50% found this document useful (2 votes)

587 views79 pages

Tutorial Letter 104/0/2022: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10-12)

This document provides a template and guidelines for a portfolio on teaching practice for senior and FET phase students. It includes sections on developing a teaching perspective and philosophy, conducting classroom observations, managing classrooms, inclusivity, lesson planning, self-reflection, and other teaching responsibilities. Key concepts in an African philosophy of education are defined, like decolonization, African communalism, and Ubuntu. The portfolio aims to help students reflect on applying educational theory and an African approach in their teaching practice observations and experiences.

Uploaded by

Markus

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

50% found this document useful (2 votes)

587 views79 pages

Tutorial Letter 104/0/2022: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10-12)

Uploaded by

Markus

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 79

TPS2601/104/0/2022

Tutorial Letter 104/0/2022

TPS2601
Teaching practice for Senior Phase (Grades 7–9) /FET (Grades 10–12)

Assignment 50.

PORTFOLIO TEMPLATE

Year module

Department of Curriculum and instructional studies

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: ……………………………….

1
CONTENTS
1. TUTORIAL LETTER 104 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: ............................................................................................................................. 14
3. Classroom management observation activities ...........................................................................16
3.1 School policies .............................................................................................................................................. 16
3.2 Observing a mentor teacher: Six (6) lesson plans........................................................................................ 18

4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING ...........................................40

5. INCLUSIVITY..............................................................................................................................44

6. CLASSROOM EVIDENCE .........................................................................................................48

7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM ................................. 48

8. COVID 19 COMPLIANCE...........................................................................................................52

9. SELF-REFLECTION...................................................................................................................53

10. PLANNING YOUR LESSON ......................................................................................................54

11. POST-OBSERVATION REFLECTION ACTIVITY ......................................................................59

12 DECLARATION FORM ..............................................................................................................62

13 MENTOR REPORT ....................................................................................................................64

14. STUDENT REPORT ...................................................................................................................65

15. CLASS OBSERVATION.............................................................................................................68

16. CASE STUDY: OBSERVATION.................................................................................................69

17. EVALUATION OF DOWNLOADED VIDEOS .............................................................................71

18. DEVELOPMENT OF A VIDEO ...................................................................................................72

19 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL .........................................73

20 BIBLIOGRAPHY/REFERENCES ...............................................................................................74

21 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE: ......................74

2
TPS2601/104

1. TUTORIAL LETTER 104 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
TPS2601/104

Own understanding of concept and examples of implementation and teaching practice.

African communalism:

Community and belonging to a community are an important aspect of African life. An individual is
conceptualised in terms of her/his connectedness in a community. Letseka (2000).

Principles: Individuals are interdependent. Human relationships are important. Content and
knowledge must be useful for practice.
Own understanding of concept and examples of implementation and teaching practice

Ubuntu (Humanness)

A philosophy that promotes the common good of society. It focuses on ethical standards that a
person acquires throughout his/her life and therefore education plays a very important role in
transferring the African philosophy of life. The values of caring, sharing and dignity are important.
Letseka (2000) Principles: Understanding the uniqueness of all persons. Recognising the
humanity of others to affirm your own humanity. Welfare of others is important. Fairness and
humanness are crucial to personal well-being.

In a fulfilled and flourishing life person are reasonably well fed, well clothed and housed, in good
health, loved, secure, and able to make a conscious effort to treat others with fairness and
humanness. Fairness and communality; individuals are interdependent. Human relationships are
important.

Therefore, respect, interpersonal skills and cooperative skills are important. Own understanding
of concept and examples of implementation. What does this mean in your practice as a teacher?

Africanisation:

Using an African point of departure to change or incorporate the African outlook and character in
all aspects of an education grounded in a South African context

Principles: Our schools are situated in the South African context. Principles that guide African
ways of thinking, which might be invaluable in making education more accessible to South African
learners: Examples: Respect different ways of learning, (Letseka); use different processes and
methods of assessment(Beets & Le Grange).Use examples from South Africa and other countries.

5
Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?

Indigenous Knowledge (IKS)

A complex set of activities, values, beliefs and practices that evolved over time and is still actively
practiced. IKS is developed and sustained through traditional education. It provides skills, trade
and training and socialisation avenues. It is a process of knowledge transmission that occurs
within the context of family, community and cultural age groups. A lifelong learning process
involving progression through age groupings, seniority and wisdom of others

Principles: Knowledge and wisdom advance with the age and life experiences of individuals.
Knowledge is acquired through interaction with daily experiences and reflects the community’s
value systems. The purpose of IKS is to place knowledge within the context of the user. It is
handed down from one generation to another. It involves the expertise of multiple teachers. Mazrui
refers topillars of wisdom in integrating indigenous knowledge – tolerance, social justice, etc. Lave
& Wenger – situated learning, Ubuntu values such as respect, ways of learning – Letseka.

Own understanding of concept and examples of implementation. What does this mean in your
practice as a teacher?

1.2.2 Discuss the following concepts: Decolonisation, African communalism, Africanisation, and
Indigenous Knowledge (IKS). Explain how an African Philosophy influences your teaching
context and provide examples (20).

___________________________________________________________________________
___________________________________________________________________________

6
TPS2601/104

___________________________________________________________________________
___________________________________________________________________________

______________________________________________________________________________

The information containing essential guidelines for your school practice period is included in Tutorial
Letter 101. Consult the guidelines prior to and during your teaching practice period. In the tutorial
letter, you will find the Teaching Practice Assignments 01 and 02 as well as instructions on the
preparation and submission of the assignments.

During your observation, you have to complete tasks in the portfolio and make sure that all the
documents that need to be signed are signed. After completing the tasks in your portfolio during the
observation period, you have to place your assignments online.

The Senior/FET Phase teaching practice activities are scheduled under the following aspects:

Teaching insights (Pre-observation activities)

7
1.3 MY TEACHING PERSPECTIVE
a)The meaning of teaching
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

Pre-observation insights will help you to define develop your own perspective on teaching
and learning and prepare you for successful observation of the context in which you are doing
your practical teaching. Make sure that you understand the goal of each activity and read the
instructions carefully before completing each observation and activity in class.

The activities are based on the outcomes and assessment criteria below. At the end of the
section, make sure that you have reached these criteria. This will provide you with valuable
insight for activities in the next section of the portfolio.

Consider the marks allocated to each activity.

Learning outcome

Demonstrate an understanding of key ideas and debates on issues related to teaching

practice.

Assessment criteria

At the completion of section 1of the portfolio, you must be able to do the following:

• Describe your own teaching perspective in terms of how history and current perspectives
influences it.

• Write a teaching philosophy that describes how this is influenced by diversity in school.

• Identify how issues of observation is specific to diversity in your teaching practice

situation.

• Evaluate approaches to teaching practice with regard to the way in which they
accommodate diversity in the school where you are placed.

8
TPS2601/104

…………………………………………………………………………………………………………
……………………………………………………………………………………………………….(6)

b) What does teaching involve?

c) My role as a teacher

d) The meaning of learning

..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
.............................................................................................................................................(6)

9
e) What does learning involve?

(30)

1.4 MY TEACHING PHILOSOPHY (BELIEFS)

a. What motivated you to be a teacher?

b. Which subject/s of specialization did you choose and why?

c. How do you believe learners learn best?

10
TPS2601/104

d. Do you believe that teaching is a vital profession? Why?

(15)

1.5 TEACHING PHILOSOPHY IN CONTEXT

Introduction

Read the definitions on Africanisation, and Ubuntu that are mentioned in the introduction to this
portfolio.

a) Name two aspects that are applicable to the school and context where you are going to do
practice teaching. Motivate your answer.

In the previous activity, you wrote your own teaching philosophy. The experiences you had in school
probably contributed to your current perspective of teaching and learning.

Read paragraph 2.4 in chapter 2 of “Teaching practice, perspectives and frameworks”(Taole, 2015).

The aspect of situated learning and constructivism is explained. This is very relevant to your teaching
practice and your own teaching perspective. When you learn about teaching in the school you where
you are placed (situated learning), you will construct your own meaning of the aspects you observe.

To make sure that you are aware of the way your teaching philosophy influences your thinking and
interpretation of what happens in class, complete the following activity.

11
b) Give one example and description from your own school experience regarding

• Situated learning (incident in the school or classroom):

• Constructivism (what you remember and what you learnt from the incident):

(15)

TOTAL= [80]

2 SENIOR/FET PHASE TEACHING PRACTICE ACTIVITIES:

OBSERVATION GUIDE

Part of the objectives for your teaching practice period is to learn from observing an experienced
teacher. However, observing is not simply watching. You have to be actively involved in observing.
Being aware of the context has a great influence on how teachers manage their classrooms.
Understanding the context will help you to find and understand the best practices of each teacher.
Being conscious of the context you are teaching in will enable you to decide on the most effective
way to run your own classroom one day. Complete the following observation activities. You will learn
about analysing teaching and learning contexts and how teachers adapt teaching and learning to
the needs of the learners.

12
TPS2601/104

2.1 Contextual analysis

The school context has a significant impact on teaching and learning. You need to be context
conscious. The contexts of schools can differ completely. To analyse the context of your school you
need to look at a variety of aspects

2.1.1 Description of the school context

Complete the following table

Name of the school:

Physical Address

Emis number:

Name of the Principal:

Quintile:

Learner enrolment:

Location of the school: (urban, semi-urban,

informal settlement, township, farm school, rural)

Mode of transport:

National School Nutrition Programme (NSNP)

Provided:

Write down the vision of the school

(20)

2.1.2 Attach an organogram of the school (Annexure A)

(10)

13
VERY IMPORTANT: You are required to spend one full day with a class of your choice with a
different context to the one with which you have been placed. You can go to any of the grades in
the Senior/FET Phase. The following activity will enable you to reflect on the differences between
the two phases and explain how teachers cope with those differences. Use the different phase
context form provided below.

2.2 DESCRIPTION OF CLASSROOMS FROM DIFFERENT PHASES

Observe classrooms from the FET and Senior Phase

Make notes on the following aspects in each classroom:

Aspects Senior Phase FET Phase

Number of learners

Classroom setup

Any evidence of Africanisation

Any evidence of decolonisation

Evidence of the use of

indigenous knowledge

(20)

VERY IMPORTANT: Spend one full day with a different phase from the one you are studying to
teach. You can go to any grades in the Senior/FET Phase. Use the different school-context form
below to reflect on differences between phases and explain how teachers cope with those
differences.

2.3 REFLECTION ACTIVITY:

Quite a lot of reflection is built into your portfolio. Read paragraph 2.4 in chapter 2 of “Teaching
practice, perspectives and frameworks” to learn more about reflection. Write a short paragraph and
include the three aspects listed here.

a) What is the importance of being context conscious?

14
b) How is the relationship between learners and teachers in the classrooms? (respect, care,
support)

c) Name values that you observed in the classroom when teaching?

d) Why do you think are the contributing factors to the values in the classroom you observed?

(20)

TOTAL= 70

15
3. Classroom management observation activities

3.1 School policies

It should now be clear to you that your personal background influences the way you interpret
and look at the world. The activities you are about to do form part of your observational learning.
Get actively involved to gain as much as possible from the experience.

You have to use the template provided when doing the observation and attach artefacts (proof
of what you have observed).

(a) Mention (4) Policies that you think are important in managing the classroom

__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
_________________________________________________________________________

__________________________________________________________________________
(5)

b) What is the difference between classroom policy and subject policy?

__________________________________________________________________________
_________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________

_______________________________________________________________________( 5)

c) List policies that are used in subject teaching

__________________________________________________________________________

__________________________________________________________________________
_________________________________________________________________________

__________________________________________________________________________
(5)

16
TPS2601/104

d) Why do you think policies are important within the school? Explain.

e) Are there any other policies of importance that are not available in the school, which
could help the teachers in their day-to-day classroom practices? Name those policies
and explain their importance(reflection). Why are they relevant in this context?

f) Which policies cater for learners with learning barriers/special educational needs?

(30)

17
3.2 Observing a mentor teacher: Six (6) lesson plans

Observation means that you have to be actively involved in the process. You do not just sit
and watch. You need to write 3 lesson plans from the Senior phase and 3 from the FET Phase
with the help from your mentor.
In the SENIOR Phase, make sure that you observe FIVE lessons from one subject listed
on the following list:

Social sciences, Economic and Management Sciences, Natural sciences, Creative

Arts, Language, Maths, Life Orientation

In the FET Phase, make sure that you observe FIVE lessons from one subject listed on
the following list:

Languages, Geography, History, Mathematics, Mathematical Literacy, Tourism,

Accounting, Economics, Business Studies, Physical Sciences, CAT, Consumer
Studies, Life Sciences, Music, Life Orientation, Engineering and Graphic Design and
any other subject that is offered at your school.

To guide you about important considerations when doing observation read the
following important aspects of planning a lesson.

• What are your learning objectives/outcomes?

• Where the lesson fits into the curriculum

• What content will be attended to in the lesson.

• How you will present the lesson (method or lesson type).

• What you will use to present the lesson (aids and materials).

• What must be prepared to be able to facilitate the lesson.

• What your contribution and that of learners will be during the lesson.

• If learners understand the new content, skills and values.

• How you are going to give learners the opportunity to apply or demonstrate the new
content, skills and values.

18
TPS2601/104

LESSONS OBSERVED

Lesson Observation 1

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: …………………………..

Lesson topic: …………………………………………….

Without asking your mentor/teacher, write down the aim of the lesson:

How did the teacher introduce the lesson?

What were the specific activities the learners were involved in during the entire lesson?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Which activities did they enjoy most, and which did they not enjoy? Why do you say so?

19
....................................................................................................................................................
...................................................................................................................................................

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

…………………………………………………………………………………………………………….
.……………………………………………………………………………………………………………
……………………….…………………………………………………………………………………...
...…………….…………………………………………………………………………………………....

What preparation did the teacher have to do for this lesson?

Write down the questions the teacher asked the class during the lesson.

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

Can you think of other resources that would assist learners in understanding the concepts in
the lesson?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

20
TPS2601/104

……………………………………………………………………………………………………………
…………………………………………………………………………………………………………..

Were there any disruptive incidents during the lesson?

How did the teacher deal with them? Alternatively, if there were no incidents, what did the
teacher do to ensure that they did not take place?

……………………………………………………………………………………………………………
…..…………….............................................................................................................................
.................………………………………………………………………………………………………
…………………………………………………………………………………………………………..

Attach the following documents as evidence of the lesson you observed:

• The lesson plan (5)

• A copy or photo of the learning material used

• A copy of the assessment activity TOTAL: (25)

21
Lesson Observation 2

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: ……………………………………………………………………………………………

Without asking your mentor/teacher, write down the aim of the lesson:

How did the teacher introduce the lesson?

What were the specific activities the learners were involved in during the entire lesson?

Which activities did they enjoy most, and which did they not enjoy? Why do you say so?

22
TPS2601/104

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

What preparation did the teacher have to do for this lesson?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………

Write down the questions the teacher asked the class during the lesson.

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

Can you think of other resources that would assist learners in understanding the concepts in
the lesson?

Were there any disruptive incidents during the lesson?

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
23
Did the teacher deal with them? Alternatively, if there were no incidents, what did the teacher
do to ensure that they did not take place?

Attach the following documents as evidence of the lesson you observed.

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity TOTAL: (25)

24
TPS2601/104

Lesson Observation 3

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: …………………………………………………………………………………………..

Without asking your mentor/teacher, write down the aim of the lesson:

How did the teacher introduce the lesson?

What were the specific activities the learners were involved in during the entire lesson?

Which activities did they enjoy most, and which did they not enjoy? Why do you say so?

25
What other learning activities could the learners have been involved in to assist them to
understand the concepts?

What preparation did the teacher have to do for this lesson?

Write down the questions the teacher asked the class during the lesson.

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

Can you think of other resources that would assist learners in understanding the concepts in
the lesson?

26
TPS2601/104

Were there any disruptive incidents during the lesson?

How did the teacher deal with them? Alternatively, if there were no incidents, what did the
teacher do to ensure that they did not take place?

…………………………………………………………………………………………………...............
....................................................................................................................................................
....................................................................................................................................................

Attach the following documents as evidence of the lesson you observed.

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity TOTAL:(25)

27
Lesson Observation 4

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: ……………………………………………………………………………………………

Without asking your mentor/teacher, write down the aim of the lesson:

How did the teacher introduce the lesson?

What were the specific activities the learners were involved in during the entire lesson?

Which activities did they enjoy most, and which did they not enjoy? Why do you say so?

28
TPS2601/104

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

What preparation did the teacher have to do for this lesson?

Write down the questions the teacher asked the class during the lesson.

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

Can you think of other resources that would assist learners in understanding the concepts in
the lesson?

29
Were there any disruptive incidents during the lesson?

How did the teacher deal with them? Alternatively, if there were no incidents, what did the
teacher do to ensure that they did not take place?

Attach the following documents as evidence of the lesson you observed.

• The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity TOTAL:(25)

30
TPS2601/104

Lesson Observation 5

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: ……………………………………………………………………………………………

Without asking your mentor/teacher, write down the aim of the lesson:

How did the teacher introduce the lesson?

What were the specific activities the learners were involved in during the entire lesson?

Which activities did they enjoy most, and which did they not enjoy? Why do you say so?

31
What other learning activities could the learners have been involved in to assist them to
understand the concepts?

What preparation did the teacher have to do for this lesson?

Write down the questions the teacher asked the class during the lesson.

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

Can you think of other resources that would assist learners in understanding the concepts in
the lesson?

32
TPS2601/104

Were there any disruptive incidents during the lesson?

How did the teacher deal with them? Alternatively, if there were no incidents, what did the
teacher do to ensure that they did not take place?

Attach the following documents as evidence of the lesson you observed.

The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity TOTAL:(25)

33
Lesson Observation 6

Date: …………………………………………….

Subject: …………………………………………….

Grade: …………………………………………….

Number of learners in class: ……….…………………..

Lesson topic: ……………………………………………………………………………………………

Without asking your mentor/teacher, write down the aim of the lesson:

How did the teacher introduce the lesson?

What were the specific activities the learners were involved in during the entire lesson?

Which activities did they enjoy most, and which did they not enjoy? Why do you say so?

34
TPS2601/104

What other learning activities could the learners have been involved in to assist them to
understand the concepts?

What preparation did the teacher have to do for this lesson?

Write down the questions the teacher asked the class during the lesson.

What learning and teaching support materials (LTSMs) did the teacher use during the lesson?

Can you think of other resources that would assist learners in understanding the concepts in
the lesson?

35
Were there any disruptive incidents during the lesson?

How did the teacher deal with them? Alternatively, if there were no incidents, what did the
teacher do to ensure that they did not take place?

Attach the following documents as evidence of the lesson you observed.

The lesson plan

• A copy or photo of the learning material used

• A copy of the assessment activity

TOTAL: (25)

How did the teacher introduce the lesson?

3.2.1.1. SENIOR PHASE (GRADE 7 TO 9)

After you have observed your mentor teacher, respond and comment on the following
aspects.

a) Learning space

YES NO
Learning and teaching occur in a very organized manner.

Furniture in classroom well organized

b) Learning Involvement

36
TPS2601/104

YES NO

c) Discipline
YES NO

d) Diversity
YES NO

e) Knowledge
YES NO

f) Subject
YES NO

g) Skills

37
3.2.1.2 FET PHASE (GRADE 10-12)

After you have observed your mentor teacher, respond and comment on the following aspects.

a)Learning Space
YES/NO COMMENT
Learning and teaching occur in a very
organized manner.
Furniture in classroom well organized and
there is less evidence of graffiti and littering

b)Learner Involvement
YES/NO COMMMEN
T
Learners are lively and participate contribute to knowledge
creation.
Lessons constructed to allow for meaningful engagement and
learners are encouraged to communicate freely

c)Discipline
YES/NO COMMENT
Educator is proactive in an approach to discipline
Educator empowers the learners to become self-discipline

d)Diversity
YES /NO COMMENT
Educator establishes a good relationship with learners and enjoy
their confidence.

38
TPS2601/104

e)Knowledge of subject
YES/NO COMMENT
Educator set demanding tasks for the learners
Allows meaningful interaction in the classroom and provides
alternative ideas and sources in the lesson

f)Skills
YES /NO COMMENT
Educator adapt at varying teaching modalities
Uses various tasks to keep learners interested and educator
skilful engages learners in a learning process

g)Goal Setting
YES/NO COMMENT
Lessons are creatively linked to other sections of work
Goals are generated as evidence in year plans

h) Planning
YES/NO COMMENT
Good time management
Lesson provide adequate opportunities and it was a logical,
coherent and meaningful lesson

i)Presentation

YES/NO COMMENT
Educator carefully select learning
Lessons presented in an exceptional way

j) Recording
YES/NO COMMENT
Records are kept in resource file
Learner assessment records are meticulously maintained and
records are updated regularly

k) Management of learning programmes

YES/NO COMMENT
Good management of time
Create expanded opportunities for learners and educator foster
an inclusive approach to lessons

39
l)Feedback to learners
YES/NO COMMENT
Feedback is positive and encouraging
Regular feedback is given and assessment task are marked
timeously and returned to learners

m)Knowledge of assessment techniques

YES/NO COMMENT
Abilities to use different assessment techniques
Educator has an in depth understanding of assessment
techniques

n)Application of techniques
YES/NO COMMENT
Educator uses assessment positively to motivate learners
Educator is able to reflect on the application of assessment
techniques

o)Record keeping
YES/NO COMMENT
Records are neatly maintained
Test files, are kept and all assessment activities have marking
guides

Extracted from IQMS Document) Performance standards 1-4)

(30)
Total=502

4. OTHER IMPORTANT FACTORS IN TEACHING AND LEARNING

4.1 Assessment

It is necessary that you closely observe how assessment happens in practice. You will learn
more about this in the “Teacher as Assessor” module.

To gain an understanding of what is required when planning assessments, you could read
chapter 10 in the book, “Assessment in practical teaching”. Practical advice is given regarding
the different types of assessments you will encounter at school, and you will find a section on
the assessments that you will observe during teaching practice.

40
TPS2601/104

To guide your observation of assessment we mention a few aspects here.

• Formative assessment and summative assessment are very important for teachers. It
provides the teacher with important information about her/his own teaching as well as
about how learners learn.

a) Name the type of assessment that was used after the lesson presentation
(Formal or Informal) ____________ (1)

b) Explain the difference between the formative and summative assessment

________________________________________________________________

_________________________________________________________________ (2)

c) What assessment tools were used to assess, e.g. memoranda, rubrics, checklists?).

________________________________________ (1)

d) Name two examples of summative assessments that you observed during your stay at
the school.

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(2)

(6)

4.2 Learning media

Teaching aids and learning materials

Teachers should see to it that all teaching aids necessary for presenting the lesson or that
learners will need to complete their activities, are available, and that the apparatus to be used
is in working condition. Explain what the relevant teaching aid is and how it will be used.

a) Write down some of the uses of the chalkboard/whiteboard in the class you attended.

(3)

41
b) Write down the main advantages of the use of pictures.

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)

c) Name the electronic media that were available at the school you visited.

d) What learning media is not available at school that you think is very important in teaching
and learning

……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(2)

(9)

42
TPS2601/104

4.3 Control of written work

To enable learners to progress, written communication about their efforts is very important.
Positive feedback can help a learner to think critically and it can help them to improve in follow-
up activities.

a) Make three comments about the control and correction of learners' written work in the
class you visited.

..………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

.………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

(3)

b) How is feedback given? Is it written on the board, in learners’ books, or is it given verbally?

……………………………………………………………………………………………………………
………………………………………………………………………………………………………….

(3)

c) Who provides feedback? Is it the learners or the teacher?

(1)

d) How many times do learners receive feedback?

(1)

43
e) How effective is the feedback that learners receive?

(10)

TOTAL=25

5. INCLUSIVITY

The learners in your class will come from diverse backgrounds and have unique needs.

Part of being context conscious is the awareness of learners' needs and the ability to provide
a learning environment that enables learning for all.

Read chapter 10 of ‘Becoming a Teacher” to learn more about approaches and practical
aspects of inclusive education.

You have observed more than one class during your teaching practice. For this activity, you
have to go to a class where you have encountered learners with barriers to learning or ask
your mentor to guide you to such a class.

With the help of your mentor or the teacher, identify a learner that has a specific learning
challenge. You are not allowed to mention the learner’s name. Only give the learner’s age and
grade.

_______________________________________ (2)

Observe the learner during teaching and learning and during informal activities.

a) Describe any visible proof that indicates that the learner has a learning difficulty or is
experiencing learning difficulties.

b) Describe how this influences the learner’s schoolwork.

44
TPS2601/104

c) What is good about her/his functioning in class?

(1)

d) What poses a problem for this learner? Motivate your answer.

(2)

e) What strategies does the teacher use to accommodate and support this learner in terms of
schoolwork?

(2)

f) What strategies are followed to support the learner informally?

(2)

g) How does the teacher use the positive aspects in the learner's life to her/his benefit and
functioning?

(2)

Discuss the following with your mentor:

h). How did the teacher identify that this learner had a learning challenge?
....................................................................................................................................................
....................................................................................................................................................
(2)
45
i. Where did he or she find information on the specific learning challenge and how to
address it?

(2)

j. What would have supported the teacher to address this successfully?

(2)

k. How would you address the same challenge if you came across a similar situation?

(2)

l. Was there any evidence in the classroom that learners’ health was being promoted?

Provide a supporting statement for your answer.

……………………………………………………………………...………………………………………
…………………………………………………………………………………………………………(2)

m. Are the classrooms/schools clean and safe? Are there adequate water and sanitation
facilities?

Provide a supporting statement for your answer.

……………………………………………………………………...……………………………………
…………………………………………………………………………………………………………(2)

46
TPS2601/104

n. Provide the evidence to show that written policies and regular practices that promote
good health were implemented.

o. How is the health education and life skills integrated in the curriculum and in the teaching-
learning activities?

……………………………………………………………………………………………………………
………….………………………………………………………………………………………………(2)

p. How are children kept safe and protected from harm and abuse?

……………………………………………………………………………………………………………
…………..........………………………………………………………………………………………(2)

q. How are children encouraged to care for each other?

……………………………………………………………………………………………………………
…………….......………………………………………………………………………………………(2)

r. Provide the evidence to show that physical or mental punishment was/was not used
against learners.

s. Provide the evidence to show that there were or were no clear guidelines for conduct
between teachers and learners and among learners themselves (and that bullying is not
allowed).

…………………………………………………………………………………………………………(3)

TOTAL=40

47
6. CLASSROOM EVIDENCE

6.1 Attach the picture/photo of the classroom with learners seated and your mentor and
yourself.

(10)

6.2 Learner involvement (How do you think you can go about involving learners while
teaching?)

....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................

(10)

TOTAL=20

7. CLASSROOM MANAGEMENT STRATEGIES TO ORGANISE THE CLASSROOM

Answer the questions to describe how each aspect influences the teaching and learning
context where you are doing observation.

7.1 Timetable

a) List two advantages of using a school timetable from your own experience.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………....……..............…………………………………………………(2)
b) Does the teacher have his or her own timetable?
....................................................................................................................................(1)

48
TPS2601/104

c) Do learners have their personal timetables?

.....................................................................................................................................(1)
d) Do teachers follow the school timetable at the school you are visiting?
If not, what are their reasons
___________________________________________________________________ (2)

e) Briefly explain a problem you experienced with the school or class timetable in your own
experience as well as in the context of this school.
……………………………………………………………………………………………………
…………..…………………………………………………………………………………………
………….………………..…………………………………………………………………………
……………….………………………..……………………………………………………………
…………………….…………...........................................................................................(2)

f) Have you seen a period register in the school?

………………………………………………………………………………………….............(1)

g) Who is responsible for controlling it and how?

h) What is the purpose of the period register in a classroom

Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge)

i) Is the school timetable at the school you are visiting Yes No

functional?

Give two reasons for your answer

.………………………………………………………………………………………………………..(2)

(15)

49
7.2 Attendance Register

Administrative work is part of every teacher’s responsibilities. It is important that you are aware
of the administrative tasks and how teachers address this often time-consuming task.

You have to attend one class where the teacher is responsible to take the register (register
class). Registers are then consolidated every Friday by a School Admin Assistant. Attach
summary of learner attendance of the class you observed for a week and answer the following

a) What time is the attendance register marked?

_____________________________ (1)

b) Is it marked regularly?
_________________________________ (1)

c) Is the information from the register collated and used for purposes such as promotion,
merits or demerits?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………(3)
(5)

50
TPS2601/104

7.3 Discipline

The teacher must also know how to implement the correct approach to discipline in a specific
context in her/his classroom.

Read the relevant chapter in “Help I am a student teacher”. In this chapter, the legislative
information around discipline in South African schools is discussed and practical aspects for
implementing discipline is described.

a) What is the purpose of the learner’s code of conduct?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………..
......
(2)
b) Do you think is a very important policy in a school and why?

…………………………………………………………………………………………………………
…………………………………………………………………….....................................................
..................................................................................................................................................
(2)
c) Do you think involving learners in formulating a school code of conduct is important or
not? Give reasons.

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………(2)

d) Did you observe any learner being disciplined? Mention the (3) offences and its
corrective measures

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
................................................................................................................................................(4)

(15)

TOTAL=30

51
8. COVID 19 COMPLIANCE

Extracted from DBE Monitoring tool 2020

COMMENT

1.Temperature Test Kits have been made YES NO

available

2. PPE Packages have been made available for YES NO

all learners

3. There is adequate water supply YES NO

4.There is anti-bacterial hand soaps and paper YES NO

towels in strategic positions in the schools

5 There is a plan available and key personnel YES NO

identified to conduct screening for every
teacher, learner and visitor entering the school

6There is a plan to enforce the sanitisation of YES NO

hands at the gate for teachers, learners and
visitors entering the school premises and insist
on the wearing of masks

7 The school is able to clean and disinfect YES NO

classrooms and ablution blocks at least twice
daily

8 Is there a monitoring programme during YES NO

breaks to prevent learners from congregating

9.There is cooperation between teachers and YES NO

learners in dealing with COVID 19.

10.Learners are well informed about COVID 19 YES NO

procedures.

TOTAL=20

52
TPS2601/104

9. SELF-REFLECTION

Ask yourself the following:

a. How might your own culture-bound assumptions influence your interactions with
learners?

b. How might the backgrounds and experiences of your learners influence their motivation,
engagement, and learning in your classroom?

c. How can you modify course materials, activities, assignments, and/or exams to be more
accessible to all?

d. What experiences have you gained during your 5-week teaching observation?
• Good experiences:

• Bad experiences:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
TOTAL= (10)

53
10. PLANNING YOUR LESSON

This activity aims to introduce you to lesson planning and will be useful for the next stage,
which is the actual teaching practice you will be doing on second-year level. Note the following
important points:

• In order to complete this activity, you must have observed at least five lessons that a
teacher gave.

• Have positive discussions and ask critical questions. You can be critical without criticising!
Try to understand the teacher's intentions.

• Different teachers and different schools may use different lesson structures. Use the
following lesson plan or any other plan to develop your lesson. If you use any other lesson
plan, you can do this on separate sheets of paper as long as lessons are structured to suit
the outcomes/objectives. Also, ask teachers to provide you with the lesson format they use.

Red the information or guidelines included with each stage or section of the lesson. Make use
of the information included to understand more about each aspect. You can also find examples
of lessons presented by different teachers on YouTube.

There are numerous types of lessons, each requiring unique planning, method of presentation
and learning material. A lesson must be carefully planned to enable you to present or facilitate
the lesson. To assist you with planning a lesson, we give a brief description of aspects of lesson
planning.

54
TPS2601/104

Localisation details is important. It provides information regarding the specific context in which the lesson is taking
place and guides the planning for a specific goal.

TEACHER NAME:

School: __________________________________________________________________

Subject: _________________________________________________________________

Theme: __________________________________________________________________

Grade:___________________________________________________________________

Duration/Time: ____________________________________________________________

Topic (specific):
In CAPS the subject matter that teachers have to teach is clearly indicated, and all they have to do is choose a
section (a theme or topic) to be presented in a lesson or series of lessons. To plan your own lesson, use the
CAPS document you downloaded for the activity on progression. You have to plan your lessons for
2022according to CAPS. Use this document and plan your lesson according to the CAPS document.

_______________________________________________________

Mention resources to be used (LTSM)

(Read chapter 4 of “Help I am a student teacher” for

information about learning media")

Learning outcomes/objectives/aims

(Read chapter 4 of “Help I am a student teacher)

55
Teaching methods, learning activities and assessment
(Read chapter 3of “Help I am a student teacher”)

Lesson opening/introduction:

What you do here will depend largely on the type of lesson presented, the subject matter to be covered, the
learning activities planned for learners, and soon. Try to focus the learners' attention on the theme by recall of
existing knowledge, surprising the mor doing something unusual (or letting them do something unusual).Try to
make them want to know more or want to master a skill. This will launch the learners on a voyage of discovery,
to which they will look forward with anticipation.

Introduction of new content:

The main part of the lesson/new knowledge/skills and values/learning opportunities

This should contain an indication of the type of lesson (or a combination of various types) that is planned, and
the activities of both teacher and learners should be clearly set out. The following are a few of the types of
lessons you could consider:

Question-and-answer lesson: This type of lesson features questions, which the learners are required to
answer. Avoid this where possible, unless you combine it with the screening of a video, slides/transparencies,
photos or similar aids on which the learners are questioned (or can ask questions) about what they have seen
or observed. You could also make this type of lesson interesting by holding a quiz (preferably in teams to avoid
hurting slow learners' pride). It is also a good way of doing revision.

Practical lesson: This type of lesson requires the learners to undertake some or other kind of practical activity.

Activities could take the form of

• an individual activity (facilitated by the teacher) such as telling a story or drawing a picture
• a group activity (facilitated by the teacher) in which a group discusses a topic and arrives at a group decision
or makes a group presentation
• a class activity (facilitated by the teacher) in which, for instance the whole class works on a project together
and produces a final product
• an activityinvolvingbothclassandteacher(teacherparticipates)suchasdrawinga map together or making a
sand model. Of course, a combination of activities is also possible. This type of lesson demands thorough
preparation and planning by the teacher.

Role-playing: During this type of lesson, the teacher assumes the role or character of someone else and asks
the learners similarly to play the parts of other characters. It could involves imply giving a visual representation
of events or it could take the form of a dialogue, a debate, a narrative, etcetera. For example, someone

56
TPS2601/104

(including the learners) could dress up in period costume and play the part (parts) of a historical character like
Vasco de Gama– dialogue may be (prepared and) included.

Learner-centred presentation: In this type of lesson, the focus is on learners who, as it were, provide the
content of the lesson. All the teacher does is complement, guide and correct where necessary. (This may
naturally also be seen as a practical lesson.) An example of this type of lesson is where learners prepare to
"show and tell" by bringing along something, which is related to the theme. They then recite/tell/explain
something about the object.

Debate: This type of lesson features two groups debating the merits of an issue (which could be an issue that
directly affects them). Of course, such a lesson requires thorough preparation and the maintenance of discipline
and control. It is particularly appropriate to a discussion of values.

Outdoor lesson: The aim of an outdoor lesson is not simply to vary things for learners, but also to illustrate/do
something, which would be difficult to accomplish inside a classroom. On the school grounds there are always
signs of erosion and climatological activity (such as wind, clouds and precipitation).

Excursions/field work: Facts taught during a lesson or series of lessons are applied or observed in practice.
Examples would be visits to a natural phenomenon, a mine or an industry, or cleaning a polluted stream,
recording data and so forth.

Narrative lesson: In this type of lesson, the subject matter is conveyed by means of a narrative. While this
could be very boring (particularly to older learners), it could be made highly interesting with the use of attractive
teaching aids. Finger or hand puppets increase the interest in a narrative (especially for young learners), but
slides, photos, pictures et cetera can be equally useful (particularly for older learners).

Discussion lesson: This type of lesson takes the form of a discussion of a theme/issue/problem by learners
and teacher. It works especially well with older learners when the discussion is about a matter which affects
their daily lives and about which they have something to say (the more controversial the better since this elicits
a greater variety of views and opinions). This calls for very thorough preparation on the part of teachers if they
are to guide the lesson successfully. We are deliberately not discussing every type of lesson here, in order to
give you the freedom to research and use other types on your own. For instance, you could consider groupwork,
panel discussions, case studies, experimentation, guided discovery and numerous others.

Teacher activities:(Describe what you have to do before, during and after the lesson – this will help you to
plan for every phase of the lesson.)

Learner activities: (Keep in mind that you have to plan the time for activities. Learners learn best when they
are actively involved in their own learning.)

Closing: (What will you do to round off the lesson? Will the learners do activities or homework? How will you
know that learning has taken place?)

57
Assessment activities: Briefly describe what learners will do to show that they have
mastered or made progress regarding the lesson outcomes/objectives.

Assessment tasks must include the following:

• Say who will assess and if it will be individual or group assessment.

• Describe assessment task e.g. test on …., worksheet about …, research task on …., experiment

• What instrument will be used to assess e.g. memoranda, rubrics, checklists, etc.? Indicators as to whether
there has been successful learning could take the form of demonstrations by learners, a final product such
as the drawing of a map, a written report, learning behaviour and conduct, learner participation (in things
like group activities).

Expanded opportunities: (What kind of enrichment is provided for gifted learners? What kind of
remediation is provided for learners requiring additional support?)

Date: ............................................. School stamp

TOTAL= (25)

58
TPS2601/104

11. POST-OBSERVATION REFLECTION ACTIVITY

Reflection is an important skill for every teacher. When you reflect on your own teaching, it
enables you to assess your teaching and you have the opportunity to improve your teaching.
Your own impression of your teaching and the opinion of other persons in the school
community is very important to have a balanced assessment. Use the criteria below to assess
your own understanding.

Report

At the end of the 25 days of practical teaching, you must reflect on each section of the portfolio.
Use the insights you gained during the reflection activities and write a report on your experience
in terms of its contribution to your preparation as a teacher.

You must use the headings provided in the sections of the portfolio and make suggestions on
what can be done to improve on the practical teaching experience to make sure it is useful and
meaningful.

Guidelines for the report

• Describe meaningful activities, behaviours or documents you observed/noticed.

• Ask yourself if they are useful, effective and/or represent good practice.

• Describe how you can use them, adapt them or change them to improve your practice (or
future practice).

Reflective activity

To reflect on the 5-week observation period, make use of the following statements and write a
short paragraph on each of the aspects indicated:

a) During this teaching practice, I have learnt that

59
b) Challenges that I encountered

c) This changed my philosophy

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………..……………………………………………………………………………………………
……………………………………………………………………………………………………..(5)

d) If I were to be given a second chance of observing, I would change

e) After a final discussion with your mentor about your interpretation and your philosophy of
teaching and learning, write a paragraph to describe your view of the knowledge, values
and experience you gained during your five weeks of teaching practice.

.……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………….(5)

60
TPS2601/104

f) Description of experience/information, which has had an influence on your teaching

practice experience period (observation).

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………………………………………………………………………………………(5)

TOTAL= (30)

61
12 DECLARATION FORM

Declaration form by student, mentor/teacher and principal

The purpose of this declaration form is to ensure the authenticity of this portfolio and the
practical teaching it was based on. Please complete and sign this declaration form. The
mentor/teacher and school principal must also sign this form.

DECLARATION BY STUDENT

I, …………………………………………………………(Name), student no. …………………….,

declare that all the work in this portfolio is my own.

Signature …………………………………………………

DECLARATION BY MENTOR/TEACHER

I, ………………………………………………………. (Name), declare that the above student

completed her/his practical teaching under my supervision or that of my colleagues.

Signature ………………………………………….

62
TPS2601/104

DECLARATION BY SCHOOL PRINCIPAL:

I, ………………………………………………. (Name), declare that this student completed

School days of supervised practical teaching at ………………………………………………
(Name of institution).
SCHOOL STAMP

Signature …………………………………………

School address: ……………………………………

……………………………………

School telephone: …………………………………

THANK YOU VERY MUCH FOR GUIDING, ASSISTING AND SUPPORTING THIS
STUDENT.

TOTAL=30)

63
13 MENTOR REPORT

REGARDING................................................................................................ (Name of student)

BY TITLE: .........

SURNAME: ...............................................

NAME: ...............................................

CONTACT DETAILS (those of the school if that is what you prefer):

CELLPHONE: ............................................

E-MAIL: ................................................................

Please provide fair and honest comments regarding the following:

Was the general conduct of the student irreproachable (on time, conduct according to school
requirements for teachers)?
....................................................................................................................................................
.............................................................................................................................................

Did the student work regularly/continuously on her/his portfolio?

Did the student complete her/his portfolio during the practical teaching period? YES/NO

Strong points of the student/good qualities and good work done:

Aspects on which student still has to improve to be ready to enter education as a beginner
teacher:

SIGNATURE SCHOOL STAMP

TOTAL=30)

64
TPS2601/104

14. STUDENT REPORT

Name (of student): ………………………………………………. Student no: …………………….

School:

………………………………………………………………………………………………………..

School telephone number:

…………………………………………………………………………………..

Address:
...................................................................................................................................................

....................................................................................................................................................

We, the undersigned, ………………………………………...................... (Printed: initials and

surname of principal) together with …………………………………………………… (Printed:
initials and surname of mentor teacher) hereby declare that student teacher
…………………………………………………………………………………………………………….
(Printed: initials and surname of student teacher) student number

…………………………………….. attended the above school for a period of ………. (Number)

school days from ………………………. (date) to ………………………. (date).

We hereby comment briefly on the following aspects of his/her stay at the school:

65
Personal appearance:

Relationship with teachers:

Eagerness to learn:

Eagerness to become involved:

Positive personality traits:

Negative personality traits:

66
TPS2601/104

Description of your experience with Unisa's teaching practice processes, arrangements,

placements, school visits, support, etc.

……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Signature Principal: ……………………………………

Date: …………………………………

Signature of Mentor teacher: ……………………………

School stamp

Date:

TOTAL=30

67
SECTION B

TEACHING FROM PRACTICE

This section constitutes work from home which you would be entitled to due to C0VID-19

regulations. You will spend THREE WEEKS at school and this section will constitute TWO

WEEKS where you will work on activities at home.

15. CLASS OBSERVATION

The following questions are based on class observation. You may consult different references

to answer the following questions

You are required to answer all the questions.

a) Define the concept observation (2).

b) In your own words, give a distinction between observation and mentoring (5).
c) What kind of assistance do you expect from your mentor teacher during student
guided observation (3).
d) Describe five characteristics of lesson observation (10).
e) Critically discuss the positive impact of observation by mentor teachers on student
teachers (10).
f) What kind of challenges do teachers in general face during the 21 st century? Mention
at least 4. (8)

[38]

68
TPS2601/104

16. CASE STUDY: OBSERVATION

You are required to read a case study below about observation and answer the questions

that follow.

Teacher A is a twenty-two-year-old white male who began student teaching during the last

spring semester and was the top student in his methodology class the previous semester. The

school administration asked him to volunteer for this study because they saw him in the

classroom during the previous semester and their opinions were confirmed by two weeks of

observations made at the start of his student teaching semester.

Teacher B is a sixty-year-old African American teacher and coach. He has been teaching and

coaching for twenty-four years. Administrators and faculty report that he is respected and well-

liked by students and parents.

Classroom atmosphere.

Both observations and student data revealed that Teacher A placed emphasis on creating a

non-threatening, nurturing classroom atmosphere. After selection for this study, he taught the

class the entire time (with his mentor teacher in the classroom but not interacting with the

class). He did appear to have more active classes than Teacher B, but at no time did the

researchers or any of the school’s faculty or administration observe classes out of control. His

mentor teacher said that he was very good, as a first-time student teacher at classroom

management.

Teacher A was friendly toward his students and took it as his first goal in the semester to get

to know them and their learning styles. He often joked and didn’t seem to mind when students

would interrupt his admittedly short lectures. In fact, all of the observers thought that Teacher

A encouraged spontaneous discussion and debates. Much of his classroom’s dynamic might

be attributed to Teacher A’s overall demeanor. He is enthusiastic about the subject, non-
69
threatening, and has a good sense of humor. He demonstrated by words and actions in the

classroom that he had respect for his students.

Although Teacher A did not demonstrate as much mastery of the subject and was found to

convey less confidence in teaching the subject than Teacher B, he still admitted when he made

a mistake. The students’ ratings reflected that they respected him for this. I observed that,

when he did not know the answer to a student’s question, he said that he would look it up and

have the answer the next class, which he always did. He said that everyone can learn,

especially from mistakes, and every student in his classes has the right to learn. More than

one student wrote that they liked him and wanted him to remain at the school, so that they

could take another course from him. When asked, he said that he is continually rethinking his

lessons and how to improve them—trying to learn more about the subject and his students to

better address their individual learning styles. Lesson goals and objectives were always written

on the chalkboard and referred to by Teacher A as he started his lessons.

a) What do you think are the differences between Teacher A and Teacher B in terms of
teaching styles? (6)
b) What do you think are the reasons why Teacher A is performing better than Teacher
B? Mention three reasons. (6)
c) What is it that teacher B can do to improve his teaching styles? (4)
d) What are the issues that teacher A is doing right which you can implement in your
future lessons? (6)
e) What kind of advice would you offer to both Teacher A and Teacher B? (10)
f) Evaluate the importance of observation from an African and Ubuntu perspective (5)
g) How would you deal with learners with barriers to learning in your class? Mention four
mechanisms. (6)
h) As a beginning teacher, how would you deal with learners from different socio-
economic, cultural, language backgrounds in your class. (8)

[ 70]

70
TPS2601/104

17. EVALUATION OF DOWNLOADED VIDEOS

Download a YOUTUBE video of a teacher presenting any lesson of the subject that you are

registered for. You should upload the video as evidence. Please comment on the following

issues as they appeared on the video that you have uploaded.

a) Overall presentation of the lesson (4)

b) Use of modern technology during the lesson (2)

c) Learners’ participation during the lesson. (4)

d) Assessment during the lesson (4)

e) Resources used during the lesson (3)

f) Mention five positives that you identified during the lesson? (5)

g) Mention five negatives that you identified during the lesson? (5)

h) Which five areas would you improve if you were the one presenting a lesson? (5)

i) What are the five things that you have learnt from the teacher’s presentation? (5)

j) Evaluation of the downloaded video (10)

[47]

71
18. DEVELOPMENT OF A VIDEO

You are required to make a five-minute video presentation of the school where you will be

doing your teaching practice. Your video should be clear and audible.

In your presentation, the following issues should be covered:

a) Name of the school (2)

b) Background or history of the school. (5)

c) The location of the school, rural or urban. (4)

d) The buildings of the school, new or old. (4)

e) Describe the feeder zone of the school (township, village or city). (10)

f) Video evaluation (10)

[35]

TOTAL [190]

72
TPS2601/104

19 ATTENDANCE REGISTER OF STUDENT TEACHER AT SCHOOL

Student name & surname Student number

Name of School

Address

Contact details

Week 1 Date Grade Signature Student Signature Mentor

Day 1

Day 2

Day 3

Day 4

Day 5

Week 2 Date Grade Signature Student Signature Mentor

Day 1

Day 2

Day 3

Day 4

Day 5

Week 3 Date Grade Signature Student Signature Mentor

Day 1

Day 2

Day 3

Day 4

Day 5

73
20 BIBLIOGRAPHY/REFERENCES

Higgs. P. 2003. African philosophy and the transformationof educational discourse in South
Africa.Journal of Education, No. 30, 2003.

(Source – adapted for Part A, B and C): Cohen, L, Manion, L & Morrison, K. 2005. A guide to
teaching practice, pp. 103-105. New York: Routledge.)

Taole, M.J.(Ed). 2015. Teaching Practice, Perspectives and Frameworks. Van Schaik:
Pretoria.

21 STUDENT EVALUATION FORM FOR THE TEACHING PRACTICE MODULE:

You have come to the end of this portfolio.

We value your feedback. To enable us to improve on students’ first teaching practice

experience, please fill in the information.

Poor Average Good Excellent

Guidelines and
information

Placement

The portfolio

Communication

Any other comments or suggestions.

74
TPS2601/104

What has been your experience of the teaching practice observations? (Both positive and
negative experiences.)

How would you apply the positive things you have observed in your teaching practice
observations and what would you change about the negative aspects you have come across?

75
Did you conduct yourself in terms of the South African Council of Educators Code of Conduct?

You can access this document athttps://www.sace.org.za/pages/the-code-of-professional-ethics

(If you are not a South African, it should be in terms of the teachers' code of conduct for your
own country.) If your answer is yes, then indicate the areas and motivate your answer.

Thank you for assisting us to improve the TPS experience.

Lecturers

76
TPS2601/104

TPS2601 PORTFOLIO MARKING GUIDELINE.

CRITERIA SUB-MARKS TOTAL

MARKS

1.1 INTRODUCTION

1.2 AN AFRICAN PHILOSOPHY 20

OF EDUCATION
30
1.3 TEACHING PERSPECTIVES

1.4 TEACHING PHILOSOPHY

(BELIEFS) 15

1.5 TEACHING PHILOSOPHY IN 15

CONTEXT
80

SENIOR PHASE/FET TEACHING

PRACTICE ACTIVITIES-
OBSERVATION GUIDE

2.1 CONTEXT ANALYSIS

2.1.1 DESCRIPTION OF THE 20

SCHOOL CONTEXT

2.1.2 SCHOOL ORGANOGRAM

10
2.2 DESCRIPTION OF
CLASSROOM FROM 20 70
DIFFERENT PHASES 20
2.3 REFLECTION ACTIVITY

CLASSROOM MANAGEMENT
OBSERVATION ACTIVITIES

3.1 POLICIES
30
3.2 OBSERVING THE MENTOR (6
LESSON PLANS) 150

3.3 REFLECTION ON THE SIX(6) 30 210

LESSONS OBSERVED

4. OTHER IMPORTANT FACTORS IN

TEACHING AND LEARNING

77
4.1 ASSESSMENT 6

4.2 LEARNING MEDIA 9

4.3 CONTROL OF WORK 10 25

5. INCLUSIVITY 40 40

6. CLASSROOM EVIDENCE 20 20

7. CLASSROOM MANAGEMENT
STRATEGIES TO ORGANISE THE
CLASSROOM

7.1 TIMETABLE 15

7.2 ATTENDANCE REGISTER 5

7.3 DISCIPLINE 10 30

8. COVID 19 COMPLIANCE 20 20

9. SELF REFLECTION 10 10

10. PLANNING YOUR LESSON 25 25

11. POST OBSERVATION 30 30

REFLECTION ACTIVITY

12. DECLARATION FORM 30 30

13. MENTOR REPORT 30 30

14. STUDENT REPORT 30 30

15. TEACHING FROM PRACTICE: 38 190

CLASS OBSERVATION
70
16. CASE STUDY: OBSERVATION
47
17. EVALUATIOM OF DOWNLOADED
VIDEO

18. DEVELOPMENT OF A VIDEO 35

78
TPS2601/104

19. ATTENDANCE REGISTER 30 30

20. NEATNESS 10 10

21. LANGUAGE 20 20

TOTAL=900

Tutorial Letter 103/0/2023: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10 - 12)
No ratings yet
Tutorial Letter 103/0/2023: Teaching Practice For Senior Phase (Grades 7 - 9) /FET (Grades 10 - 12)
96 pages
101 2019 0 B
0% (3)
101 2019 0 B
24 pages
TPS2601 Portfolio
No ratings yet
TPS2601 Portfolio
128 pages
TPN 2601 Assignent Portfolio 0001 - 2021 - 0 - B
No ratings yet
TPN 2601 Assignent Portfolio 0001 - 2021 - 0 - B
30 pages
Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10-12)
100% (1)
Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10-12)
109 pages
tpn2601 Assignment 2
No ratings yet
tpn2601 Assignment 2
35 pages
Student Teacher Attendance Log
No ratings yet
Student Teacher Attendance Log
2 pages
TEACHER ROLES Teacher Philosophy
No ratings yet
TEACHER ROLES Teacher Philosophy
12 pages
TMS3722 02 N0vember
No ratings yet
TMS3722 02 N0vember
6 pages
Portfolio Assignment - The Seven Roles of Educators
0% (1)
Portfolio Assignment - The Seven Roles of Educators
6 pages
tms3713 Assignment 5 Portfolio
No ratings yet
tms3713 Assignment 5 Portfolio
26 pages
Thobile 49848135 TMS3713 Portfolio
No ratings yet
Thobile 49848135 TMS3713 Portfolio
37 pages
Previous Exam Answers ENG1502
33% (3)
Previous Exam Answers ENG1502
6 pages
AED3701 JanFeb - 2025 - Final - Exam (2) - 081111
No ratings yet
AED3701 JanFeb - 2025 - Final - Exam (2) - 081111
11 pages
ISC3701 Ass1memo
No ratings yet
ISC3701 Ass1memo
5 pages
Tutorial Letter 101/0/2024: Psychology of Education
100% (1)
Tutorial Letter 101/0/2024: Psychology of Education
18 pages
ISC3701 Teaching Portfolio
No ratings yet
ISC3701 Teaching Portfolio
12 pages
SAE3701 Tutorial Letter - 101 - 2020 - 0 - B
33% (3)
SAE3701 Tutorial Letter - 101 - 2020 - 0 - B
28 pages
tmn3706 Assignment 4
No ratings yet
tmn3706 Assignment 4
6 pages
Tutorial Letter 101/3/2022: Being A Professional Teacher
No ratings yet
Tutorial Letter 101/3/2022: Being A Professional Teacher
22 pages
LSK3701 - Back Up Paper OCTNOV 2022 FINAL
No ratings yet
LSK3701 - Back Up Paper OCTNOV 2022 FINAL
6 pages
GN Madonsela Assigmen 50 Compressed
No ratings yet
GN Madonsela Assigmen 50 Compressed
69 pages
CIC2601 Assignment 3 2025 (Answer Guide) - Due 6 August 2025
No ratings yet
CIC2601 Assignment 3 2025 (Answer Guide) - Due 6 August 2025
4 pages
CMG3701 TL 101 2021 - 1
No ratings yet
CMG3701 TL 101 2021 - 1
19 pages
ISC3701 Study Guide
No ratings yet
ISC3701 Study Guide
59 pages
Unisa Taak
No ratings yet
Unisa Taak
88 pages
Isc3701-Assignment 02-20.03.2023-Final
0% (1)
Isc3701-Assignment 02-20.03.2023-Final
2 pages
Is Portfolio
No ratings yet
Is Portfolio
9 pages
BPT 1501 Ass 5
No ratings yet
BPT 1501 Ass 5
2 pages
Ass 2 TPS 2601
No ratings yet
Ass 2 TPS 2601
10 pages
CUS3701 Ass 1 Solution
No ratings yet
CUS3701 Ass 1 Solution
25 pages
Portfolio Assignment 5 CIC2601 2025
0% (2)
Portfolio Assignment 5 CIC2601 2025
13 pages
Ped3701 Assignment 4 2025
No ratings yet
Ped3701 Assignment 4 2025
5 pages
Tutorial Letter 101/0/2020: Becoming A Teacher
No ratings yet
Tutorial Letter 101/0/2020: Becoming A Teacher
30 pages
Learning Unit 2
No ratings yet
Learning Unit 2
15 pages
Buthelezi Sakhile Zothani 223064690 - Observation Assignment
No ratings yet
Buthelezi Sakhile Zothani 223064690 - Observation Assignment
38 pages
BPT1501 Assignment 2
No ratings yet
BPT1501 Assignment 2
3 pages
Aspiring Teacher's Journey
No ratings yet
Aspiring Teacher's Journey
17 pages
Assignment 5 - Portfolio of Evidence Framework
No ratings yet
Assignment 5 - Portfolio of Evidence Framework
8 pages
Tutorial Letter 102/0/2024: Teaching Practice Compulsory Application For Placement Information & Forms
No ratings yet
Tutorial Letter 102/0/2024: Teaching Practice Compulsory Application For Placement Information & Forms
31 pages
CSU3701 Assignment 1 Quiz 2025
No ratings yet
CSU3701 Assignment 1 Quiz 2025
26 pages
Tpf3704 2023 Assessment 2 0 B Final
No ratings yet
Tpf3704 2023 Assessment 2 0 B Final
11 pages
PED3701 Assignment 2
No ratings yet
PED3701 Assignment 2
6 pages
BTE Assignment 4
No ratings yet
BTE Assignment 4
6 pages
Stuvia 3407760 Pdu3701 Latest Exam Pack 2024 1
No ratings yet
Stuvia 3407760 Pdu3701 Latest Exam Pack 2024 1
103 pages
Read The Above Comments, They Will Help You A Lot In: Preparing For The Examination
67% (3)
Read The Above Comments, They Will Help You A Lot In: Preparing For The Examination
4 pages
ESC3701 Sept Oct Nov 2021 Examinattion Question Paper
No ratings yet
ESC3701 Sept Oct Nov 2021 Examinattion Question Paper
7 pages
EML1501 Study Guide 2024 in PDF
No ratings yet
EML1501 Study Guide 2024 in PDF
106 pages
Ped3701 Assignment 02 PDF
No ratings yet
Ped3701 Assignment 02 PDF
7 pages
Cic2601 Assignment 3
No ratings yet
Cic2601 Assignment 3
6 pages
AED3701 Study Guide Summaries
No ratings yet
AED3701 Study Guide Summaries
25 pages
TL103 - TPS3705 - Senior Phase - Grades 7 - 9
No ratings yet
TL103 - TPS3705 - Senior Phase - Grades 7 - 9
61 pages
Bte2601 Assignment 4
No ratings yet
Bte2601 Assignment 4
8 pages
Tutorial Letter 103/0/2022: Teaching Under Mentor Supervision TPN3703 Year Module
No ratings yet
Tutorial Letter 103/0/2022: Teaching Under Mentor Supervision TPN3703 Year Module
53 pages
BTE Book
No ratings yet
BTE Book
218 pages
Eds3701 Assignment 01
No ratings yet
Eds3701 Assignment 01
6 pages
EDU70012: Supervised Professional Experience 2 Assignment 1: Task 3 - Portfolio 100568375 Kevin Jeffries
No ratings yet
EDU70012: Supervised Professional Experience 2 Assignment 1: Task 3 - Portfolio 100568375 Kevin Jeffries
60 pages
tmn3702 46994807
No ratings yet
tmn3702 46994807
12 pages
BTE2601 Exam Paper Oct:Nov 2019
No ratings yet
BTE2601 Exam Paper Oct:Nov 2019
5 pages
Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10 - 12)
No ratings yet
Tutorial Letter 103/0/2022: Teaching Practice For Senior Phase (Grades 7-9) /FET (Grades 10 - 12)
85 pages
MAT2612 JuneJuly 2021 Exam-1
No ratings yet
MAT2612 JuneJuly 2021 Exam-1
4 pages
Mse 2183 Assignment 3
No ratings yet
Mse 2183 Assignment 3
22 pages
Mat2612 Assignment 2
No ratings yet
Mat2612 Assignment 2
11 pages
ENG1501 Assignment 3 UNISA 2022: Marius Regardt Nel Student Number: 36205192 ID: 8208165067084 Assignment Number
No ratings yet
ENG1501 Assignment 3 UNISA 2022: Marius Regardt Nel Student Number: 36205192 ID: 8208165067084 Assignment Number
10 pages
Assignment 1
No ratings yet
Assignment 1
23 pages
Tutorial Letter 101/0/2024: Teaching Practice IV: For Doing Teaching Methodology 2 FET (Grade 10-12)
No ratings yet
Tutorial Letter 101/0/2024: Teaching Practice IV: For Doing Teaching Methodology 2 FET (Grade 10-12)
55 pages
Teaching Practice Intro Letter 2024
No ratings yet
Teaching Practice Intro Letter 2024
2 pages
MAT2612 Assignment 4 2024
No ratings yet
MAT2612 Assignment 4 2024
4 pages
Marius Nel TPS3703
No ratings yet
Marius Nel TPS3703
97 pages
Lesson 111
No ratings yet
Lesson 111
3 pages
Mat2613 Ass 3
No ratings yet
Mat2613 Ass 3
6 pages
Mat 2612 Assignment 2
No ratings yet
Mat 2612 Assignment 2
18 pages
Assignment 1 B
No ratings yet
Assignment 1 B
16 pages
2024 TMS370 TL101!0!2024-EDITED No - Markup Fully-Online-year-template DR KG Nkumane - 16 Nov 23
No ratings yet
2024 TMS370 TL101!0!2024-EDITED No - Markup Fully-Online-year-template DR KG Nkumane - 16 Nov 23
26 pages
Ladmmm6: Tutorial Letter 102/0/2022
No ratings yet
Ladmmm6: Tutorial Letter 102/0/2022
15 pages
Assignment 1 13 February
No ratings yet
Assignment 1 13 February
7 pages
Geometry Education Tutorial Guide
100% (1)
Geometry Education Tutorial Guide
17 pages
Geometry Education Tutorial Guide
100% (1)
Geometry Education Tutorial Guide
17 pages
MSE2183
No ratings yet
MSE2183
102 pages
Mse 2183 Assignment 2
No ratings yet
Mse 2183 Assignment 2
14 pages
Ajmcsr11 161
No ratings yet
Ajmcsr11 161
5 pages
Summary For Life Orientation
No ratings yet
Summary For Life Orientation
80 pages
Tutorial Letter 501/0/2022: Foundations in English Literary Studies
100% (1)
Tutorial Letter 501/0/2022: Foundations in English Literary Studies
89 pages
Tutorial Letter 101/0/2022: Foundations in English Literary Studies
No ratings yet
Tutorial Letter 101/0/2022: Foundations in English Literary Studies
19 pages
LADLORD 2022 Assignment 2
No ratings yet
LADLORD 2022 Assignment 2
3 pages
MSE2183
No ratings yet
MSE2183
11 pages
Tutorial Letter 102/0/2022: Foundations in English Literary Studies
100% (2)
Tutorial Letter 102/0/2022: Foundations in English Literary Studies
24 pages
Life Orientation Teaching Guide
No ratings yet
Life Orientation Teaching Guide
5 pages
ENG1501 Assignment 2 UNISA 2022: Marius Regardt Nel Student Number: 36205192 ID: 8208165067084 Assignment Number
100% (1)
ENG1501 Assignment 2 UNISA 2022: Marius Regardt Nel Student Number: 36205192 ID: 8208165067084 Assignment Number
5 pages
247AA Load Cell Transducer
No ratings yet
247AA Load Cell Transducer
2 pages
Chemistry Foundations for Students
No ratings yet
Chemistry Foundations for Students
34 pages
Introduction To Business Implementation
100% (1)
Introduction To Business Implementation
36 pages
Case 2 Presentation - Final
No ratings yet
Case 2 Presentation - Final
17 pages
Coffee Production
No ratings yet
Coffee Production
9 pages
Unit Iii PDF
No ratings yet
Unit Iii PDF
70 pages
El 30 Xxen
No ratings yet
El 30 Xxen
242 pages
Ultrasonic Tech in Food & Environment
No ratings yet
Ultrasonic Tech in Food & Environment
7 pages
Design & Structural Performance Analysis of Supra Sae Car Chassis
No ratings yet
Design & Structural Performance Analysis of Supra Sae Car Chassis
20 pages
PDF Portuguese Starter E-Book
No ratings yet
PDF Portuguese Starter E-Book
13 pages
Chuyen de VERB FORM Ly Thuyet Bai Tap Co Keys
No ratings yet
Chuyen de VERB FORM Ly Thuyet Bai Tap Co Keys
8 pages
SI30 Solar Pump Inverter Guide
No ratings yet
SI30 Solar Pump Inverter Guide
33 pages
Practice-Prepositions of Time and Place
0% (1)
Practice-Prepositions of Time and Place
1 page
Eng Technician
No ratings yet
Eng Technician
23 pages
Non-Invasive Prenatal Testing (NIPT) : Introduction and Technology Overview
No ratings yet
Non-Invasive Prenatal Testing (NIPT) : Introduction and Technology Overview
46 pages
Risk Assessment PowerPoint Presentation
No ratings yet
Risk Assessment PowerPoint Presentation
15 pages
Reliance Industries Limited
No ratings yet
Reliance Industries Limited
17 pages
Untitled Document
No ratings yet
Untitled Document
7 pages
3 Chapter 3 Part 1 Foundations.
No ratings yet
3 Chapter 3 Part 1 Foundations.
40 pages
Training Report On Ratio Analysis in HDFC Standard Life Insurance.
No ratings yet
Training Report On Ratio Analysis in HDFC Standard Life Insurance.
75 pages
Ring Coupler
No ratings yet
Ring Coupler
39 pages
Supplement TEAC
No ratings yet
Supplement TEAC
16 pages
Fireworks Pop Up Card Template
100% (1)
Fireworks Pop Up Card Template
10 pages
Chardonnay, Cassandra Smith Mobile: 07534470207 Personal Profile
No ratings yet
Chardonnay, Cassandra Smith Mobile: 07534470207 Personal Profile
2 pages
3.5a2 Exam Form Submission NOTICE 626 - R Students Sem 68 Students of BE B Tech - ESE Even 23 24 From 02.05.2024
No ratings yet
3.5a2 Exam Form Submission NOTICE 626 - R Students Sem 68 Students of BE B Tech - ESE Even 23 24 From 02.05.2024
2 pages
Watlow981 982 Manual
No ratings yet
Watlow981 982 Manual
141 pages
Holland Speedway Racing Rules
No ratings yet
Holland Speedway Racing Rules
23 pages
J of Applied Polymer Sci - 2002 - Gu - Acidic and Basic Hydrolysis of Poly N Vinylformamide
No ratings yet
J of Applied Polymer Sci - 2002 - Gu - Acidic and Basic Hydrolysis of Poly N Vinylformamide
8 pages
Physics Proficiency Test Series
No ratings yet
Physics Proficiency Test Series
1 page
Teaching Unit Circulatory System AICLE
No ratings yet
Teaching Unit Circulatory System AICLE
5 pages