TPN2601/103/0/2024

Tutorial Letter 103/0/2024

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:

Final submission date:

Please remember to write your student number on assignments.

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

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

Bar code

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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 ................................................................................................................................11

3.1 INTRODUCTION ........................................................................................................................11

3.2 AN AFRICAN PHILOSOPHY OF EDUCATION ..........................................................................12
3.2.1 MY TEACHING PHILOSOPHY (BELIEFS) .................................................................................16
3.3 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES ....................................................18
3.3.1 Introduction .................................................................................................................................................... 19
3.3.2 Perspectives on teaching and learning .......................................................................................................... 19

4. DECLARATION FORMS ............................................................................................................38

5 MENTOR REPORT ....................................................................................................................39

6. STUDENT REPORT ...................................................................................................................41

7 BIBLIOGRAPHY/REFERENCES ...............................................................................................43

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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 have finished your practical teaching period of 25 school days.

No portfolios received after the due date 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
may 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 as follows:

Prof TI Mogashoa
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 practised 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
will 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 & 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:
Support students in their initial
teaching experiences –
education is context-specific
and context-dependent.
The focus of this module
Guided observation,
Observe practice and make
connections between what they
have learned, what they have
observed and what they have
experienced.
An "orientation to school
teaching” approach
Portfolio 1 is focussed on
observation and is not subject
bound ensuring a broad whole
school experience.
Purpose of the module:
Provide guidelines for a 5-
week placement in a school
The focus of this module
Team Teaching.
Co-plan a series of lessons
with school-based mentor,
team teach lessons and reflect
critically on planning and
practice with both their
school-based mentor and their
supervisor.
Whole school approach Roles
and responsibilities of the
teacher in the school
environment) under the
guidance of trained school-
based mentor.
Portfolio 2 is focussed on team
teaching and is aligned with a
specific teaching subject and
methodology.2
Purpose of the module:
Provide guidelines for a 5-
week placement in a school
Focus of this module
Semi-independent teaching.
Plan a series of lessons with
school-based mentor, teach
the lessons (while being
observed) and reflect
critically on their plan and
practice in consultation with
school-based mentor and
their supervisor.
Classroom perspective
Roles and responsibilities of
the subject teacher) under
the guidance of qualified
school-based mentor.
Portfolio 3 is focussed on
semi-independent teaching
and is aligned with a specific
teaching subject and
methodology.
The purpose of the module
Provide guidelines for 4th
teaching practice
placement -culmination of
theory, practice and
experience.
Focus of this module
Teach the subjects of choice
independently.
Culmination of theory,
practice and experience.
Classroom perspective
Roles and responsibilities of
the subject teacher) under
the guidance of a qualified
school-based mentor.
Portfolio 4 is focussed on
teaching the subject of
choice independently and is
aligned with a specific
teaching subject and
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 their
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 them 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 the lesson that they have to
design on their own.
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 them 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 as follows:

Prof TI Mogashoa
Mobile (International): +2776 372 5084
Mobile (Local) : 076 372 5084
Email: mogasti@unisa.ac.za

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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 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 the following 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 must complete and the dates for submission.

This portfolio structured, 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, 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 learners’ 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 a high standard. 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 have been
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 on 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. In
previous years, students who captured and submitted the wrong portfolio documents failed.

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 MAY
NOT SUBMIT TO LECTURERS BY E-MAIL.
- Portfolios are examination equivalents and are not sent 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 (International): +2776 372 5084
Mobile (Local): 076 372 5084
Email: mogasti@unisa.ac.za

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 will 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 teachers need to fulfil
their role as teachers 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 practise 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 learn 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 need

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to observe an experienced person who will guide and lead you to practise 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.

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. Use these definitions together with the
theoretical knowledge of current research you gain 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.

3.2 AN AFRICAN PHILOSOPHY OF EDUCATION

To improve education in South Africa, teachers need to be aware of the contextual factors that affect
life and education. The lived realities as experienced by our society or communities provide a
background to understand challenges from their unique contexts. We need an African philosophy of
education that is based on and articulates these lived realities. This philosophy could become a
useful tool that provides a perspective to define and address problems. This approach can improve
education and life on different levels. (Higgs, 2003)

The reality experienced by a diverse African community suggests a spirit of communality as

expressed in an indigenous African knowledge system. General unifying themes describe concepts
in African philosophy that are related to education. To complete this portfolio, it is important that you
understand these concepts.

Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follow. To ensure that you understand the information, explain
it in your own words in one sentence in the space provided.

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To complete this portfolio, it is important that you understand the concepts described below.

General themes or concepts that are important for educators in South Africa
1. Decolonisation (Education)

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

balanced approach where indigenous knowledge and pedagogies are acknowledged and
genuinely incorporated into the formal educational system. Multiple perspectives are included to
make education relevant and practical to address needs and challenges within specific contexts.
(Owuor:2007)

Principles: Mkabela – An African approach to education

Own understanding of the concept and examples of implementation and teaching practice.

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2. African communalism:

Community and belonging to a community are an important aspect of African life. An individual
is conceptualised in terms of their connectedness in a community. Letseka (2000).

Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.

Own understanding of concept and examples of implementation and teaching practice.

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3. Ubuntu (humanness)

A philosophy that promotes the common good of society. It focuses on ethical standards that
a person acquires throughout their life and therefore education also plays a very important
role in transferring the African philosophy of life. The values of caring, sharing and dignity are
important. (Mosana)

Principles: Understanding the uniqueness of all persons. Recognising the humanity of others to
affirm your own humanity. Welfare of others is important. Fairness and humanness are crucial to
personal well-being.

In a fulfilled and flourishing life people are reasonably well fed, well clothed and housed, in good
health, loved, secure, and able to make a conscious effort to treat others with fairness and
humanness. Fairness and communality; individuals are interdependent. Human relationships are
important.

Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding
of the concept and examples of implementation. What does this mean in your practice as a
teacher?

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4. Africanisation:

Using an African point of departure to change or incorporate the African outlook and character
in all aspects of an education grounded in a South African context.

Principles: Our schools are situated in the South African context. Principles that guide African
ways of thinking, which may be invaluable in making education more accessible to South African
learners: Examples: Respect different ways of learning, (Letseka), use different processes and
methods of assessment (Beets & Le Grange). Use examples from South Africa and other
countries.

Own understanding of the concept and examples of implementation. What does this mean in your
practice as a teacher?

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5. Indigenous Knowledge System (IKS)

A complex set of activities, values, beliefs and practices that has evolved over time and is still
actively practised. IKS is developed and sustained through traditional education. It provides skills,
trade, training and socialisation avenues. It is a process of knowledge transmission that occurs
within the context of family, community and cultural age groups. A lifelong learning process
involving progression through age groupings, seniority and others’ wisdom.

Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction with daily experiences and reflects the community’s
value systems. The purpose of IKS is to place knowledge within the context of the user. It is
handed down from one generation to another. It involves the expertise of multiple teachers. Mazrui
refers to pillars of wisdom in integrating indigenous knowledge – tolerance, social justice, and the
like. Lave and Wenger mention situated learning while Letseka talks about ubuntu values such as
respect and ways of learning.

Own understanding of the concept and examples of implementation. What does this mean in your
practice as a teacher?

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To learn more about these concepts, access the articles from the Unisa Library:

When you observe, reflect and report on your practical teaching experience, you are linking what is
happening in the classroom today with current research. In this way, you are contributing to new
knowledge that can positively influence education in South Africa. We value your opinion and we
are looking forward to seeing you grow and develop as a teacher.

The information containing essential guidelines for your school practice period is included in Tutorial
Letter 101. Consult the guidelines prior to and during your teaching practice period. In the tutorial
letter, you will find the teaching practice Assignments 01 and 02 as well as instructions on the
preparation and submission of the assignments.

During your observation, you must complete tasks in the portfolio and make sure that all the
documents that need to be signed are signed. After completing the tasks in your portfolio during the
observation period, you must submit them online.

3.2.1 MY TEACHING PHILOSOPHY (BELIEFS)

Write a brief teaching philosophy. Include all the aspects indicated below.

a. Why you want to be a teacher.

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b. What subject and age group you would like to teach and why.

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c. How you believe teaching should take place.

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d. How you believe learners learn best.

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e. Why you believe teaching is a vital profession.

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f. How you believe you can make a difference.

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g. What learning gains you are expecting to achieve during your teaching practice.

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 3.3 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 teacher’s background 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 do the following:

• 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 their 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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3.3.1 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 student’s perspective

3.3.2 Perspectives on teaching and learning

Your mentor’s perspective on teaching and learning will influence how they manage the class, but
also how they guide you and interprets your observation of activities in the class.

Do you know who your mentor is? Their experience will influence their 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
them.

Training as mentor (by whom and how much formal/informal training, 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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3.3.3 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, and the like.

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What has been your experience of the teaching practice observations? (Both positive and negative
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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 Code of Conduct of the South African Council for
Educators?

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 substantiate your answer.

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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).

3.3.4 Policies that influence classroom management

3.3.4.1 Identify policies.

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Administration is an important part of classroom management. Policies guide classroom

administration.

a. Request the policies that are available at the school and peruse them.

1.Write down what type of policies you have found.

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2.Why do you think policies are important within the school? Explain.

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3.What are the most appropriate policies that will guide your day-to-day classroom practices?

(List the policies)

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4.How do you see these policies changing your classroom practice? Substantiate your answer.

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5.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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3.3.4.2 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 the 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 are described.

1. Does the school have a code of conduct?

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2. Do learners, parents and guardians have a copy of the code of conduct?

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3. If yes, give a brief description of the code of conduct.

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

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5. Do you think involving learners in formulating a school’s code of conduct is important or not?
Give reasons.

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6. Did you observe any learner being disciplined? Why was the learner disciplined and what kind
of action was taken?

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Observe, over a period of five school days, and present the rules that are obeyed the most.

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3.3.4.3 School buildings and grounds

In one sentence, briefly comment on the following aspects of the school buildings:

1. Condition of the school buildings:

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2. Condition of the school grounds:

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3. Did you see any evidence of vandalism?

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4. Is there any mechanism in place to prevent vandalism?

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5. Who is responsible for the maintenance of the school grounds?

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6. Are learners involved in the maintenance of the school grounds?

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7. Write down one practical recommendation on how to improve the school buildings and grounds.

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3.3.4.4 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.

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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 must 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

Your own progression per grade

From: …………..Phase :Curriculum and Assessment Policy Statement

…………………..Grade……to……… – South Africa)

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Content area Grade

……..……..…….. Grade …….. Grade …….. Grade ……..

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Topic: ……………

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Activity 2:

You read about concepts such as Africanisation and ubuntu, as well as the principles underlying
each of these concepts in the introduction. Use 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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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.

3.3.4.5 Important aspects regarding lessons and lesson presentation

3.3.4.5.1 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

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3.3.4.5.2 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.

Stages of a lesson

A. The beginning of a lesson

• How do the learners enter the classroom?

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• How do the teacher and learners greet each other?

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• How are the desks arranged?

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• Does the teacher verify attendance?

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• How is 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.

B. During the lesson:

• Does the teacher use individual work, work in pairs, group work or whole class discussion?
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• What does the teacher do to let learners know what is expected from them?
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• Where is the teacher at different stages of the lesson?

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• How does the teacher use their voice to manage what happens in the class?
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• How does the teacher praise or reward learners?

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• How does the teacher handle discipline?

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• How does the teacher handle a question they cannot answer?

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• How does the teacher deal with differently abled learners?

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C. At the end of the lesson:

• How does the teacher conclude the lesson?

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

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• How does the teacher deal with learners who have not finished their work?
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• How does the teacher dismiss the class?

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D. Observe learners:

• What are learners doing when not settling down (talking, finding equipment, playing, etc.)?
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• What prevents learners from paying attention?

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

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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.

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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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• Where does this take place?

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• What is the procedure during the assembly? Who runs the assembly? Who else is involved?
What do the learners do?
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• How do the 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? Substantiate.

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F. Teacher duties

Observe the different duties teachers are involved in.

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• 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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Reflect on the aspects. What would you do different to improve any of these aspects?

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 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 number. …………………….,

declare that all the work in this portfolio is my own.

Signature …………………………………………………

DECLARATION BY MENTOR/TEACHER

I, ………………………………………………………. (name), declare that the above student

completed their 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: ……………………………………

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……………………………………

School telephone: ……………………………………

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
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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 their work?

............................................................................................................................................................
............................................................................................................................................................

Did the student prepare properly when they had to observe lessons?

............................................................................................................................................................
............................................................................................................................................................

Did the student work regularly/continuously on their portfolio?

............................................................................................................................................................
...........................................................................................................................................................

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Did the student complete their portfolio during the practical teaching period? YES/NO

Strong points of the student/good qualities and good work done:

............................................................................................................................................................
............................................................................................................................................................

Aspects the student still has to improve to be ready to enter education as a beginner teacher:

............................................................................................................................................................
...........................................................................................................................................................

SIGNATURE SCHOOL STAMP

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 TPN2601/103

6. STUDENT REPORT

Name of student: ………………………………………………. Student number:

………………………….

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 the student’s stay at the school:

Personal appearance:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Relationship with teachers:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
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Eagerness to learn:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Eagerness to become involved:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Positive personality traits:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

Negative personality traits:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….

A final word:

Signature of principal: ……………………………………..

School stamp

Date: …………………………………………….

Signature of mentor teacher:

…………………………………...

Date: ……………………………………………..

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.

42
 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.

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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 lecturers

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 TPN2601/103

PORTFOLIO ASSESSMENT GRID FOR TPN2601 (Guidelines for markers)

CRITERIA: Lecturer
mark

1. OBSERVATION ACTIVITIES An African philosophy of education. 10

My teaching philosophy. 10

Perspectives on teaching and learning. 5

The student’s perspectives. 5

Identify policies. 10

Discipline. 10

School buildings and grounds. 10

Curriculum policy documents activities. 10

The structure and stages of a lesson. 10

Observing the different stages of a lesson. 10

2. PORTFOLIO QUALITY Declarations 10

Total [100]

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