TPF2601/103/0/2023

Tutorial Letter 103/0/2023

Teaching Practice 1
TPF2601

Assessment 50
Observation (Learning in Practice)

Year module
Department of Early Childhood Education
To complete this portfolio, you will have to spend FIVE WEEKS
(25 consecutive days) in a GRADE R class.

ONLY ONLINE SUBMISSIONS OF ASSESSMENTS WILL BE ACCEPTED.

NO LATE ASSESSMENTS
NO RESUBMISSIONS
NO EXTENSION OF THE DUE DATE

THIS IS THE FINAL EXAMINATION PORTFOLIO.

BARCODE
 CONTENTS
Page

1. WELCOME ...............................................................................................................................................3
2 STRUCTURE OF TEACHING PRACTICE..........................................................................................4
3 ASSESSMENT 50 ...................................................................................................................................4
3.1 Instructions..............................................................................................................................................4
3.2 Additional resources .............................................................................................................................5
3.3 myUnisa announcements ....................................................................................................................5
3.4 General rules for submitting assessments/workbooks for teaching practice .....................5
4 PORTFOLIO .............................................................................................................................................7
GENERAL STUDENT INFORMATION .......................................................................................................7
STUDENT DECLARATION ...........................................................................................................................8
COMPLETE THIS DECLARATION. IF YOU DO NOT SUBMIT THIS, YOU WILL GET ZERO.......8
STUDENT’S DECLARATION FORM...........................................................................................................9
ATTENDANCE REGISTER OF STUDENT-TEACHER AT SCHOOL ................................................ 10

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 TPF2601/103/0/2023

Dear Student

1. WELCOME

Welcome to the module Teaching Practice 1 (TPF2601). This examination portfolio must be
completed during the five weeks of compulsory teaching practice. We hope that you will find
this module interesting and that it will enrich your teaching career.

Please read this tutorial letter and retain it and all the other tutorial letters that you will receive.
You must read all the tutorial letters that you receive during the semester immediately and
carefully, as they will always contain important and sometimes urgent information. They are
our way of communicating with you about teaching, learning and assessment.

Tutorial Letter 101 contains important information about the assessments for this module. We
urge you to read it carefully and to keep it at hand when you work through the study material,
prepare for the assessments and address questions to your lecturers. This tutorial letter also
contain certain general and administrative information about this module. Please study this
section of the tutorial letter carefully. It contains the required activities that you need to do
with the help of your mentor at the school where you have been placed.

Make sure that you contact the Teaching Practice Office well in advance to confirm your
placement before you go to the school to complete your teaching practice. All communication
about your placement must be communicated via your myLife e-mail address.

We are aware that problems may occasionally disrupt your studies. Please contact your
lecturer by e-mail or telephone if you wish to discuss these.

Good luck and enjoy your first teaching experience!

Your lecturer

Dr P Moshaba
012 429 4314
E-mail: emoshap@unisa.ac.za

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2 STRUCTURE OF TEACHING PRACTICE
First Year: Guided Observation

This module focuses on guided observation under the supervision of a school-based mentor.
You are expected to critically reflect on the planning and practice with both your school-
based mentor and your supervisor.

Assessment 50 Workbook
Teaching practice is linked to theoretical modules contribution

Being a professional teacher (BPT1501) Theory module

Becoming a teacher (BTE2601) Theory module
Computer integration in the classroom (CIC2601) Theory module

Workbook 50
Teacher as manager (TAM2601) Theory module

50%
Emergent Literacy (EML1501) Theory module
Emergent Mathematics (EMA1501) Theory module
English Language (HL/FAL*) Theory module
African language Communicative Competence Theory module
Sociology of education (SED2601) Theory module

3 ASSESSMENT 50

3.1 Instructions

The activities in the workbook are all observation based and have to take place in the
Foundation Phase (Grade R) during your Three weeks of teaching practice. I suggest that
you read all the activities in TPF2601/103/0/2023 Assessment 50 (which is in the form of a
portfolio/workbook) as well as in TPF2601/104/0/2023 Assessment 51 (which is a
portfolio/workbook) before your teaching practice begins in order to gauge how much is
expected of you during the five-week teaching practice period and to help you organise your
time effectively. It would be wise to share these activities with your mentor teacher to plan
when certain observations may be possible and to synchronise these with the timetable and
weekly planning for the three weeks.

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Complete and submit this Unisa workbook as is – do not redesign your own.

This is a fill-in workbook, which means that you must answer the questions in the space
provided – use the space as well as the mark allocation as a guide on how much you must
write. For questions where a yes/no answer is required along with an explanation, one mark
is generally awarded for writing yes/no and the remaining marks for how you have
substantiated this.

3.2 Additional resources

The learning guides have been uploaded to myUnisa under Additional Material on the
TP2601 portal. Use these guides to assist you with your teaching practice observation. Make
an effort to engage with the material.

Along with studying your theoretical modules, you will have to consult the Curriculum
Assessment Policy Statements (CAPS) or any other curriculum followed by the school (such
as a private school that uses the Independent Schools Association of Southern Africa
curriculum). The annual teaching plans, term plans and weekly plans also need to be obtained
from the school where you are doing your teaching practice.

3.3 myUnisa announcements

Read the announcements on myUnisa for the following reasons:

• If lecturers are changed, it will be placed on myUnisa.

• In accordance with the Protection of Personal Information Act, all communication takes
place via myUnisa and your myLife e-mail account, as these are the university’s official
communication platforms.
• No e-mails from registered students' private e-mail accounts will be answered.

3.4 General rules for submitting assessment/workbooks for teaching

practice

Please note that the only mode of submission is online. Your assessments for teaching
practice must be submitted TWO WEEKS after you have completed your teaching practice

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at the school of placement for this workbook. You will be penalised for every week you are
late.

Remember the following when submitting an assessment online via myUnisa:

• Complete the student information and the declaration.

• All assessments must be handwritten. Write clearly.
• Submit the assessment correctly.
• Ensure that your student number is correct.
• Ensure that you use the correct unique number for the assessment.
• Ensure that you have the correct content in your assessment.
• Save the file as your student number_surname_module code_ assessment
number to ensure that you upload the correct file.

Uploading to myUnisa

Take note of the following about submitting assessments via myUnisa:

• Use the correct assessment number and content.
• Use your correct student number.
• Ensure that the pages are clear, in order and the right side up.
• You may only upload one PDF document.
• You may not upload an MS Word document or zipped file.
• You may not upload a PDF read-only document.
• The system is opened for large PDF files for teaching practice modules only for a certain
megabyte. Please check the system.
• The assessment is recorded on the system automatically.
• Read the details on myUnisa about uploading documents.
• Do not submit assessments via the post office.
• If you submit an incorrect assessment, you will obtain 0%.
• If there is no register, you will obtain 0%.
• If there is no school stamp on the register, you will obtain 0%.
• No resubmission of an incorrect assessment is allowed.
• No individual assessment marks are released for the final result of the teaching practice
module.
• The final mark for the teaching practice module will be released at the end of the year.
• You must pass the module in your year of registration.

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 TPF2601/103/0/2023

You will only receive the final portfolio mark in December, as it is an examination
portfolio. No individual marks for each portfolio will be provided.

Complete and submit this Unisa workbook as is – do not redesign your own.

REMEMBER TO MAKE BACKUPS OF YOUR WORK IMMEDIATELY. REASONS

SUCH AS STOLEN PHONES, LAPTOPS, LAPTOPS THAT CRASHED AND
CORRUPT FILES WILL NOT BE ACCEPTED IF YOU LOSE THE EVIDENCE.

SUBMIT ONLY THE PAGES THAT FOLLOW FOR YOUR ASSESSMENT.

4 PORTFOLIOS

GENERAL STUDENT INFORMATION

assessment 50 COMPLETE ALL THE INFORMATION

Student name and surname Student number

Miss/Mrs/Mr
Postal address

Unisa E-mail

Contact details

Are you permanently employed at a school?

Are you an intern or assistant teacher at a school?

Are you employed outside the education sector?

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STUDENT DECLARATION

COMPLETE THIS DECLARATION. IF YOU DO NOT SUBMIT THIS, YOU WILL GET
ZERO.

I, ……………………………………………, declare that this assessment 50 is my own work.

I take note of the following examination rules:

 All the photographs, images or ideas that I have used are my own and not copied from
the internet.
 I have kept a copy of the workbook and it is in safekeeping.
 I know I have to submit the correct assessment /portfolio 50.
 I further declare that I have not previously submitted this work, or part thereof, as
another assessment.
 I further declare that I have not provided any fellow student with a copy of my workbook
to use for their assessments.
 I am fully aware that all the signatures in my assessment must be original signatures
and no signatures may be cut and pasted into the documents.
 I understand that this is a final examination portfolio; no resubmission is allowed and
no late submissions will be allowed.
 I understand that there is no remark opportunity for final examination portfolios.
 I have to submit this assessment immediately after completing the school-based
teaching practice at the school of placement.
 I understand that any plagiarism found will be considered dishonest and disciplinary
steps will be taken by the university.
 I understand that any student found buying their portfolios online will face disciplinary
steps.

NAME AND SURNAME: ………………………………..…………

STUDENT NUMBER: ……………………………………………………

SIGNATURE: ……………………………….. DATE: …………………………….

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 TPF2601/103/0/2023

STUDENT’S DECLARATION FORM

This declaration form is COMPULSORY and MUST be signed by the student for the module
TEACHING PRACTICE 1 (TPF2601). Complete the student declaration form on
academic honesty for ALL your written assessments.

The purpose of this declaration form is to ensure the authenticity (truth and legitimacy) of
each written assessment and that actual learning took place. You must complete and sign
this declaration form. Should this form not be signed and/or should you be found guilty of
plagiarism, it could result in the withdrawal of your assessment.

DECLARATION BY STUDENT

I, ………………………………………………..…………………………………….…………..….,
(Full names of student)

hereby declare that

1) all the work presented in this assessment is my own

2) I have not cut and pasted any signatures, all are authentic originally signed
documents.

3) I understand the consequences of plagiarism

4) I have read and understood the following Unisa policies:

3.1 Policy on Copyright and Plagiarism

3.2 Policy on Academic Integrity
3.3 Student Disciplinary Code

Student signature ……………………..……….. Date ………………….…………..…………....

Student number ………………………….. Contact number …………………………

Witness:

Signature ………………………….. Date ……………..…………………….…....

Contact number …………………………………………………………………………..…….……

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 ATTENDANCE REGISTER OF STUDENT-TEACHER AT SCHOOL
ONLY AUTHENTIC SIGNATURES ARE ACCEPTED. NO CUTTING AND PASTING OF
SIGNATURES.
IF THIS FORM IS NOT SIGNED, YOU WILL GET ZERO FOR THE ENTIRE PORTFOLIO.
Student name and surname Student number

Name of school

Address

Cellphone number

E-mail address

Week 1 Date Grade R Signature of student Signature of mentor teacher

Day 1

Day 2

Day 3

Day 4

Day 5

Week 2 Date Grade R Signature of student Signature of mentor teacher

Day 1

Day 2

Day 3

Day 4

Day 5

Week 3 Date Grade R Signature of student Signature of mentor teacher

Day 1

Day 2

Day 3

Day 4

Day 5

Week 4 Date Grade R Signature of student Signature of mentor teacher

Day 1

Day 2

Day 3

Day 4

Day 5

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Week 5 Date Grade R Signature of student Signature of mentor

teacher

Day 1

Day 2

Day 3

Day 4

Day 5

…………………………………………, the principal/head of Department/mentor teacher at

……………………………………. (school) confirms that …………………….………………. has

attended/did not attend his/her full teaching practice period. School stamp

Signature: …………………………………………………

Date: ………………

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 MARKING GRID
Please ensure that you complete EVERYTHING in this document. Try to write your answers
as fully and as detailed as possible. This document sums up everything that you have done
in the past five weeks of your school-based observation. You have worked hard and want to
be credited for it.

The following marking grid is used in the marking of this examination portfolio/workbook
(TPF2601/103/2023):

SECTIONS MARK ALLOCATION

SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION 10

Activity 1: Decolonisation (Education) (4) 2

Activity 2: African communalism 2
Activity 3: Ubuntu (Humanness) 2
Activity 4: Africanisation 2
Activity 5: Indigenous Knowledge (IKS) 2
SECTION B: BEING A PROFESSIONAL TEACHER 17

Activity 6: Roles and Responsibilities of a Teacher 6

Activity 7: Assessments 6
Activity 8: Teaching Philosophy 5
SECTION C: THE SCHOOL ENVIRONMENT 24

Activity 9: Contextual Questionnaire 3

Activity 10: Policies 7
Activity 11: Stakeholder Involvement 14
SECTION D: CURRICULUM 12

Activity 12: 21st-Century Skills 6

Activity 13: Inclusive Education 6

SECTION E: TEACHING AND LEARNING 30

Activity 14: Lesson Presentation 1 15

Activity 15: Learner Participation 4
Activity 16: Technology in the Classroom 4
Activity 17: Discipline 7
SECTION F: REFLECTIONS 7

Activity 18: Challenges during Teaching Practice 2

Activity 19: Cultural Influence 2
Activity 20: Prior Knowledge and Improvements 3
TOTAL 100

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SECTION A: AN AFRICAN PHILOSOPHY OF EDUCATION [10]

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
the 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.

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 articulate 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 relate 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 follow. 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

13
ACTIVITY 1: DECOLONISATION (EDUCATION) (2)

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

into 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)

Principles: Mkabela – An African approach to education

Own understanding of the concept:

(1)
Explain how an African philosophy influences your teaching context and provide examples.

(1)
ACTIVITY 2: AFRICAN COMMUNALISM (2)

Community and belonging to a community are important aspects 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 the concept:

(1)
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Explain how an African philosophy influences your teaching context and provide examples.

(1)

ACTIVITY 3: UBUNTU (HUMANNESS) (2)

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. (Mosana)

Principles: Understanding the uniqueness of all persons; recognising the humanity of others
to affirm your own humanity; the welfare of others is important; fairness and humanness are
crucial to personal well-being.

In a fulfilled and flourishing life, people 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. There are fairness and communality; individuals are interdependent. Human
relationships are important.

Therefore, respect, interpersonal skills and cooperative skills are important.

Own understanding of the concept:

(1)

15
Explain how an African philosophy influences your teaching context and provide examples.

(1)

ACTIVITY 4: AFRICANISATION (2)

Use 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: Respect different ways of learning (Letsheka); use different processes
and methods of assessment (Beets & Le Grange). Use examples from South Africa and other
countries.

Own understanding of the concept:

Own understanding of the concept:

(1)
Explain how an African philosophy influences your teaching context and provide examples.

(1)

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ACTIVITY 5: INDIGENOUS KNOWLEDGE (IKS) (2)

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. It is a lifelong
learning process involving progression through age groups, seniority and wisdom of others.

Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction in 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 to pillars of wisdom in integrating indigenous knowledge: tolerance, social
justice, and so on Lave and Wenger – situated learning; Ubuntu values such as respect, ways
of learning – Letseka.

Own understanding of the concept:

(1)

Explain how an African philosophy influences your teaching context and provide examples.

(1)

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SECTION B: BEING A PROFESSIONAL TEACHER [17]

ACTIVITY 6: ROLES AND RESPONSIBILITIES OF A TEACHER (6)

In BPT1501 and TAM2601, you learned that teachers have various roles and
responsibilities as leaders, managers, professionals and so on. These roles allow them to
create conducive environments for teaching and learning, deal with the challenges
associated with the curriculum and the learning process, and perform other administrative
tasks. It is therefore important to recognise these roles in practice, as well as how
teachers implement them in order to learn what works best. Observe all your mentor
teachers throughout your teaching practice and identify at least three roles or
responsibilities that you feel were executed well. Explain how he/she approached these in
order to fulfil their duty as a teacher.

Role/Responsibility 1:

(1)
Explanation:

(1)

Role/Responsibility 2:

(1)
Explanation:

(1)

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Role/Responsibility 3:

(1)

Explanation:

(1)

ACTIVITY 7: ASSESSMENTS (6)

In the five weeks of your teaching practice, take note of what sort of assessments your

mentor teacher relies on to evaluate his/her learners. Keep in mind the two types of
assessment – formative (assessment for learning) and summative (assessment of learning)

– as well as the different types of assessment such as observations, anecdotal notes, tests,
portfolios, presentations, projects, discussions, quizzes, homework activities and so on. List
and describe four different types of assessments used.

Assessment 1

(1)
Explanation:

(1)
Assessment 2:

(1)

19
Explanation:

(1)

Assessment 3:

(1)

Explanation:

(1)

ACTIVITY 8: TEACHING PHILOSOPHY (5)

During your five weeks of teaching practice, observe your mentor teacher performing all

their roles and responsibilities; then answer the questions that follow to help generate your
own teaching philosophy.

What weaknesses do you feel you may have as a teacher with regards to all the areas that
are required to fulfil the roles and responsibilities (management, leader, carer, planner,
assessor, facilitator, mentor, resource developer and so on)?

(1)

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Name the areas in which your mentor teacher has supported and given you guidance.

(1)

What strengths do you feel you may have as a teacher with regard to all the areas that are
required to fulfil the roles and responsibilities (management, leader, carer, planner,
assessor, facilitator, mentor, resource developer and so on)?

(1)

What qualities does your mentor teacher possess that you will strive to embed in your
professional teaching career going forward?

(1)

21
Write a brief teaching philosophy that you can add to and adapt throughout your teaching
career.

(1)

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 TPF2601/103/0/2023

SECTION C: THE SCHOOL ENVIRONMENT [24]

ACTIVITY 9: CONTEXTUAL QUESTIONNAIRE (3)

Complete the following questions.

Name of the school: ………………………………………………………………………………

Grades school caters for: ………………………………………………………………………..

Number of learners in the school: …………………………………………………………..…

Average number of learners per class………………………………………………………….

Number of teachers in the school…….…………………………………………………………

School start time and end time: ………………………………………………………………….

Describe the location of the school.

Describe the location in terms of it being in an urban, farm, rural, semi-urban, informal
settlement or township area.

(1)
Describe the school’s facilities (gravel playground, grass fields, sandpit, swimming pool,
computer room/IT lab, library, hall, brick classrooms or container classrooms, jungle gyms,
perimeter walling/fencing, security guards and so on).

(1)

23
List the various ways in which learners come to school.

(1)

From the above, what advantages and disadvantages may these learners have in
terms of the location of the school, their transport and the school facilities?

(1)

ACTIVITY 10: POLICIES (7)

Request to see the school’s policies and answer the questions that
follow.

Write down three policies that you feel are the most important for a school and substantiate
your choices.
Policy 1:
……………………………………………………………………………………………………(1)

Explanation of its importance:

………………………………………………………………………………………………………
.………………………………………………………………………………………………………
……………………………………………………………………………………………………..(1)

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Policy 2:
……………………………………………………………………………………………………(1)

Explanation of its importance:

………………………………………………………………………………………………………
.………………………………………………………………………………………………………
……………………………………………………………………………………………………..(1)

Policy 3:
…………………………………………………………………………………………………….(1)
Explanation of its importance:
………………………………………………………………………………………………………
.………………………………………………………………………………………………………
……………………………………………………………………………………………………..(1)

How do you see these policies changing your classroom practice?

Motivate your answer. (1)

(1)

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ACTIVITY 11: STAKEHOLDER INVOLVEMENT (14)

In TAM2601, managing stakeholder involvement is discussed as an important aspect

of any school. The stakeholders referred to are parents and the community.

PARENT INVOLVEMENT
Describe in the sections below how the school and your mentor teacher involve the
learners’ parents in the teaching and learning process as well as in school management as
a whole. School:

(2)
Mentor teacher:

(2)

Do you think the methods described above are effective or not? Substantiate your answer.

(2)

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COMMUNITY INVOLVEMENT
Describe in the sections below how the school and your mentor teacher involve the
community in the teaching and learning process as well as in school management as a
whole.
School:

(2)
Mentor teacher:

(2)

Do you think the methods described above are effective or not? Substantiate your
answer.

(2)

27
 Explain what other methods or strategies could be implemented to involve the relevant
stakeholders in the teaching and learning process as well as in school management as a
whole in order to benefit the learners.

(2)

SECTION D CURRICULUM 12]

ACTIVITY 12: 21ST-CENTURY SKILLS (6)

In the module CIC2601, the importance of incorporating 21 st-century skills into the
curriculum is discussed. Observe your mentor teacher in practice for one lesson and
answer the questions that follow.

Grade: ……………..
Lesson subject: ...……………………………………………………………………
Content area: ……………………………………………………………………………………….
Topic: …………………………………………………………………………………………………

Describe how your mentor teacher integrated the 21st-century skills into the teaching
and learning process:

Communication

(1)

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Creativity

(1)

Collaboration

(1)
Critical thinking

(1)

If some 21-century skills were not addressed, write them below and describe how you
could incorporate them into the same lesson.

(2)

29
 ACTIVITY 13: INCLUSIVE EDUCATION (6)
In the module BTE2601, diversity is discussed in the classroom context. Observe
your mentor teacher throughout your five weeks and fill in the table below.

Describe the diversity present in the Explain how the mentor teacher
adapts
classroom (learners’ disabilities,
their teaching and learning because
backgrounds, cultures and so on).
of the specific class dynamics and
how it influences the learners
(positive or negative).

……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… …………………………………………
Grade …
……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… …………………………………………
……………………………………………… ………………………………………..
…………………………………………...(2) ………………………………………(2)

In light of what you filled in above, highlight how the principles underpinning
inclusivity were embedded in the classroom.

(2)

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SECTION E: TEACHING AND LEARNING [30]

ACTIVITY 14: LESSON PRESENTATION 1 (15)

Observe a lesson and answer the questions that follow.

Ask your mentor teacher about the specifics of the lesson he/she plans to teach.
Grade: _________________________________________________________________

Lesson subject: _________________________________________________________

Content area: ____________________________________________________________

Topic: __________________________________________________________________

List the outcomes of the lesson. At the end of the lesson, learners must be able to:

(1)

How did the mentor teacher introduce the lesson?

Focus on:
Did it catch the learners’ attention?

(1)
What resources were used?

(1)

31
 How was prior knowledge established?

(1)
How was it related to the learners’ life-world and the rest of the lesson?

(1)

Describe the learner-centred activities in which the learners were involved during the
lesson.

(1)

Did the activities engage and motivate learner participation? Why?

Substantiate your answer by relating this to how they:
Supported different learning styles

(1)

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Multiple intelligences

(1)
Diversity

(1)

Explain how the mentor teacher managed the classroom.

What strategies did he/she use?

(1)

How were they effective/ineffective?

(1)

33
How was he/she able to control any issue that arose?

(1)

Critically reflect on the lesson as a whole and discuss whether or not you think the
learning outcomes were reached. Substantiate your answer with a comprehensive
explanation.

(3)

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ACTIVITY 15: LEARNER PARTICIPATION (4)

Draw a bird’s eye-view (as if you were looking from above) of the classroom
layout and complete the activities below.

Classroom
layout

Indicate, on your sketch above, where each learner is sitting by writing their names in the
relevant location. Observe an entire lesson and see how many times the mentor teacher
engages with each learner by putting a tick next to their name. In cases where the
learners are moving around for the different phases of the lesson, draw the layout and
seating plan as they remain for the majority of the lesson. (1)
What can you learn from your findings above?

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Focus on why some learners were always involved while others were
not.

(1)
What techniques/strategies could you adopt to ensure that you involve all the learners while
teaching?

(1)

ACTIVITY 16: TECHNOLOGY IN THE CLASSROOM (2)

Refer to module CIC2601 to answer the following questions.

List how technology is used in the classroom? If none is used, describe why that is the
case.

36
 TPF2601/103/0/2023

Describe whether worksheets were printed/photocopied, projectors used, music played,

YouTube videos shown, cellphones used to communicate with parents and so on.

(1)

How does the use or non-use of the abovementioned technology benefit or hinder
the teaching and learning environment?

(1)

ACTIVITY 17: DISCIPLINE (7)

Effective classroom management requires that the teacher knows about different aspects of
discipline. The teacher must also know how to implement the correct approach to discipline
in a specific context in her/his classroom.

Give a brief explanation of the code of conduct.

(1)

37
1. How is the code of conduct made available to
Learners?

(1)

Parents/guardians

(1)

Who is responsible for the administration of the school’s code of conduct?

(1)

38
 TPF2601/103/0/2023

Do you think involving learners in formulating the code of conduct of the school is important
or not? Give reasons.

(1)

Observe any learner being disciplined.

Describe why the learner was disciplined.

(1)

Describe the action that was taken.

(1)

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SECTION F: REFLECTION [7]

ACTIVITY 18: CHALLENGES DURING TEACHING PRACTICE (2)

Reflect back on your five weeks of teaching practice, what challenges did you encounter

and what would you change if given a second chance to observe.

Please be advised that writing “I would not change anything/I did not face any challenges”
will not be accepted as an answer – there is always room for improvement and it starts with
you being able to critically reflect on your time spent at the school. Being able to accept that
you made mistakes or had issues dealing with certain aspects is a step towards lifelong
learning and improvement.

(2)

ACTIVITY 19: CULTURAL INFLUENCE (2)

In the spirit of creating a positive teaching and learning environment by providing a

multicultural and inclusive classroom, how did you find that your own cultural-bound
assumptions influenced your interactions with the students?

(2)

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 TPF2601/103/0/2023

ACTIVITY 20: PRIOR KNOWLDEGE AND IMPROVEMENT (3)

What did you think you knew about teaching before completing the five weeks of

observation for teaching practice?

(1)

How did your observations during the five weeks aid you in understanding the theory
learned in your other modules?

(1)

In terms of the challenges you faced and what you would like to encompass as a
teacher with regards to your teaching philosophy, what do you still need to do to achieve
these?

(1

TOTAL MARKS 100

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