POST-TEACHING PRACTICE(TP) REPORT

(GGASS, YANKABA Nassarawa Zone, Kano State)

Garba Muhammad Sadiq

(UG17/SMED/1190)

Course: CME4202.

Department of Computing and Mathematics Education,

Faculty of Science & Technology Education

Aliko Dangote Uni. Of Sci. & Technology, Wudil

 DEDICATION

This report is dedicated to my lovely parent of blessed memory: Late. Mal. Muhammad Sadiq
and Late Hajiya Jumai Garba and to my entire family for their dedicative support and concrete
prayer.

ACKNOWLEDGEMENT

All praise is due to Allah (S.W.A), master of the day of judgement and our beloved prophet
Muhammad (Peace be upon him), for the successful completion of this teaching practice that
took place within the period of time 1st Nov., 2021 to 25th Feb., 2022.

I would also like to thank the entire staff of the department of computing and mathematics
education for the sacrifice of their precious time and energy towards guiding us all and
contributing a lot to the success during our studies.

I would like to extend special regards to our lecturers that include Dr. Mamman M. Auwal, Dr.
Suraj Isa Gaya, Dr. Maitama Yusif, Mal. Tanimu, Mal. Yusuf Bandar, and finally to the entire
managemebt of ADUSTECH, Wudil.
1.0 INTRODUCTION

The purpose of this report is to discuss about the experience I had during the teaching
practice exercise carried out at the Government Girls Arabic Senior Secondary School
(GGASS) Yankaba, in Nassarawa Local Govt. Kano Sate

1.1 GOALS

There are several views about the goals of the student teaching practice. However, the
mostly widely acceptable states that “Teaching practice provides for testing
educational theories and for putting educational principles into practice”. In other
words, the purpose of teaching practice is to provide planned and carefully supervised
learned activities which allow the teacher-trainees not only to demonstrate but also to
improve their resourcefulness as teachers to be. The goals of teaching practice are to:

1. Provide the teacher-trainees the opportunity to learn the art of teaching in actual
classroom situation under the guidance of an experience cooperating teacher.

2. Provide the teacher-trainees the opportunity to demonstrate in real classroom

situation the mastery of the teaching the subject matter and the methodology of
imparting it to learners.

3. Provide with the teacher-trainees the professional development and foster a

positive attitude to one’s self-teaching.

4. Assess the extent to which teacher-trainees satisfy the requirement for the award of
the certificate pursued as a student of education, and

5. Enable certificate of education awarding committee to evaluate the adequacy or

otherwise of the aspects of the teacher education programmes.

1.2 OBJECTIVES

Student teaching practice is expected to enable the student-trainee to:

1. Develop skills and competencies of teaching.

2. Apply the principles the teacher-trainee learn from the courses studied to teach in
addition to bringing about meaningful changes in learners.

3. Write scheme of work, lesson notes, using appropriate concepts and

generalizations that will facilitate learning.

4. Select and use a variety of teaching strategies and instructional resources that are
appropriate to achieve the objectives the teacher-trainee stated in their lesson plan.
 5. Diagnose the learning difficulties of pupils to provide guidance and remedial
instruction to those who need them.

6. Acquire skill in democratic classroom management.

7. Participate actively and effectively in the various instructional and no instructional

programs and activities of the school where the teacher-trainee practice the
teaching of his subject matter.

8. Establish good human relations with the students, staff, parents and other members
of the community of the school where the teacher-trainee is posted.

9. Have the opportunity to participate in community activities which enhance the

teacher-trainee’s professions.

This report covers the brief history of the area where the teaching practice is carried out, the
area of concentration while at the teaching practice post, the organogram of the school, samples
of the lesson plan, classroom condition of the school, disciplinary tones of the school.
Furthermore, it carries information about the Teacher/student relationship, administrative block,
laboratories and additional facilities, assembly and other relevant matters regarding the state
conditions of the school and some recommendations for the improvement of education.

2.0 BRIEF HISTORY AND THE LOCATION OF THE SCHOOL

GGASS Yankaba is situated in at Yankaba Jigirya near the Nassarawa Zonal office in
Nassarawa Kano state. The area of Yankaba is mostly populated by people who are engaged
into several businesses and civil services. The people of this located area are mostly of Islam
faith with minority of the Christian beliefs. As a result of that, Hausa-Fulani tribe with many
Islamic schools are built around area.

2.1 HISTORY OF THE SCHOOL

GGASS Yankaba, was firstly established in the year 2006 during the Dr. Mal. Ibrahim
Shekarau administration as a governor of Kano state. It has been part of the government
established school managed by the Kano State Secondary Schools management board
(KSSSMB). As the name of school suggests, subjects taught in the school comprise of both
science and Arabic subjects. Within the period of its establishment in 2006 to date the
school was able to accommodate about one thousand (1000) students, twenty-five (25)
academic staff and four (4) non-academic staff.

3.0 TEACHING ACTIVITIES

3.1 ROLE
 At the time of reporting to the school as a teacher-trainee, I received a warm welcome
from the school management and the mathematics section of the school. They were
delightful to have me additional staff because they were yearning for mathematics
teacher. They could not wait to see me starting.

At the time of my arrival, as a teacher-trainee, the secondary schools of the whole

state were in the first term of the 2021/2022 academic session. That made my work
somewhat easier as they are in the beginning of the new session. I was assigned to
teach Mathematics, since its my area of specialization, to the first year students of
Senior Secondary Students (SS I) by the school management. I partook the role of
serving the staff duty roaster. In a nutshell, I was quickly engaged, integrated and
treat like other academic staff in terms of academic activities. That gave me ample
opportunities to learn, relearn and put into action what I was taught as mathematics
educator.

During the session, I taught mathematics to the students on week basis. I would be
given lesson every day of the week (Monday-Friday). I enjoyed working with school
staff especially in the company of the mathematics teaching staff.

3.2 LESSON PLAN SAMPLES

As a every teacher to teach effectively and efficiently one needs a lesson plan. It
enable the teacher to deliver and impart the information needed to be drum into the
learners head. I was fond of subject and enjoyed using my lesson plan whenever I am
having my class. Some samples of the lesson-plans during then stay are hereby
attached.
3.3 RELATIONSHIP WITH THE SCHOOL

Whenever I remember that establishing and maintaining good relationship could be

the key to earning happiness in what we do in our or a community we may be visiting,
I always pursuit for good relationship. The greater the relationship one develops the
more and better experience one earns and acquires. During my stay at GGASS
Yankaba, I have developed a mutual and good relationship not only between me and
students but also among the entire staffs of the school. I gave so much respect due to
the fact that we respected each other at every moment. Furthermore, the school
 administrators gave us maximum regards and treated us like their permanent staff.
We had been invited into many activities that the school organizes.

3.4 STUDENTS TEACHER RELATION

As for teacher-students relationship, I had a wonderful experience. My interaction

with the students of GGASS went in a well-behaved manner during the TP. Occasion
where I had minor issues, I would do what was possible in order to put things right.
Matters that were beyond my capacities I took them to the school authority and it
would be decisively dealt with. It is worth mentioning that, by the American
Psychology Association (APA, 1997), a good teacher-student relationship can
contribute immensely to student’s long-term feeling about school attitude toward
learning and motivation for success. Furthermore, students who have close, positive
and supportive relationship with their teachers will attain higher levels of
achievements than those students with more conflictual relationship. In a nutshell, the
level of interaction with the student and entire staff of GGASS was well-satisfactorily.

3.5 CLASSROOM CONTROL

My teaching skills are easily applicable for two reasons. Firstly, I found it comforting
to use my learned skills regarded teaching. This would not have been the case if we
had not been taught the teaching skills in the University. Thus, it is highly
recommendable to maintain and improve those courses that groom teacher-trainees
with several teaching skills. Secondly, level of maturity of the students had
contributed immensely, as the majority of the students know what is it to have a
mathematics teacher in their classroom.

3.6 DISCIPLINARY ENFORCEMENT

School discipline relates to the actions taken by a teacher or the school authority
towards a student’s (or group of students) when the students behaviour disrupts the
ongoing educational activity or break a rule created by the teacher or the school
system. Disciple can guide the children's behavior or set limits to help them learn to
take care of themselves, other people and the world around them.

Like all other schools, GGASS Yan Kaba have laid down set of rules, and if students
break these rules they are subject to discipline. As far as I am concerned, the
disciplinary committee of the school was up to par.

3.7 ORGANISATION OF THE SCHOOL

Below is the organization chart showing the systematic level of leadership in GGASS
in hierarchical order.
 Principal Director of GGASS

Vice principal Acad. Vice principal Admin.

Senior Master Acad. Temporary Staff

Examination Officer
Senior Master Admin.

Guidance & Counselling

officer
Labour Master Temporary teachers

4.0 SCHOOL FACILITIES

4.1 ADMINISTRATIVE BLOCK

GGASS YAN KABA Consists of upstairs and down stairs. It comprises 12

classrooms with the principal director, vice principals both Admin and Academic,
senior master, guidance and counseling and exam officer's office. It also comprises
male and female staffrooms with two staff toilets for both respective genders. The
students have four toilets purposely provided for female use.

Near the school gate, there is one small room for the security men and cleaners.

4.2 LABORATORY FACILITIES

GGAS Yan Kaba have provided a laboratory for the purpose of the experiments and
to put theorical aspects of their knowledge into practice.

The laboratory provided in this school is mainly for teaching science subjects such as
Chemistry, Physics and Biology.

4.3 LIBRARY

Library is a place where books and other form of media are kept for use by the
students or public who qualified to use it in general.

Also, GGASS YAN KABA have their own library and it is functioning well. There is
five centre with full of books to read for any interested students.

4.4 GAME FACILITIES

 As part of the curricular, it is mandatory for each and every school to put game as one
of the major school activities which will make the students to acquire many skills and
develop physical fitness.

Unfortunately, in the GGASS Yankaba such provision was crippled. Many game
facilities to ensure the achievement of such goal were lacking.

4.5 SCHOOL ASSEMBLY

An assembly ground was provided in the school near principal office where the
students are gathered on every Monday morning by 7:30am to 8:00am to be
addressed by the principal and some of the teachers. The school assembly usually
starts with an opening prayer by one female student called WASILA NURA SS 1
Arabic, and then followed by National anthem and national pledge.

Some of the information that are addressed by the teachers, apart from updates for
students regarding their studies, include issues of late coming by the students,
preaching by some teachers, and I'm among those teachers that delivery some
preaching time-to-time and any other relevant information.

5.0 SOME OF THE CHALLENGES FACED

In the aspect of life, human beings are bound to face challenges and obstacles. During my
stay with GGASS Yankaba, I appeared to come across issues.

One of the problems I had in the school was the students’ concentration is lacking in
some classes due to their large population. Classes offering Arabic courses are mostly
large in number and I happened to be taking one of them, SS I Arabic in particular. I had
been encountering difficulties to control the students of this particular class due to their
large population. Normally, in a crowded class concentration by the majority of the
students in hardly possible. This had contributed tremendously and therefore made it
challenging to have a conducive atmosphere for learning and teaching to take place
effectively.

In addition, late-coming has been the contributing factor for the hindrance for effective
teaching and learning process. Mostly, science and mathematics are put in the 1st or 2nd
period throughout the school. It is well-known due to the nature of these communities
and individual differences, late-coming becomes and object of distraction. I used to find
it so difficult to have a consistent process of teaching without having one or more
students coming late. Lateness is a bad behaviour that needs special attention.

6. RECOMMENDATION
 Recommendation has been made based on teaching practice (T.P) experience.

• The duration of the T.P should be extended beyond the period of three
months.

• There is need for the staff at the school of teaching practice to be more co-
operative and helpful to the students, as I witnessed at GGASS YAN KABA.

• The student-teacher should be constantly supervised by institution at least

five times not once or twice, so that student-teachers will become more
serious during the exercise.

• Some incentive allowance should be given to the student-teachers for

motivation purposes.

• State ministry of education should organise seminars, workshops and

encourage them to go for in-service training courses.

• KSSSMB should provide a blue print containing procedures on how

assembly briefing is to be presented.

• Secondary school principal must ensure that, no teacher is in the staff room
when it’s time for assembly.

• State government through the ministry of education should construct more

classes and modern scheme laboratories for our secondary schools.

7. CONCLUSION

Teaching practice exercise should be an aspect of teacher’s education program

which should be regarded as vital. It is therefore expected of students to prepare
themselves for this all-important aspect by their professional fields.