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Teaching Practice: A Handbook for Student Teachers

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TEACHING PRACTICE
A Handbook for Student Teachers

©2017

Ben de Souza
ABOUT THIS HANDBOOK

This guide has been developed specifically to assist student teachers who are
practising teaching in a school classroom. Student teachers are expected to give
their best in teaching students as it is time to showcase skills gained from
theoretical courses. Much as the student teachers will be ‘practising teaching’,
the students will not be ‘practising learning’ but they will be ‘actually
learning’. Thus, the student teachers should treat the teaching component of
their school-based experience seriously. This guide takes you through a few
decisive elements of classroom teaching and learning process.

Ben de Souza
Zomba, Malawi
September 2017

i
ACKNOWLEDGEMENTS

I am thankful to Dr Patricia Lund of the Coventry University in the United

Kingdom for your support and warmth when I consult you on a number of
issues regarding education. You are so open and encouraging.

I would like to express my sincere gratitude to Dr Foster Kholowa at the

University of Malawi’s Chancellor College for your inspiration. Your teaching
has greatly contributed to the development of this handbook.

I would like also to thank Mr Patrick Kapito and my Education Language(EL)

class of 2016 at the University of Malawi’s Chancellor College for the
intellectual interactions we have had.

Lastly, many thanks to the Bachelor of Education (Language) Fourth Year class
of 2017 at the University of Malawi’s Chancellor College for openness and
constructive criticism when I taught and supervised them during their school-
based experience.

ii
ABOUT THE AUTHOR

Ben de Souza pursued his primary, secondary and first university education
in Malawi. He graduated from the University of Malawi, Chancellor College
with a Bachelor of Education (BEd) degree. His academic and research interests
are in inclusive education, teacher education and sustainable development.

iii
DEDICATION

This handbook is dedicated to every student teacher striving to effect relative

permanent change in students across the world.

iv
TABLE OF CONTENTS
ABOUT THIS HANDBOOK...................................................................................................... i

ACKNOWLEDGEMENTS ........................................................................................................ ii

ABOUT THE AUTHOR ........................................................................................................... iii

DEDICATION .......................................................................................................................... iv

PART 1: PERSONAL FACTORS IN TEACHING ................................................................... 1

Enthusiasm ....................................................................................................................................... 2

Confidence ........................................................................................................................................ 2

Warmth ............................................................................................................................................... 3

Support .............................................................................................................................................. 4

Appearance ....................................................................................................................................... 5

Audibility or delivery........................................................................................................................ 6

PART 2: INTRODUCING A LESSON ..................................................................................... 7

Establishing target to learn ............................................................................................................ 8

Retrieval of prior learning ............................................................................................................... 8

Gaining attention .............................................................................................................................. 9

Linking previous knowledge to the new one ..............................................................................10

Students’ involvement ....................................................................................................................11

PART 3: LESSON DEVELOPMENT ..................................................................................... 12

Clarity of Expression ......................................................................................................................13

Promotion of Students Involvement ............................................................................................13

Sequence of the Lesson.................................................................................................................14

Student Feedback/Inquiry ..............................................................................................................15

Use of Teaching and Learning Aids .............................................................................................16

Mastery of Content ..........................................................................................................................17

Relevance and Variety of Activities..............................................................................................18

Use of Re-enforcement Techniques .............................................................................................19

v
 Questioning ......................................................................................................................................19

Checking and Correcting Class Work ..........................................................................................20

Sustaining Attention .......................................................................................................................21

PART 4: CONCLUDING A LESSON .................................................................................... 22

Linkage to Lesson Objectives/ Success Criteria .......................................................................23

Student Participation ......................................................................................................................23

Clear Summary ................................................................................................................................24

Homework and Assessment Tasks ..............................................................................................25

PART 5: TEACHING/ LEARNING RESOURCES ................................................................ 26

Use of Chalkboard/ Whiteboard ....................................................................................................27

Clear Illustrations ............................................................................................................................27

Appropriate Use of Resources ......................................................................................................28

PART 6: CLASS MANAGEMENT & CONTROL .................................................................. 29

Mannerisms ......................................................................................................................................30

Attention to Misbehaviours ...........................................................................................................30

Supervision of Class Activities .....................................................................................................31

Working Atmosphere ......................................................................................................................32

PART 7: LESSON PLAN ....................................................................................................... 33

Preliminary Information..................................................................................................................34

Aims ..................................................................................................................................................34

Objectives/ Success Criteria .........................................................................................................34

Prior or Previous Knowledge ........................................................................................................35

Materials Needed .............................................................................................................................35

Introduction ......................................................................................................................................35

Lesson Development ......................................................................................................................35

Conclusion .......................................................................................................................................36

Consolidation ...................................................................................................................................36

vi
 Lesson Evaluation...........................................................................................................................36

Lesson Notes ...................................................................................................................................36

PART 8: SCHEMES & RECORDS OF WORK ..................................................................... 37

Weeks and Dates .............................................................................................................................38

Success Criteria ..............................................................................................................................38

Activities Planned ...........................................................................................................................38

Teaching/ Learning Methodology .................................................................................................38

Teaching/ Learning Resources .....................................................................................................38

Refs. ..................................................................................................................................................38

Outcomes .........................................................................................................................................38

Remarks ............................................................................................................................................38

PART 9: TEACHING PRACTICE FILE ................................................................................. 39

Upkeep and Formatting of a TP File .............................................................................................40

Section A: Personal, School, Class and Extracurricular Details ............................................................40
Section C: Supervisor Comments ..................................................................................................................41
Section D: Peer and Mentor Teacher Comments ........................................................................................41

BIBLIOGRAPHY ..................................................................................................................... 42

vii
PART 1: PERSONAL FACTORS IN TEACHING

A good student teacher must among other important things display the four
elements of composure, i.e., enthusiasm, confidence, warmth and support.
Appearance and audibility matter a lot too during your teaching practice.

1
Enthusiasm means a feeling of energetic interest in a particular subject or
activity and an eagerness to be involved in it. As you practise teaching, show
that you enjoy what you are doing. Often, student teachers say ‘I am doing this

to get my degree, but I will not be a teacher’. This feeling removes charisma
when teaching. It is very important to accept and respect the profession you
are training in. The best you can do is to be happy with teaching as much as
you can.

Confidence is a very important personal factor in teaching. As a student

teacher, you must have the quality of being certain of your abilities or of having
trust in people, plans, or the future. It is true that good teaching starts with self-
confidence. You should never doubt yourself. When you are confident of what

2
you are doing in front of students, the lesson flows without much difficulty. As
you are facilitating the learning process, students look at you. This should not
deter you from delivering the best. It is time to show that you are in control of
yourself.

Warmth is also a crucial point as far as classroom interaction is concerned.

You must make your students feel safe and cared for in the teaching and

3
learning process. It is your duty as a student teacher to ensure that every
student is comfortable as the lesson unfolds. This entails that you must show
that you are interested in what you are doing. This factor has a more direct
connection with enthusiasm as explained above.

Support the students as much as you can. This personal factor is very
important if you intend to deliver a learner-centred lesson. You must always

make sure that no learner is left behind. It is your responsibility to make sure
that all students learn at individual pace. Do not favour fast learners at the
expense of slow learners. Use the former in order to help the latter.

4
Appearance of a student teacher before their students gives an everlasting
impression. It is your responsibility to look very neat and presentable
throughout the lesson. For male student teachers, a simple decent pair of
trouser and a shirt can do better. Even a suit, a three-piece for that matter, and

a necktie could make things better. For female student teachers, office-styled
clothing is the best for classroom environment. You must avoid the dressing
that will make your students uncomfortable. It is important to remember that
you act as role models when you teach the students. It is therefore good to be
presentable at all the times.

5
Audibility or delivery matters a lot in a classroom. You should try as much
as possible to be loud and clear. As a student teacher, project your voice so
that everyone hears you without any difficulty. You must always avoid
murmuring as you teach.

6
PART 2: INTRODUCING A LESSON

There are a number of factors that you need to keep in mind as you introduce
the lesson. A good lesson will be determined by the introduction. The way you
introduce the lesson will guide how the lesson will develop. Poorly introduced
lessons will definitely result into failed lessons. To avoid this, make sure that in
the introduction you do the following: establish target to learn, retrieve prior
learning, gain attention, link previous knowledge to the new one and involve
the students.

7
Establishing target to learn must be a priority for you as a student
teacher as you introduce the lesson. You are supposed and expected to guide
the students on what they are going to learn in this particular lesson. This has

something to do with your lesson objectives or the success criteria. It is very

important to make the students realise what they are expected of them in the
lesson.

Retrieval of prior learning must always be utilised in the introduction.

Even if you are introducing a new topic, do not assume that the students have
never learnt it before. It is very helpful to check with your students what they
have already learnt, whether formally or informally, on the topic you want to

8
present. It is this factor that can be of help if you want to deliver a learner-
centred instruction.

Gaining attention should also be put into consideration as you introduce

the lesson. As you enter the classroom for the first time, you may be
overexcited or extremely depressed due to a number of factors. The students

9
themselves may experience the same. It is very needful for you to make all the
students develop an appetite to learn. In order to gain their attention, use a
catchy introduction. Use materials that appeal to the students’ emotions. For
instance, if you are introducing a listening comprehension lesson you can play
audio clip for the students to listen. Once you have caught their interest, it is
very easy to manage and control them.

Linking previous knowledge to the new one is crucial in the

introduction. You may have learnt in philosophy or psychology of education
that the students do not come into the classroom as blank slates (tabula rasa).
They may hold beliefs and practices that have direct link to the present lesson.

As a student teacher, do not overlook the previous knowledge that the students
bring to your lesson. Alternatively, use such knowledge to your advantage. You
must make a connection between what the students already know and what
they are going to learn. For example, if you are teaching a literature lesson
there may be stories or poems that have a direct reference to what happens in
real life situations. It is a good opportunity to use what the students know.

10
Students’ involvement is very needful as you introduce your lesson. If you
do not involve your students in the introduction, it is doubtful if they will
participate in the lesson development. You need to do all you can to involve
the students in the introduction. This can be achieved by inviting the students

to act out some scenarios. For instance, as you want to introduce greetings in
a French lesson you can invite two students to come in front to greet each other
in a language they understand. You are then going to build your lesson from
what the students have acted out.

11
PART 3: LESSON DEVELOPMENT

After introducing your lesson with a vibrant vibe, it is very important to maintain
the momentum you have set. You need to develop your lesson in a way that
the teaching and learning process is interactive. You, as a student teacher,
must be a facilitator at this point and throughout the lesson. It is advisable to
devise many student activities so as to actively involve the learners throughout
the lesson. As the lesson unfolds, pay attention to the following factors.

12
Clarity of Expression
You need to try as much as possible to make your presentations clear. As a
facilitator of the learning process, ensure that you express yourself clearly. In
times where explanation of abstract concepts is required, demonstrate best

skills of presentation. When your expressions are clear, it is likely that the
students will easily understand and focus. Students are given two tasks when
the student teacher demonstrates poor clarity of expression. Firstly, the
students will be struggling to hear or understand what you are expressing.
Secondly, the students will try to learn the unclear expressions.

Promotion of Students Involvement

Much as you will be practising teaching, the focus should not be on yourself as
a student teacher. You are going to develop your teaching skills through the
students. It is wise to use the students in every aspect of the lesson including
as the lesson develops. It is your responsibility to promote students’
13
involvement. This is usually done through activities and questioning. At the end
of your lesson, reflect how often you involved the students in the lesson
development.

Sequence of the Lesson

Your lesson must flow logically. Basically, a lesson has three divisions:
introduction, development and conclusion. The sequence of the lesson in
development should demonstrate that you are building from the introduction

14
and you are moving towards the conclusion. The development must not hang
out on its own but it must be supported by the introduction and the conclusion.
Within the lesson development, make sure that the lesson flows logically. A
typical sequence of the lesson will be ‘Present-Involve-Assess’. Firstly, you are
supposed to present the subject matter. You must give clear explanations for
your students to understand. Then, involve your students through activities.
Later, assess whether your students have been able to achieve what you
thought they would.

Student Feedback/Inquiry
As a student teacher who is trying to grow professionally, you must always
seek feedback from your students. It will be plausible for your part as a student

teacher when your students give feedback on what you teach. If the students
have questions, please let them ask freely. You must always give feedback on
what they inquire. You must never impose fear in the students when you are
teaching as this will prevent them from giving you feedback.

15
Use of Teaching and Learning Aids
In each lesson, make sure you use relevant teaching and learning aids.
Teaching and learning resources are those tools that must be available for the
implementation of the lesson while teaching and learning aids are
supplementary materials that help to clarify or simplify what you are teaching.
Collectively, these are called “materials” needed for the lesson. You must be
resourceful and creative on this part. It is your responsibility to make the
students enjoy the lesson. This can be easily achieved through the materials

you bring to your lesson. Sometimes it is helpful to involve your students in

resourcing. For example, you are planning to teach food test in Biology, you
can ask your students to bring the food stuffs you may need for the test. This
16
will make the students take responsibility in the learning process. The students
will be happy at the end of the lesson because they will feel that they have
contributed to the success of the lesson.

Mastery of Content
You must make sure that you have mastered the content you are teaching.
When a student teacher does not master their content, a big problem arises.
You struggle to present the content logically. It is also professionally
undesirable for you to present ‘false’ or ‘distorted’ content to the students.

There may be students in your class that are familiar with the content you are
presenting. If you lie to them, they could confront you. This will be an
embarrassment to you as a student teacher. In order to avoid this, make sure

17
you are an expert in what you are doing. If you are teaching English grammar,
for example, make sure you are conversant with the content on gerunds,
clauses and all other aspects of the grammar.

Relevance and Variety of Activities

When you are developing a lesson plan, you divide lesson activities into
teacher’s and students’ activities. Firstly, make sure that these activities are
relevant to the present lesson. Do not include activities just because it is a

requirement. You have to ensure that the activities trigger learning. Secondly,
vary your activities. Students learn through different strategies. Varying the
activities will help all students to be involved in the lesson. In order to have an
inclusive lesson, strive to develop activities that involve all the body senses.
This is very important when you have special needs students in your class. Let
the learners be involved in seeing, hearing, touching, feeling, thinking, etc.
18
Use of Re-enforcement Techniques
A good teacher re-enforces what the students are learning or have learnt. This
can be done through a number of ways. You can re-enforce what the students
are learning through commenting on their responses to your questions. As a
student teacher, make sure you consolidate students’ responses. Add the

information you feel is absent from certain responses. Remove that information
you feel is misleading in the response. This must be done politely and together
with the students. Another opportunity of re-enforcing is when you are
concluding the lesson. You have to make sure that you re-enforce what the
students have learnt through questioning or exercises.

Questioning
Questioning is the most used and misused teaching method in a classroom.
Mostly, students and teachers are linked through questioning. If used
appropriately, questioning can bring a relative change in the students. You
should pose both close ended and open-ended questions depending on the
level of knowledge you want to test according to the Blooms Taxonomy. Your
questions must be followed by comments when responses are given. In
19
questioning, this technique should be used: Question-Pause-Nominate (QPN).
You pose the question first. Then you give the students time to digest the
question and for yourself to check if it is clear. Later you decide who is going
to answer the question. The nominations can be by volunteering or choosing.

Checking and Correcting Class Work

When you give the students a task to do, it is professionally required to check
and correct it. As a student teacher, develop a spirit of interest in what students
do during your lesson. You are supposed to move around the classroom when
students are working on a certain task whether individuals or in groups. It is
good to mark what the students have written, if applicable. After marking, give
feedback to the whole class by correcting what you marked them wrong.

20
Sustaining Attention
Attention of the students throughout the lesson is very crucial. You must do all
you can to lure your students to be with you throughout the lesson. Give health
breaks in case of long or double periods. You can also incorporate unoffending

and educative jokes as you teach. It is also easy to sustain their attention by
varying activities. The class activities as games can help to sustain attention.
Thus, try anything you think will make the students interested in the lesson.

21
PART 4: CONCLUDING A LESSON

Concluding a lesson must be done creatively. This is the last chance that you
have to effect relative permanent change in the students. You may consider
factors explained below for effective lesson conclusion.

22
Linkage to Lesson Objectives/ Success Criteria
Summarise the lesson in a way that you tackle critical points. If you feel that
the lesson has not achieved a certain objective by the end of it, use the

conclusion to handle this. It is very important to use the conclusion to evaluate

whether learning has occurred. Look back at the success criteria you set and
relate it with what has been achieved at the end of the lesson.

Student Participation
As started in the introduction and sustained throughout the lesson development
process, student participation must still be used in the conclusion.

23
Concluding the lesson does not exclude the students. This is the most
important time to involve them. They could participate in the conclusion through
questions or summary.

Clear Summary
Concluding a lesson involves many things including a summary. As a teacher,
it is very important to provide a clear summary of the lesson. Do not depend

solely on student summary but you must provide a consolidated clear summary
yourself. A clear summary can be achieved by relating the lesson objectives
with what students have learnt. You must present a vibrant and precise
summary of the lesson.

24
Homework and Assessment Tasks
At the end of the lesson, it is desirable to give the students a homework. This
will help the students practise what they have learnt when they knock off. It is

also desirable to administer an exercise at the end if you have adequate time.
Assessment tasks can also be given within the lesson development.

25
PART 5: TEACHING/ LEARNING RESOURCES

You should always put the following factors into consideration on teaching and
learning resources.

26
Use of Chalkboard/ Whiteboard
Try to use the board systematically. It is very advisable to use legible
handwriting and large fonts. You should divide the board into sections using
double-parted thick lines. Indicate the class level to the left-hand side at the top
corner. Write the present subject at the middle of the board (use the middle

section). To the top corner of the right-hand side indicate the present date.
When writing on the board, start from the left side. This will help your students
to follow the lesson systematically.

Clear Illustrations
When you are utilising teaching and learning resources in your lesson, make

27
sure that they provide clear illustrations. Artworks, pictures or photographs
used should help in successful delivery of the content. As a student teacher,
evaluate whether the illustrations you want to use will help the students in
grasping what you intend. It is always good to ensure clear illustrations by
evaluating the materials to be used in a lesson before the actual use.

Appropriate Use of Resources

Using teaching and learning resources alone does not suffice you as a good
teacher. You must use resources that are appropriate to: content, level of
learners and lesson objectives. When selecting materials, make sure you
scrutinise them in terms of whether they will cause learning. All resources used
in the teaching and learning process should contribute in achieving lesson

objectives. Do not use resources because they are available or to be marked

a resourceful student teacher. Use the resources to bring relative permanent
change in the students.

28
PART 6: CLASS MANAGEMENT & CONTROL

The most effective technique for classroom management and control is ‘to
teach well’. When you handle your lesson effectively, it is very easy to manage
and control the class. To achieve this, the student teacher must master the
content and present it with creativity. As you are checking classroom
management and control during your teaching practice, pay attention to the
factors elaborated below.

29
Mannerisms
Mannerism is something that a person does repeatedly with their face, hands
or voice, and which they may not realise they are doing. It is very important that

you are conscious of this and try as much as possible to avoid it. This helps to
avoid unnecessary attention that could disrupt the teaching and learning
process.

Attention to Misbehaviours
For effective teaching and learning experience, you must at all times confront
misbehaviours. This should be done reasonably without provoking emotions. It
is your duty as a student teacher to make sure that students are not
misbehaving during the teaching and learning process. The best thing to do as
a student teacher is to talk to the students on misbehaviours observed so that
they could not be repeated in the subsequent lessons. If misbehaviours are left

30
unattended, they create unforeseen problems. You must be firm but flexible on
misbehaviours. At all cost, avoid sending misbehaving students out of the
classroom. You must always allow them to learn after condemning their
misbehaviours. Excessive misbehaviours must be dealt with swiftly according
to school rules and regulations at the end of the lesson or preferably after
knocking off.

Supervision of Class Activities

It is not adequate just to give the student activities to do. It is necessary to
supervise those activities. You must check whether the learners are doing the

31
assigned tasks correctly. This is also time to render help to those students who
may need it as they are doing the activity. This time also gives the student
teacher an opportunity to pay attention to an individual or a small group.

Working Atmosphere
You must avoid attaching punishment to learning. As a student teacher, make
sure that the working atmosphere in the classroom is welcoming. It is good to

establish a cordial working relationship with your students. Try as much as

possible to acknowledge students’ strengths and accept their shortfalls. A good
learning environment will definitely lead to effective teaching and learning
process.

32
PART 7: LESSON PLAN

A standard lesson plan in any discipline will have the following key elements.

33
Preliminary Information
You should include the following details:
§ School
§ Student Teacher Name
§ Date
§ Time
§ Class
§ No. of Pupils in Class (by gender, if allowed)
§ Core Element(s)
§ Topic
§ Subject

Aims
You should:
§ include not more than two aims (one aim is ideal and recommended)
§ make the aim broad enough focusing on a subject and not just a lesson
§ start you aim with ‘By the end of this course, students should be able
to…’
§ usually take your aim from a syllabus or curriculum

Objectives/ Success Criteria

You should:
§ develop objectives that are as specific as possible using measurable
action verbs and should focus on a particular lesson
§ include enough objectives to match the length of the lesson (avoid too
many objectives)
§ introduce your objectives with ‘By the end of this lesson, students will
have…/should be able to…’

34
 § ensure the success criteria address the various levels of Blooms
Taxonomy of Education objectives (include a variety of objectives
ranging from knowledge to evaluation)

Prior or Previous Knowledge

You should:
§ include knowledge, skills and experiences that students will bring to the
lesson.

Materials Needed
You should:
§ include all the teaching and learning resources needed in the lesson.
§ quote books and references in full with exact page numbers.

Introduction
You should
§ ensure that the introduction is captivating to raise students’ interest.
§ ensure that the introduction is linked to previous lesson in some ways.
§ time the introduction to a maximum of 5 minutes.

Lesson Development
You should:
§ develop reasonable activities based on the objectives/ success criteria.
§ break activities into stages or steps.
§ incorporate questions you plan to ask at each stage of the lesson.
§ properly time each stage depending on the lesson length and nature of
activities.
§ include a variety of activities.
§ integrate skills or content e.g., in language, reading can be integrated
with other skills.
§ ensure logic in the arrangement of activities.

35
Conclusion
You should:
• conclude the lesson appropriately through review questions and
summary by the students.
• time conclusion properly (3 minutes).

Consolidation
You should:
• time it properly (2 minutes).
• reinforce what has been learnt.
• give assignment/homework.

Lesson Evaluation
You should:
• provide a balanced lesson evaluation.
• evaluate your teaching and not the students.
• be as much objective as possible.
• include strengths, weaknesses and future plans.

Lesson Notes
You should:
• provide lesson notes for relevant stages of the lesson plan.
• provide or attach readings or materials to be used (with sources and
page numbers).
• attach any additional information such as questions to be asked.

36
PART 8: SCHEMES & RECORDS OF WORK

At the beginning of your Teaching Practice, you are supposed to prepare

schemes of work for the entire period you will be teaching. The schemes of
work are simply teaching plans. You plan what content to teach during which
week. When you finish teaching for that week, you are equally supposed to fill
records of work. The records of work are in a sense the evaluation of your
teaching in that week. You may use one of the following formatting of the
schemes and records of work depending on policy of your school of education
or ministry responsible for education. Importantly, indicate name of the school
where you are doing your TP. Write the particular subject for these schemes
and records. Indicate the class intended for these schemes and records.
Provide academic calendar.

37
 Scheming Styles
Weeks/ Success Activities Teaching/ Teaching/ Refs. Outcomes Remarks
Dates Criteria Planned Learning Learning
Methodology Resources

Number Specific Content Ways in which What Quote What has What are
of attainable planned the content/ materials books, been you
weeks lesson to be activities will will be articles achieved recomm-
in the objectives taught be delivered used in and at the ending or
term using through e.g., the T/L others end of proposing
and action and activities questioning, process to be each ? Indicate
exact measurabl lecturing, used lesson in future
dates e verbs demonstrating (include the week plans to
authors, achieve
titles, success
years,
pages)

Week/ Work Planned References Methods Work Done Remarks

Dates
Number Content planned Quote books, Ways in which What has What are you
of to be taught articles and the content/ been recommending
weeks through activities other activities will be achieved at or proposing?
in the materials to delivered (e.g., the end of Indicate future
term be used questioning, each lesson plans to achieve
and (include lecturing, in the week success
exact authors, demonstrating)
dates titles, years
and page
numbers)

38
PART 9: TEACHING PRACTICE FILE

As a student teacher, there is one precious treasure that you must develop.
This is the Teaching Practice File. It contains details of your activities during
the placement span.

39
Upkeep and Formatting of a TP File
It is of great importance for student teachers to take care of their files. The file
must be kept neat, tidy and organised at all the times. It must contain all the
sections that are required by your school of education. It is your sole
responsibility to look after the file. A typical TP file is formatted as follows.

Section A: Personal, School, Class and Extracurricular Details

On the first page of this section provide the following details:
§ Your name, year of study and programme/course
§ Your major and minor teaching subjects
§ Duration of the Teaching Practice
§ Name of the School
§ Name of the Head of the School
§ Forms and names of subject teachers
§ Names of supervisors from your school of education (sorted by
specialisation)

On the second page of Section A provide the following:

§ Classes
§ Timetables
§ Rooms

On the third page of Section A indicate:

§ Extracurricular activities you partake

Section B: Plans, Marks Lists, Schemes and Records

In this section, you must separate and clearly mark off each class you teach
including
§ Sitting plan for each class
§ Schemes and records of work for each subject for entire duration
§ Lesson plans for each subject you teach
40
Section C: Supervisor Comments
As the main reason for you being on Teaching Practice is to be helped grow
professionally and also be assessed before you are conferred your
qualification, school of education lecturers and professors will be visiting you.
Therefore, in this section you are supposed to attach all written comments by
the visiting supervisors.

Section D: Peer and Mentor Teacher Comments

During your Teaching Practice, invite your fellow student teachers as well as
mentor teachers to observe your lessons. File the forms they fill in this section.
It is good for your growth as a teacher.

“Education is the most powerful weapon which you can use to

change the world.”
Nelson Mandela

41
BIBLIOGRAPHY
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