PEARL HLATSWAYO

TPN3703 PORTFOLIO 2024

Student number: 67750222

UNISA
67750222 PEARL HLATSWAYO TPN3703/103/0/2024

Tutorial Letter 103/0/2024

TEACHING PRACTICE

TPN3703

Year module

Department of Curriculum and Instructional

Studies
ASSIGNMENT 50

IMPORTANT INFORMATION
This tutorial letter contains important information
regarding this module.
.

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 TPN3703/103/0/2024

1 GENERAL INFORMATION REGARDING YOUR TEACHING

PRACTICE PERIOD

Dear Prospective Teacher

All B.Ed. (Intermediate Phase) student teachers must prepare and teach 25 or more lessons during
the teaching practice period. Three of the 25 lessons must be planned and be written in the space
provided in this portfolio. They must be presented in the presence of a mentor teacher. One (extra)
lesson must be presented in the presence of the supervisor. Complete the three declaration
forms after teaching the three lessons during the compulsory five-week period of teaching
practice. Your mentor teacher must complete assessment of lesson presentation, write the
comments, sign and put the school stamp in the section dedicated to him or her. Submit your
portfolio immediately when you are done before the closing date.

Teaching practice is a compulsory requirement for the B.Ed. programme. If Assessment

3 (50), (provided in this tutorial letter) with the relevant content has not been
submitted, marked and passed, the degree will not be awarded to you.

Best
wishes
Prof Nkonyane

1.2 SOME TIPS FOR SURVIVAL

 Be thoroughly professional. Your way of dressing and punctuality are important

throughout the teaching practice period.

 Do not be late for meetings and classes.

 You should not chew gum or attend to your cellphone while you teach.

 Ask your mentor teacher where you should sit during breaks, where to park your car
and so on.

 Generally (there are exceptions) you should stand while you teach in order to show the
learners that you are in control and committed to working hard; this sets a good
example and tone for your lesson.

 Move around the class while the learners are working. It will keep them focused while
the shy ones will be able to get your attention more easily. It will also assist you in
stopping any disruptions. You will also be able to see if the learners are able to do the
activity you set for them.

Please note that scanned pages

are the bottom of this portfolio.
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 CONTENTS

1. GENERAL INFORMATION ABOUT YOUR TEACHING PRACTICE PERIOD................. 3

2. GENERAL STUDENT INFORMATION ............................................................................ 9
3. OBSERVATIONS AND LESSON PLANNING................................................................ 12
4. DECLARATION FORM .................................................................................................. 14
5. TEACHING STATEMENT .............................................................................................. 15
6. LESSON PLANS............................................................................................................ 16
7. REFLECTION OF YOUR TEACHING PRACTICE PERIOD .......................................... 52

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 Always be very well prepared for a lesson. Plan extra activities until you get a
better idea of how long the lesson will take. It is unprofessional to “finish” your
lesson after ten minutes. As you gain more experience, you will be able to judge
time a little better. If you don’t need the extra activities, you can save them for
another day.

 Don’t aim to get learners to like you. Get them to listen to you. If they see that
you are organised and in control of a lesson, they will respect you for being a
good teacher. If you only want them to like you, they will not listen to you. They
will think you are one of their friends. Remain approachable but professional.

 Offer to assist your mentor teacher whenever possible (by making

photocopies, marking learners’ books, making posters and so on).
 Mark all the work you were responsible for teaching. Check with your
mentor teacher what the marking policy of the school is.
 Take cognisance that there are laws regarding corporal punishment – in
short, it is not allowed. Discuss all discipline-related matters with your
mentor teacher and follow the policies of the school. These policies
should fall within the framework of the law.
 An important part of classroom management is to be consistent with your
discipline. If you and your mentor teacher have a set of rules in the
classroom, stick to them.
 It is always better to remain calm than to fuel a confrontation. If a learner
misbehaves during a lesson, ask him or her to speak with you and your
mentor teacher after the lesson.
 Vary the use of your voice. Try not to speak with the same tone and at
the same volume throughout a lesson.
 Avoid shouting at learners. Shouting should only be kept for an
emergency.
 Many teaching practice students are so concerned about classroom
management that they do not plan interesting lessons. If your lessons are
interesting, the classroom management will be much easier!

1.3 YOUR LESSON PLANNING AND ASSESSMENT FORMS

 Plan and prepare three lessons, namely, one language and two on any
subject available at the school. Use the blank lesson plan forms for this
purpose. Stick to the format given in your portfolio for recording
purposes even if you do not teach the lessons one after the other.
 Discuss each lesson with your mentor teacher at the school
beforehand.
 If the mentor teacher is not available, then ask any of their colleagues
to be of assistance in the assessment of your lessons.

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 Ask your mentor teacher to complete the assessment form after you
have presented the lessons.
 Include all the resources you used in your lessons in this workbook.
Be original and creative!

1.4 TEACHING AND LEARNING METHODS/STRATEGIES

It is unlikely that you will use only one method to present your lessons. You
may find that you need different strategies at different stages of a lesson. Take
note of the following guidelines on how to use the different teaching and
learning methods/strategies:

 Lecture/direct instruction. The younger the learners, the shorter this

component of a lesson should be. Remember, it is preferable for learners to be
active and to construct meaning about what they learn.

 Class discussion. You have to be very careful in managing a class discussion.

How will you ensure that the learners do not all talk at once or shout out
answers? Have a strategy ready. The discussion shouldn’t be too informal.

 Question-and-answer session. The questions for such a session must be

organised beforehand, but you must also be able to change the questions or
add questions as the lesson unfolds. You can also write your questions on
pieces of paper and hand out the papers to a few learners to ask the questions
to the class.

 Group work/cooperative learning (discussion, answering written

questions, working on projects, etc.). You have to determine how many
learners there should be in a group for these activities. Experiment with two,
three, or four learners per group. Group work does not have to occupy a whole
lesson; you can use it for a few minutes as an introduction or a conclusion. Make
sure that the groups understand your expectations and what you want them to
achieve – perhaps it is just to discuss or brainstorm ideas, in which case the
activity should not be too long. Sometimes it is a good idea to give each group
a different set of questions to answer in a report-back session.

 Reading aloud. Reading aloud gives learners background knowledge, which

helps them to make sense of what they see, hear, read and write. Before
learners do a written assignment, especially in the Intermediate Phase, make
sure the learners understand the instructions by reading them aloud and
explaining them.

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  Classroom debates. Classroom debates provide learners with opportunities to
work as a group. Learners can organise their points of view for one side of an
argument and discover new information. This strategy can be used from the
Intermediate Phase to the Senior Phase.

 Storytelling. Learners love sharing their everyday stories. Give them

opportunities to express themselves by telling the class about what is happening
in their daily lives since this is part of language development.

 Role-play. Role-play is an experiential learning method. Learners understand

by action. Let learners experience some activities, for example, grocery
shopping by acting them out.

 Oral work presented by learners. After you have taught a topic, you may ask
the learners to do a short oral presentation on it. Give each learner one word
relating to the topic. Thereafter, give the learners a few minutes to prepare a
short presentation on those words and then ask them to present it to the class.
Alternatively, you could give them a topic a few days in advance and ask them
to prepare a short presentation on it.

 Individual seat work. This method/strategy includes activities like reading,

writing, cutting out of pictures, drawing, and colouring, working from a textbook,
working on a computer and doing research.

 Learners teach the class. This activity can work as a conclusion or if you have
given the learners a topic to prepare. Take care to include learners who may be
very shy.

 Stations. Set up different activities in different parts of the classroom. Let the
learners move from station to station in groups to complete the work you have
set out. Each station must have a different learning item (a book, a picture, a
real object, etc.) and an activity you want them to do (answer questions, draw a
picture, complete a table, etc.).

 Drill and practice. Drill is the repeated hearing and use of a particular item.
This method is most helpful in language learning. Drills, as a form of repetition,
enable learners to focus sharply on particular points of grammar, vocabulary,
pronunciation and spelling. The method can be fun if you are lively and
enthusiastic about it.

 Translation tasks. Give the learners a picture and let them write a paragraph
about it or give them a paragraph and let them draw a picture about it. This
activity works well for Social Science and Natural Science lessons.

 Quizzes. Prepare questions about a topic that the learners know and hold a
quiz.

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1.5 LEARNING AND TEACHING SUPPORT MATERIALS (LTSMs)

Teaching aids and materials are those items that you use during a lesson to help
the learners understand what is being taught. A textbook on its own is usually not
sufficient to teach a concept thoroughly. You will need more than one teaching
aid for each lesson. If you talk or read from a textbook for a whole lesson, it will
not provide a meaningful learning experience for the learners. These are just
some of the items you can include in lessons:

Textbooks, teacher guides, and so forth; a board (a chalkboard, a whiteboard, or an

interactive board); slides/posters/pictures (can also be projected); a real item (a leaf, a 3D
object, etc.) (It must be safe!); a video or YouTube clip (you must have watched it
beforehand and set questions for the learners to answer, otherwise they will consider it a
fun activity); magazines; maps; other items (found at home/recycled); flashcards; games

1.6 LESSON AIMS AND OBJECTIVES/OUTCOMES

 When you formulate the aims and objectives of your lessons, ensure
that you are not vague. Examples of vague lesson aims are as follows:
Aim: to teach fractions Aim: to teach about heat

 These statements do not specify exactly what you want to achieve. State
exactly and specifically, what you want to teach in a lesson, what the
learners should be able to do after the lesson, as in these examples:
Aim: to teach learners how to write equivalent fractions so that they can add
fractions Aim: to teach the action of heat on metals by way of an experiment

 A very good place to start is the curriculum document. At the beginning of

the CAPS document, you will find the broad aims for education in South
Africa (every teacher should read these aims), followed by the broad aims
for the subject you are teaching. Then you will find the specific content you
need to teach. Make sure that the content you teach meets the aims of the
subject you are teaching. Always refer to the CAPS document. Do not simply
rely on the textbook as your guide through the curriculum.

 The outcomes relate to what the learners will know, be able to do,
understand or show you on completion of a lesson. You can start the
outcomes/objectives with: “Learners will be able to …” Here are examples
of lesson outcomes/objectives:
 At the end of the lesson, learners will be able to arrange the phases of
the water cycle in the correct order.
 At the end of the lesson, learners will be able to label the colour wheel
showing the primary and secondary colours.
 After watching a DVD on plastic pollution, learners will be able to
answer five questions on the benefits of recycling plastic.

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  Structure every lesson in relation to the learner activity that will take place
during the lesson. You may need more than one objective or outcome for a
lesson, depending on the content to be taught for that lesson.

1.7 GENERAL INFORMATION FOR A SCHOOL SUBJECT

Read the relevant CAPS document, especially sections 1 and 2, before you read the actual
content of your specific subject. These sections relate to the aims of the South African
Curriculum, as well as the definition of your specific subject and the aims of that subject.
Do not simply jump to section 3.

You can find the CAPS documents here:

Intermediate Phase:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CA
PS)/ CAPSIntermediate.aspx

Please note: Fill in all necessary information in the portfolio and send it
electronically/online and use the relevant code and unique number.

This is Assignment 50: Teaching under the mentor supervision, which you must complete
during your teaching practice period this year.

Please note:

The requirements for Teaching Practice TPN3703 and the compulsory

submission of all the assignments are fully explained in
Tutorial Letter 101/2024 for TPN3703.

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2. GENERAL STUDENT INFORMATION

Name of student (Miss): Pearl Hlatswayo……………………………………… Student

number: 67750222

Address: 1 0 8 0 Ma s e n ya S t a n d

W in t e r ve ld t P re t o ri a 0 1 9 8

…………………………………………………………………………………………………………

Telephone number (Work): (Home):0726550016 E-mail address:

[email protected]

Name and address of school:

CURRO ACADEMY 6283 PALADIUM STREET BLOCK VV SOSHANGUVE 0152

Telephone number: 0872854700

Duration of teaching practice:

From: 18/03/2024……….. To: 03/05/2024……………………………….……….

Number of school days: 25…………………………………………………………………………..

Name of qualified supervisory head/teacher (Primary/ECD/FP):

Mr. R Mutadza…………………

Qualifications: Honors Degree in Education ……………. Year: 2016….. University or

college: Tshwane University of Technology

…………………………………………………………………….……
Signature: (Principal)

SCHOOL STAMP

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(NO ASSIGNMENT WILL BE ASSESSED WITHOUT A SCHOOL STAMP.)

Marking rubric for this portfolio

Your portfolio will be marked as follows:

Activity Mark allocation
Observations 20
Philosophy 7
Lesson plans 16 x 3 = 48
Reflections on each lesson 5 x 3 = 15
Final reflection 5
Extra mural involvement 5
Total 100

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STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit
Assignment 50 for this module. Assignments without the form will be cancelled and
returned unmarked.

The Department of Curriculum and Instructional Studies places specific emphasis on integrity and
ethical behaviour with regard to the preparation of all written work submitted for academic assessment.

Although your lecturers can provide you with information about reference techniques and guidelines
to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel
unsure about the requirements, you must consult your lecturers before you submit any assignment.

You are guilty of plagiarism when you extract information from a book, article, web page or fellow student without
acknowledging the source and submit it as your own work. In truth, you are stealing someone else’s property.
You may not use another student’s work. You may not allow anyone to copy or use your work with the intention
to submit it as his or her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a serious violation
of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must accompany written assignments. Your assignment will be cancelled
and returned unmarked if you do not include a fully completed and signed declaration form.

I (full names): PEARL HLATSWAYO

Student number: 67750222 Module: TPN3703

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a
printed source, the internet or any other source, I give the proper acknowledgement and include a
complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her
own work.

Signature P.HLATSWAYO Date: 03 MAY2024

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4 OBSERVATIONS AND LESSON PLANNING
OBSERVATION GUIDE

Part of the objectives for your teaching practice period is to learn from observing an experienced
teacher. However, observing is not simply watching. You have to be actively involved in observing.
When you are not teaching but observing your mentor teacher, look at the following questions. (Source
– adapted for Part A, B and C): Cohen, L., Manion, L. & Morrison, K. 2005. A guide to teaching practice,
pp. 103–105. New York: Routledge)

• Provide answers to the following questions for three different lessons.

Lesson 1: Subject: NSTECH Grade: 4 Date observed: 03 APRIL 2024

A. The beginning of a lesson:

 How do the learners enter the classroom? Learners que outside the classroom and wait for the teacher
to let them in class
 How does the teacher greet the learners? Teacher will greet the learners in a polite manner with a big
smile
 How do they greet the teacher? Learners stand up and greet respond to their teacher with a big smile
 How are the desks arranged? Desks are set in rows
 Where is the teacher at the beginning of the lesson? In front of learners
 Does the teacher take a register? Yes
 Are the learners allowed to talk when they enter or are they silent? They are silent
 Are they allowed to bring their school bags or sport bags inside? Yes

B. During the lesson:

 How is the previous day’s homework dealt with? The teacher will mark the previous homework while
doing corrections
 How does the teacher settle the class? He normally say learners keep quiet and they keep quiet.
 How does the teacher indicate that the lesson has started? He will say please open your eBooks and
lets read the topic of the lesson.
 How are books and resources handed out?
 What does the teacher say and do so that all learners know what they have to do and what
they must not do? He gives instructions and ask if they understand and he roves around in
class to check if they are doing what he asked.
 Are the learners allowed to move around the classroom, and if so, how many at any given
time? Learners are not allowed to move in class unless given instruction of group work.
 Where is the teacher at different stages of the lesson? The teacher walks around the rows in class
 How does the teacher deal with learners who are slower or faster than the others? He tells slows
learners to keep up and he is keeping time to finish.

C. At the end of the lesson:

 How does the teacher close the lesson? He wraps up everything and ask question on how the learners
found the lesson.
 How do the learners put away their books and materials? The pack their books in their bag.
 How does the teacher collect material or books?
 How does the teacher dismiss the class? The teacher will tell the learners to pack and line up
outside and go to the next subject class
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Lesson planning

 Plan, prepare and teach at least THREE lessons (1 x 3) in all your three electives under the
supervision of your mentor(s). Use the lesson plan format provided in your portfolio. Use of a
different format will not be accepted. These THREE lessons are for your portfolio evaluation.
You will also be required to plan, prepare and teach at least SIX other lessons. For these
lessons, your mentor teacher(s) will sign the table below. This means that you should teach a
minimum of NINE different lessons.
 Discuss each of the lessons beforehand with your mentor teacher.
 If you are the senior teacher, then ask any one of your colleagues to be of assistance in the
assessment of your lessons.
 After you have presented the lessons let the mentor teacher complete the assessment forms
at the end of each of the lessons.

Date Subject and grade Signature of mentor that lesson

was presented

1.

2.

3.

4.

5.

6.

7.

8.

Include all the resources/media used in your lessons in this workbook.

Be original and creative!

PROJECTOR
LAPTOP
TABLET
YOUTUBE
GOOGLE
EBOOKS
POSTERS
CHARTS

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5. DECLARATION FORM

This is a COMPULSORY document for TPN3703.

The purpose of this declaration form is to try to ensure the authenticity of this portfolio and
the practical teaching it was based upon. Please complete and sign this declaration form. It
must also be signed by the mentor teacher and the school principal.

DECLARATION BY STUDENT:

I, Pearl Hlatswayo (name), declare that all the work in this portfolio is my own and that I
completed 25 days of practical teaching. Signature Hlatswayo

DECLARATION BY MENTOR

I, Mr. R Mutadza (name), declare that the abovementioned student completed his or her 25 days of
practical teaching under my supervision or that of my colleagues.

Signature …………………………………………………………

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6. TEACHING STATEMENT
Please provide a teaching statement. This includes your philosophy as a teacher as
well as reflecting on your previous teaching experiences (what you believe is good
and effective teaching).

…………………………………………………………………………………………………………
When I started with teaching I knew that I found my passion. I strongly believe that effective teaching
goes beyond content delivery; it involves fostering a positive and inclusive learning environment that
encourages critical thinking, ignites curiosity, and promotes lifelong learning. My teaching philosophy
revolves around three key principles: student-centeredness, engagement, and growth mindset.
Firstly, I firmly believe in student-centeredness. Every student is unique, with diverse backgrounds,
abilities, and learning styles. Embracing this diversity, I strive to create a supportive and inclusive
classroom where students feel valued, respected, and comfortable expressing their thoughts and
ideas.

I adapt my teaching methods to cater to various learning needs, providing multiple pathways for
students to acquire knowledge and skills. By recognizing and addressing students' individual
strengths and challenges, I aim to empower them to take ownership of their learning journey.
Secondly, I believe that student engagement is crucial for effective teaching. I design my lessons to
be interactive, fostering active participation and encouraging students to think critically. I incorporate
a variety of instructional strategies, such as group discussions, hands-on activities, multimedia
resources, and real-world applications. I also leverage technology as a tool to enhance engagement,
collaboration, and creativity in the classroom. By actively involving students in the learning process,
I aim to create a sense of curiosity, motivation, and enthusiasm that extends beyond the classroom
walls. Finally, cultivating a growth mindset is essential in my teaching philosophy. I strive to create a
safe space where students feel comfortable taking risks, making mistakes, and embracing failure as
an opportunity for learning and growth.

I provide constructive feedback, encourage self-reflection, and emphasize the process rather than
solely focusing on outcomes. By promoting a growth mindset, I aim to instill in students the belief that
their abilities and intelligence can be developed through dedication, effort, and resilience. Reflecting
on my previous teaching experiences, I have witnessed the power of these principles in practice. By
adopting a student-centered approach, I have seen students become more engaged, motivated, and
confident in their abilities. Creating opportunities for active learning has fostered deeper
understanding and long-term retention of knowledge. Additionally, promoting a growth mindset has
encouraged students to persevere, tackle challenges, and build resilience. In conclusion, my teaching
philosophy revolves around creating a student-centered, engaging, and growth-oriented learning
environment. Through fostering inclusivity, encouraging active engagement, and promoting a growth
mindset, I aim to empower students as lifelong learners who are capable of achieving their full
potential

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7. LESSON PLANS
7a. LESSON PLAN: ONE
SUBJECT: NST………………
General information Lesson aim: (What do you as a teacher want
School: CURRO ACADEMY to achieve?) To teach/facilitate:

Duration of lesson 60min Learner to be able to define mixtures

Learners to be able to mix thing together
Learners to have a deeper understanding of
mixture of
substances…………………………………………
…………
Grade: 6……………………………………….. ……………………………………………………
Topic: …Arrangement of ……………………………………………………
particles………………………………………
Date: 05/04/2024………………………………. ……………………………………………………
……………………………………………………
Resources available at school (very good,
sufficient, limited) Very good… ……………………………………………………

Class size: 27 …………………………………… ……………………………………………………

……………………………………………………
Other important information:
…………………………………………………. ……………………………………………………

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

Objectives/outcomes What are your teaching

strategies/methods/approaches? (Explain
What will the learners know/be able to do/ your choices.)
understand by the end of the lesson? (Start
with: Learners will….) TEACHER CENTRED METHOD
By end of lesson learners will be able to:
1. Describe the different arrangement of
particles of solids, liquids and gases.
2. Draw and write about the arrangement of
particles.……………………………………
………………

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The introduction phase (How will you get the learners ready for what you want them to
learn?)
 I will make them read keywords and the introduction of the lesson and remind them
about the previous lesson so that they a clue of this
lesson……………………………………………………………………………………………
………
How long will this take? 10 minutes

Questions you will ask

…………………………………………………………………………………………………………

The main part of the lesson Learner activity (What will Which teaching
Activity 1: How long will this the learners do and say?) strategies/methods/
you do and say?) choices.)
1. Explain this to the learners a) Learners take down notes Teacher learner centred
as follows: and respond to questions method because is
a. Remind the learners that prompted by teacher. promotes critical thinking
they studied solids, liquids and b) Learners do activities given and inclusivity in classroom
gases in Grade 4. during lesson and take note of
b. They learnt that solids, feedback from teacher by way
liquids and gases make up all of a memorandum or verbal
the materials around us. command.
c. They also learnt that solids c) Learners can participate
keep their shape, liquids flow during lesson by asking
and take the shape of their questions of their own or
container; and gases, such as contribute relevant notes
air, spread out and have no related to the lesson topic
shape but they can be
contained (held in a container).
d. They also learnt that heating
and cooling cause solids,
liquids and gases to change
their state (they can melt,
evaporate, condense, or
freeze).
.
…………………………
Questions you will ask
…………………………………

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The main part of the lesson Learner activity (What will Which teaching
Activity 2: How long will this the learners do and say?) strategies/
take? 20 minutes  Learners will take notes methods/approaches will
you use? (Explain your
e. Solutions as special choices.)
mixtures. ………………………………
f. Point out that in solids the  TEACHER-
particles are closely packed LEARNER
together and arranged in a CENTRED
regular pattern. The spaces
between the particles are small  This will promote
and they vibrate (move participation from
backwards and forwards) in learners
one place.
g. In liquids the particles are
closely packed but there is no
pattern in the way they are
arranged. The spaces between
the particles are small but the
particles can still move around
each other.
…………
Teacher activity (What will
you do and say?)

The teacher will explain

everything being read
Questions you will ask

The main part of the Learner activity (What will the Which teaching
lesson learners do and say?) strategies/methods/
Activity 3: How long will Learner will take notes and read approaches will you
this take? new use? (Explain your
h. The particles for gases are words……………………………… choices.)
arranged far apart from each …… Teacher-learner centered
other. …………………………………… method because it
I. The spaces between the …………………………………… promotes inclusivity and
particles are big and the …………………………………… critical thinking
particles move in all …………………………………… ……………………………
directions ……………………………………
Teacher activity (What will
you do and say?)

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…………………………………… ……………………………
Questions you will ask

The conclusion of the lesson (quick quiz, Learner activity (What will the learners
class discussion, learners ask each other do and say?)
questions etc.) How long will it take? ………. ………………………………………………
………………………………………………………  Learners will be answering the
 I will do a summary of the lesson and informs teacher when being asked
the about what will be done for next lesson. questions and taking notes
 The summary includes a checklist by way of
checking if the learning outcomes for lesson
were met.
 I give thanks to learners for their dedication
and cooperation and reminds them to
complete any home assessment given to
them during this lesson.

………………………………………………………
……………………………………
Questions you will ask
………………………………………………………

Assessment activity and explanation. Include or attach the activity. (How will you know
if your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)
 This is an informal work. Learners will have a group discussion then a class discussion
and write classwork. We will write corrections afterwards and I will mark to see if my
objective have been met

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Homework. Write down or attach the homework that you gave for this lesson. Also answer:
Why are you allocating this homework? How long will it take the learners to complete at
home? Will they need any resources or help?

 Learners are supposed to go home and read more about today’s topic because we will
have a quiz in the
morning………………………………………………………………………………

How can you/did you cater for learners who need enrichment or those who have
special needs?

 Discussion gives every leaner an opportunity to partake in this lesson and then I had to
ask question and targeted the one with special needs to answer me just to make sure
that they understands

TEACHING LANGUAGE ACROSS

THE CURRICULUM
Subject/content-specific words that
are important for the lesson

20
 TPN3703/103/0/2023

NB: Have you checked the time for your planned activities and the duration of the lesson? At
the end of the lesson, check your timeframes and reconsider how you plan timeframes for
the lesson if you have to. Sometimes you may have anticipated ten minutes for an activity,
but when you actually teach it, you find that the learners are struggling, and you have to allow
more time.

Attach examples of all learning and teaching support materials you used during the lesson.
 TPN3703/103/0/2023

22
TPN3703/103/0/2023
 REFLECTIVE SELF-ASSESSMENT

To become a better teacher, you will need to become more reflective about your teaching.
That means you will have to look back at your lesson and eventually at the entire period you
were on teaching practice and evaluate it from different perspectives. This means you also
need to consider how the learners feel about the lesson and whether they found it interesting
and stimulating, and most importantly: did they learn? For an individual lesson, you will
consider what went well and what was not so successful. Only by looking at this will you be
able to improve on your skills as a teacher. To be reflective you will have to answer some
questions about your teaching. This cannot be done quickly. You will have to find some quiet
time to think about your whole lesson.

1. How do you feel Satisfied X Dissatisfied Substantiate

about the lesson? your answer.

The lesson was good and well prepared because learners understood and they were
participating………………………………………………………………………………………………………
…
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

2. What in your Success X failure partial failure of the lesson?

opinion
contributed to the

The understanding to the learners and their participation. My readiness and preparedness also
contributed to the lesson………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

3. What went well in this lesson? (e.g., your confidence, introduction, discipline, use of
visual aids, pace, learner response etc.)

The introduction gave my learners clue of what they were going to learn about and I had confidence
because I was well prepared and excited for the lesson. We have used projector and played you tube

24
 TPN3703/103/0/2023

for learners to understand the lesson. Learner’s participation played a huge role too.

4. What do you want to improve?

So far I’m well satisfied by my lesson. There nothing I want to improve.

5. How can you improve this?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

6. Were you happy with the level of understanding/competencies/performance of the

learners?
Why or why not?

Yes. Because learners participated in the lesson

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

7. What will you try to do differently in your next lesson?

I want my learners to be able to read confidently alone. So I will make them read more in class so
that they may have confidence in class

What do you think the learners’ perception of the lesson was? Why do you say so?

It was an interesting topic which made them so curious to want to know more about it.
…………………………………………………………………………………………………………

8. Try to differentiate the things you can control in a lesson and the things you cannot
control.

You should find that you can control a number of aspects in a lesson. Try to work on the
things that you can control in a lesson rather than focusing on the things you cannot control.

Things I can control (e.g., finding pictures to Things I cannot control (e.g., the large
help learners understand the water cycle) class)
Preparedness of the lesson Late coming
My confidence Learners participation
Noice making
Assess your own lesson. (Please tick the applicable box.)

5 Outstanding 75% + above√

4 Very good 70–74%
3 Good 60–69%
2 Satisfactory 50–59%
1 Needs attention Under 49%

Your actual mark:

100%

Your signature: P.HLATSWAYO..........................................................

26
 TPN3703/103
7b LESSON PLAN: TWO

SUBJECT:
General information Lesson aim: (What do you as a teacher want
School: CURRO to achieve?) To teach/facilitate:
ACADEMY………………………………………
Duration of lesson 60min  For learners to be able to define a mixture
 Describe different types of mixtures
Grade: 6……………………………………….. ……………………………………………………
Topic: Mixture of two ……………………………………………………
Solids…………………………………………
Date: ……………………………………………………
09/04/2024………………………………………
….
……………………………………………………
Resources available at school (very good,
sufficient, limited) very ……………………………………………………
good……………………………
Class size: 25…………………………………… ……………………………………………………

Other important information:

Objectives/outcomes What are your teaching

strategies/methods/approaches? (Explain
What will the learners know/be able to do/ your choices.)
understand by the end of the lesson? (Start
with: Learners will….) Teacher-learner centred
Lesson Outcomes This will help with inclusivity and help learners
By end of lesson learners will be able to: to think critically
1. Define a mixture
2. Describe different types of mixtures

27
 The introduction phase (How will you get the learners ready for what you want them to
learn?)
I will ask learners to read the topic to the lesson and I will make them refer back because this is a
follow up lesson. The will have a better understanding of what’s required of them and understand
the introduction very well
How long will this take? 10 minutes…………………………..

Questions you will ask

What is mixture?
Can you identify the substance that are mixed together?
………………………………………………………………………………………………………………

The main part of the lesson Learner activity (What will the Which teaching
Activity 1: How long will this take? learners do and say?) strategies/methods/
Teacher activity (What will you do a) Learners take down notes and approaches will you
and say?) 20 minutes respond to questions prompted use? (Explain your
Content phase: how a microscope by teacher. choices.)
works: b) Learners do activities given
2. Explain this to the learners as during lesson and take note of Teacher-learner centred
follows: feedback from teacher by way of method.
a. We often mix two substances a memorandum or verbal
Motivates learners to
together. command.
think critically and
b. We mix soap with water to wash c) Learners can participate
promote inclusivity in
ourselves. during lesson by asking
classroom………………
c. We mix sugar in the tea we drink. questions of their own or
…………
d. Sometimes when substances are contribute relevant notes related
…………………………
mixed, you cannot see the separate to the lesson
…………………………
substances. topic………………………………
…………………………
They are not visible. …
…………………………
e. Sometimes when two substances …………………………………
…………………………
are mixed, you can still clearly see the …………………………………
…………………………
separate substances.
f. You would be able to pick out the
separate substances after they were
mixed.
…………………………………………
Questions you will ask
…………………………………………
…………………………………………

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 TPN3703/103

The main part of the lesson Learner activity (What will the Which teaching
Activity 2: How long will this learners do and say?) strategies/methods/
take?15 minutes Learners will take notes of approaches will you
Topic: A mixture of two solids everything being written on the use? (Explain your
MIXTURES board. choices.)
1. A mixture is two or more Learners will ask question whereby
different substances that have they don’t understands Teacher learner
been mixed together. centred…………………
2. Sometimes, when two ………
substances are mixed, it looks like Promotes inclusivity and
one substance. to think critically
3. The different substances are no …………………………
longer visible.
4. Sometimes we can clearly see
and identify the different
substances.

……………………………………
…..
Teacher activity (What will you
do and say?)
……………………………………
……………………………………
Questions you will ask
……………………………………

The main part of the lesson Learner activity (What will the Which teaching
Activity 3: How long will this take? learners do and say?) strategies/methods/
………… ………………………………… approaches will you
Teacher activity (What will you do ………………………………… use? (Explain your
and say?) choices.)
1. Explain this to the learners as …TEACHER-LEARNER
follows: CENTRED
a. Mixtures can be made from different a. Learners take down notes To promote inclusivity
states of matter. and respond to questions and
b. This means you can mix a solid and prompted by teacher. participation……………
a liquid, or a gas and a liquid. …………
b. Learners do activities
c. They will investigate this in the next given during lesson and
part of the lesson. take note of feedback from
Phase 2 teacher by way of a
2. Explain the following to the learners: memorandum or verbal
a. Read through the investigation on
command.
the chalkboard with the learners.
b. Make sure the learners understand Learners can participate during
the instructions. lesson by asking questions of
c. Read through the questions with the their own or contribute relevant
learners. notes related to the lesson topic
d. Get groups of learners to do the
29
investigation.
e. Show learners the poster.
f. Point out the sugar going into the tea
cup. The sugar will dissolve into the
tea.

30
 TPN3703/103
…………………………………………
…………………………………………
Questions you will ask
…
The conclusion of the lesson Learner activity (What will the .....................................
(quick quiz, class discussion, learners do and say?) .....................................
learners ask each other questions Learners will write a classwork .....................................
etc.) How long will it take? ………. ………………………………… .....................................
 I will do a summary of the lesson ………………………………… .....................................
and informs the about what will ………………………………… .....................................
be done for next lesson. …………………………………
 I will gives thanks to learners for …………………………………
their dedication and cooperation …………………………………
and remind them to complete any
home assessment given to them
during this lesson.
………………………………………
…………………………………………
Questions you will ask
…………………………………………
…………………………………………
…………………………………………

31
 TPN3703/103
Assessment activity and explanation. Include or attach the activity. (How will you know
if your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)
This is an informal work. We will have a classwork and then write corrections afterwards. We
will mark our work to see if my objective we met.
Homework. Write down or attach the homework that you gave for this lesson. Also answer:
Why are you allocating this homework? How long will it take the learners to complete at
home? Will they need any resources or help?

…………………………………………………………………………………………………………
No homework

How can you/did you cater for learners who need enrichment or those who have
special needs?
By using code switching and giving every learner to participate in the lesson so that we all in
the same unit.
…………………………………………………………………………………………………………

31
 TEACHING LANGUAGE ACROSS
THE CURRICULUM
Subject/content-specific words that
are important for the lesson

32
 TPN3703/103
NB: Have you checked the time for your planned activities and the duration of the lesson? At
the end of the lesson, check your timeframes and reconsider how you plan timeframes for
the lesson if you have to. Sometimes you may have anticipated ten minutes for an activity,
but when you actually teach it, you find that the learners are struggling, and you have to allow
more time.

Attach examples of all learning and teaching support materials you used during the lesson.

33
34
 TPN3703/103
REFLECTIVE SELF-ASSESSMENT

To become a better teacher, you will need to become more reflective about your teaching.
That means you will have to look back at your lesson and eventually at the entire period you
were on teaching practice and evaluate it from different perspectives. This means you also
need to consider how the learners feel about the lesson and whether they found it interesting
and stimulating, and most importantly: did they learn? For an individual lesson, you will
consider what went well and what was not so successful. Only by looking at this will you be
able to improve on your skills as a teacher. To be reflective you will have to answer some
questions about your teaching. This cannot be done quickly. You will have to find some quiet
time to think about your whole lesson.

1. How do you feel Satisfied x Dissatisfied Substantiate

about the lesson? your answer.
I’m satisfied about the lesson because it was broad and understandable based on learners
participation.

2. What in your success x failure partial failure of the lesson?

opinion
contributed to the

My confidence and that the lesson was a follow up lesson

…………………………………………………………………………………………………
What went well in this lesson? (e.g., your confidence, introduction, discipline, use of visual aids,
pace, learner response etc.)

My confidence and use of projector

…………………………………………………………………………………………………………
3. What do you want to improve?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

4. How can you improve this?

…………………………………………………………………………………………………………

5. Were you happy with the level of understanding/competencies/performance of the learners?

Why or why not?

Yes I was happy. The way learners participated in lesson to show their level of understand
.………………………………………………………………………………………………………

39
6. What will you try to do differently in your next lesson?

…………………………………………………………………………………………………………

7. What do you think the learners’ perception of the lesson was? Why do you say so?

Learners understood and enjoyed the lesson. By the look of things I might even set up a test for this
lesson by the end of the
week.…………………………………………………………………………………………………………

10. Try to differentiate the things you can control in a lesson and the things you cannot
control.

You should find that you can control several aspects in a lesson. Try to work on the things that
you can control in a lesson rather than focusing on the things you cannot control.

Things I can control (e.g., finding pictures to Things I cannot control (e.g., the large
help learners understand the water cycle) class)
Using of pictures Load shedding
Writing classwork Large class
Reading and taking notes The use of projector

Assess your own lesson. (Please tick the applicable box.)

5 Outstanding 75% + above√

4 Very good 70–74%
3 Good 60–69%
2 Satisfactory 50–59%
1 Needs attention Under 49%

Your actual mark:

100%

Your signature: P. HLATSWAYO........................................................

40
 TPN3703/103
7c. LESSON PLAN: THREE

SUBJECT:
General information Lesson aim: (What do you as a teacher want
School: Curro Academy………………… to achieve?) To teach/facilitate:

Duration of lesson 60 min  to recognise different types of solid material

e.g. wood, metal, plastic, rock
 To understand the basic material e.g. shape,
size, colour, texture.
 To recognise the uses of solid material in
everyday life

Grade: 4………………………………………..
Topic: solid material…………………………
Date: 23 April 2024………………….
Resources available at school (very good,
sufficient, limited) Very good

Class size: 28……………………………………

Other important information:
………………………………………………….

………………………………………………….
Objectives/outcomes What are your teaching
strategies/methods/approaches? (Explain
What will the learners know/be able to do/ your choices.)
understand by the end of the lesson? (Start
with: Learners will….)  Teacher –Learner centred this method
haves with inclusivity and you’re able to
 to recognise different types of solid material get learners that may be left behind by
e.g. wood, metal, plastic, rock asking them question to answer
 To understand the basic material e.g.
shape, size, colour, texture.
 To recognise the uses of solid material in
everyday life

…………………………………………………… ……………………………………………………

41
 The introduction phase (How will you get the learners ready for what you want them to
learn?)
 show learners a few solid material samples and ask if they can name them
 write the names on the board and ask learners to share where they see these materials in their
daily lives
 divide learners into smalls groups and give each group a set of solid material sample
How long will this take? 20minutes…………………………..

Questions you will ask

The main part of the lesson Learner activity (What will the Which teaching
Activity 1: How long will this learners do and say?) strategies/methods/
take? approaches will you
Teacher activity (What will you Learners will touching and feeling use? (Explain your
do and say?) the materials I have given them to choices.)
 Ask learners observe ,touch feel the texture and their weight
and describe the then give feedback per Teacher-learner centred
characteristics of each group……………………………… method.
material (this rock is rough ……
and grey We will be having
……………………………………
 Rotate the material and let discussion…………………
……………………………………
other groups explore different …………
……………………………………
material ……………………………
……………………………………
 Name one hard object and ……………………………
……………………………………
one soft object. ……………………………
……………………………………
 Which of the objects will ……………………………
……………………………………
soak up water when you pour ……………………………
……………………………………
water on it? ……………………………
…………………………………… ……………………………
 Which of the objects can ……………………………………
……………………………
hold a liquid? ……………………………………
 Give a reason why it is better ……………………………………
to use plastic to make the toy ……………………………………
and not glass. ……………………………………
………………………………… ……………………………………
Questions you will ask
 Give us characteristics of
each material you have
per group
 Name five solid material
that you and use every
day in your life
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 TPN3703/103

The main part of the lesson Learner activity (What will the Which teaching
Activity 2: How long will this learners do and say?) strategies/methods/
take? 20 minutes…………  Learners will write their approaches will you
Teacher activity (What will you classwork use? (Explain your
do and say?)  They will also Write choices.)
 Learners will start writing correction for the work  Teacher-learner
classwork of the things we  They will exchange books centered
have discussed in their to mark for each other
workbook
Questions you will ask

……………………………………
Match the following material and
their production. Classwork will
be attached

The main part of the lesson Learner activity (What will the Which teaching
Activity 3: How long will this learners do and say?) strategies/methods/
take? ………… …………………………………… approaches will you
Teacher activity (What will you  Compare the flexibility and use? (Explain your
do and say?) stiffness of different choices.)
…………………………………… materials. …………………………
……………………………………  Examine the properties of …………………………
…………………………………… raw and manufactured …………………………
…………………………………… materials …………………………
……………………………………  Describe properties of raw …………………………
and manufactured solid
…………………………………… …………………………
materials
…………………………………… …………………………………… …………………………
…………………………………… …………………………………… …………………………
…………………………………… …………………………………… …………………………
…………………………………… …………………………………… …………………………
Questions you will ask …………………………
……………………………………
…………………………………… ……………………………………
…………………………………… ……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………

43
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The conclusion of the lesson Learner activity (What will the Which teaching
(quick quiz, class discussion, learners do and say?) strategies/methods/
learners ask each other …………………………………… approaches will you
questions etc.) How long will it Learners will answer the use? (Explain your
take? ………. questions being asked by the choices.)
 review the names and teacher…………………………… Teacher centred
characteristics of the solid ……… method……………………
material …………………………………… ……
 Ask students to share one …………………………………… …………………………
thing they learned about solid …………………………………… …………………………
material …………………………
……………………………… …………………………
……
……………………………………
Questions you will ask
……………………………………

Assessment activity and explanation. Include or attach the activity. (How will you know if
your outcomes/objectives/aims were achieved? Is it an informal or formal assessment?)
This is an informal work. Learners will have a group discussion then a class discussion and write
classwork. We will write corrections afterwards and I will mark to see if my objective have been
met

43
 Homework. Write down or attach the homework that you gave for this lesson. Also answer:
Why are you allocating this homework? How long will it take the learners to complete at home?
Will they need any resources or help?
……………………………………………………………………………………………………………
There was no homework for this lesson.

How can you/did you cater for learners who need enrichment or those who have
special needs?

I gave all learners a chance to speak and helped those who needed special help
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

TEACHING LANGUAGE ACROSS

THE CURRICULUM
Subject/content-specific words that
are important for the lesson

44
 TPN3703/103
NB: Have you checked the time for your planned activities and the duration of the lesson? At
the end of the lesson, check your timeframes and reconsider how you plan timeframes for the
lesson if you have to. Sometimes you may have anticipated ten minutes for an activity, but when
you actually teach it, you find that the learners are struggling, and you have to allow more time.

Attach examples of all learning and teaching support materials you used during the lesson.

45
46
TPN3703/103

47
 TPN3703/103
REFLECTIVE SELF-ASSESSMENT

To become a better teacher, you will need to become more reflective about your teaching. That
means you will have to look back at your lesson and eventually at the entire period you were on
teaching practice and evaluate it from different perspectives. This means you also need to
consider how the learners feel about the lesson and whether they found it interesting and
stimulating, and most importantly: did they learn? For an individual lesson, you will consider what
went well and what was not so successful. Only by looking at this will you be able to improve on
your skills as a teacher. To be reflective you will have to answer some questions about your
teaching. This cannot be done quickly. You will have to find some quiet time to think about your
whole lesson.

1.
How do you feel ...... Satisfied x Dissatisfied Substantiate
about the lesson? your answer.
Confident and happy

2. What in your
opinion Success x failure partial failure of the lesson?
contributed to the

The class discussion and my confidence

……………………………………………………………………………………………………………

3. What went well in this lesson? (e.g., your confidence, introduction, discipline, use of
visual aids, pace, learner response etc.)

The introduction gave learners a platform to participate and to be more confident in everything we are
going to talk about.
……………………………………………………………………………………………………………

49
4. What do you want to improve?

To be more vocal and able to be discipline at all times so that I do not let leaners chant in my
class……………………………………………………………………………………………………………

5. How can you improve this?

Being disciplined
………………………………………………………………………………………………………………..

6. Were you happy with the level of understanding/competencies/performance of the

learners?
Why or why not?

Yes. This was a follow up lesson

…………………………………………………………………………………………………………

7. What will you try to do differently in your next lesson?

I will not do a group work

……………………………………………………………………………………………………………

8. What do you think the learners’ perception of the lesson was? Why do you say so?

Learners had a good understanding of the lesson and they enjoyed it very much
……………………………………………………………………………………………………………

9. Try to differentiate the things you can control in a lesson and the things you cannot
control.

You should find that you can control a few aspects in a lesson. Try to work on the things that
you can control in a lesson rather than focusing on the things you cannot control.

50
 TPN3703/103
Things I can control (e.g., finding pictures to Things I cannot control (e.g., the large
help learners understand the water cycle) class)
Projector Learners absent
Pictures Electricity
Classwork
discussion

Assess your own lesson. (Please tick the applicable box.)

5 Outstanding 75% + above√

4 Very good 70–74%
3 Good 60–69%
2 Satisfactory 50–59%
1 Needs attention Under 49%

Your actual mark:

95%

Your signature: P. Hlatswayo........................................................

51
8. REFLECTION ON YOUR TEACHING PRACTICE EXPERIENCES

Assess your teaching practice period using the following criteria:

1. Knowledge of subject

Your subject knowledge has improved but it could be packaged more effectively. You have sound
learning area knowledge, but you are aware of the gaps that need to be filled.

2. Lesson planning and design

You can plan lessons adequately but sometimes they do not go to plan! You plan learning outcomes
but sometimes they need to be sharper and cleaner. You have used mainly departmental resources,
but you’d also now like to start developing some of your own.

3. Teaching strategies

Your lesson introductions are satisfactory, but your lesson’s endings/conclusions are far from
satisfactory. Your questioning technique is satisfactory, but you know you can improve in many ways.
You use the overhead projector (OHP) quite regularly, but you’d now also like to start using
information and communications technology (ICT) and audiovisual (AV) tools.

4. Class management and control

You can manage and organise classes well but sometimes class control can be challenging. Your
relationships with learners are overall satisfactory, but you find some learners difficult. You tend to
“teach to the middle”; you now want to find effective ways of meeting the needs of less able learners
and challenging the more able.

5. Assessment criteria, procedure and recording tools

You have assessed learners’ activities but, if you are honest, you could have done it more efficiently.
You have given “marks and grades” and recorded, them but you could have given more useful
feedback.

6. Effectiveness

You have set appropriate tasks, but you have also experienced “dead time” in some lessons. You
have ensured that some learners understood the work, but you need to explain more and better until
all understand.

52
 TPN3703/103

Think about and then write down in the space below what you have learnt from TEACHING
UNDER THE SUPERVISION OF THE MENTOR during your teaching practice. Mention both
the positive and negative aspects.

The biggest lesson is to always be prepared and ready for class. When I was still new it was really
difficult for me to manage class but as time goes by I learned to be firm from my mentors and not to
shout learners because if you talk in a lower voice they all want to hear your voice so they keep quiet.
Sometimes its hectic at school, there are lot of deadlines that teachers need to meet and it’s difficult
for them to help you.

I enjoyed teaching, meeting new learners with diverse personalities and learning ways. My
communication has improved and the level of my emotional intelligence. I’ve also learned that
learners are just naughty and you need to show them that you’re in control. One of the things I like
about teaching was that my mentor would just ask me to explain what he just said to learners to
check if I’m active at class if he is teaching.

Have any of your assumptions and beliefs about teaching and learning changed as a result of this
experience?

Yes a lot has changed. I’m now motivated to become a great teacher and my emotional intelligence
has improved.
…………………………………………………………………………………………..……………
…………………………………………………………………………………………..……………
…………………………………………………………………………………………..……………

What is one thing that you learnt that will make your teaching more effective?
…………………………………………………………………………………………..……………
Being prepared before class makes you able to answer the question learners will ask. And it helps
with confidence in class. I have positive
attitude…………………………………………………………………………………………..……………
…………………………………………………………………………………………..……………
…………………………………………………………………………………………..……………

53
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Section B: Write a paragraph about your extramural involvement at the school.

I was involved in morning duty, break duty and after school duty. The school already had coaches for sports.
The only thing I had to do at sports (soccer) is too attend and supervise learners who are watching soccer so
that they may not be any injury or any other incident that will need report. When I joined netball I had to help
foundation phase teachers to teach their learners how hold ball and pass to the next person. So I was happy
that at least there something that you be involved in.

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

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

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

I would like to wish you everything of the best for your teaching practice period and for your future
teaching career!

Prof VA Nkonyane

E-mail: [email protected]

Phone: 012 429 6210

55