, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
TABLE OF CONTENT
SECTION A: PROFESSIONAL TEACHING STANDARDS Page 3
SECTION B: AN AFRICAN PHILOSOPHY OF EDUCATION Page 5
SECTION C: BEING A PROFESSIONAL TEACHER Page 10
SECTION D: THE SCHOOL ENVIRONMENT Page 12
SECTION E: STAKEHOLDER INVOLVEMENT Page 17
SECTION F: CURRICULUM Page 20
SECTION G: TEACHING AND LEARNING Page 22
SECTION H: REFLECTIONS Page 29
, SECTION A: PROFESSIONAL TEACHING STANDARDS
ACTIVITY 1: PROFESSIONAL TEACHING STANDARDS IN PRACTICE
1. Choose any three Professional Teaching Standards you observed being implemented during
your school visit and briefly explain how one of these standards was demonstrated by a teacher
Creating inclusive and safe learning environments - Teachers ensured that all learners felt
welcomed, respected, and safe, both physically and emotionally, within the classroom.
Planning and implementing effective teaching strategies - Teachers used a variety of teaching
methods, including group work, visual aids, and hands-on activities, to accommodate different
learning styles and engage all learners.
Assessment and feedback -Teachers used both formal and informal assessment methods to
monitor learner progress and provided constructive feedback to support learning and
development.
ACTIVITY 2: LINKING CLASSROOM ACTIVITY TO PROFESSIONAL TEACHING
STANDARDS
1. Name the standard and define it briefly in your own words.
Name of Standard:
Creating inclusive and safe learning environments
Definition in my own words:
This standard means that teachers must create a classroom where every learner feels welcome,
respected, valued, and safe—both physically and emotionally. It involves recognising and
celebrating diversity, ensuring that all learners have equal access to learning opportunities, and
fostering a sense of belonging where learners are comfortable to participate, ask questions, and make
mistakes without fear of judgement or exclusion.
, 2. Explain how the observed activity supports this standard, using specific evidence from your
observation (e.g., teacher prompts, resources, grouping strategies, behaviour management,
differentiation, assessment techniques, inclusive practices, safety and routines).
The Morning Ring activity observed in Mrs. Naidoo's Grade R classroom strongly supported
the standard of creating an inclusive and safe learning environment. The following specific
evidence was observed:
1. Feelings Check-in: At the start of the Morning Ring, Mrs. Naidoo used a "Feelings Chart" with
pictures of different emotions (happy, sad, angry, scared, tired, excited). Each learner was invited to
point to the picture that best represented how they were feeling that day and share briefly. Mrs.
Naidoo responded to each child with empathy and validation (e.g., "I can see you are feeling sad
today. Thank you for sharing that with us. We are here for you."). This practice made each child feel
heard and valued, promoting emotional safety and belonging.
2. Positive Reinforcement and Encouragement: During the Morning Ring, Mrs. Naidoo used positive
language to encourage participation. She praised learners for trying, not just for getting things right
(e.g., "Well done for trying, Thabo! That was very brave of you to share."). This created a
low-anxiety environment where learners felt safe to participate without fear of being wrong or
embarrassed.
3. Inclusive Grouping and Participation: Mrs. Naidoo ensured that all learners were included in the
Morning Ring. She used a "talking stick" that was passed around, and each learner was given a turn
to speak. She gently encouraged shy or quiet learners to participate by offering them choices (e.g.,
"Would you like to share today, or would you prefer to just listen and show me with a thumbs up?").
This inclusive approach respected individual differences while still encouraging active participation.
4. Physical Safety and Routines: The Morning Ring was conducted with clear routines and
expectations. Learners knew to sit in a circle, listen when others were speaking, and raise their hands
if they wanted to share. Mrs. Naidoo consistently reinforced these rules with gentle reminders (e.g.,
"Let's give Thabo space to share. We listen with our ears and our hearts."). These routines provided a
predictable and structured environment, contributing to both physical and emotional safety.
TABLE OF CONTENT
SECTION A: PROFESSIONAL TEACHING STANDARDS Page 3
SECTION B: AN AFRICAN PHILOSOPHY OF EDUCATION Page 5
SECTION C: BEING A PROFESSIONAL TEACHER Page 10
SECTION D: THE SCHOOL ENVIRONMENT Page 12
SECTION E: STAKEHOLDER INVOLVEMENT Page 17
SECTION F: CURRICULUM Page 20
SECTION G: TEACHING AND LEARNING Page 22
SECTION H: REFLECTIONS Page 29
, SECTION A: PROFESSIONAL TEACHING STANDARDS
ACTIVITY 1: PROFESSIONAL TEACHING STANDARDS IN PRACTICE
1. Choose any three Professional Teaching Standards you observed being implemented during
your school visit and briefly explain how one of these standards was demonstrated by a teacher
Creating inclusive and safe learning environments - Teachers ensured that all learners felt
welcomed, respected, and safe, both physically and emotionally, within the classroom.
Planning and implementing effective teaching strategies - Teachers used a variety of teaching
methods, including group work, visual aids, and hands-on activities, to accommodate different
learning styles and engage all learners.
Assessment and feedback -Teachers used both formal and informal assessment methods to
monitor learner progress and provided constructive feedback to support learning and
development.
ACTIVITY 2: LINKING CLASSROOM ACTIVITY TO PROFESSIONAL TEACHING
STANDARDS
1. Name the standard and define it briefly in your own words.
Name of Standard:
Creating inclusive and safe learning environments
Definition in my own words:
This standard means that teachers must create a classroom where every learner feels welcome,
respected, valued, and safe—both physically and emotionally. It involves recognising and
celebrating diversity, ensuring that all learners have equal access to learning opportunities, and
fostering a sense of belonging where learners are comfortable to participate, ask questions, and make
mistakes without fear of judgement or exclusion.
, 2. Explain how the observed activity supports this standard, using specific evidence from your
observation (e.g., teacher prompts, resources, grouping strategies, behaviour management,
differentiation, assessment techniques, inclusive practices, safety and routines).
The Morning Ring activity observed in Mrs. Naidoo's Grade R classroom strongly supported
the standard of creating an inclusive and safe learning environment. The following specific
evidence was observed:
1. Feelings Check-in: At the start of the Morning Ring, Mrs. Naidoo used a "Feelings Chart" with
pictures of different emotions (happy, sad, angry, scared, tired, excited). Each learner was invited to
point to the picture that best represented how they were feeling that day and share briefly. Mrs.
Naidoo responded to each child with empathy and validation (e.g., "I can see you are feeling sad
today. Thank you for sharing that with us. We are here for you."). This practice made each child feel
heard and valued, promoting emotional safety and belonging.
2. Positive Reinforcement and Encouragement: During the Morning Ring, Mrs. Naidoo used positive
language to encourage participation. She praised learners for trying, not just for getting things right
(e.g., "Well done for trying, Thabo! That was very brave of you to share."). This created a
low-anxiety environment where learners felt safe to participate without fear of being wrong or
embarrassed.
3. Inclusive Grouping and Participation: Mrs. Naidoo ensured that all learners were included in the
Morning Ring. She used a "talking stick" that was passed around, and each learner was given a turn
to speak. She gently encouraged shy or quiet learners to participate by offering them choices (e.g.,
"Would you like to share today, or would you prefer to just listen and show me with a thumbs up?").
This inclusive approach respected individual differences while still encouraging active participation.
4. Physical Safety and Routines: The Morning Ring was conducted with clear routines and
expectations. Learners knew to sit in a circle, listen when others were speaking, and raise their hands
if they wanted to share. Mrs. Naidoo consistently reinforced these rules with gentle reminders (e.g.,
"Let's give Thabo space to share. We listen with our ears and our hearts."). These routines provided a
predictable and structured environment, contributing to both physical and emotional safety.
