Exam (elaborations)
Exam (elaborations) TPS2601 - Teaching Practice I (TPS2601)
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- University Of South Africa (Unisa)
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TPS2601/103/0/2020Tutorial Letter 103/0/2020 Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)
Assignment 50. Year module.
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for SENIOR PHASE (Grades 7–9) and FET PHASE (Grades
10–12))
Unique number: 691579
Final submission date: 31 August 2020
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME:
STUDENT NUMBER:
Bar code
, TABLE OF CONTENTS
1 INTRODUCTION TO TEACHING PRACTICE ..........................................................................................3
1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE .......................................................................4
1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601) ......................................................................4 1.1.2
OUTCOMES OF TEACHING PRACTICE MODULE 1(TPS2601) ...................................................................5 1.1.3 THE
MODULE STRUCTURE ...........................................................................................................................5 1.1.4 MENTOR
LETTER ...........................................................................................................................................6
2 PORTFOLIO FOR TEACHING PRACTICE FOR FET (GRADE 10-12) ........................................8
2.1 PORTFOLIO INFORMATION .........................................................................................................8
2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO ............................................................................8 2.1.2
PORTFOLIO STRUCTURE AND FOCUS .................................................................................................9 2.1.3
QUALITY OF THE PORTFOLIO ASSIGNMENT .........................................................................................11 2.1.4
ADMINISTRATION: SUBMISSION AND CONTACT PROCEDURES ........................................................... 11
3 TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES .............................................................................................................14
3.1 INTRODUCTION ...............................................................................................................14 3.2 AN
AFRICAN PHILOSOPHY OF EDUCATION……………...............................................15
4 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES: OBSERVATION GUIDE ..............19
4.1 TEACHING INSIGHTS (PRE OBSERVATION ACTIVITIES) ...........................................19
4.1.1 INTRODUCTION .......................................................................................................................................... 20 4.1.2
MY TEACHING PERSPECTIVE................................................................................................................... 20 4.1.3 MY
TEACHING PHILOSOPHY (BELIEFS) .................................................................................................. 21 4.1.4 TEACHING
PHILOSOPHY IN CONTEXT ......................................................................................................... 23
4.2 CONTEXTUAL ANALYSIS: OBSERVATION ACTIVITIES ..................................................................24
4.2.1 Observation guide ......................................................................................................................................... 25 4.2.2
Contextual analysis ....................................................................................................................................... 25 4.2.3
DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES ............................................................ 27 4.2.4
CONTEXT ANALYSIS: HOW DO TEACHERS ADAPT TEACHING AND LEARNING TO CONTEXT? ..... 28 4.2.5
DIFFERENT GRADE OR SUBJECT CONTEXT .......................................................................................... 30 4.2.6
REFLECTION ACTIVITY: ...................................................................................................................................32
4.3 CLASSROOM MANAGEMENT OBSERVATION ACTIVITIES ....................................................32
4.3.1 Introduction ................................................................................................................................................... 34 4.3.2
A) Perspectives on teaching and learning .................................................................................................... 34 4.3.3
Important aspects regarding lessons and lesson presentation .................................................................... 40 4.3.4 C)
Observing experienced teacher ............................................................................................................. 45 4.3.5 Lessons
observed ......................................................................................................................................... 46 4.3.6 OBSERVATION
OF TEACHER MOVEMENT .............................................................................................. 61 4.3.7 CLASSROOM
MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM. .................................. 63
5 BE REFLECTIVE...........................................................................................................................82
6 PLANNING YOUR LESSON ........................................................................................................83
7 POST-OBSERVATION REFLECTION ACTIVITY .......................................................................87
7.1 Report ...........................................................................................................................................87 8
DECLARATION FORM ................................................................................................................89
9 MENTOR REPORT ......................................................................................................................91
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10 STUDENT REPORT .....................................................................................................................93
11 BIBLIOGRAPHY/REFERENCES ...............................................................................................95
12 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: .......................96
1 INTRODUCTION TO TEACHING PRACTICE
Dear student
This tutorial letter contains the portfolio template to be used to complete Assignment 50 for TPS2601
(Teaching practice for SEN Grades 7–9 FET (Grades 10–12).
Please read the instructions and guidelines carefully and thoroughly before attempting to complete
the portfolio. This portfolio counts 80% of your final mark for TPS2601.
Your future and your career depend on the timely submission of the portfolio. You must submit
the portfolio as soon as you finished your practical teaching period of 25 school days.
No portfolios received after 30 August 2020 will be marked! It will be returned to you and you
will have to reregister and repeat your teaching practice during the following year. Make sure
that you send it in on time and that Unisa has received it.
PLEASE NOTE: The school visit is a very important part of your training as you get advice and
support that might be valuable for your preparation as a teacher. However, the mark you receive for
the school visit does not count towards your mark for this course, as at this stage we cannot
yet guarantee that every student will be visited. If it happens that you are not visited, your marks
will not be affected in any way.
If you have any queries regarding the portfolio, you can contact me at:
012 429 4441 mukhaf@unisa.ac.za
Please do not contact me regarding placements or school visits. See Tutorial Letter 101 for contact
details in this regard.
For any other enquiries and contact details, see Tutorial Letter 101 section 3.
Mr F Mukhathi
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,1.1 OVERVIEW OF THE TEACHING PRACTICE MODULE
The Teaching Practice module provides students with an opportunity to observe and experience
how a variety of aspects of teaching is practiced in the school. During the teaching practice weeks,
students can observe and apply in different contexts, the knowledge and skills introduced in other
modules of the BEd programme.
Teaching and learning is never static. The school environment is dynamic and teachers need current
experience of what goes on in the classrooms to benefit from their studies.
Apart from all the other modules you have to complete in preparation for teaching practice and the
information already contained in the tutorial letters and the portfolio, I recommend that you consult
the recommended resources indicated in Tutorial Letter 101.
In chapter 1 of “Teaching Practice: perspectives and frameworks”, you can read up on additional
information as orientation for your teaching practice. This chapter explains the motivation for doing
teaching practice as well as how you must prepare for teaching practice. You can also read more
about what to expect and what will be expected from you regarding your behaviour as a student in
the classroom and in the school.
I also wish to encourage you to read other books and articles on teaching practice to equip you for the
teaching practice experience and complete it to the best of your ability.
In the portfolio, you will also often be referred to specific resources. Read the required information before
attempting to do the activities.
The success of your teaching practice is mostly in your hands and if you approach it with an
energetic and positive attitude, it can be a very satisfying and enriching experience. Go and show
them out there that you are going to be an excellent teacher when you start teaching!
1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPS2601)
The purpose of the module is to support students in their initial teaching experiences – “the
microcontexts of everyday life in classrooms” (Cohen, Manion, Morrison & Wyse, 2010:1) and
proceeds from the understanding that education is context-specific and context-dependent.
The focus of this module is guided observation, helping students to observe practice and make
connections between what they have learnt, what they have observed and what they have
experienced. They may become involved in assisting the teacher under instruction. The placement
will require five weeks in a school and there will be an “orientation to school teaching”/approach.
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1.1.2 OUTCOMES OF TEACHING PRACTICE MODULE 1(TPS2601)
Demonstrate understanding of key ideas and debates on issues related to teaching practice.
Observe and critically reflect on teachers adopting and adapting flexibly to a variety of roles and
strategies in response to changing learner and learning needs and contexts in the teaching practice
placement.
Identify varied strategies for effective classroom practice in ways that are appropriate for different
purposes and contexts.
1.1.3 THE MODULE STRUCTURE
The BEd qualification has four practical teaching modules. These modules are planned, constructed
and applied to provide decreased levels of scaffolding and increased levels of selfsufficiency as you
progress through your studies.
The following diagram will provide you with an overview of the purpose and focus of each module. The
summative assessment for the four modules will be in the form of a portfolio of evidence.
The focus of this module is guided observation.
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,1.1.4 MENTOR LETTER
Please hand this letter to your mentor to read on your first day at the school:
Dear Mentor
Thank you very much for agreeing to support and guide this Unisa student. It is only possible for our
students to be acquainted with the realities of teaching under the supervision of experienced top
teachers. What you do for our students is irreplaceable and inestimable in their preparation to
become teachers. Could we please request you to assist us with the following?
1. Please dedicate some time each week to meet formally with the student to discuss her/his progress
during the past week and schedule for the following week.
2. Please allow the student to observe all the lessons you present and write a short report on 25 of
them (as in the report form included in this portfolio under section 4). Please control that this is
done regularly.
3. Please assist the student in working through the portfolio systematically to enable her/him to
complete it comprehensively within the 25 days at the school.
4. Please control that the portfolio is comprehensively completed (including all attachments) at the
end of the 25 days.
5. Please assist the student with lesson observation and with her/his own lesson that she/he has to
design.
6. Please assist the student to observe as many lessons as possible under your supervision.
7. Please discuss with and provide feedback to the student after observation of every lesson.
8. Please control that the student observes a variety of lessons to enable her/him to complete all the
activities.
9. Please control that the student completes in writing the five lessons that must be observed in the
portfolio and on the templates included.
10. Please provide feedback and make suggestions for improvement of these five lessons.
11. Please write a short report on the behaviour and activities of the student during the practical
teaching period on the page provided.
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12. Please include contact details with your report if we need to contact you regarding any aspect of
the practical teaching (it may also be the school’s contact details).
13. Please contact me if there is anything that is unclear regarding what is expected of you or regarding
what the student must do.
Please contact me regarding any misbehaviour or unethical actions by the student (e.g. if the student
comes late or is absent without a good reason or if the student does not cooperate or does not do
observations.
My contact details are:
Mr F Mukhathi 012 429
4441
mukhaf@unisa.ac.za
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,2 PORTFOLIO FOR TEACHING PRACTICE FOR FET (GRADE 10-
12)
The first encounter that you will have with schools and teaching could be very daunting. Therefore,
the portfolio is structured to assist you to navigate your way but also to gain maximum benefit from
your teaching practice experience.
This portfolio is not subject or phase bound as you have not completed any academic subject and
we want you to get a broad look at as many ways of teaching and doing things at school as possible.
However, as student teachers you may favour your intended major subjects in your observations.
You will be required to have a number of mentors (perhaps one per week).
You can learn a lot by observing the daily activities of and events taking place in schools. Teaching
is a complex and multidimensional activity and schools are multifaceted and complicated institutions.
This observation opportunity will help you to understand how teaching and learning takes place in
varied contexts.
A major principle of observation is that it should never be passive. You need to be actively involved
when observing and completing your portfolio.
2.1 PORTFOLIO INFORMATION
2.1.1 PURPOSE OF THE TEACHING PRACTICE PORTFOLIO
In terms of The National Policy Framework for Teacher Education and Development in South Africa
(2007), student teachers have to be placed in schools which have been identified as excellent places
of teaching and learning, where student teachers will be able to complement their theoretical training
with practical experience and gain valuable experience in the day-to-day operations at a school in
an authentic teaching and learning situation.
In order to facilitate all the relevant procedures, you have to make the necessary arrangements with
the various partners, namely the teaching practice administrator(s), school principal, university
lecturer(s) and/or supervisor(s) and mentor/subject teacher(s). You will have to submit the required
information to the Teaching Practice office to make the necessary arrangements.
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The purpose of this portfolio is to demonstrate and give evidence that you completed a successful
teaching practice period of 25 full school days in the Senior Phase (Grades 7-9)/Further Education
and Training (Grades 10-12).
Teacher education consists of different types of knowledge that must be integrated:
• Conceptual knowledge (foundations of education/theories/disciplinary knowledge/content) with
the aim of acquiring knowledge-specific proficiency.
• Contextual knowledge (all aspects that endeavour to contextualise knowledge for occupational
purposes, such as subject didactics and practical teaching) with the aim of acquiring taskspecific
proficiency.
It is therefore important that you find links between school practices (including their associated
activities) and your studies (including disciplinary knowledge and skills). You must do this in every
section of the portfolio.
2.1.2 PORTFOLIO STRUCTURE AND FOCUS
In Tutorial Letter 101, the module structure is explained. Read the information with care and take note
of the different assignments you have to complete and the dates for submission.
This is a structured portfolio and you must use the portfolio template we provided. All aspects of the
portfolio are compulsory except where it is indicated that something can be included for additional
marks. We expect you to complete all activities for each compulsory aspect of the portfolio.
It is important that you prepare yourself to be able to do the activities during observation. Follow the
directions for each activity closely and read the activities as well as the indicated resources before
you complete the activities the next day.
Where applicable you have to include documentary evidence. Attach the evidence at the appropriate
section in the portfolio. For instance if you want to include a copy of the school's disciplinary code
you attach it where the disciplinary code is discussed.
The portfolio also includes templates that you have to complete when you observe lessons. You can
observe, as many lessons as the school allows but at least five of these lessons need to be observed
and discussed with your mentor.
You also need to get the observation templates for each lesson that you observed stamped with the
official school stamp. After completing the portfolio you need to sign the declaration form at the end
and you must also get it signed by the mentor and the school principal. This also needs to be
stamped with the official school stamp.
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, The focus of this portfolio is guided observation and will have an orientation to school teaching
approach. Through this approach, we aim to support you to observe practice and make connections
between what you have learnt, observed and experienced.
As a student you are expected to familiarise yourself with the full range of activities that are
associated with a functional school. Apart from observing these activities, we also expect you to
become involved in assisting the teacher under instruction.
We also expect you to look at these activities critically and to comment on their purpose,
functionality, outstanding features and possible shortcomings where applicable. Senior Phase and
FET students will focus on observation in their two subject modules.
The reflection exercise at the end of each activity forms an important part of your experience. Do not
complete them in a rush. The reflection activities will help you to write a good report.
Why is observation so important?
Observation is a significant tool for collecting data to assess teaching and learning in any context.
The activities in this portfolio will develop your observation skills to enable you to analyse and
improve your own teaching.
What can you do with this skill?
• Observation is a significant tool for collecting assessment data.
• Observation provides teachers with knowledge about learners in general.
• It gives general knowledge about particular learners.
• It gives the teacher specific knowledge about learners and their learning styles.
• It provides knowledge related to diagnostic/remediation routines.
• It checks learners' understanding of the lesson.
• It checks teacher-learner interactions.
• Teachers are able to check learners' attention during the lesson.
• It checks the teacher's pacing during the lesson.
• It helps to build relationships with learners and the teacher is able to connect with learners.
• It helps the teacher to respect and appreciate learners.
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