UNIVERSITY FOR DEVELOPMENT

STUDIES
FACULTY OF EDUCATION

SCHOOL OBSERVATION LITTLE STAR ACADEMY, ASAWABA, TAMALE

PURPOSE: School observation report submitted to the Professional Education

Practice Unit (PEPU) of the Faculty of Education, University for Development
Studies (UDS).

NAME: OLUWASEYI DAVID DADZIE

INDEX NUMBER: DIT/0027/22

DATE OF REPORT: 2nd April, 2024 to 9th April, 2024

 School Observation: Little Star Academy, Asawaba, Tamale
DIT/0027/22

Executive summary

This school observation report is in the mandate of the Professional Education Practice Unit
(PEPU) to equip teacher trainees with the prerequisite knowledge of how teaching and
learning is done in Basic Educations and Senior High Schools in Ghana. This is a bid to
make these teacher trainees abreast with teaching and learning. School Observation is a
three credit hour course and spans a 6 days observation at any school of the teacher trainee
of their choosing.

I chose to observe Little Star Academy and this report is about all I have observed in the
school. The information I gathered for this report is gotten from observation, personal
interviews and interactions with the teachers and students.

Little Star Academy is a 19 staff school with 235 students in the school. They teach these
pupils syllabus from Best Brain Examination Konsortium and One Vision Examination
Centre (OVEC), two examination boards responsible for a structured flow of learning.
Basically, they prepare the whole curriculum for schools.

A typical work day in Little Star Academy is filled with lessons, extra-curricular activities
and examinations. This report also points out the unique ways the management of academic
affairs is handled in the school, likewise the school discipline, gender equality and social
inclusion responsiveness.

Finally, this report explains how Information and Communication Technology is used in the
education of Little Star Academy.

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Acknowledgment

First and foremost, special thanks go to almighty Allah for the success of this report and for
protecting my life during the Six days of the school observation.

I also want to acknowledge Mrs. Aliyu Hamida, the proprietress of Little Star Academy, for
her kind words, beautiful approach in communication and her patience with me. Her warm
heart is priceless. I really appreciate her.

Additionally, I would also like to appreciate, Mr. Abubakari Ihsan Chimsi, the headteacher
of the school for his time, and all the documents he provided me during my visits to the
school.

I likewise say “thank to the teachers and non-teaching staff” for having me and answering
all my questions.

Finally, I appreciate the students for just being themselves during the observation. They did
not act outside their nature when visitors are in their midst. I also appreciate them all for
being in their best behavior.

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Table of content
Executive summary II
Acknowledgement III
Table of content IV
Introduction 1
Background of the school 1
History of the school 1
Little Star Academy Today 3
Student to class ratio 4
Student to teacher ratio 4
Main Body of the Report 5
i. Key facilities in the school 5
ii. Classroom Interaction 7
Teacher to Pupil Interaction 7
Pupil to Teacher Interaction 7
Pupil to Pupil Interaction 8
iii. Classroom Management Practices 8
Kindergarten One and Kindergarten Two 8
Basic One to Basic Six 9
Basic Seven to Basic Nine 11
iv. Co-Curricular Activities 12
Table-Tennis Games 12
Debate Competition 13
Quiz Competition 13
Spelling Competition 13
Cultural Day 13

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v. School Management 14
The School Administration 14
The Parent Teacher Association 14
The Teaching Staff 15
The Non-Teaching Staff 15
vi. School Discipline 15
vii. Gender Equality And Social Inclusion Responsiveness 17
viii. ICT In Education 17
Pre-teaching stage 17
Teaching stage 18
Post-teaching stage 18
Conclusion 18
Recommendation 19
Reference 19

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Introduction

This report is a reflection of my experience at Little Star Academy and it entails some key
aspects that are unique. These aspects include; the background of the school, the main body
of the report, the conclusion, and finally the recommendation.

The background of the school entails the brief history of the school exclusively drafted by
the proprietress of the school, in the person of Mrs. Aliyu Hamida. This history of the
school given is a trajectory from the beginning of the creation of the school till how the
school the school is today.

However, the main body of the report contains the key facilities in the school, the classroom
interaction between the teacher to pupils, pupils to teachers, and among pupils in the class,
The classroom management practices, co-curricular activities within the school and outside
the school, the school management system, the school discipline, gender equality and social
inclusion responsiveness and the incorporation of ICT in education; most especially in the
teaching and learning process.

Subsequently, the conclusive aspects of the report contain the summary of the whole report
of the school observation for Little Star Academy.

Finally, the recommendations given about the report are provided at the end of the report.
This also points out some relevant pointers and recommendations that the school can
employ to make the school grow and develop.

Background of the School

History of Little Star Academy

Little Stars Academy was founded in the year 2005 with only four pupils on the 22nd of
April in Asawaba, a suburb of Tamale, Northern Region. The pupils were two boys and two
girls, with the boys being the chief's sons, and the girls from different households. The
chief's name was Abdullah, who was also known as YAPALSINDA. The boys were named

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Abdulai-Abdul Razak (Abein) and Abdulai Adam, while the girls were Adam Ayisha and
Abdul-Razak Rahma.

Within two weeks of its founding, the number of pupils grew to ten, and the school started
increasing day by day. By 2006, the number of pupils rose to about sixty, and a teacher was
employed to assist the proprietress of the school, Mrs. Aliyu Hamida. However, the teacher
worked for only two months, as she was money-minded and looked down upon her salary.
The school fee at that time was one thousand Ghana Cedis, which is now equivalent to one
Ghana cedi. Unfortunately, due to the teacher's attitude, she left the school.

Another young lady named Madam Fouzia, who was the proprietress's sister's child in 2003,
came to work at the school. A male teacher was also appointed, who was from Lamashegu,
and his name was Mr. Bawah Muaz. He was a hard-working and devoted individual who
dedicated all his time and energy to ensure that the school stood on its feet. God bless him!
In 2010, he was appointed as the head teacher of the school when the number of pupils was
around forty-five. He was with the proprietress and one other teacher, and the pupils liked
him a lot because he had time for them.

However, in 2011, Mr. Bawah Muaz was forced to leave the school as his father asked him
to go and study computer software. During that time, the number of pupils had increased to
more than seventy. It was during this time that something terrible happened in the school.
The school had a rule that if a student broke their colleague's chair, they had to replace it.
Unfortunately, the chief's children broke Mr. Alhassan's chair, who was a prince of Dungu,
and the chief refused to buy a new one. This brought confusion between the chief and the
proprietress, and since that day, the chief announced to his members of the cabinet to
remove their children from the school and enroll them in different schools. They all
removed their children, and the school nearly collapsed.

However, an old man named Alfa-Issah (Mba-limam) came to the proprietress's aid during
this difficult time. She had gone to him to complain about the issue, and he advised her not
to worry, to leave everything to God, and to see what he would do for her. The old man then
gave her one of his granddaughters, Inusah Ayisha, who was not schooling at that time. She

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went to an Arabic school called Aminiya and picked another girl named Alhassan Hadija for
the proprietress's school.

In conclusion, Little Stars Academy was a small school that faced many challenges along
the way. However, it was able to overcome these challenges with the help of dedicated
individuals who were committed to the school's success. The story of Little Stars Academy
is a testament to the power of hard work, dedication, and the kindness of strangers. It is a
story that inspires us to never give up hope, no matter how difficult the situation may seem.

Little Star Academy Today

Little Star Academy as at the writing of this report is a fenced wall school with twelve
classrooms and an office. The school today has Nineteen (19) Teaching and Non-Teaching
staffs with a total number of Two Hundred and Thirty-Five (235) students. Where One
Hundred and Seventy-Four (174) are from the Basic Class and Sixty-One (61) are from the
Kindergarten class.

The table below is a representation of the number of enrolled students by class and by sex
from Basic One to Basic Nine.

Class (Basic) Boys Girls Total number

One 10 15 25

Two 15 8 23

Three 10 11 21

Four 11 13 24

Five 15 17 32

Six 7 13 20

Seven 4 11 15

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Eight 2 3 5

Nine 3 6 9

Total 77 97 174

The table below is the representation of the number of enrolled students by class and by sex
from Kindergarten One to Kindergarten Two.

Class (KG) Boys Girls Total number

KG 1 15 12 27

KG 2 16 18 34

Total 21 30 61

Student to class ratio: This is calculated by dividing the total number of students by the
total number of the class. That is, 235 divided by 11.

Based on these tables, the student to class ratio is 21:1. That is, Twenty One students
occupy one class on an average.

Student to teacher ratio: This is calculated by dividing the total number of students by the
total number of teachers. That is, 235 divided by 19.

Based on these data, the student to teacher ratio is 12:1. That is, twelve students are taught
by one teacher at a time on an average.

The bar graph below is the representation of the population of each classroom

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Class Population Bar Graph

36
34
32
30
28
26
24
22
20
18 Girls
16 Boys
14
12
10
8
6
4
2
0
KG 1 KG 2 One Two Three Four Five Six Seven Eight Nine

From the bar graph above, it can be deduced that the classroom with the highest population
is Kindergarten Two with Thirty-Four pupils and the class with the lowest population is
Basic Eight with a population of seven pupils.

Main body of the report

The main body of the report contains the key facilities in the school, classroom interaction,
classroom management practices, co-curricular activities, school management system,
school discipline, gender equality and social inclusion responsiveness, and the use of ICT in
education.

i. Key Facilities In The School

Little Star Academy at the time of this report has twelve classrooms, one office also serving
as the head teacher’s office and library, one playground also used as their assembly ground,
a toilet facility for boys and girls, tennis court.

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The school land is trapezoidal along the Asawaba enclave with a U-shaped building
structure around the edges. These structures include all twelve classrooms of Kindergarten
One (KG 1) Kindergarten Two (KG 2), and the Basic One to Basic nine. Among the
structures are the office attached to the basic 5 class (just at the corridor), the toilet facility at
the extreme tip of the trapezoidal land strip, the school playing ground in the middle, and
there is a gate serving as the source of security for the facilities of the school.

Below is the aerial view image of Little Star Academy.

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Source: Google Maps

ii. Classroom Interaction

In Little Star Academy, the flow of communication is free, mutual, and interactive without
fear or intimidation. In describing the classroom interaction in the school efficiently, I
would like to break the different kinds of interactions observed in the school into smaller
units. Namely; Teacher to Pupil interaction, Pupil to teacher interaction, and Pupil to Pupil
interaction.

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Teacher-to-Pupil Interaction: The teacher-to-pupil interaction is standardized and

instructional-based. The teacher gives out instructions to the pupils in a meticulous manner
and usually with a smile. They show very close attention to detail in the use of instructional
materials in teaching and teaching in general.

The teachers with much enthusiasm deliver their teaching with a smile allowing the students
to freely ask questions which they gracefully answer.

The use of questions and questioning techniques are employed in the teaching methods
employed by the teachers. They sometimes ask rhetorical questions to draw the attention of
the students to the class or make them observant of the subject matter. Sometimes, they ask
divergent and convergent questions to test the creative ability of the students and to get
specific answers respectively.

Pupil-to-Teacher Interaction: The very brilliant students of Little Star Academy are bold,
interactive, and vibrant in their interaction with their teacher based on the methods of
teaching employed by the teacher.

The pupils ask questions many times when they find any concept shrouding and difficult to
understand. Importantly, they ask these questions without fear and with the hope that their
teacher has all the answers to their questions.

In interacting with their teacher, they not only ask questions all the time, but they give
valuable feedback which, many a time, the teacher employs in their teaching.

Pupil to Pupil Interaction: The pupils in Little Star Academy interact with each other in
school as if they are friends. They talk to one another, laugh with one another, and play
together during the break periods sometimes in the class and during the teaching process.

During their lunch break, the pupils line up in a single file with their bowls, which they
collected from their lunch prefect, to collect their lunch from the school canteen. They enjoy
this meal and while doing so, they play and talk to one another.

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Some boys on the school field play games and football on the playing ground and in so
doing, they interact with one another, more frequently with their teammates than with their
opponents.

Similarly, other students play with one another in their classrooms during the lunch breaks.

Finally, during the closing, the pupils whose brothers or sisters are in the school look for
their siblings and go home together. They sometimes go home with their neighbours and
colleagues.

iii. Classroom Management Practices

Little Star Academy manages its classrooms distinctively in a unidirectional hierarchical

method. To efficiently explain how the classrooms are managed in Little Star Academy, the
classrooms would be arranged based on class. These are KG1 and KG2, Basic One to Basic
Six, and Basic Seven to Basic Nine.

Kindergarten One and Kindergarten Two: The Kindergarten One (KG 1) and
Kindergarten Two (KG 2) classrooms in Little Star Academy are managed by a single
teacher under the supervision of the head teacher. The teachers in these classes manage their
classrooms with dedication and zeal.

To begin with, they use placards on the walls in teaching and keeping the students engaged
during teaching. The use of other instructional materials is also managed and efficiently
utilized by the teachers. This facilitates effective classroom management

Likewise, these teachers usually give out instructions in a very mild yet detailed manner to
the students. They are not strict and they do not lash out punishments to the pupils.

Fundamentally, the students are made to sit together on a single bench, serving as a chair,
and use another slightly higher one, serving as a desk, in the classroom. This kind of seating
arrangement facilitates collaboration and interaction among the pupils, it also always them
to share and imbibe in them the spirit of equality at a very young age.

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The teachers are usually the first to report in the classroom, and they leave after the last
pupil has left the classroom. In doing this, it ensures the close supervision of the pupils by
the classroom teacher not enabling them to injure themselves outside lesson hours.

The organogram below illustrates the flow of power from the head teacher to the pupils in
the classroom.

HEAD TEACHER

CLASS TEACHER

PUPILS

Basic One to Basic Six: Little Star Academy Basic One to Basic Six classes is likewise
managed by a single teacher under the supervision of the headteacher. Although in these
classes the pupils are allowed to take on leadership roles. One of them is the class monitor.
The class monitor is given the responsibility of bringing decorum to the classroom in the
absence of the class teacher and is usually held responsible for the misconduct of the class
during free time. Another role the class monitor holds is to alert the class to greet, by
banging his or her desk, when a visitor enters the classroom. Also, the class monitor usually
is the one charged with the sole responsibility to dish out duties to his or her classmates to
perform.

The Basic One to Basic Six students sits on individual single chairs and use single desks.
They are made to be arranged in rows and columns and evenly spaced between one another
for proper ventilation. Although this seating arrangement brings about individuality and may
discourage sharing, that is not the case. The students work and play in teams, they usually

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depend on one another and they share. Many a time, the students even break some of the
classroom sitting structure and move their sits to be closer to one another.

The class teacher is not usually overburdened with many of the classroom management
necessities because that responsibility is shared with the class, but then, the class teacher is
responsible for teaching all the subjects in the class. In doing so, the classrooms are
decorated with stickers and cardboard serving as teaching and learning materials and a
source of retaining knowledge for the students.

In conclusion, the Basic One to Basic Six classrooms are unidirectional from the
headteacher to the class teacher to the class or to the class monitor who directs the
instructions to the class and sometimes performs these instructions themselves being a
member of the class.

The organogram below describes the flow of power concerning classroom management.

HEAD TEACHER

CLASS TEACHER

CLASS MONITOR

PUPILS

Basic Seven to Basic Nine: Little Star Academy’s Basic Seven to Basic Nine classrooms
are managed in a rather more unique way with the introduction of subject teachers. Each
classroom has a class teacher responsible for the logistics of the class and a subject teacher
(Part-time teacher) responsible for the classroom lessons.

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The Subject teachers teach from Basic Seven to Basic Nine in a rotational team teaching
method. Each subject teacher handles a specific subject at a time. Although, some of the
Basic One to Basic Six class teachers are subject teachers in the Basic Seven to Basic Nine
classes the school administration employed other part-time teachers to handle some other
specific subjects they lack the subject teachers in the school. Some of these subjects are
Religious and Moral Education, Computing, Creative Arts, and Dagbani. All subject
teachers manage their classrooms at the time of their lesson. They teach from simple to
complex, concrete to abstract and they teach using teaching and learning materials and
improvisation.

The Class teachers for the Basic Seven, Basic Eight, and Basic Nine classes are in charge of
the daily attendance, pupil results, and making sure that the subject teachers are always
available to handle the class at the appropriate times. They work hand in hand with the class
monitors in other to be able to effectively perform their duties. These classroom teachers are
the Headteacher, Assistant Headteacher, and the classroom teacher for Basic Three and they
handle Basic Nine, Basic Seven, and Basic Eight respectively.

There are no stickers, wallpapers, or cardboard in these Basic classes, but the business of the
day is usually delivered effectively using improvisation and the use of other 3D teaching
and learning materials. These materials are brought in by the subject teachers and sometimes
by the school administration themselves to assist in teaching and learning. The class
monitors play a more active role in these basic classes as they are in charge of a lot more
classroom logistics than in the lower classes. They handle class attendance, class duties and
roles, and class games and the Basic Nine class monitor is in charge of regulating the school
prefects as she doubles as the head girl.

The organogram below describes the flow of power concerning classroom management for
the Basic Seven to Basic Nine.

HEAD TEACHER

CLASS TEACHER

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SUBJECT TEACHER
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iv. Co-Curricular Activities

Co-curricular activities are those extra activities forming part of the school activities. Little
Star Academy has a scheduled time for its co-curricular activities and that is on every Friday
of the week from 12pm to 2pm. The school’s extra-curricular activities are table tennis
games, debate competitions, quiz competitions, spelling competition, and cultural day

Table-Tennis Games: Just like the conventional table tennis games, Little Star Academy
has a Friday schedule in their academic timetable for the table tennis games. They have a
table tennis court in their yard and the students, from Basic Three to Basic Nine classes,
play this game. They play a tournament, by class, and the winner is usually celebrated and
recognized by the headteacher and the proprietress.

Although they play the table tennis among themselves during their lunch break time, but it is
off the school records. The students are allowed to play the table tennis during their lunch
break time as a medium for them to familiarize themselves with the rules of the game and
practice.

Debate Competition: A debate topic is usually generated by the school administration for
interested class representatives for a debate competition on the Friday scheduled for the
debate on the school calendar.

This debate is class based and is officially recognized and organized by the school
administration. The debate is presented to the student audience on the school field. A winner
is awarded a recognition and applause by invited guests and teachers.

Quiz Competition: Similar to the debate competition, the quiz competition is presented to
the student audience on the school field and a winner is awarded a recognition and applause
by invited guests and teachers. The debate competition is officially recognized and
organized by the school administration.

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The quiz competition is class based. Each classmates of each class would be paired against
one another, and a winner is awarded by class. Every class is involved in this co-curricular
activity and no class is excluded.

Spelling competition: This competition is conducted by class and supervised by the class
teachers. The students are paired against one another and challenged to spell words listed for
a prize

Cultural day: Little Star Academy’s cultural day involves cultural dance, fashion show,
cultural cutleries and food. In Little Star Academy, the cultural day is party time. The
students enjoy themselves and the teaching and non-teaching staffs are not left behind.

During the cultural day, everybody dress in their cultural attire and the school environment
is decorated to fit. The day begins with a little lesson that is cut off with the cultural show at
12pm.

The cultural day begins with the fashion show, then the rep your culture, where the students
are allowed to speak vernacular, then the school canteen serve the students with different
traditional meals. The cultural day ends with a dance show where the students and staff
dance to the sounds of the music from the school music player/speaker.

v. School Management

Little Star Academy is managed by the School Administration/ School Council, The Parent
Teacher Association (PTA), The Teaching Staff and Non-Teaching Staff. Each organization
has their unique role different from one another, but has a collective responsibility of the
easy running of the school.

The School Administration: The School Administration is also known as the school
council, where the Proprietress is the head. The headteacher, assistant headteacher, the
chairman of the Parent Teacher Association (PTA), the School Secretary, some teachers, the
head school cleaner, and some three representatives elected by the PTA to be on the panel
are other members of the school council.

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The School Council is responsible for major roles in the school. Some of these roles are
major constructions in the school, disbursement of funds, and change in the school rules and
regulations.

The Parent Teacher Association: The Parent Teacher Association is an organization of the
Parents of the students and the teachers of the students. Every parent of the students in the
school is an eligible member of the organization and the permanent teachers and not the
part-time teachers of the Basic Seven to Basic Nine of the school is an eligible member of
the association.

The Parent Teacher Association is responsible for the listening to the complaints of the
parents and those of the teachers to find a common ground to be referred to the School
Administration for proper implementation.

The Parent Teacher Association is also responsible for intelligently criticizing the School
Administration and the system of Administration, the staff, and other matters in the school
they find worth criticizing.

The Parent Teacher Association also serves as medium for the parents to get a firsthand
update of the school rules and regulations.

They have their meetings once a term for three terms a year, and the school administration
through the students invites the parents to the Parent Teacher Association meeting. They do
this through a memo packaged for the students to send to their homes.

The Teaching Staff: The Teaching Staff of Little Star Academy consists of the permanent
teaching staffs of Little Star Academy and the part-time teaching staffs of the school.

The Teaching Staff of Little Star Academy have more frequent meetings than the other
managerial organizations of the school. They have their meetings once a month, that is,
three times a term.

The meeting is organized and led by the headteacher and in his absence, the assistant
headteacher. It is usually held for two hours on a Thursday.

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The product of the meetings is to update the teachers on the latest teaching method and
curriculum to use and how the students react to the teaching.

Non-Teaching Staff: Unlike the other managerial organizations in Little Star Academy,
the Non-Teaching Staff do not have an organized meeting, but they take direct instructions
from the headteacher on how to manage the environment and the students.

vi. School Discipline

The school discipline of Little Star Academy is derived as a result of the work put in by the
school management organizations, that is, The School Administration/ School Council, The
Parent Teacher Organization, The Teaching Staff, and the Non-Teaching Staff.

The students report to school at Seven thirty in the morning. They all report to their
respective classes to meet their teachers who had reported earlier at Seven O’clock that
morning. The school gate is left open to eight thirty in the morning when the school
assembly is called for with the ringing of the bell.

The school gate is locked at Nine o’clock after the assembly on the school playing ground.

On the assembly ground, the students align by class and by sex and it is usually led by the
school prefects. The assembly is held for thirty minutes from Eight Thirty to Nine O’clock
in the morning. After which the students match in a single file to their respective classes
with a matching song.

Classroom discipline is maintained by the classroom teachers and in their absence, in the
case of the Basic Three to Basic Nine classes, the class monitor.

The lunch break time is seamlessly organized by the school prefects, specifically the male
and female canteen prefects. The students line in a single file to pay for their lunch, after
which they line again in a single file to collect their lunch. All the students pay an equal fee
of Three Ghana Cedis for their food, irrespective of their class and their age and they are all
given an equal amount of food.

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When they finally close, the students all leave the school premises before the class teachers.
That is to say, the class teacher waits till the last pupil in their class to leave before they
leave. The school closes at Three O’clock PM from Monday to Thursday and at Two
O’clock PM on Fridays.

The students and staff of Little Star Academy are much disciplined and every one of them
gets a measure of punishment when they fall prey to indiscipline. The students are
suspended and eventually sacked if they continue to be undisciplined.

On Fridays, every male student with an unkempt hair is cut short with a scissors with an
instruction to cut them before the next Monday. The female students who plait their hair are
warned seriously to plait their hairs before the next Monday and those with unkempt hair are
told to loosen them themselves in the school as a punishment.

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vii. Gender Equality And Social Inclusion Responsiveness

There is no discrimination in respect to Gender, religion and Ethnicity in Little Star

Academy. Every child/Student is given equal opportunity in the school. Their academic
career is not graded or rated in accordance to gender bias or any other bias.

The pupils are all given an equal opportunity to socially interact with one another in the
school premises and they are all given tasks not in relation to their prior social inclusivity in
the school.

viii. ICT In Education

ICT means Information and Communication technology.

The use of ICT in education in Little Star Academy can be divided in different section for it
to easily understand how ICT is incorporated in the teaching and learning process in the
school. These sections/ stages are the Pre-Teaching Stage, Teaching Stage and Post-
Teaching stage.

The Pre-Teaching Stage: The use of ICT in education is incorporated before the teaching
of students in Little Star Academy as they use curriculums printed and structured by two
examinations board, that is, Best Brain Examination Konsortium and One Vision
Examination Centre (OVEC). The teaching plan is based on the syllabus sent to them by
these examination boards. Some teachers print out the hard copy, while other teachers use
the soft copy for lesson note preparation.

Before teaching, the teachers communicate sometimes using ICT tools and equipment, like
mobile phones and emails. This communication is a measure to assist teaching and learning
and to foster an effective communication to their pupils.

The registers marked by the teachers to note the frequent attendance of the students is
structured and designed with the aid of ICT tools and gadgets. This enables the effective
data collection of the records of the pupils.

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The Teaching Stage: During teaching, ICT is inculcated in the process too. This is done in
the bid to create familiarization with the tools and equipment.

Computing is taught as a subject to the student and in the bid to effectively do that, the
Computing teacher, a part-time teacher, improvises because Little Star academy does not
have an ICT laboratory to use. The teacher improvises by using a laptop connected to a
projector to demonstrate the lesson. The students are also given the opportunity to try out
what they have learnt, because, a laptop is also given to them to use. These laptops are
available to other teachers to use too in other to facilitate their teaching.

The use of ICT is also used in education in Little Star Academy as they use a speaker to
communicate to the whole school during teaching process when there is important
information or an emergency to communicate as soon as possible.

The Post-teaching Stage: After teaching and learning is done, Little Star Academy
incorporates ICT in their post-teaching activities. For example, during examinations, the
examination papers, examination booklets, and the Optical Character Recognition (OCR)
sheets are used to examine the students. These examination materials are given to the
students to use for the examination and after they have been marked and graded, they are
given back to the students on their end of the term.

The teachers grade and record the students’ scores from their Continuous Assessment Test
(CAT) and their final examination in their report sheets and manually calculate and award
the students positions/grades in the class.

Conclusion
This report was introduced very shortly, stating out the key headings and highlighting their
major content. Then the content of the report continued with the background of the school
which contains the history of the school, and then a little talk about how Little Star
Academy is today; using tables and bar graphs to visualize the data.

Going forward to the main body of the report which contains all the major contents of the
report, the main content of the report contains all the essentials necessary for the report like

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 School Observation: Little Star Academy, Asawaba, Tamale
DIT/0027/22

the key facilities in the school; this is explained using the image illustration of the aerial
view of the school from Google Maps. This is used to explain the structure of the school and
how it is built.

Additionally, the classroom interaction is next and it is briefly explained in detail; how the
teachers interact with the students and how the students interact with their teachers and how
the students interact with themselves in the class and outside the class, followed by the
classroom management practices which are explained by class based on an organogram of
the flow of managerial authority from the highest to the lowest.

Furthermore, the co-curricular activities of Little Star Academy is discussed in detail, Then
the school management followed suit. The school discipline also followed after which, the
gender equality and social inclusion responsiveness is briefly discussed.

Finally, the use of ICT in Education is discussed based on the different stages of teaching.

Recommendation
I humbly recommend that the potentials of Little Star Academy students could be improved
upon by improving on the input of the teachers and the use of teaching and learning
materials that would make the students be able to learn on their own.

Furthermore, I recommend that interested stakeholders invest in Little Star Academy, they
do have bright students. The Parent Teacher Association should support more by donating
and invest more.

Finally, attention should be paid on how the students exit after closing hours because; the
school is situated just by the roadside where vehicles run up and down. This should be paid
more attention to so as to avoid accidents and loss of lives.

References
1. Guide for writing school observation report by Professional Education Practice Unit,
University for Development Studies.
2. History of Little Star Academy from the proprietress of the School.
3. Google Maps.

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