TPN3704/103/0/2024
TPN3704
Teaching Practice IV (PORTFOLIO 50 2024)
Tutorial Letter 103/0/2024
Home or First Additional Language; First Chosen School
Subject; Second Chosen School Subject
Department of Curriculum and Instructional Studies
Assessment 3 (50)
N. B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS).
,SECTION 1
1.1 GENERAL INFORMATION REGARDING YOUR TEACHING
PRACTICE PERIOD
Dear Prospective Teacher
All B.Ed (Intermediate Phase) student teachers must prepare and
teach 25 or more lessons during the teaching practice period. Six
of the 25 lessons must be planned and written in the space
provided in this portfolio. Five must be presented in the presence
of a mentor teacher and one in the presence of the supervisor.
Complete the three declaration forms after teaching the six
lessons during the compulsory five-week period of teaching
practice. Your mentor teacher must complete the assessment of
lesson presentation, write the comments, sign and put the school
stamp in the section dedicated to him/her. Submit your portfolio
immediately when you are done at any time before the closing
date.
Teaching practice is a compulsory requirement for the B.Ed
programme. If Assessment 3 (50), (provided in this tutorial
letter) with the relevant content has not been submitted,
marked, and passed, the degree will not be awarded to you.
Best wishes
Prof Maja
1.2 SOME TIPS FOR SURVIVAL
• Be thoroughly professional. Your way of dressing and punctuality are
important throughout the teaching practice period. • Do not be late for
meetings and classes.
• Do not chew gum or attend to your cell phone while you teach.
• Ask your mentor teacher where you should sit during breaks, where to park
your car, and so on.
• Generally, you should stand while you teach in order to show the learners
that you are in control and committed to working hard (there are
exceptions). This sets a good example and tone for your lesson.
• Move around the class while the learners are working. It will keep them
focused while the shy ones will be able to get your attention more easily.
It will also assist you in stopping any disruptions. You will also be able to
see if the learners are able to do the activity you set for them.
• Always be very well prepared for a lesson. Plan extra activities until you get a
better idea of how long the lesson will take. It is unprofessional to “finish”
your lesson after 10 minutes. As you gain more experience you will be
,TPN3704/103/0/2024
able to judge time a little better. If you don’t need the extra activities, you
can save them for another day.
• Don’t aim to get learners to like you. Get them to listen to you. If they see that
you are organised and in control of a lesson, they will respect you for
being a good teacher. If you only want them to like you, they will not
listen to you. They will think you are one of their friends. Remain
approachable but professional.
, TPN3704/103/0/2024
• Offer to assist your mentor teacher whenever possible (by making photocopies, marking
learners’ books, making posters and so on).
• Mark all the work you were responsible for teaching. Check with your mentor teacher what the
marking policy of the school is.
• Take cognisance that there are laws regarding corporal punishment – in short, it is not allowed.
Discuss all discipline-related matters with your mentor teacher and follow the policies of the
school. These policies should fall within the framework of the law.
• An important part of classroom management is to be consistent with your discipline. If you
and your mentor teacher have a set of rules in the classroom, stick to them.
• It is always better to remain calm than to fuel a confrontation. If a learner misbehaves during a
lesson, ask him or her to speak with you and your mentor teacher after the lesson.
• Vary the use of your voice. Try not to speak with the same tone and at the same volume
throughout a lesson.
• Avoid shouting at learners. Shouting should only be kept for an emergency.
• Many teaching practice students are so concerned about classroom management that they do
not plan interesting lessons. If your lessons are interesting, the classroom management will
be much easier!
1.3 YOUR LESSON PLANNING AND ASSESSMENT FORMS
• Plan and prepare six lessons, namely, two for Home or First Additional Language, two
for your first chosen school subject, and two for your second chosen school subject. Use
the blank lesson plan forms for this purpose. Stick to the format given in your portfolio for
recording purposes even if you do not teach the lessons one after the other.
• Discuss each lesson with your mentor teacher at the school beforehand.
• If the mentor teacher is not available, then ask any of their colleagues to be of
assistance in the assessment of your lessons.
• Ask your mentor teacher to complete the assessment form after you have presented the
lessons.
• Include all the resources you used in your lessons in this workbook. Be original and
creative!
1.4 TEACHING AND LEARNING METHODS/STRATEGIES
It is unlikely that you will use only one method to present your lessons. You may find that
you need different strategies at different stages of a lesson. Take note of the following
guidelines on how to use the different teaching and learning methods/strategies:
• Lecture/direct instruction. The younger the learners, the shorter this component of a
lesson should be. Remember, it is preferable for learners to be active and to construct
meaning about what they learn.
• Class discussion. You have to be very careful in managing a class discussion. How
will you ensure that the learners do not all talk at once or shout out answers? Have a
strategy ready. The discussion shouldn’t be too informal.
TPN3704
Teaching Practice IV (PORTFOLIO 50 2024)
Tutorial Letter 103/0/2024
Home or First Additional Language; First Chosen School
Subject; Second Chosen School Subject
Department of Curriculum and Instructional Studies
Assessment 3 (50)
N. B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS).
,SECTION 1
1.1 GENERAL INFORMATION REGARDING YOUR TEACHING
PRACTICE PERIOD
Dear Prospective Teacher
All B.Ed (Intermediate Phase) student teachers must prepare and
teach 25 or more lessons during the teaching practice period. Six
of the 25 lessons must be planned and written in the space
provided in this portfolio. Five must be presented in the presence
of a mentor teacher and one in the presence of the supervisor.
Complete the three declaration forms after teaching the six
lessons during the compulsory five-week period of teaching
practice. Your mentor teacher must complete the assessment of
lesson presentation, write the comments, sign and put the school
stamp in the section dedicated to him/her. Submit your portfolio
immediately when you are done at any time before the closing
date.
Teaching practice is a compulsory requirement for the B.Ed
programme. If Assessment 3 (50), (provided in this tutorial
letter) with the relevant content has not been submitted,
marked, and passed, the degree will not be awarded to you.
Best wishes
Prof Maja
1.2 SOME TIPS FOR SURVIVAL
• Be thoroughly professional. Your way of dressing and punctuality are
important throughout the teaching practice period. • Do not be late for
meetings and classes.
• Do not chew gum or attend to your cell phone while you teach.
• Ask your mentor teacher where you should sit during breaks, where to park
your car, and so on.
• Generally, you should stand while you teach in order to show the learners
that you are in control and committed to working hard (there are
exceptions). This sets a good example and tone for your lesson.
• Move around the class while the learners are working. It will keep them
focused while the shy ones will be able to get your attention more easily.
It will also assist you in stopping any disruptions. You will also be able to
see if the learners are able to do the activity you set for them.
• Always be very well prepared for a lesson. Plan extra activities until you get a
better idea of how long the lesson will take. It is unprofessional to “finish”
your lesson after 10 minutes. As you gain more experience you will be
,TPN3704/103/0/2024
able to judge time a little better. If you don’t need the extra activities, you
can save them for another day.
• Don’t aim to get learners to like you. Get them to listen to you. If they see that
you are organised and in control of a lesson, they will respect you for
being a good teacher. If you only want them to like you, they will not
listen to you. They will think you are one of their friends. Remain
approachable but professional.
, TPN3704/103/0/2024
• Offer to assist your mentor teacher whenever possible (by making photocopies, marking
learners’ books, making posters and so on).
• Mark all the work you were responsible for teaching. Check with your mentor teacher what the
marking policy of the school is.
• Take cognisance that there are laws regarding corporal punishment – in short, it is not allowed.
Discuss all discipline-related matters with your mentor teacher and follow the policies of the
school. These policies should fall within the framework of the law.
• An important part of classroom management is to be consistent with your discipline. If you
and your mentor teacher have a set of rules in the classroom, stick to them.
• It is always better to remain calm than to fuel a confrontation. If a learner misbehaves during a
lesson, ask him or her to speak with you and your mentor teacher after the lesson.
• Vary the use of your voice. Try not to speak with the same tone and at the same volume
throughout a lesson.
• Avoid shouting at learners. Shouting should only be kept for an emergency.
• Many teaching practice students are so concerned about classroom management that they do
not plan interesting lessons. If your lessons are interesting, the classroom management will
be much easier!
1.3 YOUR LESSON PLANNING AND ASSESSMENT FORMS
• Plan and prepare six lessons, namely, two for Home or First Additional Language, two
for your first chosen school subject, and two for your second chosen school subject. Use
the blank lesson plan forms for this purpose. Stick to the format given in your portfolio for
recording purposes even if you do not teach the lessons one after the other.
• Discuss each lesson with your mentor teacher at the school beforehand.
• If the mentor teacher is not available, then ask any of their colleagues to be of
assistance in the assessment of your lessons.
• Ask your mentor teacher to complete the assessment form after you have presented the
lessons.
• Include all the resources you used in your lessons in this workbook. Be original and
creative!
1.4 TEACHING AND LEARNING METHODS/STRATEGIES
It is unlikely that you will use only one method to present your lessons. You may find that
you need different strategies at different stages of a lesson. Take note of the following
guidelines on how to use the different teaching and learning methods/strategies:
• Lecture/direct instruction. The younger the learners, the shorter this component of a
lesson should be. Remember, it is preferable for learners to be active and to construct
meaning about what they learn.
• Class discussion. You have to be very careful in managing a class discussion. How
will you ensure that the learners do not all talk at once or shout out answers? Have a
strategy ready. The discussion shouldn’t be too informal.
