Tutorial Letter 103/0/2023

TPN2601/103/0/2023
Tutorial Letter 103/0/2023
Teaching Practice for Intermediate Phase (Grades 4–6)
Assignment 50
Year module
Department of Curriculum and Instructional Studies
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for INTERMEDIATE PHASE (Grades 4–6)
Unique number: 736056
Final submission date: 03 October 2023
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME:……………………………………………
STUDENT NUMBER: …………………………………………………………………………
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TABLE OF CONTENTS
1 INTRODUCTION TO TEACHING PRACTICE ............................................................................. 3
1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE ............................................................. 4

1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPN2601) ..................................................................... 4
1.1.2 THE MODULE STRUCTURE .......................................................................................................................... 5
1.1.3 MENTOR LETTER .......................................................................................................................................... 5
2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE PHASE (GRADE 4-6) .......... 7
2.1 PORTFOLIO INFORMATION ...................................................................................................... 7

2.1.1 Purpose of the teaching practice portfolio ....................................................................................................... 7
2.1.2 Portfolio structure and focus ............................................................................................................................ 8
2.1.3 Quality of the portfolio assignment .................................................................................................................. 9
2.1.4 Administration: submission and contact procedures ..................................................................................... 10
3 TUTORIAL LETTER 103 TEMPLATE FOR THE INTERMEDIATE PHASE TEACHING PRACTICE
ACTIVITIES ................................................................................................................................12
3.1 INTRODUCTION ........................................................................................................................12

3.2 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES ....................................................14
3.2.1 Introduction .................................................................................................................................................... 15
3.2.2 A Perspectives on teaching and learning ...................................................................................................... 15
3.2.3 Important aspects regarding lessons and lesson presentation ..................................................................... 22
3.2.4 C) Observing experienced teachers .............................................................................................................. 27
3.2.5 Lessons observed .......................................................................................................................................... 28
3.2.6 Observation of teacher movement ................................................................................................................ 39
3.2.7 Classroom management strategies to organise the classroom .................................................................... 41
4 DECLARATION FORMS ............................................................................................................60
5 MENTOR REPORT ....................................................................................................................61
6. STUDENT REPORT ...................................................................................................................63
7 BIBLIOGRAPHY/REFERENCES ...............................................................................................65
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TPN2601/103
1 INTRODUCTION TO TEACHING PRACTICE
Dear Student
This tutorial letter contains the portfolio template to be used to complete Assignment 50 for TPN2601
(Teaching Practice for Intermediate Phase Grades 4-6.
Please read the instructions and guidelines carefully and thoroughly before attempting to complete the
portfolio. This portfolio counts 80% of your final mark for TPN2601.
Your future and your career depend on the timely submission of the portfolio. You must submit the
portfolio as soon as you finished your practical teaching period of 25 school days.
No portfolios received after 03 October 2023 will be marked! It will be returned to you and you will
have to reregister and repeat your teaching practice during the following year. Make sure that you
submit it in on time and that Unisa has received it.
PLEASE NOTE: The school visit is a very important part of your training as you get advice and support that
might be valuable for your preparation as a teacher. However, the mark you receive for the school visit does
not count towards your mark for this course, as at this stage we cannot yet guarantee that every student
will be visited. If it happens that you are not visited, your marks will not be affected in any way.
If you have any queries regarding the portfolio, you can contact me at:
Mobile (International): +2776 372 5084

Mobile (Local): 076 372 5084
Email: mogasti@unisa.ac.za
Please do not contact me regarding placements or school visits. See Tutorial Letters 101 and 102 for
contact details in this regard.
For any other enquiries and contact details, see Tutorial Letter 101 section 3.
Kind regards
Prof TI Mogashoa
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1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE
The Teaching Practice module provides students with an opportunity to observe and experience how a variety
of aspects of teaching is practiced in the school. During the teaching practice weeks, students can observe
and apply in different contexts, the knowledge and skills introduced in other modules of the BEd programme.
Teaching and learning is never static. The school environment is dynamic and teachers need current
experience of what goes on in the classrooms to benefit from their studies.
Apart from all the other modules you have to complete in preparation for teaching practice and the information
already contained in the tutorial letters and the portfolio, I recommend that you consult the recommended
resources indicated in Tutorial Letter 101.
In chapter 1 of “Teaching Practice, perspectives and frameworks”, you can read up on additional information
as orientation for your teaching practice. This chapter explains the motivation for doing teaching practice as
well as how you must prepare for teaching practice. You can also read more about what to expect and what
will be expected from you regarding your behaviour as a student in the classroom and in the school.
I also wish to encourage you to read other books and articles on teaching practice to equip yourself for with
teaching practice experience and complete it to the best of your ability.
In the portfolio, you will also often be referred to specific resources. Read the information required before
attempting to do the activities.
The success of your teaching practice is mostly in your hands and if you approach it with an energetic and
positive attitude, it can be a very satisfying and enriching experience. Go and show them out there that you
are going to be an excellent teacher when you start teaching!
1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPN2601)
The purpose of the module is to support students in their initial teaching experiences – “the micro-contexts
of everyday life in classrooms” (Cohen, Manion, Morrison and Wyse, 2010:1) and proceeds from the
understanding that education is context-specific and context-dependent.
The focus of this module is guided observation, helping students to observe practice and make connections
between what they have learnt, what they have observed and what they have experienced. They may
become involved in assisting the teacher under instruction. The placement will require five weeks in a school
and there will be an “orientation to school teaching”/approach.
OUTCOMES OF TEACHING PRACTICE MODULE 1 (TPN2601)
➢ Demonstrate understanding of key ideas and debates on issues related to teaching practice.
➢ Observe and critically reflect on teachers adopting and adapting flexibly to a variety of roles and
strategies in response to changing learner and learning needs and contexts in the teaching practice
placement.
➢ Identify varied strategies for effective classroom practice in ways that are appropriate for different
purposes and contexts.
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1.1.2 THE MODULE STRUCTURE
The BEd qualification has four practical teaching modules. These modules are planned, constructed and
applied to provide decreased levels of scaffolding and increased levels of self-sufficiency as you progress
through your studies.
The following diagram will provide you with an overview of the purpose and focus of each module. The
summative assessment for the four modules will be in the form of a portfolio of evidence.
Module 1 Module 2 Module 3 Module 4

Purpose of the module: Purpose of the module: Purpose of the module: The purpose of the module
Support students in their initial Provide guidelines for a 5- Provide guidelines for a 5- Provide guidelines for 4th
teaching experiences – week placement in a school week placement in a school teaching practice
education is context-specific Focus of this module placement -culmination of
and context-dependent. theory, practice and
The focus of this module Semi-independent teaching. experience.
The focus of this module
Team Teaching. Plan a series of lessons with Focus of this module
Guided observation, school-based mentor, teach
Observe practice and make Co-plan a series of lessons the lessons (while being Teach the subjects of choice
connections between what they with school-based mentor, observed) and reflect independently.
have learned, what they have team teach lessons and reflect critically on their plan and Culmination of theory,
observed and what they have critically on planning and practice in consultation with practice and experience.
experienced. practice with both their school-based mentor and
school-based mentor and their their supervisor.
An "orientation to school supervisor. Classroom perspective
teaching” approach Classroom perspective Roles and responsibilities of
Whole school approach Roles
and responsibilities of the Roles and responsibilities of the subject teacher) under
Portfolio 1 is focussed on teacher in the school the subject teacher) under the guidance of a qualified
observation and is not subject environment) under the the guidance of qualified school-based mentor.
bound ensuring a broad whole guidance of trained school- school-based mentor.
school experience. based mentor. Portfolio 4 is focussed on
Portfolio 3 is focussed on teaching the subject of
Portfolio 2 is focussed on team semi-independent teaching choice independently and is
teaching and is aligned with a and is aligned with a specific aligned with a specific
specific teaching subject and teaching subject and teaching subject and
methodology.2 methodology. methodology.
The focus of this module is guided observation.
1.1.3 MENTOR LETTER
Please hand this letter to your mentor to read on your first day at the school:
Dear Mentor
Thank you very much for agreeing to support and guide this Unisa student. It is only possible for our
students to be acquainted with the realities of teaching under the supervision of experienced top
teachers. What you do for our students is irreplaceable and inestimable in their preparation to
become teachers. Could we please request you to assist us with the following?
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1. Please dedicate some time each week to meet formally with the student to discuss her/his
progress during the past week and schedule for the following week.
2. Please allow the student to observe all the lessons you present and write a short report on
25 of them (as in the report form included in this portfolio under section 4). Please control
that this is done regularly.
3. Please assist the student in working through the portfolio systematically to enable her/him
to complete it comprehensively within the 25 days at the school.
4. Please control that the portfolio is comprehensively completed (including all attachments)
at the end of the 25 days.
5. Please assist the student with lesson observation and with her/his own lesson that she/he
has to design.
6. Please assist the student to observe as many lessons as possible under your supervision.
7. Please discuss with and provide feedback to the student after observation of every lesson.
8. Please control that the student observes a variety of lessons to enable her/him to complete
all the activities.
9. Please control that the student completes in writing the five lessons that must be observed
in the portfolio and on the templates included.
10. Please provide feedback and make suggestions for improvement of these five lessons.
11. Please write a short report on the behaviour and activities of the student during the practical
teaching period on the page provided.
12. Please include contact details with your report if we need to contact you regarding any
aspect of the practical teaching (it may also be the school’s contact details).
13. Please contact me if there is anything that is unclear regarding what is expected of you or
regarding what the student must do.
Please contact me regarding any misbehaviour or unethical actions by the student (e.g. if the student
comes late or is absent without a good reason or if the student does not cooperate).
My contact details are:
Prof TI Mogashoa
Mobile (Local): 076 372 5084
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2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE PHASE (GRADE 4-6)
The first encounter that you will have with schools and teaching could be very daunting. Therefore,
the portfolio is structured to assist you to navigate your way but also to gain maximum benefit from
your teaching practice experience.
You will be required to have a number of mentors (perhaps one per week).
You can learn a lot by observing the daily activities of and events taking place in schools. Teaching
is a complex and multidimensional activity and schools are multifaceted and complicated institutions.
This observation opportunity will help you to understand how teaching and learning takes place in
varied contexts.
A major principle of observation is that it should never be passive. You need to be actively involved
when observing and completing your portfolio.
2.1 PORTFOLIO INFORMATION
2.1.1 Purpose of the teaching practice portfolio
In terms of The National Policy Framework for Teacher Education and Development in South Africa
(2007), student teachers have to be placed in schools which have been identified as excellent places
of teaching and learning, where student teachers will be able to complement their theoretical training
with practical experience and gain valuable experience in the day-to-day operations at a school in
an authentic teaching and learning situation.
In order to facilitate all the relevant procedures, you have to make the necessary arrangements with
the various partners, namely the teaching practice administrator(s), school principal, university
lecturer(s) and/or supervisor(s) and mentor/subject teacher(s). You will have to submit the required
information to the Teaching Practice office to make the necessary arrangements.
The purpose of this portfolio is to demonstrate and give evidence that you completed a successful
teaching practice period of 25 full school days in the Intermediate Phase (Grades 4-6).
Teacher education consists of different types of knowledge that must be integrated:
• Conceptual knowledge (foundations of education/theories/disciplinary knowledge/content)

with the aim of acquiring knowledge-specific proficiency.
• Contextual knowledge (all aspects that endeavour to contextualise knowledge for
occupational purposes, such as subject didactics and practical teaching) with the aim of
acquiring task-specific proficiency.
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It is therefore important that you find links between school practices (including their associated
activities) and your studies (including disciplinary knowledge and skills). You must do this in every
section of the portfolio.
2.1.2 Portfolio structure and focus
In Tutorial Letter 101, the module structure is explained. Read the information with care and take
note of the different assignments you have to complete and the dates for submission.
This portfolio is a structured portfolio and you must use the portfolio template we provided. All
aspects of the portfolio are compulsory except where it is indicated that something can be included
for additional marks. We expect you to complete all activities for each compulsory aspect of the
portfolio.
It is important that you prepare yourself to be able to do the activities during observation. Follow the
directions for each activity closely and read the activities as well as the indicated resources before
you complete the activities the next day.
Where applicable you have to include documentary evidence. Attach the evidence at the appropriate
section in the portfolio. For instance if you want to include a copy of the school's disciplinary code,
you attach it where the disciplinary code is discussed.
The portfolio also includes templates that you have to complete when you observe lessons. You can
observe as many lessons as the school allows but at least five of these lessons need to be observed
and discussed with your mentor.
You also need to get the observation templates for each lesson that you observed stamped with the
official school stamp. After completing the portfolio you need to sign the declaration form at the end
and you must also get it signed by the mentor and the school principal. This also needs to be
stamped with the official school stamp.
The focus of this portfolio is guided observation and will have an orientation to school teaching
approach. Through this approach, we aim to support you to observe practice and make connections
between what you have learnt, observed and experienced.
As a student you are expected to familiarise yourself with the full range of activities that are
associated with a functional school. You do not only have to observe these activities but we also
expect you to become involved in assisting the teacher under instruction.
We also expect you to look at these activities critically and to comment on their purpose,
functionality, outstanding features and possible shortcomings where applicable. Intermediate Phase
students will focus on observation in different subjects in this phase.
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The reflection at the end of each activity forms an important part of your experience. Do not complete
them in a rush. The reflection activities will help you to write a good report.
Why is observation so important?
Observation is a significant tool for collecting data to assess teaching and learning in any context.
The activities in this portfolio will develop your observation skills to enable you to analyse and
improve your own teaching.
What can you do with this skill?
• Observation is a significant tool for collecting assessment data.

• Observation provides teachers with knowledge about learners in general.
• It gives general knowledge about particular learners.
• It gives the teacher specific knowledge about learners and their learning styles.
• It provides knowledge related to diagnostic/remediation routines.
• It checks learners' understanding of the lesson.
• It checks teacher-learner interactions.
• Teachers are able to check the learners' attention during the lesson.
• It checks the teacher's pacing during the lesson.
• It helps to build relationships with learners and the teacher is able to connect with learners.
• It helps the teacher to respect and appreciate learners.
• It helps the teacher to improve classroom practice.
• It helps teachers to observe and learn about children’s interests, behaviour and way of
thinking.
• It familiarises the student with the teaching methods and strategies that the teacher is using.
• It provides an opportunity to develop education unique to the African context.
Why a portfolio as an assessment instrument?
2.1.3 Quality of the portfolio assignment
When completing your portfolio, take care to produce work of high quality and standards. On tertiary
level, we expect you to develop literacy, numeracy and information technology (IT) skills. Your
portfolio will be assessed on the use of sound academic writing and the correct way of referencing.
Adhere to policies in this regard and avoid plagiarism of any kind. These aspects will influence your
marks.
Follow this link to learn more about avoiding plagiarism and how to address academic writing
requirements for Unisa assignments http://libguides.unisa.ac.za/c.php?g=355581&p=2733770
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2.1.4 Administration: submission and contact procedures
PLEASE READ THE INFORMATION BELOW BEFORE STARTING WITH YOUR TEACHING
PRACTICE/OBSERVATION.
2.1.4.1 Administration
Completing the Teaching Practice portfolio
Complete the portfolio template and submit as one document. Insert comprehensive evidence at the
appropriate sections and not at the end or as a separate section.
It is best to complete your portfolio and submit it online. Make sure that all documents were
downloaded and appear correctly on the system. Add all information before submitting the portfolio.
You cannot add additional information at a later stage. Submit the portfolio in the correct portal
and do not use the portal to submit any other documents.
Always keep a backup of your portfolio.
2.1.4.2 Submission
Follow the guidelines indicated in Tutorial Letter 101 for submission. Changes or additions after
submission are seldom possible and Unisa needs enough time to do quality assessment. Students
who submitted wrong documents that were captured as portfolios resulted in students failing
in previous years.
All online assignments and online portfolios must be submitted as pdf documents. We will not accept
word documents. Reduce the size of your artefacts and keep within the maximum size of documents
that can be submitted online.
The portfolio must be completed during the teaching practice period and submitted on the last day
thereof. Assignments need to be submitted as soon as you have completed your teaching practice.
We will not accept any late submissions.
PLEASE NOTE: THIS PORTFOLIO MUST BE SUBMITTED ONLINE ONLY.YOU MUST ALSO
NOT SUBMIT TO LECTURERS BY EMAIL.
- Portfolios are examination equivalents and are not send back to students.
2.1.4.3 Contact information
The contact information included in Tutorial Letter 101, section 3 will guide you to the correct person
or department for your specific queries.
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For queries of an academic nature, contact the lecturer but for placement related matters
contact the teaching practice office (contact numbers are in tutorial letters101 and 102.
Prof TI Mogashoa (Lecturer)

Mobile (Local): 076 372 5084
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3 TUTORIAL LETTER 103
TEMPLATE FOR THE INTERMEDIATE PHASE TEACHING PRACTICE ACTIVITIES
3.1 INTRODUCTION
Dear Student
We are pleased to welcome you to the observation component of Teaching Practice of your
professional development. Teaching Practice is the core of our teacher education programmes. The
purpose of this exercise is to improve your understanding of teaching and learning in the
Intermediate Phase. We shall do our best to make your teaching practice experience interesting,
rewarding and successful. You will be well on your way to success if you start arrangements early
in the year and aim to complete the assignments properly.
As a student teacher, you are an important person in the Unisa community. The lecturers and
students of this community are constantly learning and teaching to contribute to and develop
education in South Africa.
This module focuses on developing the practical skills and competencies that are expected from
a teacher in South Africa to be able to fulfil her/his role as a teacher in the South African context.
Teaching practice is based on an age-old approach to apprenticeship – a way of learning from
knowledgeable and competent leaders in a community and to practice skills under their watchful
guidance until you have mastered a skill or competence.
With this African approach to education, you observe what elders or senior members of a community
do. You participate in activities, but are not yet an experienced member of the community. During
your “apprenticeship”, you will be learning about traditions, values and the correct or best way to do
activities. At the end of your apprenticeship, you will be accepted as a knowledgeable person into
the community. The elders and senior members will still guide you until you are competent enough
to do things on your own. If you want to master a specific skill or enter a specific career, you will
observe an experienced person who will guide and lead you to practice the skill until you can do it
well enough to work on your own.
In the same way as aspiring teachers, you have the opportunity to go to schools and form part of
the school community. During this first practical teaching opportunity, you will observe teaching
and learning within a unique context in a specific school. In your “apprenticeship” as a teacher, you
will learn a lot from teachers and mentors in the school.
Activities in the assignments and portfolio are designed to support you in your observation of
teaching and learning through a specific lens that is unique to the South African context.
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The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.
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3.2 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES
You have now observed and reflected on the effect that the context has on the school and
teaching in the classroom.
In this section of the portfolio, you will observe different aspects of classroom management.
In the South African context, there are specific aspects that influence a teacher’s classroom
management. The teachers' backgrounds and their use of strategies to engage the learners is
very important for successful teaching and learning in every context.
The assessment criteria indicate important aspects you need to focus on in this section. Consider
the marks allocated to each activity.
Learning outcome
Identify varied strategies for effective classroom practice in ways that are appropriate for different
purposes and contexts.
Assessment criteria
On completion of section 2 of the portfolio, you must be able to:
• Identify mentor and teacher perspectives that influence classroom management strategies in
this school context.
• Identify policies that influence classroom management in the South African context.
• Analyse curriculum policy documents for its impact on classroom practices in the South
African context.
• Observe and analyse lessons taught by experienced teachers.
• Reflect on effective teaching strategies.
• Describe and reflect on aspects regarding effective classroom management in different

contexts.
• Reflect critically on post-observation insights.
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3.2.1 Introduction
Effective classroom management is key to support learners to learn to their full ability.
Aspects that influence classroom management are:
• Perspectives on teaching and learning
• The mentor’s perspective
3.2.2 A Perspectives on teaching and learning
Your mentor’s perspective on teaching and learning will influence how he/she manages the class,
but also how he/she guides you and interprets your observation of activities in the class.
Do you know who your mentor is? His/her experience will influence his/her teaching philosophy and
it will influence the guidance the mentor gives you while observing.
Make an appointment with your mentor and complete the following information after speaking to
him/her.
Training as mentor (by whom and how much formal/informal, accredited or not)
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What are your expectations of the mentor?
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What can the mentor expect from you?
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Reflection: How did the mentor(s) contribute to your practical teaching experience?
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3.2.2.1 The student’s perspective
Description of your personal background:
Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. Complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.
Are you currently employed? YES/NO
Are you teaching at present? YES/NO
If so, for how long and which grade? …………………………………….
Or is this your first teaching experience? .............................................
Description of your qualifications (where and when did you acquire them).
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How do you manage your studies? (Employed full-time or not)
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Description of any other appropriate experience/information, which has had an influence on your
teaching practice experience period (observation).
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Description of your experience with Unisa's teaching practice processes, arrangements,

placements, school visits, support, etc.
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What has been your experience of the teaching practice observations?
(Both positive and negative experiences.)
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How would you apply the positive things you have observed in your teaching practice observations
and what would you change about the negative aspects you have come across?
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Did you conduct yourself in terms of the South African Council of Educators Code of Conduct?
You can access this document at

https://www.sace.org.za/pages/the-code-of-professional-ethics
(If you are not a South African, it should be in terms of the teachers' code of conduct for your own
country.) If your answer is yes, then indicate the areas and motivate your answer.
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(30)
It should now be clear to you that your personal background influences the way you interpret and
look at the world. The activities you are about to do form part of your observational learning. Get
actively involved to gain as much as possible from the experience.
You have to use the template provided when doing the observation and attach artefacts (proof of
what you have observed).
3.2.2.2 Policies that influence classroom management:
3.2.2.2.1 Identify policies
Administration is an important part of classroom management. Policies guide classroom

administration.
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a. Request the policies that are available at the school and peruse them.
Write down what type of policies you have found.
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Why do you think policies are important within the school? Explain.
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What are the most appropriate policies that will guide your day-to-day classroom practices? (List the
policies)
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How do you see these policies changing your classroom practice? Motivate your answer.
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Are there any other policies of importance that are not available in the school, which could help the
teachers in their day-to-day classroom practices? Name the policies and explain their importance
(reflection). Why are they relevant in this context?
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3.2.2.3 Curriculum policy documents: (Activities)
Activity 1
In South Africa, the Curriculum and Assessment Policy Statements (CAPS) guide teaching and
learning activities and provide the content that should be addressed in the syllabus and in each
lesson. Teachers should be familiar with the CAPS document for each subject they are teaching. In
order to enhance learners' knowledge, values and skills in a subject, the curriculum documents are
developed to include a progression of concepts in every grade.
For the following activity, you need to select one of your specialisation subjects from the curriculum
policy documents used in your country. South African students will choose a subject document from
CAPS.
• Select a specific concept/content area that is repeated in three consecutive grades in this
subject.
• Highlight the concept and progression/development across the three grades.
• Use the template below to show the progression of the concept you observed from the CAPS
documents.
(Example)
Progression per grade
From: Intermediate Phase: Curriculum and Assessment Policy Statement Home Language Grade
4 to 6 – South Africa)
LANGUAGE
Content area Grade
Language Grade 4 Grade 5 Grade 6

component
Topic
Writing Copies Copies one Writes an

known letters sentence of expressive text
in own name news from such as
to represent board/chart birthday card
writing correctly or letter
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Your own progression per grade
From: …………..Phase :Curriculum and Assessment Policy Statement

…………………..Grade……to……… – South Africa)
Content area Grade
……..……..…….. Grade …….. Grade …….. Grade ……..

……..……..……..
Topic: ……………
Activity 2:
You read about concepts such as Africanisation and Ubuntu, as well as the principles underlying
each of these concepts in the introduction. Make use of the same subject and curriculum document
that you used in the first activity. Do you see evidence of these aspects addressed in the subject or
topics?
Insert practical examples.
Name at least two topics where you think these concepts could be addressed.
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Suggest a way that you would do this in your own context and teaching practice.
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(30)
We have now looked at the school context, the teacher and the policies that guide teaching. All
these factors contribute to the success of teaching and learning.
21
3.2.3 Important aspects regarding lessons and lesson presentation
Read chapter 7 of “Help I am a student teacher”.
Lesson planning is a very important part of your teaching practice. The information in chapter 7 of
the textbook will provide you with an important overview of aspects you are going to observe.
3.2.3.1 The structure and stages of a lesson
In the following section, we will look at the lesson structure and important aspects of each lesson as
the teacher manages it.
The lesson structure:
All lesson structures follow a basic structure:
• Introduction: beginning of a lesson
• What happens during the lesson
• What happens at the end of a lesson
3.2.3.2 Observing the different stages of a lesson
What happens at each stage of the lesson and how the teacher manages this is very important and
determines the success of learning (Source – adapted for Part A, B and C): Cohen, L, Manion, L &
Morrison, K. 2005. A guide to teaching practice.
The following questions can guide you to be aware of what happens at each stage of the lesson.
Before you start with your formal observations and complete the observation sheets, answer the
following questions to become aware of what is important at every stage.
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Stages of a lesson
A. The beginning of a lesson
• Discuss how learners enter the classroom.

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• Describe how the teacher and learners greet each other.

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• Describe how the desks arranged.

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• Does the teacher verify attendance?

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• Explain how the previous day's homework dealt with.

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• How does the teacher indicate that the lesson has started?
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B. During the lesson:
• Does the teacher use individual work, work in pairs, group work or whole class discussion?
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• Explain what the teacher does to let learners know what is expected from them.
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• Explain how the teacher introduces the different stages of the lesson.
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• How does the teacher use her/his voice to manage what happens in the class?
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• Describe how the teacher praises or rewards learners.

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• How does the teacher do regarding discipline?

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• How does the teacher handle a question he/she cannot answer?

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• Outline how the teacher deals with differently abled learners.

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C. At the end of the lesson:
• Describe how the teacher concludes the lesson.

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• How does the teacher facilitate a discussion or feedback at the end?

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• Explain how the teacher deals with learners who have not finished their work.
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• How does the teacher communicate homework?

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• How does the teacher dismiss the class?

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D. Observe learners:
• What are learners doing when they do not settle down (talking, finding equipment, playing,
etc.)?
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• Identify what prevents learners from paying attention.

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• How do learners interact with each other during group work?

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(30)
To develop an overall big picture for yourself of what goes on in the school apart from teaching
and learning, please discuss the following with your mentor or other teachers and complete the
questions that follow.
25
Other school activities
E. Assemblies
• Does the school have a gathering that all the teachers and learners attend together during the
week? (assembly, weekly gathering)
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• Discuss how this take place.

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• Describe the procedure during assembly. Who runs the assembly? Who else is involved?
What do the learners do?
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• Explain how learners arrive and leave after an assembly. (In rows/In their register groups, boys
and girls separately, grades separated, etc.)
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• Does this way of organising the event work? Motivate.

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F. Teacher duties
Observe the different duties teachers are involved in
• Do they have a roster for these duties?

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• Do they have to sign that they have done the duty?

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• Why do you think the teachers have to perform these duties?
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• What safety precautions are in place at the school and how do the teachers assist?
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G. Extramural activities
• List at least three extramural activities that the school offers.

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• How often are teachers expected to do extramural duties?

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(30)
Reflect on the aspects what would you do different to improve any of these aspects
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(10)
3.2.4 C) Observing experienced teachers
As part of your experiences while on teaching practice, you will be observing lessons that are taught
by your mentor teachers. Observation means that you have to be actively involved in the process.
You do not just sit and watch. You need to compile reports on the observations of full lessons for
five (5) subjects during your teaching practice.
27
To guide you about important considerations when doing observation, read the following
important aspects of planning a lesson.
• You must know why you are going to present the lesson (learning intentions).
• You must know where the lesson fits into the curriculum.
• You must know what content will be attended to in the lesson.
• You must know how you will present the lesson (method or lesson type).
• You must know what you will use to present the lesson (aids and materials).
• You must know what must be prepared to be able to facilitate the lesson.
• You must know what your contribution and that of learners will be during the lesson.
• You must know if learners understand the new content, skills and values.
• You must know how you are going to give learners the opportunity to apply or demonstrate the
new content, skills and values.
3.2.5 Lessons observed
3.2.5.1 Introduction
Lesson Observation 1
Date: ……………………………………………
Subject: …………………………………………...
Grade: …………………………………………..
Number of learners in class: …………………………..
Lesson topic: …………………………………………..
Without asking your mentor teacher, write down the aim of the lesson.
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How did the teacher introduce the lesson?
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What were the specific activities the learners were involved in during the entire lesson?
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Which activities did they enjoy most and which did they not enjoy? Why do you say so?
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What other learning activities could the learners have been involved in to assist them to understand
the concepts?
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What preparation did the teacher have to do for this lesson?
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Write down the questions the teacher asked the class during the lesson.
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What learning and teaching support materials (LTSMs) did the teacher use during the lesson?
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Can you think of other resources that would assist learners in understanding the concepts in the
lesson?
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Were there any disruptive incidents during the lesson?
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How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?
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Attach the following documents as evidence of the lesson you observed:
• The lesson plan
• A copy or photo of the learning material used
• A copy of the assessment activity TOTAL [50]
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Number of learners in class: ……….…………………..
Lesson topic: …………………………………………….
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the concepts?
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lesson?
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Did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher do to
ensure that they did not take place?
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• The lesson plan
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: …………………………………………….
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the concepts?
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lesson?
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• The lesson plan
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: …………………………………………….
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the concepts?
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lesson?
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• The lesson plan
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Date: …………………………………………….
Subject: …………………………………………….
Grade: …………………………………………….
Lesson topic: …………………………………………….
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the concepts?
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lesson?
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Attach the following documents as evidence of the lesson you observed”
• The lesson plan
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3.2.6 Observation of teacher movement
Draw a rough layout (freehand) of the classroom where you do observations. Now observe the
teacher teaching and do the following: Every time the teacher engages with a learner, make a cross
on the drawing to show the approximate place. Continue to do this for the entire lesson. This will
indicate how often learners are being involved and which learners are involved.
Make a block to indicate where desks are placed.
Front of the class
Back of the class
Reflection: What can you learn about the teacher’s movement from the diagram?
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39
How do you think you can go about involving learners while teaching?
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(10)
TOTAL (260)
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3.2.7 Classroom management strategies to organise the classroom
You have observed different aspects of the context, the classroom and the teaching of lessons. Do
the following activities and answer the questions to describe how each aspect influences the
teaching and learning context where you are doing observation.
3.2.7.1 Timetables
Introduction
An effective timetable is an essential element of a good school. It controls (and supports or inhibits)
the school's activities, period by period for the school year. A school, which does not take great care
to get a quality timetable with a good rhythm to support teaching and learning, will forever struggle
academically.
1. List two advantages of using a school timetable from your own experience.
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2. Does the teacher have his or her own timetable?
3. Do learners have their personal timetables?
4. Do teachers and learners follow the school timetable at the school you are visiting?
Give reasons for your answers above.
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5. Briefly explain a problem you experienced with the school or class timetable in your own
experience as well as in the context of this school.
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6. If you did not experience a problem, briefly refer to a problem that might occur with a class
timetable.
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7. Is there a homework and extra-curricular timetable in the class you observed?
a) If yes, give at least three specific characteristics of such a timetable.

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b) If no, give at least three specific reasons why such a timetable can be useful.
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Source – adapted for Part A, B and C): Cohen, L., Manion, L. & Morrison, and K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)
Is the school timetable at the school you are visiting functional? Yes No
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Give two reasons for your answer.
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Briefly explain a problem you experienced with the class timetable.
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(5)
3.2.7.2 Attendance register

Administrative work is part of every teacher’s responsibilities. It is important that you are aware of
the administrative tasks and how teachers address this often time-consuming task.
You have to attend one class where the teacher is responsible to take the register (register class).
43
Make a copy of the register and provide the following particulars:
Number of learners: ............................................
Grade: ............................................
Age: from .............................. (years) to .............................. (years)
Number: ....................................... (boys) ................................... (girls)
Average attendance for two weeks ........%
Teacher signature: ....................................
Date: ....................................
School stamp
Note that if there is no school stamp, the assignment will be returned unmarked.
1. What time is the attendance register marked?

2. Is it marked on a regular basis?
3. Is the information from the register collated and used for purposes such as promotion, merits or
demerits?
4. What challenge(s) did the teacher experience when keeping the class register?
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5. If you did not observe any challenge(s), what challenges do you think student teachers might
experience when keeping the class register for any class?
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6. Observe and ask the teacher how the following matters are dealt with in the class:
6.1. Absenteeism:
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6.2. New admissions:
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6.3. Withdrawals:
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6.4. Transfers:
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(5)
3.2.7.3 School funds

School funding and the availability of funding influences the context and the quality of teaching and
learning. To understand more about your school’s context, answer the following questions. You have
to indicate where you found this information or who provided you with the information.
3.1 Are learners paying school fees?
3.2 Indicate why they are, or are not paying school fees. Yes No
3.3 Is the school state or privately owned?
3.4 Under which quintile is the school classified? ………………….
3.5 For what purposes are school fees used?

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3.6 Who is responsible for the collection of school fees?
…………………………………………………………………………………………………………………
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45
3.7 Do learners get receipts after paying their school fees?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)
3.2.7.4 Discipline
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.
Read the chapter entitled “Help I am a student teacher”. In this chapter, the legislative information
around discipline in South African schools is discussed and practical aspects for implementing
discipline is described.
1. Does the school have a code of conduct?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Do learners, parents and guardians have a copy of the code of conduct?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. If yes, give a brief description of the code of conduct.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4. Who is responsible for the administration of the school code of conduct?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
5. Do you think involving learners in formulating a school code of conduct is important or not? Give
reasons.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6. Did you observe any learner being disciplined? Why was the learner disciplined and what kind
of action that was taken?
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TPN2601/103
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Observe, over a period of five school days, and present the rules that are obeyed the most.
Day 1:…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
Day 2:…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
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Day 2:…………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
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Day 4:…………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
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Day 5:…………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..…
…………………………………………………………………………………………………………………..
(5)
School buildings and grounds
In one sentence, briefly comment on the following aspects of the school buildings:
1. Condition of the school buildings:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Condition of the school grounds:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. Did you see any evidence of vandalism?
47
4. Is there any mechanism in place to prevent vandalism?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
5. Who is responsible for the maintenance of the school grounds?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6. Are learners involved in the maintenance of the school grounds?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
7. Write down one practical recommendation on how to improve the school buildings and grounds.
…………………………………………………………………………………………………………………..
......……………………………………………………………………………………………………………...
(5)
3.2.7.5 Assessment
To prepare and present your own lessons in this Teaching Practice module, it is necessary that you
closely observe how assessment happens in practice. You will learn more about this in the “Teacher
as Assessor” module.
To gain an understanding of what is required when planning assessment you could read chapter 10
in the book “Assessment in practical teaching”. Practical advice is given regarding the different types
of assessments you will encounter at school and you will find a section on the assessments that you
will observe during teaching practice.
To guide your observation of assessment, we mention a few aspects here.
• Formative assessment and summative assessment are very important for teachers. It
provides the teacher with important information about her/his own teaching as well as about
how learners learn.
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TPN2601/103
• Terminating/rounding off/ instilling the key idea, and assessment
At this point, it is necessary to indicate how the teacher will determine whether successful
learning has taken place and whether the learning intentions have been achieved. There could
be informal continuous assessment throughout the lesson; it need not wait until the end.
However, the strategies that are used should be indicated.
• Assessment tasks must include the following:
Say who will assess and if it will be individual or group assessment.
Describe assessment task e.g. test on …., worksheet about …, research task on ….,
experiment.
What instrument will be used to assess, e.g. memoranda, rubrics, or checklists?
• Indicators as to whether there has been successful learning could take the form of
demonstrations by learners, a final product such as the drawing of a map, a written report,
learner behaviour and conduct and learner participation (in things like group activities).
1. Look at the five lessons you observed: Name three examples of formative assessments used in
the lessons you observed. What can the teacher learn from these assessments?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Name two examples of formative assessments in your Practice Teaching Module
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. Name two examples of summative assessments that you observed during your stay at the
school.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4. How did the two formative assessments you completed for the Teaching Practice module
prepare you for the summative assessment of the module (the portfolio)?
49
5. Why is lesson planning a very important part of your teaching practice?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)
3.2.7.6 Learning Media

Teaching aids and learning materials
Teachers should see to it that all teaching aids necessary for presenting the lesson or that learners
will need to complete their activities, are available, and that the apparatus to be used is in working
condition. Explain what the relevant teaching aid is and how it will be used.
1. Write down some of the uses of the chalkboard/whiteboard in the class you attended.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Write down the main advantages of the use of pictures.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. Name the electronic media that were available at the school you visited.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)
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TPN2601/103
Use the knowledge and skills gained from the observation period to complete the following table on
materials and equipment you could use to make useful educational media for specific subjects
and themes of your choice. Mention an example in the first line of the table.
Material/equipment Medium Subject Theme

e.g. Paper Bag Science Air pressure
3.2.7.7 Control of written work
To enable learners to progress, written communication about their efforts is very important. Positive
feedback can help a learner to think critically and it can help them to improve in follow-up activities.
Make three comments about the control and correction of learners' written work in the class you
visited.
(1)..……………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(2)..……………………………………………………………………………………………………………
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(3)..……………………………………………………………………………………………………………
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51
How is feedback given? Is it written on the board, in learners’ books, or is it given verbally?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Who provides feedback? Is it the learners or the teacher?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
How many times do learners receive feedback?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
How effective is the feedback that learners receive?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)
3.2.7.8 HIV/Aids
The prevalence of HIV/Aids is very high in South African schools. A teacher needs to be aware of
the policies and procedures on how to address this in the context in which he/she is teaching.
Does the school have an HIV/Aids policy? Yes No
If yes, give a short description
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Does the school have an HIV/Aids prevention programme? If so, what is the nature of the
programme?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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TPN2601/103
If not, explain in your own words how such a policy could be formulated?
…………………………………………………………………………………………………………………
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Are incidents handled in a way that would prevent the spread of HIV or keep learners and teachers
safe from being infected?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Does the school have any form of counselling for HIV sufferers? Yes No
If yes, give a short description of what they do.
What is the procedure if learners need counselling? Do teachers refer them for counselling or can
they access it on their own? If they can access it on their own, give a short description of what they
need to do. Is there a procedure or are they referred by the parents or a doctor?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)
3.2.7.9 Annual teaching plan (Work schedule)
Every teacher in South Africa has to use the annual teaching plan (ATP) for a specific subject as
provided by the Department of Basic Education. (Foreign students can use their prescribed subject
curriculum document.) This teaching plan has to be followed closely and it must be readily available
in a teacher's file in the classroom for reference and inspection purposes. The teacher's file should
include an assessment plan, formal assessment tasks and memoranda, textbooks and resources
used, records of the marks for each learner and notes about assistance and support to learners with
learning difficulties.
53
This information must be up to date and available for moderation and control purposes.
Please go through your mentor/teacher's file and answer the following questions:
1. List the documents that are found in the teacher's file.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2. Use the CAPS document (or the relevant subject curriculum document in your country) to answer
the following questions.
2.1 Mention any three subject content areas covered in the CAPS document.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2.2 Identify assessment activities that are covered in the ATP.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2.3 Mention themes covered in the CAPS document that the teacher addressed during the
lesson.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
a. Are the subject content areas in line with the subject and grade? Motivate your answer.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
(5)
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3.2.7.10 Introduction to inclusive education
In this teaching practice portfolio, we have focused your observation on several teaching
perspectives and teaching practices to enable you to manage your classroom and to plan
and implement your knowledge of teaching and learning effectively.
The knowledge, skills and values you have should enable you to manage a classroom in
such a way that every learner in your class can optimally learn according to her/his own
ability.
The learners in your class will come from diverse backgrounds and have unique needs.
Part of being context conscious is the awareness of learners' needs and the ability to provide
a learning environment that enables learning for all.
Read chapter 10 of “Becoming a Teacher”, to learn more about approaches and practical
aspects of inclusive education.
You have observed more than one class during your teaching practice. For this activity, you
have to go to a class where you have encountered learners with barriers to learning or ask
your mentor to guide you to such a class.
Activity 1
With the help of your mentor or the teacher, identify a learner that has a specific challenge regarding
learning. You must not mention the learner's name. Only give the learner’s age and grade.
Observe the learner during teaching and learning and during informal activities.
a) Describe any visible proof that indicates that the learner has a learning difficulty or is
experiencing learning difficulties.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
b) Describe how this influences his/her schoolwork.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
c) What is good about her/his functioning in class?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
55
d) What poses a problem for this learner? Motivate your answer.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
e) Discuss the strategies the teacher uses to accommodate and support this learner in terms of
schoolwork.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
f) What strategies are followed to support the learner informally?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Discuss the following with your mentor:
1. How did the teacher identify that this learner had a learning challenge?
…………………………………………………………………………………………………………………
……………………………………………………………………………………………………………….
2. Where did he or she find information on the specific learning challenge and how to address it?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. What would have supported the teacher to address this successfully?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4. How would you address the same challenge if you came across a similar situation
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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TPN2601/103
Enhance children's health and well-being
As a teacher, you are accountable for promoting or enhancing learners' health and wellbeing.
……………………………………………………………………….…………………………………………
………………………………………………………………………………………………………………….
a) Was there any evidence in the classroom that learners' health was being promoted? …...........
Provide a supporting statement for your answer.
……………………………………………………………………..………………………………………
……………………………………………………………………………………………………………..
b) Are the classrooms/schools clean and safe? Are there adequate water and sanitation facilities?
Provide a supporting statement for your answer.
……………………………………………………………………..………………………………………
……………………………………………………………………………………………………………..
c) Provide the evidence to show that written policies and regular practices that promote good health
were implemented.
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
d) How is health education and life skills integrated in the curriculum and in the teaching-learning
activities?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
e) How are children kept safe and protected from harm and abuse?
………………………………………………………………………………………………………………
………..........……………………………………………………………………………………………….
f) How are children encouraged to care for each other?
………………………………………………………………………………………………………………
………….......………………………………………………………………………………………………
g) Provide evidence to show that physical or mental punishment was/was not used against
learners.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
57
h) Provide the evidence to show that there were/were no clear guidelines regarding conduct
between teachers and learners and among learners themselves (and that bullying was not
allowed).
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
(20)
3.2.7.11 Involvement of parents and community members
Involving parents and community members is supportive of the African approach to education. The
learners' background and context play a great role in her/his education.
a) Explain how parents are invited to become involved in their children’s learning as well as how
parents are consulted.
………………………………………………………………………………………………………………
…………………….………………………………………………………………………………………..
b) Explain how teachers and parents work together to help children learn better in school and at
home.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
c) Explain how teachers and parents together care about the children's health, nutrition and safety
– also on the way to and from school.
………………………………………………………………………………………………………………
………………….…………………………………………………………………………………………..
d) Explain how parents and community members are invited for school-community project activities.
………………………………………………………………………………………………………………
……………..……………………………………………………………………………………………….
e) Explain how parents and community members are educated about inclusivity.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
58
f) Explain how the school involves community members in learners' safety when traveling to and
from school.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
g) How does the school address issues related to safety, violence and abuse?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
(20)
59
4 DECLARATION FORMS
Declaration form by student, mentor/teacher and principal
The purpose of this declaration form is to ensure the authenticity of this portfolio and the practical
teaching it was based on. Please complete and sign this declaration form. The mentor teacher and
the school principal must also sign it.
DECLARATION BY STUDENT
I, ………………………………………………………… (Name), student no. …………………….,

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

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

……… school days of supervised practical teaching at ………………………………………………
(Name of institution).
SCHOOL STAMP
Signature …………………………………………
School address: ……………………………………
……………………………………
……………………………………
School telephone: …………………………………… (5)
THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
60
5 MENTOR REPORT
REGARDING .................................................. (Name of student)
BY TITLE: .........
SURNAME: ...............................................
NAME: ...............................................
CONTACT DETAILS (those of the school if that is what you prefer):
CELLPHONE: ................................................................
E-MAIL: ................................................................
Please provide fair and honest comments regarding the following:
Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
............................................................................................................................................................
............................................................................................................................................................
Was the level of subject knowledge of the student sufficient for observation of lessons?
............................................................................................................................................................
............................................................................................................................................................
Did the student use your suggestions and recommendations to improve her/his work?
............................................................................................................................................................
............................................................................................................................................................
Did the student prepare properly when she/he had to observe lessons?
............................................................................................................................................................
............................................................................................................................................................
Did the student work regularly/continuously on her/his portfolio?
............................................................................................................................................................
...........................................................................................................................................................
61
Did the student complete her/his portfolio during the practical teaching period? YES/NO
Strong points of the student/good qualities and good work done:
............................................................................................................................................................
............................................................................................................................................................
Aspects on which student still has to improve to be ready to enter education as a beginner teacher:
............................................................................................................................................................
............................................................................................................................................................
(5)
SIGNATURE SCHOOL STAMP
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TPN2601/103
6. STUDENT REPORT
Name (of student): ………………………………………………. Student no: ………………………….
School: ………………………………………………………………………………………………………..
School telephone number: …………………………………………………………………………………..
Address: .............................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
We, the undersigned, ………………………………………...................... (Printed: initials and

surname of principal) together with …………………………………………………… (Printed: initials
and surname of mentor teacher) hereby declare that student teacher
…………………………………………………………………………………………………………………..
(printed: initials and surname of student teacher) student number ……………………………………..
attended the above school for a period of ………. (number) school days from
……………………….(date) to ……………………….(date).
We hereby comment briefly on the following aspects of his/her stay at the school:
Personal appearance:
............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
Relationship with teachers:
............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
63
Eagerness to learn:
............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
Eagerness to become involved:
............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
Positive personality traits:
............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
Negative personality traits:
............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
A final word:
Signature Principal: …………………………………………….

School stamp
Date: …………………………………………….
Signature of Mentor teacher:

…………………………………...
Date: ……………………………………………..
(10)
THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
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TPN2601/103
7 BIBLIOGRAPHY/REFERENCES
Journal of Contemporary Issues in Education, 2007, 2(2), pp. 21-37.
ISSN 1718-4770 © 2007 University of Alberta

http://ejournals.library.ualberta.ca/index.php/JCIE
Higgs. P. 2003. African philosophy and the transformation of educational discourse in South Africa
Journal of Education, No. 30, 2003
(Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)
Taole, MJ. (Ed). Teaching Practice, Perspectives and Frameworks.
65
STUDENT’S EVALUATION FORM FOR THE TEACHING PRACTICE MODULE
You have come to the end of this portfolio.
We value your feedback. To enable us to improve on students’ first teaching practice experience
please fill in the information.
Poor Average Good Excellent
Guidelines and
information
Placement
The portfolio
Communication
Any other comments or suggestions
…………………………………………………………………………………………………………………
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Thank you for assisting us to improve the TPN2601 experience.
Your lecturer/s
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TPN2601/103
PORTFOLIO ASSESSMENT GRID FOR TPN2601 (Guidelines for markers)
CRITERIA : Lecturer
mark
1. CLASSROOM LEARING, A. Perspectives of teaching and learning (30) 30 480

TEACHING AND
MANAGEMENT B. Policies (30) Stages of a lesson (30) Other Activities 100
OBSERVATION ACTIVITIES (30) Reflection (10)
C. Lessons from experienced teachers (50x5 =250), 260
Teacher movement (10)
D. Classroom management strategies: Time tables (5) 50
Register (5), School funds (5)
Discipline (5), School buildings and grounds (5),
assessment (5), Learning media (5), Written work (5)
HIV/Aids (5) Annual teaching plan (5)
E. Inclusive education (40) 40
2. PORTFOLIO QUALITY Declarations (20) 5 20

5
10
Total [500] 500
67

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Tutorial Letter 103/0/2023

Teaching Practice for Intermediate Phase (Grades 4–6)

Department of Curriculum and Instructional Studies

PLEASE NOTE IMPORTANT INFORMATION:

PORTFOLIO: Teaching Practice for INTERMEDIATE PHASE (Grades 4–6)

Unique number: 736056

Final submission date: 03 October 2023

Please remember to write your student number on assignments.

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

STUDENT NUMBER: …………………………………………………………………………

1 INTRODUCTION TO TEACHING PRACTICE ............................................................................. 3

1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE ............................................................. 4

2.1 PORTFOLIO INFORMATION ...................................................................................................... 7

3.1 INTRODUCTION ........................................................................................................................12

4 DECLARATION FORMS ............................................................................................................60

5 MENTOR REPORT ....................................................................................................................61

6. STUDENT REPORT ...................................................................................................................63

1 INTRODUCTION TO TEACHING PRACTICE

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1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPN2601)

OUTCOMES OF TEACHING PRACTICE MODULE 1 (TPN2601)

1.1.2 THE MODULE STRUCTURE

Module 1 Module 2 Module 3 Module 4

The focus of this module is guided observation.

1.1.3 MENTOR LETTER

My contact details are:

2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE PHASE (GRADE 4-6)

2.1 PORTFOLIO INFORMATION

2.1.1 Purpose of the teaching practice portfolio

Teacher education consists of different types of knowledge that must be integrated:

• Conceptual knowledge (foundations of education/theories/disciplinary knowledge/content)

2.1.2 Portfolio structure and focus

What can you do with this skill?

• Observation is a significant tool for collecting assessment data.

Why a portfolio as an assessment instrument?

2.1.3 Quality of the portfolio assignment

Completing the Teaching Practice portfolio

2.1.4.3 Contact information

Prof TI Mogashoa (Lecturer)

On completion of section 2 of the portfolio, you must be able to:

• Observe and analyse lessons taught by experienced teachers.

• Reflect on effective teaching strategies.

• Describe and reflect on aspects regarding effective classroom management in different

• Reflect critically on post-observation insights.

Aspects that influence classroom management are:

• Perspectives on teaching and learning

• The mentor’s perspective

3.2.2 A Perspectives on teaching and learning

What are your expectations of the mentor?

What can the mentor expect from you?

3.2.2.1 The student’s perspective

Description of your personal background:

Are you currently employed? YES/NO

Are you teaching at present? YES/NO

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

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

How do you manage your studies? (Employed full-time or not)

Description of your experience with Unisa's teaching practice processes, arrangements,

What has been your experience of the teaching practice observations?

(Both positive and negative experiences.)

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3.2.2.2 Policies that influence classroom management: