TPN2601/103/0/2025

Tutorial Letter 103/0/2025

Teaching Practice for Intermediate Phase (Grades 4–6)

Assignment 50
Year module
Department of Curriculum and Instructional Studies

PLEASE NOTE IMPORTANT INFORMATION:

PORTFOLIO: Teaching Practice for INTERMEDIATE PHASE (Grades 4–6)

Unique number:

Final submission date:

Please remember to write your student number on assignments.

STUDENT NAME AND SURNAME……………………………………

STUDENT NUMBER: …………………………………………………………………………

Bar code

1
 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(TPN2601) ..................................................................... 4
1.1.2 THE MODULE STRUCTURE .......................................................................................................................... 5
1.1.3 MENTOR LETTER .......................................................................................................................................... 5

2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE PHASE (GRADE 4-6) .......... 7

2.1 portfolio information ..................................................................................................................... 7

2.1.1 Purpose of the teaching practice portfolio ....................................................................................................... 7
2.1.2 Portfolio structure and focus ............................................................................................................................ 8
2.1.3 Quality of the portfolio assignment .................................................................................................................. 9
2.1.4 Administration: submission and contact procedures ..................................................................................... 10

3 TUTORIAL LETTER 103 TEMPLATE FOR THE INTERMEDIATE PHASE TEACHING PRACTICE
ACTIVITIES ................................................................................................................................11

3.1 INTRODUCTION ........................................................................................................................11

3.2 MY TEACHING PERSPECTIVE.................................................................................................................... 12

4. DECLARATION FORMS ............................................................................................................26

5 MENTOR REPORT ....................................................................................................................27

6. STUDENT REPORT ...................................................................................................................29

7 BIBLIOGRAPHY/REFERENCES ...............................................................................................31

2
 TPN2601/103

1 INTRODUCTION TO TEACHING PRACTICE

Dear Student

This tutorial letter contains the portfolio template to be used to complete Assignment 50 for TPN2601
(Teaching Practice for Intermediate Phase Grades 4-6.

Please read the instructions and guidelines carefully and thoroughly before attempting to complete the
portfolio. This portfolio counts 80% of your final mark for TPN2601.

Your future and your career depend on the timely submission of the portfolio. You must submit the
portfolio as soon as you have finished your practical teaching period of 25 school days.

No portfolios received after the due date 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 submit
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
may 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 as follows:

Prof TI Mogashoa
Mobile (International): +2776 372 5084
Mobile (Local): 076 372 5084
Email: mogasti@unisa.ac.za

Please do not contact me regarding placements or school visits. See Tutorial Letters 101 and 102 for
contact details in this regard.

For any other enquiries and contact details, see Tutorial Letter 101 section 3.
Kind regards
Prof TI Mogashoa

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 practised 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 yourself for with
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 information required 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
will be an excellent teacher when you start teaching!

1.1.1 PURPOSE OF TEACHING PRACTICE MODULE 1(TPN2601)

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.

OUTCOMES OF TEACHING PRACTICE MODULE 1 (TPN2601)

• 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.

4
 TPN2601/103

1.1.2 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 self-sufficiency 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.

Module 1 Module 2 Module 3 Module 4

Purpose of the module: Purpose of the module: Purpose of the module: The purpose of the module
Support students in their initial Provide guidelines for a 5- Provide guidelines for a 5- Provide guidelines for 4th
teaching experiences – week placement in a school week placement in a school teaching practice
education is context-specific Focus of this module placement -culmination of
and context-dependent. theory, practice and
The focus of this module Semi-independent teaching. experience.
The focus of this module
Team Teaching. Plan a series of lessons with Focus of this module
Guided observation, school-based mentor, teach
Observe practice and make Co-plan a series of lessons the lessons (while being Teach the subjects of choice
connections between what they with school-based mentor, observed) and reflect independently.
have learned, what they have team teach lessons and reflect critically on their plan and Culmination of theory,
observed and what they have critically on planning and practice in consultation with practice and experience.
experienced. practice with both their school-based mentor and
school-based mentor and their their supervisor.
An "orientation to school supervisor. Classroom perspective
teaching” approach Classroom perspective Roles and responsibilities of
Whole school approach Roles
and responsibilities of the Roles and responsibilities of the subject teacher) under
Portfolio 1 is focussed on teacher in the school the subject teacher) under the guidance of a qualified
observation and is not subject environment) under the the guidance of qualified school-based mentor.
bound ensuring a broad whole guidance of trained school- school-based mentor.
school experience. based mentor. Portfolio 4 is focussed on
Portfolio 3 is focussed on teaching the subject of
Portfolio 2 is focussed on team semi-independent teaching choice independently and is
teaching and is aligned with a and is aligned with a specific aligned with a specific
specific teaching subject and teaching subject and teaching subject and
methodology.2 methodology. methodology.

The focus of this module is guided observation.

1.1.3 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?

5
1. Please dedicate some time each week to meet formally with the student to discuss their
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 them 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 the lesson that they have to
design on their own.
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 them 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.
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).

My contact details are as follows:

Prof TI Mogashoa
Mobile (International) : +2776 372 5084
Mobile (Local) : 076 372 5084
Email: mogasti@unisa.ac.za

6
 TPN2601/103

2 PORTFOLIO FOR TEACHING PRACTICE FOR INTERMEDIATE PHASE (GRADE 4-6)

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.

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 have to submit the required
information to the Teaching Practice office to make the necessary arrangements.

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 Intermediate Phase (Grades 4-6).

Teacher education consists of the following 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 task-specific proficiency.

7
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 must complete and the dates for submission.

This portfolio structured, 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, 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.

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. You do not only have to observe these activities but 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. Intermediate Phase
students will focus on observation in different subjects in this phase.

8
 TPN2601/103

The reflection 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 the 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.
• It helps the teacher to improve classroom practice.
• It helps teachers to observe and learn about learners’ interests, behaviour and way of
thinking.
• It familiarises the student with the teaching methods and strategies that the teacher is using.
• It provides an opportunity to develop education unique to the African context.

Why a portfolio as an assessment instrument?

2.1.3 Quality of the portfolio assignment

When completing your portfolio, take care to produce work of high quality and a high standard. On
tertiary level, we expect you to develop literacy, numeracy and information technology (IT) skills.
Your portfolio will be assessed on the use of sound academic writing and the correct way of
referencing. Adhere to policies in this regard and avoid plagiarism of any kind. These aspects will
influence your marks.

Follow this link to learn more about avoiding plagiarism and how to address academic writing
requirements for Unisa assignments http://libguides.unisa.ac.za/c.php?g=355581&p=2733770

9
2.1.4 Administration: submission and contact procedures

PLEASE READ THE INFORMATION BELOW BEFORE STARTING WITH YOUR TEACHING
PRACTICE/OBSERVATION.

2.1.4.1 Administration

Completing the Teaching Practice portfolio

Complete the portfolio template and submit as one document. Insert comprehensive evidence at the
appropriate sections and not at the end or as a separate section.

It is best to complete your portfolio and submit it online. Make sure that all documents have been
downloaded and appear correctly on the system. Add all information before submitting the portfolio.
You cannot add additional information at a later stage. Submit the portfolio on the correct portal
and do not use the portal to submit any other documents.
Always keep a backup of your portfolio.

2.1.4.2 Submission

Follow the guidelines indicated in Tutorial Letter 101 for submission. Changes or additions after
submission are seldom possible and Unisa needs enough time to do quality assessment. In
previous years, students who captured and submitted the wrong portfolio documents failed.

All online assignments and online portfolios must be submitted as pdf documents. We will not accept
word documents. Reduce the size of your artefacts and keep within the maximum size of documents
that can be submitted online.

The portfolio must be completed during the teaching practice period and submitted on the last day
thereof. Assignments need to be submitted as soon as you have completed your teaching practice.
We will not accept any late submissions.

- PLEASE NOTE: THIS PORTFOLIO MUST BE SUBMITTED ONLINE ONLY. YOU MAY
NOT SUBMIT TO LECTURERS BY E-MAIL.
- Portfolios are examination equivalents and are not sent back to students.

2.1.4.3 Contact information

The contact information included in Tutorial Letter 101, section 3 will guide you to the correct person
or department for your specific queries.

10
 TPN2601/103

For queries of an academic nature, contact the lecturer but for placement related matters
contact the teaching practice office (contact numbers are in tutorial letters101 and 102.

Prof TI Mogashoa (Lecturer)

Mobile (International): +2776 372 5084
Mobile (Local): 076 372 5084
Email: mogasti@unisa.ac.za

3 TUTORIAL LETTER 103

TEMPLATE FOR THE INTERMEDIATE PHASE TEACHING PRACTICE ACTIVITIES

3.1 INTRODUCTION

Dear Student

We are pleased to welcome you to the observation component of Teaching Practice of your
professional development. Teaching Practice is the core of our teacher education programmes. The
purpose of this exercise is to improve your understanding of teaching and learning in the
Intermediate Phase. We will do our best to make your teaching practice experience interesting,
rewarding and successful. You will be well on your way to success if you start arrangements early
in the year and aim to complete the assignments properly.

As a student teacher, you are an important person in the Unisa community. The lecturers and
students of this community are constantly learning and teaching to contribute to and develop
education in South Africa.

This module focuses on developing the practical skills and competencies teachers need to fulfil
their role as teachers in the South African context. Teaching practice is based on an age-old
approach to apprenticeship – a way of learning from knowledgeable and competent leaders in a
community and to practise skills under their watchful guidance until you have mastered a skill or
competence.

With this African approach to education, you observe what elders or senior members of a community
do. You participate in activities but are not yet an experienced member of the community. During
your “apprenticeship”, you will learn about traditions, values and the correct or best way to do
activities. At the end of your apprenticeship, you will be accepted as a knowledgeable person into
the community. The elders and senior members will still guide you until you are competent enough
to do things on your own. If you want to master a specific skill or enter a specific career, you need
11
to observe an experienced person who will guide and lead you to practise the skill until you can do
it well enough to work on your own.

In the same way as aspiring teachers, you have the opportunity to go to schools and form part of
the school community. During this first practical teaching opportunity, you will observe teaching
and learning within a unique context in a specific school. In your “apprenticeship” as a teacher, you
will learn a lot from teachers and mentors in the school.

Activities in the assignments and portfolio are designed to support you in your observation of
teaching and learning through a specific lens that is unique to the South African context.

The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Use these definitions together with the
theoretical knowledge of current research you gain in each module. When observing, reporting and
reflecting on the portfolio activities, these concepts and principles will enable you to reflect critically
on learning and teaching in the unique context in which you are teaching.

Observing the different stages of a lesson

What happens at each stage of the lesson and how the teacher manages this is very important and
determines the success of learning (Source – adapted for Part A, B and C): Cohen, L, Manion, L &
Morrison, K. 2005. A guide to teaching practice.

The following questions can guide you to be aware of what happens at each stage of the lesson.

Before you start with your formal observations and complete the observation sheets, answer the
following questions to become aware of what is important at every stage.

3.2 MY TEACHING PERSPECTIVE

As an aspiring teacher, please answer the following questions about teaching based on your
experience.

What does teaching mean to you?

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

(2)

How would you best describe teaching and what it involves?

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

(2)

12
 TPN2601/103

How do you see your role as a teacher?

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

(2)

What is your understanding of learning?

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

(2)

What do you expect to learn or gain from this process of observation and teaching practice?

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

(2)

3.3 STAGES OF A LESSON

A. The beginning of a lesson

• Discuss how learners enter the classroom.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

• Describe how the teacher and learners greet each other.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

• Describe how the desks are arranged.

………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

13
• Does the teacher verify attendance?
.........................................................................................................................................................
....................................................................................................................................................(2)

• Explain how the previous day's homework is dealt with.

………………………………………………………………………………………………………………
…………………………………………………………………………………………………………….(2)

B. During the lesson:

• Explain what the teacher does to let learners know what is expected from them.
………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

• How does the teacher use her/his voice to manage what happens in the class?
………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

• How does the teacher do regarding discipline?

………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

• How does the teacher handle a question he/she cannot answer?

………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

• Outline how the teacher deals with differently abled learners.

………………………………………………………………………………………………………………
……………………………………………………………………………………………………………(2)

C. At the end of the lesson:

• Describe how the teacher concludes the lesson.

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)

• How does the teacher facilitate a discussion or feedback at the end?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)

• Explain how the teacher deals with learners who have not finished their work.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)

14
 TPN2601/103

• How does the teacher communicate homework?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………….(2)

• How does the teacher dismiss the class?

………………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)

3.4 LESSON OBSERVATIONS

Lesson Observation 1

Date: ……………………………………………

Subject: …………………………………………...

Grade: …………………………………………..

Number of learners in class: …………………………..

Lesson topic: …………………………………………..

Without asking your mentor teacher, write down the aim of the lesson.

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

How did the teacher introduce the lesson?

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

What were the specific activities the learners were involved in during the entire lesson?

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

15
Which activities did they enjoy most and which did they not enjoy? Why do you say so?

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

What other learning activities could the learners have been involved in to assist them to understand
the concepts?

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

What preparation did the teacher have to do for this lesson?

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

Write down the questions the teacher asked the class during the lesson.

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

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

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

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

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

Were there any disruptive incidents during the lesson?

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

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

16
 TPN2601/103

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

Attach the following documents as evidence of the lesson you observed:

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity [10]

17
Lesson Observation 2

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

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

How did the teacher introduce the lesson?

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

What were the specific activities the learners were involved in during the entire lesson?

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

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

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

What other learning activities could the learners have been involved in to assist them to understand
the concepts?

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

What preparation did the teacher have to do for this lesson?

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

18
 TPN2601/103

Write down the questions the teacher asked the class during the lesson.

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

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

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

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

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

Were there any disruptive incidents during the lesson?

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

Did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher do to
ensure that they did not take place?

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

Attach the following documents as evidence of the lesson you observed:

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity [10]

19
Lesson Observation 3

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

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

How did the teacher introduce the lesson?

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

What were the specific activities the learners were involved in during the entire lesson?

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

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

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

What other learning activities could the learners have been involved in to assist them to understand
the concepts?

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

What preparation did the teacher have to do for this lesson?

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

20
 TPN2601/103

Write down the questions the teacher asked the class during the lesson.

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

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

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

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

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

Were there any disruptive incidents during the lesson?

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

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

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

Attach the following documents as evidence of the lesson you observed:

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity [10]

21
Lesson Observation 4

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

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

How did the teacher introduce the lesson?

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

What were the specific activities the learners were involved in during the entire lesson?

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

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

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

What other learning activities could the learners have been involved in to assist them to understand
the concepts?

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

What preparation did the teacher have to do for this lesson?

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

22
 TPN2601/103

Write down the questions the teacher asked the class during the lesson.

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

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

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

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

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

Were there any disruptive incidents during the lesson?

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

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

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

Attach the following documents as evidence of the lesson you observed:

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity [10]

23
Lesson Observation 5

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………….

Without asking your mentor teacher, write down the aim of the lesson.

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

How did the teacher introduce the lesson?

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

What were the specific activities the learners were involved in during the entire lesson?

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

Which activities did they enjoy most and which did they not enjoy? Why do you say so?

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

What other learning activities could the learners have been involved in to assist them to understand
the concepts?

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

What preparation did the teacher have to do for this lesson?

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

24
 TPN2601/103

Write down the questions the teacher asked the class during the lesson.

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

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

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

Can you think of other resources that would assist learners in understanding the concepts in the
lesson?

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

Were there any disruptive incidents during the lesson?

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

How did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

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

Attach the following documents as evidence of the lesson you observed”

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity [10]

25
 4. DECLARATION FORMS

Declaration form by student, mentor/teacher and principal

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

DECLARATION BY STUDENT

I, ………………………………………………………… (name), student number. …………………….,

declare that all the work in this portfolio is my own.

Signature …………………………………………………

DECLARATION BY MENTOR/TEACHER

I, ………………………………………………………. (name), declare that the above student

completed their practical teaching under my supervision or that of my colleagues.

Signature ………………………………………….

DECLARATION BY SCHOOL PRINCIPAL:

I, ………………………………………………. (name), declare that this student completed

……… school days of supervised practical teaching at ………………………………………………
(name of institution).

SCHOOL STAMP
Signature …………………………………………

School address: ……………………………………

……………………………………

……………………………………

School telephone: ……………………………………

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.
26
 TPN2601/103

5 MENTOR REPORT

REGARDING ......................................................................................................... (name of student)

BY TITLE: .........

SURNAME: ..................................................................................................................................

NAME: ...........................................................................................................................................

CONTACT DETAILS (those of the school if that is what you prefer):

CELLPHONE: ............................................................................................................................

E-MAIL: ............................................................................................................................

Please provide fair and honest comments regarding the following:

Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
............................................................................................................................................................
............................................................................................................................................................

Was the level of subject knowledge of the student sufficient for observation of lessons?

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

Did the student use your suggestions and recommendations to improve their work?

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

Did the student prepare properly when they had to observe lessons?

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

Did the student work regularly/continuously on their portfolio?

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

27
Did the student complete their portfolio during the practical teaching period? YES/NO

Strong points of the student/good qualities and good work done:

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

Aspects the student still has to improve to be ready to enter education as a beginner teacher:

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

SIGNATURE SCHOOL STAMP

28
 TPN2601/103

6. STUDENT REPORT

Name of student: ………………………………………………. Student number:

………………………….

School: ………………………………………………………………………………………………………..

School telephone number: …………………………………………………………………………………..

Address: .............................................................................................................................................

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

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

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

We, the undersigned, ………………………………………...................... (Printed: initials and

surname of principal) together with …………………………………………………… (Printed: initials
and surname of mentor teacher) hereby declare that student teacher
…………………………………………………………………………………………………………………..
(printed: initials and surname of student teacher) student number ……………………………………..
attended the above school for a period of ………. (number) school days from
……………………….(date) to ……………………….(date).

We hereby comment briefly on the following aspects of the student’s stay at the school:

Personal appearance:

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

Relationship with teachers:

............................................................................................................................................................
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
29
Eagerness to learn:

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

Eagerness to become involved:

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

Positive personality traits:

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

Negative personality traits:

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

A final word:

Signature of principal: ……………………………………..

School stamp

Date: …………………………………………….

Signature of mentor teacher:

…………………………………...

Date: ……………………………………………..

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS STUDENT.

30
 TPN2601/103

7 BIBLIOGRAPHY/REFERENCES

Journal of Contemporary Issues in Education, 2007, 2(2), pp. 21-37.

ISSN 1718-4770 © 2007 University of Alberta

http://ejournals.library.ualberta.ca/index.php/JCIE

Higgs. P. 2003. African philosophy and the transformation of educational discourse in South Africa

Journal of Education, No. 30, 2003

(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)

Taole, MJ. (Ed). Teaching Practice, Perspectives and Frameworks.

31
STUDENT’S EVALUATION FORM FOR THE TEACHING PRACTICE MODULE

You have come to the end of this portfolio.

We value your feedback. To enable us to improve on students’ first teaching practice experience
please fill in the information.

Poor Average Good Excellent

Guidelines and
information

Placement

The portfolio

Communication

Any other comments or suggestions

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

Thank you for assisting us to improve the TPN2601 experience.

Your lecturers

32
 TPN2601/103

PORTFOLIO ASSESSMENT GRID FOR TPN2601 (Guidelines for markers)

CRITERIA: Lecturer
mark

1. TEACHING PERSPECTIVES 10
2. OBSERVATION ACTIVITIES
Beginning of the lesson 10

During the lesson 10

At the end of the lesson 10

Lesson observation one 10

Lesson observation two 10

Lesson observation three 10

Lesson observation four 10

Lesson observation five 10

3. PORTFOLIO QUALITY Declarations 10

Total [100]

33