GUIDELINES AND INFORMATION

WIL4

2 August – 15 October 2021

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 GUIDELINES AND INFORMATION TO WILF/I/V 4700 B.Ed. STUDENTS REGARDING
PRACTICAL TEACHING
2 August – 15 October 2021 (10 weeks)

1. Be at the school fifteen to twenty minutes earlier to meet the secretary, principal or guardian
teacher, who will place each student with an experienced teacher.

2. Arrange your classes for the coming days/week. You will also receive textbooks, if needed.

3. EACH DAY BEFORE YOU LEAVE THE SCHOOL PLEASE ENSURE THAT YOUR
LOGBOOK AND CLASS ATENDANCE ARE CORRECTLY FILLED IN AND SIGNED BY
THE TEACHER PER PERIOD AND STAMPED IN THE APPROPRIATE PLACES.

4. Become part of the school programme. Be enthusiastic and take part in all activities
expected from you.

5. Make sure you obey the school rules, parking arrangements, where to stay during breaks
and in between lessons (e.g. staff room, media centre, etc.).

6. Never criticize teachers or become involved in arguments with teachers. You are a guest at
the school who is given an opportunity to learn.

7. Keep a clear teacher-learner relationship. Motivate, love, appreciate, support, and

encourage learners.

8. Discuss any problems (e.g. disciplinary problems) with your mentor/guardian teacher. Be
open to good advice and try to apply them.

Enjoy the time at the school and see it as one enormous learning opportunity. Your positive attitude
and involvement may perhaps secure you a future teaching post at this school.

Thank you for your co-operation.

Dr T Jita
Programme Director: Teaching Practice

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2 August – 15 October 2021

TO ALL MENTOR/GUARDIAN TEACHERS

Dear Sir/Madam

In order to ensure that the training of our student-teachers is as efficient as possible, they are placed under
the personal care of mentor/guardian teachers for ten weeks (2 August - 15 October 2021). You, as an
experienced teacher, are appointed by the school as the mentor teacher of the student in possession of this
letter.

The Faculty of Education sees the responsibility of a mentor teacher as follows:

1. To set a good example regarding teaching and general conduct in class.

2. To discuss the numerous problems of the classroom with the student.

3. To allow the students to observe and teach lessons each day under the supervision of the mentor
teacher (or other experienced teacher/s) across the grades.

4. Should see to it that the student is given an opportunity to gain practical experience in all major
subjects. The student should devote the same quantity of time on each subject.

5. Monitoring students to fill in their Logbooks and Class Attendance Register (forms attached below)
truthfully every day, after each activity completed daily during school hours. The logbook should be
signed by the subject teachers for each lesson presented each day.

6. To involve the student in extramural activities with which the mentor teacher is involved.

7. To guide the student in doing daily administrative tasks, (including invigilation and attendance of
meetings).

The faculty trusts that you will render this unselfish service, together with all your other duties, in the interest
of the education of our children and thus contribute in the enhancement of the standard of training of the
students.

We thank you for your co-operation.

Dr T Jita
Programme Director: Teaching Practice

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 REFLECTION GUIDELINES

General guidelines for student reflection

These are general guidelines for students' reflection after lessons:

Step 1: Action

• What did I set out to achieve?

Step 2: In retrospect

• What were the concrete events?

• What did I feel?
• What did I want to achieve?
• What did I think?
• What did I do?
• What did I think about how the learners felt?
• What did I think the learners wanted to achieve?
• What did I think the learners thought?
• What did the learners do?

Step 3: Awareness

• Which factors are important?

• What does this mean to me?

Step 4: Alternatives

• What alternatives do I see?

• What are the disadvantages and advantages of these alternatives?

Step 5: Trial

• After the possibilities were applied - Did they work?

Questions and Comments that could be used to start the reflection

• What did you want to attain during the lesson?

• What did you actually attain?
• Briefly say what you thought of the lesson.
• What was the biggest problem you encountered?
• How would you address this in another lesson?
• What was the most positive aspect?
• What would you change?

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 LOGBOOK FOR ACTIVITIES DURING SCHOOL VISIT: 2 August – 15 October 2021 (Ten weeks)

Stamp of school
Student Surname & Initial/s: …………………………………………………………

Student number: ………………………………………………………………………

School Name: …………………………………………………………………………..

Period at school (specific dates): ……………………………………………………..

Principal’s signature: …………………………………………………………………

B.Ed education students in their fourth year have to complete a minimum of ten weeks school visitation during the third term of the school year.

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DATE PERIOD ACTIVITY LEARNING GRADE SIGNATURE:
AREA/SUBJECT
MENTOR

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DATE PERIOD ACTIVITY LEARNING GRADE SIGNATURE:
AREA/SUBJECT
MENTOR

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DATE PERIOD ACTIVITY LEARNING GRADE SIGNATURE:
AREA/SUBJECT
MENTOR

Stamp of school
Principal’s Signature:…………………………………..

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REPORTING A STUDENT “AT RISK” FORM
Student Name:

Student Number:

Name of Mentor Teacher:

Name of School:

After careful consideration including consulting one another, careful observation of the student
and consultation with the student the mentor teacher and mentor lecturer agree that the
above- mentioned student is considered to be ‘at risk’ due to non-attainment of the required
teaching competence and/or non-compliance with other Teaching Practice requirements.

The following concerning aspects need to be addressed urgently:

1) _
2)
3)
4)
5)

The concerning aspects will be addressed in the following way:

Followed up Signature for
by… Due
Solution / Method / Approach / Steps successful
Date
MT / ML completion

1)

2)

3)

4)

5)

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I (student) am aware that I am ‘at risk’ and I understand that…

a. I must comply with all the solutions, methods, approaches and/or steps listed above for the
betterment of myself and my Teaching Practice experience.
b. If I fail to comply with any and/or all of the above solutions, methods, approaches and/or
steps it is the prerogative of the Head of Teaching Practice to remove me from Teaching
Practice with immediate effect.
c. I must immediately contact the Teaching Practice Office to schedule a meeting with the
Head of Teaching Practice and my Mentor Lecturer.

I (mentor teacher) am aware that the above-mentioned student is

reported as ‘at risk’ and I undertake to provide additional intensive assistance and guidance for the
remainder of the Teaching Practice period and to inform the mentor lecturer immediately should the
student not comply with the above-mentioned concerning aspects.

I (mentor lecturer) undertake to submit a copy of this form to the

Teaching Practice Office with immediate effect in order that the student can be monitored and
assisted.

(Mentor Lecturer Signature) Date (Phase Coordinator) Date

(Mentor Teacher Signature) Date (Head of Teaching Practice) Date

(Student Signature) Date

SCHOOL STAMP

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CLASS ATTENDANCE REGISTER MODULE CODE:

Surname and initials of Student Student Number

………………………………………………………………… …………………………………………………
Date Student Signature Teacher Signature Lecturer Signature (when
applicable)
LESSON PLANNING FORM: B.ED 2021

Student’s initials and surname:

1.
2. Student number 3. Date

4. School: 5. Grade: 6. Duration of period:

7. Subject:

8. Focus area/target skill:

9. Lesson Theme:

Which of the 7 General Aims are addressed in this lesson? Mark (with an X) MOSTLY TWO applicable General Aims that this lesson can equip learners with for life.
10. 1. Identify and 2. Work effectively 3. Organise and 4. Collect, 5. Communicate 6. Use science and 7. Understand the
solve problems – with others manage oneself analyse organise effectively technology effectively world as a set of
creative thinking responsibly and critically and responsibility related systems
Lesson Objective(s): What specifically should the learners be able to do with the contents by the end of the lesson (purpose of lesson) (indicate actions
with active verbs: not know and understand)
11.
N.B The lesson objectives should provide an indicator in terms of the SKAV.
12. Resources relevant to the objectives:

13. Complete lesson introduction:

Body of the lesson: Indicate which methods, activities, sources and educational media will be used. N.B Should support the objectives of the lesson.

Teachers activities (including classroom management aspects) Learner’s activities (including the content that supports the lesson objectives)

14.
 Assessment

15. How to Assess? What? (Knowledge of … / Ability to…) By who?

Inclusive strategies: How will you accommodate the learners at risk, the gifted learners, different cultures, & the different religions?
16.

Assessed by: Date:

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LESSON OBSERVATION FORM

1. Surname and initials of student: ………………………………………………………………………………

2. Student number: …………………………………………………………..

3. Name of school: ………………………………………………………………………………………………………

4. School phase:

Foundation Intermediat Senio FE

e r T

5. Subject/Learning Area: …………………………………………………….

5.1 Topic: …………………………………………………………………………….
5.2 Date o BBBf observation: ……………………………………………….. Period: …………………………………………
5.3 Introduction: Explain briefly how the lesson was introduced
……………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………
………………………………

5.4 Body of the lesson: Complete applicable column/s

Presentation of lesson content Yes No Comments if
any
New content is presented systematically
Teacher asks questions from time to time to check leaner understanding
Extra explanation is given when necessary
Teacher makes use of teaching/learning aids
Teacher makes use of a variety of teaching strategies to explain lesson
content
Learners are given opportunities to ask clarity seeking questions
Learners are given sufficient time to think about responses to questions
Interaction among learners is encouraged
Short activities are given to encourage participation
Chalkboard work by the teacher can be used by learners as lesson
notes/lesson summary

5.5 Conclusion of the lesson: Explain briefly how the lesson was concluded
……………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………
………………………………………………

6. …………………………………………………………………….. ………………………………………..
Signature of subject teacher/Mentor Date

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LESSON EVALUATION FORM

Student Surname & name: ………………………………………………………………………Student number: ………………………………………………………………………School: …………………………………………………………

Qualification/Program (e.g.PGCE/B.Ed. FP/IP/SEN&FET): …………………………………………………………………………Campus (mark the correct option): Bloemfontein or Qwaqwa

Grade: Comments

___________________

Class size: _____________

Subject:

__________________

No Evidence

Outstanding
Inadequate

Very Good
Adequate
Focus Area/target skill: _________

Good
Lesson Topic/Theme: ___________

Evaluation Performance indicators 0 1 2 3 4 5

Criteria
Provides a neat Lesson plan with all details completed
Preparation
Planning &

Formulates clear and achievable aims, and objectives

Lesson

Provides resources relevant, and adequate to the objectives

Aligns assessment activities with milestones and objectives
1.

TOTAL /20
Introduces the lesson by linking with prior knowledge and lesson objectives
Presents new knowledge with appropriate teaching and learning strategies and methods
Provides purposeful, clear, creative, and appropriate Teaching & learning activities
. Lesson Presentation

Supports the objectives of the lesson with sources and educational media
Facilitates teaching and learning with clear voice projection, and appropriate instructions
Concludes the lesson by summarizing and providing opportunities to re-enforces learning
Engages all the learners by using diverse teaching and learning styles
Demonstrates effective writing skills either on the chalkboard/whiteboard or PowerPoint or chart.
TOTAL /40
3 2.

Provides feedback to learners in a timely manner

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ssessment Diversify cognitive levels of questioning techniques or tasks
Provides clear instructions on what will be assessed, how assessment will be done and by whom
Accommodates the learners at risk, the gifted learners, different cultures & the different religions
TOTAL /20

Displays a professional appearance

Professionalism

Displays positive attitude towards learners

Uses correct and age appropriate language with an acceptable voice projection

Demonstrate accuracy in managing time for the lesson

TOTAL /20
4.

GENERAL COMMENTS:

Assessor’s surname and initials: ……………………………………………………………………… Designation: ………………………………………………………………………

Assessor’s signature: ……………………………………………………………………………………… Date: ………………………………………………………………………

Student’s signature: …………………………………………………………………………………….. Date: ………………………………………………………………………

SCHOOL STAMP:

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 MENTOR TEACHER ASSESSMENT (GUARDIAN REPORT)

Dates of Teaching Practice: _________________________________________________

Name of student: _________________________________________________________

Student number: _________________________________________________________

Name of school: __________________________________________________________

NAME OF MENTOR-TEACHER: _________________________________________________

In order to effectively plan and evaluate the student teacher, we would greatly appreciate your
assistance. Your comments, suggestions, and concerns are valued and will be utilized in the
evaluation of the student teacher performance.

CATEGORY MARK
CLASSROOM MANAGEMENT: Please rate the student’s ability regarding observation,
participation in the facilitating process, willingness to act as educator and to become familiar /10
with classroom routine.
PROFESSIONALISM: Please rate the student’s consideration of school regulations,
punctuality, behaviour, dress and professionalism. Professionalism includes the student’s
awareness of teaching as a professional activity that requires them to be prepared, and to
accept responsibility. /10
DAYS ABSENT:

Medical certificate or any document submitted:

LANGUAGE: Please rate the student’s ability to understand the role of language in the
classroom, and to use language to communicate effectively in the classroom, and to adjust
/10
their use of language to the appropriate developmental level of the learners in the class, and
create opportunities to support language learning.
INTERPERSONAL: Please rate the student’s general attitude towards the principal, staff
members and learners. Is the student friendly, open and approachable, and instill confidence? /10
in learners, and to be responsive to the wellbeing of learners in the class.
ADAPTABILITY: Please rate the student’s competence in terms of being able to adapt to
the demands placed on him/her, and accepting established school practices, their willingness
/10
to learn from the mentor-teacher, to collaborate on a professional level and to think on their
feet.
SUBJECT EXPERTISE: Please rate the student in terms of their subject knowledge,
their ability to plan coherent learning experiences that engages learners by drawing on
/10
children’s life experiences. Ability to plan learning encounters that are student-centered,
inquiry-based and informed by solid conceptual subject knowledge.
LESSON PRESENTATION: Please rate the student in terms of their lesson preparation
and presentation. Was the student teacher in class all the time, either teaching or /10
observing. Has the student teacher handed lesson plans prior to teaching a lesson.
ASSESSMENT: Please rate the student in terms of their knowledge on assessing
learners. The student’s participation in various kinds of assessments and their /10
willingness to assist the mentor.
EXTRAMURAL: Please rate the student’s ability to prevail in unfamiliar circumstances,
willingness to place themselves in an unfamiliar situation and cope with the demands, to take /10
risks and be creative in sport and extramural activities.

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 PASTORAL CARE: Please rate the student’s ability to accept, respect, and work
productively with differences amongst learners, to accommodate diverse approaches
to teaching and to accept value systems that are different to their own, and to /10
promote social justice. emotional, social and spiritual support that can be found in all
cultures and traditions
TOTAL PERCENTAGE ALLOCATED: 75%+ Excellent

65-74% Very Good

55-64% Good

50-54% Satisfactory

-49% Fail

GENERAL REMARKS:
How could this teaching practice program (BEd) be more beneficial to the school, mentor teacher,
the student teachers as well as learners?
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_________________________________

I HEREBY DECLARE THAT THIS DOCUMENT REFLECTS A TRUE AND VALID REFLECTION OF MY
ASSESSMENT OF THE STUDENT TEACHER

SIGNATURE OF MENTOR-TEACHER

DATE:

SCHOOL STAMP

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