TEACHING PRACTICE PLACEMENT
INFORMATION & FORMS
TPS2601
PORTFOLIO
Unique No: 710205
1
,Table of Contents
4.2.2 MY TEACHING PERSPECTIVE .......................................................................................................... 5
4.2.4 TEACHING PHILOSOPHY IN CONTEXT ............................................................................................ 7
4.3.3 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES ........................................................ 10
4.3.4 CONTEXT ANALYSIS: HOW DO TEACHERS ADAPT TEACHING AND LEARNING TO CONTEXT? .... 11
4.3.5 DIFFERENT GRADE OR SUBJECT CONTEXT ................................................................................... 12
4.3.6 REFLECTION ACTIVITY: ................................................................................................................. 13
4.4.1 INTRODUCTION ............................................................................................................................ 14
4.4.1.2 THE STUDENT’S PERSPECTIVES ................................................................................................. 15
4.4.2 IMPORTANT ASPECTS REGARDING LESSONS AND LESSON PRESENTATION ............................... 17
4.4.3 OBSERVING AN EXPERIENCED TEACHER...................................................................................... 23
LESSON OBSERVATION 1....................................................................................................................... 24
LESSON OBSERVATION 2....................................................................................................................... 25
LESSON OBSERVATION 3....................................................................................................................... 26
LESSON OBSERVATION 4....................................................................................................................... 27
LESSON OBSERVATION 5....................................................................................................................... 28
4.4.5 OBSERVATION OF TEACHER MOVEMENT .................................................................................... 88
4.4.6 CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM............................... 89
5. BE REFLECTIVE............................................................................................................................. 101
6. PLANNING YOUR LESSON............................................................................................................ 102
7. POST-OBSERVATION REFLECTION ACTIVITY ............................................................................... 105
BIBLIOGRAPHY/REFERENCES .............................................................................................................. 114
2
,Tutorial Letter 103/0/2021
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)
Assignment 50. Year module. PORTFOLIO TEMPLATE
Year module
Department of Curriculum and instructional studies
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: 30 September 2021
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: William Motlalepule Ditsele
STUDENT NUMBER: 66084911
3
, 1. Decolonisation (Education)
Own Understanding of concept and examples of implementation and teaching practice.
• Is moving away from “western” concepts and going back to our own African roots.
• It is a way of reclaiming our ethnicity and uniqueness, which is very important for young
people to understand and take into consideration.
2. African communalism
Own understanding of concept and examples of implementation and teaching practice
• Teacher Practice is when a student teacher spends time at school teaching as part of training
• This is the way in which rural areas in Africa have been functioning. It is a way of life for
certain African people and they mindset will not change.
3. Ubuntu (Humanness)
Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding of
concept and examples of implementation, what does this mean in your as a teacher?
• It means that me as a teacher respect starts with me with self-respect then respect others so
that learners can respect me as well, not to take out my personal issues to another person
or a learner, some people would say I am a person because of another person. Humanness is
about building one other through caring for each other.
• In education ubuntu means the connecting of humanity as a whole. Mutual benefits and
independency form between a per and their community through Ubuntu. Ubuntu acts a one
of the fundamental factors of foundation in education.
4. Africanisation
Own understanding of the concept and example of implementation, what does this mean in
your practice as a teacher?
• Is an identity of a person on which the person comes from, it can be identified by personal
name like Mpho or a culture people would know that person is from South Africa.
Teaching about our culture it helps children to understand the concept easy and being
enable to practice their culture. E.g. cultural cloths we south Africans we know we have a
day to celebrate culture on the 24 September, in which we wear cultural cloths, eat cultural
food praising our home languages.
• This is the process in which interpretation and the defining of the African culture and
identity takes place. It offers a sense of belonging through cultural familiarity in the
classroom.
5. Indigenous Knowledge (IKS)
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
4
INFORMATION & FORMS
TPS2601
PORTFOLIO
Unique No: 710205
1
,Table of Contents
4.2.2 MY TEACHING PERSPECTIVE .......................................................................................................... 5
4.2.4 TEACHING PHILOSOPHY IN CONTEXT ............................................................................................ 7
4.3.3 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES ........................................................ 10
4.3.4 CONTEXT ANALYSIS: HOW DO TEACHERS ADAPT TEACHING AND LEARNING TO CONTEXT? .... 11
4.3.5 DIFFERENT GRADE OR SUBJECT CONTEXT ................................................................................... 12
4.3.6 REFLECTION ACTIVITY: ................................................................................................................. 13
4.4.1 INTRODUCTION ............................................................................................................................ 14
4.4.1.2 THE STUDENT’S PERSPECTIVES ................................................................................................. 15
4.4.2 IMPORTANT ASPECTS REGARDING LESSONS AND LESSON PRESENTATION ............................... 17
4.4.3 OBSERVING AN EXPERIENCED TEACHER...................................................................................... 23
LESSON OBSERVATION 1....................................................................................................................... 24
LESSON OBSERVATION 2....................................................................................................................... 25
LESSON OBSERVATION 3....................................................................................................................... 26
LESSON OBSERVATION 4....................................................................................................................... 27
LESSON OBSERVATION 5....................................................................................................................... 28
4.4.5 OBSERVATION OF TEACHER MOVEMENT .................................................................................... 88
4.4.6 CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM............................... 89
5. BE REFLECTIVE............................................................................................................................. 101
6. PLANNING YOUR LESSON............................................................................................................ 102
7. POST-OBSERVATION REFLECTION ACTIVITY ............................................................................... 105
BIBLIOGRAPHY/REFERENCES .............................................................................................................. 114
2
,Tutorial Letter 103/0/2021
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)
Assignment 50. Year module. PORTFOLIO TEMPLATE
Year module
Department of Curriculum and instructional studies
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: 30 September 2021
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: William Motlalepule Ditsele
STUDENT NUMBER: 66084911
3
, 1. Decolonisation (Education)
Own Understanding of concept and examples of implementation and teaching practice.
• Is moving away from “western” concepts and going back to our own African roots.
• It is a way of reclaiming our ethnicity and uniqueness, which is very important for young
people to understand and take into consideration.
2. African communalism
Own understanding of concept and examples of implementation and teaching practice
• Teacher Practice is when a student teacher spends time at school teaching as part of training
• This is the way in which rural areas in Africa have been functioning. It is a way of life for
certain African people and they mindset will not change.
3. Ubuntu (Humanness)
Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding of
concept and examples of implementation, what does this mean in your as a teacher?
• It means that me as a teacher respect starts with me with self-respect then respect others so
that learners can respect me as well, not to take out my personal issues to another person
or a learner, some people would say I am a person because of another person. Humanness is
about building one other through caring for each other.
• In education ubuntu means the connecting of humanity as a whole. Mutual benefits and
independency form between a per and their community through Ubuntu. Ubuntu acts a one
of the fundamental factors of foundation in education.
4. Africanisation
Own understanding of the concept and example of implementation, what does this mean in
your practice as a teacher?
• Is an identity of a person on which the person comes from, it can be identified by personal
name like Mpho or a culture people would know that person is from South Africa.
Teaching about our culture it helps children to understand the concept easy and being
enable to practice their culture. E.g. cultural cloths we south Africans we know we have a
day to celebrate culture on the 24 September, in which we wear cultural cloths, eat cultural
food praising our home languages.
• This is the process in which interpretation and the defining of the African culture and
identity takes place. It offers a sense of belonging through cultural familiarity in the
classroom.
5. Indigenous Knowledge (IKS)
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?
4
