Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10 - 12)

TPS2601/103/0/2022
Tutorial Letter 103/0/2022
TPS2601
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–
12)
Assignment 50.
PORTFOLIO TEMPLATE
Year module
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for SENIOR PHASE (Grades 7–9) and FET PHASE
(Grades 10–12))
Unique number:
Final submission date: 30 September 2022
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: ………………………………………………
STUDENT NUMBER: ……………………………….
Department of Curriculum and instructional studie s
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CONTENTS
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING PRACTICE
ACTIVITIES................................................................................................................................... 3
1.1 Introduction.................................................................................................................................... 4
1.2 An African philosophy of education................................................................................................4
1.3 MY TEACHING PERSPECTIVE.................................................................................................................... 8
1.4 MY TEACHING PHILOSOPHY (BELIEFS)..................................................................................10
1.5 TEACHING PHILOSOPHY IN CONTEXT...................................................................................11
2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:.....................................................12

2.1 Contextual analysis...................................................................................................................................... 13
2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES............................................................14
2.3 REFLECTION ACTIVITY:............................................................................................................................ 14
3. Classroom management observation activities............................................................................16
3.1 School policies............................................................................................................................................. 16
3.2 Observing a mentor teacher: Ten (10) lesson plans....................................................................................18
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING...........................................54
5. INCLUSIVITY.............................................................................................................................. 57
6. CLASSROOM EVIDENCE.......................................................................................................... 61
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM..................................61
8. COVID 19 COMPLIANCE...........................................................................................................65
9. SELF-REFLECTION................................................................................................................... 66
10. PLANNING YOUR LESSON.......................................................................................................67
11. POST-OBSERVATION REFLECTION ACTIVITY.......................................................................72
12 DECLARATION FORM...............................................................................................................74
13 MENTOR REPORT..................................................................................................................... 76
14. STUDENT REPORT....................................................................................................................77
15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL.........................................80
16 BIBLIOGRAPHY/REFERENCES................................................................................................82
17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:......................82
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1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES
Description of your personal background:
Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. Complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.
Are you currently employed? YES/NO
Are you teaching at present? YES/NO
If so, for how long and which grade? …………………………………
Or is this your first teaching experience? ..........................................
Description of your qualifications (where and when did you acquire them?).
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How do you manage your studies? (Whether you are employed full-time or not).
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1.1 Introduction
The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.
1.2 An African philosophy of education

To improve education in South Africa, teachers need to be aware of the contextual factors that
affect life and education. The lived realities as experienced by our society or communities provide
a background to understand challenges from their unique contexts. An African philosophy of
education based on these realities, that articulates the lived reality is needed. This philosophy
could become a useful tool that provides a perspective to define and address problems. This
approach can improve education and life on different levels. (Higgs, 2003)
The reality experienced by a diverse African community suggests a spirit of communality as

expressed in an indigenous African knowledge system. General unifying themes describe
concepts in African philosophy that are related to education. To complete this portfolio, it is
important that you understand these concepts.
Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follows. To ensure that you understand the information,
explain it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described below.
General themes or concepts that are important for educators in South Africa
1.2.1 Decolonisation (Education)
An active process to change the western-dominated philosophy and approach to education

to a balanced approach where indigenous knowledge and pedagogies are acknowledged
and genuinely incorporated into the formal educational system. Multiple perspectives are
included to make education relevant and practical to address needs and challenges within
specific contexts. (Owuor:2007)
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Principles: Mkabela–An African approach to education
Own understanding of concept and examples of implementation and teaching practice.
African communalism:
Community and belonging to a community are an important aspect of African life. An individual
is conceptualised in terms of her/his connectedness in a community. Letseka (2000).
Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.
Own understanding of concept and examples of implementation and teaching practice
Ubuntu (Humanness)
A philosophy that promotes the common good of society. It focuses on ethical standards that a
person acquires throughout his/her life and therefore education plays a very important role in
transferring the African philosophy of life. The values of caring, sharing and dignity are
important. Letseka (2000) Principles: Understanding the uniqueness of all persons. Recognising
the humanity of others to affirm your own humanity. Welfare of others is important. Fairness and
humanness are crucial to personal well-being.
In a fulfilled and flourishing life person are reasonably well fed, well clothed and housed, in good
health, loved, secure, and able to make a conscious effort to treat others with fairness and
humanness. Fairness and communality; individuals are interdependent. Human relationships
are important.
Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding
of concept and examples of implementation. What does this mean in your practice as a teacher?
Africanisation:
Using an African point of departure to change or incorporate the African outlook and character in
all aspects of an education grounded in a South African context
Principles: Our schools are situated in the South African context. Principles that guide African
ways of thinking, which might be invaluable in making education more accessible to South
African learners: Examples: Respect different ways of learning, (Letseka); use different
processes and methods of assessment(Beets & Le Grange).Use examples from South Africa
and other countries.
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Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
Indigenous Knowledge (IKS)
A complex set of activities, values, beliefs and practices that evolved over time and is still
actively practiced. IKS is developed and sustained through traditional education. It provides
skills, trade and training and socialisation avenues. It is a process of knowledge transmission
that occurs within the context of family, community and cultural age groups. A lifelong learning
process involving progression through age groupings, seniority and wisdom of others
Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction with daily experiences and reflects the community’s
value systems. The purpose of IKS is to place knowledge within the context of the user. It is
handed down from one generation to another. It involves the expertise of multiple teachers.
Mazrui refers topillars of wisdom in integrating indigenous knowledge – tolerance, social justice,
etc. Lave & Wenger – situated learning, Ubuntu values such as respect, ways of learning –
Letseka.
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
1.2.2 Discuss the following concepts: Decolonisation, African communalism, Africanisation, and
Indigenous Knowledge (IKS). Explain how an African Philosophy influences your teaching
context and provide examples (20).
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information containing essential guidelines for your school practice period is included in Tutorial
Letter 101. Consult the guidelines prior to and during your teaching practice period. In the tutorial
letter, you will find the Teaching Practice Assignments 01 and 02 as well as instructions on the
preparation and submission of the assignments.
During your observation, you have to complete tasks in the portfolio and make sure that all the
documents that need to be signed are signed. After completing the tasks in your portfolio during
the observation period, you have to place your assignments online.
The Senior/FET Phase teaching practice activities are scheduled under the following aspects:
Teaching insights (Pre-observation activities)
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1.3 MY TEACHING PERSPECTIVE
a)The meaning of teaching
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Pre-observation insights will help you to define develop your own perspective on teaching
and learning and prepare you for successful observation of the context in which you are
doing your practical teaching. Make sure that you understand the goal of each activity and
read the instructions carefully before completing each observation and activity in class.
The activities are based on the outcomes and assessment criteria below. At the end of the
section, make sure that you have reached these criteria. This will provide you with valuable
insight for activities in the next section of the portfolio.
Consider the marks allocated to each activity.
Learning outcome
Demonstrate an understanding of key ideas and debates on issues related to teaching

practice.
Assessment criteria
At the completion of section 1of the portfolio, you must be able to do the following:
 Describe your own teaching perspective in terms of how history and current
perspectives influences it.
 Write a teaching philosophy that describes how this is influenced by diversity in school.
 Identify how issues of observation is specific to diversity in your teaching practice

situation.
 Evaluate approaches to teaching practice with regard to the way in which they
accommodate diversity in the school where you are placed.
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b) What does teaching involve?
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c) My role as a teacher
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d) The meaning of learning
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e) What does learning involve?
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(30)
1.4 MY TEACHING PHILOSOPHY (BELIEFS)
a. What motivated you to be a teacher?
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b. Which subject/s of specialization did you choose and why?
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c. How do you believe learners learn best?
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d. Do you believe that teaching is a vital profession? Why?
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(15)
1.5 TEACHING PHILOSOPHY IN CONTEXT
Introduction
Read the definitions on Africanisation, and Ubuntu that are mentioned in the introduction to this
portfolio.
a) Name two aspects that are applicable to the school and context where you are going to do
practice teaching. Motivate your answer.
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In the previous activity, you wrote your own teaching philosophy. The experiences you had in
school probably contributed to your current perspective of teaching and learning.
Read paragraph 2.4 in chapter 2 of “Teaching practice, perspectives and frameworks”(Taole,

2015).
The aspect of situated learning and constructivism is explained. This is very relevant to your
teaching practice and your own teaching perspective. When you learn about teaching in the school
you where you are placed (situated learning), you will construct your own meaning of the aspects
you observe.
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To make sure that you are aware of the way your teaching philosophy influences your thinking and
interpretation of what happens in class, complete the following activity.
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b) Give one example and description from your own school experience regarding
 Situated learning (incident in the school or classroom):
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 Constructivism (what you remember and what you learnt from the incident):
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(15)
TOTAL= [80]
2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:
OBSERVATION GUIDE
Part of the objectives for your teaching practice period is to learn from observing an experienced
teacher. However, observing is not simply watching. You have to be actively involved in observing.
Being aware of the context has a great influence on how teachers manage their classrooms.
Understanding the context will help you to find and understand the best practices of each teacher.
Being conscious of the context you are teaching in will enable you to decide on the most effective
way to run your own classroom one day. Complete the following observation activities. You will
learn about analysing teaching and learning contexts and how teachers adapt teaching and
learning to the needs of the learners.
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2.1 Contextual analysis
The school context has a significant impact on teaching and learning. You need to be context
conscious. The contexts of schools can differ completely. To analyse the context of your school
you need to look at a variety of aspects
2.1.1 Description of the school context
Complete the following table
Name of the school:
Physical Address
Emis number:
Name of the Principal:
Quintile:
Learner enrolment:
Location of the school: (urban, semi-urban,

informal settlement, township, farm school, rural)
Mode of transport:
National School Nutrition Programme (NSNP)

Provided:
Write down the vision of the school
(20)
2.1.2 Attach an organogram of the school (Annexure A)
(10)
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VERY IMPORTANT: You are required to spend one full day with a class of your choice with a
different context to the one with which you have been placed. You can go to any of the grades in
the Senior/FET Phase. The following activity will enable you to reflect on the differences between
the two phases and explain how teachers cope with those differences. Use the different phase
context form provided below.
2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES

Observe classrooms from the FET and Senior Phase
Make notes on the following aspects in each classroom:
Aspects Senior Phase FET Phase
Number of learners
Classroom setup
Any evidence of Africanisation
Any evidence of decolonisation
Evidence of the use of

indigenous knowledge
(20)
VERY IMPORTANT: Spend one full day with a different phase from the one you are studying to
teach. You can go to any grades in the Senior/FET Phase. Use the different school-context form
below to reflect on differences between phases and explain how teachers cope with those
differences.
2.3 REFLECTION ACTIVITY:

Quite a lot of reflection is built into your portfolio. Read paragraph 2.4 in chapter 2 of “Teaching
practice, perspectives and frameworks” to learn more about reflection. Write a short paragraph
and include the three aspects listed here.
a) What is the importance of being context conscious?
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b) How is the relationship between learners and teachers in the classrooms? (respect, care,
support)
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c) Name values that you observed in the classroom when teaching?
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d) Why do you think are the contributing factors to the values in the classroom you observed?
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(20)
TOTAL= 70
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3. Classroom management observation activities
3.1 School policies

It should now be clear to you that your personal background influences the way you interpret
and look at the world. The activities you are about to do form part of your observational
learning. Get actively involved to gain as much as possible from the experience.
You have to use the template provided when doing the observation and attach artefacts
(proof of what you have observed).
(a) Mention (4) Policies that you think are important in managing the classroom
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b) What is the difference between classroom policy and subject policy?
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c) List policies that are used in subject teaching
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d) Why do you think policies are important within the school? Explain.
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e) Are there any other policies of importance that are not available in the school, which
could help the teachers in their day-to-day classroom practices? Name those policies
and explain their importance(reflection). Why are they relevant in this context?
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f) Which policies cater for learners with learning barriers/special educational needs?
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(30)
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3.2 Observing a mentor teacher: Six (6) lesson plans
Observation means that you have to be actively involved in the process. You do not just sit
and watch. You need to write 3 lesson plans from the Senior phase and 3 from the FET
Phase with the help from your mentor.
In the SENIOR Phase, make sure that you observe FIVE lessons from one subject
listed on the following list:
Social sciences, Economic and Management Sciences, Natural sciences, Creative

Arts, Language, Maths, Life Orientation
In the FET Phase, make sure that you observe FIVE lessons from one subject listed on
the following list:
Languages, Geography, History, Mathematics, Mathematical Literacy, Tourism,

Accounting, Economics, Business Studies, Physical Sciences, CAT, Consumer
Studies, Life Sciences, Music, Life Orientation, Engineering and Graphic Design and
any other subject that is offered at your school.
To guide you about important considerations when doing observation read the
following important aspects of planning a lesson.
 What are your learning objectives/outcomes?
 Where the lesson fits into the curriculum
 What content will be attended to in the lesson.
 How you will present the lesson (method or lesson type).
 What you will use to present the lesson (aids and materials).
 What must be prepared to be able to facilitate the lesson.
 What your contribution and that of learners will be during the lesson.
 If learners understand the new content, skills and values.
 How you are going to give learners the opportunity to apply or demonstrate the
new content, skills and values.
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LESSONS OBSERVED
Lesson Observation 1
Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Number of learners in class: …………………………..
Lesson topic: …………………………………………….
Without asking your mentor/teacher, write down the aim of the lesson:
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How did the teacher introduce the lesson?
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most, and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to
understand the concepts?
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What preparation did the teacher have to do for this lesson?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the
lesson?
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Can you think of other resources that would assist learners in understanding the concepts in
the lesson?
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Were there any disruptive incidents during the lesson?
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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?
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Attach the following documents as evidence of the lesson you observed:
 The lesson plan
 A copy or photo of the learning material used
 A copy of the assessment activity TOTAL: (25)
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Number of learners in class: ……….…………………..
Lesson topic: ……………………………………………………………………………………………
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lesson?
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the lesson?
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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?
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Attach the following documents as evidence of the lesson you observed.
 The lesson plan
 A copy of the assessment activity TOTAL: (25)

Date: …………………………………………….
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Grade: …………………………………………….
Lesson topic: …………………………………………………………………………………………..
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lesson?
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the lesson?
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 The lesson plan
 A copy of the assessment activity TOTAL:(25)
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: ……………………………………………………………………………………………
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lesson?
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the lesson?
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 The lesson plan

Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: ……………………………………………………………………………………………
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lesson?
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the lesson?
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The lesson plan
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: ……………………………………………………………………………………………
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lesson?
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the lesson?
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The lesson plan
 A copy of the assessment activity
TOTAL: (25)
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Reflection on the six (6) lesson plans
3.2.1.1. SENIOR PHASE (GRADE 7 TO 9)
After you have observed your mentor teacher, respond and comment on the following
aspects.
a) Learning space
YES NO
Learning and teaching occur in a very organized manner.
Furniture in classroom well organized
39
b) Learning Involvement
YES NO
c) Discipline
YES NO
d) Diversity
YES NO
e) Knowledge
YES NO
f) Subject
YES NO
g) Skills
40
TPS2601/103
3.2.1.2 FET PHASE (GRADE 10-12)
After you have observed your mentor teacher, respond and comment on the following
aspects.
a)Learning Space
YES/NO COMMENT
Learning and teaching occur in a very
organized manner.
Furniture in classroom well organized and
there is less evidence of graffiti and littering
b)Learner Involvement
YES/NO COMMMEN
T
Learners are lively and participate contribute to knowledge
creation.
Lessons constructed to allow for meaningful engagement and
learners are encouraged to communicate freely
c)Discipline
YES/NO COMMENT
Educator is proactive in an approach to discipline
Educator empowers the learners to become self-discipline
41
d)Diversity
YES /NO COMMENT
Educator establishes a good relationship with learners and enjoy
their confidence.
e)Knowledge of subject
YES/NO COMMENT
Educator set demanding tasks for the learners
Allows meaningful interaction in the classroom and provides
alternative ideas and sources in the lesson
f)Skills
YES /NO COMMENT
Educator adapt at varying teaching modalities
Uses various tasks to keep learners interested and educator
skilful engages learners in a learning process
g)Goal Setting
YES/NO COMMENT
Lessons are creatively linked to other sections of work
Goals are generated as evidence in year plans
YES/NO COMMENT
Good time management
Lesson provide adequate opportunities and it was a logical,
coherent and meaningful lesson
h) Planning
i)Presentation
YES/NO COMMENT
Educator carefully select learning
Lessons presented in an exceptional way
j) Recording
YES/NO COMMENT
Records are kept in resource file
Learner assessment records are meticulously maintained and
records are updated regularly
k) Management of learning programmes

YES/NO COMMENT
Good management of time
Create expanded opportunities for learners and educator foster
an inclusive approach to lessons
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l)Feedback to learners
YES/NO COMMENT
Feedback is positive and encouraging
Regular feedback is given and assessment task are marked
timeously and returned to learners
m)Knowledge of assessment techniques

YES/NO COMMENT
Abilities to use different assessment techniques
Educator has an in depth understanding of assessment
techniques
n)Application of techniques
YES/NO COMMENT
Educator uses assessment positively to motivate learners
Educator is able to reflect on the application of assessment
techniques
o)Record keeping
YES/NO COMMENT
Records are neatly maintained
Test files, are kept and all assessment activities have marking
guides
Extracted from IQMS Document) Performance standards 1-4)

(30)
Total=502
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING
4.1 Assessment
It is necessary that you closely observe how assessment happens in practice. You will learn
more about this in the “Teacher as Assessor” module.
To gain an understanding of what is required when planning assessments, you could read
chapter 10 in the book, “Assessment in practical teaching”. Practical advice is given
43
regarding the different types of assessments you will encounter at school, and you will find a
section on the assessments that you will observe during teaching practice.
To guide your observation of assessment we mention a few aspects here.
 Formative assessment and summative assessment are very important for teachers. It
provides the teacher with important information about her/his own teaching as well as
about how learners learn.
a) Name the type of assessment that was used after the lesson presentation
(Formal or Informal) ____________ (1)
b) Explain the difference between the formative and summative assessment
________________________________________________________________
_________________________________________________________________ (2)
c) What assessment tools were used to assess, e.g. memoranda, rubrics, checklists?).
________________________________________ (1)
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d) Name two examples of summative assessments that you observed during your stay at
the school.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(2)
(6)
4.2 Learning media
Teaching aids and learning materials
Teachers should see to it that all teaching aids necessary for presenting the lesson or that
learners will need to complete their activities, are available, and that the apparatus to be
used is in working condition. Explain what the relevant teaching aid is and how it will be used.
a) Write down some of the uses of the chalkboard/whiteboard in the class you
attended.
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(3)
b) Write down the main advantages of the use of pictures.
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…………………………………………………………………………………………………………(2)
c) Name the electronic media that were available at the school you visited.
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…………………………………………………………………………………………………………(2)
d) What learning media is not available at school that you think is very important in
teaching and learning
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2
(9)
45
4.3 Control of written work
To enable learners to progress, written communication about their efforts is very important.
Positive feedback can help a learner to think critically and it can help them to improve in
follow-up activities.
a) Make three comments about the control and correction of learners' written work in the
class you visited.
..………………………………………………………………………………………………………
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(3)
b) How is feedback given? Is it written on the board, in learners’ books, or is it given

verbally?
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(3)
c) Who provides feedback? Is it the learners or the teacher?
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(1)
d) How many times do learners receive feedback?
……………………………………………………………………………………………………………
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(1)
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e) How effective is the feedback that learners receive?
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)
(10)
TOTAL=25
5. INCLUSIVITY
The learners in your class will come from diverse backgrounds and have unique needs.
Part of being context conscious is the awareness of learners' needs and the ability to provide
a learning environment that enables learning for all.
Read chapter 10 of ‘Becoming a Teacher” to learn more about approaches and practical
aspects of inclusive education.
You have observed more than one class during your teaching practice. For this activity, you
have to go to a class where you have encountered learners with barriers to learning or ask
your mentor to guide you to such a class.
With the help of your mentor or the teacher, identify a learner that has a specific learning
challenge. You are not allowed to mention the learner’s name. Only give the learner’s age
and grade.
_______________________________________ (2)
Observe the learner during teaching and learning and during informal activities.
a) Describe any visible proof that indicates that the learner has a learning difficulty or is
experiencing learning difficulties.
……………………………………………………………………………………………………………
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(2)
b) Describe how this influences the learner’s schoolwork.
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(2)
47
c) What is good about her/his functioning in class?
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(1)
d) What poses a problem for this learner? Motivate your answer.
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(2)
e) What strategies does the teacher use to accommodate and support this learner in terms
of schoolwork?
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(2)
f) What strategies are followed to support the learner informally?
……………………………………………………………………………………………………………
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(2)
g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
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……………………………………………………………………………………………………………
(2)
Discuss the following with your mentor:
h). How did the teacher identify that this learner had a learning challenge?
....................................................................................................................................................
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(2)
48
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i. Where did he or she find information on the specific learning challenge and how to
address it?
....................................................................................................................................................
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(2)
j. What would have supported the teacher to address this successfully?
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(2)
k. How would you address the same challenge if you came across a similar situation?
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(2)
l. Was there any evidence in the classroom that learners’ health was being promoted?
Provide a supporting statement for your answer.
……………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………(2)
m. Are the classrooms/schools clean and safe? Are there adequate water and sanitation
facilities?
Provide a supporting statement for your answer.
……………………………………………………………………...
……………………………………………………………………………………………………………
…………………………………(2)
n. Provide the evidence to show that written policies and regular practices that promote
good health were implemented.
....................................................................................................................................................
....................................................................................................................................................
................................................................................................................................................(2)
o. How is the health education and life skills integrated in the curriculum and in the
teaching-learning activities?
……………………………………………………………………………………………………………
………….………………………………………………………………………………………………(2)
p. How are children kept safe and protected from harm and abuse?
……………………………………………………………………………………………………………
…………..........………………………………………………………………………………………(2)
q. How are children encouraged to care for each other?
……………………………………………………………………………………………………………
…………….......………………………………………………………………………………………(2)
r. Provide the evidence to show that physical or mental punishment was/was not used
against learners.
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)
s. Provide the evidence to show that there were or were no clear guidelines for conduct
between teachers and learners and among learners themselves (and that bullying is not
allowed).
…………………………………………………………………………………………………………(3)
TOTAL=40
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TPS2601/103
6. CLASSROOM EVIDENCE
6.1 Attach the picture/photo of the classroom with learners seated and your mentor and
yourself.
(10)
6.2 Learner involvement (How do you think you can go about involving learners while
teaching?)
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(10)
TOTAL=20
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM
Answer the questions to describe how each aspect influences the teaching and learning
context where you are doing observation.
7.1 Timetable
a) List two advantages of using a school timetable from your own experience.
……………………………………………………………………………………………………………
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……………....……..............…………………………………………………………….............. (2)
b) Does the teacher have his or her own
timetable? ........................................................................................................................
............(1)
c) Do learners have their personal timetables?
.....................................................................................................................................(1)
TPS2601/103
d) Do teachers follow the school timetable at the school you are visiting?
If not, what are their reasons
___________________________________________________________________ (2)
e) Briefly explain a problem you experienced with the school or class timetable in your
own experience as well as in the context of this school.
……………………………………………………………………………………………………………
…..…………………………………………………………………………………………………….
………………..………………………………………………………………………………………….
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…………..................................................................................................................................
……
(2)
f) Have you seen a period register in the school?

………………………………………………………………………………………….................. (1)
g) Who is responsible for controlling it and how?
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
(2)
h) What is the purpose of the period register in a classroom
....................................................................................................................................................
....................................................................................................................................................
(2)
Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)
i) Is the school timetable at the school you are visiting Yes No

functional?
Give two reasons for your answer
.………………………………………………………………………………………………………..(2)
(15)
TPS2601/103
7.2 Attendance Register
Administrative work is part of every teacher’s responsibilities. It is important that you are
aware of the administrative tasks and how teachers address this often time-consuming task.
You have to attend one class where the teacher is responsible to take the register (register
class). Registers are then consolidated every Friday by a School Admin Assistant. Attach
summary of learner attendance of the class you observed for a week and answer the
following
a) What time is the attendance register marked?

_____________________________ (1)
b) Is it marked regularly?
_________________________________ (1)
c) Is the information from the register collated and used for purposes such as promotion,
merits or demerits?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(3)
(5)
53
7.3 Discipline
The teacher must also know how to implement the correct approach to discipline in a specific
context in her/his classroom.
Read the relevant chapter in “Help I am a student teacher”. In this chapter, the legislative
information around discipline in South African schools is discussed and practical aspects for
implementing discipline is described.
a) What is the purpose of the learner’s code of conduct?
……………………………………………………………………………………………………………
………………………………………………………………………………………………………........
(2)
b) Do you think is a very important policy in a school and why?
……………………………………………………………………………………………………………
…………………………………………………………………..........................................................
(2)
c) Do you think involving learners in formulating a school code of conduct is important or
not? Give reasons.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………..........
(2)
d) Did you observe any learner being disciplined? Mention the (3) offences and its
corrective measures
……………………………………………………………………………………………………………
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...............................................................................................................................................(4)
(15)
TOTAL=30
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8. COVID 19 COMPLIANCE
Extracted from DBE Monitoring tool 2020
COMMENT
1.Temperature Test Kits have been made YES NO

available
2. PPE Packages have been made available YES NO

for all learners
3. There is adequate water supply YES NO
4.There is anti-bacterial hand soaps and paper YES NO

towels in strategic positions in the schools
5 There is a plan available and key personnel YES NO

identified to conduct screening for every
teacher, learner and visitor entering the school
6There is a plan to enforce the sanitisation of YES NO

hands at the gate for teachers, learners and
visitors entering the school premises and insist
on the wearing of masks
7 The school is able to clean and disinfect YES NO

classrooms and ablution blocks at least twice
daily
8 Is there a monitoring programme during YES NO

breaks to prevent learners from congregating
9.There is cooperation between teachers and YES NO

learners in dealing with COVID 19.
10.Learners are well informed about COVID 19 YES NO

procedures.
TOTAL=20
55
9. SELF-REFLECTION
Ask yourself the following:
a. How might your own culture-bound assumptions influence your interactions with
learners?
……………………………………………………………………………………………………………
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……………………………………………………………………………………………………………
b. How might the backgrounds and experiences of your learners influence their
motivation, engagement, and learning in your classroom?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
c. How can you modify course materials, activities, assignments, and/or exams to be
more accessible to all?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
d. What experiences have you gained during your 5-week teaching observation?
 Good experiences:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
 Bad experiences:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
TOTAL= (10)
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10. PLANNING YOUR LESSON
This activity aims to introduce you to lesson planning and will be useful for the next stage,
which is the actual teaching practice you will be doing on second-year level. Note the
following important points:
 In order to complete this activity, you must have observed at least five lessons that a
teacher gave.
 Have positive discussions and ask critical questions. You can be critical without criticising!
Try to understand the teacher's intentions.
 Different teachers and different schools may use different lesson structures. Use the
following lesson plan or any other plan to develop your lesson. If you use any other
lesson plan, you can do this on separate sheets of paper as long as lessons are
structured to suit the outcomes/objectives. Also, ask teachers to provide you with the
lesson format they use.
Red the information or guidelines included with each stage or section of the lesson. Make
use of the information included to understand more about each aspect. You can also find
examples of lessons presented by different teachers on YouTube.
There are numerous types of lessons, each requiring unique planning, method of
presentation and learning material. A lesson must be carefully planned to enable you to
present or facilitate the lesson. To assist you with planning a lesson, we give a brief
description of aspects of lesson planning.
57
Localisation details is important. It provides information regarding the specific context in which the lesson is
taking place and guides the planning for a specific goal.
TEACHER NAME:
School: __________________________________________________________________
Subject: _________________________________________________________________
Theme: __________________________________________________________________
Grade:___________________________________________________________________
Duration/Time: ____________________________________________________________
Topic (specific):
In CAPS the subject matter that teachers have to teach is clearly indicated, and all they have to do is choose a
section (a theme or topic) to be presented in a lesson or series of lessons. To plan your own lesson, use the
CAPS document you downloaded for the activity on progression. You have to plan your lessons for
2022according to CAPS. Use this document and plan your lesson according to the CAPS document.
_______________________________________________________
Mention resources to be used (LTSM)
(Read chapter 4 of “Help I am a student teacher” for

information about learning media")
Learning outcomes/objectives/aims
(Read chapter 4 of “Help I am a student teacher)
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TPS2601/103
Teaching methods, learning activities and assessment

(Read chapter 3of “Help I am a student teacher”)
Lesson opening/introduction:
What you do here will depend largely on the type of lesson presented, the subject matter to be covered, the
learning activities planned for learners, and soon. Try to focus the learners' attention on the theme by recall of
existing knowledge, surprising the mor doing something unusual (or letting them do something unusual).Try
to make them want to know more or want to master a skill. This will launch the learners on a voyage of
discovery, to which they will look forward with anticipation.
Introduction of new content:
The main part of the lesson/new knowledge/skills and values/learning opportunities
This should contain an indication of the type of lesson (or a combination of various types) that is planned, and
the activities of both teacher and learners should be clearly set out. The following are a few of the types of
lessons you could consider:
Question-and-answer lesson: This type of lesson features questions, which the learners are required to
answer. Avoid this where possible, unless you combine it with the screening of a video, slides/transparencies,
photos or similar aids on which the learners are questioned (or can ask questions) about what they have seen
or observed. You could also make this type of lesson interesting by holding a quiz (preferably in teams to
avoid hurting slow learners' pride). It is also a good way of doing revision.
Practical lesson: This type of lesson requires the learners to undertake some or other kind of practical
activity.
Activities could take the form of

 an individual activity (facilitated by the teacher) such as telling a story or drawing a picture
 a group activity (facilitated by the teacher) in which a group discusses a topic and arrives at a group
decision or makes a group presentation
 a class activity (facilitated by the teacher) in which, for instance the whole class works on a project
together and produces a final product
 an activityinvolvingbothclassandteacher(teacherparticipates)suchasdrawinga map together or making a
sand model. Of course, a combination of activities is also possible. This type of lesson demands thorough
preparation and planning by the teacher.
Role-playing: During this type of lesson, the teacher assumes the role or character of someone else and
asks the learners similarly to play the parts of other characters. It could involves imply giving a visual
59
representation of events or it could take the form of a dialogue, a debate, a narrative, etcetera. For example,
someone (including the learners) could dress up in period costume and play the part (parts) of a historical
character like Vasco de Gama– dialogue may be (prepared and) included.
Learner-centred presentation: In this type of lesson, the focus is on learners who, as it were, provide the
content of the lesson. All the teacher does is complement, guide and correct where necessary. (This may
naturally also be seen as a practical lesson.) An example of this type of lesson is where learners prepare to
"show and tell" by bringing along something, which is related to the theme. They then recite/tell/explain
something about the object.
Debate: This type of lesson features two groups debating the merits of an issue (which could be an issue that
directly affects them). Of course, such a lesson requires thorough preparation and the maintenance of
discipline and control. It is particularly appropriate to a discussion of values.
Outdoor lesson: The aim of an outdoor lesson is not simply to vary things for learners, but also to
illustrate/do something, which would be difficult to accomplish inside a classroom. On the school grounds
there are always signs of erosion and climatological activity (such as wind, clouds and precipitation).
Excursions/field work: Facts taught during a lesson or series of lessons are applied or observed in practice.
Examples would be visits to a natural phenomenon, a mine or an industry, or cleaning a polluted stream,
recording data and so forth.
Narrative lesson: In this type of lesson, the subject matter is conveyed by means of a narrative. While this
could be very boring (particularly to older learners), it could be made highly interesting with the use of
attractive teaching aids. Finger or hand puppets increase the interest in a narrative (especially for young
learners), but slides, photos, pictures et cetera can be equally useful (particularly for older learners).
Discussion lesson: This type of lesson takes the form of a discussion of a theme/issue/problem by learners
and teacher. It works especially well with older learners when the discussion is about a matter which affects
their daily lives and about which they have something to say (the more controversial the better since this
elicits a greater variety of views and opinions). This calls for very thorough preparation on the part of teachers
if they are to guide the lesson successfully. We are deliberately not discussing every type of lesson here, in
order to give you the freedom to research and use other types on your own. For instance, you could consider
groupwork, panel discussions, case studies, experimentation, guided discovery and numerous others.
Teacher activities:(Describe what you have to do before, during and after the lesson – this will help you to
plan for every phase of the lesson.)
Learner activities: (Keep in mind that you have to plan the time for activities. Learners learn best when
they are actively involved in their own learning.)
Closing: (What will you do to round off the lesson? Will the learners do activities or homework? How will you
know that learning has taken place?)
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TPS2601/103
Assessment activities: Briefly describe what learners will do to show that they have
mastered or made progress regarding the lesson outcomes/objectives.
Assessment tasks must include the following:
 Say who will assess and if it will be individual or group assessment.
 Describe assessment task e.g. test on …., worksheet about …, research task on …., experiment
 What instrument will be used to assess e.g. memoranda, rubrics, checklists, etc.? Indicators as to whether
there has been successful learning could take the form of demonstrations by learners, a final product such
as the drawing of a map, a written report, learning behaviour and conduct, learner participation (in things
like group activities).
Expanded opportunities: (What kind of enrichment is provided for gifted learners? What kind of
remediation is provided for learners requiring additional support?)
Date: ............................................. School stamp
TOTAL= (25)
11. POST-OBSERVATION REFLECTION ACTIVITY
Reflection is an important skill for every teacher. When you reflect on your own teaching, it
enables you to assess your teaching and you have the opportunity to improve your teaching.
Your own impression of your teaching and the opinion of other persons in the school
community is very important to have a balanced assessment. Use the criteria below to
assess your own understanding.
Report
At the end of the 25 days of practical teaching, you must reflect on each section of the
portfolio. Use the insights you gained during the reflection activities and write a report on your
experience in terms of its contribution to your preparation as a teacher.
You must use the headings provided in the sections of the portfolio and make suggestions on
what can be done to improve on the practical teaching experience to make sure it is useful
and meaningful.
Guidelines for the report
 Describe meaningful activities, behaviours or documents you observed/noticed.
 Ask yourself if they are useful, effective and/or represent good practice.
 Describe how you can use them, adapt them or change them to improve your practice (or
future practice).
Reflective activity
To reflect on the 5-week observation period, make use of the following statements and write
a short paragraph on each of the aspects indicated:
a) During this teaching practice, I have learnt that
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………………………(5)
b) Challenges that I encountered
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(5)
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c) This changed my philosophy
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………..
……………………………………………………………………………………………………………
……………………………………………………………………………………(5)
d) If I were to be given a second chance of observing, I would change
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………(5)
e) After a final discussion with your mentor about your interpretation and your philosophy
of teaching and learning, write a paragraph to describe your view of the knowledge,
values and experience you gained during your five weeks of teaching practice.
.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………….(5)
f) Description of experience/information, which has had an influence on your teaching

practice experience period (observation).
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………(5)
TOTAL= (30)
12 DECLARATION FORM
Declaration form by student, mentor/teacher and principal
The purpose of this declaration form is to ensure the authenticity of this portfolio and the
practical teaching it was based on. Please complete and sign this declaration form. The
mentor/teacher and school principal must also sign this form.
DECLARATION BY STUDENT
I, …………………………………………………………(Name), student no. …………………….,

declare that all the work in this portfolio is my own.
Signature …………………………………………………
DECLARATION BY MENTOR/TEACHER
I, ………………………………………………………. (Name), declare that the above student

completed her/his practical teaching under my supervision or that of my colleagues.
Signature ………………………………………….
DECLARATION BY SCHOOL PRINCIPAL:
I, ………………………………………………. (Name), declare that this student completed

School days of supervised practical teaching at ………………………………………………
(Name of institution).
SCHOOL STAMP
Signature …………………………………………
School address: ……………………………………
……………………………………
……………………………………
……………………………………
School telephone: …………………………………
THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS
STUDENT.
TOTAL=30)
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TPS2601/103
13 MENTOR REPORT
REGARDING................................................................................................ (Name of student)
BY TITLE: .........
SURNAME: ...............................................
NAME: ...............................................
CONTACT DETAILS (those of the school if that is what you prefer):
CELLPHONE: ............................................
E-MAIL: ................................................................
Please provide fair and honest comments regarding the following:
Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for
teachers)? ..................................................................................................................................
....................................................................................................................................................
...........
Did the student work regularly/continuously on her/his portfolio?
....................................................................................................................................................
....................................................................................................................................................
Did the student complete her/his portfolio during the practical teaching period? YES/NO
Strong points of the student/good qualities and good work done:
....................................................................................................................................................
....................................................................................................................................................
Aspects on which student still has to improve to be ready to enter education as a beginner
teacher:
....................................................................................................................................................
....................................................................................................................................................
SIGNATURE SCHOOL STAMP
TOTAL=30)
67
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TPS2601/103
14. STUDENT REPORT
Name (of student): ………………………………………………. Student no: …………………….
School:
………………………………………………………………………………………………………..
School telephone number:
…………………………………………………………………………………..
Address: .....................................................................................................................................
..............
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
We, the undersigned, ………………………………………...................... (Printed: initials and

surname of principal) together with …………………………………………………… (Printed:
initials and surname of mentor teacher) hereby declare that student teacher
…………………………………………………………………………………………………………….
(Printed: initials and surname of student teacher) student number
…………………………………….. attended the above school for a period of ………. (Number)

school days from ………………………. (date) to ………………………. (date).
We hereby comment briefly on the following aspects of his/her stay at the school:
69
Personal appearance:
....................................................................................................................................................
........
……………………………………………………………………………………………………………
…….…………………………………………………………………………………………………
Relationship with teachers:
....................................................................................................................................................
........
……………………………………………………………………………………………………………
…….…………………………………………………………………………………………………
Eagerness to learn:
....................................................................................................................................................
........
……………………………………………………………………………………………………………
…….…………………………………………………………………………………………………
Eagerness to become involved:
....................................................................................................................................................
........
……………………………………………………………………………………………………………
…….…………………………………………………………………………………………………
Positive personality traits:
....................................................................................................................................................
........
……………………………………………………………………………………………………………
…….…………………………………………………………………………………………………
Negative personality traits:
....................................................................................................................................................
........
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TPS2601/103
……………………………………………………………………………………………………………
…….…………………………………………………………………………………………………
71
Description of your experience with Unisa's teaching practice processes, arrangements,
placements, school visits, support, etc.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Signature Principal: ……………………………………
Date: …………………………………
Signature of Mentor teacher:

…………………………… School stamp
Date:
TOTAL=30
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TPS2601/103
SECTION B
TEACHING FROM PRACTICE
This section constitutes work from home which you would be entitled to due to C0VID-19
regulations. You will spend THREE WEEKS at school and this section will constitute TWO
WEEKS where you will work on activities at home.
15. CLASS OBSERVATION
The following questions are based on class observation. You may consult different
references to answer the following questions
You are required to answer all the questions.
a) Define the concept observation (2).
b) In your own words, give a distinction between observation and mentoring (5).
c) What kind of assistance do you expect from your mentor teacher during student guided
observation (3).
d) Describe five characteristics of lesson observation (10).
e) Critically discuss the positive impact of observation by mentor teachers on student
teachers (10).
f) What kind of challenges do teachers in general face during the 21 st century? Mention at
least 4. (8)
[38]
16. CASE STUDY: OBSERVATION
73
You are required to read a case study below about observation and answer the questions
that follow.
Teacher A is a twenty-two-year-old white male who began student teaching during the last
spring semester and was the top student in his methodology class the previous semester.
The school administration asked him to volunteer for this study because they saw him in the
classroom during the previous semester and their opinions were confirmed by two weeks of
observations made at the start of his student teaching semester.
Teacher B is a sixty-year-old African American teacher and coach. He has been teaching
and coaching for twenty-four years. Administrators and faculty report that he is respected and
well-liked by students and parents.
Classroom atmosphere.
Both observations and student data revealed that Teacher A placed emphasis on creating a
non-threatening, nurturing classroom atmosphere. After selection for this study, he taught the
class the entire time (with his mentor teacher in the classroom but not interacting with the
class). He did appear to have more active classes than Teacher B, but at no time did the
researchers or any of the school’s faculty or administration observe classes out of control.
His mentor teacher said that he was very good, as a first-time student teacher at classroom
management.
Teacher A was friendly toward his students and took it as his first goal in the semester to get
to know them and their learning styles. He often joked and didn’t seem to mind when
students would interrupt his admittedly short lectures. In fact, all of the observers thought that
Teacher A encouraged spontaneous discussion and debates. Much of his classroom’s
dynamic might be attributed to Teacher A’s overall demeanor. He is enthusiastic about the
74
TPS2601/103
subject, non-threatening, and has a good sense of humor. He demonstrated by words and
actions in the classroom that he had respect for his students.
Although Teacher A did not demonstrate as much mastery of the subject and was found to
convey less confidence in teaching the subject than Teacher B, he still admitted when he
made a mistake. The students’ ratings reflected that they respected him for this. I observed
that, when he did not know the answer to a student’s question, he said that he would look it
up and have the answer the next class, which he always did. He said that everyone can
learn, especially from mistakes, and every student in his classes has the right to learn. More
than one student wrote that they liked him and wanted him to remain at the school, so that
they could take another course from him. When asked, he said that he is continually
rethinking his lessons and how to improve them—trying to learn more about the subject and
his students to better address their individual learning styles. Lesson goals and objectives
were always written on the chalkboard and referred to by Teacher A as he started his
lessons.
a) What do you think are the differences between Teacher A and Teacher B in terms of
teaching styles? (6)
b) What do you think are the reasons why Teacher A is performing better than Teacher B?
Mention three reasons. (6)
c) What is it that teacher B can do to improve his teaching styles? (4)
d) What are the issues that teacher A is doing right which you can implement in your future
lessons? (6)
e) What kind of advice would you offer to both Teacher A and Teacher B? (10)
f) Evaluate the importance of observation from an African and Ubuntu perspective (5)
75
g) How would you deal with learners with barriers to learning in your class? Mention four
mechanisms. (6)
h) As a beginning teacher, how would you deal with learners from different socio- economic,
cultural, language backgrounds in your class. (8)
[ 70]
17. EVALUATION OF DOWNLOADED VIDEOS
Download a YOUTUBE video of a teacher presenting any lesson of the subject that you are
registered for. You should upload the video as evidence. Please comment on the following
issues as they appeared on the video that you have uploaded.
a) Overall presentation of the lesson (4)
b) Use of modern technology during the lesson (2)
c) Learners’ participation during the lesson. (4)
d) Assessment during the lesson (4)
e) Resources used during the lesson (3)
f) Mention five positives that you identified during the lesson? (5)
g) Mention five negatives that you identified during the lesson? (5)
h) Which five areas would you improve if you were the one presenting a lesson? (5)
i) What are the five things that you have learnt from the teacher’s presentation? (5)
j) Evaluation of the downloaded video (10)
[47]
76
TPS2601/103
18. DEVELOPMENT OF A VIDEO
You are required to make a five-minute video presentation of the school where you will be
doing your teaching practice. Your video should be clear and audible.
In your presentation, the following issues should be covered:
a) Name of the school (2)
b) Background or history of the school. (5)
c) The location of the school, rural or urban. (4)
d) The buildings of the school, new or old. (4)
e) Describe the feeder zone of the school (township, village or city). (10)
f) Video evaluation (10)
[35]
TOTAL [190]
77
19 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL
Student name & surname Student number
Name of School
Address
Contact details
Email
Week 1 Date Grade Signature Student Signature Mentor
Day 1
Day 2
Day 3
Day 4
Day 5
Week 2 Date Grade Signature Signature Mentor

Student
Day 1
Day 2
Day 3
Day 4
Day 5
Week 3 Date Grade Signature Signature Mentor

Student
Day 1
Day 2
Day 3
Day 4
Day 5
78
TPS2601/103
20 BIBLIOGRAPHY/REFERENCES
Higgs. P. 2003. African philosophy and the transformationof educational discourse in South
Africa.Journal of Education, No. 30, 2003.
(Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge.)
Taole, M.J.(Ed). 2015. Teaching Practice, Perspectives and Frameworks. Van Schaik:
Pretoria.
21 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:

You have come to the end of this portfolio.
We value your feedback. To enable us to improve on students’ first teaching practice

experience, please fill in the information.
Poor Average Good Excellent
Guidelines and
information
Placement
The portfolio
Communication
Any other comments or suggestions.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
79
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………..
What has been your experience of the teaching practice observations? (Both positive and
negative experiences.)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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TPS2601/103
Did you conduct yourself in terms of the South African Council of Educators Code of
Conduct?
You can access this document at

https://www.sace.org.za/pages/the-code-of-professional-ethics
(If you are not a South African, it should be in terms of the teachers' code of conduct for your
own country.) If your answer is yes, then indicate the areas and motivate your answer.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Thank you for assisting us to improve the TPS experience.
Lecturers
81
TPS2601 PORTFOLIO MARKING GUIDELINE.
CRITERIA SUB-MARKS TOTAL

MARKS
1.1 INTRODUCTION
1.2 AN AFRICAN PHILOSOPHY OF 20

EDUCATION
30
1.3 TEACHING PERSPECTIVES
1.4 TEACHING PHILOSOPHY

(BELIEFS) 15
1.5 TEACHING PHILOSOPHY IN 15

CONTEXT
80
SENIOR PHASE/FET TEACHING

PRACTICE ACTIVITIES-
OBSERVATION GUIDE
2.1 CONTEXT ANALYSIS
2.1.1 DESCRIPTION OF THE 20

SCHOOL CONTEXT
2.1.2 SCHOOL ORGANOGRAM

10
2.2 DESCRIPTION OF CLASSROOM
FROM DIFFERENT PHASES 20 70
2.3 REFLECTION ACTIVITY 20
CLASSROOM MANAGEMENT
OBSERVATION ACTIVITIES
3.1 POLICIES
30
3.2 OBSERVING THE MENTOR (6
LESSON PLANS) 150
3.3 REFLECTION ON THE SIX(6)

82
TPS2601/103
LESSONS OBSERVED 30 210
4. OTHER IMPORTANT FACTORS IN

TEACHING AND LEARNING
4.1 ASSESSMENT
6
4.2 LEARNING MEDIA
9
4.3 CONTROL OF WORK
10 25
5. INCLUSIVITY 40 40
6. CLASSROOM EVIDENCE 20 20
7. CLASSROOM MANAGEMENT
STRATEGIES TO ORGANISE THE
CLASSROOM
7.1 TIMETABLE 15
7.2 ATTENDANCE REGISTER 5
7.3 DISCIPLINE 10 30
8. COVID 19 COMPLIANCE 20 20
9. SELF REFLECTION 10 10
10. PLANNING YOUR LESSON 25 25
11. POST OBSERVATION 30 30

REFLECTION ACTIVITY
12. DECLARATION FORM 30 30
13. MENTOR REPORT 30 30
14. STUDENT REPORT 30 30
15. TEACHING FROM PRACTICE: 38 190

CLASS OBSERVATION
83
16. CASE STUDY: OBSERVATION 70
17. EVALUATIOM OF 47
DOWNLOADED VIDEO
18. DEVELOPMENT OF A VIDEO

35
19. ATTENDANCE REGISTER 30 30
20. NEATNESS 10 10
21. LANGUAGE 20 20
TOTAL=900
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TPS2601/103
85

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TPS2601/103/0/2022

Tutorial Letter 103/0/2022

PLEASE NOTE IMPORTANT INFORMATION:

Final submission date: 30 September 2022

Please remember to write your student number on assignments.

STUDENT NAME AND SURNAME: ………………………………………………

STUDENT NUMBER: ……………………………….

Department of Curriculum and instructional studie s

2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:.....................................................12

4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING...........................................54

10. PLANNING YOUR LESSON.......................................................................................................67

11. POST-OBSERVATION REFLECTION ACTIVITY.......................................................................72

14. STUDENT REPORT....................................................................................................................77

15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL.........................................80

17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:......................82

Description of your personal background:

Are you currently employed? YES/NO

Are you teaching at present? YES/NO

If so, for how long and which grade? …………………………………

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

1.2 An African philosophy of education

The reality experienced by a diverse African community suggests a spirit of communality as

1.2.1 Decolonisation (Education)

An active process to change the western-dominated philosophy and approach to education

Own understanding of concept and examples of implementation and teaching practice.

Indigenous Knowledge (IKS)

Teaching insights (Pre-observation activities)

Consider the marks allocated to each activity.

Demonstrate an understanding of key ideas and debates on issues related to teaching

 Identify how issues of observation is specific to diversity in your teaching practice

b) What does teaching involve?

d) The meaning of learning

1.4 MY TEACHING PHILOSOPHY (BELIEFS)

a. What motivated you to be a teacher?

b. Which subject/s of specialization did you choose and why?

c. How do you believe learners learn best?

d. Do you believe that teaching is a vital profession? Why?

1.5 TEACHING PHILOSOPHY IN CONTEXT

Read paragraph 2.4 in chapter 2 of “Teaching practice, perspectives and frameworks”(Taole,

 Situated learning (incident in the school or classroom):

2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:

2.1.1 Description of the school context

Complete the following table

Name of the school:

Name of the Principal:

Location of the school: (urban, semi-urban,

National School Nutrition Programme (NSNP)

Write down the vision of the school

2.1.2 Attach an organogram of the school (Annexure A)

2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES

Make notes on the following aspects in each classroom:

Aspects Senior Phase FET Phase

Any evidence of Africanisation

Any evidence of decolonisation

Evidence of the use of

2.3 REFLECTION ACTIVITY:

a) What is the importance of being context conscious?

c) Name values that you observed in the classroom when teaching?