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TPS2602/103/0/2020Tutorial Letter 103/0/2020
Teaching Practice II
TPS2602
Year module
Department of Curriculum and Instructional
Studies
ASSIGNMENT 50
IMPORTANT INFORMATION
This tutorial letter contains important information regarding
this module.
.
70745854
,Tutorial Letter 103/0/2020 for TPS2602
TEACHING PRACTICE II to be done with Senior phase (grade 7-9) school
subject
BEd (Senior Phase & FET)
Year module
Department: Curriculum and Instructional Studies
ASSIGNMENT 50: PORTFOLIO
Dear Student: You must do your practical teaching in one of the
following senior phase subjects (grade 7-9) included in the
curriculum stream you are enrolled for. Please mark the name of
the subject by means of a cross (X).
Mathematics Natural Sciences Social Sciences Arts and Culture
Languages Life Orientation Economic and Technology
Management
X Sciences
PLEASE NOTE: The outcomes for this module can be found in tutorial letter 101.
Please read them again before commencing with your teaching practice and this
portfolio.
2
, TPS2602/103
SUMMARY OF ASSIGNMENTS
CONTRIBUTION
TEACHING PRACTICE PLACEMENT TO YEAR MARK
Assignment 01 Written (COMPULSORY) 60%
Assignment 02: MCQ (COMPULSORY) 40%
102 Teaching Practice Office placement arrangements
103 Teaching Practice Portfolio
SCHOOL-BASED PRACTICAL ASSIGNMENT: EXAMINATION
Assignment 50 Tutorial Letter 103: 100% Closing date:
Unique number: PORTFOLIO 31 August 2020
COMPULSORY UNIQUE NO: 879854
Year mark 20% TOTAL:
Final mark 100%
Examination mark 80%
PRESCRBED BOOK: Please consult your practical teaching prescribed book (see tutorial letter 101)
before attempting to complete this portfolio. In chapter 1 there is an overview of what you can expect
from your practical teaching experience. As we had complaints from schools about the behaviour of
some of our students, we want you to read chapter 2 very carefully so that you are aware of the level of
professional conduct expected of you. In chapter 3 we want to prepare you for the context of diverse
schools and your role in facilitating this in the classroom. Chapter 4 gives you comprehensive guidelines
on lesson preparation and presentation and is an additional resource you can consult in this regard.
As this practical teaching period focusses on co-teaching chapter 5 is probably the most important
chapter to help you prepare for this school experience. Chapter 6 deals with reflective teaching and we
hope you will gain the knowledge, skills and attitudes from it on your journey to become a reflective
practitioner. All matters pertaining to ICT and its uses and inclusion in your teaching practice are dealt
with in chapter 7 and you are advised to try these out in a safe environment during your teaching
practice.
When you have to plan assessments first read chapter 8 on assessments. You will also find useful
information on classroom observations n chapter 9.
NOTE: Keep your prescribed book, as you will also be able to consult it when doing practical teaching
III and IV in the coming years.
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, TPS2602/103
HOW WILL THIS PORTFOLIO BE MARKED?
Please ensure that you complete everything in this document. Make your answers as detailed
as you can. This document sums up everything you have done over the past five weeks – you
have worked hard, and want to be credited for it. The following marking grid is used in marking
the portfolio.
Declaration Compulsory
Questionnaire 10
Observations 10
Getting to know students 10
Mentor teacher activities 10
Journals 10
Lesson plans (Co-teaching) 50
Reflection 20
Lesson plans (Individual) 50
Reflection 20
Tips 10
TOTAL 200
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,TPS2602/103
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2 CONTEXTUAL QUESTIONNAIRE
Answer the following open-ended questions to the best of your ability: Please give as much
information as possible.
1. Describe the school at which you did your practical teaching (location, age, facilities,
how many learners are enrolled at the school, how many teachers teach at the school,
language of learning and teaching, etc.)
Marion High School is in KwaZulu Natal, it is located in Pietermaritzburg. The school is in
town on 281 Prince Alfred Street. The school is 20 years old. It was established in year
2000. The facilities are well maintained and in a good condition. The school has 25
teachers. The language of teaching and learning is English
2. Describe the classroom in which you did your practical teaching (size, facilities,
learning and teaching support materials, classroom atmosphere, etc.)
The class has 30 learners. There are 18 girls and 12 boys. In the classroom there are
desks, tables , chair and cameras. There are support learning and teaching materials
such as chalkboard, posters, textbooks, projector, duster ect.
3. Describe the learners you taught during your practical teaching (number per class,
degree of readiness to learn, their home environmental conditions etc.)
In the class, there are 30 learners, 18 girls and 12 boys. Learners were determined and
always willing to learn. The degree of readness to learners was high standard. The desire
to learn from learners was visibly. Most of these learners come from good families. Their
home environment conditions were good. Their parents looked after them and could afford
school fees.
4. Describe your mentor/subject/learning area teacher (knowledge, teaching
experience, helpfulness, guidance, etc.).
My mentor was great. She ensured thet I felt comfortably and learning from her. She was
always willing to help and communicated everything with me. She taught me to believe in
myself and how to deal with learners. She gave me guidance and support. She taught me
how to plan for a lesson, how to introduce a lesson and concluding a lesson.
5. Provide a brief account of your overall teaching practice experience (positive and/or
negative).
My teaching practice has been a positive experience. It has provided me with an
opportunity to grow and learn as the student teacher. My mentor has been giving me
constructive feedback on my teaching practices. I was able to build relationships with my
mentor, other teachers and learners.
6. Did you conduct yourself in terms of the South African Council of Educators Code of
Conduct?
Yes, I have conducted myself in terms of the South African Council of Educators Code of
Conduct
9
, 3 OBSERVING EXPERIENCED TEACHERS
Read the chapter on observations in the prescribed book so that you can familiarise yourself
with aspects that you should take into account when doing observations.
As part of your experiences during Teaching Practice, you will also be observing lessons taught
by your mentor teacher. This observation requires you to be actively involved in the process.
You need to compile lesson observation reports for 5 (five) observation lessons during your
Teaching Practice period. You may observe more than one teacher in your chosen subject if
your school allows it.
Lesson Observation 1
Date: 27 February 2020 Subject: Economics and Management Sciences
Grade: 9 Number of learners in class:25
Lesson topic: The economy and entrepreneurship
1. Without asking your mentor teacher, write down the aim of the lesson.
Teaching learners about the importance of businesses in the economy
Teaching learners about entrepreneurship
2. What did the teacher do to introduce the lesson?
Teacher introduced the lesson by asking learners to define terms economy and entrepreneurship.
The learners were the instructed to turn on the relevant page on the textbook.
3. What were the specific activities the learners were involved in during the lesson?
The had discussion, they were asked to discuss about government, 3 levels of government (national,
provincial and local) and types of taxes.
There were writing notes
4. Which activities did they enjoy the most? Why do you say so?
Learners enjoyed discussion. It allowed them to share ideas, thoughts and they were visibly enjoying
engaging each other.
5. What other learning activities could the learners have been involved in to help them understand
the concepts?
Classwork, where they would be asked to describe concepts in their own understanding.
7. Write down the questions the teacher asked the class during the lesson.
What is an entrepreneur?
What is economy?
What is profit?
8. What resources (LTSM) did the teacher use during the lesson?
Textbook
Chalkboard
9. What other resources might have helped learners understand the concepts in the lesson?
Mindmap
10. Were there any disruptive incidents during the lesson? No If there were, how did the teacher
deal with them? If there were no incidents, what did the teacher do to ensure that none took
place?
Teacher prevented such incident by making sure that all learners have work to do
10
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