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TPS2601/103/0/2019Tutorial Letter 103/0/2019 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: 724109
Final submission date: September 2019
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: STHEMBISO MABOEA
STUDENT NUMBER: 60653442
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
10 STUDENT REPORT .................................................................................................................. 93
11 BIBLIOGRAPHY/REFERENCES .............................................................................................. 95
12 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: ...................... 96
2
, TPS2601/103
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 2019 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
3
, 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 are 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 micro-
contexts of everyday life in classrooms” (Cohen, Manion, Morrison & Wyse, 2010:1) and proceeds
from the understanding that education is context-specific and context-dependent.
The focus of this module is guided observation, helping students to observe practice and make
connections between what they have learnt, what they have observed and what they have
experienced. They may become involved in assisting the teacher under instruction. The placement
will require five weeks in a school and there will be an “orientation to school teaching”/approach.
4
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