TPN3704/103/0/2022
Tutorial Letter 103/0/2022
Teaching Practice IV
TPN3704
Home or First Additional Language
First Chosen School Subject
Second Chosen School Subject
Year module
Department of Curriculum and Instructional Studies
Assignment 50
IMPORTANT INFORMATION
This tutorial letter contains important information regarding TPN3704
.
, TABLE OF CONTENT
1 GENERAL INFORMATION REGARDING YOUR TEACHING PRACTICE PERIOD ........................... 2
2 SOME TIPS FOR SURVIVAL .............................................................................................................. 3
3 YOUR LESSON PLANNING AND ASSESSMENT FORMS ................................................................ 4
4 TEACHING AND LEARNING METHODS/STRATEGIES .................................................................... 4
5 LEARNING AND TEACHING SUPPORT MATERIALS (LTSMs) ........................................................ 6
6 LESSON AIMS AND OBJECTIVES/OUTCOMES ............................................................................... 6
7 OBSERVATION GUIDES..................................................................................................................... 7
8 GENERAL INFORMATION FOR A SCHOOL SUBJECT .................................................................... 9
9 ASSIGNMENT 50 ................................................................................................................................ 9
9.1 Submission of assignment 50 ........................................................................................................... 9
10 DECLARATION FORMS.................................................................................................................. 10
10.1 DECLARATION BY STUDENT: HOME OR FIRST ADDITIONAL LANGUAGEError! Bookmark not define
10.2 DECLARATION BY STUDENT: FIRST CHOSEN MAIN SCHOOL SUBJECTError! Bookmark not defined
10.3 DECLARATION BY STUDENT: SECOND CHOSEN MAIN SCHOOL SUBJECTError! Bookmark not defin
11 LESSON PLANS FOR HOME OR FIRST ADDITIONAL LANGUAGE ............................................ 19
12. OBSERVATION OF SCHOOL ACTIVITIES .................................................................................... 45
13. LESSON PLANS FOR ANY FIRST CHOSEN SCHOOL SUBJECT .............................................. 48
14. SCHOOL DOCUMENTS ................................................................................................................ 72
15 DISCUSSION FORUM OR WHATSAPP GROUP ON INTERACTION WITH DIVERSE LEARNERS73
16. LESSON PLANS FOR ANY SECOND CHOSEN SCHOOL SUBJECT BUT NOT LANGUAGE ... 74
17. REFLECTION ON YOUR TEACHING PRACTICE ......................................................................... 94
18. MARKING GRID: FOR MARKERS ONLY ..................................................................................... 99
19. GLOSSARY ................................................................................................................................. 100
1 GENERAL INFORMATION REGARDING YOUR TEACHING PRACTICE
PERIOD
Dear Prospective Teacher
2
, TPN3704/103/0/2022
All B.Ed. (Intermediate Phase) student teachers must prepare a minimum of six lessons
and present them in the presence of a mentor teacher during the teaching practice period.
You must complete the three declaration forms, six lesson plans, reflective
selfassessment forms included in this tutorial letter during the compulsory five-week
period of teaching practice. Your mentor teacher must complete 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 before the closing date.
Please note when submitting electronically, it is not acceptable to copy and paste from one
lesson to another, be it the lesson itself or the self-reflection thereafter.
Teaching practice is a compulsory requirement for the B.Ed. programme. If Assignment 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
Dr Maja
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.
• You should 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 (there are exceptions) you should stand while you teach in order to
show the learners that you are in control and committed to working hard, 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 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.
• Offer to assist your mentor teacher whenever possible (by making photocopies,
marking learners‟ books, making posters and so on).
3
, • 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!
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 a senior teacher or your mentor teacher at the school
beforehand.
• If the senior teacher or mentor teacher are 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!
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:
4
, TPN3704/103/0/2022
• 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.
• Question-and-answer session. The questions for such a session must be organised
beforehand, but you must also be able to change the questions or to add questions
as the lesson unfolds. You can also write your questions on pieces of paper and
hand out the papers to a few learners to ask the questions to the class.
• Group work/cooperative learning (discussion, answering written questions, working
on projects, etc). You have to determine how many learners there should be in a
group for these activities. Experiment with two, three or four learners per group.
Group work does not have to occupy a whole lesson; you can use it for a few
minutes as an introduction or a conclusion. Make sure that the groups understand
your expectations and what you want them to achieve – perhaps it is just to discuss
or brainstorm ideas, in which case the activity should not be too long. Sometimes it
is a good idea to give each group a different set of questions to answer in a
reportback session.
• Reading aloud. Reading aloud gives learners background knowledge, which helps
them to make sense of what they see, hear, read and write. Before learners do a
written assignment, especially in the Intermediate Phase, make sure the learners
understand the instructions by reading them aloud and explaining them.
• Classroom debates. Classroom debates provide learners with opportunities to work
as a group. Learners can organise their points of view for one side of an argument
and discover new information. This strategy can be used from the Intermediate
Phase to the Senior Phase.
• Storytelling. Learners love sharing their everyday stories. Give them opportunities to
express themselves by telling the class about what is happening in their daily lives
since this is part of language development.
• Role-play. Role-play is an experiential learning method. Learners understand by
action. Let learners experience some activities, for example, grocery shopping by
acting them out.
• Oral work presented by learners. After you have taught a topic, you may ask the
learners to do a short oral presentation on it. Give each learner one word relating to
the topic. Thereafter, give the learners a few minutes to prepare a short
presentation on those words and then ask them to present it to the class.
Alternatively, you could give them a topic a few days in advance and ask them to
prepare a short presentation on it.
• Individual seat work. This method/strategy includes activities like reading, writing,
cutting out of pictures, drawing, colouring, working from a textbook, working on a
computer and doing research.
• Learners teach the class. This activity can work as a conclusion or if you have given
the learners a topic to prepare. Take care to include learners who may be very shy.
• Stations. Set up different activities in different parts of the classroom. Let the
learners move from station to station in groups to complete the work you have set
5
, out. Each station must have a different learning item (a book, a picture, a real
object, etc) and an activity you want them to do (answer questions, draw a picture,
complete a table, etc).
• Drill and practice. Drill is the repeated hearing and use of a particular item. This
method is most helpful in language learning. Drills, as a form of repetition, enable
learners to focus sharply on particular points of grammar, vocabulary, pronunciation
and spelling. The method can be fun if you are lively and enthusiastic about it.
• Translation tasks. Give the learners a picture and let them write a paragraph about
it or give them a paragraph and let them draw a picture about it. This activity works
well for Social Science and Natural Science lessons.
• Quizzes. Prepare questions about a topic that the learners know and hold a quiz.
5 LEARNING AND TEACHING SUPPORT MATERIALS (LTSMs)
Teaching aids and materials are those items that you use during a lesson to help the
learners understand what is being taught. A textbook on its own is usually not sufficient to
teach a concept thoroughly. You will need more than one teaching aid for each lesson. If
you talk or read from a textbook for a whole lesson, it will not provide a meaningful learning
experience for the learners. These are just some of the items you can include in lessons:
• Textbooks, teacher guides and so forth
• A board (a chalkboard, a whiteboard or an interactive board)
• An overhead projector
• Slides/posters/pictures (can also be projected)
• A real item (a leaf, a 3D object, etc) (it must be safe!)
• A video/DVD/YouTube clip (you must have watched it beforehand and set
questions for the learners to answer, otherwise they will consider it a fun activity)
• Other books or magazines
• Maps
• Other items (found at home/recycled)
• Flashcards
• Games
6 LESSON AIMS AND OBJECTIVES/OUTCOMES
• When you formulate the aims/objectives of your lessons, ensure that you are not
vague. Examples of vague lesson aims are as follows:
Aim: to teach fractions.
Aim: to teach about heat.
• These statements do not specify exactly what you want to achieve. State exactly
and specifically, what you want to teach in a lesson, what the learners should be
able to do after the lesson, as in these examples:
Aim: to teach learners how to write equivalent fractions so that they can add
fractions.
Aim: to teach the action of heat on metals by way of an experiment.
6
Tutorial Letter 103/0/2022
Teaching Practice IV
TPN3704
Home or First Additional Language
First Chosen School Subject
Second Chosen School Subject
Year module
Department of Curriculum and Instructional Studies
Assignment 50
IMPORTANT INFORMATION
This tutorial letter contains important information regarding TPN3704
.
, TABLE OF CONTENT
1 GENERAL INFORMATION REGARDING YOUR TEACHING PRACTICE PERIOD ........................... 2
2 SOME TIPS FOR SURVIVAL .............................................................................................................. 3
3 YOUR LESSON PLANNING AND ASSESSMENT FORMS ................................................................ 4
4 TEACHING AND LEARNING METHODS/STRATEGIES .................................................................... 4
5 LEARNING AND TEACHING SUPPORT MATERIALS (LTSMs) ........................................................ 6
6 LESSON AIMS AND OBJECTIVES/OUTCOMES ............................................................................... 6
7 OBSERVATION GUIDES..................................................................................................................... 7
8 GENERAL INFORMATION FOR A SCHOOL SUBJECT .................................................................... 9
9 ASSIGNMENT 50 ................................................................................................................................ 9
9.1 Submission of assignment 50 ........................................................................................................... 9
10 DECLARATION FORMS.................................................................................................................. 10
10.1 DECLARATION BY STUDENT: HOME OR FIRST ADDITIONAL LANGUAGEError! Bookmark not define
10.2 DECLARATION BY STUDENT: FIRST CHOSEN MAIN SCHOOL SUBJECTError! Bookmark not defined
10.3 DECLARATION BY STUDENT: SECOND CHOSEN MAIN SCHOOL SUBJECTError! Bookmark not defin
11 LESSON PLANS FOR HOME OR FIRST ADDITIONAL LANGUAGE ............................................ 19
12. OBSERVATION OF SCHOOL ACTIVITIES .................................................................................... 45
13. LESSON PLANS FOR ANY FIRST CHOSEN SCHOOL SUBJECT .............................................. 48
14. SCHOOL DOCUMENTS ................................................................................................................ 72
15 DISCUSSION FORUM OR WHATSAPP GROUP ON INTERACTION WITH DIVERSE LEARNERS73
16. LESSON PLANS FOR ANY SECOND CHOSEN SCHOOL SUBJECT BUT NOT LANGUAGE ... 74
17. REFLECTION ON YOUR TEACHING PRACTICE ......................................................................... 94
18. MARKING GRID: FOR MARKERS ONLY ..................................................................................... 99
19. GLOSSARY ................................................................................................................................. 100
1 GENERAL INFORMATION REGARDING YOUR TEACHING PRACTICE
PERIOD
Dear Prospective Teacher
2
, TPN3704/103/0/2022
All B.Ed. (Intermediate Phase) student teachers must prepare a minimum of six lessons
and present them in the presence of a mentor teacher during the teaching practice period.
You must complete the three declaration forms, six lesson plans, reflective
selfassessment forms included in this tutorial letter during the compulsory five-week
period of teaching practice. Your mentor teacher must complete 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 before the closing date.
Please note when submitting electronically, it is not acceptable to copy and paste from one
lesson to another, be it the lesson itself or the self-reflection thereafter.
Teaching practice is a compulsory requirement for the B.Ed. programme. If Assignment 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
Dr Maja
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.
• You should 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 (there are exceptions) you should stand while you teach in order to
show the learners that you are in control and committed to working hard, 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 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.
• Offer to assist your mentor teacher whenever possible (by making photocopies,
marking learners‟ books, making posters and so on).
3
, • 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!
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 a senior teacher or your mentor teacher at the school
beforehand.
• If the senior teacher or mentor teacher are 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!
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:
4
, TPN3704/103/0/2022
• 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.
• Question-and-answer session. The questions for such a session must be organised
beforehand, but you must also be able to change the questions or to add questions
as the lesson unfolds. You can also write your questions on pieces of paper and
hand out the papers to a few learners to ask the questions to the class.
• Group work/cooperative learning (discussion, answering written questions, working
on projects, etc). You have to determine how many learners there should be in a
group for these activities. Experiment with two, three or four learners per group.
Group work does not have to occupy a whole lesson; you can use it for a few
minutes as an introduction or a conclusion. Make sure that the groups understand
your expectations and what you want them to achieve – perhaps it is just to discuss
or brainstorm ideas, in which case the activity should not be too long. Sometimes it
is a good idea to give each group a different set of questions to answer in a
reportback session.
• Reading aloud. Reading aloud gives learners background knowledge, which helps
them to make sense of what they see, hear, read and write. Before learners do a
written assignment, especially in the Intermediate Phase, make sure the learners
understand the instructions by reading them aloud and explaining them.
• Classroom debates. Classroom debates provide learners with opportunities to work
as a group. Learners can organise their points of view for one side of an argument
and discover new information. This strategy can be used from the Intermediate
Phase to the Senior Phase.
• Storytelling. Learners love sharing their everyday stories. Give them opportunities to
express themselves by telling the class about what is happening in their daily lives
since this is part of language development.
• Role-play. Role-play is an experiential learning method. Learners understand by
action. Let learners experience some activities, for example, grocery shopping by
acting them out.
• Oral work presented by learners. After you have taught a topic, you may ask the
learners to do a short oral presentation on it. Give each learner one word relating to
the topic. Thereafter, give the learners a few minutes to prepare a short
presentation on those words and then ask them to present it to the class.
Alternatively, you could give them a topic a few days in advance and ask them to
prepare a short presentation on it.
• Individual seat work. This method/strategy includes activities like reading, writing,
cutting out of pictures, drawing, colouring, working from a textbook, working on a
computer and doing research.
• Learners teach the class. This activity can work as a conclusion or if you have given
the learners a topic to prepare. Take care to include learners who may be very shy.
• Stations. Set up different activities in different parts of the classroom. Let the
learners move from station to station in groups to complete the work you have set
5
, out. Each station must have a different learning item (a book, a picture, a real
object, etc) and an activity you want them to do (answer questions, draw a picture,
complete a table, etc).
• Drill and practice. Drill is the repeated hearing and use of a particular item. This
method is most helpful in language learning. Drills, as a form of repetition, enable
learners to focus sharply on particular points of grammar, vocabulary, pronunciation
and spelling. The method can be fun if you are lively and enthusiastic about it.
• Translation tasks. Give the learners a picture and let them write a paragraph about
it or give them a paragraph and let them draw a picture about it. This activity works
well for Social Science and Natural Science lessons.
• Quizzes. Prepare questions about a topic that the learners know and hold a quiz.
5 LEARNING AND TEACHING SUPPORT MATERIALS (LTSMs)
Teaching aids and materials are those items that you use during a lesson to help the
learners understand what is being taught. A textbook on its own is usually not sufficient to
teach a concept thoroughly. You will need more than one teaching aid for each lesson. If
you talk or read from a textbook for a whole lesson, it will not provide a meaningful learning
experience for the learners. These are just some of the items you can include in lessons:
• Textbooks, teacher guides and so forth
• A board (a chalkboard, a whiteboard or an interactive board)
• An overhead projector
• Slides/posters/pictures (can also be projected)
• A real item (a leaf, a 3D object, etc) (it must be safe!)
• A video/DVD/YouTube clip (you must have watched it beforehand and set
questions for the learners to answer, otherwise they will consider it a fun activity)
• Other books or magazines
• Maps
• Other items (found at home/recycled)
• Flashcards
• Games
6 LESSON AIMS AND OBJECTIVES/OUTCOMES
• When you formulate the aims/objectives of your lessons, ensure that you are not
vague. Examples of vague lesson aims are as follows:
Aim: to teach fractions.
Aim: to teach about heat.
• These statements do not specify exactly what you want to achieve. State exactly
and specifically, what you want to teach in a lesson, what the learners should be
able to do after the lesson, as in these examples:
Aim: to teach learners how to write equivalent fractions so that they can add
fractions.
Aim: to teach the action of heat on metals by way of an experiment.
6
