b
TPS2601/103/0/2022
Tutorial Letter 103/0/2022
TPS2601
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)
Assignment 50.
PORTFOLIO TEMPLATE
Year module
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for SENIOR PHASE (Grades 7–9) and FET PHASE (Grades
10–12))
Unique number:
Final submission date: 30 September 2022
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: ………………………………………………
STUDENT NUMBER: ……………………………….
Department of Curriculum and instructional studies
, CONTENTS
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING PRACTICE
ACTIVITIES .................................................................................................................................... 3
1.1 Introduction ..................................................................................................................................... 4
1.2 An African philosophy of education................................................................................................. 4
1.3 MY TEACHING PERSPECTIVE......................................................................................................................8
1.4 MY TEACHING PHILOSOPHY (BELIEFS) .................................................................................. 10
1.5 TEACHING PHILOSOPHY IN CONTEXT .................................................................................... 11
2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES ....................................................... 12
2.1 Contextual analysis ........................................................................................................................................13
2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES .............................................................14
2.3 REFLECTION ACTIVITY: ..............................................................................................................................15
3. Classroom management observation activities ............................................................................ 16
3.1 School policies ...............................................................................................................................................16
3.2 Observing a mentor teacher: Ten (10) lesson plans .....................................................................................18
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING ............................................ 54
5. INCLUSIVITY ................................................................................................................................ 57
6. CLASSROOM EVIDENCE ........................................................................................................... 61
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM ...................................62
8. COVID 19 COMPLIANCE ............................................................................................................ 66
9. SELF-REFLECTION .................................................................................................................... 67
10. PLANNING YOUR LESSON ........................................................................................................ 68
11. POST-OBSERVATION REFLECTION ACTIVITY ....................................................................... 73
12 DECLARATION FORM ................................................................................................................ 76
13 MENTOR REPORT ...................................................................................................................... 78
14. STUDENT REPORT ..................................................................................................................... 79
15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL ......................................... 82
16 BIBLIOGRAPHY/REFERENCES ................................................................................................. 84
17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE ........................ 85
2
, TPS2601/103
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES
Description of your personal background:
Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. Complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.
Are you currently employed? YES/NO
Are you teaching at present? YES/NO
If so, for how long and which grade? …………………………………
Or is this your first teaching experience? ..........................................
Description of your qualifications (where and when did you acquire them?).
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………………………
How do you manage your studies? (Whether you are employed full-time or not).
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3
, 1.1 Introduction
The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.
1.2 An African philosophy of education
To improve education in South Africa, teachers need to be aware of the contextual factors that affect
life and education. The lived realities as experienced by our society or communities provide a
background to understand challenges from their unique contexts. An African philosophy of education
based on these realities, that articulates the lived reality is needed. This philosophy could become
a useful tool that provides a perspective to define and address problems. This approach can improve
education and life on different levels. (Higgs, 2003)
The reality experienced by a diverse African community suggests a spirit of communality as
expressed in an indigenous African knowledge system. General unifying themes describe concepts
in African philosophy that are related to education. To complete this portfolio, it is important that you
understand these concepts.
Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follows. To ensure that you understand the information, explain
it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described below.
General themes or concepts that are important for educators in South Africa
1.2.1 Decolonisation (Education)
An active process to change the western-dominated philosophy and approach to education
to a balanced approach where indigenous knowledge and pedagogies are acknowledged and
genuinely incorporated into the formal educational system. Multiple perspectives are included
to make education relevant and practical to address needs and challenges within specific
contexts. (Owuor:2007)
Principles: Mkabela–An African approach to education
4
TPS2601/103/0/2022
Tutorial Letter 103/0/2022
TPS2601
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)
Assignment 50.
PORTFOLIO TEMPLATE
Year module
PLEASE NOTE IMPORTANT INFORMATION:
PORTFOLIO: Teaching Practice for SENIOR PHASE (Grades 7–9) and FET PHASE (Grades
10–12))
Unique number:
Final submission date: 30 September 2022
Please remember to write your student number on assignments.
STUDENT NAME AND SURNAME: ………………………………………………
STUDENT NUMBER: ……………………………….
Department of Curriculum and instructional studies
, CONTENTS
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING PRACTICE
ACTIVITIES .................................................................................................................................... 3
1.1 Introduction ..................................................................................................................................... 4
1.2 An African philosophy of education................................................................................................. 4
1.3 MY TEACHING PERSPECTIVE......................................................................................................................8
1.4 MY TEACHING PHILOSOPHY (BELIEFS) .................................................................................. 10
1.5 TEACHING PHILOSOPHY IN CONTEXT .................................................................................... 11
2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES ....................................................... 12
2.1 Contextual analysis ........................................................................................................................................13
2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES .............................................................14
2.3 REFLECTION ACTIVITY: ..............................................................................................................................15
3. Classroom management observation activities ............................................................................ 16
3.1 School policies ...............................................................................................................................................16
3.2 Observing a mentor teacher: Ten (10) lesson plans .....................................................................................18
4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING ............................................ 54
5. INCLUSIVITY ................................................................................................................................ 57
6. CLASSROOM EVIDENCE ........................................................................................................... 61
7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM ...................................62
8. COVID 19 COMPLIANCE ............................................................................................................ 66
9. SELF-REFLECTION .................................................................................................................... 67
10. PLANNING YOUR LESSON ........................................................................................................ 68
11. POST-OBSERVATION REFLECTION ACTIVITY ....................................................................... 73
12 DECLARATION FORM ................................................................................................................ 76
13 MENTOR REPORT ...................................................................................................................... 78
14. STUDENT REPORT ..................................................................................................................... 79
15 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL ......................................... 82
16 BIBLIOGRAPHY/REFERENCES ................................................................................................. 84
17 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE ........................ 85
2
, TPS2601/103
1. TUTORIAL LETTER 103 TEMPLATE FOR THE SENIOR/FET PHASE TEACHING
PRACTICE ACTIVITIES
Description of your personal background:
Your own background and teaching philosophy will influence the observation of classroom
management aspects and your interpretation thereof. Complete the following information to gain
insight and awareness of the aspects that contribute to your teaching philosophy.
Are you currently employed? YES/NO
Are you teaching at present? YES/NO
If so, for how long and which grade? …………………………………
Or is this your first teaching experience? ..........................................
Description of your qualifications (where and when did you acquire them?).
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………………………
How do you manage your studies? (Whether you are employed full-time or not).
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3
, 1.1 Introduction
The following definitions are important when doing observation to contribute to your theoretical
knowledge of learning and teaching in South Africa. These definitions are constructed around
interpretation of specific aspects related to Africanisation. Make use of these definitions together
with your theoretical knowledge of current research, gained in each module. When observing,
reporting and reflecting on the portfolio activities, these concepts and principles will enable you to
reflect critically on learning and teaching in the unique context in which you are teaching.
1.2 An African philosophy of education
To improve education in South Africa, teachers need to be aware of the contextual factors that affect
life and education. The lived realities as experienced by our society or communities provide a
background to understand challenges from their unique contexts. An African philosophy of education
based on these realities, that articulates the lived reality is needed. This philosophy could become
a useful tool that provides a perspective to define and address problems. This approach can improve
education and life on different levels. (Higgs, 2003)
The reality experienced by a diverse African community suggests a spirit of communality as
expressed in an indigenous African knowledge system. General unifying themes describe concepts
in African philosophy that are related to education. To complete this portfolio, it is important that you
understand these concepts.
Read the information in the following table. The concept is explained first and the principles
underlying or supporting the concept follows. To ensure that you understand the information, explain
it in your own words in one sentence in the space provided.
To complete this portfolio, it is important that you understand the concepts described below.
General themes or concepts that are important for educators in South Africa
1.2.1 Decolonisation (Education)
An active process to change the western-dominated philosophy and approach to education
to a balanced approach where indigenous knowledge and pedagogies are acknowledged and
genuinely incorporated into the formal educational system. Multiple perspectives are included
to make education relevant and practical to address needs and challenges within specific
contexts. (Owuor:2007)
Principles: Mkabela–An African approach to education
4
