain from this process of observation and teaching
practice?
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As a student teacher, I hope to gain insight into the minds of other teachers as well as
their students. I hope to gain an understanding of what it is to be a teacher and to
share knowledge with students, I also hope to grasp the concept of learning from the
students and letting them transform me into the educator I’d like to be.
My Teaching Philosophy
a. Why do you want to be a teacher?
Teaching has been a lifelong dream for me, I started teaching my ‘students’ at age 5
when I decided that I needed to share with my toys and teddy bears what it is I had
learnt at school. Beyond my childhood dreams and expectations, I really hope to be
able to help young students, to reach their potential and to garner the best out of life.
b. What subject and age group would you like to teach and why?
I would like to teach Life Orientation to learners from age 15 and upwards because
it’s a subject I feel I would be able to reach students the most in. I enjoy the
psychology of adolescent behaviour and I like to make an effort in students’ everyday
lives to understand their coping mechanisms and see where I can help with healthier
mechanisms or behaviour techniques.
c. How you believe teaching should take place.

When teaching, the educator should consider the speed of both the rate of speech and
the pace at which information is given. Varied presentation styles should be used and
as well as different student learning styles should be taken into account (holistic-
kinaesthetic; logical; visual; auditory-musical). The educator should consider the
meaningfulness of the tasks, activities, as well as the language used. The timing of,
and different types of feedback should be considered. The teacher should consider
student interests, expectations, needs, and reasons for study.
d. How you believe learners learn best.

Students learn at their own pace and in their own methods, as not all learners are the
same, a varied approach to teaching could make the world of difference – all learners
should be taken into consideration when thinking about how they learn best and not
all learners have the same method of acquiring new information.
e. Why you believe teaching is a vital profession.

All the doctors, lawyers and scientists of the world, needed to learn the basics before
realising their collective potential. Educators are there to transfer basic knowledge to
every student who has unrealised potential – to motivate them to succeed and enable
them, to become the best versions of themselves.
f. How you believe you can make a difference.
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I believe that, through passion, hard-work and consideration for every student, I can
appeal to the leaders of the future. In teaching Senior and FET phase, a teacher is able
to make a difference simply by being understanding and compassionate; however the
goal is to be more than that, the goal is to impart knowledge and wisdom and all the
virtues good to the world.
g. What learning gains you are expecting to achieve during your teaching practice.
I hope to build my self confidence, in the sense that a teacher needs to be confident
and take charge of the class. I hope to gain the knowledge that other teachers have to
share so that I may not make the same mistakes others do.
Teaching Philosophy in Context

Read the definitions on Africanisation, and Ubuntu that are mentioned in the
introduction to this portfolio. Name two aspects that are applicable to the school and context
where you are going to do practice teaching. Motivate your answer.
The students in Global Leadership Academy are exposed to African literature through their
curriculum and are each treated as individual members of a community. Each student is
regarded with his/her own humanness and made aware of their impact on their community;
they are each exposed to African ideals and indigenous knowledge through their literature,
through their textbooks and through other learning support material.
Give one example and description from your own school experience regarding
1. Situated learning (incident in the school or classroom):

As a student teacher, I was asked to take over a few Creative Arts classes. Having
never taught a class, let alone Creative Arts, this was a daunting experience. I was
immersed in the teaching environment, and it gave me an opportunity to grow; every
morning I had to be in at 07:30 for the staff meeting and thereafter I would have to
work my observation around the teaching timetable that was handed to me on the first
day. Not only did I have to teach students in class but due to COVID there were still
some students at home joining in through Google Classroom.
2. Constructivism (what you remember and what you learnt from the incident):
This was an empowering moment, I was able to take charge of a class, impart useful
information and knowledge and get to know a bit about the students. I learnt from the
students how to do little things like make sure my voice is being projected enough and
hold their attention. I had a curriculum to work off of as well as help from the other
Art teachers to set up formal assessments and mark them. This experience gave me a
taste of what it would be to be a teacher. I also got to experience online teaching and
setting up tasks and learning material on Google Classroom.
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Contextual Analysis: Observation Activities
Contextual Analysis
Contextual Questionnaire
Name of School: Global Leadership Academy
Principal: Stefan Kleyn
Location of the School: Urban
Describe the location indicated: Situated in the small town of Jeffrey's Bay - Close to
shopping centres and residential areas. Parents work in the surrounding areas.
Advantages / Disadvantages of the described location: While there are students that live far
away on farms, most students live in the surrounding area, which serves as an advantage to
them - easily being able to get to school and back. The school is situated on a gravel road
however, which serves as a disadvantage due to all the dust and damage to parents' cars.
How do the learners come to school: Students are able to walk to and from school but mostly
they are picked up by parents in cars. There are also school minibuses that help transport the
students home and to school in the morning.
Description of Classroom from Different Phases

Phases Learner – Classroom Set-up Teaching & Teaching & Classroom
Teacher Learning Support Learning Environment
Ratio Material Methods Conducive to
Youngest Describe one Describe one learning or
and oldest evident aspect of aspect that not? Please
learner in Africanisation/ indicates the support your
the Decolonisation use of statement
classes evident in the indigenous How does this
you have learning and knowledge contribute to
described. support material include all
learners?
Senior
Grade 8 13-14 White Board, Chalk Headstart Group work is Classroom is
Board and Creative Arts encouraged in conducive to
Projector / TV Book - while the classroom learning;
available, each teaching the - this helps teachers
student has a desk concept of strengthen accept all
and a chair. Class lettering and art, idea of ideas and
can accommodate the book makes Ubuntu effectively
30 learners. use of African between help the
and South African learners and students who
references makes them seem to
more misunderstand
susceptible to the work.
the ideas of
their
classmates.
Grade 9 14-15 White Board, Chalk Headstart Question - Students are
Board and Creative Arts Answer encouraged to
Projector / TV Book -Students teaching think about
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available, each are encouraged to method is and answer
student has a desk look at South used effectively
and a chair. Class African artists encouraging when asked a
can accommodate (George Pemba) students to question.
30 learners. and learn more speak up and
about their own share ideas.
backgrounds
FET
Grade 10 15-16 White Board, Chalk Finders Keepers- It is accepted All students
Board and A novel about an that, as are accepted,
Projector / TV African girl goingstudents are and teacher
available, each through African not accepts all
student has a desk problems (she is necessarily forms of
and a chair. Class teased for her English home questions and
can accommodate dark skin). language and answers to
30 learners. leaves space questions.
for error.
Grade 12 17-18 White Board, Chalk My Children! My Students The teacher
Board and Africa! A play by worked helps the
Projector / TV Athol Fugard together as a students
available, each regarding South community to understand the
student has a desk African conflict in act out the aims and
and a chair. Class the times of play requirements
can accommodate Apartheid. increasing of the drama –
30 learners. their unity as students feel
a class. free to ask and
answer
questions.
Context Analysis: How Do Teachers Adapt Teaching And Learning To Context?

Senior Use this space for your discussion:
Subject/ Grade: Grade 8 Mentor remarks: Own Observation:
English Home Language Lesson Planning is slightly more Lesson Planning seems to happen
difficult as students all come from a day or two before the lesson, the
different backgrounds and as a teacher knows the basic concepts
teacher you now have to find he’d like to cover with them and
where their knowledge lies and develops each lesson a day ahead.
cover all the base points. Teaching the younger grades
Teaching becomes a bit more of a seems to be a lot more taxing – the
challenge due to the fact that students need more attention and
Home Language students aren’t the teacher needs to be sure that
always English at home, but as none of them have fallen behind.
the school doesn’t offer their Assessment in the younger grades
home language they are forced to seems to be a more common
take English, and as the teacher, occurrence, informal assessment is
you now have the task of filling in frequently scheduled and the
the gaps. teachers take this opportunity to
Assessment is more lenient in the monitor where the students are
younger grades, and occurs more Other School Activities are
frequently and earlier on in the scheduled quite often and students
year to determine the students’ need to take at least one winter and
baseline knowledge. one summer activity – the younger
Other School Activities in the students seem uninterested until
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younger grades are slightly less involved and then they give
excited to get involved in school everything.
activities but each grade 8 student
has to choose at least one activity
to involve them in the school
community.
Subject/ Grade: Grade 9, Mentor remarks: Own Observation:
Creative Arts Lesson Planning for creative arts Lesson Planning is a breezing in
lessons happen a week in advance creative arts, the syllabus is
for the grade 9 students – the already set and as a teacher, you
teachers discuss between one just have to slot in. Lesson
another what the students will preparation is mainly setting up a
have to cover by that time and slide and talking students through
then set to work preparing the the arts knowledge they need to
lessons. have.
Teaching the grade 9 students for Teaching grade 9 students seems
creative arts is a fairly simple task to be rather easy as they are more
– they need concepts explained to attentive and understanding than
them but they understand the the grade 8’s. The work is easy
importance of tasks set by the enough to understand and the
teacher. students are quite happy to listen
Assessment in the grade 9 and follow with slides.
happens term by term with one Assessment in term one for the
formal assessment per term – grade 9’s comes in the form of
students only write tests for art in projects they need to hand in, they
the June exams and the November had to do a self-portrait and a
exams. research task this term.
Other School Activities, students Other School Activities are still
are still urged to take part in compulsory for the grade 9
extramural activities and the like, learners and there are quite a few
they are still required to do one boys who are enthusiastic about
winter and one summer activity their rugby and soccer practices.
and mostly students still do not
seem interested.
FET
Subject/ Grade: Grade 12 Mentor remarks: Own Observation:
English Home Language Lesson Planning for the grade 12s Lesson Planning for the grade 12
happens in advance; ideally we students happens a few days in
have now been teaching the advance, planning is done by the
students for a number of years and two grade 12 teachers who confer
can now easily focus on the set to decide what set work the
work without worrying too much students will follow
about whether the students are Teaching happens between two
keeping up. teachers who decide between
Teaching the students that you themselves who will teach which
know is a lot easier at this level concept – their classes open into
because it should be clear by now each other which makes teaching
where the student’s knowledge the FET grades a whole lot easier.
lies, students grasp concepts Assessment is set up by the two
easier and are more accepting of teachers who split the sections
given tasks. between themselves. The students
Assessment tasks are less frequent seem to grasp more easily and are
and students know when their more susceptible to teaching and
formal tasks will be handed out learning.
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and their due dates. Other School Activities such as
Other School Activities aren’t socials and extramural activities
insisted upon at this level as are planned into the schedule and
students are in their last year, students seem to enjoy taking part
however school socials are without being told to do so.
planned and the students do still
have the opportunity for
extramural activities.
Subject/ Grade: 12 Mentor remarks: Own Observation:
Tourism Lesson Planning happens a day or Lesson Planning is done before
so before the class is to take place every lesson, the teacher has a set
– the students’ work is posted on weekly plan of when she intends
Google classroom and the teacher on assigning what work and the
makes her own basic lesson plans students know when they are
leading up to the class. moving onto the next unit.
Teaching the students becomes Teaching the students seems to
fairly easy at this grade as they come with ease; students aren’t
are now mature enough to pressured in their last year and are
understand why they are being rarely assigned homework due to
assigned work. the strenuous nature of the year.
Assessment is done through Assessment happens through
formative assessment mainly and mainly formative assessments with
the educator uses this to test summative assessments scheduled
whether or not the students are for four times a year; the students
keeping up with the work. know when to expect these and are
Other School Activities, while mostly prepared.
available are not forced onto Other School Activities are no
learners, although they have learnt longer considered compulsory but
to love the activity through senior the students seem to enjoy the
phase and tend to then carry on interaction with one another as
with the activities to the end of well as with the coach / facilitator.
their school years.
Different Grade or Subject Context

Different context 1 (Different grades)
Grades Learner – Classroom Teaching & Teaching & Classroom Language
Teacher Set-up Learning Learning Environment of
Ratio Support Methods Teaching
Material &
Learning
& Home
Language
of
Students
Senior Phase
Grade 8 13-14 White Comprehension Teacher The teacher Language
board, TV, and uses audio encourages of
23 Desks and Memorandum – visual the students Teaching
learners chairs all – Pittsburgh learning to ask and
to one facing the Pirates, an methods questions, Learning
teacher back of the article about and the with some – English
classroom. the first South students students in
Teacher’s African to play listen and the class and Students’
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desk next to major league ask others Home
whiteboard. baseball. questions. following at Language
Can take up Students are Students home on -
to 30 encouraged to are Google Afrikaans
students. see their encouraged Classroom,
country in the to learn and the teacher
world’s view. to want to has made
learn more concessions
from their for all the
elders. learners.
FET Phase
Grade12 17-18 White Past exam The The Language
board, TV, papers that educator classroom is of
44 Desks and make discusses a buzz as the Learning:
Learners chairs all references to the exam educator is English
to two facing the South African with his explaining
teachers. back of the situations – all students, what they can Home
classroom. class material making expect from Language
Teacher’s is infused with references their year-end of
desk next to African to the examinations. students:
whiteboard. History. students’ English.
Can take up experiences
to 30 in order to
students. connect.
Differences: The students from the grade 8 class are slightly more rowdy than those from the matric
class, they have more questions that cause disruptions and in general one can see they do not really
want to work. The grade 12 class asks more questions about the work are more eager to answer
questions and in general are more settled. The work in the grade 12 class is more complex and
advanced than that of the grade 8 class and their textbooks show this.
How teachers cope with their grade contexts: Teachers adjust their teaching methods between grades
and classes, the grade 12 class needed little to no guidance to take out their workbooks and follow
along as well as answer questions, but in the grade 8 class the teacher had to remind them countless
times where to follow, what activity they were on and so forth and so forth. The teacher in the grade
12 class needed little to no discipline techniques whereas in the grade 8 class it was rather imperative
to remind the students that they were in a classroom and needed to keep their volume down.
Different Context 2 (Different type of subjects)
Subject Learner – Classroom Teaching & Teaching & Classroom Language
Teacher Set-up Learning Learning Environment of
Ratio Support Methods Teaching
Material &
Learning
& Home
Language
Senior Phase
Mathematics 14-15 White The students The teacher The class is Language
– Grade 9 board, TV make use of uses an focused and of
24 with cast their oral-visual learning, teaching:
students ability, 30 mathematics method of students Afrikaans
to one tables and textbook, little teaching understand
teacher chairs all to no evidence while the Home
facing the of showing importance of Language
back of the Africanisation. students the subject. of
classroom, how and The teacher students:
in 5 rows. what to do is open to Afrikaans
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on the questions and
whiteboard. answers
Students without
follow and humiliating
ask students.
questions
based on
the work.
FET Phase
Art – Grade 17-18 White Students use Students The Language
12 Board, textbooks with addressed classroom of
Easels, ±16 references to as a has a very Learning:
tables and South African community, relaxed English
chairs, a artists as well they work atmosphere;
small as artists from on their students are Home
coffee all over the individual free to work Language
station, TV world. This projects, at the pace of
with cast helps instil the with help they choose students:
ability, idea of Africa from the (relative to English.
Ring light. in the world as teacher and the deadline
Desks opposed to, the their peers. of their art
arranged in world in work.)
a U shape Africa.
facing the
front of the
classroom.
Differences: The art classroom feels much more relaxed than that of the mathematics classroom, the
students in the maths class were far more interested in what the teacher was teaching than in the Art
class. The Art teacher was able to be more relaxed and lenient with her students as their tasks were
only due in the following lesson, giving both the students and the teacher some time, whereas the
maths teacher was unable to give such liberties because the students’ curriculum stated that they
needed to move on with the next topic by the following lesson. Students in the art class are also able
to sit at their desks, or on the floor, or wherever they would feel most at ease doing their tasks;
however students in the maths class had to sit in rows in their classroom facing the board and paying
attention.
How teachers cope with their school contexts: The art teacher has the ability to be more relaxed
with her students, she knows how much time they have before she needs to have her marks in and she
does not need to put unnecessary pressure on the grade 12 class, she also realizes the practicalities of
an art class and that at least 50% of their grade lies in their practical drawing ability. The mathematics
teacher needs to get through his curriculum and ensure his grade 9s are ready for their test series, he
also has to be more strict as the students are in a lower grade still working towards their year-end
exams.
Reflection Activity
What did you learn about becoming more content conscious?
The importance of choosing the right material to teach the students cannot be more stressed,
while the curriculum gives guidelines, teachers are still expected to find content that are both
appropriate for the grade as well as inclusive of indigenous knowledge and Africanisation
ideas and concepts.
What did you observe about teachers and learners regarding principles of respect and caring?
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Students respond quicker and better to the teachers who respect them and outwardly care for
them. Teachers who respect their learners and are firm and but not too strict with them are
also respected greatly by the students as well as cared for in turn.
How will you promote these values in your own class when teaching?
As a teacher, I will ensure that the material I use in class with my learners will reflect their
own heritage and culture, I will make sure that I show respect to them as respect is earned, I
will implicitly care for all students, regardless of my personal feelings or beliefs.
Classroom Management Observation Activities
Perspectives on Teaching & Learning

Training as mentor (by whom and how much formal/informal, accredited or not):
My mentor did his Bachelors in Education 10 or so years ago; he is not an accredited mentor
but the head of the English Department at GLA.
What are your expectations of the mentor?

To guide my teaching experience so that I may become not only a better teacher but also a
better student, so that I may learn as much as I can from them. I hope to be shown the ropes
and explained what is expected of me in terms of when I become a full time accredited
teacher.
What can the mentor expect from you?

Diligence, helpfulness and attentiveness – I will strive to not only take notes and work on my
portfolio but also to help out within the classroom context (e.g. sanitize desks etc.)
Reflection: How did the mentor(s) contribute to your practical teaching experience?
My mentor showed me how to approach teaching, and the aspects thereof, he explained to me
what would be expected of me as a teacher and showed me how to handle and take control of
a class. I have experienced his respect and awe in the school and hope to be able to work
myself up to that kind of admiration one day. Students hang off of his every word and
teachers praise him for it – I can only hope to become the type of teacher he is.
The Student’s Perspectives

Are you currently employed?
Yes.
Are you teaching at present?

Yes, temporarily
If so, for how long and which grade?

Till the end of my teaching practice, I am teaching Grades 8 and 9.
Or is this your first teaching experience?

This is my first teaching experience.
Description of your qualifications (where and when did you acquire them?)
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I am currently studying towards my Bachelor in Education for the Senior and FET phase; I
also have my Teaching English in a Foreign Language certification.
How do you manage your studies? (Whether you are employed full-time or not.)
I am able to work on my modules while I am at the school currently but generally when I am
working full time, I tend to study at night and on the weekends depending on how tired I am
from the day.
Description of any other appropriate experience/information, which has had an influence on

your teaching practice experience period (observation).
I have previously only done one on one tutoring with students in the senior and FET phase,
observing these learners in a school environment makes me amazed that they are such
different people in one on one lessons.
Description of your experience with UNISA's teaching practice processes, arrangements,

placements, school visits, support, etc.
There is a lot of confusion surrounding the teaching practice modules, with many students
unsure of what to do regarding not only portfolios, but teaching placement forms and
registration problems. I feel that the beginning of this year could have gone smoother if
UNISA had been ready for the year – which I feel they were not when registration opened.
What has been your experience of the teaching practice observations? (Both positive and
negative experiences.)
I have been exposed to the most excited, happy teachers, who really want their children to
succeed more than anything. They are full of life and bursting with knowledge for their
children. I have also found them to be slightly closed minded however, students are allowed
to be themselves in all aspects, but I heard a teacher say how a grade 12 pupil, experiencing
feelings for the same sex was simply going through a phase.
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?
I have learnt that to be a teacher, I need to believe in my students, I need to be happy about
life but also about the influence I may have on a learner’s life. I need to spark joy into the
learners and appreciate all they can teach me. I know that sexuality is a fragile thing at the
age of 17, I know that to be a teacher I need to be open minded and practice that with my
students – to let them know it’s okay to be whoever they want to be, whether it goes against
my own beliefs or not.
Did you conduct yourself in terms of the South African Council of Educators Code of
Conduct? If your answer is yes, then indicate the areas and motivate your answer.
Yes, ‘An educator exercises authority with compassion.’ I was able to be lenient on students
that did not hand in work on time. I explained to them that the work was required for marks
and was able to be compassionate to the learners that had other responsibilities during the
week.
‘An educator respects the dignity, beliefs and constitutional rights of learners and in
particular children, which includes the right to privacy and confidentiality.’ A student asked
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about my personal beliefs in Christianity, I answered as truthfully as possible without
degrading his own faith as a Christian student – not being a Christian myself.
Policies that influence classroom management
Identify Policies
Write down what type of policies you have found.
1. Device and E-Learning Policy
2. School Fees Policy
3. Uniform Policy
4. Sign-out Procedure Policy
Why do you think policies are important within the school? Explain.
Policies are important because the stipulate what the school will and won’t allow, they create
boundaries for, not only the student but also the parents and the staff at the school.
What are the most appropriate policies that will guide your day-to-day classroom practices?
(List the policies.)
1. Device and E-Learning Policy
2. Sign-out Procedure Policy
3. Uniform Policy
How do you see these policies changing your classroom practice? Motivate your answer.
1. Students must adhere to the Device and E-learning policy for their own safety as well
as the school’s network safety – students should be following in their e-books or
physical hardcover books during a lesson and not playing games etc. Students also
aren’t allowed to access the internet via the school’s internal platform.
2. The sign-out policy dictates how and for what reason a learner may be permitted to
leave the school grounds. This will guide day to day classroom activities with learners
as well as the procedure for an un-well student.
3. The uniform policy is valid in the classroom as the teacher is responsible for making
sure that the learners represent the school with professional attire.
Are there any other policies of importance that are not available in the school, which could
help the teachers in their day-to-day classroom practices? Name the policies and explain their
importance (reflection). Why are they relevant in this context?
Diversity Policies, this could help the school and the teachers deal with uncomfortable
questions regarding sexuality in an extremely Christian schools. Diversity is something that is
rather imperative to, not only today’s generation but future and past generations too.
Practicing acceptance and understanding goes a long way.
Heath policies, apart from COVID-19, could benefit the school, I have not found any
literature on any common illnesses prevalent in South Africa, such as HIV/Aids or Hepatitis,
Tuberculosis etc.
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Important Aspects Regarding Lessons and Lesson Presentation

The structure and stages of a lesson
Stages of a Lesson
A. The Beginning of a Lesson
• How do the learners enter the classroom?
The learners wait for the bell to indicate that they may enter, then enter the
classroom and wait to be greeted.
• How do the teacher and learners greet each other?

The teacher greets the students and invites them to take their seats.
• How are the desks arranged?

The students sit in 5 rows of 5-6 desks each, two rows facing the other three
and vice versa.
• Does the teacher verify attendance?

Attendance is verified in register period before classes begin, so attendance is
not checked per class.
• How is the previous day's homework dealt with?

Homework should have been done in class or handed in via the online
platform, available to students. The teacher would have checked this prior to
the start of the lesson.
• How does the teacher indicate that the lesson has started?
By projecting his voice loudly and grabbing the students’ attention, and
indicating the aim of the lesson.
B. During the Lesson

• Does the teacher use individual work, work in pairs, group work or
whole class discussion?
Whole class discussion is used; the teacher explains, discusses and allows for
questions throughout the discussion.
• What does the teacher do to let learners know what is expected from them?
The teacher verbalises what is needed and expected from the learners, not only
at the beginning of the lesson but throughout the lesson to make sure everyone
follows,
• Where is the teacher at different stages of the lesson?

The teacher tends to stick to the front of the class, calling on learners from
different parts of the class.
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• How does the teacher use her/his voice to manage what happens in the class?
Mr Yong projects his voice to certain extent and then at times lowers his voice
to a mere whisper, depending on whether he’s grabbing the attention of the
students or speaking to one particular learner at a time.
• How does the teacher praise or reward learners?

Learners are praised verbally by the educator for, both answering and asking
questions. Students are thanked when they bring up relevant topics for
discussion and praised for their ability to understand the concept.
• How does the teacher do regarding discipline?

The educator has instilled an atmosphere of calm collected conduct; he does
not tolerate unruly behaviour and when there is a disruption he is able to
politely grab the attention of the learners once more.
• How does the teacher handle a question he/she cannot answer?

Honestly. The student is told by the educator that he cannot at present fully
answer the question at hand, the educator promises to gather this knowledge
and get back to the student. When he inevitably does return with the answer
(albeit in the next lesson) the teacher is able to show the student that educators
are all learning but there’s no shame in not knowing the answer to something.
• How does the teacher deal with differently-abled learners?

The educator treats the whole class with quality and compassion – learners
who are differently-abled are not singled out or called on, yet the educator still
keeps an eye on said learner, making sure they still understand.
C. At the End of the Lesson:

• How does the teacher conclude the lesson?
Students are advised of the class activity, that they should work through this
and ask should there be any misunderstandings with the work.
• How does the teacher facilitate a discussion or feedback at the end?

As there has been a continuous discussion throughout the lesson, Mr Young is
confidently able to end off the lesson, with a few small questions relating to
the work to be done.
• How does the teacher deal with learners who have not finished their work?
While being strict on assessment dates, incomplete work is not at the top of
the educator’s priority list due to COVID causing restrictions on when the
students may and may not be at school.
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• How does the teacher communicate homework?
Homework is only assigned, should the student not have finished his/her class
work in the allotted time.
• How does the teacher dismiss the class?

Students are thanked, told to enjoy their day /week, and lastly reminded of
important tasks.
D. Observe Learners:
• What are learners doing when they do not settle down? (Talking, finding
equipment, playing, etc.)
Student’s are digging in their bags, talking to their friends or staring out the
window onto the school grounds outside.
• What prevents learners from paying attention?

Students are prevented from paying attention by distractions from fellow
classmates, interruptions from teachers walking in, learners outside on the
field etc.
• How do learners interact with each other during group work?

While becoming excitable in the idea of working with their friends, students
are able to listen to one another and interact with each other without any fear
of ridicule or bullying.
Other School Activities

E. Assemblies
• Does the school have a weekly gathering that all the teachers and learners
attend together during the week? (assembly, weekly gathering)
Yes, the students and the teachers meet for a weekly assembly on a Monday
morning before school.
• Where does this take place?

Assembly takes place in the gallery, below the staff room, next to reception in
between the classroom corridors.
• What is the procedure during assembly? Who runs the assembly? Who else is
involved? What do the learners do?
The English HOD runs the assembly; he welcomes the students, makes some
announcements and then opens with a prayer and then a reading / testimony
from his own life, he then ends off with another prayer and asks the principal
to step up to the podium. The principal shares his own announcements and
testimony with the students, where-after the students are sent to class. The
students, listen intently or fidget during assembly, they are a little raucous at
times but are able to quiet down very quickly as well.
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• How do the learners arrive and leave after an assembly? (In rows, in their
register groups, boys and girls separately, grades separated, etc.)
Students arrive individually and take a seat, assembly starts when register
classes are supposed to be in session and as such students know to make their
way to the assembly area and take a seat.
• Does this way of organising the event work? Motivate

I believe that this method of organising is very helpful towards not only the
students but the teachers as well. It teaches independence in learners and
motivates them to be able to use their own thought processes instead of
waiting to be told to line up and sit down.
F. Teacher Duties
• Do they have a roster for these duties?
Yes
• Do they have to sign that they have done the duty?

No, the school accepts that the teachers are accountable enough to keep track
of their duties.
• Why do you think the teachers have to perform these duties?

Duties are done in order to keep learners and teachers safe, in order to
maintain the smooth running of the school and the curriculum in which they
teach and also in order to effectively share the workload in the school so that it
does not fall onto one person to do all the administration of the school.
• What safety precautions are in place at the school and how do the teachers
assist?
COVID-19 protocols are in place at present, the Grade 8-9 (senior) students
are currently at school attending classes with 10 minutes being left free
between each class so that the teacher may sanitize. Grade 10-11 (FET)
students are currently at home for the next two week cycle however still
attending class through Google Classroom from home.
Teachers also enforce social distancing rules and adhere to mask requirements
to curb the infection within the school.
G. Extramural Activities
• List at least 3 extramural activities that the school offer
Rugby, Chess, Netball, Athletics, Tennis, Soccer, Debating
• How often are teachers expected to perform these extramural duties?
Extramural duties are scheduled for at least two to three times per week.
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Reflect on these aspects. What would you do different to improve any of these
aspects?
I am truly inspired by Mr Young’s teaching method, he grasps the attention of his
students and uses this to their advantage – transferring knowledge and ideas and
making the students feel comfortable enough in his presence to speak up and ask or
answer questions. His method of concluding the lesson is something that I would
change, I would take the last 10 minutes of the lesson to recap what was said in the
lesson and walk around to learners, individually checking homework and class work
making sure they have grasped the concepts done in the lesson or in the previous
lesson.
Assemblies I would change only to create more order, students would be let go per
grade as opposed to all at once, and as the students need to take their own chairs to
class after the assembly I would ensure this announcement is made before dismissal.
Teacher duties make complete sense to me and I understand why it is not needed for
teachers to sign that they have upheld their responsibility.
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Lessons Observed
Lesson Observation 1
Date: 16 Feb 2021
Subject: English Home Language
Grade: 11
Number of Learners in class: 46
Lesson Topic: Comprehension and Language
Without asking your mentor/teacher, write down the Aim of the lesson:
To help the students answer and respond to different exam / comprehension questions.
How did the teacher introduce the lesson?

Mr Young welcomed the students to his and Mrs Britz’s classroom, and then promptly
jumped into a recap of his previous lesson with the grade 11s.
What were the specific activities, the learners were involved in during the entire lesson?
One stand out student was constantly engaging with Mr Young, there were a few learners
joining in on the discussion and asking questions. Some learners were following or taking
notes about the class discussion and others were enthralled in what other students were doing
attempting to create distractions.
Which activities did they enjoy most, and which did they not enjoy? Why do you say so?
There were some students enthralled in the class discussion, others were very uninterested in
being there – the lesson was just before break time, as such students were marginally restless.
What other learning activities could the learners have been involved in to assist them
to understand the concepts?
Students could use old papers to practice their reading and comprehension skills as well as
their language skills.
What preparation did the teacher have to do for this lesson?

The teacher had to find the past paper that he would then discuss with the students as well as
make sure that the material was posted on Google Classroom.
Write down the questions the teacher asked the class during the lesson.
‘What is a rhetorical question, what purpose does it serve?’ ‘What is the author speaking
about when he referred to fear mongers?’ ‘What is the author saying about technology in this
passage?’ ‘Who copied that directly from the text?’ ‘Why do we not want you to just copy
from the text?’
What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
Past English Language and Comprehension Paper.
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Can you think of other resources that would assist learners in understanding the concepts in
the lesson?
A reading comprehension as homework could help the teacher evaluate where the students
are as a group and how they are taking to the material.
Were there any disruptive incidents during the lesson?

Yes, students got a bit rowdy as the lesson was scheduled just before their break time.
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?
Mr Young quickly gained control of the group once more and was able to carry on with his
lesson after a quick, “Okay, Listen up!”
Lesson Plan
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Teacher/Learner Support & Assessment Activity
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Date: 16 Feb 2021
Grade: 12
Lesson Topic: Exam Questions and What to Expect.
To ready the students for their matric exams.

A quick welcome to his class, a recap of what happened last lesson and a reminder that their
matric exams are headed towards them with great speed. Mrs Britz also explained what it was
like to be a matric marker for the department.
Learners were involved in the class discussion, taking notes and answering questions on the
past paper they had been working on.
Students seem to very much enjoy their English lesson; they were happy to be there and were
engaging in the discussion, they understand how important their grade 12 year is.
Students could have worked through the question paper themselves but they would not nearly
have enjoyed the lesson as much.

The past paper had to be found and loaded onto the student’s portal online as well as printed
out.
‘Why do you think the question is worded this way?’ ‘Why do you have to give the full
answer and not just write a single word?’ ‘Do you understand what the question is asking you
grade 12s?’ ‘Who can tell me the answer to this question?’
The teacher used a past paper and the students used their tablets and workbooks to follow.
the lesson?
The student’s textbooks are a great source of information and could clarify some concepts in
the question paper.
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There were no disruptive incidents in the lesson.
Mr Young commands respect, the students have been taught by him and Ms Britz since grade
8 and by now they know what is expected of them.
Lesson Plan
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Teacher/Learner Support Material & Assessment Activity
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Date: 17 Feb 2021
Grade: 10
Lesson Topic: How to Approach Paper 1 Language Exam
To teach students how to formulate answers to certain exam questions.

The teacher quickly covered what the lesson would be about and explained to the students
that the language paper should be approached in a certain manner.
The students were involved with note taking, asking questions, engaging in the class
discussions as well as reading.
The students seemed to genuinely enjoy the lesson; they asked questions and engaged the
teacher right up until the end of the lesson.
The students could have split into groups and worked through the question paper together,
helping one another.

The teacher had to make enough copies of the question paper discussed with the students so
that the teachers and the learners would each be able to follow along.
‘How would you start answering a question like this?’ ‘What words in this question tell you
what you have to do?’ ‘What does it mean when the question uses the word ‘discuss’?’ ‘Was
there anyone who used an opposing viewpoint?’
The teacher used a past question paper.
the lesson?
Students have access to their Headstart English textbooks which also explains the different
concepts in more detail.
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There were no disruptions during this period.
The teacher places himself in a position of power over the students; he teaches with passion
and love for the language, using humour and storytelling techniques, this is very much seen
by the learners and their full attention was on him from the moment they entered.
Lesson Plan
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Teacher/Learner Support Material & Assessment Activity
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Date: 25 Feb 2021
Grade: 10
Lesson Topic: Poetry – Soccer, Karroo Style by Clive Lawrence
The aim is to get the students ready for their upcoming poetry quiz.

A recap of the previous lesson followed the current lesson outcomes and expectations.
Students followed the poetry reading on their tablets as well as the slideshow, they then had
to complete a Google Classroom quiz on the poetry they had just completed.
Students enjoyed the slideshow and the reading of the poem, as well as the discussion before
the quiz but did not enjoy the prospect of doing work.
Students could be assigned a dramatized piece where they have to act out the poetry for the
class to increase their understanding of tone in poetry.

The teacher had to prepare the quiz on Google classroom as well as the slideshow of the
poem had to be prepared.
‘How seriously did these boys take the game?’ ‘Where do you think they got the old socks
and underpants, discussed in the poem?’ ‘Where are we now?’ ‘Does it suggest that this is the
way it will be?’ ‘Are these children stuck there?’
Headstart Grade 10 English Home Language Textbook, Slideshow loaded onto Google
Classroom, Quiz loaded onto Google Classroom.
the lesson?
A poetry breakdown, of the meaning of each stanza could help with the students’
understanding.
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Students had an announcement from another teacher, as well as some students requesting
bathroom breaks.
The teacher was able to quickly and effectively pull the students’ attention back to the task at
hand, and carry on with the lesson.
Lesson Plan
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Assessment Activity
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Date: 25 Feb 2021
Subject: English First Additional Language
Grade: 10
Number of Learners in class:16
Lesson Topic: Danny the champion of the World – Roald Dahl, Chapter One and Prologue
To introduce the prescribed reading to the students.

The teacher greeted the students, checked in how their week was going and then started his
discussion on the set book.
The students were looking for books, tablets, writing notes and chatting with one another – a
few seemed engaged in the lesson.
The students enjoyed chatting to the teacher about their weeks and how life was going but were
not looking forward to doing some work – a few had to take the set questions home.
What other learning activities could the learners have been involved in to assist them to
understand the concepts?
The students could have been involved in individual reading or reading out loud to assist with
pronunciation.

The teacher had little to no preparation to do for the lesson, he just had to brush up on the set
work.
How are you? How has your week been? Have you started reading the text? How many have
read the first chapter? Who hasn’t completed the questions?
Danny the champion of the world (paperback book), learner’s tablets and their writing pads.
Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
A slide show could be a useful tool to increase the student’s understanding of the novel.

The class was mostly disruptive during the lesson and showed no signs of settling down.
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The teacher was not equipped to handle the class and was more interested in befriending the
learners, he made no attempts to stop the disruptions when learners got out of hand or to guide
them into working.
Lesson Plan
The teacher had not prepared a lesson plan.
Teacher / Learner Support Material
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Assessment Activity
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Date: 16 Feb 2021
Subject: Life Orientation
Grade: 9
Lesson Topic: Read & Write - Summary
The aim was to teach the students the importance of reading and writing within a school
context, and to help them practice the art of writing for the purpose of journaling and planning.

Mrs van Schalkwyk introduced me to the class and explained that I would be observing for the
following few weeks, then recapped their last lesson and told the class that they would be
moving on to reading and writing tasks today.
Students’s arrived in a rather boisterous mood and were talking to one another, they then
busied themselves by taking out their personal belongings. Students started taking notes and
listening intently when the teacher started on their lesson, some also followed along on their
tablets.
The students were very excited to get to the class and speak to their teacher but were not in the
mood to do the work set out for them as they had just come from lunch and were in an
excitable mood.
The students could have been asked to write a summary of a given text or to read something
they deemed formal to the class.

The teacher had to create the notes given to the students as well as upload them to Google
Classroom.
‘What would you classify as informal writing?’ ‘What texts would be informal?’ ‘Why is it
important that we know the difference?’ ‘How would you practice your writing skills?’ ‘Is
everyone still with me?’
lesson?
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Notes on the subject were uploaded onto Google Classroom as well as additional notes to help
the students plan their days.

A student needed to speak to another student across the class and decided to do so just as the
lesson began?
The teacher firmly told the student to sit down and ready himself for the lesson – he did not
disrupt the lesson again.
Lesson Plan
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Teacher/Learner Support Material
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Assessment Activity
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Date: 22 Feb 2021
Grade: 9
Lesson Topic: Sexual Behaviour and Health
To inform students about safe sex choices and their health and wellbeing with regards to this.

With a quick recap of the last lesson, the teacher started off her lesson by referring to students’
everyday behaviours and how it impacted them.
Learners followed along with the slideshow while the teacher explained it, some students were
actively involved, asking questions.
The students were extremely uncomfortable with the topic of the lesson, some thought it to be
rather funny and others were not too excited about learning about sexual health. Sexual health
is a topic that students generally try to avoid but the teacher handled it very professionally.
The students could have been assigned a research task of the different sexually transmitted
diseases so that they could familiarise themselves with the concepts taught.

The teacher had to prepare both the slideshow.
‘Does everyone have their miEbooks open?’ ‘What does sexual health mean?’ ‘What do we
know about sexual behaviour?’ ‘Does anyone have any questions?’ ‘Why are you talking while
I am?’
The teacher used a slideshow to depict what she wanted to students to understand.
lesson?
The students could be handed worksheets on sexual health and behaviour and work through
that in groups.
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There were no major disruptions other than a consistently talking student.
The teacher seems to have created a relaxed but respectful environment in her class, only one
student was constantly causing disruptions but she was quite easily able to manage her class.
Lesson Plan
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Date: 23 Feb 2021
Grade: 9
Lesson Topic: Sexual Health and Wellbeing
To inform students about the risks and disadvantages of unsafe sex.

The teacher reminded the class that they had started on the sexual health lesson yesterday and
then informed them that she would be moving on to the risk factors related and that there
would be an assessment afterwards.
Students were taking out their tablets; some were busy making notes while others followed on
their tablets.
Students enjoyed the end of the lesson where they were able to do their assignments – students
did not enjoy discussing their sexual health with the teacher and were not very open to asking
questions.
The students could have watched a video informing them on the consequences that can happen
if they practice unsafe sex.

The teacher had to set up the PDF document with a summary of their work as well as the task
that was to be done at the end of the lesson.
‘What is abstinence?’ ‘Why should be practice abstinence?’ ‘Do you know that everything in
your body is connected?’ ‘Why would you want to put yourself in these risky situations when
you are not ready for them?’ ‘Have you started with my work?’
The teacher used a PDF document where she had summarised the work and set up a task for
the students.
lesson?
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Videos, worksheets, google.

There were no disruptive incidents in this lesson.
Mrs Van Schalkwyk has a great relationship with the class and as such she rarely has any
disruptions with the students.
Lesson Plan
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Assessment Activity
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Date: 02 March 2021
Grade: 8
Lesson Topic: Formal Assessment Task – Open Book Test
To test students’ knowledge on the work done in term 1.

The teacher greeted the learners and asked them to be seated and quiet, she then informed them
that they would be doing their formal assessment in class for the next 3 lessons.
The students were talking to one another, until caught, they then busied themselves with taking
out their tablets and their pens – a student helped the teacher pass out their formal assessment
tasks and then they all got busy answering questions.
The students enjoyed receiving their tasks back but did not enjoy continuing with their tasks.
The students could have searched for their answers using the internet as opposed to using their
books.

The teacher had to ensure she had enough extra paper for the lesson as well as everyone’s tasks
to hand back.
‘Did everyone get their question papers back?’ ‘Does everyone understand?’ ‘Who else needs
more paper?’ ‘Why are you talking?’
The students had access to their textbooks as well as the question papers they were meant to be
answering.
lesson?
The students could have also used any extra notes or summaries that the teacher had handed
out to them during the term.
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One student dropped his tablet and caused a disturbance as well as continuous talking from
another student.
The teacher was able to gain control of the class by checking that the student’s tablet was still
operational and telling everyone else to settle down.
Lesson Plan
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Assessment Activity
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Date: 02 March 2021
Grade: 9
Lesson Topic: Complete FAT
Open book formal assessment task on sexual health, study methods and goal setting.

Greet students and tell them that they would be continuing work on their formal assessment
tasks explain that they have three more lessons in which to complete their tasks.
The students started off the lesson very uneasy and restless, talking to friends and walking
around the class, until the teacher then put a stop to this. They were then researching questions
in their textbooks and workbooks as well as writing their formal tasks.
The students enjoyed talking to one another and moving around but were not too happy about
doing their formal assessments as this meant they had to settle down.
The students would have already learnt the concepts discussed in the formal assessment tasks
and the open book task really helped them with this as well as it reinforces what they have
already learnt for the term.

The teacher had to make sure that the students’ tasks were all together and with her and she had
to ensure that she had spare blank pages for the students to work on.
‘Where is Kyle?’ ‘Who hasn’t received their tasks back?’ ‘Dylan, where is Dylan?’ ‘Does
everyone have their question papers?’ ‘Does anyone else have any questions?’ ‘Who else needs
more paper?’
Formal Assessment Tasks; Learner’s life orientation textbooks; Clock; Paper.
lesson?
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If the learners were allowed to search on Google for their answers.

Yes, a student was consistently turning around and talking to his friend behind him.
The teacher informed the student that if he was caught talking again she would be forced to
take his formal assessment away and mark him on his incomplete work – through this she
managed to take control of the situation.
Lesson Plan
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Assessment Activity
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Observation of Teacher Movement
Front of the Class

Teacher
X X
X
X
Teachers X
Desk
Back of the Class
Reflection: What can you learn about the teacher's movement from the diagram?
The teacher only stood in the front of the classroom while teaching the lesson and as such,
most of the time the students answering or engaging with him were seated in the front of the
class. Very few learners were engaging during this lesson.
How do you think you can go about involving learners while teaching?
Students can be involved in the teaching process in a variety of different ways, the teacher can
move about the classroom and randomly assign learners to answer the question, and the teacher
can divide the class into opposing teams who get points for the most correct answer (thereby
making a game out of the teaching process).
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Classroom Management Strategies to Organise the Classroom

Timetable
1. List two advantages from using a school timetable in your experience.
The school timetable keeps lessons structured and running on time as well as helping
both teachers and students to keep track of which class they should be in.
Does the teacher have his or her own timetable?
Yes
2. Do the learners have their personal timetables?
Yes the students have been handed their own timetables.
3. Do the teachers and learners follow the school timetable at the school that you are
visiting? Yes.
Give reasons for your answers above.
a) Teachers need to be able to see when they can expect their students in the
classroom.
b) Students and teachers are able to be on time for lessons, creating an organised
environment.
c) Together with individual time-tables for teachers and learners, there is also a
bell time-table and a timetable per classroom, collating all the teachers and
classes who make use of the room.
4. 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.
I was scheduled to teach a class in a specific room, when it turned out that the
classroom had been double booked by the administration on the timetable.
5. If you did not experience a problem, briefly refer to a problem that might occur with a
class timetable.
There is a possibility of students getting confused with a timetable, misunderstanding
the information or ending up at the wrong class.
6. Is there a homework and extra-curricular timetable in the class you observed?
a) If yes, give at least three specific characteristics of such a timetable.
b) If no, give at least three specific reasons why such a timetable can be useful.
No, the students are assigned homework from their perspective teachers as opposed to
by their register class; extracurricular activities each have their own timetable.
➢ A homework timetable could help students keep track of when and for whom a
task is scheduled.
➢ Extracurricular activities on one timetable could help the student keep track of
which extracurricular activities they can or cannot do due to scheduling time
conflicts.
➢ Teachers could effectively schedule their homework and extracurricular duties
with the use of timetables.
Yes No
Is the school timetable at the school you are visiting functional?
Give two reasons for your answer:
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(1) The bell is scheduled to go at a certain time, indicating lesson change, this helps the
students and teachers to efficiently manage their time.
(2) Following the timetable throughout the day, helps you know how long your lessons
should be scheduled for and how much time should be left at the end of the lesson for
the students to complete the set work.
Briefly explain a problem you experienced with the class timetable: I had misread the timetable
and thought I should be in a specific classroom when a student informed me their class would
be across the hall in a different class.
1. What time is the attendance register marked?

08:00 AM every morning the students are marked present of absent in their register
classes.
2. Is it marked regularly?
Yes, everyday.
3. Is the information on the register collated and used for purposes such as promotion,
merits or demerits?
Yes, the students know that their information is kept on file in order to keep track of
and reward or follow up on punctuality, absenteeism and demerits.
4. What challenges did the teacher experience when keeping the class register?
There were no challenges experienced by the by the register teacher.
5. If you did not observe any challenges, what challenges do you think student teachers
might experience when keeping a register for any class?
As a student teacher, you would not know every learner in every class, therefore a
student could be marked present or absent in error – either the teacher did not hear the
student acknowledge that they are present, or the student could get their friends to
confirm their presence when they’re really not at school or elsewhere than in the class.
6. Observe and ask the teacher how the following matters are dealt with in the class:
6.1. Absenteeism: The student is marked as absent on the register and the school
administrator phones the student’s parents after the 3rd absentee mark.
6.2. New admissions: Students are introduced to their register class and assigned a
peer to show them around the school and help with any questions.
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6.3. Withdrawals: The student would be required to provide documentation to this

effect and the class would be told that a learner has moved on to another school
/ has left the school.
6.4. Transfers: Students that transfer in would be required to provide previous
transcripts and go through the new admissions procedures, student would be
assigned a peer to help show them their classes and get them more acquainted.
Students that transfer out would be handled the same as withdrawals and the
class would be notified of their leaving.
School Funds
Yes No
• Are the learners paying school fees?
• Indicate why they are or are not paying school fees.
The student’s parents pay school fees in payment of their children’s education.
• Is the school state or privately owned?
The school is privately owned?
• Under which quintile is the school classified?
5th Quintile.
• For what purposes are school fees used?
School fees are used for maintenance and repairs to the school, paying the educators,
funding school equipment etc.
Who is responsible for the collection of school fees?

The school administrator and the School Management Team.
Do learners get receipts after paying their school fees?

School fees are usually paid via EFT by the parent / guardian and the school issues receipts and
statements as requested.
Discipline
1. Does the school have a code of conduct?
Yes.
2. Do learners, parents and guardians have a copy of the code of conduct?
Yes, the code of conduct is attached to every application form.
3. If yes, give a brief explanation of the code of conduct.
The Code of Conduct spells out the rules regarding learner behaviour at the School and
describes the disciplinary system to be implemented by the School concerning
transgressions by learners.
4. Who is responsible for the administration of the school code of conduct?
The school disciplinary board.
5. Do you think involving learners in formulating a school code of conduct is
important or not? Give reasons.
Yes, the students may bring something new to the code of conduct that has not been
thought of in previous times due to a generational gap between the board and the
students having to follow the code of conduct.
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6. Did you observe any learner being disciplined? Describe why the learner was
disciplined and the kind of action that was taken.
The student was disciplined due to the fact that the school term is almost to an end and
he had nothing to show for it in his workbook – he hadn’t done any of the work set
forth by his teacher. The teacher spoke loudly and firmly to him about not having done
his work, and asked the student how he thought he would pass without putting in the
work. The teacher gave the student a demerit and ordered him to complete the work.
Most obeyed rules:

Day 1: No crude/foul language may be used; no make-up may be worn; no running in-between
classes.
Day 2: Respect must be shown towards teachers and one another; No long nails allowed; no
make-up may be worn.
Day 3: No running in-between classes; Punctuality to all lessons; No romantic relationships.
Day 4: No physical or emotional bullying in any manner; No foul language; Rise when a
teacher enters.
Day 5: No taking of another student’s school or personal belongings; Rise when a teacher
enters the class; No foul language allowed.
School Buildings and Grounds

1. Condition of the school buildings:
The school buildings are well looked after, apart from needing a coat of paint in the
staff room, the buildings are immaculate.
2. Condition of the school grounds:
The school grounds are kept perfectly trimmed by the garden team here at GLA, the
plants are all well looked after and the grass is kept in as good a condition as possible –
as the Kouga area is undergoing a severe drought, the school grounds are not being
watered at present, and all water conservation efforts are in place.
3. Did you see any evidence of vandalism?
No, there were some markings on desks here and there but not outright vandalised.
4. Is there any mechanism in place to prevent vandalism?
The ladies bathroom on one side of the school has a chalk board painted on the side of
the one cubicle, with encouraging messages and bible verses, this stops students from
vandalising any other walls and cubicle as the students have a method of expression and
outlet.
5. Who is responsible for the maintenance of the school grounds?
The maintenance team appointed by the School Management Team.
6. Are learners involved in the maintenance of the school grounds?
No, learners are not expected to maintain the school grounds, merely pick up any and
all litter they may see during their school day.
7. Write down one practical recommendation on how to improve the school buildings and
grounds.
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If the school were to install more water conservancy tanks, they may be able to use run-
off waste water to water the school grounds. The one wall in the staff room should also
be sanded down and repainted as the paint is chipping.
Assessment
1. Look at the five lessons you observed: Name three examples of formative assessments
used in the lessons you observed. What can the teacher learn from these assessments?
i) English Past Paper 1 – Language and Comprehension,
ii) English Quiz on Google Classroom – Soccer, Karoo Style.
iii) Questions on set book.
The formative assessments help the educator establish whether or not his/her teaching
skills were effective, whether the student has grasped the information and understood
the work, as well as show the educator what areas they need to work on to improve
understanding of concepts.
2. Name two examples of formative assessments in your Teaching Practice module.

i) Assignment 1 – School Information Form
ii) Assignment 2 – Written Assignment
3. Name two examples of summative assessments that you observed during your stay at
the school.
i) Formal assessment tasks (FAT) in Life Orientation – Open Book Test
ii) Formal assessment tasks (FAT), Creative Arts – Make a Mythological Container
4. How did the two formative assessments you completed for the Teaching Practice
module prepare you for the summative assessment of the module (the portfolio)?
I was able to gather all the information needed for the summative assessment, before
starting with it, the formative assessment helped me gather the knowledge needed to
complete the summative assessments.
5. Why do you think lesson planning is a very important part of your teaching practice?
The lesson planning aspect of the teaching practice is important because it teaches the
student teacher how to plan and what to prepare for in his/her future lesson.
Learning Media – Teaching aids and learning materials

1. Write down some of the uses of the chalkboard/whiteboard in the class you attended:
A useful aid in explaining an idea or concept to a group of learners, a place to write
homework due dates and topics, writing notes / questions for the students to copy.
2. Write down the main advantages of the use of pictures.
Pictures can translate abstract ideas into more realistic forms, they are easily obtained,
e.g. from schoolbooks, newspapers and magazines, and, pictures are usable in all
different academic levels.
3. Name the electronic media that were available at the school you visited.
There are TVs in all the classrooms as well as the gallery (assembly area), the teachers
all work on laptops or tablets and the students have to have a laptop or a tablet as part of
their school stationary and necessities.
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Use the knowledge and skills gained from the observation period to complete the
following table on materials and equipment you could use to make useful educational
media for specific subjects and themes of your choice.
Material/Equipment Medium Subject Theme

E.g. Paper Bag Science Air pressure
Paper Sheet Art Origami Animals
Metal, Water, Kettle Spoon, Water Science Condensation
Coloured Paper, Laminated Cards Languages Parts of Speech
Plastic
Cardboard, Fabric, Box car Technology Wind power
String
Scissors, Paper Character Masks English Literature
Paper, Cellophane, Sheets Art Window Art
Scissors, Glue
Control of Written Work

Make three comments about the control and correction of learners' written work in the class
you visited.
(1) Teachers are rather lenient with students with regards to incomplete homework.
(2) Students attempt to distract the educator from checking work as they know demerits are
handed out with homework that’s not done or incomplete.
(3) Teachers seem to be stricter about homework with the grade 8s – 11s, as the grade 12
pupils need to be preparing for their exams.
How is feedback given? Is it written on the board, in learners’ books, or is it given verbally?
Feedback is given to the class in a general manner, ‘The class average is...’, yet students are
also given feedback individually on the assessments via Google Classroom.
Who provides feedback? Is it the learners or the teacher?

The teachers provide feedback to the learners on their performance.
How many times do learners receive feedback?

Learners receive feedback on all tasks they hand in as well as any homework they have to
complete.
How effective is the feedback that learners receive?

The teachers at GLA have a very effective manner of communication with the learners; they
work through the work given with the entire class and discuss the answers together, and then
they help each learner with their individual projects, explaining to them how they can improve.
HIV/Aids
Yes No
Does the school have an HIV/Aids policy?
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Does the school have an HIV/Aids prevention programme? If so, what is the nature of the
programme?
Apart from the curriculum enforced programme in Life Orientation, the school does not have
its own set HIV/Aids prevention programme.
If not, explain in your own words how such a policy could be formulated.
The school could sit down with its School Management Team and formulate a programme to
keep their student’s safe, the school could make use of their Educational Psychologist and
consider where the student may be exposed to HIV/Aids, how to prevent such occurrences and
how to educate the learners on the importance of practicing safe sex, and/or abstinence as well
as making sure to wear gloves whener you come into contact with another person’s blood.
Are incidents handled in a way that would prevent the spread of HIV or keep learners and
teachers safe from being infected?
Yes, students and teachers do follow safe precautions, there is also a first aid accredited staff
member.
Yes No
Does the school have any form of counselling for HIV sufferers?
Annual Teaching Plan (Work Schedule)

1. List the documents that are found in the teacher's file.
Annual teaching plan, Term plan, Assessment plan, Formal assessment tasks and
memoranda, Record sheet containing learners’ marks for each formal assessment task
and informal notes.
2.
2.1. Mention any three subject content areas covered in the CAPS document.
Storytelling and/or praise poems; Reading for comprehension; Prepared /
unprepared speech.
2.2. Identify assessment activities that are covered in the ATP.
Literature assignments; Transactional writing; Oral; Literary Essay
2.3. Mention themes covered in the CAPS document that the teacher addressed during
the lesson.
 Reading for comprehension: Vocabulary development and language use;
Sentence structures.
 Interpretation of visual texts e.g. advertisements, cartoons, pictures.
 Summary writing
2.4. Are the subject content areas in line with the subject and grade? Motivate your
answer.
Yes, the teachers seem to be following their CAPs documents closely as I noticed
that they were in line with the department’s timetable for informal assessment as
well as formal assessments. English students were busy with unprepared speeches
as well as working through language papers to increase their knowledge and their
ability to speak in unprepared situations.
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Introduction to Inclusive Education

a) Describe any visible proof that indicates that the learner has a learning difficulty
or is experiencing learning difficulties.
There is no visible proof of the student’s learning challenges, she has a cognitive
processing difficulty and the school has made concessions for her.
b) Describe how this influences the learner’s schoolwork.
The student has difficulty processing what she reads and understands, her brain
processes easier with audio than written word – she is then able to listen in class and her
notes are all pre-recorded.
c) What is good about her/his functioning in class?
The student is quiet and studious; she does not disrupt the class in any manner but
rather listens quietly and attentively.
d) What poses a problem for this learner? Motivate your answer.
Reading and writing tasks are difficult for the learner due to her processing problem,
she does not absorb or take-in what she reads, thus these tasks are difficult for her.
e) What strategies does the teacher use to accommodate and support this learner in terms
of schoolwork?
The student’s teachers have all agreed to pre-record their notes for the student and her
tests / exams are done separately with a teacher who will then read out the questions to
her.
f) What strategies are followed to support the learner informally?
The student has had consultations with the school educational psychologist, and has
follow up consultations scheduled. The student’s parents are very involved in her
education and supporting in her difficulties. Teachers in class tend not to call on the
learner, but rather let her answer in writing.
g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
The student is extremely drawn to art and technical drawings, whereas no other student
in the school has been allowed to pair those two subjects due to scheduling conflicts
and possibly too much of a workload, this student has been granted permission and one
can see how it has greatly and positively impacted the student’s life.
Discuss with your mentor:
1. How did the teacher identify that this learner had a learning challenge?
The student was having difficulty keeping her grades up and through this she was
instructed to make an appointment with the educational psychologist that works for the
school, who then diagnosed the processing difficulty the student was facing.
2. Where did he or she find information on the specific learning challenge and how to
address it?
The educational psychologist reported back to the school that the learner was struggling
to process information through reading, and sent the school information on the
challenge she was facing as well as coping mechanisms and methods on how to support
the learner.
3. What would have supported the teacher to address this successfully?
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The educational psychologist is a great medium for both the students and the educators
as the educators have access to a fountain of knowledge at their fingertips and the
students know that they would have support should they face any difficulties.
4. How would you address the same challenge if you came across a similar situation?
I would pre-record any notes I was to give to my class as well as offer the student one
on one tutoring so that I may cater the lesson specifically to that student and teach in the
methods that he/she learns in.
Enhancing learners’ health and well-being

a) Was there any evidence in the classroom that learners’ health was being promoted?
Provide a supporting statement for your answer.
Yes, teachers sanitize the classroom after each use and learners are encouraged to wash
hands regularly as well as adhere to the current mask laws in South Africa; to ensure
the class has been sanitized the classes are equipped with rosters, cloths and sanitizer
bottles which can be refilled in the staff room.
b) Are the classrooms/schools clean and safe? Are there adequate water and sanitation
facilities? Provide a supporting statement for your answer.
Yes, the bathrooms are cleaned regularly and there are bottles of hand-soap at each
basin. There are two bathrooms each for boys and girls, one on each corridor, each
bathroom with at least 6 cubicles and as many basins.
c) Provide the evidence to show that written policies and regular practices that
promote good health were implemented.
There are posters and signs all over the school reminding students to wash their hands
and sanitize regularly as well. The school coffee shop also attempts to instil good health
policies by selling vegetables and healthy foods such as salads as well.
d) How is the health education and life skills integrated in the curriculum and in the
teaching-learning activities?
The register teacher takes a moment every morning to encourage good eating habits as
well as remind student to wash their hands and sanitize regularly – since COVID, the
school has increased their health education. Life skills are taught in life-orientation and
are instilled and implemented by the register teachers from all classes.
e) How are children kept safe and protected from harm and abuse?
There is a zero tolerance policy on abuse of any kind, any child caught being
disrespectful to their peers of teachers will be suspended with immediate effect and any
student caught physically hurting another student will be expelled with immediate
effect.
f) How are children encouraged to care for each other? Through the code of conduct.
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Code of Conduct - GLA 1

g) Provide the evidence to show that physical or mental punishment was/was not used
against learners.
Students have a grading system with regards to any wrong doing –
Code of Conduct - GLA 2 Disciplinary Procedure
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h) Provide the evidence to show that there were/were no clear guidelines for conduct
between teachers and learners and among learners themselves (and that bullying is not
allowed). See code of conduct extract below.
Code of Conduct - GLA 3 Disciplinary System
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Code of Conduct - GLA 4 Zero Tolerance
Involvement of parents and community members

a) Explain how parents are invited to become involved in their children’s learning as well
as how parents are consulted.
The school has many platforms on which the parents can involve themselves – ranging
from Whatsapp groups to parent’s evenings, in which the learners receive invitations if
their parents are needed to come into school, however, all parents are welcome to
attend. When students have a total of 10 demerits, the vice principal makes a call to the
parents and asks them to join him for a meeting, parents are then consulted about their
children’s work as well as if there are any concerns that need to be raised.
b) Explain how teachers and parents work together to help children learn better in
school and at home.
The teachers at GLA believe in full disclosure, meaning that they communicate any and
all necessary information to the parents as well as ask the parents to inform them of any
home changes or necessary correspondence on the students’ home lives
c) Explain how teachers and parents together care about the children's health, nutrition and
safety – also on the way to and from school.
The students are encouraged to buy healthy snacks from the school tuck-shop – they
stock fruits, salads and fresh sandwiches for students to eat. They also don’t have a big
variety of cold drinks and have a rather full fridge of water – in this way students are
encouraged to consume only healthy snacks throughout the day.
d) Explain how parents and community members are invited for school-community
project activities.
The parents are invited to become involved in the school when they have outreach
projects, the students and teachers come together to make meals for the less fortunate or
support animal welfare services. Ex-pupils are also involved in the school internship
programme which supports students who don’t have the means to focus on tertiary
education – these students then give back to the community by tutoring the less
fortunate.
e) Explain how parents and community members are educated about inclusivity.
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The internship programme broadens the students’ horizons, helping them to see that
there are those less fortunate than they are and then by encouraging the tutoring, the
GLA staff educates the students through practice.
f) Explain how the school involves community members in learners' safety when
travelling to and from school.
The school is situated off the main roads of Jeffreys Bay, students are educated in class
that they should be wary at all times when travelling to and from school but the school
does not provide a school bus or any extra safety measures.
g) How does the school address issues relate to safety, violence and abuse?
The school has a zero tolerance for bullies and violence, the rules are that any student
caught bullying another, physically or other, is immediately suspended and (depending
on if the incident is a repeat) expelled.
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Be Reflective
a. How might your own culture-bound assumptions influence your interactions with
learners?
As I did my teaching practice in a more affluent school, I was under the assumption that
all or most students lived in affluent communities, as they all had access to internet,
tablets/ laptops and smartphones. The students would talk to me about their sporting
and surfing hobbies and I assumed this meant that they came from wealthier
backgrounds
b. How might the backgrounds and experiences of your learners influence their
motivation, engagement, and learning in your classroom?
When I came to the realization that at least fifty percent of the learners came from
township or more poorer communities, I changed my methods of instruction to include
topics relevant to them as well. I realized that my assumptions were influencing the way
I taught the students and I was able to correct this behaviour and get to know each of
them on a more personal level.
c. How can you modify course materials, activities, assignments, and/or exams to be more
accessible to all?
The assignments and course materials could be printed out for those without access to
the tablets and the laptops but the activities could also be set up in such a way that it
forces students to critically think about their answers, problem-based away from their
computers.
d. What experiences have you gained during your 5-week teaching observation?
Good experiences: Teaching the students and having them grasp the concepts that I’m
explaining as well as getting to know the teachers and the learners, understanding what
motivates each of them and their way that they do things.
Bad experiences: I wouldn’t say there were many bad experiences, I embarrassed
myself by walking into a class sliding door in front of a few pupils but I was able to
pick myself up and dust myself off.
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Planning Your Lesson
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Post-Observation Teaching Experience

Report
During this teaching practice, I have learnt that: Self confidence is key, to teaching, to
engaging with the learners, even something as simple as walking down the halls, self
confidence is a huge role player in a teacher’s daily life.
Challenges that I encountered: I struggled to find my footing in my teaching lessons, I was

more nervous than the students were and it felt like I had been pushed in at the deep end, but I
figured out how to swim and got through the challenges I was facing.
This changed my philosophy: While I don’t believe that this experienced changed my
philosophy on teaching, it definitely showed me where I was lacking in my own teacher
development and where I had said that I wanted to stick to something, for instance my lessons
were lacking as I was structuring them to go too fast – I need to work on my time management.
If I were to be given a second chance of observing, I would change: I would spend more time
in different classrooms, I would gravitate to classrooms more easily and insert myself in the
lessons more easily.
As a student teacher I learnt to listen to the learners, you tend to enter a classroom with
preconceived notions of what you will teach and what the learners will do and then something
happens that moves your lesson in a different direction. I have learnt that I need to believe in
myself more and ask for help when I need it. I have gained irreplaceable knowledge and
experience through Global Leadership Academy, I am shaped by my teaching observation in a
way I never thought possible.
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Declaration Form
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Mentor Report
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Student Report
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ATTENDANCE REGISTER OF STUDENT TEACHER AT

SCHOOL
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STUDENT EVALUATION FORM FOR THE TEACHING

PRACTICE MODULE:
Poor Average Good Excellent
Guidelines and Information X
Placement X
The Portfolio X
Communication X
Any other comments or suggestions:
As an old curriculum student, I felt there wasn’t enough information for me to better
understand what UNISA wanted from me – I was extremely unsure of myself and emailed the
University with little to no response, as students I think we would appreciate a little more
guidance and understanding, especially when it comes to work-integrated learning.
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PORTFOLIO ASSESSMENT GRID TPS 2601(Guidelines for

markers)
CRITERIA Lecture Mark
Observation Activities Perspective / Africanisation 10 /10
1. TEACHING Teaching Perspective 30
INSIGHTS PRE-
OBSERVATION Teaching Philosophy 30
ACTIVITIES) /60
2. CONTEXTUAL Contextual Questionnaire 20
ANALYSIS: Classrooms from different phases 20
OBSERVATION Adapting Teaching and Learning 20
ACTIVITIES) Grade or subject context 20
Reflection on Contextual Analysis 20 /100
3. CLASSROOM Perspectives of Teaching & 30
MANAGEMENT Learning
OBSERVATION
ACTIVITIES Policies (30) Stages of a lesson 100
(30) Other Activities (30)
Reflection (10)
Lessons from experienced teachers 260

(25x10 =250), Teacher movement
(10)
Classroom management strategies: 50

Timetables (5) Register (5), School
funds (5) Discipline (5), School
buildings and grounds (5),
assessment (5), Learning media
(5), Written work (5) HIV/Aids
(5) Annual teaching plan (5)
Inclusive Education 40 /480

4. POST Reflective Action 20
OBSERVATION Planning your own lesson 50
ACTIVITIES Report (40) Mentor Report (30) 100
Student Report (30)
Attendance register 80 /250
5. PORTFOLIO Declaration 50
QUALITY Neatness 10
Language 40 /100
Total: /1000
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TPS2601 – Teaching

AN AFRICAN PHILOSOPHY OF EDUCATION .................................................................................................................... 3

SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE................................................... 4

TEACHING INSIGHTS (PRE-OBSERVATION ACTIVITIES) ...................................................................................................... 4

BE REFLECTIVE ............................................................................................................................................. 120

PLANNING YOUR LESSON ............................................................................................................................ 121

POST-OBSERVATION TEACHING EXPERIENCE ............................................................................................... 122

REPORT ............................................................................................................................................................ 122

DECLARATION FORM ................................................................................................................................... 123

MENTOR REPORT......................................................................................................................................... 124

STUDENT REPORT ........................................................................................................................................ 125

ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL ........................................................................ 126

PORTFOLIO ASSESSMENT GRID TPS 2601(GUIDELINES FOR MARKERS) ........................................................ 128

Template for the Senior/FET Phase Teaching Practice Activities

4. Africanisation: Teachers can show the importance of Africa as a continent in a global

5. Indigenous Knowledge: Indigenous knowledge teaches respect and, taught at a young

Senior/FET Phase Teaching Practice Activities: Observation

2. How would you best describe teaching and what it involves?

3. How do you see your role as a teacher?

4. What is your understanding of learning?

c. How you believe teaching should take place.

d. How you believe learners learn best.

e. Why you believe teaching is a vital profession.

f. How you believe you can make a difference.

Teaching Philosophy in Context

1. Situated learning (incident in the school or classroom):

Contextual Analysis: Observation Activities

Description of Classroom from Different Phases

Context Analysis: How Do Teachers Adapt Teaching And Learning To Context?

Different Grade or Subject Context

Classroom Management Observation Activities

Perspectives on Teaching & Learning

What are your expectations of the mentor?

What can the mentor expect from you?

The Student’s Perspectives

Are you teaching at present?

If so, for how long and which grade?

Or is this your first teaching experience?

Description of any other appropriate experience/information, which has had an influence on

Description of your experience with UNISA's teaching practice processes, arrangements,

Policies that influence classroom management

Important Aspects Regarding Lessons and Lesson Presentation

• How do the teacher and learners greet each other?

• How are the desks arranged?

• Does the teacher verify attendance?

• How is the previous day's homework dealt with?

B. During the Lesson

• Where is the teacher at different stages of the lesson?

• How does the teacher praise or reward learners?

• How does the teacher do regarding discipline?

• How does the teacher handle a question he/she cannot answer?

• How does the teacher deal with differently-abled learners?

C. At the End of the Lesson:

• How does the teacher facilitate a discussion or feedback at the end?

• How does the teacher dismiss the class?

• What prevents learners from paying attention?

• How do learners interact with each other during group work?

Other School Activities

• Where does this take place?

• Does this way of organising the event work? Motivate