UNIVERSITY OF EDUCATION

WINNEBA

CENTRE FOR CONTINUING EDUCATION

IDEL

STUDENT’S REFLECTIVE JOURNAL (SRJ)

YEAR ONE SEMESTER ‘1’ SCHOOL OBSERVATION

Name: _____________________________________________________________

Index No: __________________________________________________________

Programme: _________________________________________________________________
 STUDENT REFLECTIVE JOURNAL
YEAR ONE OBSERVATION

WEEK 1: Familiarization with STS school

Name of school: ___________________________________________________________

Day of visit: _______________________________________________________________

Date of visit: ______________________________________________________________

Name of lead mentor: _____________________________________________________

Name of mentor: __________________________________________________________

Number/names of other staff members: ____________________________________

Enrolment by class and gender

Class Boys Girls Total Disability

SCHOOL PROFILE
School facilities (e.g football field, toilet, office space, tennis court, buildings etc)
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BRIEF HISTORY OF THE SCHOOL

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Stakeholders collaborating with the school
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How the rule is Consequences if

Classroom rule Why this rule
enforced broken

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WEEK 2: Discussion of basic school curriculum and related materials
Day of visit: _______________________________________________________
Date of visit: ______________________________________________________

Activity 2.1
SRJ Task: Discussion of the basic school curriculum and related materials

List the curriculum materials you discussed at college/school with your tutor
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Write down the curriculum materials you found in the STS School
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Activity 2.2 Identification of key features of the basic school curriculum

Record two key similarities and differences between your ideas and your STS partner’s ideas
about the relevance of standard, learning outcomes and their indicators in the basic school
curriculum and how the indicators are assessed
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Activity 2.3
Record two key similarities in your ideas about the relationship between a scheme of work and
a syllabus and those of your STS partner
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WEEK 3: Observation of classroom lesson presentation, management and assessment
Day of visit: ____________________________________________________________
Date of visit: _____________________________________________________

Activity 3.1
SRJ Task: Lesson introduction
After the use of the checklist to observe lesson introduction, record any activity that the mentor
engaged in, which is not in your checklist
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Record any ‘critical’ incident you might have observed during the lesson introduction
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Activity 3.2
SRJ Task: Lesson development and classroom management
Record your answers to the following questions:
• What management strategies did the teacher use?
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• Why are classroom management strategies important?

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• How did the mentor arrange the seating in the classroom?

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• How did the mentor encourage the vulnerable, especially the girls and those with
disability to participate in the lesson?
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• How did the mentor respond to pupils’ answers and questions?

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Record any critical incident you might have observed during the lesson presentation
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Activity 3.3 Lesson closure and assessment

Record two key points (one each from end of lesson and one on assessment) you have learned
on Activity 3.3 and make use of it in your pedagogy lessons.
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Record any critical incident you might have observed during lesson closure and assessment
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WEEK 4: Observation of Traits of Teacher Professionalism
Day of visit: ____________________________________________________________
Date of visit: _____________________________________________________

Activity 4.1
SRJ Task: Observation of teacher’s behaviour and attitude towards work

After the use of the checklist to observe teacher behaviour and attitude towards work, record the
list of professional traits you might have observed that are not found in your checklist
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Record the differences and similarities between you and your STS partner, new professional
traits you have both listed
Traits Similarities Differences

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Activity 4.2
SRJ Task: Observation of teacher’s relationship with learners, school authorities, other
teachers and parent.

After the use of the checklist to observe relationships among teachers and other stakeholders,
record the kind of relationships you might have observed that are not found in your checklist
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List and compare with your STS partner, new relationships you might have observed that are
found on your checklist
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What have you learned from your STS partner?

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Activity 4.3
SRJ Task: Observation of record keeping by the mentor

After the use of the checklist to observe record keeping by the mentor, list the documents you
might have observed that are not found in your checklist
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 WEEK 5: Understanding child study, focusing on children’s learning and progress
Day of visit: ____________________________________________________________
Date of visit: _____________________________________________________

Activity 5.1
SRJ Task: Observation of how socio-economic, cultural and linguistic backgrounds influence the
way learners (a boy and a girl) learn.
Name the two children (a boy and a girl) you have identified indicating the following information
clearly.
Name of learner Occupation of parents Language spoken Where parents live

Indicate any learning needs identified

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How do these learning needs affect the way they learn?

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 Activity 5.2
SRJ Task: Observation of how the mentor delivers lessons to support the diverse needs
of learners

Record three strategies your mentor adopted to support diverse learners in class.
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Record what you will do differently to help diverse learners if you had the opportunity to teach
them
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Activity 5.3
SRJ Task: Observation of the performance and progress of learners.
State two things you observed your mentor do that helped the two learners most.
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If you were the mentor, what else would you have done to help the two identified leaners
participate fully in the learning activities?
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What would you do differently if given the chance to play the role of your mentor?
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WEEK 6: Discussion of teaching philosophy and building portfolio
Day of visit: ____________________________________________________________
Date of visit: _____________________________________________________

Activity 6.1
SRJ Task: Discussion of individual’s beliefs and values of teaching and learning

Record what you have learnt from the sharing of beliefs and values of teaching and learning
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Record your first philosophy statement taking a cue from the discussions you have had with
your mentor and STS partner on beliefs and values in teaching and learning
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Activity 6.2
SRJ Task: Collection of Artifacts, including the use of ICT Tools for building a
Professional Portfolio

Make a list of artifacts that can be used to build a teaching portfolio

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Record the relevance of the artifacts collected from the STS School to teaching and learning
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WRITE A BRIEF REPORT ON YOUR FIELD EXPERIENCE FOR THE SEMESTER

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