Teach Prac 3 (Tp300 DL Yb21 21 SG) WM

Teaching Practice 3
STUDY GUIDE
TP300-DL-Yb21-21-SG
*TP300-DL-Yb21-21-SG*
Contents
Introduction 1
Attendance Register 9
Assessment of this Module 10
How to use this Study Guide 18
Learning Outcomes and Assessment Standards 23
Your Study Schedule 25
Study Session 1 35
Study Session 2 74
Study Session 3 97
Study Session 4 107
Study Session 5 135
Study Session 6 149
Study Session 7 160
Study Session 8 175
Study Session 9 199
Suggested Media and References 208
STUDY GUIDE / TP300-DL-Yb21-21-SG / Page (i)

Written by Gail Teunissen and Priya Kistan
First edition January 2021
Second edition July 2021
 STADIO (PTY) LTD

75 Silverton Road, Musgrave, Durban, 4001
This document contains proprietary information that is protected by copyright. All rights are reserved. No part
of this document may be photocopied, reproduced, electronically stored or transmitted, or translated without
the written permission of STADIO (PTY) LTD.
STUDY GUIDE / TP300-DL-Yb21-21-SG / Page (ii)

Introduction
Welcome to the module Teaching Practice 3 (TP300) at STADIO Faculty of Education
(hereafter referred to as STADIO). This is a compulsory module that integrates institutional
teaching practice (referred to as ITP) and school-based teaching practice (referred to as
SBTP). The purpose of this module is to equip you with the ability to research, plan and
present well-structured, developmentally appropriate, and culturally responsive and
integrated lessons for the Foundation Phase (FP) – that is, Grades R to 3 – in a diverse range
of school contexts. As a student teacher, you should be able to apply your knowledge of the
Curriculum and Assessment Policy Statement (CAPS) as well as the Programme and
Promotion Requirements of the National Curriculum Statement Grades R to 3 in the
classroom. You will engage in self-analysis and learn to critically reflect on your own practice
in order to become a competent teacher. This module also equips you to find solutions to
problems and deal effectively with critical issues that you may face whilst on your SBTP.
You will complete a six-week block of school-based teaching practice, which equates to 30
teaching days, in a functional school. This block teaching practice session should be done in
the second semester of this module. This teaching practice block is inclusive of five days that
you are required to spend in a Special Needs Education (SNE) school, classroom, centre or
unit. You are expected to work through Lessons 1 to 18 in this Study Guide before
attempting your six-week block of SBTP. You are expected to teach at least 10 informal
lessons to your class. You are also expected to teach six (6) formal lessons which will be
assessed by your mentor and STADIO-appointed tutor which should include lessons in a
Language, in Mathematics and in Life Skills. One of these formally assessed lessons will be
submitted to the STADIO Mentor Assessment Panel (MAP) for assessment and moderation.
The presentation of formal and informal lessons must be accompanied by a detailed lesson
plan and appropriate resources that consider the diversity of learner contexts and needs.
You are encouraged to get fully involved in the life of the school. You must shadow your
mentor teacher and engage in structured observation of lessons and classroom activities.
You must keep an accurate record of all teaching as well as non-teaching duties and write
critical reflection reports. The record of all your teaching activities should be completed on a
daily forecast (planning) record. The SBTP requirements are to be displayed in a professional
portfolio of evidence (a lever-arch file) for your mentor teacher. STADIO requires you to
submit an electronic Portfolio of Evidence (e-POE) that will be uploaded to ECI. This will be
considered a formal assessment.
The module content includes the development of lesson plans and the presentation of Life
Skills, Mathematics and Language lessons. You will practice the formulation of all the
sections of the STADIO lesson plan templates. The lesson plans you complete must integrate
appropriate resources. Viewing of recorded sample lessons will provide you with
opportunities for critiquing lesson facilitation to improve your lesson planning and
presentation skills. The use of resources for teaching and learning purposes are also
discussed. You have an opportunity to further develop your questioning skills. You are
provided with opportunities to engage in honest self-reflections on the presentation of each
lesson and your overall experiences during SBTP. You are required to observe the routine
school programme and become involved in classroom practices by assisting the mentor
teacher. To ensure effective teaching and learning in the classroom, the module includes
Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 1

strategies for creating and managing disciplined classrooms and responding to learner
misbehaviour. Forums are created on Education Connect and Interact (ECI) for students
registered for this module to discuss any problems they experience during SBTP. The lecturer
or your peers will suggest ideas or solutions.
This module will also contribute to your understanding of the collective roles of teachers in
schools and the development of beginner teacher competencies. Its purpose is to develop
you as an ethical teacher, able to manage yourself effectively in both personal and
professional situations.
This study guide will give you useful information that prepares you for teaching your own
class so it is advisable to keep it in your possession, should you need to refer to it. Distance
learning, as we all know, is not easy so you need to make a concerted effort to apply yourself
and work consistently throughout the year.
We wish you every success as you embark on this exciting experience!
Document Pack
The document pack you will have received from us contains the following:
 a copy of this Teaching Practice 3 Study Guide (TP300-DL-Yb21-21-SG);

 the Assessment Guide (TP300-DL-Yb21-21-AG);
 a copy of the booklet titled Teaching Practice 3 Mentor Teacher's Guide
(TP300-DL-Yb21-21-MTG);
 a Welcome Letter (TPD01);
 a Willingness to Host Letter (TPD02);
 a Willingness to Host Reply Form (TPD03);
 an Arrival at School Letter (TPD05); and
 a Mentor Teacher Profile Form (TPD06).
You will also find a copy of the Assessment Guide (TP300-DL-Yb21-21-AG) and this study
guide on ECI.
Page 2 TP300-DL-Yb21-21-SG Study Guide  STADIO Faculty of Education

Please note that you should read your Teaching Practice Welcome Letter (TPD01) first. It
tells what must be given to the school principal and when. The table below lays out the
intended recipient of each of the above documents.
KEEP FOR YOURSELF GIVE TO THE SCHOOL PRINCIPAL

Teaching Practice 3 Welcome Letter (TPD01) Willingness to Host Letter (TPD02)
Willingness to Host Letter (TPD02) Special
Education Experience
Teaching Practice 3 Study Guide Willingness to Host Reply Form (TPD03)
(TP300-DL-Yb21-21-SG)
Teaching Practice 3: Assessment Guide Arrival at School Letter (TPD05)
(TP300-DL-Yb21-21-AG)
Mentor Teacher Profile Form (TPD06)
Teaching Practice 3 Mentor Teacher's Guide

(TP300-DL-Yb21-21-MTG)
Readings and Media for this Module

You will need to read extensively as part of this module. You will also need to watch some
videos. Below we discuss what you must read (your prescribed readings) and what we think
you should read (your recommended readings). We also discuss the online videos you must
watch. Note that you are not meant to read and watch them now – we're just introducing
you to everything required for the module here. Later in the study guide. you are told when
to read or watch each of the listed resources.
Prescribed Readings
This module requires you to read the following prescribed texts:
 Halim, S., Wahid, R.A. and Halim, T. 2018. Classroom observation-a powerful tool for
continuous professional development (CPD). International journal on language,
research and Education Studies, 2(2), pp.162-168.
 Hannaway, D. 2019. Mind the gaps: Professional perspectives of technology-based
teaching and learning in the Foundation Phase. South African Journal of Childhood
Education, 9(1), pp.1-10.
 Marais, P. and Meier, C. 2010. Disruptive behaviour in the Foundation Phase of
schooling. South African Journal of Education, 30(1).
 Petersen, N. 2017. The liminality of new foundation phase teachers: Transitioning from
university into the teaching profession. South African Journal of Education, 37(2).
 Department of Basic Education. South Africa. 2020. GET CAPS Amendments Curriculum
and Assessment Policy Statement (CAPS): Foundation Phase Grades 1-3.
Pretoria: Government Printing Works.
 Roberts, N. 2018. School Mathematics: What is our story? [online]. Available at:
https://www.dailymaverick.co.za/article/2017-01-08-school-Mathematics-what-is-our-
story/#.WrovQIhuayI . [Accessed on 20 October 2020].

 South African Council of Education. 2000. SACE Code of Professional Ethics. [online].
Available at: https://www.sace.org.za/pages/the-code-of-professional-ethics.
[Accessed on 11 November 2020].
 Tlali, T. 2018. Developing Professionalism through Reflective Practice among Pre-Service
Teachers at the National University of Lesotho. Africa Education Review, pp.1-13.
The above prescribed texts are the primary resources in this module. You'll be told when to
read various sections of it as you work through this study guide.
You will also need to refer to the following documents regularly as part of your studies for
this module. We often refer to these documents as CAPS documents (written in uppercase)
in this study guide:
 Department of Basic Education. South Africa. 2011. Curriculum Assessment Policy

Statement (CAPS): Foundation Phrase. Grades R-3: English First Additional Language.
Statement (CAPS): Foundation Phase. English Home Language Grades R-3.
 Department of Basic Education. South Africa.2011. Curriculum Assessment Policy
Statement (CAPS): Foundation Phase. English Mathematics Grades R-3.
Statement (CAPS): Foundation Phase. English Life Skills Grades R-3.
We often refer to the above documents in this study guide simply as the:
 English First Additional Language Grades R-3 CAPS document.

 English Home Language Grades R-3 CAPS document.
 Mathematics Grades R-3 CAPS document.
 Life Skills Grades R-3 CAPS document.
Prescribed Media
 Avella, F. 2019. Classroom Management: Teachings in Education. [online]. Available at:
https://www.youtube.com/watch?v=z_XR6dy69f4. [Accessed on 23 November 2020].
 The RSA. Brené Brown on Empathy. 2013. [online]. Available at:
https://www.thersa.org/video/shorts/2013/12/brene-brown-on-empathy.
 Chapman, G. and Campbell, R. 2016. The Five Love Languages of Children [online].
Available at: https:/www.youtube.com/watch?v=hww47FYFCZ.
 Collette Mazzola-Randles. 2015. Graham Gibbs' Reflective Cycle. 2015. [online].
Available at: https://www.youtube.com/watch?v=sFZ1AlTMueg.
[Accessed on 13 December 202].

 Eagleton, J. 2015. Shared Reading. [online]. Available at:
https://www.youtube.com/watch?v=pvHfCxaywlI. [Accessed on 13 December 2020].
 Maths teacher (Mark Angel comedy) Episode 118. [online]. Available at:
https://www.youtube.com/watch?v=IsaCk4SARPk. [Accessed on 13 December 2020].
 Mathematics Video Grade 2-Symmetry. 2014. [online]. Available at:
https://www.youtube.com/watch?v=SdBO2JIYm6E. [Accessed on 13 December 2020].
 The Monkey Business Video. 2009. [online]. Available at:
https://www.youtube.com/watch?v=ux1cL7tHjlI. [Accessed on 13 December 2020].
 Paired reading. 2014. [online]. Available at:
https://www.youtube.com/watch?app=desktop&v=j80MHkyIIFs\.
 Pierson, R. 2013. Every kid needs a champion. TED Talks Education. [online]. Available
at: https://www.youtube.com/watch?v=SFnMTHhKdkw.
 Teachers Observing Teachers: A Professional Development Tool for Every School. 2020.
[online]. Available at:
https://www.educationworld.com/a_admin/admin/admin297.shtml.
 We are all different and that's awesome. [online]. Available at:
https://www.ted.com/talks/cole_blakeway_we_are_all_different_and_that_s_awesom
e?language=en. [Accessed on 13 December 2020].
 What is A Rubric. 2014. [online]. Available at:
https://www.youtube.com/watch?v=2vEldvPK6rc. [Accessed on 13 December 2020].
Supplementary Readings / Supplementary Media

You will have to read this document below which sets out the referencing techniques used
at STADIO, which are based on the Harvard System). This reference system will have to be
used when writing and submitting assignments or writing activities.
 Frank, K. and Ralfe, S. 2021. Referencing Techniques: Using the Harvard System. 5th edn.
Durban: STADIO (PTY) LTD.
You can access any this document from ECI, which is our online student portal. We will
inform you about this later in this study guide.
Please also note that your prescribed textbook(s) and this study guide will be sent to you in
hardcopy, but you will have to download the CAPS documents and the Referencing
Techniques: Using the Harvard System booklet from ECI.
Recommended Readings
You will have to read extensively as part of this module. This is not only to assist in the
classroom, but to develop yourself. At the end of this module, you will realise how important
this is. You will come across new topics and will need to do some research.

During the course, you will be given recommended literature to read. This is what you
should read. It will be to your advantage. You will also be given YouTube clips and videos to
watch and assist with your studies.
One of the most important values of a professional teacher is to become a lifelong learner.
 Chapman, G. and Campbell, R. 2016. The 5 Love Languages of Children: The Secret to
Loving Children Effectively. Chicago: Moody Publishers.
 Clarke, A. 2007. The Handbook of School Management. Cape Town: Kate McCallum.
 Covey, S.R. 2009. Everyday greatness: Inspiration for a meaningful life. Tennessee:
Thomas Nelson Publishers.
 Department of Basic Education. 2020. National Curriculum Statement GET (CAPS)
Amendment. Pretoria. Government Printing Works.
 Du Toit, E.R., Louw, L.P. and Jacobs, L. 2016. Help I'm a student teacher. 2nd edn.
Pretoria: Van Schaik.
 Gunter, G.A. and Gunter, R.E. 2015. Teachers Discovering Computers. 8th edn.
Boston: Cengage.
 Jackson, D. 1994. Discipline without Anger or Tears. Cape Town: Tafelberg.
 Killen, R. 2018. Teaching Strategies for Quality Teaching and Learning. 2nd edn.
Cape Town: Juta.
 Landsberg, E., Kruger, D. and Swart, E. 2016. Addressing Barriers to Learning. A
South African Perspective. 3rd edn. Pretoria: Van Schaik.
 Marais, P. and Meier, C. 2010. Disruptive Behaviour in the Foundation Phase of
Schooling. South African Journal of Education, 30(1).
 Mays, T., Grosser, M and De Jager, L. 2012. Getting Practical. A guide to Teaching and
Learning. 3rd edn. Cape Town: Oxford University Press.
 Naudé, M. and Davin, R. 2017. Assessment in the Foundation Phase.
 Pretorius, S.G. 2013. Teacher effectiveness in the South African context: First steps
towards a comprehensive definition. Journal of Social Sciences, 36(3), pp.235-246.
 Sharma, R. 2008. The Greatness Guide, Book 2. Jaico Publishing House.
 Van der Merwe, S. 2013. The constitutionality of section 16A of the South African
Schools Act 84 of 1996. De Jure Law Journal, 46(1), pp.237-250.
Recommended Media
During this module you must watch the following online videos:
 August, D.A. Teacher changes my life. Inspired Publishing. [online]. Available at:
https://www.youtube.com/watch?v=TCZIUb_8y5k. [Accessed on 13 December 2020].
 Jensen, 2017. Inspiration Video be a Mr Jensen. [online]. Available at:
https://www.youtube.com/watch?v=4p5286T_kn0. [Accessed on 25 November 2020].
 Pierson, R. 2013. Every kids needs a champion. TED Talks Education. [online]. Available

 Taylor, E. The Chicken and the Eagle Story. [online]. Available at:
https://www.yousubtitles.com/The-Chicken-and-The-Eagle-Story-by-Dr-Eldon-Taylor-id-
2467386. [Accessed on 25 November 2020].
 Teach Teachers how to create magic: Christopher Emdin. [online]. Available at:
https://www.ted.com/talks/christopher_emdin_teach_teachers_how_to_create_magic
?language=en. [Accessed on 13 December 2020].
 Taylor, E. The Chicken and the Eagle Story. [online]. Available at:
Terms Used in this Module

Please take note of the following definitions and abbreviations, as they are used extensively
in this module.
CAPS documents
A Curriculum and Assessment Policy Statement is called a CAPS document. As already

discussed, we reference the following four CAPS documents in this module:
 English Home Language Grades R-3 CAPS document (DoBE 2011a);

 Life Skills Grades R-3 CAPS document (DoBE 2011b);
 Mathematics Grades 1-3 CAPS document (DoBE 2011c); and
 Mathematics Grade R CAPS document (DoBE 2011d).
Children and learners
The word children may refer to babies, toddlers or young children, whatever their ages. In
this Study Guide, the word is used to refer to persons between the ages of two and
eight/nine. The term learners refers to Grades R, 1, 2 and 3 children.
STADIO Mentor Assessor Panel (MAP)
Mentor assessors are STADIO employees who formally assess the lessons taught by student
teachers. A group of more than one mentor assessor is referred to as a STADIO mentor
assessor panel (MAP). This panel is tasked with formally assessing and moderating selected
lessons of student teachers during the teaching practice.
Foundation phase (FP)
The Foundation Phase (FP) is the phase of schooling that covers Grades R, 1, 2 and 3.

Grade R
The term Grade R is a South African term that is used to indicate the year before formal
schooling. Other terms commonly used to indicate the year before formal schooling are
Grade 0 and Reception year.
School, preschool, ECD centre and baby care centre
The term school is used specifically to refer to a primary school including FP (Grades R to 3).
The term preschool is used to refer to all grades or classes prior to Grade 1. The term ECD
centre is used as a synonym for the term preschool. Some ECD centres cater for Grade R.
Some ECD centres also look after babies under two years of age in a separate section of the
ECD centre, and for this we use the term baby care centre.
Special needs education (SNE)
The term special needs education refers to schools, units, centres that provide a different
type of learning environment to cater for learners with special needs such as for example,
Down syndrome, Autism etc. In South Africa, SNE is offered in mainstream schools in a
special needs classroom, a LSEN (Learners with Special Educational Needs) school, or centres
that cater for SNE.
Student teacher and mentor teacher
The term student teacher refers to you, the student studying this module. The term mentor
teacher refers to the qualified teacher in whose class you will undertake your teaching
practice.
Post-lesson observation conference (PLOC)
The post-lesson observation conference or PLOC is a reflection and feedback session /

discussion between you and the mentor of your formal lesson presentations. This event is
linked to the STADIO MAP process. Guidelines on how to conduct the PLOC is in the last
section of the Mentor Guide.
Teaching Practice (TP)
This term is the abbreviation for Teaching Practice.

Attendance Register
There is an attendance register, titled Teaching Practice Register, in your Assessment Guide
that you must have signed by the mentor teacher (or school secretary) every day. It is your
responsibility to ensure this register is filled in correctly. It is also your responsibility to
ensure your register is stamped with the school's stamp at the end of your block teaching
practice session before you give it to the school's principal to pass on to STADIO. It is
recommended that the school should email the completed and verified attendance registers
at the end of the block teaching practice session. A copy of this document should be
uploaded to your electronic Portfolio of Evidence (e-PoE).
Registers must be returned to dlteachingprac@stadio.ac.za.
Please write your name and student number and module code in the subject line e.g.
freddy_mercury_12345_DLTP300.
Please note that you must contact your school if you are going to be absent or late on any
day. Further, you must give the mentor teacher or school principal a medical certificate or
formal doctor's note if you are absent for more than two (2) consecutive days. The medical
certificate must then be attached to the attendance register that you give to the school
principal.
Attendance at school during your teaching practice period is compulsory, and absenteeism
of 10% or above will result in you failing this module.

Assessment of this Module
Everything you need to know about the formal assessment of this module can be found in
the Teaching Practice 3: Assessment Guide (TP300) or in short – Assessment Guide from
hereon. This Assessment Guide as well as the Assessment Guide for Students that provides
detail of the types of assessment and weighting of each is available on DL TP300 on ECI.
contains the instructions and rubrics for all the Formal assignments. Electronic copies of key
documents in the assessment guide can be found on ECI on the module page.
Your final mark for this module will be obtained through a semester-year mark (SYM) and
final summative assessment (FS). This means you will undertake several different tasks
during this module, and these will count towards your final mark. There is no exam for this
module. The assessments are submitted to your lecturers in electronic format on the ECI
module page.
You must achieve a minimum of 50% in order to pass this module.
Your Study Guide

Your study guide contains various non-formal activities referred to as developmental writing
activities that you are required to complete to demonstrate your understanding as you work
through the units. The non-formal activities can be completed in your own time and can be
found in this study guide as you work through the Lessons. The formal assessment details
can be found in the Assessment Guide.
Below is a list of non-formal activities that you are required to complete as you work
through this study guide. You will also find a list of compulsory formal assessments that you
will need to complete in this module.
We briefly introduce you to each part now.
Part 1: Non-formal Writing Activities
This study guide consists of 12 non-formal writing activities. The activities are shown in the
table below.
NON-FORMAL WRITING ACTIVITIES

Developmental Writing Activity 1 Five values of a professional teacher
Developmental Writing Activity 2 Case Study on learner behaviour
Developmental Writing Activity 3 the Learning Pyramid
Developmental Writing Activity 4 Giving a Positive Directive
Difference between a Holistic Rubric and an
Developmental Writing Activity 5
Analytical Rubric.
Developmental Writing Activity 6 Research on Learning disabilities
Developmental Writing Activity 7 How do you feel about Inclusion
Reasons why Inclusivity has taken so long to
reach our schools

NON-FORMAL WRITING ACTIVITIES
Developmental Writing Activity 9 Mathematics Game
Developmental Writing Activity 10 Observation Check list
Developmental Writing Activity 11 How observant are you?
Developmental Writing Activity 12 Video observation of lesson
Note: These activities are designed to support your understanding of the content as you
proceed through the units. Guidelines and answers will be uploaded on ECI for you to verify
and check your work.
Part 2: Formal Writing Assignments
The formal Writing Assignments can be found in your Assessment Guide. There are 5 formal
writing assignments. All formal writing assignments must be uploaded to ECI. The 5 formal
writing assignments are shown in the table below. These formal assignments are reflected as
Section A of your e-Portfolio of Evidence on the mark sheet on page 18.
FORMAL WRITING ASSIGNMENTS

Formal Writing Assignment 1 Assignment 1: Online Quiz
Assignment 2: Language Lesson Plan
Formal Writing Assignment 2
Integrating a Life Skills topic
Formal Writing Assignment 3 Assignment 3: Rubric Design
Assignment 4: Reflective Collage and
Formal Writing Assignment 4
Presentation
Formal Writing Assignment 5 Assignment 5: Mathematics Interactive Game
All instructions and details for these assignments can be found in your Assessment Guide.
Take note that you are required to plan and present 16 lessons to your class during teaching
practice. Refer to the table below for the requirements for your TP block session as well as
the marksheet for this module on page 18.
Block session 1 6 formal Lessons 10 informal lessons 1 of the formal lessons

5 consecutive weeks assessed by mentor
teacher must be
submitted to STADIO
MAP for assessment
and moderation
Special Needs 1 week from your six-week teaching practice block session will be spent in
Education Experience a Learners with Special Needs (LSEN) school or LSEN classroom within a
1 week (equivalent to main stream school alternatively you will spend 30 hours in a Special
30 hours) Needs Education Centre. Formal writing assignment 4 focuses on your
Special Needs Education experience.
Read carefully through the mark sheet below. Take note of the mark allocation and
weighting for each of the seven (7) assignments.
Now refer to your Assessment Guide to get an overview of the assessment requirements for
this module.

Mark Sheet
Table 1 below will be used by us to calculate your overall mark for this module.
MARK SHEET FOR TEACHING PRACTICE FOR DLTP 300 MODULE

HIGHEST
STUDENT'S
ASSESSMENT POSSIBLE
MARK
MARK
SECTION A: Institutional Teaching Practice 500
Assignment 1: Online Quiz 100
Assignment 2: Language Lesson Plan Integrating a Life Skills topic 100
Assignment 3: Rubric Design 100
Assignment 4: Reflective Collage and Presentation 100
Assignment 5: Mathematics Interactive Game 100
SECTION B: Evidence of School Based Teaching 300
Assignment 6: Electronic Portfolio of Evidence (e-PoE) 100
Section C: Mentor Assessment Panel (MAP) 100
Life Skills, Mathematics or Language Lesson 100
Section D: Final School Assessments 100
TOTAL 800
SECTION TOTALS
STUDENT'S WEIGHTING PER STUDENT'S
SECTION
OVERALL MARK SECTION PERCENTAGE
Section A: Assignments – ITP 25%
Assignment 1 3%
Assignment 2 7%
Assignment 3 5%
Assignment 4 5%
Assignment 5 5%
Portfolio of Evidence
25%
Section B: Evidence of SBTP
Section C: Mentor Assessment
20%
Panel (MAP)
Section D: Final School
30%
Assessments

Compiling your Electronic Portfolio of Evidence (e-PoE)
As you work through this module you will need to develop a e-PoE. Detailed instructions for
the design of the e-PoE can be found in the Assessment Guide on ECI. Your e-PoE will be
submitted for assessment to an assignment submission link on the DL TP300 ECI page.
Ensure that you read the requirements of the PoE carefully before you start your teaching
practice block session.
Your Assessment Guide contains the documents that you will require to complete and
upload to your e-PoE.
Take note that during your block teaching practice session you are expected to plan and
present at least sixteen (16) lessons to your class. Six (6) of these sixteen (16) lessons will be
formally assessed by your mentor teacher. Further, all sixteen (16) lesson plans must be
included in your e-PoE. You must achieve a minimum average mark of 50% from your
mentor teacher for the six (6) lessons he or she assesses. You must also achieve a minimum
average mark of 50% from the STADIO assessor who will be marking your e-PoE.
The six (6) lessons that you present to the class to be formally assessed by your mentor
teacher must include:
 one Life Skills lesson Beginning Knowledge;

 one Life Skills lesson Personal and Social Well Being;
 one Home Language lesson;
 one First Additional Language lesson;
 one Mathematics lesson; and
 one additional lesson on any of the above-mentioned subjects.
We will now give you brief details on each of the above lessons that you must plan and
present, though of course you can find the full details in your Assessment Guide.
Life Skills lesson
During your block teaching practice session you must plan and present two (2) lessons from
the Like Skills CAPS document. You must prepare a lesson that is primarily focused on
Beginning Knowledge and a lesson that focuses only on Personal and Social Well-being. Your
mentor will assess your lesson plan and presentation.
Home Language lesson
You must also plan and present a Home Language lesson to your class. Your mentor will
assess your lesson plan and presentation.
First Additional Language lesson
You must also plan and present a First Additional Language lesson to your class. Your mentor
will assess your lesson plan and presentation.

Mathematics lesson
You must also plan and present a Mathematics lesson to your class. Your mentor will assess
your lesson plan and presentation.
Additional Life Skills, Home Language or Mathematics lesson
Finally, you can choose the subject focus of your sixth lesson for assessment. In other words,
you can select a topic from Life Skills (though only from the content area of Beginning
Knowledge or Personal and Social Well-being), Home Language or Mathematics. Once again,
your mentor will assess your lesson plan and presentation.
Lesson Assessment and Moderation by STADIO

One of the six (6) lessons assessed by mentor teacher for formal assessment must also be
submitted for assessment by STADIO Mentor Assessor Panel (MAP). With the support of
your mentor teacher, you must compile evidence for one of the lessons that you will upload
onto your ECI profile for marking by the MAP. It is your responsibility to make the necessary
arrangements with your mentor teacher to ensure this occurs. The lesson that you submit to
STADIO for assessment and moderation must be:
 a Life Skills lesson; or

 a Home Language lesson; or
 a Mathematics lessons.
Guidelines are found below, but full details can be found in your Assessment Guide.
The lesson that you choose to submit for MAP assessment and moderation can be a Life
Skills lesson, or Language lesson or Mathematics. The lesson assessment evidence must be
uploaded onto your electronic portfolio on ECI by the end of Week Two of your block
teaching practice session.
You are required to inform the Module Coordinator when you have uploaded the necessary
documentary evidence on ECI. The details of the Module Coordinator are available on the
DL TP300 ECI page.
The evidence for the MAP lesson that you must upload onto ECI for marking by STADIO's
MAP must include the following:
 a detailed lesson plan;

 any resources used (or photographs of these resources);
 an audio recording of the lesson presentation;
 a self-reflection of the lesson taught (this is completed within the lesson plan);
 a completed Assessment of a Foundation Phase Lesson form (PRAC303), which must be
obtained from your mentor teacher; and
 an audio or video recording of the post-lesson observation conference (PLOC) between
you and the mentor teacher.

A PLOC is a reflection and feedback session between you and the mentor teacher after one
of your formal lesson presentations. Guidelines for this PLOC have been given to your
mentor teacher in the Teaching Practice 3: Mentor Teacher's Guide booklet. The reflection
and feedback during the PLOC should cover your achievements, challenges and future plans.
The contents of your PLOC will help the MAP to evaluate and moderate your marks for this
module.
The main purpose for submitting evidence of your lessons onto ECI for assessment and
moderation is for the STADIO MAP to provide you with constructive written feedback on
lesson plan design in relation to your lesson presentation. The MAP will provide this
feedback to both you and your mentor teacher.
Note that the evidence you upload onto ECI should also be included in your e-PoE. A portal
will be created on ECI for you to upload your MAP.
Overall Teaching Performance

At the end of your block teaching practice period, the school principal, your mentor teacher
and any other relevant staff member. will complete a final assessment of your overall
teaching practice endeavours during your block six-week teaching practice period. This is a
confidential document, meaning you will not see its contents. The school principal will
decide how the final assessment form will be returned to STADIO (in other words, via email
or courier). Even though you will not see the completed form, the template of the form itself
is available for you to look over in your Assessment Guide. Review this form before you start
your teaching practice to familiarise yourself with the assessment criteria. Note that you
must achieve a minimum mark of 50% for this section to pass the module.
Support for Distance-learning Students

It is important to us that you, as a distance-learning student, receive all the support you
need to enjoy and succeed in your studies. With this in mind, we have thought carefully
about the different types of academic, administrative and moral support you might need,
and have put in place different systems to ensure you receive it.
Please read through the details below carefully with regards to the different types of support
we offer and how to contact us, so you are familiar with all the options available to you.
Please don't hesitate to contact us – we have a dedicated distance-learning administrative
support team happy to help you, and our lecturers value you just as much as they value our
campus-based students.
ECI
ECI is your online student platform and an essential part of your study experience. You will
have reason to go onto ECI regularly throughout this module. If you have not yet logged into
ECI, please do so now with the information you received in your welcome letter (not to be
confused with the Teaching Practice 3: Welcome Letter (TPD01)).

During your studies you will primarily use ECI to:
 check for any news, updates or additional readings from your lecturer;
 find links to online resources that you're told to read or watch in this Study Guide;
 participate in discussions on the student forum for this module;
 access the Assessment Guide for this module; and
 upload your assignment (full details on this are in your Assessment Guide).
Also note that this Study Guide can be viewed on ECI in colour, meaning you can view all
pictures and graphs in their original colours.
Administrative support
Please email any general queries regarding this module to dlteachingprac@stadio.ac.za and
remember to include your student number when you email us.
If you prefer to contact us via phone, please call one of our distance-learning student
support agents in the Student Support Centre on 031 303 7390. Our working hours are
Monday to Friday from 8 am to 4 pm. If you call outside of those hours, you will be unable to
reach anyone. If you have a pressing question during the evening or weekend, we
recommend you send it to us via email.
Don't forget that our website also has lots of useful information; the address is
https://stadio.ac.za/faculty-education/school-education.
Academic support
You have two types of academic support during your studies: The Module Coordinator who
is also the lecturer of your module, and other students doing the same module as you,
whom we refer to as your peers.
Lecturer support
For academic queries, we recommend you email us, using the following email address:
academic@stadio.ac.za. This ensures your question is in writing and we can respond in
writing. You'll then have a written reply you can keep and refer to later, and we can use your
query to help other students with a similar question.
You will find an appointment scheduling application on ECI for this module. You can use this
application to request a phone appointment with your lecturer. You must select a date and
time you want the lecturer to phone you, and he or she will then call you at the scheduled
time on the number you've provided. This means you don't have to pay for a telephone call,
and you're also guaranteed a time slot to speak with the lecturer of your module. Since a
lecturer may well be lecturing on certain days of the week, we've set aside specific days and
times when each one is available.
Please ensure you provide all the necessary information regarding the nature of the call
when you schedule the phone appointment, so your lecturer is adequately prepared to
answer your queries. Also note that you must schedule a call at least two days in advance.

Peer support
Please use the student forum on ECI for this module to engage with your fellow students.
You can also use this forum to ask questions. However, the student forums aren't
monitored, so you may not get a response from STADIO, or you may get a response from a
fellow student. Your input in forum discussions will benefit both you and your distance-
learning peers, as you're able to provide and receive insight.
Please note that we close our doors twice a year for three weeks at a time during the long
public-school holidays, which are in December and June – July. You will find specific holiday
dates per year on ECI. During this time, we won't offer the regular administrative or
academic support. So please ensure you plan your year accordingly to accommodate these
two closures.

How to use this Study Guide
This Study Guide has been compiled to help you work through the prescribed study material
for this module in a logical and manageable way. The Study Guide gives you the theory and
explanations, where necessary, but also offers you examples of the work. This enables you
to experiment with these examples and offers you opportunities for self-reflection and self-
assessment.
We suggest you skim through the Study Guide to get an overview of the module's structure
and content. Then, only, commence with your study schedule.
Your Study Schedule

Your study schedule, which comes a little further on, in this Study Guide, is a summary of
your module content, and clearly sets out the following, for you:
 the lessons in the module;

 Prescribed readings and media
 learning outcomes per lesson; and
 suggested lesson timeframes.
Study sessions in this Module

You will find nine study sessions in your study schedule. The following lessons appear in each
of the study sessions:
Study Session 1: Introduction to Teaching Practice 3 – TP300
The first study session contains the following two lessons:
 Lesson 1: Introduction to Teaching Practice.

 Lesson 2: Professionalism and the School Structure.
Study Session 2: Effective Classroom Management
The second study session is the longest, and contains the following four lessons:
 Lesson 3: Effective Classroom Management.

 Lesson 4: The effective of positive versus negative discipline.
 Lesson 5: Managing a class with Empathy.
 Lesson 6: Role Play: Creating a positive learning climate.

Study Session 3: Assessment and Rubric Design
The third study session contains the following lesson:
 Lesson 7: Understanding Assessment and Rubric Design.
Study Session 4: Lesson Planning and Integration
The fourth study session contains the following three lessons:
 Lesson 8: Using CAPS for lesson planning.

 Lesson 9: An example of compiling a Language lesson integrated with a topic from
Life Skill.
 Lesson 10: Connectedness.
Study Session 5: Special Needs Experience and Classroom Environment
The fifth study session contains the following two lessons:
 Lesson 11: Key Barriers to Learning.

 Lesson 12: LSEN Schools and Inclusive Classrooms.
Study Session 6: Reflection
The sixth study session contains the following lesson:
 Lesson 13: Using Gibbs' Reflective Cycle.
Study Session 7: Reading
The seventh study session contains the following lessons:
 Lesson 14: Difference between Shared reading, Guided reading and Reading lessons.
 Lesson 15: Encouraging prediction when reading.
Study Session 8: Mathematics and ICT
The eighth study session contains the following lessons:
 Lesson 16: Mathematics lesson plans with Integration.

 Lesson 17: Mathematics and ICT.

Study Session 9: Critiquing a video of a lesson presentation
The ninth and last study session contains the following lesson:
 Lesson 18: Videoing your own lesson presentation.
If you want to do further reading and obtain publications that we used as source documents
when we wrote this study guide, you should look at the reference list at the end of the
guide
Learning Outcomes and Assessment Standards for this

Module
We list learning outcomes and assessment standards for the module as a whole, just before
your study schedule. We also list learning outcomes for each study session at the beginning
of that study session. The learning outcomes tell you exactly what you need to be able to do
at the end of the module or study session, while the assessment standards tell you how you
can check that you've achieved the outcomes.
Self-assessment during this Module

Since you are studying via distance learning, it's important for you to take charge and
monitor your own progress. To help you do this, we have incorporated various modes of
self-assessment into the module which you can use to gauge your knowledge and
understanding of the material. Specifically, we include some or all the following types of self-
assessment in this study guide:
 self-reflections;
 developmental writing activities;
 application activities;
 self-assessment tests; and
 competence checklists.
Herewith a brief summary of each type of self-assessment.
Self-reflections
Self-reflections are activities that ask you to think about important topics or questions. They
do not require you to do anything other than think carefully about something. Self-
reflections are your opportunities to work through new concepts, identify areas in your life
or work that need change and solve problems.
This is the reason why we self- reflect on the lessons we have presented. We aim to improve
on every presentation.

Developmental writing activities
Developmental writing activities are compulsory informal activities that you are required to
complete in order to demonstrate your understanding of the content of this module. You
will be provided with guidelines or model answers via ECI which will demonstrate how you
should have answered these activities to assist you in preparing for the completion of your
formal writing activities. These activities are invaluable, as they help you to clearly assess
your ability to answer similar questions in an exam or any other formal assessment.
Application activities
Application activities are a hybrid of writing and practical activities. They ask you to
physically apply your theoretical knowledge and then assess the outcomes or to carry out an
experiment and then record your findings. We encourage you to use application activities to
evaluate your understanding of the relationship between the theoretical content in this
study guide and the way you will need to apply it to solve real-world problems.
Self-assessment tests
You'll find self-assessment questions and answers at the end of every study session in this
module. The self-assessment tests are similar to writing activities, only they come at the end
of a study session, and so require you to respond to questions based on all the content in
that study session, and often in a more integrated manner. There is no space in the
Study Guide to write down your answers – you should do this in a notebook of your own and
then check your answers. We encourage you to physically write down your answers, and not
just to think them through, as you need to practise articulating your thoughts, reasoning
(how you work it out) and understanding effectively, in words.
Once you have written out your answers to all the questions, only then should you compare
your answers with the model answers provided, as this exercise will give you a good
indication of how well you've understood the content of that study session and are able to
apply the theory.
Competence checklists
We have also included a competence checklist at the end of each study session to help you
to confirm that you can perform the listed learning outcomes for that session, with a little
checkbox next to each for you to tick. Essentially, the learning outcomes are a summary of
your goals for working through a given module, and you want to know that you can
confidently tick each box before undertaking the final exam.

Good Luck with your Studies
We have attempted to set you up for your journey in long distance learning. However, since
you do not have face to face time with a lecturer or colleagues to have work discussions so,
you are going to have to apply self-discipline. You do not have anybody checking up on you
daily to ensure you have completed daily activities and tasks. Although many of these
activities do not form part of your formal assessment, it is important that you realise you are
setting yourself up to be an effective teacher. As mentioned before, you need to exercise a
mature approach to your studies. Embrace the challenge and keep the goal in mind, by
practising responsibility and perseverance. We are here to assist you to achieve your goal.
Enjoy the ride.

Learning Outcomes and Assessment
Standards
LEARNING OUTCOMES ASSESSMENT STANDARDS
Upon successful completion of this module, We know that you have met the learning
you must be able to do the following: outcomes when you can do the following:
LO 1: Complete lesson plans using clear AS 1: Plans a CAPS lesson in which the
outcomes according to the CAPS different lesson phases includes
document. correct teaching and learning
activities and appropriate
LO 2: Include a variety of lesson with assessment tasks.
appropriate teaching and learning
activities. AS 2: Competently plans and presents
well-researched content in lesson
LO 3: Design and effectively use preparation using the CAPS
assessment task rubrics to documents.
ascertain the degree of learning
taking place both during and after a AS 3: Effectively integrates appropriate
lesson. information and communication
technology in their lesson delivery,
LO 4: Research topics / core content that is, white board if the school has
before presenting a lesson. one, a YouTube clip, or even music
on a cell phone.
LO 5: Plan and present quality lessons
clearly showing an integrated AS 4: Chooses appropriate media that will
approach to teaching and where add value to the lesson.
information and communication
technology was used and how it AS 5: Structures a lesson according to the
was used. chosen theme.
LO 6: Teach a language lesson by AS 6: Designs an appropriate rubric as an

designing their lessons around a assessment tool.
chosen life skills topic.
AS 7: Executes effective behaviour
LO 7: Use effective discipline strategies to management in the classroom and
manage a class. successfully demonstrates the
acquired skill during role play
LO 8: Develop and demonstrate good session.
questioning techniques.
AS 8: Effectively applies Bloom's
LO 9: Design appropriate learning Taxonomy and various questioning
resources to add value to their techniques when formulating
lesson presentation. questions to be asked during
presentations.
LO 10: Reflect on the positives and
negatives of their lesson AS 9: Creates an activity to enhance
presentations. learner's mathematic skills.

LEARNING OUTCOMES ASSESSMENT STANDARDS
Upon successful completion of this module, We know that you have met the learning
you must be able to do the following: outcomes when you can do the following:
LO 11: Demonstrate the appropriate use of AS 10: Reflects honestly on lessons,

resources to enhance teaching. accepts critical feedback offered by
their peers and lecturer and
LO 12: Cultivate a practical understanding implements changes based on the
of teaching and learning in a feedback.
diverse range of South African
schooling arenas. AS 11: Portrays the attributes of a
professional teacher in their
LO 13: Nurture a commitment to the ideals attitude, their enthusiasm, dress
of the teaching profession. code and their commitment and
involvement in DL-TP300.
LO 14: Present themselves in a
professional manner choosing a AS 12: Shows competence in record
professional dress code. keeping and portfolio design.
LO 15: Read and interpret academic AS 13: Effectively communicates with the
journal articles. staff and learners at the school.
LO 16: Develop desirable professional AS 14: Recognises and explains the

attitudes, interests and ideas diversity within a classroom and
related to the teaching profession. ensures the inclusion of all learner
in teaching and learning.
LO 17: Draw on experience of working with
colleagues in the school AS 15: Respond critically to questions
environment and practice based on academic articles.
collegiality.
AS 16: Display an ethical, professional and
committed attitude to the teaching
profession.
AS 17: Actively engages in collaborative

activities in school.

Your Study Schedule
STUDY SESSION 1
PRESCRIBED READING(S) /
LESSON LEARNING OUTCOMES TIMEFRAME
PRESCRIBED MEDIA
LESSON 1: Introduction to Recommended media:  Identify the purpose and requirements of the 1 week
Teaching Practice DL-TP300 module.
 August, D. A Teacher changes my life. Inspired  Explain what you can expect from your school
Publishing. [online]. Available at: mentor and the tutor at STADIO Faculty of
https://www.youtube.com/watch?v=TCZIUb_8y5k. Education.
[Accessed on 13 December 2020].  Plan for lesson presentations and assessments.
 Identify the requirements of the Electronic
Study Guide  STADIO Faculty of Education

 Pierson, R. 2013. Every kids needs a champion. TED Portfolio of Evidence (e-PoE).
Talks Education. [online]. Available at:
https://www.youtube.com/watch?v=SFnMTHhKdkw.
 South African Council of Education. 2000. SACE Code of

Professional Ethics. [online]. Available at:
https://www.sace.org.za/pages/the-code-of-
LESSON 2: Professionalism and professional-ethics. [Accessed on 11 November 2020].  Define 'professionalism'. 1 week
The School Structure  Identify ways to be professional.
 Taylor, E. The Chicken and the Eagle Story. [online].  Explain the functions and structure of the school.
Available at: https://www.yousubtitles.com/The-
Chicken-and-The-Eagle-Story-by-Dr-Eldon-Taylor-id-
TP300-DL-Yb21-21-SG
Recommended reading:
 Petersen, N., 2017. The liminality of new foundation

phase teachers: Transitioning from university into the
teaching profession. South African Journal of
Education, 37(2).
Page 25
STUDY SESSION 1 (continued)
Page 26
PRESCRIBED MEDIA
LESSON 2: Professionalism and  Teach Teachers how to create magic: Christopher
The School Structure (continued) Emdin. [online]. Available at:
https://www.ted.com/talks/christopher_emdin_teach
_teachers_how_to_create_magic?language=en.
STUDY SESSION 2
PRESCRIBED MEDIA
LESSON 3: Effective Classroom Prescribed readings:  Explain the meaning of classroom management. 1 week
Management  Identified different strategies to diffuse discipline
 Marais, P. and Meier, C. 2010. Disruptive behaviour in problems.
TP300-DL-Yb21-21-SG
the Foundation Phase of schooling. South African  Discussed ideas on how to control difficult
Journal of Education, 30(1). behaviour problems in class.
 Van der Merwe, S., 2013. The constitutionality of

section 16A of the South African Schools Act 84 of
1996. De Jure Law Journal, 46(1), pp.237-250.
Prescribed media:
 Pierson, R. 2013. Every kid needs a champion. TED

Talks Education. [online]. Available at:
https://www.youtube.com/watch?v=SFnMTHhKdkw.
Recommended media:
 Teach Teachers how to create magic: Christopher

Emdin [online]. Available at:
https://www.ted.com/talks/christopher_emdin_teach
_teachers_how_to_create_magic?language=en.

PRESCRIBED MEDIA
LESSON 4: The Effect of Positive Prescribed reading:  Develop and awareness of the effect of positive 1 week
Versus Negative Discipline versus negative discipline.
 Marais, P. and Meier, C. 2010. Disruptive behaviour in  Develop an understanding of why learners
the Foundation Phase of schooling. South African misbehave in class.
Journal of Education, 30(1).  Identify patterns of misbehaviour.
 Differentiate between 'discipline' and
Prescribed media: 'punishment'.
 Avella, F., n./a. Classroom Management: Teachings in

Education. [online]. Available at:
https://www.youtube.com/watch?v=z_XR6dy69f4.

 Killen, R. 2018. Teaching Strategies for Quality

Teaching and Learning. 2nd edn. Cape Town: Juta.
LESSON 5: Managing a Class with Prescribed media:  Define 'empathy'. 1 week
Empathy  List ways to practise using empathy in the
 Brown on Empathy. 2013. [online]. Available at: classroom.
https://www.thersa.org/video/shorts/2013/12/brene-  Identifying the five love languages of children.
brown-on-empathy. [Accessed on 25 November 2020].
 Chapman, G. and Campbell, R. 2016. The Five Love

Languages of Children. [online]. Available at:
https:/www.youtube.com/watch?v=hww47FYFCZ.
TP300-DL-Yb21-21-SG
Recommended readings:
 Chapman, G. and Campbell, R. 2016. The 5 Love

Languages of Children: The Secret to Loving Children
Effectively. Chicago: Moody Publishers.
Page 27
Page 28
PRESCRIBED MEDIA
LESSON 5: Managing a Class with  Sharma, R., 2008. The Greatness Guide, Book 2.
Empathy (continued) Jaico Publishing House.
LESSON 6: ROLE PLAY: Creating a Recommended reading:  Define what 'role play' is. 1 week
Positive Learning Climate  Plan and prepare for role play.
 Killen, R. 2018. Teaching Strategies for Quality  Identifying the types of role play.
Teaching and Learning. 2nd edn. Cape Town: Juta.  Reflect on role play.
STUDY SESSION 3
PRESCRIBED MEDIA
LESSON 7: Assessment and Rubric Prescribed reading:  Differentiate between 'assessment' and 1 week
Design 'evaluation'.
TP300-DL-Yb21-21-SG
 Department of Basic Education. South Africa. 2011b.  Apply the National Curriculum ad Assessment
Curriculum Assessment Policy Statement (CAPS): Policy Addendum document to assessment and
Foundation Phase. Life Skills Grades R-3. Pretoria: evaluation.
Government Printing Works:  Identify strategies to assess learners.
 page 16.  Explain the purpose of a rubric.
 Distinguish between an 'analytic rubric' and a
Prescribed media: 'holistic rubric'.
 Use rubrics for assessment.
 What is A Rubric. 2014. [online]. Available at:  Create your own rubric for a lesson.
https://www.youtube.com/watch?v=2vEldvPK6rc.  List the advantages and disadvantages of using a
[Accessed 13 December 2020]. rubric.
 Naudé, M. and Davin, R. 2017. Assessment in the

Foundation Phase. Pretoria: Van Schaik.

STUDY SESSION 4
PRESCRIBED MEDIA
LESSON 8: Using CAPS for Lesson Prescribed reading:  Develop a lesson plan. 1 week
Planning  Reading a CAPS document with understanding.
 Department of Basic Education. South Africa. 2011a.  Discuss each part of the lesson plan.
Curriculum Assessment Policy Statement (CAPS):  Ideas for lesson introductions and consolidations.
Foundation Phase. English Home Language Grades R-3.  Use the CAPS document efficiently.
Pretoria: Government Printing Works:  Review the basic details of a lesson plan.
 pages 111 to 117.  Write out a lesson plan on the STADIO template.
 Department of Basic Education. South Africa. 2011b.

Curriculum Assessment Policy Statement (CAPS):
Foundation Phase. Life Skills Grades Pretoria:

Government Printing Works:
 page 55.
Recommended media:
 Jensen. 2017. Inspiration Video be a Mr Jensen.

https://www.youtube.com/watch?v=4p5286T_kn0.
LESSON 9: An Example of Prescribed reading:  Define what 'integration' is. 1 week
Compiling a Language Lesson  Example lesson with integration.
Integrated with a Topic from Life  Department of Basic Education. South Africa. 2011.  Gain ideas from an example lesson.
Skills Curriculum and Assessment Policy Statement (CAPS):
Foundation Phase. English Life Skills Grades R-3.
Pretoria: Government Printing Works:
TP300-DL-Yb21-21-SG
 page 90.
Page 29
Page 30
PRESCRIBED MEDIA
LESSON 10: Connectedness Prescribed reading:  Review integration in a lesson. 1 week
 Develop an awareness of what connectedness.
 Department of Basic Education. South Africa. 2011.  Connectedness in the classroom.
Curriculum and Assessment Policy Statement (CAPS):  Verbs to use when using Bloom's Taxonomy.
Foundation Phase. English Life Skills Grades R-3.
 page 43.
Prescribed media:
 Jensen. 2017. Inspiration Video be a Mr Jensen.

https://www.youtube.com/watch?v=4p5286T_kn0.
TP300-DL-Yb21-21-SG
STUDY SESSION 5
PRESCRIBED MEDIA
LESSON 11: Key Barriers to There are no Prescribed readings for this lesson.  Identify the different developmental stages of a 1 week
Learning child, in order to recognise learning barriers.
 Explain the term 'Learning Barriers' and discuss
learning barriers entail.
LESSON 12: LSEN Schools and Prescribed media:  Define of 'inclusive education.' 1 week
Inclusive Classrooms  Differentiate between inclusive and traditional
 Blakeway, C. 2017. We are all different and that's education.
awesome. [online]. Available at:  Demonstrate an awareness of the changes
https://www.ted.com/talks/cole_blakeway_we_are_al needed for Inclusion.
l_different_and_that_s_awesome?language=en.  Review an example lesson for an Inclusive class.

STUDY SESSION 6
PRESCRIBED MEDIA
LESSON 13: Reflection Prescribed reading:  Explain what reflection and reflective teaching is. 2 weeks
 Develop and understanding why students and
 Tlali, T. 2018. Developing Professionalism through teachers need to make use of reflection in the
Reflective Practice among Pre-Service Teachers at the classroom.
National University of Lesotho. Africa Education  Practice using the Gibbs' Reflective Cycle.
Review:  Show ways to reflect.
 pages 1 to 13.
Prescribed media:
 Graham Gibbs' Reflective Cycle. 2015. [online].

Available at:
https://www.youtube.com/watch?v=sFZ1AlTMueg.
STUDY SESSION 7
PRESCRIBED MEDIA
LESSON 14: Shared Reading, Prescribed reading:  Recall the reasons why we read. 2 weeks
Guided Reading and Reading  Develop and understanding of how English Home
Lessons There are no prescribed readings for this lesson. Language is divided into sections (CAPS).
 Define what 'shared reading' is.
Prescribed media:  List the advantages of 'shared reading'.
 Define what 'guided reading' is.
 Eagleton, J. 2015. Shared Reading. [online]. Available  Differentiate between 'peer reading' and
TP300-DL-Yb21-21-SG
at: https://www.youtube.com/watch?v=pvHfCxaywlI. 'independent reading'.
 Paired reading. 2014. [online]. Available at:

https://www.youtube.com/watch?app=desktop&v=j80
MHkyIIFs\. [Accessed on 13 December 2020].
Page 31
Page 32
PRESCRIBED MEDIA
LESSON 15: Encouraging Prediction Prescribed reading:  Use a guide to show parents how to help with 1 week
when Reading reading.
 Department of Basic Education. South Africa. 2011.  Explain prediction and its use in reading.
Curriculum Assessment Policy Statement (CAPS):
English Home Language Foundation Phase. Grade1-3.
 pages 8 to 11.
STUDY SESSION 8
PRESCRIBED MEDIA
LESSON 16: Mathematics Lesson Prescribed readings:  Explain the purpose of teaching Mathematics. 1 week
TP300-DL-Yb21-21-SG
Plans and Integration  Use the Mathematics lesson plan for lesson
 Department of Basic Education. South Africa. 2011. planning.
Curriculum Assessment Policy Statement (CAPS):  Prepare an integrated Mathematics lesson.
Foundation Phase Mathematics- Grade 1-3. Pretoria:  Differentiate between a Game and an Activity.
Government Printing Works:
 pages 9 to 11.
 Roberts, N. 2018. School Mathematics: What is our

story? [online]. Available at:
https://www.dailymaverick.co.za/article/2017-01-08-
school-Mathematics-what-is-our-story/#.WrovQIhuayI.
[Accessed on 20 October 2020].
Prescribed media:
 YouTube clip: Maths teacher (Mark Angel comedy)

Episode 118. [online]. Available at:
https://www.youtube.com/watch?v=IsaCk4SARPk.

PRESCRIBED MEDIA
LESSON 16: Mathematics Lesson Recommended reading:
Plans and Integration (continued)
 Gunter, G.A. and Gunter, R.E. 2015. Teachers
Discovering Computers. 8th edn. Boston: Cengage.
LESSON 17 Mathematics and ICT Prescribed readings:  Displays ways to use ICT in a Mathematics lesson. 1 week
 Design a Mathematics lesson using technology.
 Department of Basic Education. South Africa. 2011.  Review Mathematics teaching in South Africa and
Curriculum Assessment Policy Statement (CAPS): internationally.
Mathematics Foundation Phase Grade R-3 Phase.
 page 22.

 Hannaway, D., 2019. Mind the gaps: Professional
perspectives of technology-based teaching and
learning in the Foundation Phase. South African
Journal of Childhood Education, 9(1):
 pages 1 to 10.
 Gunter, G.A. and Gunter, R.E. 2015. Teachers

Discovering Computers. 8th edn. Boston: Cengage.
TP300-DL-Yb21-21-SG
Page 33
STUDY SESSION 9
Page 34
LESSON LEARNING OUTCOME TIMEFRAME
PRESCRIBED MEDIA
LESSON 18: Critiquing a Video of a Prescribed reading:  Critique of a videoed lesson presentation. 2 weeks
Lesson Presentation
 Halim, S., Wahid, R.A. and Halim, T. 2018. Classroom
observation-a powerful tool for continuous
professional development (cpd). International journal
on language, research and Education Studies, 2(2):
 pages 162 to 168.
Prescribed media:
 Mathematics Video Grade 2-Symmetry. 2014. [online].

Available at:
TP300-DL-Yb21-21-SG
https://www.youtube.com/watch?v=SdBO2JIYm6E.
 The Monkey Business Video. 2009. [online]. Available

at: https://www.youtube.com/watch?v=ux1cL7tHjlI.
 Teachers Observing Teachers: A Professional

Development Tool for Every School. 2020. [online].
Available at:
https://www.educationworld.com/a_admin/admin/ad
min297.shtml. [Accessed on 13 December 2020].

Study Session 1
Welcome to the first of your ten study sessions for this module. Let us start by looking at the
learning outcomes for this study session.
Learning Outcomes
After you've completed Study Session 1, you should be able to do the following:
 identify the purpose and requirements of the DL-TP300 module;

 explain what you can expect from your school mentor and the tutor at
STADIO Faculty of Education;
 plan for lesson presentations and assessments;
 identify the requirements of the electronic Portfolio of Evidence (e-POE);
 define 'professionalism';
 identify ways to be professional; and
 explain the structure of the school.
Overview of Study Session 1

In Lesson 1, Introduction to Teaching Practice 3, we begin by exploring the requirements
and purpose of the 3rd year of Teaching Practice module. We will then review the
assessment structure for this module and then discuss the design of the Electronic Portfolio.
This section also briefly' s shares insight into the Special Education Experience that you are
required to do.
In this introductory units we also unpack professionalism and ways to be professional. We

also examine the how a school functions, the structure of school, school governing bodies
and interactions with parents.
It's time now to start Lesson 1.

Lesson 1: Introduction to Teaching Practice
There are no Prescribed Readings or Media for Lesson 1.
Introduction
We begin this lesson by highlighting the purpose and requirements of this module with the
aim of developing you as a professional and competent teacher. We then move on to discuss
the roles of the mentor teacher and your academic tutor during the SBTP component of this
module. During your first and second year of study, you covered lesson planning,
presentation and classroom management. In this 3rd year module we remind you of
important aspects covered in the previous years and we elaborate on additional topics
related to teaching and the profession. In this section we also discuss how you can prepare
for designing lesson planning and presentations. Lesson planning and lesson presentation or
delivery is essential for a successful lesson. This introductory lesson will also discuss ways to
manage your classroom effectively and share with you some guidelines of classroom
management. We then move on to discuss the development of your electronic Portfolio of
evidence and its requirements. The assessment structure is also shared with you in this
lesson of Study Session 1. In this lesson we also discuss the Special Education Experience
which is an important component of your 6-week bock of teaching practice. As a reminder,
you are required to do one week (equivalent to 30 hours) of the six week of teaching
practice, in a Special Needs Education school, or classroom, or centre.
Once the SBTP requirements and expectations are shared with you, we move on to Lesson 2
which discusses professionalism in schools and how a school functions and its structure.
Developing an awareness of a school system will inform how you behave and interact in your
school environment. This lesson also provides valuable information on the functions of
school governing body, school policies and how to manage parent teacher interactions.
Purpose of the DL TP300 module

Teaching practice for student teachers is often considered to be the most transformative
experience in teacher education. During teaching practice, you will enact in the classroom
the teaching and learning theories, strategies, and professional standards you learned in all
your previous and current modules in the B. Ed Foundation phase programme. As a
developing teacher, you will also have to adhere to professional and ethical standards that
have been determined by the South African Council for Educators (SACE). While this may
sound daunting, the modules that you have studied and the modules that you will continue
to study this year will more than adequately prepare you for success in the foundation phase
(Grades R to 3). Through conscientious planning, developing active and engaging lessons for
foundation phase learners, teaching for learner understanding, collaborating and engaging
with your lecturers, mentor teachers and other teachers in school, and by constantly
reflecting on your practice as you strive towards improvements, you will emerge at the end
of this experience a confident professional teacher.

Before you commence your 6-week block of teaching practice, you are required to work
through lessons 1 to 18 in this Study Guide and read the Assessment Guide carefully so that
you familiar with the requirements of this DL TP300 module.
Your STADIO Tutor and Mentor Teacher

We now briefly discuss what you can expect from your STADIO tutor and your school mentor
teacher. We also discuss how to prepare yourself for the assessment and establish and
maintain good classroom discipline.
What can you expect from your STADIO Tutors?
You can expect your STADIO tutor to:
 mark your e-PoE for DL-TP300;

 provide you with honest, constructive feedback on your e-PoE tasks to help you develop
your teaching skills; and
 intervene if there is a serious problem at your school.
What can you expect from your school mentor teacher?
You can expect your school mentor teacher to:
 explain the Code of Conduct, general layout of the school, procedures and discipline
policies to you;
 provide you with a teaching timetable and the names of the learners in your class;
 give you the theme and topics of lessons that need to be taught and discuss ideas for
tasks and resources (see Lesson Plan Outline);
 check your lesson plans before presentation and suggest changes if necessary;
 observe your lessons and give you feedback after the delivery of each lesson;
 provide honest feedback on your progress;
 discuss and share their teaching strategies with you, how they manage their class, how
they plan/prepare their lessons and how they monitor / assess their learners' progress;
 have a conversation with you around the various assessments and expectations;
 sign your attendance register daily;
 stamp and sign the attendance register for verification; and
 assist you with selecting one of your formal lessons for recording of the PLOC (feedback)
and to upload the one assessments evidence on to ECI.

How to prepare yourself for lessons and assessment
presentation
1. Use PRAC 301d to plan and present all lessons including Mathematics. You will notice
that the lesson plan supports integrated lesson plan design.
2. Ensure that you teach a range of subjects when you are at school (consult your
Lesson Plan Outline) and the CAPS documents for Foundation Phase.
3. Include integration in the planning and presentation of lessons.
4. Ask your school mentor for advice / assistance when preparing for a lesson.
5. The lesson being presented should form part of the normal daily activities of the class.
Do not change the topic / theme to suit your lesson.
6. Make sure that you complete the section under "Reflection by Student" on each lesson
plan. This is an important aspect of self-analysis and growth and your developing
professional practice.
7. Formal lesson presentations are to be viewed as a positive learning experience and
should therefore be approached from this point of view.
8. The number of lessons presented during a given week of teaching practice is at the
discretion of the supervising teacher / school. We suggest that you present a minimum
of two lessons per week.
9. Please refer to your Lesson Plan Outline to assist with your planning.
10. Make your own activities and resources for your lesson presentations, using the correct
font as requested by your school mentor.
11. Ensure that you are committed and thoroughly prepared to teach a lesson when
requested by your school mentor.
How to Establish and Maintain Class Discipline

 Learners who are interested in the lesson and are engaged in meaningful activities will
rarely misbehave. Most discipline problems can be avoided by skilful teaching!
 Expect excellent behaviour from the learners – you are their educator, not their friend.
When you expect good things from learners, they are willing and eager to please, and
will most likely demonstrate the behaviours you expect.
 Research and know the content of your lesson thoroughly. You cannot teach confidently
that which you do not know yourself.
 Insist that learners are attentive and focused on you before you give instructions.
 Learners respond more to praise for good behaviour, than being shouted at for bad
behaviour.
 Avoid threats, as they undermine your authority and invite learners to test you and the
boundaries that you have put in place!
 Refer serious behaviour problems to your school mentor.
 You achieve REAL classroom discipline with true professional authority when learners
are engaged in learning something worthwhile.
Refer to Study Session 2 for more practical guidelines on effective classroom management.

How to Develop your Electronic Portfolio of Evidence?
The electronic Portfolio of Evidence (e-PoE) is a comprehensive document that is a
representation of all your work, lesson planning, resources, artefacts and images that have
been accumulated during your teaching practice block. You had experience of developing a
comprehensive PoE in your second year. As a reminder, let us focus briefly on what is an e-
PoE? Your e-PoE is the evidence of your developing competence as a Foundation Phase
teacher. In other words, the e-PoE is your representation of knowledge, skills and disposition
developed as a Foundation Phase teacher during the module and the productive time spent
in school. The e-PoE requires you to display your administrative skills and showcase your
ability to plan lessons and resources and to teach these lessons in a Foundation Phase
classroom. Your Electronic Portfolio of Evidence will be separated into five (5) folders.
Electronic Portfolio of Evidence requirements
Adhere to the following sequence and format when preparing your file. Your electronic file
information should appear in the following order in folders:
1.1 Administration
 TPR 300 Portfolio of Evidence assessment rubric (included in the Assessment Guide for
this module).
 Signed and dated student pledge (available on ECI).
 Information about your TP school (name of school, physical address, size of the school,
surname and name of your mentor / class teachers and for which subject).
 Timetable of your school mentor teacher / class teacher.
 Copies of your attendance register for your TP block – stamped and signed by the
school.
 Daily planner (× 6 sheets = 1 sheet per week, completed in detail).
1.2 Formal Lesson Assessments
Formal lessons refer to lessons formally assessed by the mentor on the prescribed form
 Lesson plan outline for formal assessments (available on ECI).

 Six (6) school mentor assessments.
1.3 Informal Lessons
Informal lessons refer to lessons that you planned and presented but which were not
formally assessed by the mentor on the prescribed form. The mentor may give you verbal or
written feedback.
 Lesson plan outline for informal assessments (available on ECI).

 Ten (10) lesson plans and resources presented as informal lessons.
Please note: Lesson Plans and Resources for sections 1.2 and 1.3 need to be filed together
with the resources you used in the lesson, do not separate them and file them elsewhere.

You may include photographs of a resource that you designed into your file. Credit is given
for originally produced resources.
1.4 Final Reflection
Please refer to the Assessment Guide for Reflection topic based on your teaching practice
Experience.
1.5 General
Include any additional information that you may wish to have in your portfolio of evidence.
Please note that for STADIO you are required to submit an electronic Portfolio of Evidence
using ECI. This means that you will no longer submit a physical file to STADIO instead you will
upload all your documents onto ECI. For more information and guidance on this please refer
to page 27 in the Assessment Guide.
You will however be required to keep a file for your personal use and for your mentor
teacher. You may follow the same guidelines of keeping a file as you did in your second year.
Some requirements are listed below.
 You are required to prepare a neatly covered Lever Arch file with the following details:
Initials and surname together with your student number clearly indicated on the cover
and the spine of the file.
 This is file is for you and the mentor teacher. This file does not need to be submitted to
STADIO. STADIO requires an electronic PoE submission.
 Please follow the same guideline land instructions for electronic PoE in developing your
file for you and your mentor teacher.
Special Education Experience (SEE)

You are required to spend one (1) week in an LSEN school during your teaching practice. If
you are unable to attend an LSEN school, then you are required to spend time in a Special
Needs Centre / Unit for foundation phase learners. The hours spent in a special Needs
Centre must equate to 30 hours. You may attend a Special Needs Centre during weekends,
public holidays or a vacation period that you may have. you will only need to spend 5 weeks
at your school for Teaching Practice. The special education experience will be supplemented
by a reflective collage with a written description assignment which will reveal your learning
and experience during that component of teaching practice, more details on this can be
found in the Assessment Guide under Assignment 4.
You will be required to find your own LSEN school or Special Needs Centre for your Special
Education Experience. Therefore, you will need to submit two (2) Willingness to Host forms,
one for your practice teaching and the second for your special education experience.

Summary of Lesson 1
In this lesson, Introduction to Teaching Practice, we shared what you can expect from your
STADIO tutor and your school mentor and we gave you basic guidelines on how to establish
and maintain classroom discipline. We also provided a synopsis of the sections of the
electronic Portfolio of Evidence that reflects your developing competence as a teacher. In
this section we also indicated the duration and expectations of the Special Education
Experience which forms part of your teaching practice.
You now know what is required of you as a professional student teacher at a school and that
you will be expected to teach both formal and informal lessons as well keep and electronical
portfolio as evidence of your teaching practice.
Now it's time to end our introductory discussion on the module Teaching Practice 3 and
move on to Lesson 2 which covers Professionalism and the school structure. Only move on
to Lesson 2 if you are confident that you understand the content in the present lesson. If
anything is unclear to you, remember that you can email us or make a phone appointment
with a tutor to discuss the matter. All the information that you need is in the Welcome
Letter as well as on ECI.

Lesson 2: Professionalism and the School
Structure
 Recommended media
Your recommended media for Lesson 2 is as follows:
 August, D. 2020. A Teacher changes my life. Inspired Publishing. [online]. Available at:
https://www.youtube.com/watch?v=TCZIUb_8y5k. [Accessed on 13 December 2020].
 Petersen, N., 2017. The liminality of new foundation phase teachers: Transitioning from
 Pierson, R. 2013. Every kids needs a champion. TED Talks Education. [online]. Available
 Taylor, E. n.d. The Chicken and the Eagle Story. [online]. Available at:
Note that you'll be told when to read each of the above texts / engage with the
above media in the lesson.
Introduction
We start this lesson by discussing the term Professionalism and what it means. We look at
learners perceptions of a professional teacher and an unprofessional teacher. We then
discuss the behavioural and theoretical behaviour of a professional teacher. You are then
presented with Developmental Writing Activity 1 which allows you to discuss the five (5)
values you feel are essential in order to be referred to as a professional.
Being a professional, means being an integral part of a school as a community. At this point
of your studies, it is important that you gain a deeper understanding of some of the
functions of a school. We focus on the day-to-day running of a school, starting with some
functions of the Department of Basic Education. We have selected the DBE as an example
but acknowledge that some of you may be teaching in private schools. We look at the
functioning of a school and the School Governing Body. You are given some hints for
interviewing parents when you are teaching your own class and we share a few policies of
any school for it to run effectively.

Professionalism and the Functioning of a School
In this section of the lesson, we discuss the definition of a professional teacher and the
functioning of a school. To do this, we discuss the following points: We begin by defining the
term professionalism and understanding what learners' perceptions of a professional and
unprofessional teacher is. In this lesson we also reveal what acts and behaviours a
professional teacher should display as well as discussing the values of a professional teacher.
At this point of reading through this section, you may feel that you have already covered
professionalism in the first and second years of your study. We do however feel that this is
an essential topic as schools expect us as a higher education institution to ensure that all
student teachers are adequately prepared to be professional. As we progress through this
unit, we also unpack the functioning of a school. The daily running of a school, the
involvement of the Department of Basic Education (DBE) in the school as well as the
significance of the School Governing Body (SGB).
Finally, we end this lesson by discussing hints for teachers when engaging with parents and
few important polices found in a school.
'If you go all out in doing your best, with the talents you have, nothing can stand in your
way' Anon.
Professionalism is difficult to define, although there is a lot written about teacher

professionalism. To simplify the concept, we can say that it is the behaviour and attitude
of a person in their workplace. Professionalism leads to success in your work, a strong
reputation and a high level of work excellence.
Definition of professionalism
Just because you are studying towards a degree, or even when you have a degree, it does
not make you a professional. There are many traits and values (which we will discuss) before
you can be perceived as a professional. Doctors and lawyers are considered professional, but
it has, through the years, become more and more difficult, to put teachers in the same
category.
Autograph your work with excellence.
When we look at professionalism in teachers, we can identify professionalism in terms of:
 Behavioural (how we behave as professionals, in other words, acts of professionalism;

and
 Theoretical (the theory of how we should behave), in other words the values that
teachers should possess or at least working towards possessing.

In the book Getting Practical: A guide to teaching and learning: Tony Mays, Mary Grosser,
Lizette de Jager (2012), learners were asked their opinion of professional and unprofessional
behaviour in teachers. This is what they had to say:
A PROFESSIONAL TEACHER AN UNPROFESSIONAL TEACHER

Shows that he or she cares for me Shows no emotion when interacting
Is understanding, friendly and firm Changes rules so we feel insecure, especially
when rules have been set.
Has a sense of humour Does not have a sense of humour.
Is patient when learners do not understand. He Becomes impatient when we do not understand
or she will explain again the work.
Is interested in learners Shows no interest in getting to know learners
Controls the class and manages learners in Poor classroom management

class
Punishes / Disciplines learners fairly when Regular changes of rules to make learners
necessary insecure
Uses lots of different resources to make lessons Never makes use of resources and lessons are
interesting and exciting boring
Makes school fun to learn Merely goes through the motions
Table 2: Contrasting professional and unprofessional behaviour in teachers
Now let's unpack what a professional teacher does and how a professional teacher
engages with the school and learners.
The disposition of A Professional teacher:
1. Takes responsibility and accountability. This teacher realises that he or she is not only
responsible for their class but for their school and community as well. The teacher is
accountable for what goes on in the classroom, be it good or bad and is not always
looking for excuses.
2. Has a sense of leadership in the classroom and is not afraid to face a challenge, should
he or she be asked to take the lead in anything. For example, when asked to take on a
task that needs initiative. A professional teacher realises that it is his or her
responsibility to lead the learners in the classroom and set the example.
3. Is caring and compassionate. The teacher feels connected to the learners and realises
that learners must be taught holistically. He or she also shows empathy and teaches this
value to all learners in the class.
4. Shows respect. Not only for himself or herself and others but for everything around
them. The teacher sets the example to the learners.

5. Is a life-long learner. Concentrates on PGP (Personal Growth Plan) by attending
meetings and conferences and reads books and listens to podcasts to promote personal
growth. A professional has a mentor and is regularly reminded of how important it is to
educate learners. Ask your mentor teacher to share more information about the PGP.
6. Although this sometimes proves quite difficult, the teacher needs to remember that at
all times they are being observed to see whether they are setting a good example.
7. Is knowledgeable. The teacher makes sure that he or she keeps learning. They are
familiar with the curriculum and do research with their lessons presented. They have a
good understanding of the curriculum (for example CAPS), teach with outcomes in mind
and aim to give learners 'just that little bit more.'
8. Is aware of diversity. The teacher knows that in every class there will be learners of
different cultures, languages and religions and must take cognisance of this. A
professional realises that every learner is unique and the teacher, therefore, uses
different strategies and a lot of patience, teaching new concepts.
9. Has the ability to plan. The teacher comes to school prepared every day and does not
attempt to 'wing it'. A professional is organised. Learners are well-aware of poor
planning by the teacher and of course will follow the example.
10. Has strong communication skills. The teacher listens without judgement. In this
technological age, actively listening is seldom practised. Not actively listening to a
learner, results in all sorts of other negative emotions in a learner (feeling neglected,
ignored, perhaps losing respect).
11. Has the ability to collaborate, not only in his or her group but outside the school as
well. They can network with other schools and businesses. This is also perhaps
necessary when fundraising is being done for the school by organising sports
tournaments and cultural activities.
12. Is able to reflect on things said and done in the classroom. This is especially necessary
after a lesson, in order to make improvements to their teaching. The teacher is not
afraid to make changes and is not threatened by experimenting in the classroom. (see
Session 6 on the importance of Reflection).
The following are behavioural aspects (acts) of teaching if you want to be professional:
1. Be on time. Arrive at your class about 15 minutes before the bell rings for school to
start. This gives you enough time to plan your day and assist those learners who need
help.
2. Dress respectfully. Everybody has different perceptions about dress code. We are
setting the example. When you look in the mirror before you leave home, ask yourself
this question. "If I was called to an interview for promotion today, would I feel
appropriately dressed?' Teaching Foundation Phase learners means that we are
constantly sitting on the carpet, sitting on small chairs and dramatizing for learners.
Comfortable shoes and suitable clothing that is not revealing, are essential.

3. Be positive. This is merely looking at experiences from a different perspective. It is a
fact that people do not enjoy being in the company of negative people. It is contagious,
so be the person that your colleagues come to in order to feel inspired.
4. Never complain without offering a solution. For example, the learners are out on the
playground at breaktime. It is extremely hot outside and teachers are complaining
about this. Seek out another area (perhaps under some trees or even in the hall) for the
learners' breaktime. Visit the HOD with your suggestion. It will be far more acceptable
and appreciated.
5. Blame no one. This is known as accountability. If you are asked to submit any
administrative work, make sure, you do not give excuses as to why you are late handing
in the work. Blaming others also leads to procrastination which could lead to you losing
perfect opportunities in the classroom. 'Seize the opportunity'.
6. Smile. Show everyone you meet, your best side. It costs nothing and attracts people TO
you and not FROM you. Be known as 'the friendly student' or 'the friendly new teacher'.
We have all heard it said that we have no idea what other people (learners) are going
through, and your smile might make a big difference.
7. Compliment people around you. Rejoice in others' successes. Do it in the classroom as

well. Do it honestly, so that people realise you are doing it with no ulterior motives.
8. Do not be embarrassed to ask for help. This is called collaboration and is essential for
building teamwork in a school. We can achieve far more together than we can on our
own. When in class, do not be embarrassed to tell learners that you do not know the
answer to a question. Tell them you will do it for homework! Bring it back to school the
next day.
9. Acknowledge and respect others no matter who they are. The general assistant, scholar
patrol lady or tuckshop ladies should all be acknowledged and respected. Let the
learners notice how you respect your colleagues, principal and the parents. Let them
see that you treat EVERYBODY with the same respect.
10. Show gratitude. You have chosen (perhaps it is better to use the word 'been called') to
this profession so be grateful that you have the privilege of working with young minds
and moulding little people.
11. Phone etiquette. Do not make use of your cell phone in the classroom. It is also against
the law to take any photos of learners. If there is an emergency for you to make a call,
try to do this during break or a free period.
12. Think very carefully about being absent from school. Essential services like visiting the
dentist, going for your driver's license, etc. should all be done after school if possible. A
professional takes their work very seriously and does not treat it like a hobby!
13. Show initiative: do not wait to be asked to do something. Be proactive and show your
interest.

14. Develop your Emotional Intelligence (EQ) Emotional Intelligence involves self-
awareness, self-control of emotions, motivation and empathy. Professionals can sense
the needs of others. They can listen attentively and observe what is happening around
them, controlling their emotions.
15. Teachers should read, read and read some more. Read educational articles and keep up
to date with new theories. Also make sure you are reading books for self-development.
Attend conferences, meetings, exhibitions and any other activity that will help you
grow.
16. Stay healthy. Try and keep fit by walking, running, gym or any other sport. Have a
hobby that is very different to working with learners. This will give you a healthy
balanced outlook on life.
It is expected from professionals working in any school that they will subscribe to and
support the policies of the school. This will include buying into the Vision and Mission
Statement of the school.
Teachers are expected to show their professionalism by using their knowledge and skills to
perform their task with the learners, to the best of their ability.
To assist you to get a better understanding of the functionality of a school, the following
section touches on just a few basic areas in a school. Unless these areas are in place and
functioning, the rest of the school will not feel as committed as they should.
Now do Developmental Writing Activity 1 below.
 Developmental Writing Activity 1 
What, in your opinion, are five (5) of the most important values a teacher should possess,
to be a professional?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

To assist you to get a better understanding of the teaching profession, we now focus on the
functionality of a school. The following section touches on just a few basic organisational
structures in a school. Unless these structures are in place and functioning, the rest of the
school will not feel as committed as they should be and it may impact on professionalism in
the school.
How does a school function?
In order to prepare you for your Teaching Practice and before you enter into the profession,
here is some information about the functioning of a school. This applies to all Primary
Schools. Please take note of the acronyms used, so that you become familiar with them. Ask
your mentor teachers about the functioning of the school as this additional information will
assist you in understanding the organisational culture of the school and how it enables or
constraints teaching and learning.
There are certain organisational structures that schools are supposed to have by law. These
laws are set out in South African Schools Act 84 of 1996 (SASA).
Education Department
 Throughout South Africa, schools are placed into circuits. This means that 20-30 schools
are administered in one circuit. Each circuit has a District Office from where the Circuit
Managers do their work, which is visiting schools, assisting principals and channelling
down information from Head Office. Each department also has Subject Advisors on
curriculum and Support- service advisors. Each province has its own jurisdiction. This
means that each province functions differently.
 There are two types of teachers: teachers whose salaries are paid by the Department of
Education (DoE) and those teachers who are paid by the School Governing Body (SGB)
from the school fees paid by the parents. Keep in mind the more teachers a school has,
the smaller the classes. These SGB teachers usually sign contracts that are reviewed
annually. These teachers usually do not automatically benefit from a medical aid or
pension fund.
 The PPN (Post Provisioning Norm) which is the number of teachers allocated to a
school. This is determined by the number of learners enrolled at a school. For example:
A Primary school with 1 200 learners (and a ratio of 36:1) will be allocated 33 teachers.
Weighting is also done in this process (a formula used to work out the number) and
allowance for Special classes if the school has any. The 33 teachers include the Principal
and the School Management Team (SMT) consisting of Deputies and Heads of
Department (HOD).
 Schools are also classed into Quintiles. Schools are placed into numbers from 1 to 5 in
relation to the infrastructure of the school. If a school has very poor infrastructure (no
toilets, water, electricity and no tarred roads) it is classed as Quintile 1. Some of these
schools are non-fee-paying schools and receive more money per learner from the DoE.
However, an urban school with tarred roads, toilets, water and electricity, but
accommodates learners from a low socio-economic area will be classed as a Quintile 4
school and receive less money from the DoE.

 The DoE will pay for 1 Secretary and 1 General Assistant in each school. Any additional
staff will need to be paid by the SGB (that would be from school fees paid to the school
by parents).
Functioning of the School
 The allocation of the SMT is also worked on a formula depending on the number of
learners. A small school will have a Principal and 1 HOD. A bigger school will have a
Principal, a Deputy and two HODs. A school with over 1 200 will have a principal, two
Deputies and 4 HODs.
 Each school has its own organogram. This allows the student or new teacher to get to
know colleagues quicker and get an all-overview of the school. It will look like this
example below:
SCHOOL MANAGEMENT TEAM EDUCATORS
Figure 1: Organogram: Happy Valley Primary School
Every school must have drawn up a Vision Statement and a Mission Statement for the school
These are drawn up by the SGB, Principal and Staff. In High School, one of the learners
representing the Representative Council of Learners (RCL) is also involved.
The Vision Statement is the broad outline aim of teaching and the Mission statement is how
we are going to achieve these goals to reach the Vision.

An example could be:
The Vision of our school is to prepare learners to become critical thinkers and use every
available opportunity to become useful citizens of South Africa.
The Mission Statement of our school is:
To encourage learners to practise self-control, tolerance with those around them and
commitment to whatever they do.
Learners in the school should understand the Mission Statement and be able to live it out
e.g. a learner who has pinched / hurt another learner could be asked: Did you have self-
control? These values can be discussed in Life Skills under Emotions.
School Governing Body (SGB)
At an Annual General Meeting, parents can consent to offering their services to serve on the
SGB. They are not paid for this service. Five members are voted onto the SGB by the parents.
This is because of the number necessary for voting. More parents can be co-opted to serve
on the SGB but will not be able to exercise voting rights. The Principal may invite outsiders to
attend SGB meetings and give their input. For example, a representative from the local
Police Station in the area could attend meetings. There is also a staff representative on the
SGB. All members of the SGB serve a term of office for 3 years. The SGB normally meet once
a term to keep up to date with school matters. The Finance Committee consists of the
chairman of the SGB, Principal, member of the SMT and Secretary.
The SGB does not take over the work of the Principal, but assists in several areas such as
assisting in drawing up:
 Admission Policy for learners

 Language Policy
 Code of Conduct for Learners and a representative of The Disciplinary Committee which
hears cases of severe misbehaviour of learners
 Assist with development of Vision and Mission Statement
 Determine the duration of the school day set down by the DoE. This means deciding on
the duration of lessons, how many breaks during the day, etc.
 Administer and control the school's property
 Encourage parents and learners to support the school.
 Support the staff and principal in their duties
 Fundraise by organising sponsors and activities for the school
 Advertise and promote the school
Many beginning teachers are apprehensive when it comes to interviewing parents, when
they first start teaching. While doing your Teaching Practice you will not be allowed to
interview parents, but once you have your own class, this becomes a very important part of
teaching. It is essential that teacher, learner and parent / guardian are involved with the
learning process of every child.

Interviewing parents
Some teachers find interviewing parents a daunting task, especially when it is to discuss poor
progress or bad behaviour. One of the qualities of a good teacher is good communication
skills. It is during an interview that your professionalism is tested. We must understand that
every person reacts differently to discussing their children, so there is no standardised
process for all interviews. This is one instance when good EQ is also extremely helpful.
Here are a few recommendations for a successful interview:
 Make sure you send enough notice for the meeting. Do not communicate this through
the learner. It is done via a telephone call, WhatsApp message, e-mail, the school
communication system (e.g. D6 Communicator) or personally when they drop or fetch
the child. An interview should be formal and not take place in the carpark or classroom
doorway, no matter how well you know them. Ensure you have diarised the time.
 Have all information ready, i.e. marks, books, pictures, punishment book, etc.
 Think about your outcome for this meeting.
 Have the meeting in a welcoming environment e.g. you should not sit at your desk and
the parent in a learners desk. Organise a proper venue for the interview.
 Open the conversation on a positive note e.g. Tommy is such a helpful boy . . .
 When you state the problem, be as clear and direct, and above all, as honest as you can
about what you feel, think and would want to see happen.
 Avoid teacher-talk and using acronyms. Explain these before using them. E.g. 'I had to
send her to the HOD.' 'These are his CASS marks.'
 When the parent talks, just listen. Try to understand their point of view. Do not
comment or offer advice yet.
 Try not to argue or whine e.g. 'I don't know what to do with him, he's always talking!'
This tells the parent you have weak management skills.
 Offer your advice or help. Give a plan and provide suggestions and strategies. Allow
time for the parent to think about your suggestions.
 The manner in which you talk can influence how well a parent listens and understands
you.
 An empathetic attitude goes a long way.
 Wrap up the interview by setting out the plan of action: what you will do, what you
expect the parent to do and what you expect from the child. (Summarise the facts of
the interview)
 Finish off with: 'Thank you for your support. Call me with any questions and make an
appointment for a follow up meeting.' Let the parent leave with the feeling that you
care about their child and the three of you are in this together!
 Conclude the meeting by walking with the parent to the door.
Alternatively:
 Don't take it personally when a parent lashes out at you, they're voicing their frustration
at not being able to help their child.
 If the interview becomes too heated to be effective, do not be tempted to become
ensnarled in this. Simply conclude the meeting, ask the parent to think about what you
have said and say: 'Let's conclude this meeting and reconvene at another time.'

 Besides always acting professionally, it is imperative that the parent feels that you care
about their child and will give the assistance necessary.
 As stated earlier, there are many parents who do not show us the respect we deserve,
so develop a thick skin and do not let it dampen your passion!
School policies
Every school has a list of policies, some drawn up by the Education Department and adjusted
to suit the needs of the school and some drawn up by the SGB, Principal and staff.
It is impossible to say what policies each school has, but the common policies are:
 Admission Policy: guidelines to accepting learners into the school

 Code of Conduct for Learners: containing rules of the school and disciplinary measures
 Code of Conduct for Teachers
 Policy for Inducting and Mentoring New Staff
 Policy for Staff Development
 Policy for Staff Appraisal: assessment of every staff member to be submitted to the
Department. Also known as Integrated Quality Management System (IQMS)
 Policy for Extra-Curricular in the School
 Policy for Finance in School
 Policy of Safety and Security
 Language Policy: involving Home Language (HL) and First Additional Language (FAL) and
many more.
It is not possible to cover the policies in this module. The best approach is for you to ask for
the key policies when you start your teaching practice, read through each, make a list of
questions and request a question and answer session with your mentor teacher. Remember,
policies serve the purpose of ensuring that the school functions effectively. As a student
teacher you are required to follow all the policies of the school.
Kindly be reminded, that you have to adhere to the Professional Code of Conduct for
Teaching as stipulated in the South African Council for Educators. The code can be access on
the link below.
 South African Council of Education. 2000. SACE Code of Professional Ethics. [online].
Summary of Lesson 2
Teacher professionalism is a core component of successful learning and teaching being done
in a classroom. In Lesson 2 we discussed the importance of professionalism and how we can
achieve it.

We discussed what professionalism means and what learners think about the behaviours of
professional and unprofessional teachers. We discussed the two different aspects of
behaving professionally: behavioural and theoretical.
Behavioural is acts of professionalism, such as being on time. Theoretical means the values
we should demonstrate in order to be seen as professional such as being responsible and
accountable.
You were given Developmental Writing Activity 1 to do, requesting your opinion on five
values that you regard as essential in being a professional.
We then moved on to the function of a school where learning and teaching is taking place.
We looked at a broad overview of the DBE and one or two of their responsibilities. Then we
moved into the school and discussed the organogram of a school and the vision and mission
statement of the school. We also looked at the appointment of an SGB in a school and its
responsibilities.
You were given some hints to put into practice when interviewing parents in your capacity as
a qualified teacher. You were also given a few school policies to peruse.
It is now the end of Lesson 2 and we hope that you have grasped information given to you in
this lesson. Before continuing, make sure you understand the content of Lesson 2.
Tick the boxes to ensure you have fully understood.
What is professionalism?
Identify what is professional and unprofessional behaviour
Behavioural professionalism
Theoretical professionalism
Functioning of a school DoE
The role of the governing body
Managing meetings with parents
Significance of polices in school
We now move on to Lesson 3 in Study Session 2. This is a very important section of your
work as most teachers struggle at some point with classroom management. Here we
attempt to give you strategies that will help when you get into the classroom.

Study Session 2
Lesson 3: Effective Classroom Management

 Prescribed media
Your prescribed media for Lesson 3 is as follows:

 Van der Merwe, S. 2013. The constitutionality of section 16A of the South African
Schools Act 84 of 1996. De Jure Law Journal, 46(1), pp.237-250.
 Pierson, R. 2013. Every kid needs a champion. TED Talks Education. [online]. Available
 Recommended media
Introduction
We now move on to Lesson 3 in Session 2 which deals with effective classroom
management. In your first and second year of study, you also covered classroom
management as a topic. In the teaching profession, there is a saying, if you can't control you
class, you cannot teach effectively, thus the topic of effective classroom management is
again covered in this Teaching Practice 3 module. We remind you of certain aspects and then
extend the classroom management topic to include different perspectives. In this lesson we
find out what classroom management means. We discuss The South African Schools Act
(1996) and the effect it has had on means of discipline in the classroom. We discuss
strategies you can put into place in class in order to prevent discipline problems in the
classroom and make every day a successful day of learning and teaching.

You will be presented with your first Self-Reflection Activity which asks you to mention
reasons why you thought one of your own teachers was effective. Then we read about root
causes of misbehaviour and examples. We then discuss an individualised troublesome
learner who is out of control during one of your lessons and receive hints on how to react to
this meltdown. You are advised to watch a YouTube clip 'Every kid deserves a Champion,
Rita Pierson (2013). You are then presented with Developmental Writing Activity 2 which is a
case study on a learner whose behaviour suddenly takes a turn for the worse for you to
solve. We then look at the meaning of 'effective'. You are offered management strategies to
become an effective teacher. You are made aware of the Learning Pyramid, indicating the
rate at which learners retain information.
Thereafter you are presented with a Developmental Writing Activity 2 which deals with a
case study requiring the assistance of the Learning Pyramid.
You are shown illustrations of the different types of teachers that learners encounter in their
school career. In conclusion you can read the result of a review on the effectiveness of
teachers in South Africa and take do the second self-reflection activity which is a quiz to test
your own effectiveness as a teacher.
In this section on Effective Classroom Management we discuss Lesson 3 under the following
points:
 Point 1: What is Classroom Management.

 Point 2: South African Schools Act 1996 with regards to discipline
 Point 3: Strategies we use in class to defuse discipline problems
 Point 4: Self-Reflection Activity 1
 Point 5: Potential root causes of discipline problems
 Point 6: Examples 1 to 10
 Point 7: How to deal with a troublesome learner
 Point 8: Developmental Writing Activity 2: Case study on misbehaviour
 Point 9: What does effective mean in teaching.
 Point 10: Strategies to use to become an effective teacher
 Point 11: Learning pyramid of retention of information
 Point 12: Developmental Writing Activity 3: Learning Pyramid
 Point 13: Types of Teachers.
 Point 14: Result of a review done on effectiveness of South African teachers
 Point 15: Self-Reflection Activity 2: Quiz: How effective are you as a teacher.
When you presented your first lesson in a classroom and you were armed with an excellent
lesson plan, resources, charts, good introduction and consolidation and a huge amount of
excitement.

Is this how you envisaged your first lesson would go?
But instead it turned out like THIS?
Well, there is hope after reading through your Study Guide! Let's get down to it!

In this first section, we start by discussing what classroom management is. We then discuss
what strategies we can use in the classroom to defuse discipline problems.
Firstly, What is Classroom Management?

Classroom management means managing and controlling learners' behaviour patterns
during teaching time, making teaching and learning effective for the teacher and the
learner. You need to put as much effort and thought into creative discipline as you do into
the preparation of your lessons.
We need to keep in mind The South African Schools Act (SASA) (1996) which states:
1. 'No person may administer corporal punishment to a learner at school.'
2. 'Any person who contravenes subsection 1 is guilty of an offence and liable to

conviction, which could lead to a sentence imposed for assault'.
These might seem like harsh regulations, but extensive research proves that 'violence begets
violence.' It is for this reason, that teachers have had to become far more creative about
discipline and attempt to find more effective ways of disciplining.
Before you attempt to work out methods of discipline in the classroom, make sure you have
asked to see the School's Code of Conduct so that you are fully aware of the channels you
work through if you encounter problems with learners' behaviour and the punishment that
accompanies the offence.
Every teacher, from a student to a seasoned teacher, has at some time or other, struggled
with classroom management.
Learners' poor behaviour in class, not only affects teaching a lesson in a controlled
environment, but it disrupts the entire class. Learners who display challenging behaviour,
don't usually do so 'just because'. There is usually a reason behind this behaviour. It might be
their only way of telling you something is troubling them.
All behaviour is a form of communication. It is therefore essential for you to understand the
challenging behaviour and know what strategies to experiment with, in order, to help you
deal with the behaviour patterns and to assist the learner.
What strategies can we use in class to defuse discipline problems?
Definition of a strategy: Merriam Webster tells us that a strategy is a procedure or

method (Merriam-Webster, strategy, 2020).
There are many discipline strategies a teacher can use in the classroom. You need to
experiment with these to find one that suits you and your class. However, when you have
decided on a strategy that works for you, stick to it and be consistent. Consistency is what
makes a learner feel safe and comfortable in class.

Try out a few of these strategies in the classroom to make each day feel like a day of
successful learning and teaching:
1. Greet learners at the door by their name in an assertive, positive manner showing them
the kind of behaviour you expect from them. (respectfulness, enthusiasm, trust and
courtesy) Remember 'values are caught not taught'. There are some teachers who sing
or rap the greeting in the morning or allow the learner to choose what type of greeting
they prefer.
2. Develop a connectedness with the learners. Make each one feel like they are part of
'the family'. Use expressions such as 'you were put into this class to see whether we can
become the best that we can be, it's a test' or 'You're wearing a nice smile today, Jane'
or 'How did your ballet exam go yesterday?' Make it your business to get to know the
learners in your class well (Discussed in Session 5).
3. At the start of the year learners can be put into groups to discuss good and bad
behaviour and come up with some rules, which they think are essential to make the
classroom an environment of teaching and learning. When they have worked these out,
gather on the carpet and listen to them. Draw up the most important five rules. Try not
to choose to have too many rules and do not include any negativity such as:
 DO NOT TALK IN CLASS.

 YOU MUST NOT SHOUT OUT.
There are many other ways of introducing these rules, such as:
 KEEP HANDS AND FEET TO YOURSELF.

 LISTEN CAREFULLY AND LEARN SOMETHING NEW EVERY DAY.
Make sure these Class Rules are displayed on a chart and are clearly visible for all to see
and discuss them regularly. Learners must understand what is expected from them and
the reason for the rule must be explained to them, plus consequences when breaking
them. Test them on what rule is number 3, etc. Let them realise that these are the
guidelines they need to adhere to, in order to enjoy school and make it a pleasant
experience. For example, we keep our hands and feet to ourselves because we might
bump someone and spoil their work. Choose rules that apply for the whole day, no
matter what activity is taking place. Before you start your lesson, it is a good idea to
remind them of one or two rules, that could negatively affect your lesson.
4. Make sure you make use of a reward system. There are many reward systems to
choose from. For example, when work is finished, they may go outside and use a
skipping rope – don't send out more than three learners at a time, to skip. Make sure all
learners understand the rules, the rewards and the repercussions. For example: if one
of the rules is: 'Lift your hand to answer a question,' do not ask a learner for an answer
unless he or she has raised their hand. Explain the reward system whatever it may be.
An example of a reward system could be a piece of plywood or board, with each child's
name and 10 holes next to each name with a sucker stuck in the first hole. The holes are
there so that you can move the sucker backwards (bad behaviour) or forwards (good

behaviour) when they reach the tenth hole, the sucker is theirs. This board has the
whole class' names on it.
Name of learners:
Brian 
Judy 
With so many reward systems available, it is worth your while to consider as many
options as you can. They include rewarding with a sweet, tidying teacher's desk, leaving
the class to go outside and skip, extra playtime, doing a Sudoku, playing a game, reading
a book or playing a game on the class computer.
5. Another suggestion is to investigate the cause of the bad behaviour. Do some

introspection (reflection) regarding your lessons 'Are your lessons interesting and
exciting? or 'Are learners sitting still for too long?' Take a careful look at your lesson
plans. Are your introductions dynamic? Do they make the learners interested to see
what you are up to? Is your questioning challenging, allowing learners to think critically?
Do learners learn new, interesting facts in your class? Reflect and adjust, where you
think it will help.
6. Use soft reprimands and be proactive, instead of reactive. Deal with the problem so
that it does not become a major interruption. Do not lose your temper, as this causes
learners to lose respect for you. Deal with the learner quickly and quietly. Be consistent
and do not let it become a conflict. Deal out the appropriate punishment. This is what is
meant when learners say: 'We want the teacher to be fair'.
7. Have extension work available for learners who finish early so that they do not become
impatient and misbehave, because they are bored. Let them get into the habit of
starting extension work without being told. Learners should know exactly where
homework books are kept or where completed work is put to be marked. There must be
order in the classroom so that learners are confident about what must be done.
8. Affirming learners regularly and using positive language. We all thrive when
encouraged and children more so. Make a habit of reinforcing with positive phrases. For
example: 'James, you are behaving like a star', 'I love having you in my class', 'You've got
this', 'I can see you're trying your best'.
9. Use non-verbal communication. Let learners become accustomed to this by a smile,

raised eyebrow, etc.
 How to quieten a class: Raise your hand or ring a bell or clap three times. Rehearse
the procedure you choose and reinforce by practising the activity.

 When a learner needs attention while you are busy with a learner or a group, use
the 'New Effective way':
– Raise 2 fingers: learner needs to sharpen his or her pencil.

– Raise 3 fingers: learner needs the bathroom / drink of water.
– Raise 4 fingers: learner needs to talk to teacher.
– Raise 5 fingers: learner needs help!
10. Do not make idle threats. If you are busy with a lesson and you have agreed on the
rules, give only one warning, the second time carry out the punishment. Discipline must
be consistent.
Punishment (see Discipline and Punishment in more detail further on in this session).
There are various means of punishment, such as making a star chart for groups in the
class. When a learner from a group misbehaves, remove a star that belongs to that
group. This will encourage the learner not to let the team down. You can also move the
learner to the front of the class. Persistent bad behaviour might need a visit to the HOD
and eventually an interview with the parents.
11. Always be consistent and fair. Be insistent, be consistent, be persistent but most of all
be fair.
12. Deal with major problems privately. Sometimes disputes need more conversation
before they can be resolved. Suggest to the learner that you will continue this
conversation after the lesson.
13. Move around the classroom continuously. Do not just stand in front of the class
throughout the lesson or sit on your table. Take note that the SASA spells out clearly
that a teacher may not sit on a desk and teach. When a learner misbehaves during a
lesson move into the area where the learner is misbehaving. Do not interrupt the
lesson, just ask if there is something, they do not understand or merely refer to
Classroom Rule Number? Then leave the area. Do not get into any conversation with
the learner. However, should this bad behaviour persist, ask the learner to come and sit
in the front row. Failing to do this, will necessitate you interrupting the lesson to solve
the problem. Do not ignore it!
14. Forgiveness is one of the most powerful gifts of healing that we have. Make use of it as
often as possible, which will influence learners to imitate this behaviour. Too many
learners today are not taught important skills to make them live meaningful lives when
they grow up. Forgiveness is one of them.
15. Always remember that the classroom is not a battlefield with you against the learners
(although sometimes it may feel like that) For many learners it is the safest place to be.
Your responsibility is to connect with each learner and help them use their
opportunities to become the best that they can be.

16. Always, keep in mind that you are the teacher who holds the key to deciding what the
environment will be like in the classroom. Learners will, at times, overstep the mark and
become too friendly, trying to treat you as one of their peers. This is a very fine line and
it takes a lot of practice to set the boundary of this type of behaviour.
We are in the class to perform the task of teaching, so it is the right of every child to be
exposed to a safe environment where teaching and learning can take place. In his book.
17. There are learners who enter the class with a feeling of revenge. These are learners
who will lash out at other learners or the teacher, because of hurt feelings. This could
have occurred before school, with parents or during break. These are the learners who
act cruelly. They bully or say things without thinking. It is a good idea to use this
opportunity as a life lesson and remind learners about controlling their feelings (self-
control).
18. If a teacher does good planning, has a sense of humour, sets the boundaries and is
consistent, a learner will feel secure in class.
19. Be passionate about what you are doing, it brushes off onto the learners.
Every teacher has and will experience one or two occurrences that call for a change of
tactics. Should this happen to you, read through the above suggestions for assistance.
Below is Self-reflection 1 to do.
Self-reflection 1
When you think back to your own school days, can you think of a teacher that used
effective classroom management strategies.
Write down the following:
 Identify the strategy.

 Provide a reason why you think the strategy was effective.
We have discussed a few strategies we could use to defuse potential problems in the
classroom. In the next section we will examine what causes these discipline problems.

In Figure 2 below you will see a diagram which shows what the causes could be for a learner
to misbehave in class. This is one of the reasons why we should get to know our learners
well and get connected, so that we can try and categorise the behaviour that a learner is
exhibiting.
Figure 2: Potential root causes of misbehaviour with examples
Let us take a closer look at some of these reasons why learners misbehave in class.
Some reasons why learners misbehave in class
We need to remember that every child who walks into your class, arrives with a different set
of norms and values, so we cannot expect them all to behave in the same way. They all have
different sets of rules at home and it is your responsibility to draw up a set of classroom
rules so that each learner feels safe and is comfortable in an environment of teaching and
learning.
For this reason, it is important for us as teachers to develop more creative methods of
discipline. This can be done by reading, attending courses, experimenting and listening to
advice from colleagues (collaborating) and doing research. It is also vital for teachers to
understand what the reason is for the deviant behaviour.
Some reasons for learners behaving poorly
1. In every classroom there are learners who become bored. Tasks that are not only too
easy for them, but also too difficult. You need to make sure that every lesson you
present, you attempt to follow up with an activity (extension). It is imperative that you
attempt to keep the interest going in the classroom.
2. Learn the learners' names as quickly as possible. Addressing them by their name
improves the connectedness in the classroom. If at the beginning you are not yet
familiar with their names use names such as: 'superman', 'superhero', 'princess' but
take care that these names do not stick as nicknames for the learners.

3. Learner fatigue. Learners often find that concentration cannot be maintained for too
long without some kind of activity. Make sure that lessons are so exciting that none of
the learners drop off to sleep.
4. Learner confusion and frustration. Learners become confused and frustrated because
they have not grasped instructions. Work must be set out clearly and clear instructions
given. They may also be too embarrassed to ask for assistance. It is a good idea to
summarise instructions before learners embark on the activity.
5. Low academic self-esteem. Some learners are intimidated by the confident learners in
the class a for example, and lack confidence. By knowing your learners well, you can
assist.
6. Emotional difficulties. Some of these feelings start at home and are brought to school
where the learner will try and attract attention with poor behaviour. One of these types
of misbehaviour could be the argumentative learner. Do not confront this learner in
front of the group.Compose yourself and address the learner in a firm, but clear voice.
Do not make idle threats. Allow for role play doing role reversal. Deal with the situation
after the lesson if possible. For example it could be caused by the new addition to the
family.
7. Physiological factors. There are many of these that could cause a learner to seek
attention. Some come to school without breakfast, some cannot see or hear clearly. By
getting to know the learner, we are able to assist.
8. There are deviant patterns of behaviour (make notes in order for you to do more
research). The attention-seeking learner who boasts in front of the other learnners
needs to be given a responsibility so as to offer him or her an opportunity to set a good
example. Try not to take too much notice of the comments from this learner. Persistent
behaviour like this might call for a parent interview to discuss the child's behaviour.
Parents might need to be called to school to confer about certain problems after being
referred to the HOD of the school. Do not forget that this must all be recorded. Do not
do this in front of the learner as it will make them feel threatened. Do it after school.
When a parent is called in to discuss poor behaviour, no matter how informal, you must
have the written facts before you.
For example: 13 August: bullying in class.

15 August: taking another child's lunch.
1 September: back chatting teacher.
15 September: threw a tantrum.
Sent leaner to the HOD.
Seems to have something troubling him.
9. Desire for power. There are learners who arrive in class and feel the need to take
control. This will become evident when he or she constantly argues about things in
class. A lack of learning culture could be one of the reasons. Unfortunately, there are
families who do not motivate their children and teach them the importance of
education. Some learners are hostile and challenge authority incessantly. For this
learner, you will need to find reading and writing exercises for them to do, and you will

have to role play appropriate, acceptable social behaviour. Praise the learner whenever
he or she is co-operating.
10. Develop a sense of humour and don't forget to make sure this is done constructively
and at the correct time. Learners must know where the fine line of respect is drawn.
You are not their friend. Your sense of humour will allow a more relaxed atmosphere in
the classroom. Also remember to laugh WITH them and not AT them.
We will now look at an individualised case of learner misbehaviour and how you can attempt
to diffuse it.
How to deal with a troublesome learner whose behaviour is out of control?
These hints are easier said than done, so you will need to PRACTISE them.
How to react to a meltdown by a learner in class, during a lesson
1. Keep your composure. Breathe a few deep breaths.
2. Do not shout or raise your voice. Try to remain rational and calm.
3. Do not touch the learner who is out of control.
4. Try to keep the learner in his seat which is usually impossible so appeal to him to sit
down and explain his problem to you. Listen carefully. Try to be responsive instead of
reactive.
5. Do not become judgemental but reassure him or her and the rest of the class. Explain to
this learner every student's right to learn. Try to resolve the conflict.
6. Draw up a contract with the learner privately, setting him or her attainable goals and
rewards. It gives them the power to meet their own goal.
7. If this does not work send a reliable learner out to ask the HOD to visit your class.
8. After the incident is over, record the incident. Do not do this in front of the learner. This
should be put into the learner's file and a copy kept by you in case a parent makes an
appointment to investigate.
9. Do not be intimidated by the learner. In the future, do not keep reminding the learner
of the incident. Be forgiving and bear no grudges.
10. Do not take this personally.

Before proceeding to the next section 'Effective Classroom Management, let's have a look at
this online YouTube clip.
 Pierson, R. 2013. Every kids needs a champion. TED Talks Education. [online]. Available
Now try and complete Developmental Writing Activity 2 below.
Danny is a learner in your class. In the first term he behaved well. He worked consistently
and achieved good results. He has an approachable mother and she regularly pops in to
say hello after school.
In the second term, Danny is very sullen and withdrawn. He seldom participates in class
and is not doing well academically.
Write down 3 reasons you can think of for this behaviour and strategies you could try, in
order to get to the bottom of the problem before calling his mother for an interview.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What does effective mean?
Being effective means producing the intended or expected result successfully.
It means producing a deep or vivid impression. It means having an influence on the

learner.
To become effective, we need to practise different strategies.
Here are a few different management strategies:
Just as many learners who enter our classroom, there are that many
teaching strategies we can experiment with. Strategies that will appeal
to different learners and will reach our required outcomes.
It is worth remembering the advice of Spady (1994:9), namely that 'all students can learn
and succeed, but not on the same day, in the same way'.

Roy Killen (2018) in his book Teaching Strategies reminds us of different types of learners.
This reminds us that we should be pitching our outcomes (objectives) to all different types of
learners to encourage them to participate in the lesson.
The way older learners learn is significantly different to that of learners in the Foundation
Phase. For many years rote learning was practised in school. If a learner could recite the
work, without even understanding it, they were considered 'clever.'
This has changed dramatically. It is believed that children learn best through direct sensory
encounters with the world and not through formal academic processes. In other words,
children should understand and be able to apply the knowledge they learn at school, to their
everyday lives.
Common suggestions for teaching younger learners include the following:
 Creating a learning environment that will encourage young learners to get actively
involved with the lesson, allowing them to explore, observe, interact and communicate
with others. (groups).
 Creating learning experiences that are intellectually engaging and challenging, and that
activate as many senses as possible. (experiences with senses).
 Creating learning experiences that integrate all aspects of child development (cognitive,
physical, social, emotional and linguistic (giving teach backs).
 Using a wide variety of appropriate teaching strategies to cater for the various learning
styles and different experiences (catering for the 7 types of learners in your classroom
such as visual, auditory and mathematical logical learners, etc.).
 Using a mixture of teacher directed and learner directed activities to help build the
learners' self -esteem, self- concept and social competence.
 Engaging learners in appropriate real-life problem solving and other open-ended
learning activities that give them some autonomy and responsibility for their own
learning. (Role Play).
 Integrating the curriculum across content areas and cut across subject boundaries
presenting integrated lessons.

Look at the Learning Pyramid in Figure 3 below and take note of it when preparing your next
lesson.
How much do learners remember about what you have taught them?
Lectures, Reading,
Audio Visual and
Demonstrations are
traditionally considered
as Passive
Discussion group,
Practice by doing and
Teach others /
Immediate use is
considered as Active
Figure 3: Learning Pyramid
In the lecture section of the learning pyramid learners are often sitting still and listening to
the teacher. They are inactive. When learners are engaged in reading lessons, it is
considered as passive as somebody is read to them. The Audio-Visual section on the learning
pyramids usually involves learners watching videos and the demonstration section on the
pyramid required learners to be involved in observation.
The active component of the learning pyramid requires learners to engage in discussion in
groups and interact with one and other. Practice by doing allows learners to discover
through doing and lastly teaching others ensures that learners are participating and
implementing what has been taught.
From this research we can see that learners sitting still in class listening to what the teacher
is teaching is not as effective as participatory learning with activities at intervals. We also see
how important role play is in teaching. (This is dealt with in Lesson 6 Role Play.)
It also proves to us how much effort should be spent on preparation of lessons. Learner
activity without preparation leads to chaos, with frustration for you and the learners. When
we read a story to learners at the end of the day, it is impossible for them to remember the
details of the story, in two weeks' time. If we role played the story using different voices,
they are far more likely to remember details.
For example, teaching a lesson on Water in Life Skills, and showing them how we can purify
it with sand, pebbles and stones and allowing them to participate will be etched into their
memory.
Similarly, learners who finish their work first and help the slower learner have far more
chance of retaining the knowledge.

In order to be sure, you have grasped the content thus far, try Developmental Writing
Activity 3 below.
In the Learning Pyramid, research has shown us that learners participating/teaching others
have a 90% retention rate.
You have taught a Grade 3 class a Life skills lesson.
Topic: Recycling
Content Area: Recycling at home and at School.
What activity could you prepare for your consolidation of your lesson, keeping the
Learning Pyramid in mind?
From the Learning Pyramid, it is clear that keeping learners engaged in a lesson will assist
with effective classroom management. However, the type of teacher you are, will be
remembered by the learners, throughout their lives. Learners experience anxiety before
meeting their teacher. The first question they ask their friends is: 'Is he or she strict?' So, in
the first few days they will 'test the water' to find the boundaries.
Learners will try this out with student teachers as well. When out on your Teaching Practice,
reflect on all you do in class to try and decide what kind of teacher you are becoming or
what kind of teacher your mentor teacher is.
The Permissive Teacher The Authoritarian teacher

Allowing learners to do as they like in the Laying down the law and not wavering
classroom

The Authoritative The Uninvolved (Absent) Teacher
Setting the rule and self-confident. Obeyed and Just going through the motions
likely to be respected
Take a few moments and think of how each of the above types of teacher's styles could
possibly influence teaching and learning.
What type of teacher are you aspiring to be?
There has been much research done and reviews given on the effectiveness of South African
teachers. Below you can read one such finding of the investigation.
Findings of one investigation
Practitioners' responses emphasise that in order to be an effective teacher, you need to be a

very special person. There is a long list of qualities, values, characteristics, attitudes and
personality traits which could be regarded as aspects of teacher effectiveness. These
include:
 An effective teacher is PASSIONATE and highly motivated.

 A good teacher should have high moral values and a personality for teaching.
 An effective teacher is willing to walk the extra mile.
 An effective teacher has an engaging personality that appeals to learners.
 An effective teacher is committed and punctual.
 The primary method of inculcating desired values, norms and healthy habits in our
children is the teacher's LIVING EXAMPLE. The impact of the teacher's example of
healthy habits, character and behaviour on our children is the teacher's living example.
This is emphasised in the 'Code of Ethics' in SACE (South African Council of Educators).
To be honest, effective teachers have strong personalities. They are disciplined, full of
confidence, positive, enthusiastic, friendly and genuinely caring. They also have a keen sense
of humour and believe that every child can reach their full potential. They understand
diversity and teach in a way that accommodates the diverse needs of learners from different
ethnic, religious and social groups, as well as those with learning barriers. Effective teachers
want to ensure that every child makes use of the opportunities offered them.
 Self-Reflection 2: Quiz: How effective are you as a teacher.

Try the Self-reflection 2 activity below to assess your progress as an effective teacher.
As you experience your teaching practice, here is a checklist for you to tick the boxes.
Self-reflection 2

1. An effective teacher is a master of his or her subjects that they are
teaching.
2. An effective teacher has an in-depth knowledge of the curriculum, CAPS
and assessment practices.
3. An effective teacher knows all their learners beyond the classroom.
(Connectedness)
4. An effective teacher encourages learner participation in class and knows
learners' strengths and weaknesses.
5. An effective teacher has an inviting class which exhibits different
interests.
6. An effective teacher has mastered the art of class management.
7. An effective teacher manages their time wisely.
8. An effective teacher involves technology in class.
9. An effective teacher is flexible.
10. An effective teacher has good communication skills.
11. An effective teacher ensures that learners are actively involved in class
with well-planned lessons.
12. An effective teacher makes a conscious effort to ensure that what he or
she is teaching is being absorbed by the learners.
13. Effective teachers do not work in isolation. They collaborate with
colleagues regularly.
14. An effective teacher keeps abreast with educational matters and
technological developments.
15. An effective teacher introduces lessons with a dramatical effect to
captivate the learners' attention.
16. An effective teacher links the knowledge with scaffolding. (previous
Knowledge)
17. An effective teacher can integrate lessons to make them more interesting.
18. An effective teacher is aware of the Assessment Policy, Code of Conduct
and other policies of the school.
19. An effective teacher is a reflective teacher who attempts to improve
lessons continuously.
20. An effective teacher is passionate about what they do every day in the
classroom.
How did you score? __________/20
Make use of this activity to work on areas where you notice you need more practice or
improvement. These skills will improve dramatically when you have your own class.

This last section will:
Give ideas on how to manage a class effectively and successfully so that teaching can bring
satisfaction and magic into your classroom.
What to do to bring some magic into the classroom:
 Before you start your lesson make sure that you have the class' attention.
 Start your lesson with a 'unique' introduction to grip learners' attention.
 Speak clearly and loudly, with affirmation so that every learner can hear you.
 Instructions must be given clearly, simply and timeously. Make sure learners at the back
of the class can hear you.
 Be sure to address learners by their names.
 Start off firmly and during the lesson, relax a little with some humour. Use it carefully!
 If you are going to use any resource, make sure that it is working. Example: cell phone,
CD player, PowerPoint presentation, smart board or doing an experiment of some sort.
 Learn to 'scan' the class so that you are aware and alert to what's going on in the class.
 Make sure the work is age appropriate especially when handing out written work.
 Try handling problems non- verbally without disrupting your lesson. (as discussed earlier
in this unit).
 You must know the content of your lesson.
 You can vary teaching strategies if you feel that the lesson is not as effective as you
thought it would be e.g. Divide the learners into groups for a bit of group conversation.
 Have enrichment work at hand for your early finishers.
 Expect discipline problems so be proactive with classroom management and avoid
confrontation.
 Don't stand or sit in one position. Be mobile and walk around the class.
 Involve the learners as much as possible in your lesson.
 Use positive reinforcement as often as possible.
 Feeling connected with the learners will result in successful lessons. Show learners that
you are in the class to assist them so that you develop a constructive, connected
environment. Show them you care.
 Enjoy yourself!
Below is a question that every teacher has asked themselves:
How do I make my classroom a happy place?
 Love all your learners…even if you don't. Make the classroom feel like a safe haven. It is
here that every learner has a right to live, a right to love, a right to learn and leave a
legacy".
 Emotion is very important in the process of learning. There are learners in your
classroom who may have an average IQ but be very high emotional intelligence and may
be very sensitive.
 You should never have any favourites.
 You must be animated when teaching. Be aware of the different effects teaching has on
learners e.g. visual learners, tactile learners.
 Learners don't really care how much you know, until they know how much you care.

 Teach them respect by modelling it for them. The task has become more difficult over
the past few decades as young people's attitudes to people in authority have changed
dramatically.
HAPPY TEACHER . . . HAPPY CLASS!
Enjoy the following inspiring You-tube video:
 Teach Teachers how to create magic: Christopher Emdin. n.d. [online]. Available at:
Summary of Lesson 3
We have come to the end of Lesson 3 which has dealt with a very important aspect of
teaching, namely class management. Firstly, we looked at what classroom management
means. We made mention of SASA (1996) and the DoE White Paper on discipline, which
became the ground rule for every school's Code of Conduct. We looked at strategies we can
use in class to defuse discipline problems. Then you were presented with Self Reflection
Activity 1. Thereafter we examined the root causes of discipline problems and 10 examples.
We also discussed how we can deal with a troublesome learner during a lesson. Then you
were given Developmental Writing Activity 2 which was a case study on learner
misbehaviour. We watched a YouTube clip on Every kid deserves a champion: Rita Pierson.
We then examined the meaning of effective in teaching and strategies we can use to become
effective. We also looked at the Learning Pyramid and did Developmental Writing Activity 3
which was an exercise requiring the Learning Pyramid. We looked at different types of
teachers that learners come across in schools. Finally, we read a result of a review done on
the effectiveness of South African learners. You were offered a quiz to test how you rate as
an effective teacher as the second self-reflective activity.

Before proceeding to Lesson 4 make sure you fully understand the work done in Lesson 3.
Tick the boxes!
What is classroom management?
Strategies we can use in class to defuse discipline problems
Potential root causes of discipline problems
How to deal with a troublesome learner
What does effective mean in teaching?
Strategies to use to become an effective teacher
Learning Pyramid of retention of information
Various types of teachers
Review done on effectiveness of South African teachers
Self-Reflection Activity 2: Quiz: How effective are you as a teacher

Study Session 2
Lesson 4: The Effect of Positive versus Negative

Discipline

 Avella, F. 2019. Classroom Management: Teachings in Education. [online]. Available at:

 Recommended reading
Your recommended reading for Lesson 4 is as follows:
Cape Town: Juta.
Introduction
We start this Lesson 4 by discussing the positive and negative effects of discipline. You are
given a Developmental Writing Activity 4 to complete requesting an example of a positive
directive. We then discuss disruptive behaviour and how to deal with it. We will also discuss
7 patterns of learner misbehaviour in the Foundation Phase. You will be reminded of how
important the Code of Conduct of any school is.
We will discuss the difference between discipline and punishment and look at the key
differences of a disciplined focused approach and punishment focused approach. We finally
discussed creative, positive punishment. We will take note of the contents of this lesson in
point form.
 Point 1: Effects of positive and negative discipline

 Point 2: Developmental l Activity 4: Positive directive
 Point 3: Disruptive behaviour in class and how to deal with it.
 Point 4: Seven Patterns of disruptive behaviour in Foundation Phase

 Point 5: Code of Conduct for a school
 Point 6: Discipline and Punishment
 Point 7: Key differences between discipline focused and punishment focused approach
 Point 8: YouTube video. Classroom Management
Let us look at the effects of positive and negative discipline.
POSITIVE NEGATIVE
1. Proactive behaviour by the teacher 1. Reactive behaviour by the teacher
2. Speaking to the learner respectfully 2. Not being in the moment and giving your full
attention. You must insist on having the last
word
3. Build positive, trusting relationships being 3. Not showing any interest in the learner or
known as the caring teacher his or her interests
4. Praising learners for good behaviour 4. Making negative remarks and reminders of
develops their self-esteem their actions demotivates learners and they
develop a poor self-image
5. Complimenting and remarking about good 5. Screaming, using sarcasm or attacking the
behaviour and how it makes you feel learner's character. There is always a
reason for bad behaviour.
6. Giving positive and encouraging remarks 6. Ignoring underlying health problems such
from the teacher strengthens the ADHD, autism and other learning barriers
connectedness
7. If at first, good behaviour is erratic, it is 7. Sometimes a change in a learner's life
worth practising positive reinforcement until circumstances can also cause a change in
this good behaviour becomes a habit. behaviour.
8. Liaise constantly with parents about 8. Learned behaviour perhaps from a previous
behaviour so the learner becomes where class where outbursts gained attention
surrounded in this class for from home with
positivity
9. Acknowledge good behaviour with a smile, 9. Ignoring learners' efforts to improve their
pat on the shoulder, kind words or behaviour
something concrete
10. Teach learners self-discipline 10. Requires adults to enforce discipline
11. Devise or create creative methods of 11. Resorting to physical violence
discipline
Table 3: The effects of positive and negative discipline
Negative discipline is not clear to a learner and is demotivating. Positive discipline is given
with clear, direct instructions. The goal of disciplining a learner is to teach him or her how to
behave rather than to discipline and make the learner ashamed of himself or herself and
anxious.
It is important for you to try as hard as you can, to teach your learners life lessons about
cause and effect. They need to understand that every choice can lead to a positive or
negative result. This is the only way to instil discipline in your classroom. They need to
understand about choices, so they are aware of the results. In this way we encourage them
to make the right choices.
For example, a statement such as: 'If anybody talks, I'm not going to read you a story',
almost sounds like a challenge you are sending out to them.

Instead: 'I know you are all going to keep quiet and finish your work quickly so that we can
have some fun listening to a story.'
Think of a directive you could use positively in your classroom. Write it down.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
According to the South African Schools Act 1996, the Code of Conduct must focus on positive
discipline; it must not be punitive and punishment-oriented but should facilitate constructive
learning.
You will experience some annoying disruptive behaviour in class. It is important how you
deal with this.
 Review and remind the learner of the rule which is being disregarded.
 Never shout. Give simple verbal reprimands to the point and in a moderate tone.
 Do not use sarcasm.
 Do not humiliate the learner.
 Do not use physical violence.
 Never send the learner on a guilt trip e.g. 'You always do that!'
 Never command the learner e.g. 'I am telling you that you will say sorry'.
 Do not become distant or cold e.g. 'I don't care if you fail.'
 Do not use abusive language e.g. 'You're acting like a _____'.
 Do not come across as threatening e.g. 'Do you know what I'm going to do to you?'
 A learner who continually shows unacceptable behaviour e g shouting out, might
benefit from an individualised contract drawn up between him or her and you as the
teacher and then be rewarded if they stick to it. The class clown (every class usually has
one): privately talk to the learner and let him or her know what type of behaviour you
expect from them. Try to connect with this learner and form a bond. Give some
responsibilities to him or her.

 Hyperactivity and Distractibility: Teachers are very quick to use the word 'hyperactive,'
but we cannot label a learner unless he or she has been examined by a paediatrician
and diagnosed by an educational psychologist.
We need to tread lightly when approaching a parent for assistance. There are many
parents who prefer to experiment with other solutions for hyperactivity, ADHD, before
they resort to medication. These could be special diets, excluding sugar and food
colouring, homeopathy, over-the-counter medication, meditation, drinking large
amounts of water and traditional customs. Respect the parents' decision and allow
them to pursue as many avenues as they wish. The bottom line is we must persist with
asking for assistance until there is an improvement.
In the meantime, give this learner a well-defined area in which to work with hands-on
activities. Bring a clock to school and let him or her work with a clock on their desk and
stipulate your instructions, example: when the big hand gets to the six, you should be
finished with Number 1 and 2 – treasonable expectations.
 Lack of motivation. Encouraging learners and throwing out challenges but if bad
behaviour persists despite the learner being punished, then it might be time to call for a
parent interview.
There are 7 patterns of disruptive behaviour that were identified in the article in Disruptive
Behaviour in the Foundation Phase of Schooling Marais, P and Meier, C., 2010.
Figure 4: Seven patterns of disruptive behaviour in the Foundation Phase

These offences are all dealt with on different levels. The School Code of Conduct will spell
out the punishment for Levels 1-4. For example:
 Disruptive behaviour might not be classed as an offence (depending on what it is). It will
be dealt with by the teacher or HOD.
 Fighting (depending how serious) could be dealt with by the teacher or HOD.
 Disrespect towards the teacher could be Level 1.
 Using bad language could be Level 1.
 Bullying could be Level 2 dealt with by the HOD or Deputy.
 Stealing and Vandalism could be Level 3 and dealt with by the Principal.
Obviously, this will vary from school to school, but you will notice that we cannot just send a
learner who is talking in class to the principal. We need to work through the channels of
discipline in the school.
On the other hand, here we must add, that it is also a good idea to send learners with good
work to the HOD, Deputy or Principal so that the learner does not associate these people
only with punishment.
Good work can also be exhibited in class, at assembly, in the foyer of the school where it can
be seen. Projects can be set up in the library. It gives the learner a sense of achievement.
In the next unit we will discuss the subject of discipline. What it means and what the
difference is between discipline and punishment.
Many people are of the opinion that discipline and punishment are the same thing. This is
not the case.
Discipline: Refers to the practice of teaching or training learners to obey rules or a

code of behaviour in the short- and long-term.
Punishment is meant to control learners' behaviour, while discipline is meant to

develop their behaviour.
Discipline is meant to teach learners self-control and confidence. Its goal is for
learners to understand their own behaviour, take initiative, be responsible for their
choices and respect themselves and others.
Discipline should:
 Focus on correcting and educating.

 Promote responsibility and self-discipline.
 Never undermine or compromise the dignity of the learner or educator.

Key differences between a discipline-focused and punishment-focused approach is listed in
Table 4 below.
POSITIVE NEGATIVE
Gives learners positive alternatives and teachers Tells learners not to do without explaining-
them choices explaining the consequence almost demanding and challenging
A regular, continuous, consistent and orientated Happens only when a learner is caught making
instruction. Persistence is key a mistake. Learners become ashamed and
humiliated if they make a mistake
Acknowledges and rewards efforts and good Only reacts harshly to misbehaviour
behaviour creating a positive environment
Takes learners views into account, rules because Never or rarely listens. Learners follow rules
they are agreed upon and discussed because they are threatened or bribed
Consistent, firm guidance Controlling, shaming, ridiculing
Positive, respects the learner Negative and disrespectful to learner
Physically and verbally non-violent Physically and verbally violent and aggressive
Logical consequences directly related to and in Consequences that are unrelated
proportion to, the misbehaviour
Teaches learners to understand why there are Teaching learners to passively follow rules for
rules so they internalise and follow them, fear of punishment. Learners do not have an
understanding why the rule is in place understanding of different behaviour patterns
Understands learner's capacity, needs and Inappropriate to learners' developmental stages
development stages (knows the learners) of life, doesn't take learner's capacity and needs
into account
Teachers learner's self-discipline Requires teachers to enforce discipline.
Learner's behaves well only if there is a risk of
being caught
Accepts mistakes as normal and uses them as Mistakes are viewed as 'unacceptable' Learners
life lessons behaves but does not know why
Focuses on the behaviour of the learner rather Criticises the learner's personality rather than
than the learner's personality just commenting on the behaviour
Table 4: The key differences between a discipline-focused and punishment-focused approach
Learners should realise from an early age about cause-and-effect and that these lead to
positive and negative behaviour. They should be shown that the choice they make will lead
to positive or negative results. For example, from an early age, even before Grade R, we
should teach them life lessons about the law of cause and effect.
We should make them realise that it comes down to their choice.
Be creative with punishment and make it as positive as possible. Do not attempt to make use
out of date methods like standing on a chair, standing with hands on the head, etc.
The Internet is full of ideas. Whatever the punishment is, it must be consistent. This is what
learners consider the teacher 'being fair.'- what you do for one you must do for the other!
Don't forget that once punishment has been metered out, the offence is forgotten. The role
play of forgiveness is practised as an example to the learners.

Do not keep reminding the learner of the offence. For example, 'I can't let you take this to
the office because last week you were clumsy . . .' This kind of remark has a serious effect on
the learner. (trust, low self- esteem, guilt)
As far as possible, do not ask general questions that prompt a reply from the whole class
altogether. For instance: 'Are you all finished?' will have them all shouting out together.
Rather say when I have counted to five, I want you all to _________ (clear instructions of
what you are expecting).
Your mission every day, as you walk into school, is to bring magic into your classroom and
make learning fun for the learners and you.
Keep these words in mind when you walk into the classroom:
'I have come to the frightening conclusion that I am the decisive element in the
classroom. It's my personal approach that creates the climate.
It's my daily mood that makes the weather.
As a teacher I possess a tremendous power to make a learner's life miserable or
joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or heal but, in all situations, it is my response that decides whether a
crisis will be escalated or de-escalated and a child humanised or de-humanised.'
Hain G Ginott (2019).
Before we move on to Lesson 5 on Teaching empathy in the classroom, let's watch the
following video:
 Classroom Management: Teachings in Education. 2019. [online].

https://www.youtube.com/watch?v=z_XR6dy69f4 . [Accessed on 13 December 2020].
Summary Lesson 4
We have come to the end of Lesson 4. We have discussed the effects of positive and
negative discipline. We also discussed positive directives. You did a developmental writing
activity with positive directives. We discussed negative, annoying behaviour in class and how
we can handle this. You were made aware of 7 disruptive behaviours in Foundation Phase.
We also discussed schools Code of Conduct. We looked at the difference between discipline
and punishment. You were also made aware of the discipline focused and punishment
focused approach. You concluded this lesson watching a YouTube video: Classroom
Management.
Ensure that you have understood Lesson 4 on Discipline and Punishment before you move
on to Lesson 5. How to teach Empathy in the classroom.

Tick the boxes:
Effects of Positive and Negative Discipline
Disruptive behaviour in class and how to deal with it.
Seven Patterns of Disruptive Behaviour
Code of Conduct at a school
Discipline and Punishment
Key differences between disciplined focused and punishment focused approach

Lesson 5: Managing a Class with Empathy
 Prescribed media
 Brown on Empathy. 2013. [online]. Available at:

 Chapman, G. and Campbell, R. 2016. The Five Love Languages of Children. [online].
Available at: https:/www.youtube.com/watch?v=hww47FYFCZc.
 Recommended readings
Your recommended readings for Lesson 5 are as follows:
 Chapman, G. and Campbell, R. 2016. The 5 Love Languages of Children: The Secret to
Loving Children Effectively. Chicago: Moody Publishers.
 Sharma, R., 2008. The Greatness Guide, Book 2. Jaico Publishing House.
Introduction
In Lesson 5 we will be dealing with teaching empathy in the classroom. This is a most
important value today and a necessity for learners to develop in order to live fruitful lives.
We will first discuss the difference between sympathy and empathy. We will read about the
advantages for learners to hear about empathy. We will learn how to include empathy in our
lessons. You will be given an example of how to empathise with someone and teach the
learners how to do this.
You will be introduced to Gary Chapman's book: The 5 Love languages of Children which will
help you get connected with your learners and enable you to communicate better with all
around you.
You will also have the opportunity to do a self- Reflection activity when you go out to do
your teaching practical. You will be required to take note of any example of empathy shown
by learners in your class. You are also required to identify the love language of a learner in
your class. We conclude this lesson with some Recommended reading and a video Gary
Chapman: The 5 Love Languages of Children.

Teaching Empathy in your Classroom
In this section of the lesson we discuss empathy, and how we can teach it in our classroom.
To do this, we discuss the following points.
 Point 1: Meaning of Empathy

 Point 2: Advantages for learners to learn empathy in class
 Point 3: Including empathy in our lessons
 Point 4: How to practise empathy
 Point 5: Self-Reflection Activity 3
 Point 6: Identifying love language of a child
 Point 7: Video: Gary Chapman.' The 5 love languages of Children'
There are many people who are under the impression that empathy and sympathy are the
same emotions and are often used in the incorrect context. This is explained clearly in the
following video clip. You can make use of it for your content in your lesson plan as well as
show it to the learners.
 Brown on Empathy. 2013. [online]. Available at:

This video clip explains empathy clearly as it compares empathy to sympathy which we often
use in the incorrect context. This clip is suitable to show to the learner when talking about
empathy.
What is empathy?
The word 'empathy' means understanding another person's feelings without having gone
through the experience yourself. Empathy allows learners to feel what it feels like with
classmates and anybody they meet. It can be used as a classroom tool to encourage this
value in your classroom. And the world needs more of this!
Stephen Covey (2009) says:
"Empathy involves understanding another's heart, mind and spirit-including their

motives, backgrounds and feelings."
Learners are naturally empathetic, but this must be practised for it to become a value in life.
Although it does not necessarily take a lot of work to develop empathy in the classroom, it
takes commitment and persistence – but the rewards for learners, staff and the school
community are encouraging. We have 'Feelings' as a topic in the Life Skills CAPS document.
Is it worth teaching learners these values? Absolutely! Researchers tell us that when learners
practise empathy in the classroom.

Learners show:
 more interest and participation in class;

 better results achieved;
 better development of communication skills;
 lower likelihood of bullying;
 less aggression amongst the learners and less emotional disorders; and
 forming of more positive relationships with each other.
So how do we include empathy in teaching?
Here are a few suggestions:
1. Let learners regularly sit in groups and discuss feelings, more specifically empathy and a
representative of the group give feedback to the class and allow discussion. In this way
you are sure of every learner hearing about 'Empathy.'
2. Model empathy in your classroom by the way you behave when mixing with the
learners, colleagues, cleaning staff and anyone you encounter. Before reprimanding,
take a deep breath, count to three and try to see the situation from the learner's
perspective. Give attention to learners when they are upset and listen to their
complaint.
Once they have told you the problem, it might be better to reassure the learner that
you would like to spend some time on this, at break.
Keep an eye on the body language of the learners. For instance, a learner who is acting
withdrawn and looks sad, call him or her to the side of the classroom and enquire from
them what the problem is. At this stage do not interrupt a conversation but tell the
learner this issue can be discussed fully after the lesson or at break.
3. Teach learners what empathy is and how it can be used in the classroom. Use rewards
for acts of empathy. Remind learners regularly of the meaning of empathy and the
importance of us practising empathy in the class, with our friends, our family and the
community. There are times we use words that learners hear often but don't put into
practice. We need to give concrete examples, such as: helping each other, listening to a
learner with a story that has upset him or her, acts of kindness like lending out crayons
or sharing their lunch. We must listen first without making remarks.
4. Practise acts of empathy in the classroom. This can be done by reading stories and
discussing the empathy in the story or showing a You Tube clip or video of a story of
empathy. There is also the opportunity to do role play. Don't forget to make use of the
newspaper and select an article where learners can take part in one or other appeal to
the public.
For example, the SPCA that needs dog food or somebody's house that has burnt down
or a school where the learners do not have sandwiches at break.

Start a project on this and perhaps include the other Foundation Phase classes to make
it a school project.
5. Have clear expectations of empathy from every learner in the class. Do not allow them
to use derogatory remarks such as 'He's stupid!' Write the rule of 'Empathy' in the Code
of Rules for your class. Acknowledge acts of empathy with a certificate for the learner.
Acknowledge acts of empathy in assembly or even a letter home to parents.
6. Showing empathy requires effective listening skills. Many people listen to others and
while the person is talking, they are already thinking of an answer instead of giving their
full attention. This is a skill which needs to be taught.
Below is an example of how to empathise with someone:
Adults can make use of these hints, but we can adapt them for our learners so as to
help them practise empathy in daily situations.
Consider the following scenario:
Sara comes to school one morning and looks very sad. She quietly sits in class but is
clearly upset. At break she approaches Leanne and shares her devastating news;
'This weekend my dog died' Showing no empathy Leanne replies 'Oh I also had a
dog who died. You can get a new one' and she walks off.
How could she have handled this situation?
 Acknowledge Sara's pain.

Sara wants to feel supported and was expecting this from Leanne.
 What could Leanne have said?

I'm sorry you're going through this.
Wow that really sucks.
That must be so hard.
 Share how you feel about this news. Become connected to Sara's pain.
What could Leanne have said?
Tell me about your dog.

I wish I could make it better.
My heart hurts for you. I can't imagine how you feel. Show Sara the gratitude you feel
that she opened up to you and trusts you with this pain she is experiencing.
I'm glad you told me, now I can share your sadness.
This must be hard to talk about. Thank you for telling me.
 Be encouraging.
Don't just say: Well you can get another dog.
But rather: I'm proud of you for being so brave.
You are brave.
'I'm with you in this.

Be encouraging. Being empathetic is not words but actions.
Give her a hug (after Social Distancing!) or write a note, bring something to school for
her the next day.
How can I help you?
I'm happy to listen to you anytime.
The most important point is that you allow her to talk and you just listen.
Getting to know your learners and knowing how to treat them, makes the class conducive to
great learning and teaching. Being aware of learners' feelings defuse outbursts of
frustration.
Chapman, G. and Campbell, R. (2016), in their book: The 5 Love languages of Children
discusses the 5 different languages of love that fill the child's love tank as he refers to the
child. These are the types of behaviour that appeal to each one of us.
How can getting to know each learner's love language, help us have better classroom
management?
By getting to know the learner's love language we can assist them to become well-adjusted
learners in class.
 It will assist them in successful learning.

 We can correct and discipline the child more effectively.
 We will find tips for practical ways of dealing with learners.
 We will form far firmer bonds with our learners.
For example: If a learner's love language is words of affirmation, they may continually seek
your approval saying things like: 'Is this right. Am I on the right page?'
This learner's emotional tank will be filled by you being patient and complimenting, or giving
words of affirmation, such as, 'I knew you could do it!'
These words would be far more effective than:
'You should have listened. I'm not saying it again!'

Now complete Self-reflection 3 below.
Self-reflection 3
During your Teaching Practice experience you may have encountered acts of empathy.
Think of an example of empathy that you have noticed in your class during your teaching
practice experiences .
Then after careful reflection idenitify which language of love this learner demonstrated.
It is worth remembering that a teacher is a lifelong learner. You should be constantly making
use of every opportunity to grow as a person and a better teacher. It is for this reason that
throughout this Study Guide we will insert recommended readings for you to make use of.
Use the opportunity.
In the book titled Getting Practical (Mays, T., Grosser, M and De Jager, L. 2012), we read of a
few interesting facts. As a matter of interest, learners were asked what qualities they
thought made an effective teacher.

These were the top five:
 Develop relationships with their learners. The most

frequent response is that a good teacher connects
with each child.
 Patient, caring and kind.
 Know the learners well.
 Be dedicated and engage learners in learning.
 A sense of humour.
 Enjoy yourself!
 Application Activity 1 
When you are out doing your Teaching Practice, try these activities:
1. Choose a learner in your class and investigate why he or she has become a
behaviour problem.
2. Practise one or more methods of controlling the class.
3. Prepare a lesson on 'Empathy' with a practical way of expressing this.
Summary Lesson 5
We have come to the end of the Lesson 5. Please make sure that you understand the
meaning of Empathy and how important it is for our learners to develop. Not only for our
school but for the rest of their lives.
We have discussed what Empathy is. We have also discussed the advantages for learners to
learn what empathy is and to apply it in everyday life. We have given an example of how to
practice empathy. You were given a Reflective Activity 3 to do. We have discussed the 5-love
language of children and how that can help us handle learners' better. Finally, we watched a
You Tube clip: The 5 Languages of Children.
Check that you understood what you have read in this lesson by ticking the boxes.
What is Empathy?
Advantages of using and teaching Empathy
An example of how to use Empathy
Reflective Activity 3
Understanding the five languages of children and making use of them
Watch a YouTube clip: 5 Love Languages of Children (Gary Chapman)

Lesson 6: Roleplay: Creating a Positive
Learning Climate
Cape Town: Juta.
Note that you'll be told when to read each the above text in the lesson.
Introduction
In this section we investigate how role play can be used to create a positive learning climate.
Internationally bullying amongst learners in schools is seen as huge challenge for teachers.
Role play has been used effectively to understand types of bullying and measure to deal with
bullying. We commence with the meaning of role play and how to use role play as a teaching
strategy. Developmental Writing Activity 5 is a case study making use of role play to
illustrate how destructive bullying can be in a school. We conclude with reflection on our
role play.
We look at a rubric which can be designed in order to assess role play (Also refer to study
session 3 on assessment and rubrics). We discuss considerations before using role play and
preparation to use role play. We read that role play can be used by the learner and the
teacher. We also discuss why we would use role play in a lesson.
We discuss the types of role play and how we as teachers can use role play incidentally in
class.
To do all this we will look at the following points:
 Point 1: What is role play?

 Point 2: The positive effect role play has in the classroom
 Point 3: Designing a rubric to assess role play in the class.
 Point 4: Considerations before using role play
 Point 5: Preparations to use role play
 Point 6: Role play used by learners
 Point 7: Role play used by teachers
 Point 8: Why we would use role play in class
 Point 9: Types of role play.
 Point 10: How teachers can use role play incidentally in class.

 Point 11: Developmental Writing Activity 5 – Case study on role play
 Point 12: Reflection on role play
What is Role Play?

Killen (2018) 'Teaching Strategies' states that 'learning activities in which one or more
learners are required 'to act a part' are referred to as performance activities. They may be
formal activities (such as a scripted play), free flowing activities (such as role play) or a
mixture of structure and freedom (such as in simulation games). These activities have one
very important feature: the learners who are participating are required to take on a role and
to pretend to be something or someone other than themselves. The experience of role play
can transform learners from passive receivers of information to active creators of
understanding.'
How can role play create a positive learning climate?
 Role play allows both learner and teacher to re-enact everyday activities.
 It encourages learners to take part and become motivated and interested.
 Learners develop a host of communication and social interaction skills.
 Because learners feel 'at home' in the classroom they are more likely to express their
emotions.
 It also helps learners understand their peers better and get to know the different
personality traits.
 Role play allows learners to use their prior knowledge of the subject.
 Role play helps second language learners understand concepts that are not understood,
but acted out and make things a lot clearer.
 It allows teachers to understand learners in their totality.
 When used by the teacher it promotes connectedness in the classroom.
 It involves active learning.
 Allows learners to have fun.
 It allows teachers to assess and evaluate learners.
Here is a rubric which can be used individually on learners doing a role play presentation
after a lesson.
CATEGORY CRITERIA
Very Poor Very little participation. Little feeling shown. No emotion.
Poor Played the role unconvincingly. Not spontaneous.

Average Was involved most of the time. Showed some feeling. Was not exceptionally
creative or spontaneous.
Good Showed some spontaneity and creativity-was in the role most of the time.
Very good Showed real talent and creativity. Portrayed feeling far beyond what was
expected from him or her.
Example 1: An example of a rubric for a role play presentation

What to consider before using role play?
 Although role play takes up a lot of time, we must remember that it is far better for
them to learn practically than merely stuffing their heads with knowledge.
 There will be learners unwilling to participate so they will need a lot of encouragement.
 There are learners who are naturally quiet, don't like being watched, talking to an
audience or are afraid of criticism. These learners must be guided and not forced into
being more confident.
 Role play must be organised by the teacher and learners must be reminded of the rules,
otherwise things can become chaotic. Go over the rules before you commence, so that
everybody understands what is expected from them.
 You need to make the learners feel at ease in their roles by boosting their self-
confidence.
 Role play may not work out as you expected. It is possible that it could go off in another
direction, as long as the subject matter is covered.
 You need to help all learners feel at ease in their role and so it is a good idea to make
regular use of roleplay in any form. For example, when practising bonds or tables, allow
the learners to rap or dance.
 Where will role play work best in your lesson? Ask yourself: 'Does the lesson lend itself
to role play?'
Preparing to use role play in class
 Make sure what your outcomes are for this role play.
 Reassure learners that it is normal to feel nervous and apprehensive and this is how we
all feel when attempting something for the first time.
 Explain the rules to those who are spectators so that respect is shown to those who will
be acting.
 Before starting with role play do a few warm- up exercises with the whole class, such as:
– Pretend you are walking on very hot sand on the beach.
– Show the class how you brush your teeth in the morning.
– Stand in front of a friend and pretend you are the mirror and imitate everything he
does.
– Show the class how you feel when you have just finished playing soccer / how you
feed your fish.
Also make use of emotional reactions e.g. You find your iPad with a broken screen. / You are
watching a very funny movie. / You see someone teasing your friend.
 Use encouragement and more encouragement as well as compliments, especially in the

initial stages of role play.
 Make sure of preparation for role play. For example, furniture that needs to be moved,
the use of props, etc.
 Play a game of Charades at the outset.
Role play can be practised by the learner and the teacher.
Let us first look at role play done by the learners.

Role Play involves a lot of effort and organisation from you, the teacher, but the results from
performing a role play are long lasting (as seen in the Learning Pyramid Unit 2)
It is advisable for you to prepare for roleplay using the following steps:
 Define your objectives.

 Divide the class into groups or as a whole and give clear instructions of what is expected
from them.
 Introduce or give the lesson (choose the time you have decided to make use of role
play).
 What you expect from the actual role play being presented to the class.
 Reflection and revision.
Role play is unrehearsed dramatization of the concepts you have taught. Each learner or
group is left to formulate the 'play' they will produce to show the others their perception of
the lesson.
They are given a specific time to rehearse. This gives learners the opportunity to think about
what they have learnt, to act it out and to appreciate others' opinions and interpretations.
It also teaches learners to learn to accept constructive criticism. It also teaches learners life
skills such as reflecting on what they have done, leadership skills and promoting self-
confidence.
During these rehearsals and presentations there are personality traits that are evident in
every learner. You need to keep your eyes peeled in order to pick these up. For example, a
shy timid learner, an assertive learner, a bossy learner. It helps you to get to know your
learners more intimately. It also gives you an indication of how well learners are at using
their imaginations, creative skills and their resolution skills.
You can allow learners to do role play individually as well. An example would be how they
introduce themselves, how to say goodbye to a friend after their birthday party etc. There
are so many possibilities.
Impress upon the learners that there is no right, or wrong role play but that it is like Art.
Each one has their own opinions.
The other type of role play is to get the class involved by telling a story and every learner to
take on a role and have 3 or 4 parts to complete the play.
Whichever one of these types of role plays you choose, you have to remember that you are
responsible for planning, organising, facilitating and monitoring the role play. You are also
responsible for the follow up and reflection of the role play. Learners cannot be left on their
own and you cannot expect to see a grand performance without this assistance. Throughout
the role play you have to consider your outcome and whether you have achieved it. You
need to make this an organised learning experience and not just an activity.

If we have a look at the reasons for using role play, we include the following:
 Learners are motivated and it makes the subject real and come alive.
 Instead of just gathering and storing the knowledge of the lesson content, the learner
can demonstrate his understanding of the content.
 Learners are given the opportunity to improve their communication skills and co-
operating. (e.g. listening, speaking, compromising) so they don't just get their own way.
 Because learners are in a safe environment, they feel easier about expressing just how
they feel, so they become more creative and critical.
 Role play encourages the learner to get fully involved and this makes memorisation of
facts much easier for them (see The Learning Pyramid Session 1).
 Through role play learners will acquire self- confidence and develop their self- esteem
and self-image.
 Learners realise that the conflicts and actions can be used in real life situations.
 For second language learners this is a perfect example for practice in the second
language. You need to be very aware of these learners being ridiculed, which will
present teaching another life lesson on empathy.
 It affords the teacher the opportunity to do assessments and evaluation of the learners.
When would you, as the teacher, use role play?
 While reading or telling a story.

 During music, role playing a song they have learnt. e.g. 'This old man'.
 As previously mentioned, it could be used in Maths. E.g. re-enacting 'bigger than'
smaller than' 'wider than, narrower than'.
 After a Life Skills lesson. e.g. on 'How to look after my pet' 'Road Safety'.
 Language-enacting verbs, punctuation marks, phonics.
 Role play helps to consolidate the lesson which has just been given.
 In some instances, it encourages the learner to do some research and find out more
about the topic.
 You can use role-play positively illustrating a topic and negatively which may help
retention of the topic e.g. 'Pollution'.
 Can be useful when learning phonics. Learners can be asked to do some actions when
learning a new sound.
So, to sum up, why role play is useful and important in the Foundation Phase.
It helps the learner develop his or her imagination, language skills and social skills and
consolidates the contents of a lesson taught. It also enables the learners to interact with all
the learners in the class.
Types of role play
1. Individual: When a learner wants to re-enact a concept.

2. Group: When learners are divided into groups, given instructions, allowed time for
practice, (for which they need to be strictly supervised).
3. Class: when the class re-enacts altogether under your supervision.

It is important to use the CAPS Document for ideas on role play.
How would you, as the teacher use role play, incidentally?
 By finding ways of connecting with a quiet, shy or sad learner

 By finding ways of greeting learners in the morning at the door e.g. Singing their name.
The same can be done in the afternoon when greeting them.
 By encouraging peer relationships e.g. one learner supporting a learner who is being
bullied on the playground.
 By practising class rules e.g. Reading them from the chart on the wall daily or weekly.
 By using creative activities while waiting for a group to join e.g. singing, clapping.
 By practising non- verbal signals during the day. Encouraging learners, '123 all eyes on
me'
 By praising learners during the day e.g. 'I love the way you get down to your work Jack!
Good boy.'
 By giving positive feedback to learners who are helping, showing empathy etc. Reward
them.
 By complimenting learners on persistence, trying hard, not giving up, such as 'I knew
you'd get it!'
 By encouraging learners who are not successful the first time e.g. 'I know you can do
this!'
 By practising ignoring a tantrum. Encourage learners to try and ignore the incident.
 By being creative when a learner becomes disruptive.
 By modelling "Time Out" and explaining and demonstrating what will happen while they
are in the TO chair. How to calm themselves by taking 3 deep breaths while in Time Out.
When time is up, and it is time to return to the group let the child explain how he or she
feels and apologise.
 By practising to remain consistent. If a child resists TO they are issued with a warning
such as no physical education or whatever other activity enjoyed by the class, leave the
TO chair and then stick to the punishment.
 By acting out social skills and emotions to learners. For instance, one learner bumps
another learner's arm while they are writing. Role play waiting, patience, sharing, and
taking turns.
 Role play with puppets which can be used for anything you want to explain.

 Developmental Writing Activity 5: Case Study 
It has come to your attention that in your Grade 3 class one or two boys are bullying
another timid little boy who wears glasses. You have decided that instead of having a chat
to these two boys, you are going to do a role play.
You have found a library book which is a story of a little boy who wears glasses and is
exactly what you need. The book is titled Arthur's Glasses by Marc Brown. It is obviously
a story of a little boy who has to wear glasses and is teased. Another book that can be
read is 'Where's Wally' by Martin Handford.
After the story is read, a role play is done with the class. The 'bully' takes the part as the
main character and has his friends with him. As many learners as possible take part. At
the end of the role play we let the groups in the class gather and consider solutions for
learners who bully. Each group has a representative who gives the talk back. This is the
time we can discuss the topic as a class.
We can remind learners of famous people who wear glasses and discuss this. We can
include people like Harry Potter, Superman (in person), Bill Gates, your Grandmother or
Grandfather and how would we feel if they were bullied or teased.
Your outcomes for this roleplay are:
 To teach those who bully, what type of feelings are felt when this occurs (sadness,
anger)
 To remind learners of our connectedness and that in our class we are a family and
should be helping each other
 Allow learners to act out their feelings
 Those who were unsympathetic are able to change their feelings
 Rejected children feel integrated into the group again
 We are hoping for a changed perspective of each other
You can also find a 'YouTube' clip that you could show learners to help them
understand what Bullying is.
Reflection on the roleplay for teachers:
1. Was it successful? Did the learners learn what you wanted them to?
2. How well did the learners perform?
3. Did they take this lesson seriously?
4. Would props have given the lesson a better outcome?
5. Were the outcomes achieved by the learners worth the extra time and effort it cost you
to prove the lesson a success?
6. Was the role play convincing enough for learners to change their perspective? (as the
Bully)
Teachers must be actors. It is a lifelong career in acting! If you want to become an excellent
teacher, there is no place to be shy. Teachers who role play correctly or allow learners to
role play at the right moment, are always successful.

This brings us to the end of Lesson 6: Role play. Make use of this strategy as often as you can
when teaching.
Summary of Lesson 6
It is time to conclude our Lesson 6 on role play. Only move on to Lesson 7 if you are
confident that you have understood role play. If you are at any time unsure of any work,
remember that you can email us or make a phone appointment with a tutor to discuss your
problem.
In Lesson 6 we commenced discussing what role play is and the positive effect it has in the
classroom. We then discussed how to design a rubric in order to assess role play. We
discussed the preparations to do role play. We discovered that role play can be used by
learners and by teachers. We discussed the reason why we role play in class. You were made
aware of the different types of role play. Then you were given a Developmental Writing
Activity 5 to complete. This Activity dealt with role playing bullying in class and at school. You
were made aware of how teachers can make use of role play incidentally. Finally, you were
advised to reflect on any role play and reminded that preparation should go into role play.
Now, before proceeding to Study Session 3 Lesson 7, let's tick the boxes.
What is role play?
Positive effect role play has in the classroom
Designing a rubric for role play
Preparing a role play
Role play by learners
Why we use role play
Types of role play
How teachers can use role play incidentally
Developmental Writing Activity 5: Case Study
Reflection on role play

Study Session 3
Lesson 7: Assessment and Rubric Design

 Page 16 of Foundation Phase Life Skills Grades R-3 CAPS document.
 What is A Rubric. 2014. [online]. Available at:

 Naudé, M. and Davin, R. 2017. Assessment in the Foundation Phase.

Note that you'll be told when to read the above text / engage with the above
media in the lesson.
Welcome to Study Session 3: Lesson 7 for this module. You have made good progress.
Introduction
In TP100 and TP200 you were introduced to assessment in the foundation phase. In this
lesson 7 we remind you of the meaning of assessment. We also differentiate briefly between
Assessment and Evaluation with reference to CAPS for foundation phase. We then move to
identifying strategies to assess learners in the foundation phase. we then focus on rubrics as
an assessment tool. Included in this topic is the purpose of a rubric and it's use for
assessment as well as distinguishing between an Analytical Rubric and a Holistic Rubric.
Finally, we list the advantages of using a rubric.
In order to achieve these outcomes, we will commence with:
 Point 1: Meaning of assessment

 Point 2: Difference between Assessment and Evaluation
 Point 3: Apply the CAPS document to Assessment and Evaluation
 Point 4: Strategies to assess learners
 Point 5: The purpose of a rubric

 Point 6: Analytical and holistic rubrics
 Point 7: Advantages of using a rubric
Assessment
The word 'assess' comes from the Latin verb assidere which means 'to sit with'. In
assessment one is supposed to sit with the learner. This implies that it is something we DO
'with' and "for" learners and not 'TO' learners.
There are teachers who do not quite understand the difference between:
"Assessment" and "Evaluation".
 Many consider assessment and evaluation to be interlinked. For example, Frazee and
Rudnitski (1995:273) state that 'these two terms for practical purposes are
interchangeable. Both seek to determine how well a learner is doing'.
 Assessment is considered a more 'holistic' approach of what the learner has learnt. It
includes measuring aspects of the learner's creativity and critical thinking.
 The information obtained through assessment is interpreted to make a judgement
about a learner's competence and learning (Department of Education 1997b:3).
 This narrow view of evaluation was replaced by a wider and more comprehensive
approach named; 'assessment', systematic, planned and continuous during the school
day with the aim to collect information about the learner who is learning and
developing in a holistic manner. The assessment information is then stored and
analysed to make decisions about learners and their learning process so that each
learner can be guided towards optimal learning and development (Davin, 2003).
Definition of assessment
Assessment is when you test a learner on the level of their performance to give constructive
feedback so that he or she can improve. It is a continuous, interactive process where the
teacher and the learner are involved.
Definition of evaluation
Evaluation means to make a judgement about someone or something in order to learn

about their abilities or skills or qualities. It is normally performed on a few learners who
must fulfil the criteria which are set. The result does not provide constructive feedback but
passes judgement.
When we test our learners in class for any work which we have completed, do we know the
difference between an Assessment and an Evaluation?

Here is a synopsis for you:
ASSESSMENT EVALUATION
Is ongoing Provides closure
Improves learning quality Judges learning level
Individualised Applied against standards
Ungraded Graded
When you assess a learner, you assess the level of the performance of the learner. This is
referred to as Continuous Assessment (CASS).
When you evaluate a learner, you test whether the goal has been achieved by the learner.
The CAPS Document spells out the reasons for assessing learners. It is not only a set of
administrative requirements, but we will also be able to:
 generate evidence of learner performance so that it can be recorded and reported.

 allocate marks that can be translated into achievement levels.
 provide meaningful indicators of what learners know and UNDERSTAND and can do at
the time of the assessment. (that is, determining how well learners have achieved
certain learning outcomes)
 enable teachers to evaluate learners' progress and identify gaps in learners' knowledge
and skills.
 enable teachers to provide feedback to learners.
 provide a basis for reporting learner achievements to parents.
 help teachers to identify ways of improving their teaching.
When we use assessment appropriately it can also:
 extend a learner's understanding.

 encourage learners to put effort into their learning.
 help teachers to diagnose specific learning difficulties.
 help teachers to determine what things need to be revised or re-taught.
 help teachers to identify learning barriers.
 encourage healthy competition amongst the learners.
For assessment to serve its purpose teachers must use appropriate forms of assessment
and they must minimise the factors that could lead to the misinterpretation of the
learner's work.

The CAPS Document sets out the number of formal assessment tasks for Grades 1 to 3 as
follows:
NUMBER OF ASSESSMENT TASKS

Grade 1 Term 1 Term 2 Term 3 Term 4
Home Language 1 1 1 1
First Additional Language 1 1 1 1
Mathematics 1 1 1 1
Life Skills 1 1 1 1
TOTAL 4 4 4 4
The same applies to Grade 2 and Grade 3. This does not mean that you do not assess
whenever you need to. Assessments can be performed by using other methods and not
written. Each assessment should be continuous and recorded.
Types of assessment used in schools include, but are not limited to:
 Observation and recording by the teacher (in certain subjects, e.g. Reading)
 Oral discussions and presentations
 Quizzes, written tests
 Practical demonstrations
 exhibitions (For example: Art)
 Projects
 Self-assessment
 Peer assessment
 Portfolios
 Written reports
It is very essential to plan for assessment. Below is a description of the planning process that
each teacher should use.
 How will the work be assessed: the applicable forms of assessment (observation, oral,
practical or written)?
 What kind of activity must be designed, so the learners are able to demonstrate their
understanding of the concepts / content knowledge / skills?
 When formal assessment takes place (during group work, as a class activity, individual
work), what tool will be used: will it be a checklist, holistic rubric, set of concepts /
content knowledge / skills?
 Must ensure that assessment activities are differentiated and accommodate the needs
and levels of learners. (those learners who are slower at grasping concepts).
 Must ensure that, at the conclusion, it is captured on the South African School
Administration and Management and other electronic capturing Systems
(SA-SAMS-used by all public schools).
The objectives of the assessment you are planning to do, are achieved through assessment
for learning and assessment of learning practices which are done continuously.

NB: It is important to remember that activities are not assessed, but rather the concept /
content knowledge / skills against which activities are developed are assessed, where
learners are asked to create, produce or demonstrate something. The end-product, as well
as the process used to complete the activity, is assessed. Whether the learner understands
the concept is what is important at this level.
The process should therefore be observed while they are busy with the activities and notes
made in your Observation Book, Observation sheet, using a checklist or a rubric, normally
referred to as assessment tools.
The final section of the assessment should be included in the overall rating.
Now let us look at rubrics as an assessment tool in the foundation phase.
What is a rubric?
A rubric is a type of rating scale we can devise to assess more than content. When there is no
definite answer and the work is neither right or wrong. We want to test their understanding,
their critical reasoning, ability to predict etc. The required criteria are set, and learners
receive feedback.
What do we use a rubric for?
 A rubric is a scoring / assessment tool.

 Rubrics provide criteria for doing an assessment.
 Scores attached to each level of a rubric remain consistent.
 Before the assessment learners are shown the specifics expected from them so rubrics
can teach learners to focus on current and future performance (Their question to
themselves would be: What steps can I take to progress to the next level?) Specifics can
be discussed with learners before the assessment commences.
 A rubric is a working guide for learners and teachers. Usually handed out before the
assignment begins, learners are given an opportunity to think about the criteria on
which their work will be judged.
 A rubric enhances the quality of direct instruction by providing focus, emphasis and
attention to details as a model for learners.
 Many experts believe that rubrics improve learners' end products and therefore
increase learning.
 Rubrics will provide the scaffolding necessary to improve the quality of their work and
increase their knowledge.
 Teachers make better decisions.
 Learners are treated fairly.
When is a rubric well-defined?
 Learners know exactly what is expected of them and how they can achieve a good goal.
 Most learners want to excel and will work hard if they believe there is an opportunity to
succeed.
 They will put in more effort and produce more attainable results.

Rubrics are scoring criteria that are:
 Summative: provide information about a learner's knowledge.

 Formative: Provide information about a learner's strengths and weaknesses; it becomes
an ongoing part of the whole teaching and learning process.
 Evaluative: provides ways to create instruction that better fits each learner's needs.
 Educative: provides learners with an understanding of how they learn.
Why use rubrics?
Rubrics appeal to teachers and learners for many reasons.
 They are powerful tools for both teaching and assessment.

 Rubrics can improve learner performance.
 Rubrics can monitor learners' performance.
 Rubrics make a teacher's expectations clear.
 Rubrics can show learners how to meet teacher expectations.
Rubrics are useful:
 They help learners become more thoughtful judges of the quality of their own work.
 Learners will increasingly be able to spot and solve problems in their own work.
 Repeated use of rubrics increases learners' sense of responsibility for their own work.
 Rubrics reduce the amount of time teachers spend evaluating learner work. The rubric
is like a template which helps the marking.
 Teachers find that, by the time a piece of work has been learner-assessed according to a
rubric, they have little left to say about it.
 When a query occurs, teachers can just refer the learner to the rubric rather than
struggling to explain the flaw or strength they have noticed and trying to figure out
what to suggest in terms of improvements.
 Rubrics provide learners with more informative feedback about their strengths and
areas in need of improvement.
There are two predominant types of rubrics: holistic and analytical.
1. Holistic Rubric
The purpose of holistic rubrics is for the teacher to get an overall impression and broad value
judgement about the quality of learners' work. It tests separate aspects rather than
individual judgements. Therefore, there might be learners who have the same ticks in their
work, but their understanding of the concept could be very different.

The Holistic rubric below explains how it is designed.
THE HAMBURGER RUBRIC

4 3 2 1
Learner demonstrated Learner has Learner added some Learner needs
understanding and demonstrated meat to his or her reteaching and extra
performance beyond proficiency. He or she understanding of the support to
proficiency and has understands the concept and/or Understand what is
exceeded the concept and has met performance. With required to meet the
standard the requirements. This some revision, this standard
work meets the work can meet the
standard standard
Figure 5: The holistic Hamburger rubric
This type of rubric could be used in Maths, e.g. to test the plus and minus operations, in
Grade 1.
It could also be used in Phonics e.g. when testing digraphs in Grade 1.
It could also be used for testing reading, Life Skills and Physical Education in Grades R-3.
Now watch the following video:
 What is A Rubric, 2014. [online]. Available at:

Here are two examples:
Match the digraph to the word.

Join them by drawing a line.
Fill in + or —
6 ___ 3 = 9 ___ 8 ___ 2 = 10 dr stop
4 ___ 2 = 2 ___ 6 ___ 3 = 9 cr spade
9 ___ 7 = 2 ___ 2 ___ 4 = 6 st drop
5 ___ 4 = 9 ___ 7 ___ 5 = 2 sp crop
3 ___ 5 = 8 ___ 1 ___ 0 = 1
Testing operations '+' and '–' Testing consonant diagraphs

Grade 1 Grade 2

Here is an example of a Holistic Rubric for a Reading assessment. This example will assist
you when preparing your lesson which includes a rubric, whether it is Reading, Phonics,
Writing, Maths or Life Skills. Obviously, you will adjust the description.
NO. DESCRIPTION
4 Demonstrates exceptional comprehension when reading. Reads fluently and with
expression. Good, clear voice. All requirements met and exceeded.
3 Demonstrates comprehension when reading. Reads fluently and with expression
2 Demonstrates partial comprehension when reading. Reads quite fluently but not enough
expression. Requirements partially met.
1 Demonstrates minimal comprehension when reading. Hesitates when reading. Few
requirements met.
0 No response, not even to sound out words. No attempt made.
2. Analytical rubric
This is a scoring method which involves the separation of various features of an assignment
into different components for scoring purposes. Analytic rubrics provide more information
about the learners' performance than the single score of a holistic rating because it provides
feedback on individual criteria that are directly related to the aims of the assessment
(Killen 2018). In, other words, analytical rubrics identify and assess parts of a finished
project.
ANALYTICAL RUBRIC FOR ORAL PRESENTATION
Study Area: Life Skills (BKN) TERM 1 GRADE 1: _______________________
Topic: Healthy Habits Date: __________________________________
Task: Give an oral presentation on the importance of healthy habits.
CRITERIA 7–6 5–4 3–2 1–0

Content Recalls relevant Recalls relevant Recall relevant Little relevance
accurately and content accurately content
with understanding
Presentation Presentation is Presentation as Presentation has Presentation has
Skills well structured, more structure. structure. not structure. Not
and the use of Attempts to use Attempts to use attempt to use
available resources that are resources are resources
resources is successful partially
excellent successful
Originality Creativity and Evidence of Limited use of Little or no
and Creativity originality of the creativity more creativity evidence of
learners' evidence noticeable and creativity
reflects originality
Language Correct, Language is Language is Language is
appropriate and accordance with incorrectly used poorly used
descriptive expectation at this and limited in
language is used level presentation
without any errors.
Good
comprehension

CRITERIA 7–6 5–4 3–2 1–0
Group Every member Clear evidence of Limited evidence Little evidence of
Involvement actively group involvement of group group involvement
(if done in participated involvement
groups)
Although this analytical rubric takes a lot more effort to prepare than a holistic rubric does, it
provides us with far more detailed strengths and weaknesses.
Whichever we prefer to use, Killen (2018) suggests the following guidelines before
constructing a rubric:
1. Know your goals or outcomes for instruction of the specific subject.

2. Decide on which style of rubric you wish to use. Ask yourself whether a holistic or
analytical rubric will best suit the work.
3. Determine the performance levels. Keep your expectations realistic.
4. Share and explain extremely carefully to the learners what is expected from them.
5. Make sure learners fully understand the rubric and how it will be used.
6. Share the results with the learner, one on one, so they can identify their strengths and
weaknesses.
7. Do these things in a loving, patient manner. All of us are apprehensive about being
assessed.
Constructing a rubric
If you want to construct a rubric for your lesson, consider the following recommendations:
 Brainstorm with your colleagues in the same grade so that the Foundation Phase
teachers have the same specifications for assessment (collaboration).
 Decide on your outcomes and jot down what you all have in mind.
 Know the specific skills that you want your learners to develop throughout the activity /
assignment.
 Decide on the structure of the rubric: Is it going to be a Holistic rubric or an Analytical
rubric? (What fits best for the task).
 Determine the levels of performance (1 to ?).
 Are there levels of performance specific to each criterion?
 Draw up the rubric and fine tune it.
 Share the rubric with the learners so that they are clear on the instructions of the
rubric.
 Learners should have an opportunity to see, discuss, or even design the rubric prior to
the activity / project, assignment.
 Ensure the criteria starts from highest to lowest.
Some difficulties when creating a good rubric:
 The most common challenge is to avoid making use of unclear language, such as
'creative'. (Learners must understand the language used for the rubric).
 If a rubric is to teach as well as evaluate, terms like these must be explained to learners.
For example, words such as 'comprehension'.

 Be sure to actually list the ways in which the learners can meet the criteria.
 This avoids the need to define elusive terms like 'creative'.
 Avoid using unnecessary negative language.
 Compare lower levels of quality to the highest levels of quality.
 Learners will then learn what they can do to improve.
 Expecting learners to understand words such as poor, average, excellent, beginning,
developing, accomplished, exemplary, are not specific enough. Learners want to know
what is expected of them so they can achieve 'excellent.' It is advisable to spend time
thinking about criteria and how best to group them together before going on to define
the levels of quality.
Advantages of using a rubric:
 Rubrics are easy to use and to explain.

 Learners are better equipped to articulate what they have learned.
 Learners know exactly what they need to do to be successful.
 Rubrics make assessments more meaningful.
 They clarify expectations.
 They yield better feedback.
For the learner, a rubric:
 Clarifies the often 'mysterious' marks at the end of a unit, project, presentation, written
work.
 A rubric can give learners insight and direction about what is important about the work
completed.
Disadvantages of rubrics
Although rubrics are extremely useful tools for assessment, a poorly constructed rubric can
do more harm than good. Fortunately, there are a few pitfalls that we can avoid.
They are:
1. Extreme scales: It is essential that you collaborate with colleagues when composing a
rubric.You need to have a Uniform Standard. For example, one teacher may use a scale
of A to E while the other teacher uses a scale of 1 to 9. Scales in rubrics quickly lose their
effect when there are too many or too few options.
2. Inconsistent language: An example would be a rubric with Level 1: Excellent work

whereas another rubric might read as Level 1: Needs more practice.
3. Negative language can demotivate learners. For example a learner might receive an
assessment that reads: Progress-none. This sounds very negative so make use of words
such as Progress: very little.
4. Vague language: An example of such language is using words such as 'always' in a

sentence. Language is always incorrectly used. This kind of language invites learners to
argue about their score.

The most important fact to remember in this unit is that you are continuously assessing a
learner, whether it is by means of oral work, videos, interactive charts, worksheets, written
work in books. Make short notes which you can later write up in your Observation Book.
Assessed work can be collected into a portfolio and presented to parents to peruse. Parent
interviews are also helpful to get to know the learners. Make notes so that you have them
on hand and are organised for parent interviews on their child's progress.
It should become obvious to you that assessment of Foundation phase learners is a time-
consuming task. It forms part of everyday meaningful activities in the classroom. You need to
realise that there are certain characteristics that come into play when we assess learners.
These are reliability, validity, objectivity and transparency. You need to be trusted to give
parents an honest reflection of how the learner has developed in your class.
Before we move on to Study Session 4, when we will discuss Lesson Planning, make sure you
understand Study session 3 on Rubrics for assessment. You have read how useful rubrics are
for Assessment and Continuous assessment (CASS) is imperative in Foundation Phase.
Summary of Lesson 7
We have now completed Lesson 7 dealing with understanding assessment and designing a
suitable rubric for learners' completed work.
We first discussed the difference between Assessment and Evaluation. We then moved on to
what CAPS document tells us about assessment and we referred to the CAPS Amendments
issued by the DoE in 2020. We moved on to the planning of assessment in a classroom.
Following that we moved on to what a rubric is and what we use it for. We discussed the
two predominant types of rubrics and how to construct or design them.
Before moving on to Study session 4, make sure you fully understand the Study session 3 on
Rubrics. Should you have any queries, please contact the college or the tutor.

Before proceeding, tick the boxes.
What is assessment and why is it necessary?
Difference between assessment and evaluation
Planning process of assessment
What is a rubric?
What do we use a rubric for?
Why use rubrics?
Why rubrics are useful
Two predominant types of rubrics
Constructing a rubric
Difficulties when constructing a rubric
Advantages of using a rubric

Study Session 4
Lesson 8: Lesson Planning and Integration

Welcome to Study Session 4: Lesson 8 for this module. Let's start by looking at the learning
outcomes for this study session. We now move on to give you an overview of the lessons in
this study session.
In Lesson 8 we take a careful look at the CAPS document making sure we understand how it
is used. We practise referring to the document by making use of various Topics.
In Lesson 9 we look at an example of compiling a Language lesson integrated with a topic

from Life Skills. We ensure that you understand the concept of integration.
In Lesson 10 we discuss the topic of Connectedness and the importance of using it in the
classroom of learners of any age. We also discuss how we can do this and the advantages of
this practice.
We divide the content into point form:
 Point 1: Reading a CAPS document with understanding

 Point 2: Develop a lesson plan explaining each section of the lesson plan
 Point 3: Ideas for an Introduction and Consolidation
 Point 4: Write out a lesson plan as per the STADIO template – an example given
 Point 5: Develop an awareness of what 'connectedness' is
 Point 6: Connectedness in the classroom
 Point 7: The use of ICT in the classroom
 Point 8: Verbs to use when consulting Bloom's Taxonomy for questioning

 Prescribed readings
Your prescribed readings for Lesson 8 are as follows:
 Pages 111 to 117 of the Foundation Phase English Home Language Grades R-3 CAPS
document.
 Page 55 of the Foundation Phase Life Skills Grades R-3 CAPS document.
 Recommended media

We start Lesson 8 by discussing why we need to teach with a lesson plan. We then find out
what will assist us to reach our goal. We then discuss what we need in order to write a
lesson plan. The most important document is the CAPS document and so we discuss the
important sections of the CAPS document. Then we have a few practices runs, using the
CAPS document. We prepare to write our Specific aim for our lesson plan and the Outcomes
of the lesson. We consider the strategy we will use and the resources necessary. Finally, we
consider activities we can use and how we will assess the lesson.
Let's have a look at why we need to prepare a lesson plan:
A lesson plan can be compared to using a GPS or road map when going on a trip to an
unfamiliar destination driving a car. Would you get into your car and drive around and
around wasting petrol and not knowing where you're going?
 Similarly, you need a lesson plan in the classroom so that you know where you are going
with your lesson and how you are going to get there.
 You also need a lesson plan to put the information you are going to teach into a logical
sequence.
 You need to keep track of what you are doing during your presentation.
 Should you be absent on a day and not at school, your lesson plans will be used to assist
a locum teacher to teach your learners.
 A lesson plan assists your time management.
 It also helps you to make sure you are catering for the learners' different needs.
 It allows you to ask pertinent questions which you make note of, in your lesson plan.
 By using a lesson plan, you set a good example and makes you more confident and feel
professional.

 It allows you to evaluate your teaching by reading through what you have prepared.
 Lesson plans can be saved and referred to in the future.
What will assist you to reach your goal?
A successful lesson plan addresses and integrates three key components:
 Learning objectives
 Learning activities
 Assessment to check for learner understanding.
Planning to write a lesson plan
It is of the utmost importance that you can read, understand and use the CAPS documents
effectively. Whether you are working from a Foundation Phase CAPS document there are
important sections for you to prioritise.
You cannot prepare for a subject you are going to teach without the relevant CAPS
document.
You also need reference / library books and you need to do research as much information as
possible online.
We need to remember that learners are now able to access information instantly and so
have become far more inquisitive. They will ask questions that they expect you to answer.
Important sections of the CAPS documents are:
 Time allocation: informs the teacher how much time should be spent on each subject.
You will notice that Grade 3 spend an extra 2 hours per week at school on First
Additional Language and Life Skills.
 Specific aims: There are specific aims for each subject in the foundation phase.
Depending on the subject you are going to teach, you need to find the pertinent aim in
the CAPS document. For example, Healthy Living will have the specific aim of knowledge
of personal health and safety.
 Resources: Each CAPS document has a long list of possible resources you can use in a
lesson.
 Topics: Shows us how the subject is broken up for the term
 Content areas: Breaks up the topic into sections we can teach.
 Outline of course material wherein you will find all the information that needs to be
taught term by term. Each page is headed with the subject to be taught and hours per
week to be spent on this subject and recommended resources that can be used. The
subject is divided into topics and then into content areas.
 Assessment: Explains how assessment should be done in the Foundation Phase.
(See Amendment 2020.)
Let's have a practice run using the CAPS Document.

In the Foundation Phase Life Skills CAPS Document on page 33, Term 4 Grade 1, we see the
Topic: Water.
The time to be spent on this topic is 4 hours. (obviously not on one day) All the content areas
break the topic up and we can divide the 4 hours into 4,5 or 6 periods of teaching. Please
note: We cannot teach one lesson on a topic and use all the content areas.
The topic of Water is broken up into Content Areas of:
 Uses of water at home and at school.

 Ways water is wasted.
 Ways of saving water.
 Safe and unsafe drinking water. Dirty rivers, cholera, etc.
 Storing clean water.
You may wish to choose only one of these content areas (Safe and Unsafe Water) for the
first period of 35 minutes. Later in the week you might want to give a 35-minute lesson using
2 concept areas.
On page 66 we read about Assessment. (see Lesson 4.) An amendment, which has just been
released, informs us of oral and written assessments, among other recommendations. You
need to stay up to date. Ask your mentor teacher whether you may read through it during
your Teaching Practice.
Now let's get started:
After you have decided on the topic and content area, decide on the outcomes you want to
achieve. Refer to the overview of the CAPS document to find out what learners have covered
in previous years so that you can prepare questions for scaffolding your lesson and testing
prior knowledge. This prior knowledge is important to test so that you know you are building
on a strong foundation, with the new knowledge on water that you are about to teach them.
 You will then need to begin research for the topic (Water) that you want to teach. You
will need the CAPS Document, Learner's handbook, Teacher's handbook, reference
books and Google. Keep in mind: "What new information do I want to share with/teach
my learners?'
 Once you have established what you are going to teach, consider the teaching strategy
you will use (, group work, project work, demonstration, role play, cooperative learning
jigsaw method, discussion) See 'strategies.'
 Consider what activity you will engage learners in. At this point you should also set your
outcomes. (Knowledge, skills, and values) Will this activity allow you to reach your
outcomes?
 Consider the forms of assessment you will use in this lesson. Devise your own rubric
(Lesson 4)

Remember in your second year you learnt about the concept of Constructive Alignment:
Learning Outcomes
Teaching and learning

activities
Assessment
When planning learning activities, you should consider what activities are needed in order to
engage learners, to develop the skills and knowledge required. Learning activities should be
directly related to the learning objectives of the lesson. They provide experiences that will
enable learners to engage in, practise and gain feedback on specific progress towards those
objectives.
It is at this point that a mind map or spider diagram can be used in order to get all your ideas
formulated and in place.
Resources;
Ice, kettle,
plastic bottle,
stones and
sand Introduction:
Teach a
Language- song:Pitter
Integration Patter.Demons
with Phonics trate ice water-
steam
Water Prior
Consolidation Knowledge
Youtube WHERE DOES
Video WATER COME
FROM
Development
What do we
How do we
need water for?
store WTER?
At home ,
Tanks, damns pleasure-
purifying water swimming
At school?
Figure 6: A mind map showing how to brainstorm a lesson on Water
The lesson objectives for the topic on Water could be:
Knowledge: Learners must explain where water comes from and what it's uses are. For
example, Water for drinking, enjoyment, farming.

Skills: Learners will be able to draw the Water Cycle. Learners will effectively demonstrate
how to purify water with soil and stones.
Values: Learners must realise the importance of rain and water in our lives and to use water
sparingly.
If you are looking at giving some interesting facts:
 How water is bottled.

 Discussion on 'Hot Springs.'
 How much water is used when we flush the toilet once?
 Why is the earth called the Blue Planet?
 How much water do our bodies consist of?
Looking back in the CAPS Document we can build on previous knowledge by asking
questions such as:
 What do I use to make a cup of tea?

 Where does the water come from when I open the tap?
 Does everybody get water from taps?
Next, you must choose a teaching method to use to get your objectives across? Remember
we can use 2, 3 or 4 different methods in one lesson.
For example:
 Demonstration Method can be used as your introduction.

 Question and Answer Method. (During building knowledge)
 Whole class teaching.
 Explanation (explaining the content)
 Problem solving in groups.
What resources am I going to make use of? Do not forget to refer to the CAPS document
(Resources)
Use:
 Ice / steam
 Bottled water
 Interactive chart of Water Cycle
 YouTube clip
 Chart of different uses of Water.
 Song 'Pitter Patter raindrops.'
 Experiment
 Paper plate / water cycle
Now let's look at the phases of the lesson plan and what you should consider when planning
to write the lesson plan.

The basic details of the lesson plan:
 Name / Surname / Student number

 Date
 Grade.
 Subject
 Learning Area
 Topic
 CAPS Page (Remember to include a copy of the CAPS page)
 Time Allocation
TIME ALLOCATION:
In your third year you are expected to complete the 'Time Section' in the Basic Details of the
lesson plan.
 It is important for you to consider how long your lesson will be.
 When planning a lesson, you need to take into account: How much time the
introduction will take, the length of the development (teaching time) and learner
activity time.
 Be realistic with time. Avoid 60-minute lessons.
 Stick to the time allocated for each period that has already been determined by the
school.
 A general guideline is:
– 5 minutes for Introduction and 5 minutes for testing Prior Knowledge.
– 15 to 20 minutes for development.
– 10 to 15 minutes for consolidation and learner activities. (Activities may take a little
longer depending on what you have decided to do with the learners.)
Lesson outcomes:
 Before you plan your lesson, identify the learning outcomes for the lesson.
 A learning outcome describes what the learner will know or will be able to do after the
learning experience rather than what the learner will be exposed to during the
instruction (content area).
 Remember to use action verbs: explain / list / discuss (see Blooms Taxonomy at
conclusion of this unit for examples.)
 Do not use the verbs: understand, know or learn as verbs to write your outcomes.
Introduction:
 In your introduction of your lesson ensure that you write clearly what the first 5 to
8 minutes will be about.
 Write down clearly how you will gain learners' attention so that you have their interest.
This way they will watch and listen before you present the lesson content.

 Present a story or a problem to be solved / ask a riddle / a joke / an interesting role play
/ use realia (there is nothing better than giving a lesson making use of the REAL thing.)
Before teaching a Phonics lesson play 'I spy' This will also be testing previous
knowledge.
 Utilise icebreaker activities, current news and events, case studies, YouTube videos and
so on.
Remember the introduction must spark the interest and grab their attention. It must be
dynamic!
 Inform the learners of the objectives. Tell learners what you will be teaching in the
lesson (even write it down in the corner of the chalkboard).
 Allow learners to organise their thoughts regarding what they are about to see, hear,
and / or do.
 Do not write in your lesson plan "I will ask learners to guess what the topic of the day is"
or 'Guess what I will be teaching today". This is not classed as a fun game!
Ideas for an introduction:
 Story: Leading up to the development. For example: When I was small, I lived on a farm.
(Farm Animals)
 Props: Wearing clothes that apply to the lesson topic: Seasons of the year
 Brown bag: Examples that apply to your contents such as plastic farm animals, etc.
 Song / Music
 Poem
 Newspaper: An advertisement of cars (Transport)
 Role Play (Pollution)
 Play a game (such as 'I spy' for a Phonics lesson)
 Use realia as often as you can. (Lesson on 'Healthy Living' bring food and empty
containers or boxes)
 Give a scenario (Who has a pet elephant at home, why can't we have an elephant (Wild
Animals)
 Present a riddle (Here I have a jar of honey, where did it come from?) Life cycle of the
Bee.
The list really is endless so: Never start a lesson with:
'Today we are going to learn about . . .' or 'Guess what we're going to learn about today'.
In your third-year lesson plan, you will notice a new section called: Prior Knowledge. This is
the platform you start from by revising previous work on which you can build. (Scaffolding).

In your introduction, write down how you will recall prior knowledge (Scaffolding).
BUILDING ON PRIOR KNOWLEDGE (SCAFFOLDING)
Teacher progressively leads the learners to understanding new concepts using

different techniques to build on their previous learning or concepts previously
taught.
Building on previous knowledge (also known as scaffolding) immediately sets the scene of
trying to reach the objective by building on knowledge they already know.
How does it help us when presenting our lesson?
 It helps learners make sense of new information by relating it to something they already
know or something they have already experienced.
 It recalls events from previous lessons taught, integrating results of activities into the
current topic, and relating previous information to the current topic (Maths: for
example, counting different colour cars to introduce 'Data Handling').
Prior knowledge
What concept are you going to build on / scaffold?
When we are going to teach the lesson on 'Water' we would use this section to pose
questions.
These answers will help us decide what we can build on.
 What do I use to make tea?

 Where does the water come from when I open the tap?
 Does everybody get water from taps?
 In this section of the lesson plan you are required to include a CAPS reference to
indicate when the learner has covered a similar topic in the past. Provide background
information.
 If the lesson being taught is a Grade 2 lesson on Good Habits (Department of Basic
Education: 2011:42 Amendment) the prior knowledge section should read: Grade 1:
Discussed / Explored Healthy Habits (Department of Basic Education: 2011:30)
Development
 Do not use the development of your lesson plan to just describe the learner's activity.
This is when you teach the facts making use of your resources. Tell them new
information!
 The focus must be on both what you will teach and what the learners will do.

 Use the development to write in detail what you want to teach the learners. Do not
write I will discuss – what?
 The research that you have done before you began writing your lesson plan will help
you to complete the development section of your lesson plan.
 Questioning as you teach is essential. These questions can be written into your lesson
plan in the appropriate sections. Teach and test is an important strategy.
Provide guidance
 In your lesson plan advise / indicate what strategies you will use to aid learners in the
learning content.
 Indicate when you will refer to the resources or the material or group work or activity.
 Model varied learning strategies-mnemonics, concept mapping, roleplay, visualising.
 Write down examples that you will use in the lesson.
Bloom's Taxonomy
Use the varying level of questions in your lesson plan.
Be sure to include low, middle and high order questioning throughout your lesson plan.
Remembering and understanding, Applying and analysing Questions, Evaluating and
Creating Questions. (See list of Verbs you can use, at the conclusion of this session.)
Figure 7: Bloom's Taxonomy

Lesson Planning making use of Bloom's taxonomy.
LEVEL VERB
1. Knowledge What, where
Describe
Name
2. Understanding Explain
Classify
Compare
Rephrase
Summarise
3. Application Give Examples

Solve
Organise
Apply
4. Analysis What do you think . . .

Why do you think . . .
List
What conclusion . . .
Classify
Categorise
Identify
5. Evaluation Do you agree . . .

Your opinion
Would it be better . . .
Why did she . . .
6. Create How would you improve . . .

What would happen . . .
Design
Propose
Develop
Table 5: Useful verbs when making use of Bloom's Taxonomy
Consolidation
This is often the most neglected part of the lesson plan. Students just write 'I will sum up the
lesson' or "I will revise the lesson'.
A lesson plan is very much like a telephone conversation.
I answer the phone or make a call and first ask how the person is getting on…That is the
Introduction of the lesson.
Then I give the reason for the call, perhaps to ask if they would like to come for a
playdate . . . That is the Development of the lesson.
I don't just put the phone down. I summarise and say, 'see you soon' 'Keep well' 'Stay safe'
'Goodbye . . .'

That is the consolidation of the lesson.
Unfortunately, there is very little thought that students put into the consolidation. Handing
out a worksheet without explanation is not consolidation. This section is summing up the
lesson. For example, if you have used an interactive chart with the Water Cycle for your
lesson, you will question learners to come up and place the flashcard names in the correct
positions.
There are many good ideas, but you need to plan them and write them out in the lesson
plan.
If you have said you will have a quiz, the questions must be written out. Will the learners be
put into groups for an activity? etc.
The consolidation needs consideration, creativity and good ideas to conclude a good lesson.
Here are a few ideas about consolidating a lesson:
 You can state the main points by saying 'Today we talked about 'How important water is
to us''.
Ask learners to help you summarise by listing key points:
 Put learners into groups and let them write down on a piece of paper what they think
the main points of the lesson are. Let them give teach backs from the groups.
 Have a quick quiz.
 Role play the lesson if it lends itself to this method.
 Conclude with a Creative Arts lesson with them singing a song or making up a rap to
produce to the class.
 Showing a suitable video clip or you tube clip that relates to the topic handled.
 Interviewing each other practising peer assessment (Questions would be set by the
teacher and given to the groups, each group receiving different questions to discuss).
There are two new sections to be completed in your 3rd year lesson plan:
They are Integration in teaching and Use of ICT in a lesson presentation.
What is integration in teaching?
Integration used in a lesson brings concepts from other subjects which fit into the lesson. It
shows the learner that all areas of the curriculum are interrelated. Subjects fit together like a
puzzle.

Integration in your lessons
An integrated approach 'allows learners to explore, gather, process, refine and present
information about topics they want to investigate without the constraints imposed by
traditional subject barriers' (Pigdon & Woolley 1992) as cited in Singh 2017) meaning that
integration happens across subjects and across curriculum. Integration is the weaving of
content from one subject and applying it to another.
For example, a topic being taught to the learner in Maths or Life Skills may fit into concepts
you cover in Reading and Language. This makes learning far more effective because the
learner can connect the information. across subjects instead of learning subjects in isolation.
For example, your Life Skills lesson on Water might be integrated with Maths. My father
drinks 1½ litres of water a day. Mom drinks 1 litre and my sister ½ litre and I drink ½ litre.
How much water does my family drink per day, in 2 days, in 1 week?
Integration in lesson planning requires you to keep the focus on a topic but bring in other
aspects from other subjects or content areas into your lesson. The purpose of integrated
lessons is to strengthen learning and to reinforce concepts and skills taught in other subjects
and content areas in a contextual and meaningful way. Learners realise that subjects are
interlinked like a puzzle.
An integrated approach to learning builds on knowledge and creates relationships about

content that is being taught. This often makes learning easier and more meaningful in the
classroom.
An integrated lesson is child-centred and allows for cross-cultural sharing. For example,
when presenting a lesson on Healthy Eating and types of food, learners will learn about
foods that are eaten cross culturally, samoosas, marogo, salmon, etc.
Summary of Lesson 8
We conclude our Lesson 8 here and before we move on to preparing our lesson plan in
Lesson 9, take note that you are fully aware of how to make use of a CAPS document.
Although Lesson 8 was short, it contains some of the most important content necessary for
successful teaching. We looked at why teachers need a lesson plan. Then we discussed how
we prepare to write a lesson plan.
You must understand the use of a CAPS document. It contains important sections. You had a
chance to experiment with a few topics on how to use the CAPS document.

Before commencing to Lesson 9, tick the boxes below to your understanding of what you
have learned in this lesson.
Explain why do we need a lesson plan?

Understanding the purpose of CAPS
Identify the phases of the lesson plan
List ways to start a lesson
Understanding the content of the development section of the lesson plan
Varying levels of questions
Explain how to consolidate a lesson
Define integration
If you are sure that you fully understand the CAPS document and how we use it, we will
progress to Lesson 9: Writing the Lesson Plan.
Lesson 9: An Example of a Language Lesson

integrated with a Topic from Life Skills
 Page 90 of the Foundation Phase English Life Skills Grades R-3 CAPS document.
 Page 43 of the Foundation Phase English Life Skills Grades R-3 CAPS document.
Note that you'll be told when to read each of the above texts in the lesson.
Introduction
In this lesson we present you with an example of a Language lesson integrated with a topic
from Life Skills. The language lesson is a Phonic lesson revising consonant digraphs in English
with Life Skills (Farm Animals) The lesson is prepared and you will be able to follow, in order
to understand how lessons can be integrated. We will take you through each component of
the lesson plan. At the end of the lesson plan you will find a summary of the lesson plan. This
lesson requires you to merely take note of ideas which you may be able to put into practice
when you enter your Teaching Practice.

We will present this lesson in:
 Point 1: One idea for an integrated lesson

 Point 2: A Language lesson (Phonics – consonant digraphs) integrated with Life Skills
(Farm Animals)
 Point 3: Take note of the written form of this lesson
 Point 4: Commence the lesson with discussion of farm animals to establish what the
learners know
 Point 5: Summary of the lesson plan
Here is one idea of an integrated Grade 2 lesson on shared writing:
 Learners are placed into groups of five. They are each required to write one sentence
about life in 'lockdown' during the COVID 19 pandemic in 2020.
 One learner starts a sentence or a paragraph and passes it on to the next person who
then adds to the sentence or paragraph, etc.
 Each learner contributes their own thoughts until all have had a turn.
 Then the group discusses how to illustrate the story.
Focus of the lesson: Shared Writing.
 Integration: Creative Arts- to create visual representation of writing.

 Personal and Social Well Being: Sharing life experiences during a difficult time.
Role Play
In order to give you a general idea of compiling a lesson with integration, this lesson has
been provided for you to understand integration and how it can be used. You may be able
to select tips you can make use of, when writing a lesson plan using integration.
Compiling a Language lesson using a Life Skills topic and integration in

the lesson plan
In Grade 2 the teacher is revising consonant digraphs with the learners. She has decided to
integrate the lesson with a Life Skills topic.
In the CAPS Document on page 43 of Personal Knowledge and Social Well-being Term 2
Grade 2 we find the topic: Animals and the content area we are going to make use of is
Farm Animals: Types and Uses. This is the topic and content area we will use for a Language
lesson.
With a topic such as Farm Animals it is advisable to choose the type of farm animals, we will
be learning about in our lesson otherwise, learners will be shouting out about all the animals
they can think of. The animals we will concentrate on will be the cow, the sheep, the chicken
and the pig.

Prior knowledge
At the outset I will revise what has been previously taught on the topic of Farm Animals.
Questions will be asked:
 Have you ever been to a farm? What animals did you see?
 Who lives on a farm? What animals do you have on the farm?
 Can you think of some farm animals? Are the animals, wild animals?
Objectives
Learners will be able to discuss a picture, parts of speech, Consonant Digraphs sh ch and th
and form a word bank. (Words written on a chart which can be used for writing news and
stories) CAPS page 43 and in Maths draw a data handling graph.
Resources: (At the end of the Lesson Plan)
A big book of 'The Three Little Pigs' story on a farm, written by you. A bag with the plastic
animals in, plus one plastic wild animal and my cell phone (to play the animal sounds,) paper
plates for making masks of the animals and anti- waste to use on the masks. (wool, yoghurt
cups and bottle caps).
Methods of Assessment
Learners will be assessed through observation during the lesson, listening to the story. They
will be assessed when reading words with these sounds. This can be done by using a rubric.
They will also be assessed on their written work in their books. These assessments will be
noted in the teacher's assessment book.
Introduction
The learners are told that we are going on a holiday, but they must guess where we are
going. I ask 5 learners to each choose an animal out of the bag. In this bag I have a plastic
sheep, a pig, a chicken, a cow and an elephant. Some may realise that there are 4 farm
animals and 1 wild animal. I will then use my cell phone to play the four different sounds of
the animals that live on the farm and they should realise that we are on the farm.
Development
I will introduce the Big Story Book to them and explain that this is not the Three Little Pigs
story that they know. This book has been written by me and the story is read to them,
stopping after every huff and puff to introduce the Phonic.
The story goes as follows:
The sheep, the cow, the chickens and the three pigs live happily on the farm. Each of the
three pigs' lives in a little house in the farmyard.

In the first house lives a pig
called 'sh', in the next house
lives a pig called 'ch' and in the
third house lives a pig called
'th'. One day the news spread
very quickly that Mr Fox was
seen on the farm. All the animals rushed to the houses of the three little Pigs. Mr Fox was
standing at the 'sh' pig's house.' I am going to blow these houses down' said Mr Fox. He
went to the first house which belonged to the 'sh' pig. phonics: He huffed and he puffed and
he blew the house down and out came all the 'sh' pigs, who had 'sh' written on them. Have
the words written on flashcards and 'ch' allow learners to read the words and discuss the
meanings: Shop, sharp, ship, shirt, shut.
Then Mr Fox went to the second house which was the house of the
'ch' pig. The same thing happened. He huffed and he puffed and he
blew the house down and all the pigs with their piglets all ran out
carrying words with the 'ch' sound: ENGLISH INTEGRATION – chop,
chip, chat, church, chess.
Learners read the flashcard words and discuss.
(Chatting about church will allow for cross

Cultural integration) (Life Skills-Beginning knowledge integration)
(These flashcards are stuck onto the chalkboard)
Then the fox moved across to the third house which belonged to
the th 'th' pig.
He huffed and he puffed and blew the house down. All the 'th' pigs
came running out carrying the words with the th sounds ' this, that, them, three, thumb
(discuss silent 'b').
All the farm animals gathered round Mr Fox and he was very frightened. They were very
angry with Mr fox because he was a nuisance and often came into the farmyard to look for a
meal. 'We are tired of you scaring us and worrying us' they said.
There were 21 cows, 9 sheep, 12 chickens and 14 pigs and piglets.
How many animals were there altogether? MATHEMATICS
All the animals were angry with Mr Fox. Then he said to all the animals standing in front of
him: Sorry I did not mean to blow the houses down. PREDICTION
I JUST SNEEZED!
All the animals chased Mr Fox and Mr Fox never came back to the farmyard.
Can you draw a graph of how many animals there were?

The learners (together with the teacher) read the words from the flashcards on the board.
While learners are reading the words, we can stop them and ask them to use the word in a
sentence and also question parts of speech, punctuation.
For example: church is a Naming word, shut is a Doing word. We can also talk about the
sounds these animals make and their young. What they produce can also be discussed
Consolidation
Ask the learners questions such as: How do you think the pigs felt when their houses were
blown away? How do you think the fox felt when he was surrounded by all the animals? Do
you think the fox was telling the truth?
The story book is read again with the learners clapping when they hear a 'sh' sound,
stamping their feet when they hear the 'ch' sound and lifting their arms when they hear the
'th' sound.
If time allows or in another lesson, learners can be grouped into 4 groups. These are the
sheep, the cows, the chickens and the pigs. Each child is issued with a paper plate and
groups are issued with anti-waste. They use the paper plate as a mask. They are taught the
song 'Old MacDonald had a farm' They could also role play the story.
Reflection
Review the lesson. This is when you do a SWOT (Strengths, Weaknesses, Opportunities and
Threats) analysis of the lesson once you are done. You will make notes of what worked
(strengths) and what did not work. (weaknesses). Suggestions of how you could improve on
the presentation. For example, learners were restless on the carpet while I was teaching.
Perhaps went on a little too long. Was it my voice that needs more volume or expression?
Strengths: The resources I used. The learners were fascinated.
Making these notes will assist you when next you prepare a lesson on this topic.
Reference
This is where you make a note of all sources of information you made use of in the lesson.
Please see notes on Referencing: Harvard System. Books, Google, YouTube videos must all
be included.
Revising the lesson plan:
 No teacher can teach a lesson without a lesson plan. It is your compass!

 No lesson plan can be written without the CAPS document, books on the subject and
online research.
 Make sure you have the topic written in bold letters and choose the content area
beneath the topic.

 Outcomes:
– What do I want the learners to know?
– What can they do with this knowledge?
– How should they feel about what they have learnt?
 What resources am I going to use? (Refer to CAPS document pages 13 and 14.)
 What strategies am I going to use? Can be more than one.
 What introduction will grip the learners' attention?
 Start by testing prior knowledge that the learners have on the topic.
 Begin the lesson on the topic.
 How will I finish off my lesson? Activities?
 How will I assess if they have understood the lesson?
 Enrichment: How do I keep the early finishers busy?
 Reference my work.
 Reflection: How can I improve on what I did?
Summary of Lesson 9
We have completed Lesson 9 and you have been able to read through an example lesson
plan with integration. Maybe you were able to see other areas in the lesson when
integration could take place.
The important facts to remember and tick the boxes are the following:
Choose topics that are in the CAPS document for the lesson you are going to teach
Write a lesson plan
Practice creativity in lesson plan design!
Reflect on lesson plan design
We will now continue to Lesson 10: Connectedness.

Lesson 10: Connectedness

Note that you'll be told when to engage with the above media in the lesson.
Introduction
In this lesson 10 we explore Connectedness. This is an important aspect in our classrooms
these days. We are always on the lookout for anything that will enhance our teaching and
improve the connection between teacher and learners.
We will first watch a video clip 'Be a Mr Jensen' which will hopefully inspire you to become
familiar with connectedness. We commence the lesson with the question 'What is
Connectedness?'
We will discuss the 2 most important values to show learners namely, treat them well and
show fairness and kindness. We then discuss Dr William Glasser's diagram of the five basic
needs of connectedness.
We then discuss how connectedness can be strengthened in the classroom. We look at

direct ways to make these connections and a few ways of improving your connection skills.
We conclude with looking at 2 ways of improving connectedness and language and actions
to avoid in class if we want to improve connectedness.
 Point 1: What is Connectedness?

 Point 2: William Glasser's diagram of 5 basic needs to improve connection
 Point 3: How we can strengthen connectedness in class
 Point 4: Direct ways to make connections
 Point 5: A few ways of improving connection skills in the classroom
 Point 6: Unacceptable behaviour which weakens connectedness
 Point 7: language that weakens connectedness in class
(Libby, 2004. p.109) is defines connectedness as 'to feel close to, a part of, and happy at
school; to feel that teachers care about learners and treat them fairly; get along with
teachers and other learners and feel safe at school. In short, it is to feel close to each
other (a family) and safe in the classroom environment.
No matter what age the learners in the class are, the relationship is of the utmost
importance.

First impressions do count, so as you greet the learners at the door, they are summing you
up by merely looking how you are dressed, the way you walk and carry yourself, the way you
speak and engage with them.
You are building a safe space in the school for them, where they can feel protected, so they
make up their minds about you within a few minutes. For this reason, you must show them
exciting and interesting signs of being made to feel welcome and a sense of belonging. This
can be done by putting up inspirational charts in the class or on the door, have name tags
waiting for them. You can also make use of a creative ice breaker.
You need to be authentic because learners quickly pick up on whether you can be trusted
and respected.
When connecting with the learners the two most important values to show them is that they
will be treated well, and you will show fairness and kindness.
In Figure 8 that follows you will notice the five basic needs of connectedness.
Dr William Glasser says a child without having the five basic needs met, will struggle to
flourish and realise their full potential in school.
Daily Needs
SURVIVAL
Safety
Respected
Recognised
LOVE &
POWER
BELONGING
Achieve Goals
Accepted
Play Choices
FUN FREEDOM
Feel Good Fairness
Figure 8: The five basic needs of connectedness
1. Survival: The child's daily needs must be met. They should feel that the classroom is a
safe place, where they can 'be themselves' and feel comfortable.

2. Love and belonging: Learners should feel accepted for who they are. This does not
mean that they can do whatever they please. They should display good social skills and
respect their teacher or any adult in the school. They should also respect their peers in
order to be respected by others.
3. Power or recognition: Learners should be made to feel that their opinions count and
that they make a positive contribution in class. This will inspire them to be goal driven
and want to be successful at school.
4. Freedom: Learners should feel free to express their views without being apprehensive
about being teased or bullied. They should feel a certain feeling of being 'on top of
things' and not feeling anxious at all.
5. Fun: Learners should realise that there will be a time of fun, just as he or she expects
them to get serious about their work. They become responsible for their behaviour and
realise the importance of cause-and-effect.
Connectedness can be strengthened in a classroom by:
 Building the relationship: show the learners that you really care. Children can pick this
up, they are very intuitive and know when adults are not genuine.
 Don't take bad behaviour personally. This is very difficult for most of us. We become
defensive and lose our confidence. Instead, we should try to form a bond with the child
and keep in mind that 'everyone is fighting a battle, we know nothing about'.
 Showing excitement. Learners react much better to teachers who are passionate about
what they are doing.
 Show an interest in the learner holistically. Let learners share news, occurrences etc
with the class.
For example, this can be done with a cardboard box covered with black paper with the
one side open to represent a TV. The learner puts the box on their head and is able to
share their news.
 Try to create an open and inviting environment so that the learner feels they can share
anything with you.
 Keep classes busy with group activities, demonstrations, realia, discussions, debates,
and short you-tube clips or videos. Make a time to strengthen classroom community.
This can be done during News Time when learners get to know each other better. You
could also have a "Community time", where learners sit in groups. One learner turns to
the other and tells that person what they like about them and so it carries on.
Obviously, it must be positive.
Another idea could be each child telling another about their culture. Learners could be
taught a positive word (phrase) or song in another language.
 Give each learner some kind of responsibility in the class, so that when they are absent,
they know that they are missed. Responsibilities could include switching lights off,
locking class door, etc.
 Make them feel special with comments such as:
– 'I notice you'.
– 'I like having you in my class'.
 Praise learners whenever you can. Don't forget some learners are shy and prefer the
praise to be private.

Kindness and being fair, meets all these needs. Look at the diagram. You will connect if you
are actively fair, take notice of them, keep learning about them in their totality, show
kindness and reap the benefit of connectedness.
Learners are unlikely to be enthusiastic about learning things that they see as irrelevant.
There are two steps to overcoming this problem.
 First you must be convinced that what you want learners to learn is relevant to their
understanding of the subject and useful connections between what they are learning
and their real world. This learning will be valued and will have meaning beyond the
mere teaching of facts. The challenge is to create the abstract tasks of the school
curriculum in contexts that make sense to the learners.
 For learners this means how supported they feel and how differently it is presented We
can no longer spew content at them and expect them to learn it. They must see it as
worthwhile in their lives and want to learn whatever it is.
Direct ways to make these connections are:
1. To base learning around the learners' personal experiences. To base learning around
real-world public problems that the learners see as important. (such as Pollution, gives
learners the opportunity to share ideas and art with an audience (their classmates).
2. Listen carefully to what learners share with their teacher. In this way you get to know
what the learner's home language is, their medical needs such as asthma, their religion,
etc.
3. We get to know their living situation. In conversation the teacher will pick up how much
technology is used at home, how much television is watched at home.
4. We should get to know the learner's favourite subject, their strengths and weaknesses.
5. We should get to know their insecurities and how they adapt to structure in the
classroom.
All this information is obtained informally during News sessions. We must never interrogate
a learner as if we are prying or being inquisitive. The information is gained incidentally.
Here are a few ways of improving your connection skills in the classroom:
 Develop a sense of empathy. Not only will this assist connectedness but it will serve as
an example for learners to follow. When a learner has a 'meltdown', empathise with
them and personalise it by telling them what happened to you when you had a
'meltdown'. Tell him or her how you felt.
 Develop a positive attitude in the classroom. We all seek affirmation and the learners
are the same. There is no place in the classroom for negativity of any sort.
 Be present in the moment. Give your full attention in conversations instead of just 'yes'
and 'no' sporadically. Attention is oxygen for relationships. Stay focussed during
conversations or even when learners are giving answers.
 Apologise when you have made a mistake or not sure of an answer. Learners like to see
that their teacher is 'human'
 Do not nag or whine at learners. Allow them a little autonomy.
 Control your tone of voice. A shrill,high tone gets the learner defensive. Use your voice
as your best resource.

 Always work on a win-win situation as suggested by Stephen Covey in his book 'Living
the Seven habits. (1995)' This will test your patience but persevere. You do not need to
win an argument to be respected. Covey suggests that we aim at a win-win situation
when confrontation takes place. It is not a matter of you winning and the learner losing.
There are many activities in the CAPS document that we can share with our learners.
Here are two fun ideas to share with the learners in your class.
In order to promote friendship and kindness in the classroom we need to give the learner
the tools to deal with situations in the classroom that call for kindness, conflict resolutions
and other social behaviour.
1. Try a 'friendship jar': Every time someone shows some kind gesture in the classroom, let
them write the person's name on a sticky note, fold it and pop it into the jar. At the end
of 2 weeks open the jar and let the learners come forward and share with the class what
kind gesture was shown to them.
Who knows . . . you might have to empty the jar daily!
2. Stick People role play: Let learners draw faces on a piece of paper and stick them onto
an ice cream stick. Let them role play situations learners often get into that require
patience, kindness, empathy, etc. You can also, role play with these, when 2 learners
are fighting or teasing each other. Use their stick people to teach a lesson on the values
that need to be developed, when confrontation takes place.
The opposite to fairness and kindness is shaming and that is extremely destructive. Examples
of this 'unacceptable behaviour' practised by teachers are:
1. Deliberately ignoring a learner. Learner feels neglected, which harbours negative

thoughts and will be exhibited in bad behaviour.
2. Being sarcastic. This language is wasted on Foundation Phase learners, although there
could be learners who experience this from parents and older siblings.
3. Walking away as if the learner is non-existent. For example, using words such as 'I don't
care what happens to you.'
4. Rolling your eyes at the learner who says or does something which you do not approve
of.
5. Glaring at a learner with disgust speaks a thousand words.
6. Shouting, yelling, hitting or swearing at a learner. This kind of behaviour must be

avoided at all costs. Teachers can read the Code of Conduct in the SACE document.

Words of shaming to avoid. These words can cause untold emotional damage.
1. 'You ought to be ashamed of yourself!'
2. 'You naughty boy / girl!'
3. 'You're acting like a brat'
4. 'You make me sick!' or 'I'm sick and tired of you!'
5. 'You're hopeless. I give up on you!'
6. 'Just go away, I don't want to see you!'
We need to be extremely aware of the language we use with learners. Our schools are ever
changing.
As a result of bad behaviour, teachers are complaining about how much time is spent
disciplining. They have become very aware of children's selfishness, self-centred behaviour,
poor social skills and that children are unable to play well.
Fortunately, the values to combat all these patterns are included in our curriculum so it is
essential that we spend time on these topics. It does take up time (which is not always easy).
But we owe it to our learners.
Benefits of connectedness cannot be emphasised enough. Not only are your objectives and
lesson content more likely to be remembered but the learners' social-emotional needs have
a greater chance of being met. Schools should be attempting to break down walls that
prevent connection.
Connectedness is the feeling of understanding and ease of communication. It helps us get to

know learners and their interests better and inspires them. This connectedness is what is
remembered long after learners have left school and think back to their school days with
fond memories.
Summary of Lesson 10
We have now completed Lesson 10. We read the definition of connectedness and looked at
Dr William Glasser's diagram of the 5 basic needs of connectedness. We read how
connectedness can be strengthened in a classroom and direct ways to make connections.

We looked at a few ways of connecting in the classroom. We finally discussed unacceptable
behaviour by the teacher which will adversely affect connectedness and language that
should be avoided at all costs.
To ensure that you have fully grasped this concept, tick the boxes.
Definition of Connectedness
William Glasser's diagram of the 5 basic needs of connectedness.
How to strengthen connectedness in the classroom
Direct ways to make connections
How to connect in class
Unacceptable behaviour by the teacher which hinders connectedness
Language that should be avoided at all costs
We now move on to Session 5: Special Needs and look at Lesson 11.

Study Session 5
There are no prescribed readings / media for this study session.

Lessons 11 and 12 have been designed to support your preparation for a special education
needs school, classroom or centre. As a reminder, you are expected to attend a special
education school, classroom or centre for one week of the six weeks of teaching practice,
equivalent to 30 hours. Additional information will be available on the ECI for DLTP200.
In Lesson 11 we will be looking at the different developmental stages of a learner aged 6 to

8 years. Then we will be looking at the different barriers to learning. You will be presented
with Developmental Writing Activity 6 and we will look at the meaning of Special Needs
Education.
In Lesson 12 Inclusive Education we will look at inclusive and mainstream education. We will
also discuss how classroom environments will have to adapt to accommodate learners with
special education needs (LSEN). We look at a few ideas for teachers to adjust their
classrooms. We present an example lesson for an Inclusive class and finally you are given a
Writing Activity with research work.
Introduction
We commence with lesson 11 and discuss the meaning of barriers to learning. We look at
the developmental stages of the learner from 5-6 years. We discuss the term 'barriers to
learning'. We also discuss a learning disability and a learning difficulty. You are given Writing
Activity 6 in which we discuss what teaching learners will special educational needs means
and whether all special education needs of learners are the same.
We discuss all this in:
 Point 1: Barriers to Learning

 Point 2: Developmental stages of a child aged 5-6
 Point 3: What is a barrier to learning?
 Point 4: What is a learning disability and a learning difficulty
 Point 5: Developmental Writing l Activity 6
 Point 6: Special Needs
 Point 7: Are all Special Needs learners the same?
Let us now get down to work.

Lesson 11: Key Barriers to Learners
At the World Conference on Special Education held in Salamanca, Spain in 1999 the
objective was to provide an education as a fundamental human right. This would mean
that attention would have to be paid to major policy shifts, necessary for the development
of inclusive education. These needed to be aimed at ALL school barriers to learning, to
serve ALL learners. The emphasis was on developing inclusive education systems that:
Accommodate ALL children, regardless of their physical, intellectual, social, emotional,

linguistic or other conditions. This should include disabled and gifted children, street and
working children, children from remote or nomadic populations, children from linguistic,
ethnic or cultural minorities and children from other disadvantaged or marginalised areas
or groups.
(UNESCO, 1994:6)
These inclusive education systems must recognise and respond to the diverse needs of
their learners, accommodating both different styles and rates of learning and ensuring
quality educational opportunities for all.
This must be achieved through appropriate curricula, organisational arrangements,

teaching strategies, resource use and partnerships with their communities (1994:11-12)
All this was based on the following educational, social and economic grounds:
 To teach all learners together requires a curriculum that accommodates individual

differences and is beneficial to all.
 An inclusive school practises social inclusion (accepting the learner with barriers) by
valuing and embracing differences and nurturing attitudes of acceptance and respect,
making all learners feel equal.
 Educating all learners together is a more cost-effective way of educating learners.
Developmental Stages of the Child

When looking at the developmental stages of a child we can identify a learning barrier by
testing the following spheres of development.
Please note that not every child will be able to have developed ALL these features in their
development. This is only a guide.

1
Physical and
Motor
5
2
Aesthetic and
Cognitive
Artistic
Spheres of
Development
4
3
Social and
Language
Emotional
Figure 9: Sphere of development
1. Physical and Motor:

 Holds paper in place while he or she writes with the other
 Cuts with scissors
 Prints own first name
 Draws or copies shapes
 Dresses and undresses him or herself
 Cares for own toilet needs
 Uses a fork and spoon correctly
 Can kick a ball
2. Cognitive Skills:
 Knows about things used daily in the house (money, food, appliances)
 Correctly names at least four colours
 Identifies colours and shapes
 Draws recognisable figures of people
 Comprehends the concept of opposites
 Can complete a 12-piece puzzle
 Understands the concept of time (yesterday, today, tomorrow)
 Can count objects to 5 using concrete objects
3. Language:
 Follows 3-step directions, without distraction
 Recalls parts of or all the story
 Understands future tense and can make use of it when speaking
 Tells longer stories

 Uses possessive forms of a noun
 Uses a series of conjunctions
 Knows name and address/phone number
 Uses descriptive language
 Pretends, creates and makes up stories and songs
 Asks questions and expresses curiosity
 Expresses ideas that others can understand
4. Social and Emotional:

 Asks for help when needed
 Engages in co-operative play with groups of children
 Gives attention to stories up to 15 minutes
 Adjusts to new situations
 Uses good hygiene and table manners
 Takes responsibility for own belongings (lunch, school bag, etc.)
 Demonstrates increasing self-control
 Stays with an activity until it's completion
 Says 'please' 'thank you' and 'excuse me' without reminders
 Wants to please and imitate friends
 Developing a sense of humour
 Shows pride in accomplishments
 Asks permission to borrow from others
 Follows simple and social rules
5. Aesthetic and Artistic:

 Is aware of plants and insects that should not be damaged or destroyed.
 Enjoys outdoor activities, like, running, jumping, and climbing.
 Enjoys painting and colouring in.
 Can hop on one foot or with both feet.
 Balances on one foot for at least 10 seconds.
 Walks backwards with ease
 Builds using blocks.
Please remember that these points are only a guide to the child's development and a
checklist for you.
Let's make sure we understand these different terms:
A barrier to learning refers to any difficulty or situation that stops a child from learning. It
could be caused from any one of the following:
 Emotional and health barriers: The onus of bringing a child to school rests with the
parent. Attending school could be erratic or non-existent if parents abuse alcohol or
drugs.

 Financial factors: Children who are malnourished, not fed properly, will find it very
difficult to concentrate in class. Lack of finance will result in no access to school and
inadequate care of the child, lack of finances will also result in no school stationery and
books, so that the learner cannot attend school. There are some learners who are
aware of school fees not being paid and merely stay at home to avoid feeling
embarrassed.
 Cultural and social issues: Learners discriminated against because of their gender or
race.
 Barriers in the education system: Ineffective teachers and a curriculum that does not fit
the learner.
 Language and education: Most of the learners in South Africa are taught in a second,
third or fourth language.
 Lack of parental support: Parents who lack the mental capacity or interest to assist the
child.
A learning disability refers to somebody who has an IQ lower than 70 and has mild,
moderate or severe delays in all aspects of learning.
A learning difficulty is also referred to as a learning disability and is when a child's brain has
difficulty processing information. The child needs counselling or services to assist them in
achieving success at school. If identified and given the correct assistance, this child can make
good progress.
Learners with disabilities process information differently. Their brains are wired differently.
A learning disability could be one of the following: (There are many more.)
 Dysgraphia: Difficulty with writing and cannot match up phonics and letters.
 Dyscalculia: Difficulty organising numbers and organising into the correct order.
 Dyslexia: Difficulty with reading and spelling. They have difficulty organising phonics
and comprehension.
 Attention Deficit Hyperactivity Disorder (ADHD): Learners who find it extremely
difficult to focus on a task.
 Auditory Processing Disorder (APD): Learners who have difficulty hearing different
sounds.
 Visually impaired: Learners with sight problem.
Now do the Developmental Writing Activity 6 below.
There are many more disabilities related to young learners. Use the internet to research
other disabilities, or impairments that are common to young learners.

What is 'special needs'?
Special Needs can include:
 Learners with learning difficulties, physical disabilities or emotional and behavioural

difficulties.
 Learners with a physical disability such as Muscular Dystrophy, Muscular Sclerosis (MS),
Epilepsy.
 Learners with developmental problems such as Down's Syndrome, Autism, Dyslexia,
Asperger's Syndrome.
 Learners with behavioural / emotional problems such as ADHD, Bipolar, Oppositional
Defiance Disorder (ODD) or Foetal Alcohol Syndrome. Learners who are sensory
impaired such as visually impaired, hearing impaired or who are paraplegic.
Are all Special Needs learners the same?
Even though Special Needs learners may have the same diagnosis, they are NOT all the
same.
Some of the most common problems Special Needs learners may have are:
 Speech / Language delays

 Autism Spectrum Disorder
 Cognitive delays
 Dyslexia
 Difficulty pronouncing and rhyming words, even simple words like top and pot.
 Slow inaccurate reading skills. They cannot sound out unknown words and are anxious
to attempt to do this.
 Poor spelling skills with reversals persisting e.g. d and b.
 Visual and auditory problems
 Psychological problems
 Medical problems such as epilepsy petit mal episodes
 Physical problems
Learners must be diagnosed by a professional such as a neurologist / paediatrician /

educational psychologist / psychometrist or a psychiatrist before any medicine can be
administered.
There are a few primary schools who still offer Special Education at the school in a Learners
with Special Educational Needs (LSEN) class.
Research done by the National Commission on Education on Special Needs in Education and
Training (NCSNET) and the National Committee on Education Support Services (NCESS) made
us realise the nature and extent of barriers to learning in South Africa.
The joint report identified common factors occurring in South Africa that create barriers.
(Section 1.4)

These common factors include:
 Socio-economic factors such as poverty or violence.

 Barriers arising from impairments, including physical, cognitive, sensory, developmental
and learning impairments that need specific support.
 Negative attitudes toward and stereotyping of differences.
 Inflexibility of the curriculum and teacher training.
 Language of teaching, learning and communication.
 Inappropriate and inadequate provision of support services to schools. This does not
happen in our schools.
 Lack of parental recognition and involvement in learning, teaching and support.
We have now completed Lesson 11. We discussed Barriers to Learning. You were given
Developmental Writing Activity 6 doing research on barriers to learning. We also discussed
the meaning of the terms: learning disability and learning difficulty. We concluded with what
Special Needs is and are they all the same.
Before we move on to the next session, tick the boxes below.
Developmental stages of a 5- to 6-year-old
What is a barrier to learning?
What is a learning disability and a learning difficulty?
What is Special Needs?
Are all Special Needs the same?
You have now completed Lesson 11. Let us proceed to Lesson 12.

Lesson 12: Special Needs Schools and
Inclusive Education
 Blakeway, C. 2017. We are all different and that's awesome. [online]. Available at:
https://www.ted.com/talks/cole_blakeway_we_are_all_different_and_that_s_awesom
e?language=en. [Accessed on 13 December 2020].
Note that you'll be told when to engage with the above media in the lesson.
Introduction
In this lesson we will discuss Inclusive education and Traditional Education. We also discuss
what we will need to adapt or change in an Inclusive classroom. We further discuss how
teachers will have to adjust their classes in order to accommodate learners with special
needs.
We present a lesson for an Inclusive class to show you how our methods will have to change.
Finally, you are given Writing Activity 7 and a YouTube clip to watch.
This is presented in the following point form:
 Point 1: Inclusive and Traditional Education

 Point 2: How teachers will have to adjust their classes and methods to accommodate
inclusivity
 Point 3: A suitable lesson presented to an Inclusive class
 Point 4: Developmental Writing Activity 7
 Pont 5: YouTube clip: We are all different-and that's awesome
Let's get started.
The most important factor in inclusion is the challenging discipline. Teachers will have to
come up with far more creative teaching and discipline techniques. Classrooms with 40 or so
learners are going to need the services of a Teaching Assistant/Aid (TA) in every class. If we
want to include these learners into mainstream schools, there will have to be far more
support.
We will need psychologists, social services, etc. visiting the school regularly to offer support.
We will need a more concerted effort from parents with enforcing discipline and a
commitment to education.

Improved infrastructure of schools will have to be addressed, in order to have ramps, toilets,
etc installed in the school.
A whole school and community approach are the most important factors in managing this
challenge as well as a huge monetary budget.
Inclusive Education means all learners are taught in the same class regardless of their
disabilities. Schools adapt and change policies and the curriculum to accommodate all
learners. It is the right of every child to receive an education at the school closest to their
home regardless of race, culture, gender, socio- economic background, culture or level of
educational achievement.
INCLUSIVE EDUCATION TRADITIONAL EDUCATION
Means education for all It excludes learners with disabilities
It is flexible and individualised teaching Rigid and inflexible teaching done
Learning in integrated sessions (group work) Collective teaching.
The emphasis is on learning The emphasis is on teaching
Teaching is child-centred Teaching is subject centred
Teaching has a holistic approach Teaching has a diagnostic approach
Equal opportunities are offered Exclusive opportunities are offered
Circular view of learning and teaching Disability view of learning and teaching
Planning is made on ability Planning is inflexible
Learners are labelled and made aware of their

Label free. Very little awareness
differences
Learners must be made aware to integrate with Learners are alienated from the communities in
those who are different which they live
Table 6: Differences between traditional and inclusive education
Educators will have to use methods or strategies that can better cater for diversity if we
want to successfully integrate these learners into mainstream.
 Excerpt from a paper in 'Human Rights Watch. 2019. [online]. Available at:
https://www.hrw.org/news/2019/05/24/south-africa-children-disabilities-
shortchanged. [Accessed on 27 December 2020].

South Africa has not delivered on its promises to guarantee inclusive education for
children with disabilities. In South Africa, today, an estimated 600 000 children with
disabilities, are not enrolled in schools.
We have 177 Special Schools and 725 Full Service (public schools who have included learners
with disabilities) in our country.
There are also many Remedial Schools in South Africa (many of them private schools so fees
must be paid). These Remedial schools are able to remediate the learners' problem so that
within 2 years or so, the learner may be able to be phased back into mainstream schools.
There are also Public Primary Schools who still offer a Special class (LSEN) at their school.
There are many applications for these classes. This brings its own problems, because many
of these classes have 20 and more learners in them, which defeats the object of specialised
teaching to a small group.
If we ask ourselves why this process of inclusion in 'Education White Paper 6 on Inclusive
Education' (DBE 2015) has taken so long to materialise we will reach the conclusion that:
 The policy was not set out clearly enough, so that the outcomes were specific.
 There has been very little effort to mobilise this plan of inclusion in all schools.
 Lack of funds in the Education Department. No allocation for this process to be initiated.
How do you feel about these learners being included into mainstream classes?
What will we have to change or adapt in order to cater for inclusion in our schools?
 Teachers will have to receive adequate training.

 There will have to be a change of negative attitude from teachers and society.
 Teachers will have to make sure about appropriate language in teaching and learning,
making sure that learners understand.
 The Curriculum will have to be reconsidered and adjusted appropriately.
 The one important adjustment will be the degree of ease / difficulty, with which
learners will have to become accustomed to.
 Teachers will have to be aware of inappropriate communication. For example, rolling
eyes, telling a learner that they are stupid, etc.
 The classroom will have to be made accessible and in a safe environment.
 The classes will have far more learners in them.
 Problematic home circumstances (e.g. poverty, unemployment, transport). Government
will have to consider subsidizing grants.
 The DOE will have to revise the Quintile System.
 Government will have to allocate far more funds to education.
 There will be many more administrative duties for the teacher.
 Most importantly, discipline and behaviour will have to be addressed with a far stricter
and flexible Code of Conduct.

 There will have to be a concerted effort by all to avoid the dropouts.
 Learners will need a lot of support. Systems will have to be mobilised and maintained.
These will have to be extremely efficient when offering psychological help, testing of
learners for referrals, etc.
 Teaching strategies will have to be reconsidered to inspire the learners.
 We will need to make sure that the parents of these learners are prepared to work hand
in hand with the school.
 We will have to integrate into the community in order to make use of services such as
the clinic, welfare services, etc.
There will be learners with impairments, various life traumas and a great deal of psycho-
social factors. All these learners must be included as equal members of the class.
How can we give the same opportunities to every learner to have an opportunity to learn
in the classroom?
Here are a few ideas on how teachers will have to adjust their classes in order to
accommodate these Special Needs learners:
1. Learning will have to be active.

2. Focus will have to be on critical thinking, reasoning, reflection and action. For example,
all teachers will have to practise Reflection on lessons.
3. Knowledge should be integrated with real life situations.
4. Flexible time limits because all learners work at their own pace. Group teaching will
have to be essential.
5. Learning programs and information are merely used as guidelines. Material to be taught
will be able to adjust to the needs of the learners.
6. Outcomes for every lesson are essential.
An example of a Phonics lesson in an inclusive classroom, teaching a consonant digraph

'sp'.
Choose the phonic to be taught for the week. On Monday, write it out (preferably keeping
the CAPS Document in mind) and copy the sentence onto thin cardboard. (enough copies for
each learner to receive one.)
If our phonic for the week is 'sp', our sentence could read as follows:
Two spacemen sped to the moon last month. We saw sparks as the spaceship sped
through space.
 The whole class sits on the carpet and the teacher has the sentence either written on
the board, OHP transparency or on a chart. The teacher reads the sentence and there
will be a lot of discussion about the space episode. Some learners will notice words with
sp.
 Underline these words in colour.
 Discussion about the sentence, taking note of and explaining meanings of words,
punctuation, etc.

 The rest of the class are asked to sit down after they have each received the sentence
written on a piece of cardboard.
 An activity / contract board is displayed instructing the class of the activities to be done.
These are the type of Instructions for what needs to be done:
1. Cut the sentence into separate words. Make sure each child has brought a little tin in
which they keep their words. They try to arrange the sentence in the correct order on
their desk.
2. Activity / Contract work will include: Choose 5 'sp' words. Write them in your
workbook/ busy book and illustrate them. Write a story of whether you would like to go
to space. Later in the week they can make their own sentences with their words, play
snap with each other with their words and do peer assessment.
3. The group sits on the carpet with you and practice work is done with them from the
chart and flash cards. They are sent to their desks to cut their sentence cards and no
activity / contract work is done with them the first day.
4. On the second day the weak group spends time on the carpet with you again revising
the sentence and after some discussion are sent to their desks to complete the first
activity of making the sentence on their desks.
5. On Wednesday and Thursday, the teacher can do work with the class. Learners can be
timed to see who can put the sentence out first in the correct order. Another activity
can be to see if anyone can make another sentence using a few of the sentence words.
6. On Friday all learners write their spelling test. The sentence is read out slowly to them
and they write it out. Once the test is written, they may throw away their words.
7. On Monday a new sound with a sentence is introduced.
This is just an example of the type of lesson we need to prepare. We need to aim them at all
levels of learners in our classroom.
It is a huge paradigm shift and needs creativity and a lot of hard work initially.
Teachers who use the same methods and resources year after year will have to consider a
new mindset.
As a student in your third year, you will most probably face this policy when you embark on
your teaching journey. It is advisable to research the topic and keep all the information you
have gathered to use in the future, safely in your file or a folder.
Remember: Alexander Bell, Walt Disney and Winston Churchill, were all labelled learners
with learning disabilities and went on to achieve great success in life. We need to remember
this when dealing with all children.

What do you think are some of the reasons why inclusivity has not yet become part of
South African education? Write your down your answers.
________________________________________________________________________
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Now watch the following YouTube video:
 We are all different- and that's awesome! [online]. Available at:

https://www.youtube.com/watch?v=sQuM5e0QGLg. [Accessed on 13 December 2020].
We have now completed Lesson 12. The amount of work is escalating, and you need to keep
abreast with the work. Do not procrastinate. We discussed inclusive and traditional
education. You were presented with Developmental Writing Activity 8. We also discussed
what we would have to adapt in order to cater for inclusivity. We discussed what teachers
would find it necessary to do in order to accommodate these learners. We also discussed
how we would have to change our methods of teaching. We read an example of a lesson
prepared for an Inclusive class. We then did a Writing activity 1 and watched a YouTube clip:
'We are all different- and that's awesome!'

Tick the boxes to ensure you understand the material.
Inclusive and traditional Education
How teachers will have to adapt to inclusive classes
How we would have to adapt to inclusivity
Change methods of teaching
Example of a lesson in an inclusive class
If you are sure that you have completed and understood the work, proceed to Session 6:
Reflection Lesson 13.

Study Session 6
Lesson 13: Gibbs Reflection Cycle

Welcome to the sixth study session for this module. This Session only consists of one lesson,
lesson 13. Let's start by looking at the learning outcomes for this particular study session.
Learning Outcomes
 explain what reflection and reflective teaching is;

 develop and understanding why students and teachers need to make use of reflection
in the classroom;
 practice using the Gibb's Reflective Cycle; and
 demonstrate ways to reflect.

In Session 6 lesson 13 we discuss reflection. This is a most important section of the lesson
plan but very often ignored by students or filled in as an after-thought.
 Pages 1 to 13 of Developing Professionalism through Reflective Practice among Pre-

Service Teachers at the National University of Lesotho in Africa Education Review by
Tlali, T.
 Graham Gibbs' Reflective Cycle. 2015. [online]. Available at:

https://www.youtube.com/watch?v=sFZ1AlTMueg. [Accessed on 13 December 2020].

Introduction
In this lesson we discuss what reflection means. We also read what the difference is
between Reflection and Reflective Teaching. We read why students and teachers should
reflect on lessons and everything else that goes on in the classroom. We are introduced to
Gibbs' Reflective Cycle and how it should be used. Finally, we make use of Gibbs' Reflective
Cycle to reflect on an example lesson. To do this we discuss the following points.
 Point 1: The difference between reflection and reflective teaching

 Point 2: The purpose of reflection for student teachers
 Point 3: The purpose of reflection for teachers
 Point 4: How does reflection work
 Point 5: Gibbs' Reflective Cycle
 Point 6: Discuss each stage of Gibbs' Reflective Cycle
 Point 7: Reflection on a sample lesson
Whatever we say and do in life, we can reflect on. It gives us an opportunity to try and
improve on what we said and what we did. It allows us to see where we went wrong and do
things differently the next time. All of us are trying to improve ourselves day by day. (or
should be!)
In the same way we reflect on our lessons we have presented to see where and what we can
improve on. In businesses they call this a SWOT analysis. This looks at Strengths,
Weaknesses, Opportunities and Threats in a company in order to make sure that their
business becomes successful against their competitors.
At the end of your lesson plan you will notice a section headed 'Reflection by student
(Honest self -assessment). The word 'honest' is the key. You need to be brutally honest with
yourself. Writing successful lesson after a lesson is not a true reflection. All of us have one or
two (or maybe more) ways in which we can improve. On the other hand, writing 'Must
improve my discipline' week after week is also of no value for improvement. These are the
weaknesses.
'What contributed to the success' will make mention of your strengths. Maybe your
introduction? Maybe your resources?
Take care that you do not use these same concepts in all your lessons. You need to be brave
and step out experimenting with other ideas. For example, you showed a You tube to
introduce your lesson and the learners thoroughly enjoyed it. This does not mean that this
method should be used for ALL your lessons.
What is Reflection?
It is looking back at the presentation of your lesson and making notes of what worked and
what didn't. It is a self- evaluation that should be done honestly.

What is Reflective Practice?
It is looking back at the whole classroom experience (looking at your teaching holistically).
Poor teachers blame anything they can think of for their weak teaching. For example: 'My
lesson was not successful because the children are 'stupid' or the school has poor resources'.
This is a typical result of not practising reflection. These teachers fear criticism and are not
open to advice.
Good teachers search inwardly in order to improve their teaching. They constantly reflect on
their strengths and weaknesses.
They share ideas, listen to advice, ask their colleagues to assess their teaching in order to
improve. They accept criticism as constructive. They collaborate.
When reflecting, your objective is to strive for improvement. You collect all the information
needed for the lesson, think about it, strategize and experiment with new ideas.
The purpose of reflection for student teachers is:
 To analyse what worked and what didn't work for you when presenting your lesson.
 To analyse what classroom management skills worked for you and what didn't.
 To analyse whether the learners were interested in the content. Were they connected
and engaged? Was the lesson content age appropriate?
 Reflect on your manner and attitude when presenting your lesson.
 You can check your time management.
 They also suggest that reflective students and teachers have strong feelings of security
and welcome contributions from learners during teaching time.
 Assists students and teachers to work on personal growth.
 Allow students and teachers to continuously strive for perfection.
The purpose of Reflection is as follows:
 It is a tool for self-knowledge.

 It promotes professional development.
 It aids in the research of teaching.
 The importance of teacher reflection is recognised in the South African Norms and
Standards for Educators (Department of Education 2000), 'with reflective study and
research' being specifically identified as part of the 'scholar, researcher and lifelong
learner' role of educators.
 It is more than a self-awareness process in which we can stop and think back on what
has happened.
 As soon as we start to think back on a situation, it immediately raises questions such as:
"How did it happen?" "Why it happened that way?" "Could it be different?"
 It shifts from thinking about a sequence of chronological events to purposeful thinking
in order to identify, how to improve a specific learning situation.

 It can enable teachers to think systematically about the learning experience of learners,
whose lives they influence, in many visible and invisible ways.
How does reflection work?
There have been many researchers, who have done work on trying to understand and use
reflection effectively. One such researcher is Graham Gibbs. In 1988, the American
sociologist and psychologist published his Reflective Cycle in his book 'Learning by Doing."
Looking at this Reflective Cycle will help you look through your lesson in different phases. In
this way your reflection will help you understand how to improve your teaching.
Gibbs' Reflective Cycle
Description:
What happened
Action Plan: Feelings:

If it arose again, what What were you
would you do? thinking and Feeling
Conclusion: Evaluation:
What could you have What was good or bad
done better about your experience
Figure 10: Gibbs' Reflective Cycle
We begin our discussion of Gibbs' Reflective Cycle by discussing each stage.

Stage 1: Description
The Description Stage involves identifying and explaining what moment or experience you
are reflecting on. (lesson presentation). You describe the situation or activity in detail, but do
not draw any conclusions. The most common questions that can be asked will help create an
objective description are:
 What happened?
 When did it happen?
 Where did it happen?
 Who were involved? What did you do yourself?
 What did other people do?
 What was the results of these actions?
 Why did it happen?
Important details must not be left out.
Stage 2: Feelings
In this stage you need to share your feelings and thoughts about the experience. Do not
discuss the feeling in detail. The most important goal of this phase is 'awareness.'
Here are some questions you can ask yourself:
 What did you feel leading up to your presentation?

 What did you feel during the presentation?
 What did you feel after the presentation?
 What do you think other people felt during the presentation?
 Were there any known difficulties you felt occurred during the activity, timing, location,
information taught, resources?
Stage 3: Evaluation
In this stage of the cycle, you ask yourself whether the experience of presenting was good or
bad. Be very honest about this experience as it is quite difficult to be objective and criticise
yourself.
Here are some questions you can ask yourself:
 What went well with the presentation?

 Why do you think this is so?
 What did not work in the presentation?
 Why do you think so?
 How would the facts and feelings (from Stages 1 and 2) have affected your behaviour /
actions?
 What other circumstances may have affected your actions or thoughts?
 How issues might influence the activity / presentation related feedback?

Stage 4: Analysis
This is the phase of the cycle when you look at what you have learnt from the presentation /
activity.
You think about what might have improved this presentation / situation negatively or
positively. This is the stage where you learn from your mistakes.
Here are some questions to ask yourself:
 Why you picked this incident from your lesson to reflect on?
 What sense can you make from it? Does it make sense given the preceding 3 stages?
 What is the main area of concern?
Stage 5: Conclusion
This is the stage when you look back and ask yourself if you could have done or responded
differently. This is a significant part of the cycle because you are now going to make use of
the information gathered thus far.
Here are some questions to ask yourself:
 What have you discovered?

 What have you learned from this incident / presentation?
 What will you do differently if the situation were to happen again?
 Which skills do you need to develop?
In your lesson plan you can jot down in pencil what you would do differently.
Stage 6: Action Plan
This whole analysis is of no use unless you apply the action plan. If, in Stage 5, you thought
of some good ideas to experiment with and do not carry them out in future lessons, they are
idle promises!
If you have no improvements to make, it is not guaranteed that your next lesson will be
more successful.
You need to work on strengths as well as weaknesses.
In this stage you might need to work on research skills, reading, Googling, talking to a
colleague to brainstorm, in order to prepare yourself for your next lesson without making
the same mistakes.
No progress is made doing the same thing, the same way, day after day'.

Questions you can ask yourself:
 You have analysed the lesson and now need to move into 'action mode'
 What will I do differently from now on?
 What help do I need?
Once you have decided on your action plan, prepare your next lesson with the reflection of
the previous lesson in front of you.
We will now do a reflection on an example lesson. Here is the scenario:
You have prepared a Maths lesson on Multiplication (CAPS Document page 23) GRADE 2.
Topic: Repeated addition leading to multiplication
Concept area: Repeated addition leading to multiplication of 2-5 to a total of 50. Use of
appropriate symbols: Symbols +, ×, etc.
Prior Knowledge: You will count concretely using bottle tops and throwing them into a
plastic bin. You will also revise the meaning of addition-plus-put together-becomes more.
Introduction
You tell them a story about an old man who goes to the bank to deposit his five cent coins.
He has R50.
You role play the activity with five cent coins. From your actions you show them that the
bank teller is getting impatient and says "This takes far too long . . . I will show you an easier
way." Learners might give suggestions.
Once you have completed the whole class teaching and introduced the multiplication sign,
the class move back to their seats and are given sums on the board, to do in their books
while you work on the carpet, with a group, reinforcing multiplication. These learners have
counters to work with and small chalkboards.
A few minutes into groupwork you have the first child telling you he or she is finished and
soon there are about 6 children who have finished the written work. You must think on your
feet as to what they can do now, while you complete the groupwork which has been
interrupted.
Control of managing the class is difficult.
You consolidate the lesson by handing out 2 Jelly Tots to each child with the class counting
aloud as you do this.
Assessment is done by observing the learners and marking the Maths exercise in their Maths
books.

Questions are asked using Bloom's Taxonomy. For example: How many two cent pieces do I
need to make ten cents?
Now let's do a reflection on the lesson according to Gibbs' Reflective Cycle.
1. Description: What happened and when did it happen?
After you had given the class the lesson, you kept a group on the carpet. The rest of the
class went back to their places and did the work from the board which you had already
written on the board. (all organised). But the first learner finished in 5 minutes and so
the talking began because he had nothing to do. He also kept interrupting the group
work. Very soon you had 5 or 6 running to you.
2. Feelings. How did you feel before, during and after your lesson?
You were confident going into your lesson because you were well prepared. When the
first child came to you with the completed work you broke into a panic! (What can I do
with them now? Not nearly finished the group work)
Learners were getting impatient and restless and you could feel yourself slowly losing
control of the management of the class.
3. Evaluation: What went well in the presentation?
The introduction – learners were interested in the role play.
The class lesson went well until group work started.
When learners started coming to you to ask what must be done next, you started to
panic and felt insecure. This affected classroom management.
4. Analysis: Why did you pick this area of the lesson to reflect on?
This was when you realised things were not going according to plan.
The reason for this feeling was because you had not prepared enough classwork and
Enrichment so you could not complete the group work as well as you intended. You
then started to lose control of the discipline and learners picked this up.
5. Conclusion: What have you learnt from this incident?
Before you ask the learners to sit down and get on with independent work you must
give clear instructions.
Learners must be fully aware of what needs to be done and that group work is not to be
disturbed. The way you can solve this, is to have a box of work cards in a place where
learners know where to find them. You can also make use of the 'New Effective Way' of
learners raising fingers to request help (see Lesson 2).

In this way learners know exactly what behaviour is expected from them and what is to
be done. They feel more secure because there is no 'quick fix' to be done.
6. Action plan: What will I do differently in my next lesson?
You will consult with your colleagues about the methods they use. You will research
ideas for work cards. You will make work cards which will be graded in colours so that
each child will know what box of cards they can choose from.
You can grade the cards into colours from 'easy' to 'difficult'. Work cards would look like
this.
You will also make sure that you give clear instructions and let learners know that those are
the rules.

One method is to use a small chalk board (Assignment board) and write the instructions on
it.
For example:
Monday, 3 August
1. Do the sums from the board. Put your book in the Maths basket for marking.
2. Choose a work card from your colour box.
3. In your busy book write out the 2× table.
4. Choose a book from the Reading Corner.
Remember if you need help, use your fingers. Have fun!
Make sure you have the day and the date on the assignment board so the learners are not
running at you asking whether they must write the date.
Now you put these suggestions you have decided on in your next lesson plan. Try it out!
TYPES OF SKILLS QUESTION TO ASK YOURSELF

1. Content Topic and General Do you have a strong grasp of the content you are teaching? Do
knowledge you have a little more than general knowledge to offer on the
topic? (Interesting facts)
2. Pedagogical Are you well versed and confident with teaching theory and
curriculum theory?
3. Self Do you know yourself well? (e. g. strengths and weaknesses,
limitations etc.)
4. Questioning Do you pose varied, thought provoking questions when
questioning the class or individually (Blooms)?
5. Planning Do you always plan for instruction? Consequences of poor

planning will result in behaviour problems, lack of learning,
monotonous presentation, lack of respect
6. Classroom Management Are you having difficulty with classroom management and
implementing an effective disciplinary plan (Brainstorm with
colleague – collaboration)
7. Communication Are you a good communicator? Do you speak clearly, loud
enough and vary your voice?
Table 7: Self-reflective questions to ask yourself for enhancing skills
All these points correlate with your assessment form from your assessor who visits you.
Make sure you have checked these requirements before presenting your lesson.
For example:
 Selection and use of resources that add value to the lesson . . .

 Ability to establish and maintain rapport with learners (connectedness) . . .

Now watch the following video:
 Graham Gibbs' Reflective Cycle. 2015. [online]. Available at:

https://www.youtube.com/watch?v=sFZ1AlTMueg. [Accessed: 13 December 2020].
We have now completed Session 6. Make sure you can reflect on your lesson presentations
with honesty, making use of Gibbs' Reflective Cycle. In this lesson we discussed each stage of
Gibbs Cycle by explaining what each stage means and revealed set of questions to ask
yourself as you reflect, we are reviewed how to reflect using an example.
Now that you have worked through Study Session tick the boxes to show your
understanding:
The difference between Reflection and Reflective Teaching
The purpose of reflection for students

Gibbs' Reflective Cycle
Reflection on example Mathematics lesson
Watched a YouTube video: Graham Gibbs' Reflective Cycle
We have completed Study Session 6 and now move on to Study Session 7: Reading.

Study Session 7
Welcome to the seventh of your 9 study sessions for this module. Let's start by looking at
the learning outcomes for this study session.
Learning Outcomes
 recall the reasons why we read;

 develop and understanding of how English Home Language is divided into sections
(CAPS);
 define what 'Shared Reading' is;
 list the advantages of 'Shared Reading';
 define what 'Guided Reading' is;
 differentiate between 'Peer Reading' and 'Independent Reading';
 use a guide to show parents how to help with reading; and
 explain prediction and its use in reading.
We now move on to give you an overview of the two lessons in this study session.

In Lesson 14 we will focus on reading in the foundation phase. We start with a reminder of
why we read. We will refer to the CAPS document on reading in the foundation phase. We
will then explore the different types of reading with focus on shared, guided, pared and
independent reading.
In Lesson 15 we will explore the meaning of prediction and how we can make use of it when
teaching reading. We will then explore books suitable to read to learners and books learners
can read themselves. Finally, we will read suggestions to parents when helping with reading.
It's time now to start lesson 14.

Lesson 14: Shared / Guided / Paired and
Independent Reading
 Prescribed reading
Your prescribed reading for Lesson 14 is as follows:
 Page 8 of the Foundation Phase English Home Language Grades R-3 CAPS document.
 Prescribed media
 Eagleton, J. 2015. Shared Reading. [online]. Available at:

 Paired reading. 2014. [online]. Available at:

[Accessed 13 December 2020].
Introduction
We start this lesson by discussing the reasons why we read. We then discuss the CAPS
document pertaining to English Home Language reading as an example to understanding
reading within a curriculum document. We then read what the learner has achieved when
they are able to read fluently, in other words mastered the art of reading. We then discuss
the different types of reading in class: Shared, Guided, Paired and independent reading.
In this lesson we will look at the following points:
 Point 1: Why do we read

 Point 2: Reading taken from the CAPS document
 Point 3: What the child has achieved when he or she reads fluently
 Point 4: Different types of reading: Shared, Guided, Paired and Independent
Let us now commence with Lesson 14.

Have you ever thought of the reasons why we read?
Here are a few to consider:
 To learn new vocabulary in order to improve our speaking capabilities.

 To develop empathy towards other people.
 To ignite an interest in new subjects and new hobbies so that we can improve our
general knowledge.
 To understand the heritage of our own and others' cultures.
 To stimulate cognitive development.
 To assist us with spelling of words
 To stimulate and expand imagination.
 To stretch the attention span.
 For academic purposes. (enabling us to learn new work presented to us.)
 For pleasure and enjoyment.
The above points also applied to reading in the foundation phase.
Reading in the Language CAPS
If we look at the CAPS English Home Language document on page 8, it reads:
In the Foundation Phase, the main skills in the Home Language curriculum are:
Listening and speaking Thinking and Reasoning and Language structure and use,
Reading and phonics are integrated into all 4 language skills. (listening, speaking,
Writing and handwriting reading and writing.
In the English Home Language CAPS document, you will note that it is spelt out very clearly
how much time should be allocated to teaching the Home Language and how this time
should be divided. The time spent on Home Language for Gr R is 10 hours and for Grades 1,2
and 3, 8 hours per week. Every day, time must be set aside for focussed lessons covering
reading which can be broken up into:
Shared, group, paired and independent reading
All this information will be found in the CAPS Home Language document on page 8. Read
through this.
We all realise that a learner cannot make any progress in any subject, unless he or she can
read. Maths problems need to be read, charts, such as The Birthday Chart, set up on the
wall, need to be read. The first method of getting learners interested to read is to set up
incidental reading. This can be done by creating a print-rich environment by labelling objects
in the classroom such as, door, desk, table, lunch.
When teaching reading, it needs to be done daily, through clear, focussed lessons. These
lessons can include Shared, Group, Paired or independent.

The success of the learners' reading depends on how enthusiastic the teacher presents the
lessons. They need to see how excited you are about reading.
Figure 11 below illustrates the concepts of Reading and Decoding for fluency in reading.
Phonological
Awareness
Knowing the sonds of
the alphabet
Comprehension Decoding
Undrstanding what Sounding out the
Reading
they are reading letters
Word attack
Vocabulary
Fluency
Banking words in
Eye control
their memory
Figure 11: Reading
Mastery of reading
When a learner can read fluently, they will have mastered the following s:
 Phonological awareness: When learners know and can use sounds and words. For
example, the learner can spell out d-o-g and realise the word is dog.
 Decoding: When the learner is able to apply sounds and letters to reading that will help
him or her pronounce words correctly. This is referred to as word attack and means just
that! The learner attempts to use his or her knowledge of sounds and letters, to read or
sound out a word.
 Fluency: When the learner can read (aloud or silently) quickly and accurately. The
learner has developed good eye control and is able to read fluently, with expression.
 Vocabulary: The learner has built up a bank of new words which he or she understands
and can use.
 Comprehension: The learner understands what he or she is reading and so can make use
of prediction and explanation.

Types of Reading
Let's look at these different types of reading and what each involves:
Shared reading
Shared reading is an interactive reading experience that takes place when learners join in
or share the reading of a book or any other text while they are led and guided by the
teacher. The teacher models the skills of a proficient reader using expression and reading
fluently, setting the example.
This is usually carried out by the teacher reading from a Big Book or a story book. It is
done interactively.
What are the advantages of using this method?
 It assists the weak readers and supports them. There is no anxiety in the child for fear of
having to read individually to an audience.
 It builds Sight Word knowledge from the learners predicting the text. The child attempts
to read words that they see every day but cannot sound out for example: 'was,' 'they.'
The teacher will also emphasize key words which the learners will focus on.
 It allows learners to enjoy reading which perhaps is not an activity practised at home,
especially in these days when technology has become so popular. E-books are easily and
quickly available, stories on television can be listened to. Libraries are no longer popular
meeting places and newspapers have been replaced by on-line news channels.
 The group encourages each other so that each learner is able to build up confidence and
feel successful. There is a feeling of connectedness where all can join in this activity.
 Most importantly it encourages learners to use their imaginations while the teacher is
reading. Learners develop a love of reading.
 You can make use of dramatization and make use of questioning and prediction.
 While the teacher is reading and questioning, learners develop the knowledge of the
alphabet and phonics. Learners are given an opportunity to identify these and practise
them.
 Reading aloud enables the teacher to pick up speech problems and slow learning of
sounds and phonics. Speech impediments such as lisping, stuttering, reversals of letters
such as the d and b.
 The teacher assesses this and seeks advice or help.
 It builds their self-confidence by regularly reading aloud and getting the necessary
motivation and support. Learners are encouraged by you and their friends. It also builds
a feeling of healthy competition.
 It builds language skills and enhances vocabulary. During the reading you allow a little
discussion which learners enjoy. You will get to know the children better.
 Lends itself to role play.
How is Shared reading done?
The best way to do Shared Reading is to make use of a Big Book. There are a variety of books
on a variety of subjects from which you can choose. It has big pictures which are easily
visible and learners will be able to stay focussed. Make sure the ones you choose are age-

appropriate and target the middle ability readers. By doing this you will have to guard
against the good reader taking over the lesson and the weak reader slipping into a 'no talk
mode.' Present this reading lesson on the carpet. Get down to their level so that you do not
appear threatening by looming over them. It is imperative to make this an exciting
experience, so that at the end of the lesson, learners will be keen to sit down and read a
book on their own.
Presenting a Shared Reading lesson using a 'Big Book'
Format:
 Introduce the title of the book, discuss the cover and talk about the author. Tell them
about the illustrator and his work. Discuss the work of the publisher.
 Model the reading of the text with a brief discussion, not diverting from the story too
much.
 Read the text together- learners and teacher.
 Discuss the text freely.
 Teaching points such as punctuation, phonic words they are acquainted with and
paragraphs can be discussed with them.
 Learners can be taught how to treat books. They can also be shown how to turn the
pages of a book, not to bend pages, lick them, etc.
 Repeat reading the book. Asking questions to test their comprehension.
Guided reading
Guided reading involves the teacher working with a small group of learners. Each learner
is given an opportunity to read aloud under the guidance of the teacher.
During this time, the learners are provided with a reader. This type of reading is done in
groups with support and assistance from the teacher. These learners are grouped at the
beginning of the year using Base Assessment according to capabilities. Each group is given a
name so that they can assemble on the carpet when called without wasting any time.
Groups can be named after superheroes, animals, colours.
The outcome of this reading exercise is that the learners use methods of problem solving so
that they will succeed in reading the text. The teacher is on hand to assist only after the
learner has attempted to read. During the lesson have strict rules about helping each other
to read. If a child stumbles over a word, only allow others to help when you ask them for
assistance.
The ability to successfully, pronounce words that the learner is unfamiliar with is known as
word attack. Learning to blend words is difficult for learners and they need a lot of practice.
It is for this reason that learners should know the sounds well before attempting to read.
Make use of flash cards and objects shown to the learner.
This reading exercise can be sent home for parents to assist the learner and to be aware of
the progress the learner is making.

An important aspect of this activity is that the teacher and the group are not interrupted
during this reading time. It is important that learners have clear instructions of what to do
and make use of lifting their fingers should they need assistance.
Should a learner read very well on a day, reward him or her by allowing them to read a half
page to the class or you write a standard letter home (printed letters to inform parents of
child's achievements) The teacher can also give the learner a Reading certificate or allow him
or her to visit one of the SMT (School Management Team) to read to them.
While Guided reading is in progress, the other learners are kept busy with consolidation
activities such as written phonics, spelling, grammar and free writing.
Remember that you need to devise a rubric for assessing reading. This must be updated
continuously to monitor the learners' progress or to check whether they are ready to
progress to a higher group. See Session 3 Rubrics)
Paired reading
Paired reading is when we allow a fluent reader to read, with a learner, who is perhaps
struggling. Two learners (pair) read to each other or read together. Learners who are in
the same reading group can also read to each other for practice.
This method can also be used for the beginner readers to make the transition from knowing
abstract letters of the alphabet to applying them to independent reading. Moving from the
known words to the unknown words becomes an important issue, especially in Grade 1. The
learner needs to develop decoding and encoding skills when reading so that reading can
become a totally integrated form of communication.
When learners use the Paired Reading method, the teacher must keep an eye out for
learners becoming critical of each other. Learners need to believe in themselves and develop
their confidence. It is important therefore, that the teacher is aware, that a confident reader
who is paired with a timid reader does not become boastful and demotivate the weaker
reader. This will depend on how well the teacher knows the reading capabilities of the
learners. Healthy competition amongst learners can be fruitful but if not carefully monitored
can lead to teasing or bullying.
When making use of Paired Reading learners can also assess each other (peer assessment)
by making use of a rubric. They can assess each other's attitude to reading. It could be done
in a similar form to this and the pair could interview each other.

Learner's name:
 for Yes or X for No

1. Do you have books to read at home?
2. Do you enjoy reading?
3. Do you like listening to stories?
4. Do you write your own stories?
5. Do you think you are a good reader?
6. How many books have you read?
Independent reading
Independent reading: As the name implies, this is when readers read on their own. They
can choose books that interest them. The teacher should check whether the learner will be
able to read the book. Ask yourself the question: 'Will the learner understand what he or
she is reading?'
Otherwise they lose interest. Some learners just enjoy paging through the pictures or
illustrations of a non-Fiction (factual book).
Learners are given a few minutes daily to practise INDEPENDENT READING. Learners are
given the opportunity to read their own books. For this reason, it is important that the
teacher has books in the Library Corner that are suitable for the learners and age
appropriate.
After spending time testing decoding and discussing phonics, it is of the utmost importance
to make sure that the learner understands what he or she is reading. If they don't
understand they lose interest. The teacher should start every lesson with this outcome in
mind:
LEARN TO READ, READING FOR MEANING.
We have completed Lesson 14 on reading which is a very important part of teaching in the
foundation phase. It is essential that these days, we encourage learners to learn to read and
enjoy it. For this reason, reading must not be a drag, but fun!
We have discussed reasons why we read, and then what concepts the learners have
mastered when they are able to read fluently. We also discussed the different types of
reading-Shared, Guided, Paired and Independent reading.

Tick the boxes to check you have understood what we have just discussed.
Why do we read?
Concepts a learner would have mastered when they are able to read fluently
I understand Shared Reading
I understand Guided Reading
I understand Paired Reading
I understand independent Reading
We now move on to Lesson 15: Encouraging Prediction in Reading.
Lesson 15: Encouraging Prediction when

Reading
 Prescribed reading
Your prescribed reading for Lesson 15 is as follows:
 Pages 8 to 11 of the English Home Language Foundation Phase Grades 1-3 CAPS
document.
Note that you'll be told when to read the above text in the lesson.
Introduction
We start this lesson by discussing guidelines to send home to parents for assisting learners
with reading homework. We also discuss what the meaning of prediction means in reading.
Then we discuss how to use prediction when teaching reading. We read a recommended list
of books suitable for all grades and a recommended list of books which you can read to
learners aged 6 to 8. Then we discuss the use of library books and conclude with a YouTube
clip on Guided reading.
Encouraging Prediction
In this section of the lesson we discuss the material under the following points
 Point 1: Parent involvement with learners reading

 Point 2: What is prediction
 Point 3: How to use prediction when teaching reading
 Point 4: Recommended lists of books for learners to read

 Point 5: Recommended lists of books for you to read to learner
 Point 6: Use of Library books
 Point 7: YouTube video on Guided reading
Let's get started now.
Parent Involvement with Learners Reading

Parents involvement in their children's' learning is vitally important. You need to make
parents aware of the process of Reading and how they can assist to make their child a fluent
reader. This can be done by calling a meeting or sending home a note or e-mailing the
parents.
Here are some guidelines parents need to be aware of:
1. Find a comfortable spot to read. Reading cannot be done lying down or while Mom is
cooking. Sit side by side so both parent and child can see the book easily. A quiet
environment is advisable with no distractions.
2. Discuss the pictures on the cover or paging through the book. In this way the child will
be able to predict the story.
3. Talk about what happened in the story yesterday before proceeding with today's story.
4. Let the child use prediction throughout reading the story. (Referring to the story- What
do you think the character in the story was feeling? What do you think is going to
happen next?)
5. If the child is battling to read the story, it is advisable for the parent to first read the
story to him or her. Let them follow with their finger or a ruler as they read line by line.
6. If they get stuck on a word in the text, do not ask the child to sound the word out.
Sound the first letter and then let them attempt to decode it.
7. The child should ideally take reading home every day. A parent should listen attentively
and encourage them as much as possible. Remind them consistently how important
reading is, even though we are living in this technological age of 'Lol, omg,' etc.
8. Reading them a story of their choice, at bedtime, is still a good idea.

What is prediction?
What is the meaning of 'prediction'?
You need to encourage readers to guess what will happen next or at the end of the story,
making the reading process more exciting.
Learners are encouraged to use their imaginations.
Predicting is a skill that can be developed with practice.
How to use prediction when teaching Reading
When you are reading a story to the learners or learners are reading themselves, practise
the following:
 Before reading the book, tell the learners the title of the book and show them the
illustrations. Talk about the author and the illustrator. Let them predict what the story is
about.
 While reading the story, stop at intervals and ask the learners what they think will
happen next. For example: Let them make use of the words 'I predict,' 'I think,' or 'I
guess.' Tell them to make these predictions from clues in the story.
 While reading the story we can also stop intermittently and ask, 'What do you think will
happen next?' showing pictures, if there are any. For example, 'Why do you think the
wolf followed Little Red Riding Hood to her Grandmother's house?'
 After finishing the story let the learners confirm their predictions or adjust their
predictions by asking them whether they were right or wrong.
There are many activities you can do with your class to practise 'Prediction'.
One example is to choose a book with a short story. In a worksheet, write a few lines from
the opening paragraph. Another example is to make up your own story about a topical
subject.
For example: Give the following to the learners:
Two friends, Pete and Joe, were talking about the COVID 19 pandemic in the world. They
had been through the lockdown and each one was chatting about what they had done during
that time. Pete asked Joe; 'What do you think will happen when this is all over?' Joe said . . .
Let the learners finish their ideas. Then let them read their predictions to the class.
One of the greatest joys in teaching is to see the face of a child when they read their first
sentence and master the skill of Reading. When we say we want to contribute to educating
learners in our country, this is where it starts. Reading is power and we need to equip as many
South African children with this power!
Recommended lists of books for learners to read.

Below is list of books suitable for Grades R to 3 learners to read themselves and a list of
books suitable for you, the teacher, to read to the learners.
GRADE R GRADE 1
Title Author Title Author
Not so fast Songololo Niki Daly Little Red hen Big Book
Jamela's Dress Niki Daly Miss Mary Mac Big Book

Somewhere in Africa Ingrid Mennon Little Seeds Charles Ghigna
Gift of the Sun Dianne Stewart Surfing Sally Mary Duncan
Once upon a time Niki Daly The Wheels on the Verna Hills
Bus
GRADE R GRADE 1
Peppa loves Doctors Penguin Books The Very Hungry Eric Carle
and Nurses Caterpillar's Birthday
Party
Solomon the Lion Penguin Books What am I? Zack Guido
Once Upon a Time Niki Daly Frog goes to School Frank Remkiewiez
Cat in the Hat Dr Seuss Animals' Sports Day C Roe
The Hungry Eric Carle Jungle Journey Alison Black
Caterpillar
Big Earth Little Me Thom Wiley Taka wants to Fly Irene Berman
The Wind Blew Pat Hutchins Perfectly Different Sarah Tevola
Where is Peter Beatrix Potter
Rabbit?
The Invisible Dog Dick King Smith
The Herd Boy Niki Daly
Songololo Niki Daly
GRADE 2 GRADE 3
The Surprise Garden Zoe Hall Smelly Cats Stacey Fru (an 11 year
old South African girl)
African Animals Caroline Arnold Where is Tammy? Stacey Fru
Whoops Suzi Moore Waiting for the Waves Michelle Nkamankong
(a 7 year old
South African girl
Grandpa's Glasses Georgi Yurmin Last stop on Market Matt de la Peena
Street
How the Zebra got Justin Fontes Goal Mina Jayaherbin
Stripes
A Tale from South Dianne Stewart Journey to Jo'burg Beverly Naidoo
Africa
Charlie turns into a T- Sam Copeland A Wishing Chair Enid Blyton
Rex Adventure
Unlock your DK Publishers Space Race Sylvia Waugh
Imagination
The Jungle Book Rudyard Kipling Exploring the Margot Branch
Seashore
Positively Izzy Terry Liebenson Peter Pan J M Barry
Dr E's Super Stellar Jennifer Swanson The Racehorse who Clare Balding
Solar System Disappeared
Horton hatches the Dr Seuss Pete's Pizza William Steig
Egg

GRADE 2 GRADE 3
Diary of a Wimpy Kid Jeff Kinney
The Bee Book Emma Tennant
The Hedgehog Dick King Smith
Table 8: Recommended list for learners in Grades R-3 to read
Making use of Library books
Just a reminder about learners using the school library. Make sure the book the learners
choose is age appropriate and they can read it. Not being able to do this will demotivate
them and diminish the interest in reading.
If you are making use of a class library, (every teacher should be) make sure you have a wide
selection of topics for the learners. For example, there could be children interested in
planets, or animals, or dancing etc. These books are useful when learners have finished their
work. Not only can they be used for reading, but learners can find certain phonics,
punctuation marks etc. in them. They are also useful when a strong reader reads to a weaker
reader. It motivates both learners. Some of the stories can also be used for role-play.
On the next page there is a list of popular books you might want to read to learners at the
end of the day. During this activity of reading, ask questions pertaining to prediction.
Remember to choose books age appropriate and make use of your voice to maintain the
learners' interest.
This is probably your best opportunity to make use of role play and make use of your most
valuable resource – your voice.
Below is a list of books suitable for you to read to all learners in the Foundation Phase.
Most of them are easily accessible. It is a good idea to always have a book available to read
from if you are called on to supervise a class.
Charlotte's Web EB White

The Giving Tree Shel Silberstein
George's Marvellous Medicine Roald Dahl
The Lion, the Witch, and the Wardrobe C S Lewis

Charlie and the Chocolate Factory Roald Dahl
James and the Giant Peach Roald Dahl
The Secret Garden Frances Hodgson Burnett
Pippi Long Stocking Astrid Lindgren
Flat Stanley Jeff Brown
A South African Night Rachel Isadora
Huberta Peter Younghusband
The Hare and Mr Mandela Chris Van Wyk
The Islanders Roy Harding
Tony and Friends Roy Harding (This series can be used for
Life Skills)

Far Flung Adventures Paul Stewart and Chris Riddell
The Velveteen Rabbit Margery Williams
The Clementine Books (5 of them) Sara Pennypaker
The Magic Tree House (40 books) Mary Pope Osborne
Tales from Moomin Valley (series) Tove Jansson
Table 9: Children's books suitable for the teacher to read to
While you are doing your 3rd year Teaching Practice there will most certainly be days when
you are asked to stand in for an absent teacher or for an hour or two for someone else. The
above books can be read to Grade 4 learners as well.
If the teacher has left work, read through what must be done so that you are able to assist.
If the teacher has not left work, then you will have to go into your 'Box of Tricks.'
This could consist of General Knowledge questions as well.
Draw up some general knowledge questions including the following topics:
 Weather: During a thunderstorm which comes first, lightning or thunder?

 Colours: How many colours in a rainbow?
 Public Holidays: On what day does South Africa celebrate 'Heritage Day?'
 Geography: What is the name of the longest river in the world?
 Entertainment: In the story / movie of 'Toy Story' what is the name of the little boy?
 Food: What fruit has its pips on the outside?
 Nature: What colour are the spots on the Ladybug?
 Sports: Where was the Olympic Games supposed to be held in 2020?
 Space and Planets: How many planets are there in our Solar System?
 Animals: What animal is known as 'the ship of the desert'
 English Grammar: What do I call a baby goat?
We have discussed Lesson 15 and you should understand the meaning of prediction in
reading and how we can make use of it in teaching reading. We discussed parents helping
with reading and the use of library books. Finally, we provided a list of Recommended
reading for learners and the teacher to read to learners.

Tick the boxes.
Parents involvement with reading
What is prediction?
Using prediction when teaching reading
How to use prediction when reading
Activities to practise prediction
Use of library books
Recommended book lists
Reading is such an important part of the curriculum. Make sure you have fully understood
this Session. We are now moving on to Study Session 8.

Study Session 8
Lesson 16: Teaching a Mathematics Lesson

and Integration
 Roberts, N. 2018. School Mathematics: What is our story? [online]. Available at:
 Pages 9 to 11 of the Foundation Phase Mathematics Grades 1-3 CAPS document.
 Maths teacher (Mark Angel comedy) Episode 118. [online]. Available at:
Boston: Cengage.
Welcome to the eighth of your 9 study sessions for this module. Let's start by looking at the
learning outcomes for this study session.
Learning Outcomes
After you've completed Study Session 8 you should be able to do the following:
 explain the purpose of teaching Mathematics;

 use the Mathematics lesson plan for lesson planning;
 prepare an integrated Mathematics lesson;

 differentiate between a Game and an Activity;
 displays ways to use ICT in a Mathematics lesson;
 design a Mathematics lesson using technology; and
 review Mathematics teaching in South Africa and internationally.
We now move on to give you an overview of the two lessons in this study session.

In Lesson 16 we will explain the purpose of teaching Mathematics. We will look at the
specific aims in the CAPS document. We will discuss Mathematical Anxiety and how we can
avoid this in our classes. We will use the STADIO template to prepare an integrated lesson
plan for Mathematics using ICT. We will differentiate between a Mathematical activity and a
Mathematical game. We will do Developmental Writing Activity 9 and watch a YouTube.
It's time now to start Lesson 8.
Introduction
We start this lesson by discussing 'What is Maths?' We discuss the specific aims of
Mathematics in the CAPS document. We then discuss the specific mathematical skills we
want foundation Phase learners to learn. Then we discuss Mathematical Anxiety. We read an
example of a Mathematics lesson with integration. We will be made aware of the difference
between a Mathematical activity and a mathematical game with examples.
You will be presented with Developmental Writing Activity 9 and watch a YouTube clip:
 Point 1: What is Mathematics

 Point 2: What are the Specific aims
 Point 3: What are the specific skills we want to teach Foundation Phase learners
 Point 4: Mathematical Anxiety
 Point 5: Mathematics lesson plan with integration
 Point 6: The difference between a Game and an Activity with examples
 Point 7: Developmental writing activity 9
 Point 8: YouTube clip
Children today, are growing up using mathematics every day. All the technology used in
homes, schools and the outside world, are all built on mathematical knowledge.
Mathematics is a subject used universally.
It is such an important part of our lives that anyone who wishes to be a fully functioning
member of society must know basic mathematics. The correct way to teach mathematics is
to teach with relevance so that the subject becomes 'real' for them.
Most people believe that mathematics is an important subject, but don't really know the
true meaning of mathematics. They believe that it is a set of rules to be learnt and recalled in

a test in order to pass a standard. Most of the anxiety in studying the subject is caused by
the authoritarian method of teaching. This was called rote learning. The teacher presented a
rule in mathematics and the learner had to remember the rule and try to apply it without
any understanding.
What is Mathematics?
According to the CAPS document, Mathematics is a language that makes use of symbols and
notations for describing numerical, geometric and graphical relationships. It is a human
activity that involves observing, representing and investigating patterns and qualitative
relationships in physical and social phenomena and between mathematical objects
themselves.
It helps to develop mental processes that enhance logical and critical thinking, accuracy and
problem-solving that will contribute to decision-making.
The CAPS Document What are the Specific Aims? states the specific aims as follows:
The teaching and learning of Mathematics aim to develop the following in the learner:
 critical awareness of how mathematical relationships are used in social, environmental,

cultural and economic relations;
 confidence and competence to deal with any mathematical situation without being
hindered by a fear of Mathematics;
 a spirit of curiosity and a love of Mathematics;
 appreciation for the beauty and elegance of Mathematics;
 recognition that Mathematics is a creative part of human activity; and
 deep conceptual understanding in order to make sense of Mathematics.
What are the Specific Skills we want to teach Foundation Phase

learners?
Learners should:
 develop the correct use of mathematical language;

 develop number vocabulary, number concept and calculation and application skills;
 learn to listen, communicate, think, reason logically and apply the mathematical
knowledge gained;
 learn to investigate, analyse, represent and interpret information;
 learn to pose and solve problems; and
 build an awareness of the important role that mathematics plays in real-life situations,
including the personal development of the learner.

The CAPS document states that 7 to 8 hours per week should be spent on Mathematics. The
subject is divided into 5 parts, namely:
 Numbers, Operations and Relationships

For example: Solving problems concretely and abstractly.
2+2=4
 Patterns, Functions and Algebra

For example: Which shape comes next?
 Space and Shape (Geometry)

For example: Teaching 3D and 2D shapes. Teaching ball shapes and box shapes. Let
learners find a box in the classroom and discuss the shape.
 Measurement (measuring distance, size, volume: Show the learners the different
objects for measurement e.g. a jug, a tape measure, a ruler. Set a question, such as,' I
have a litre of milk and drink 500ml. How much milk is left?
 Data Handling: (Collecting and sorting) Learners learn to sort things into categories in
order to compare the results in a graph e.g. I have a tin of coloured bottle tops.' Let's
sort them into colours.' Now we draw the graph to see how many of each colour we
have.
In the CAPS document, on page 16, we are given a list of resources that can be used in the
classroom. These include counters, dice, height chart, various sizes of plastic bottles,
analogue clock, different shapes of boxes, games such as Dominoes, Ludo and others. Lego,
building blocks and a host of other apparatus.
Because Mathematics carries the stigma of being difficult to perform, there is a concept
known as Mathematical Anxiety.
Mathematical anxiety
This is very prevalent among learners. Blazer (2011) states that 'mathematical anxiety is
defined as negative emotions that interfere with the solving of mathematical problems.
When learners cannot remember the skills to solve problems, they become stressed. This
can also be caused by them not understanding concepts, the teacher becoming impatient
which in turn has a negative effect on the child's confidence.'
There are some strategies we can keep in mind when teaching Mathematics to avoid this
mathematical anxiety. These are adapted from the recommendations from Blazer (2010):
 Develop strong skills and a positive attitude towards mathematics. Know the content
you are going to teach, ask questions if there is some concept you, yourself, do not
understand and collaborate with colleagues.
 Relate mathematics to real life. Relating the mathematical knowledge to everyday life
helps the learner realise the use of mathematics.
 Encourage critical thinking. Make sure the learners understand the content and are not
reliant on rote learning and memorising information.

 Encourage active learning. Ensure that learners are active while learning. For example,
when teaching Ordination (first, second, third), use learners standing or walking in a
row with a number which is applicable to them. Make the subject come alive through
action! For example, when introducing Multiplication- put groups of two or three
learners into a hula hoop and let learners see the groups.
4 groups of 3 = 3 + 3 + 3 + 3 + 12 OR 4 × 3 = 12
 Accommodate learners' varied learning styles. We know that learners have different
styles of learning. There are the visual learners who prefer to be shown something
instead of told. There are tactile learners who prefer to feel. Here counting objects can
be used. It is essential to make use of visual aids, discussion, role play, games and
technology. For example, when doing problem sums, learners can re- enact the
problems.
 Place less emphasis on correct answers and computational speed. Concentrate more on
how the learner has worked out the computation and less on the results (answers).
 Organise learners into co-operative learning groups. This is essential and is not always
done by every teacher. By working in groups, we allow learners to discuss, debate,
exchange ideas, justify their answers and exercise their freedom to express their
opinions, besides practising social skills, communication skills and interaction.
 Provide support and encouragement. Learners thrive on the acknowledgement of their
efforts, from their teacher.
 Avoid putting learners into embarrassing situations. The learners should not be made to
feel threatened by not knowing the answer or feeling embarrassed. Do not send a
learner to the board to solve a problem unless you are sure that he or she is capable
and confident. Not all learners are comfortable performing any task in front of others.
 Use manipulatives (concrete aids). Allow learners to work from the concrete to the
abstract.
 Use technology in the classroom. Computer based work allows the learner to work at
their own pace and check the answers. (see Unit 10 Mathematics in an ICT
presentation).
 Dispel harmful, but popular myths. For example:
– Boys are better than girls at Maths.
– You are either good or weak at Maths.
– There is only one way to solve a Mathematical problem.
 Use a variety of assessments. Mental tests cause anxiety so do not only use these and
written tests to assess learners. It is essential that assessment of learners is done by
observation, questioning, various activities, (measuring, sorting), especially done in
groups and marking written work. All this assessment (CASS) is noted in your
Assessment Book. (see Unit 4 on Assessment and Rubrics).
Mathematics lesson plan with integration
We now look at the lesson plan for a Mathematics lesson. This plan is different to your
standard lesson plan for other subjects. The CAPS document contains all the information we
need for preparing a lesson. It even tells us how much time to spend on each content area.

When setting out to write your lesson plan you will need:
 Mathematics CAPS document

 Teacher's Guide and Learners Guide of a workbook
 Online research
 Any mathematical books.
Once you have decided on the Topic in the CAPS Document, look at the content areas and
decide what you are going to teach.
Our example lesson is Grade 2 Term 4 on page 69 in the CAPS Document.
Topic: TIME
Content Area: Tell a 12-hour time period in hours, half hours and quarter hours on analogue
clocks.
Details of Lesson Plan: Don't forget to fill in all information. Enclose a copy of page 69 of
the CAPS Document with your lesson plan.
Prior Knowledge: What are you going to build on?
PRIOR KNOWLEDGE. (What concepts / skills are you going to build on?)
Revise number line to ensure learners can count. Use of Hundred Chart which you should
have in your class and make daily use of it.
Make use of big soft dice which learners throw. Whatever. number it lands on,
learner count on 5,6,7, Later add on from any number on the dice.
Revise halves and quarters by cutting an apple / tomato / paper plate.
Lesson Introduction
Lesson outcomes for introduction
1. Introduce the learners to an analogue clock / watch and explain the hour / quarter / and
half . . .
2. Learners will be able to tell time on the hour, half hour and quarter hour.
3. Learners will have a better idea about time. 7 o'clock in the morning is breakfast,
8 o'clock in the evening bedtime. They can use time in their everyday lives.
Assessment for Introduction
Observation during Oral work. Filling the information into your Observation book.
Marking books when written work is completed.
Peer assessment when learners are divided into pairs and question each other with their
handcraft clocks.

You can move around the class and listen to pairs assessing each other.
Detailed description of introduction (Resources used)
The whole class participates in the Introduction.
Make use of a timeline drawn on a piece of cardboard with Velcro stuck on 4 points of the
timeline. This chart is displayed on the chalkboard. Cut out little pictures or draw them of a
baby, a teenager, a mother with a pram, and an old woman. Each one has Velcro attached to
the back of them.
Explain to the learners that these four people are at different times in their lives. Ask a
learner to come and put them in the correct order, first, second, third, fourth. Allow learners
to discuss the timeline.
Ask them a riddle: What can never be late? (clock / watch) OR Read them a poem about
Time.
Resources to be used: Hundred chart, big rubber dice, the Timeline with pictures, an
Analogue training clock, a cardboard clock face with hour and minute hands separately,
paper plates, split pins.
 Now watch the You-tube video: Hip hop around the clock.
Lesson Development
Small group teaching
Learning Outcomes
To teach the group how to tell time indicating half and quarter hours. e.g. half past 12,
quarter past 10.
Group will be able to tell time with half hour and quarter hour.
Group will understand time better.

Assessment strategy
Group will be assessed orally, how they handle the manipulatives. This is transferred into
your Observation book.
Written work in books.
Creative Arts when making their clocks.
Peer assessment.
How concepts are taught
Learners are shown an analogue clock and are told why it is called an analogue clock. The
other type of clock or watch is digital. Let the learners tell us what differences they can
observe or what differences they know about these two types of watches / clocks.
Show the training analogue clock with its numbers on and only an hour hand.
Explain numbers 12, 3, 6, 9 to the learners. Some learners might realise what half and
quarter of the clock are. The hour hand is the small hand, so he moves slower than the big
hand which is the minute hand. The long hand tells us what the hour is. Illustrate hour hand
moving to different numbers and let learners tell you the hour e.g. put the hour hand on 5
and let learners tell you it is 5 o'clock. Practise with other numbers.
Now show the learners the long hand and tell them it is known as the minute hand. It moves
quite quickly.
Let them count to 60 to see how long one minute is.
Show the learners what the analogue clock looks like with both the hour and the minute
hand. Keep the hour hand on 2 and move the minute hand from the 12 to the 3. So, the time
will be quarter past 2. Move the hour hand to any other number for the hour. Learners can
try this too. Question learners on this.
The next step is to move to 6 with the minute hand and tell them this is called half past the
hour.
The hour hand would have moved halfway past the 2. Practise this with different numbers,
giving them all an opportunity to answer.
Finally, you are going to explain that the minute hand is moving around back to the 12.
When the minute hand gets to the 9, it is on a quarter and we say it is quarter TO 3.
Do practice with this using the training clock.

Consolidation of small group
After practising with this training clock, the group is going to go back
to their desks. They choose a work card with has clock faces stamped
on them, with quarter, half, and o'clock.
This is the type of work card the group will choose:
Learners will stamp 4 clocks in their books and will fill in the hands of
the clock and write the time.
When they have completed these cards, they will commence with
drawing a clock face on the paper plate with only 12,3,6, and 9 written on it.
Independent Activities
Learning Outcomes
 Learners will be able to practise the meaning of halves and quarters.

 Learners will be able to choose work cards with telling time in half and quarter hours.
 Learners will be able make their own clocks from paper plates, cardboard strips for
hands and split pins.
Assessment strategy
 Observation during oral work.

 Marking of written work in their books.
 Assessment of clock faces. (drawn and completed.)
 Peer assessment: working in pairs with their clock faces. You may walk about the
classroom and check pairs of learners working together.
Detailed description of how concepts were taught
Using the training clock, we revise the clock face numbers 1 to 12.
The small hand is the hour hand the big hand is the minute hand and moves quicker. 1 hour
equals 60 minutes. Practise questioning learners about different times shown on the training
clock in quarters and a half.
Let them show you what time is midday is.
We now explain the numbers in between. Each mark on the clock is a minute. Let's see how
long a minute is. Time the learners for a minute putting their hands on their shoulders.
Keep relating time shown on the clock to what they do during the day e.g. the sun goes
down at approximately 6 o'clock and it is evening. We start school at 8 o'clock, etc.

Explain how we make our clocks from paper plates, cardboard hands and a split pin. They
may colour the clock any colour they fancy and write the numbers 12, 3, 6 and 9 in any
colour.
When all learners are finished making their clocks, we make use of them for revising daily.
Sample questions
1. What is the difference in age between you and your Mom / Dad, Granny and Grandpa?
(I am younger than my mother and father. My grandparents are the oldest.)
English (Integration)
2. How many quarter hours are there in 1 hour?
3. School starts at 8 o'clock and finishes at 1 o'clock. How many hours are we at school?
Use your clock. Make your own timeline at home.
Extension activity
Learning outcomes: Extend the learners knowledge about Time. Let them fill in the minutes
on their clocks.
Detailed Description: These learners can assist the slower learners or take a work card
which is in the Sunshine Box. The Sunshine box holds work cards that are a little more
difficult. (For example, more Time-related questions such as: If I leave Durban by car, at 5
o'clock and it takes 7 hours to get to Johannesburg, how long do I travel? If I travel by train it
takes double the time. How long will the train ride be?
Conclusion
To conclude the lesson, a You Tube video is shown to the learners. It is a rap about Time and
the learners can sing along and rap.
 Hip Hop around the clock. [online]. Available at:

https://www.youtube.com/watch?v=Xwazo-_ePoA. [Accessed on 13 December 2020].
Reflection by student
As discussed in earlier Units, reflections are essential for you to improve your teaching.
A word of warning: Do not save these reflections for last minute before handing in your PoE
with the same remarks in your reflection. For example: 'I must try to improve my discipline'
written as a reflection for 10 lesson plans??? It becomes evident that you have merely filled
in all Reflections at the same time.

References
All the sources you have used for the lesson:
 Mathematics CAPS Document

 Teacher's Handbook
 You Tube Video:
https://www.bing.com/videos/search?q=you+tube+video+about+telling+time&qpvt=yo
u+tube+video+about+telling+
 All details must be given in full using the correct referencing technique.
Books to read to learners:
 It's about Time, Murphy, SJ and Speirs, John

 What Time is it Mr Crocodile? Sierra Judy and Cushman Doug.
Difference between a game and an activity
Formal writing activity 4 requires you to design a Mathematics Game. To prepare you for this
task, we are looking at the difference between games and activities in Mathematics.
 A game is a form of play or a sport which is played competitively according to rules and
one of the players will win because of his or her skill, strength or luck.
 An activity is something done by one or more persons for recreation, for fun or as a
hobby.
In simpler terms, a game is played by one or more players and is played to see who the
winner will be. There are different outcomes to an activity. Games can be quick or last long.
An activity can be carried out by one person who keeps themselves busy with an activity.
There is no competition or winner.
A game needs to have most of the following elements:
 The game must have goals that must be reached to achieve an outcome. (there must be
a winner).
 The game must have obstacles so that it makes the game challenging to reach the
outcome.
 The game must have choices so that you can overcome those goals. (Think of a card
game when a card must be picked up).
 A game must have rules and participants must stick to these rules in order for there to
be a fair outcome.
 Reflection needs to be taken in a game to see the progress that is being made in
reaching the goals.

Examples
There are literally hundreds of games that can be played by learners in the class. These can
be played in pairs, in groups and as a class, with a winner eventually. Games can be accessed
from the internet, from books and magazines and ideas found in toy shops that stock
educational games. With games counting can be explored, addition, subtraction, shapes,
doubling and halving and all the specific aims mentioned in the CAPS Document.
Examples of Mathematical games:
 Noughts and Crosses (two players)

 Connect Four (two players)
 Bingo
 Snakes and Ladders
 Bingo
 Hopscotch
 Go Fish
Find yourself an interesting Mathematics Game that you could use in Foundation Phase.
Write down the name of the game and the topic(s) it can be used for.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In a Mathematical activity, there is no competition and there is no winner. It is an activity to

test your Mathematical knowledge and practise concepts. These activities can be found on
the internet, in books and magazines and in the CAPS document.

Examples of Mathematical activities are:
 Hopscotch Maths
 Counting activities
 Estimating the height weight or volume of objects
 Pizza Fractions (Drawing and colouring your pizza into quarters or halves with your
favourite topping)
 Sudoku
 Training clock to practise time
 Scavenger Hunt (learners are sent out, armed with a tape measure, ruler, trundle wheel,
string, and asked to measure various objects on the list)
 Trundle Wheel
 Blocks
On a lighter note and for a bit of comic relief, watch the following YouTube
clip to see how a Mathematics lesson should NOT be presented.
 Maths Teacher. 2017. (Mark Angel Comedy) Episode 118. [online]. Available at:
We have now discussed what mathematics is. You have followed the specific aims from the
CAPS document. We have discussed the Maths CAPS document. We have also read about
Mathematical Anxiety and how we can dispel these fears in class. We have seen a
Mathematics lesson plan written out with integration. We also read about the difference
between a Mathematical Game and Activity. You were presented with a Developmental
Writing activity 9 and finally watched a YouTube clip: Mark Angel Comedy.
You must be sure that you have understood this lesson so tick the boxes.
What is Mathematics?
Specific aims of Mathematics
Maths CAPS document
Mathematical Anxiety
Example of a Mathematics lesson with integration and how it should be written out
Difference between a Game and an Activity
Watch YouTube clip
You have now completed Lesson 16 and we move on to Lesson 17 if you are confident that
you have understood this lesson fully.

Lesson 17: Mathematics and Information
Communication Technology (ICT)
 Page 22 of the Mathematics Foundation Phase Grades R-3 Phase CAPS document.
 Hannaway, D., 2019. Mind the gaps: Professional perspectives of technology-based

teaching and learning in the Foundation Phase. South African Journal of Childhood
Education, 9(1), pp.1-10.
Recommended reading
Boston: Cengage.
Note that you'll be told when to read each of the above texts in the lesson.
Introduction
We start this lesson by discussing what ICT is. Then we discuss the computer and what we
need, to start ICT in our classroom. We then discuss the advantages of ICT in the classroom.
We also discuss how we can incorporate ICT in our classrooms. Then we discuss the
advantages and disadvantages of incorporating ICT into our classroom. We give you an
example of a Mathematics lesson, incorporating technology. We look at an article reviewing
Mathematics in South African schools and internationally. We consider solutions for this. We
realise the situation is dire ad the onus lies on teachers.
Mathematics and ICT

In this section of the lesson we discuss ICT in our Mathematics classes. To do this, we discuss
the following points.
 Point 1: What is ICT?

 Point 2: What we need to bring ICT into the classroom.
 Point 3: Example of a Mathematics lesson (STADIO document) making use of various
technology
 Point 4: Review of Mathematics in South African schools and internationally

 Point 5: The serious result.
 Point 6: What are the solutions?
 Point 7: The onus lies on teacher
What is ICT?
ICT is an acronym for the term information communication technology.
ICT refers to devices that came from advanced technology (for example, cell phones, radios,
computers and satellites) that are used not only to communicate, but also to store and work
with information. ICT includes personal computers, digital television, e-mail, robots and
smart phones (Mays, Grosser, and De Jager, 2012).
What do you need to start using ICT in your classroom?
 Hardware: A basic computer with a DVD drive which will allow you to store large files
and a set of speakers. A scanner is also very useful.
 Software: When purchasing a computer make sure that it is loaded with an operating
system (such as Microsoft Windows and licensed. You will also need an Office Suite
which includes:
– A word-processing program (e.g. Microsoft Word)
– A Spreadsheet program (e.g. Microsoft Excel)
– A presentation program for multimedia (e.g. Microsoft PowerPoint)
– A data base program (e.g. Microsoft Access)
– Internet access

Advantages for teachers using ICT
Mays, Grosser, and De Jager, 2012, pp. 377 explains that ICT is a productive tool for the
teacher in many ways.
 Teachers can use a computer for planning and management of lessons. (storing
templates and info about lessons)
 Worksheets and other material for lessons
 Assessment and record keeping
 Communication with parents and teachers
 Personal management
What value does ICT have for learners?
 Computers are far more patient than teachers so learners can take their time when
making use of the computer.
 Computers can give correct or incorrect responses quickly.
 Computers make the work more personal. Each learner fills in gaps in learning which are
individual.
 Computers can simulate situations that would be impossible to bring into the
classroom. For example, we could show a picture of a heart and hear the heartbeat.
How can you incorporate ICT in your lessons?
As a teacher you will have to use technology in your lessons to enhance and engage your
learners.
Below is a list of ICT resources that can be used in the classroom to improve teaching and
learning.
These are suggestions and do not include ALL the ICT tools available:
 Overhead projector
 Internet
 Interactive whiteboard
 Digital video software and applications
 Desktop computers
 Laptops
 Tablet devices
 And even cell phones

How do you incorporate ICT into your lessons?
Using technology-based teaching to improve your lesson delivery can be done by:
 Using a power point presentation to teach content: showing videos to develop

understanding of a topic or to show how systems work-like displaying the milling of
sugar
 Playing music and songs through electronic devices for learners.
 Games can be played and lessons given online on tablets or computers with learners.
 Finding information
 Collaborating
 Assessing
 Adding knowledge
 Having fun
What are the advantages of bringing technology into the classroom?
 Brings reality to the classroom

 Allows for groupwork
 Develops critical thinking
 Increases community
 Promotes peer learning
 Caters for mixed ability teaching and learning
 Provides speedy feedback
 Promotes self- paced learning
 Caters for inclusive learning (students / learners with disabilities
 Helps to foster a networked community- globalisation
 Bridges the outside world and brings it into the classroom
 Allows for flexible learning
 Learners achieve more
 Appeal and engage learners
 Caters for visual learners
 Young teachers are very knowledgeable about ICT and able to use it with ease
Disadvantages:
 ICT is very expensive so not all learners get the same opportunities.
 It can be boring, as well as unhealthy, sitting in front of a computer for long stretches of
time.
 Computers cannot interact on a personal level e.g. giving more explanation.
 It becomes more difficult for teachers to organise the teaching of new concepts.
 The class teacher and learners lose connectedness.
 Teachers have difficulty with technology (especially the older ones).
 Not enough computers in the classroom for all learners to participate at the same time.
 Teachers must be vigilant about what the learners are accessing on the internet.
 Is the teacher confident enough to deal with technology?

Students and young adults are very familiar with this technology. So, a lot of this information
is probably not new to you. You are about to step into education of another era. It is hoped
that this technology will make teaching easier as far as administrative work and learners'
resources for learning go. However, this will never be able to offer those important values,
amongst others of connectedness, care, support and empathy.
However, it is important for you to learn and make use of as much technology as you can. It
is also important that you instil into your learners the importance of constructive use of
technology and emphasize the importance of physical education and the creative arts so
that technology can be accompanied by learners thinking creatively and using their
imaginations.
When preparing your lessons, and of course, if it is available at the school where you are
teaching, try to include ICT. You can make use of your cell phone, power point presentation,
YouTube clips and a host of other equipment.
It is important to remember that ICT alone is not the lesson presentation. You, the teacher
needs to connect and teach or facilitate. ICT enhances teaching but should not replace
teaching.
We have now concluded with Session 4 lesson Planning. This was a long session and covered
many concepts. Make sure you have fully understood before you commence with your
writing activity which needs to be submitted.
Use of ICT in a mathematics classroom
From a psychological perspective, there are basically two sets of arguments to support the
use of technology (particularly ICT) in teaching:
1. From a behaviourist perspective ICT can be a useful motivational tool and a useful way
to reinforce the learning of facts.
2. From a constructivist perspective, ICT can be a useful tool for enabling learners to
manipulate information, explore ideas and construct personal meaning to the facts.
The classrooms and schools you attended were very different to the schools your parents
attended. An even starker contrast were the schools your grandparents attended. These
classrooms, your grandparents worked in, consisted of rows of desks, chalkboard, a stern
teacher and a cane! Children were taught to keep their fingers off any electrical goods, such
as, a radio. In the time of your parents, use was probably made of a CD player, an Overhead
projector, or a recorder. No-one ever thought of recording what went on in a classroom!
The picture has changed dramatically today. Children's fingers move swiftly across cell
phones, tablets, computers and the like. Children are able to teach their grandparents, who
don't want to learn! The picture of a classroom has changed dramatically. Learners are
seated haphazardly around the room, workstations can be seen around the class, children
are working on tablets and some are even working online. This is the Technological Age.
Educational technologies are tools, and they are only effective if the person making use of
them has the knowledge, skill, experience and level of training. In order to be effective in the

classroom. Teachers must be computer literate, information literate and most importantly,
integration literate. In other words, the teacher should know when to use, what technology,
to enhance the lesson.
There is of course, technology that is extremely useful to the teacher but similarly there is
technology that can be very useful for the learners. In order to assess learners, the teacher
can make use of the whiteboard which has a program called Learner Response System,
which is an ongoing assessment program.
Foundation Phase learners are never too young to be exposed to technology. They can start
with a multitude of games on the Leap Pad. These programs integrate Maths, English, Life
skills and General Knowledge.
Before attempting to introduce ICT into the school, consider the following:
 Learners must have the skills. They must be taught to make full use of whatever ICT is
decided on, to use in a school.
 Learners and staff need guidance in the use of ICT. This can be given to staff by the
suppliers as after sales service.
 The ICT should be standardized throughout the school.
 Teachers and Facilitators should not be apprehensive about using ICT. This will hamper
progress in those classes. Teachers should seek guidance in order to stay up to date
with the ICT.
 In a school, ICT should be promoted as a learning tool in the school curriculum.
Mathematics Lesson using Technology

Let us look in the CAPS document English Mathematics.
On page 22 Grade 1 the TOPIC is GROUPING AND SHARING, LEADING TO DIVISION.
CONTENT AREA: Solve and explain solutions to practical problems involving equal sharing
and grouping, with whole numbers up to 20, with answers that include a remainder.
Prior knowledge
Making use of the smartboard put up a number chart to 50. Let learners count together,
while you observe whether every learner is fluent at counting. Remember that this is rote
learning and counting fluently does not a mean the learners know the value of numbers. This
will be proven later on in the lesson.
Using the smartboard, you will be able to point to a number and ask individual learners to
add on from a number. It is also a time to test whether learners realise that counting means
knowing numbers to ten is what counting is about.

Learning outcomes
 Learners will be able to recognise odd and even numbers to 10.

 Learners will be able to realise that dividing a number can leave a remainder.
 Learners will learn and understand the word: remainder.
 Learners will practise dividing with manipulatives (counters),
 Learners will enjoy Maths using ICT.
Assessment
Learners will be assessed by observation when they are counting.
Learners will be assessed verbally using a rubric. This is done regularly with all the learners in
the class making observations and recording in the teacher's mark book. It merely consists of
a  X (Understands, fair understanding, no understanding).
Description of introduction
This lesson is introduced to the whole class.
You have a CD player with a CD of children's songs, which you are going to use. The song you
are all going to sing together is:
1, 2 buckle my shoe,
3, 4, knock at the door,
5, 6, pick up sticks,
7, 8, lay them straight,
9, 10 a big fat hen,
Does anybody notice that each line we sing, ends on an . . . even number? What are the
other numbers? Odd
Lesson development
You are now going to view a PowerPoint presentation on ECI. This PowerPoint will be
uploaded on to ECI for you to view. Access and read it there.
Introduce the learners to Professor and his monkey.

Learners are now sent to their desks with only the weak group remaining on the carpet.
Learners are given work cards first with pictures and then with the numbers. For example:
4 divided equally gives each 2 preparing for 4  2 = 2
The division sign is introduced incidentally by showing them the number is ÷ cut into equals.
They will also solve equations with a remainder.
Remainder
From the concrete learners can move to the computations: e.g. 5 ÷ 2 = 2 rem 1.
When learners have grasped the concept, they may construct their own story sums about
sharing.
For example: My Mother gives me 13 marshmallows to share with my sister. How many will
we each receive and what is the remainder.
These can also progress to more difficult computations such as 10 packets of chips shared
equally between 4 children. How much do they each get and what is the remainder?
Assessment
As above.
Description of group work
To consolidate this concept a group of learners is brought to the carpet where they use
manipulatives (counters) to illustrate how numbers are divided equally and how there can
be a remainder.
Activities
Use pencil crayons, sweets anything else to hand out emphasizing as you do this:
One for you and one for you . . . another one for you and another for you.

If there is a remainder let the learners clap and say: 'That's not fair!'
Questions
 What does it mean to share?

 Must it be fair?
 Must everybody get the same amount?
 How would you feel if your brother got more sweets than you?
 What would you do if he got more than you?
Extension
Learners who complete their work first may take a graded work card.
References
Department of Basic Education. South Africa. 2011. Curriculum and Assessment Policy
Statement (CAPS): Foundation Phase English Mathematics Grades R-3. Pretoria: Government
Printing Works.
CD of Children's Nursery rhymes
PowerPoint presentation designed by the teacher with a story to accompany it.
We now take a review of Mathematics in South Africa and internationally.
Review of an article on Mathematics teaching in South Africa and internationally.
Dr. Nic Spaull, a Senior Researcher in the Economics Department at Stellenbosch University
says: Education in South Africa is in crisis. In a meeting with the President he reiterated how
important it is to make sure that when a child has completed the Junior Phase of schooling,
they should be able to:
 read for meaning; and

 calculate with confidence.
He puts this crisis in South Africa's Numeracy and Mathematics schooling down to a variety
of reasons:
 the stark inequality in the education system in South Africa. Although we have lived in a
democratic society for 25 years, there has been no levelling of the playing fields. In
other words, the gap between the have and the have nots has broadened;
 learners who attend private schools and urban public schools are receiving a far better
education than the child attending a rural school with 50 to 60 learners in a class;
 this influences the quality of teachers teaching at schools. Teachers teaching at
dysfunctional schools are not motivated and committed to serving the learners;
 non fee- paying schools are under- resourced and stationery sometimes does not reach
its destination in rural areas until the middle of the school year; and
 this failure of the education system has a marked effect on the economy of the country.

We find learners who reach Grade 10 not being able to read or think critically, thereby not
achieving at school and dropping out.
In 2019 the matric results showed an 81.3% pass rate. What we did not hear about was the
drop in performance in maths. Maths is critical for a country's economic growth.
He says that unequal educational aims must be addressed. The Department of Basic
Education has got to get the basics right in the Foundation phase of our schools.
TIMSS (Trends in International Mathematics and Science Study) did an educational study
on four yearly assessments in 60 countries around the world. South Africa unfortunately
was rated second from the bottom, being beaten by a few African states.
National and international school policy documents for Grades R-3, were compared. To show
us how the countries differed, here are a few examples:
 The number domain and place value ranges are from 1 to 1 000 in South Africa, while in
the Netherlands these ranges are from 1 to 100 000.
 The CAPS document does not require explanation and reasoning skills as well as higher
order thinking skills, while other countries consider this as important.
 According to the CAPS document, fractions should only be named and recognised, while
other countries place a high value on reasoning, interpretation and the structure of
fractions.
 Both South Africa and Australia only mention the four operations, whereas the USA and
Netherlands include the development of calculation strategies.
What are the solutions?
Dr Spaull says that in addressing South Africa's challenge in Mathematics schooling:
 Although the improvement of Maths teaching and learning will not happen fast, it must
begin urgently.
 Have Mathematics teachers offer more extra lessons in Mathematics.
 If South Africa is to be realistic about a better economy and create better jobs, it will
require a sustained focus on teacher and teacher training development in Mathematics.
 In the interim it is likely that the country will have growing numbers of innumerate
young people, and a majority of young South Africans could be unqualified to be hired
in many types of high-quality work.
The situation is critical and the onus lies on you the future teacher.
How can we do this?
Nosisi Feza (PhD) Campus rector at Walter Sisulu University, (2013:4) summarises the
strategies we can make use of in order to stimulate Mathematics thinking of children.
 Purposeful play (learning new vocabulary, social skills)

 Scaffolding children's mathematical learning

 Extending children's thinking
 Developing mathematics from children's activity
 Balance between child- initiated activity and group activity
 Balance between individual activity and group activity
 Connecting children's knowledge with formal Maths
 Have a specific purpose of mathematics learning
 Extended learners' capacity in mathematics, encouraging higher order thinking
 Promoting the subject in school, not telling learners that Mathematics is difficult
 Taking cognisance of mathematical Anxiety in learners
 Educating ourselves and finding creative ways of teaching this subject
 Making the lessons exciting and quickly hands on
 Preparing the work to be taught thoroughly
 Being patient with learners who are slow to grasp concepts. (We all know a teacher who
shouted at learners who could not grasp a concept quickly enough)
The consequences of poor Mathematical results are obvious to us all. Although we are not
able to assist financially, and in the decision making of the Department of Basic Education.
Each Foundation Phase teacher can play a small part in developing Mathematics in South
African schools.
We have now completed Session 8 on Mathematics. Check that you have understood the
material thus far. We proceed to Session 9, a very interesting and participatory session
which deals with critiquing a lesson.
Tick the boxes:
What is ICT?
What do you need to start ICT in the classroom
What do you need to start ICT in the classroom
Advantages of ICT in the classroom
Value of ICT in the classroom
Example of a Mathematics lesson using Technology
Review of mathematics in South Africa and internationally
This brings us to the end of Session 8. Make sure that you are up to date and are sure of
what you have worked through in your Study Guide. You must also remember about your
Activity which needs to be submitted. We now progress to Session 9: Critiquing a lesson.

Study Session 9
Welcome to the last of your study sessions. Let's start by looking at the learning outcomes
for this study session.
Learning Outcomes
After you've completed Study Session 9 you should be able to do the following:
 explain the meaning of the word observation;

 read an article on classroom observation;
 consider what to look for during observation of a lesson;
 observe a lesson using an observation checklist;
 discuss the benefits of being observed;
 complete the Developmental writing activity 'How observant are you activity'; and
 respond to questions based on video recorded lesson presentation.
We now move on to give you an overview of the one lesson in this study session.

In this lesson we begin by defining the word observation and discussion the value of lesson
observation for student teachers as well observing lessons of the mentor teacher. The
Prescribed reading in this lesson provides valuable insight on the purpose of observation and
reveals an observation check list to consider when observing a lesson.
Lastly, we provide you with guidelines on how to apply your learning to observe a lesson of a
teacher teaching a mathematics lesson.

Lesson 18: Lesson Observation
 Halim, S., Wahid, R.A. and Halim, T., 2018. Classroom observation-a powerful tool for
continuous professional development (cpd). International journal on language, research
and Education Studies, 2(2), pp.162-168.
 Mathematics Video Grade 2-Symmetry. 2014. [online]. Available at:

 The Monkey Business Video. 2009. [online]. Available at:

 Teachers Observing Teachers: A Professional Development Tool for Every School. 2020.
https://www.educationworld.com/a_admin/admin/admin297.shtml. [Accessed on 13
December 2020].
Note that you'll be told exactly when to read each of the above texts / engage
with the above media as you work through the lesson.
Introduction
Teacher observation has become a valuable learning tool for student teachers. In this final
lesson of your Study Guide we consider some important points on observation of lessons.
We provide you with a list to read and become familiar with so when you observe lessons
you view lessons with a critical and reflective eye. Observing your mentor teacher in the
classroom will connect you to your mentor teacher's teaching strategy, style and provide you
with opportunity to see teachers in action. Observation during your Teaching Practice and
professional development should not only be restricted to observation in the classroom but
also observation of videos available on online. The observation of teaching is an important
tool for professional development. We begin our discussion by unpacking what observation
means. We review a list of things to look at / to observe in class in both an online and
physical classroom environment. Lastly, you will watch a video and respond to the questions
on the video based on your observations.
Let us begin Lesson 18.

What does Observation Mean?
The act of observing it not just looking at something but rather engaging in something
meaningfully and looking at it considering it contextual influences and being fully engaged in
what you are looking at. Similarly, "Classroom observation is also defined as a method of
evaluating and recording specific information about what is going on within a classroom"
(Halim, Wahid & Halim, 2018, p 163).
What to look for during Observation of Lesson?
Read the article 'Classroom observation – a powerful tool for continuous professional
development' This Prescribed reading can be found on ECI.
In the methodology section of the article the authors have created an observation checklist
that highlights some important points that one needs to consider when observing a lesson.
Once you have read the article complete Developmental Writing Activity 10 below before
we can move to the next part of this lesson.
Read the article 'Classroom observation-a powerful tool for continuous professional
development' (2018).
Write down the observation checklist and then use this checklist the next time you observe
a lesson.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

For successful observation, you need to train your eye, ears and mind to identify and
interpret what you see, hear and experience while observing your mentor teacher or a video
about teaching. You thus need to practice your observation skills.
You therefore have to learn to focus on specific things while observing a lesson:
Introduction to the lesson: Does it make sense? Does it grab your attention? How did the
learners react to the way in which the teacher introduced the lesson?
 Engagement: During the lesson do the learners remain engaged? Are they actively
involved with the lesson content? Are they all participating in the activities that were
designed to support the lesson?
 Assessment: Does it happen continuously through the lesson Are the worksheets
appropriate? Is there evidence of differentiation to ensure inclusivity?
Observing a lesson gives you the student an opportunity to review a lesson and think
critically about what is happening in the lesson. Whenever you observe a lesson, put your
teacher thinking cap on and view a lesson from a teacher's perspective and not just a person
watching a lesson.
Classroom observation can often help expose student teachers to new methods of teaching
that might not have occurred to them beforehand. Below are some benefits of observation
in the classroom.
Benefits for the observer:
 Observe new techniques, strategies, ideas and resources

 Gain insight into one's own strategies and techniques
 Observe student reactions from a different perspective
 Help create a professional learning community with the best interests of the students in
mind
 Personal Professional Development and growth
Benefits for the observed:
 Chance to see class through someone else' eyes

 Chance to re-evaluate the classroom from a different perspective
 Chance to receive input (suggestions, ideas, resources) from a colleague
 Creation of a professional learning community with the best interests of the students in
mind
 Personal Professional Development and growth
This information was extracted from: Value of Observation. 2009. [online]. Available at:
https://bestofbilash.ualberta.ca/observation.html. [Accessed on 26 December 2020].

How observant are you?
Watch the video link below to test how observant you are: The Monkey Business Video
(2009).
Available at: https://www.youtube.com/watch?v=ux1cL7tHjlI.
Now that your have been alerted to your level of observation skills below a list of activities
you could practice in order to sharpen your observation skills.
1. Pay attention to small details.

2. Stay in the present moment. It is easy to become distracted by things happening outside
the classroom etc. these can make you less observant.
3. Write down everything that you notice. Write down your observations. Try to be as
specific as possible:
 What did you see? How many learners could not complete the worksheet?
 Where was the chart / poster? How was it placed in relation to the learners?
 What kinds of sounds were going on around you?
 What feeling are you getting as you observe learners?
4. Quantify everything you notice. When you're trying to observe something, try to
identify how many of them there are. These numbers will force to you to pay more
attention. For example, instead of "I saw some learners playing with the glue sticks and
scissors," you might write, "I saw four learners playing with 4 scissors and one glue
stick."
5. Practice mindfulness. Sit in a quiet, comfortable space. Close your eyes. Focus your
attention on your breathing.

That being stated you are now going to view a video on ECI and respond to the questions in
Developmental Writing Activity 12 below.
Observe the video below and respond to the questions that follow. Once you have
answered the questions and uploaded your responses to the ECI portal, the answers will
be made available to you.
Mathematics Video Grade 2-Symmetry. 2014. [online]. Available at:

Questions
1. Name the Topic and Content Area the teacher has used for her lesson.
____________________________________________________________________
____________________________________________________________________
2. Did the teacher give a dynamic introduction that caught learners' attention?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Did you feel the teacher had a connectedness with the learners. Qualify your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. List the resources the teacher used and state which phase of the lesson plan the
resources were used in.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

(continued)
5. List 2 strengths of the lesson.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. List 2 weaknesses of this lesson.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Describe the activity learners were engaged in during the lesson.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. List examples of integration from this lesson.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

(continued)
9. Do you think the consolidation of the lesson was effective from your observations?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Use your checklist from the reading 'Classroom observation-a powerful tool for
continuous professional development' (2018).
In this lesson we discussed the importance of observing lesson for professional
development. We explained what observation entails and listed the benefits of observation
for both the observer and person being observed. The article (Halim and Halim; 2018)
Classroom observation-a powerful tool for continuous professional development revealed the
value of observation and what to look out for when observing a lesson. You were required to
create a checklist from the article and use that checklist to observe a lesson. Lastly, you were
required to view a lesson and respond to the questions.
Before concluding this final lesson please tick the boxes to show your understanding.
Define 'Observation'.
Created an observation checklist from Prescribed reading
Completed Developmental writing activity 12
Developed an understanding of how to improve ones observation skills
Observed a video and responded to a set of questions
You have come to the end of your Study Guide.
Well done. We hope you have enjoyed reading the material and are ready to put what you
have learnt into practice.
Please contact us at any time should you require assistance.

Congratulations! You have worked hard!
Every success in your teaching career!

References
Avella, F. 2019. Classroom Management: Teachings in Education. [online]. Available at:
Brown on Empathy. 2013. [online]. Available at:

Chapman, G. and Campbell, R. 2016. The Five Love Languages of Children. [online]. Available
at: https:/www.youtube.com/watch?v=hww47FYFCZ. [Accessed on 25 November 2020].
Chapman, G. and Campbell, R. 2016. The 5 Love Languages of Children: The Secret to Loving
Children Effectively. Chicago: Moody Publishers.
Clarke, A. 2007. The Handbook of School Management. Cape Town: Kate McCallum.
Covey, S.R. 2009. Everyday greatness: Inspiration for a meaningful life.

Tennessee: Thomas Nelson Publishers.
Department of Basic Education. South Africa. 2011. Curriculum Assessment Policy Statement
(CAPS): Foundation Phrase. Grades R-3: English First Additional Language. Pretoria:
Government Printing Works.
Department of Basic Education. South Africa. 2011. Curriculum Assessment Policy Statement.
(CAPS) Foundation Phase, English Home Language Grades R-3. Pretoria. Government
Printing Works.
Department of Basic Education. South Africa. 2011. Curriculum Assessment Policy Statement.
(CAPS) Foundation Phase, English Mathematics Grades R-3. Pretoria. Government Printing
Works.
Department of Basic Education. South Africa. 2011. Curriculum assessment Policy Statement.
(CAPS) Foundation Phase, English Life Skills Grades R-3. Pretoria. Government Printing
Works.
Department of Basic Education. South Africa. 2020. GET CAPS Amendments Curriculum and
Assessment Policy Statement. Foundation Phase Grades 1-3. Pretoria. Government Printing
Works.
Du Toit, E.R., Louw, L.P. and Jacobs, L. 2016. Help I'm a student teacher. 2nd edn.
Graham Gibbs' Reflective Cycle. 2015. [online]. Available at:

https://www.youtube.com/watch?v=sFZ1AlTMueg. [Accessed on 13 December 2020].

Gunter, G.A. and Gunter, R.E. 2015. Teachers Discovering Computers. 8th edn.
Boston: Cengage.
Halim, S., Wahid, R.A. and Halim, T. 2018. Classroom observation-a powerful tool for
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Teach Prac 3 (Tp300 DL Yb21 21 SG) WM

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Teaching Practice 3

Assessment of this Module 10

How to use this Study Guide 18

Learning Outcomes and Assessment Standards 23

Your Study Schedule 25

Study Session 4 107

Study Session 5 135

Study Session 6 149

Study Session 7 160

Study Session 8 175

Study Session 9 199

Suggested Media and References 208

STUDY GUIDE / TP300-DL-Yb21-21-SG / Page (i)

 STADIO (PTY) LTD

STUDY GUIDE / TP300-DL-Yb21-21-SG / Page (ii)

Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 1

We wish you every success as you embark on this exciting experience!

 a copy of this Teaching Practice 3 Study Guide (TP300-DL-Yb21-21-SG);

Page 2 TP300-DL-Yb21-21-SG Study Guide  STADIO Faculty of Education

KEEP FOR YOURSELF GIVE TO THE SCHOOL PRINCIPAL

Teaching Practice 3 Mentor Teacher's Guide

Readings and Media for this Module

Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 3

 Department of Basic Education. South Africa. 2011. Curriculum Assessment Policy

 English First Additional Language Grades R-3 CAPS document.

Page 4 TP300-DL-Yb21-21-SG Study Guide  STADIO Faculty of Education

Supplementary Readings / Supplementary Media

Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 5

Page 6 TP300-DL-Yb21-21-SG Study Guide  STADIO Faculty of Education

Terms Used in this Module

A Curriculum and Assessment Policy Statement is called a CAPS document. As already

 English Home Language Grades R-3 CAPS document (DoBE 2011a);

Children and learners

STADIO Mentor Assessor Panel (MAP)

Foundation phase (FP)

Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 7

School, preschool, ECD centre and baby care centre

Special needs education (SNE)

Student teacher and mentor teacher

Post-lesson observation conference (PLOC)

The post-lesson observation conference or PLOC is a reflection and feedback session /

Teaching Practice (TP)

This term is the abbreviation for Teaching Practice.

Page 8 TP300-DL-Yb21-21-SG Study Guide  STADIO Faculty of Education

Registers must be returned to dlteachingprac@stadio.ac.za.

Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 9

You must achieve a minimum of 50% in order to pass this module.

Your Study Guide

We briefly introduce you to each part now.

Part 1: Non-formal Writing Activities

NON-FORMAL WRITING ACTIVITIES

Page 10 TP300-DL-Yb21-21-SG Study Guide  STADIO Faculty of Education

Part 2: Formal Writing Assignments

FORMAL WRITING ASSIGNMENTS

Block session 1 6 formal Lessons 10 informal lessons 1 of the formal lessons

Study Guide  STADIO Faculty of Education TP300-DL-Yb21-21-SG Page 11

MARK SHEET FOR TEACHING PRACTICE FOR DLTP 300 MODULE

SECTION A: Institutional Teaching Practice 500

Assignment 1: Online Quiz 100

Assignment 2: Language Lesson Plan Integrating a Life Skills topic 100

Assignment 3: Rubric Design 100

Assignment 4: Reflective Collage and Presentation 100

Assignment 5: Mathematics Interactive Game 100