TPS3703/50 2025
6 INDICATE THE SUBJECT YOU OBSERVED DURING YOUR TEACHING
PRACTICE.
Subject didactics Mark box with an X PLEASE NOTE:
Senior Phase
(grades 10 - 12) IF YOU DO NOT
Economics and
Management Studies COMPLETE THIS
Mathematics PAGE
Technology
Natural Sciences CORRECTLY
Social Sciences 10% WILL BE
Creative Arts
DEDUCTED FROM
Life Orientation
Languages (specify) ENGLISH
YOUR
Technical subjects GEOGRAPHY PORTFOLIO MARK.
(specify)
,2.4 MENTORING
TITLE: Mr.
SURNAME: Smith
NAME: John
CONTACT DETAILS (those of the school):
Cell phone: 012 345 6789
Email address:
2.3.1.
The mentor and the student teacher (mentee) should hold at least one formal
weekly mentoring meeting during the course of teaching practice to reflect on
the mentoring process. Different topics should be covered during the mentoring
meeting in order to strengthen the mentoring process and to ensure that the
mentee learns from the mentor. Use the table below to record and reflect on
the mentoring meetings. Both the mentor and the mentee should sign next to
each meeting.
Brief Summary of What Was
Aspect of Mentor’s Student’s
Meeting Covered During the Meeting
Mentoring Signature Signature
(Student Reflection)
I observed that experienced
teachers use calm voices, visual
Lesson 1:
signals, and routines like
Learner
[Insert assigned seating to manage [Mentor [Student
Management &
Date] discipline. Setting clear Sign] Sign]
Classroom
expectations at the start of the
Discipline
lesson helps create an effective
learning environment.
The lesson focused on grammar
Lesson 2: rules using explicit instruction,
Teaching guided practice, and independent
[Insert [Mentor [Student
Language exercises. I learned that
Date] Sign] Sign]
Structures & providing structured activities
Conventions helps students grasp difficult
language concepts better.
I observed how a read-aloud
Lesson 3:
session was used to model fluent
[Insert Reading and [Mentor [Student
reading. The teacher combined
Date] Viewing Sign] Sign]
shared and guided reading with
Strategies
comprehension worksheets to
, Brief Summary of What Was
Aspect of Mentor’s Student’s
Meeting Covered During the Meeting
Mentoring Signature Signature
(Student Reflection)
help learners understand texts
better.
I saw how listening activities,
pair discussions, and whole-class
reflections help develop learners'
Lesson 4:
[Insert speaking and listening skills. [Mentor [Student
Listening and
Date] The teacher also used proactive Sign] Sign]
Speaking Skills
management strategies to keep
students engaged.
The lesson focused on
independent and guided reading.
Lesson 5:
I learned how reading logs,
[Insert Reading Logs [Mentor [Student
discussion prompts, and
Date] and Group Sign] Sign]
structured group conversations
Discussions
help learners improve
comprehension.
3.LESSON OBSERVATIONS BY THE STUDENT TEACHER
(The student should observe 5 lessons on his/her major, preferably during the
first week of teaching practice)
3.1 LESSON 1
OBSERVATION OF LESSONS PRESENTED BY EXPERIENCED
TEACHERS
Subject: English FAL
Grade: 10
Date: …………………………
Lesson Theme as per ATP: Listening and Speaking
Teacher: ………………………………………
LESSON INTRODUCTION
Reflect on how the mentor introduced the lesson:
The mentor started the lesson by doing a quick recap of the previous lesson. This
helped learners remember what they had learned before. Then, the teacher clearly
explained the objectives for the day’s lesson so that students knew what to expect. To
make the lesson more interesting, the teacher asked a few questions related to the
topic, encouraging learners to participate.
, LESSON PRESENTATION/DEVELOPMENT
Reflect on how the mentor presented the new content to the learners after the
introduction:
The mentor used Direct Instruction at the beginning to explain new concepts clearly.
The teacher spoke in a calm and clear manner, making sure students understood
before moving forward. After the explanation, the teacher played an audio clip for a
listening exercise. Learners were asked to listen carefully and take notes. Then, the
mentor introduced pair work, where students discussed the key points from the
audio. This was followed by a class discussion, where students shared their ideas, and
the teacher provided feedback and corrected misunderstandings.
The teacher also used the whiteboard to write important points, making it easier for
learners to follow along. Printed handouts with speaking prompts were also used to
guide students in their speaking activities.
ASSESSMENT DURING THE LESSON
Reflect on the formative assessment/s that the mentor implemented during the
lesson:
The mentor used formative assessment throughout the lesson. While students
worked in pairs, the teacher moved around the classroom, listening to their
discussions and offering help where needed. The mentor also observed students’
participation during the class discussion to check if they understood the topic. When
students shared their answers, the teacher provided feedback, correcting mistakes and
encouraging better responses.
CONCLUSION OF THE LESSON
Reflect on how the mentor concluded the lesson:
The mentor summarized the main points covered in the lesson and asked a few
students to share what they had learned. This helped reinforce key ideas. Before
ending the lesson, the teacher gave a quick preview of what would be covered in the
next lesson. Learners were also given a short homework task to practice their
speaking skills.
3.2. LESSON TWO
OBSERVATION OF LESSONS PRESENTED BY EXPERIENCED
TEACHERS
Subject: English FAL
Grade: 12
Date: …………………………
Lesson Theme as per ATP: Language Structures and Conventions
6 INDICATE THE SUBJECT YOU OBSERVED DURING YOUR TEACHING
PRACTICE.
Subject didactics Mark box with an X PLEASE NOTE:
Senior Phase
(grades 10 - 12) IF YOU DO NOT
Economics and
Management Studies COMPLETE THIS
Mathematics PAGE
Technology
Natural Sciences CORRECTLY
Social Sciences 10% WILL BE
Creative Arts
DEDUCTED FROM
Life Orientation
Languages (specify) ENGLISH
YOUR
Technical subjects GEOGRAPHY PORTFOLIO MARK.
(specify)
,2.4 MENTORING
TITLE: Mr.
SURNAME: Smith
NAME: John
CONTACT DETAILS (those of the school):
Cell phone: 012 345 6789
Email address:
2.3.1.
The mentor and the student teacher (mentee) should hold at least one formal
weekly mentoring meeting during the course of teaching practice to reflect on
the mentoring process. Different topics should be covered during the mentoring
meeting in order to strengthen the mentoring process and to ensure that the
mentee learns from the mentor. Use the table below to record and reflect on
the mentoring meetings. Both the mentor and the mentee should sign next to
each meeting.
Brief Summary of What Was
Aspect of Mentor’s Student’s
Meeting Covered During the Meeting
Mentoring Signature Signature
(Student Reflection)
I observed that experienced
teachers use calm voices, visual
Lesson 1:
signals, and routines like
Learner
[Insert assigned seating to manage [Mentor [Student
Management &
Date] discipline. Setting clear Sign] Sign]
Classroom
expectations at the start of the
Discipline
lesson helps create an effective
learning environment.
The lesson focused on grammar
Lesson 2: rules using explicit instruction,
Teaching guided practice, and independent
[Insert [Mentor [Student
Language exercises. I learned that
Date] Sign] Sign]
Structures & providing structured activities
Conventions helps students grasp difficult
language concepts better.
I observed how a read-aloud
Lesson 3:
session was used to model fluent
[Insert Reading and [Mentor [Student
reading. The teacher combined
Date] Viewing Sign] Sign]
shared and guided reading with
Strategies
comprehension worksheets to
, Brief Summary of What Was
Aspect of Mentor’s Student’s
Meeting Covered During the Meeting
Mentoring Signature Signature
(Student Reflection)
help learners understand texts
better.
I saw how listening activities,
pair discussions, and whole-class
reflections help develop learners'
Lesson 4:
[Insert speaking and listening skills. [Mentor [Student
Listening and
Date] The teacher also used proactive Sign] Sign]
Speaking Skills
management strategies to keep
students engaged.
The lesson focused on
independent and guided reading.
Lesson 5:
I learned how reading logs,
[Insert Reading Logs [Mentor [Student
discussion prompts, and
Date] and Group Sign] Sign]
structured group conversations
Discussions
help learners improve
comprehension.
3.LESSON OBSERVATIONS BY THE STUDENT TEACHER
(The student should observe 5 lessons on his/her major, preferably during the
first week of teaching practice)
3.1 LESSON 1
OBSERVATION OF LESSONS PRESENTED BY EXPERIENCED
TEACHERS
Subject: English FAL
Grade: 10
Date: …………………………
Lesson Theme as per ATP: Listening and Speaking
Teacher: ………………………………………
LESSON INTRODUCTION
Reflect on how the mentor introduced the lesson:
The mentor started the lesson by doing a quick recap of the previous lesson. This
helped learners remember what they had learned before. Then, the teacher clearly
explained the objectives for the day’s lesson so that students knew what to expect. To
make the lesson more interesting, the teacher asked a few questions related to the
topic, encouraging learners to participate.
, LESSON PRESENTATION/DEVELOPMENT
Reflect on how the mentor presented the new content to the learners after the
introduction:
The mentor used Direct Instruction at the beginning to explain new concepts clearly.
The teacher spoke in a calm and clear manner, making sure students understood
before moving forward. After the explanation, the teacher played an audio clip for a
listening exercise. Learners were asked to listen carefully and take notes. Then, the
mentor introduced pair work, where students discussed the key points from the
audio. This was followed by a class discussion, where students shared their ideas, and
the teacher provided feedback and corrected misunderstandings.
The teacher also used the whiteboard to write important points, making it easier for
learners to follow along. Printed handouts with speaking prompts were also used to
guide students in their speaking activities.
ASSESSMENT DURING THE LESSON
Reflect on the formative assessment/s that the mentor implemented during the
lesson:
The mentor used formative assessment throughout the lesson. While students
worked in pairs, the teacher moved around the classroom, listening to their
discussions and offering help where needed. The mentor also observed students’
participation during the class discussion to check if they understood the topic. When
students shared their answers, the teacher provided feedback, correcting mistakes and
encouraging better responses.
CONCLUSION OF THE LESSON
Reflect on how the mentor concluded the lesson:
The mentor summarized the main points covered in the lesson and asked a few
students to share what they had learned. This helped reinforce key ideas. Before
ending the lesson, the teacher gave a quick preview of what would be covered in the
next lesson. Learners were also given a short homework task to practice their
speaking skills.
3.2. LESSON TWO
OBSERVATION OF LESSONS PRESENTED BY EXPERIENCED
TEACHERS
Subject: English FAL
Grade: 12
Date: …………………………
Lesson Theme as per ATP: Language Structures and Conventions
