FACULTY OF EDUCATION

SCHOOL BASED EXPERIENCE I (SBE) OBSERVATION BOOK

BACHELOR OF EDUCATION SENIOR PHASE TEACHING (B Ed

SP&FET)
CODE: SBE15B2; SBE15Q2; SBE15M2

STUDENT NAME: PONTSHO NKOPANE

STUDENT NUMBER: 231079303

QUALIFICATION: B Ed SP&FET HUMANITIES

SCHOOL: MPONTSHENG SECONDARY SCHOOL

DISTRICT: EKURHULENI

PROVINCE: GAUTENG

DURATION OF OBSERVATION: TWO WEEKS

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ACKNOWLEDGEMENT

Dear Principal/School Manager

Thank you very much for agreeing to assist in the development of young teachers
from Walter Sisulu University (WSU). What you do for our students as they journey to
become professional teachers is exceptional and unquantifiable.
The University humbly requests your office to dedicate a mentor/s to student
teacher/s at your school, to guide, support and allow the student to observe teachers
in action during the School Based Experience (SBE) Observation Period. Such
guidance will enable student teachers to be acquainted with the realities of teaching.

Dear Mentor Teacher

Thank you for your valuable support to the student teacher/s from WSU. Although
there is no formal agreement regarding teaching practice between the university and
mentor, teacher/s there is:
 a very long tradition of mentorship for student teachers in schools;
 a widespread acceptance by the teaching profession generally and by
university that teaching practice is at the heart of the training of new teachers.

1. The University humbly request your professional guidance and support as

student teacher/s will be Observing Classroom Activities. This will assist in
the development of young teachers.
2. Kindly complete Section A of the Rubric as evidence of the student
assessment.

Dear student
School Based Experience Observation is an 8 credit bearing module that serves as
an introduction to School Based Experience.
1. You must spend a maximum of two weeks in schools observing and
reflecting for a maximum of 10 days.
2. You must observe ALL lessons taught by subject teacher/s/mentors
3. You must complete ALL relevant forms daily, as evidence of your SBE
Observation. NOTE: The Forms on Relations and Extra-curricular
activities should be completed once only.

SBE Observation aims at providing:

 Students with experiential knowledge of classroom practice.
 An understanding of what it is to be a professional teacher including
professional values and practices attendant thereto, relevant ethical issues,
and professional etiquette.

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  An insightful understanding of relations between the theoretical issues
espoused in their first year modules at university and the professional world
of practice.
 Exposure to the whole gamut of school experience ranging from interpersonal
relations with teachers and learners, supervision of cleaning of school
grounds and sporting activities, school routine, duty rosters, time
management, morning assembly, activities in the staffroom etc.
 Classroom experience in relation to the planning and presentation of their
major subjects, classroom management, assessment, learner participation,
use of teaching media, differentiated roles of learners and teachers and
disciplinary matters.
This module will be assessed through Formative assessment of this School
Experience Workbook or Reflective Journal. The student is required to provide
evidence of engagement with the School Experience through critical and reflective
analysis.

NOTE:
When completing this observation book, students are advised to give full details of
what they have observed and experienced during the SBE session, focusing mainly
on the following categories:

 Planning and Preparation

 Classroom Environment
 Interpersonal relations among stakeholders
 Reflection on out-of-class/sport/outdoor/physical activities

We wish you everything of the best.

The Dean
…………………………………
……… Walter Sisulu
University Faculty of
Education

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 RUBRIC FOR THE ASSESSMENT OF THE OBSERVATION
MODULE

ANNEXURE A: EVALUATION REPORT FROM THE SCHOOL

NOTE: THIS SECTION MUST BE COMPLETED BY THE

PRINCIPAL/MENTOR/SUBJECT TEACHER AT SCHOOL

NAME OF THE STUDENT:

STUDENT NUMBER:
NAME OF THE SCHOOL:

Rating Scale: 5 - Excellent; 4 – Very good; 3- Good; 2- Satisfactory; 1-

Need attention
PERFORMANCE 1 – 5 REMARKS
RATING CRITERION
1. Dress code

2. Punctuality

3. Responsibility and
cooperativeness

4. Enthusiasm and eagerness

5. Interpersonal skills (within

the Phase)

Total Marks for Section A

=25
Signature of the mentor: School Stamp:

…………………………………………..

Date:

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 ANNEXURE B: THIS SECTION MUST BE COMPLETED BY THE LECTURER
Assessment criteria 1-3 4-6 7-9 10-12 13-15 Max. Mark
Score Obtained
1. Evidence of observation on No Satisfacto The The Excellent 15
Planning and Preparation evidence/ ry evidence evidence explanation
of the lessons inadequate evidence provided provided of the
evidence provided explains explains observation
the the criteria
criteria criteria
well very well
2. Evidence of observation No Satisfacto The The Excellent 15
of classroom management evidence/ ry evidence evidence explanation
skills of the educators inadequate evidence provided provided of the
evidence provided explains explains observation
the the criteria
criteria criteria
well very well
3. Evidence of observation No Satisfacto The The Excellent 15
of interpersonal relation evidence/ ry evidence evidence explanation
of the stakeholders inadequate evidence provided provided of the
evidence provided explains explains observation
the the criteria
criteria criteria
well very well
4. Evidence of observation o No Satisfacto The The Excellent 15
Reflection on -o evidence/ ry evidence evidence explanation
class/sport/outdoor/physica inadequate evidence provided provided of the
activities evidence provided explains explains observation
the the criteria
criteria criteria
well very well
5. Neatness, Language usage Not neat Work Well Very well Outstanding 15
and general orientation of and there presented presented presented presentatio
the written work are is with some and a few n and no
submitted language satisfactor language language language
errors y but errors errors errors
there are
language
errors
Total score for Annexure B 75

Total Final Marks obtained (A+B) : (Please add score from Annexure A and B)

Signature of Lecturer: Date :

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 SECTION 1: DAILY OBSERVATION
FORM TO BE COMPLETED BY THE
STUDENT TEACHER
Surname & Initials: …Nkopane. P
Student No…231079303
School…Mpontsheng Secondary School
No of Learners..120(three classes)
Subject Geography
Lesson
Topic…POPULATION

Point of focus: Members of a population often rely on the same resources, are
subject to
similar environmental constraints and depend on the availability of other
members to
persist over time.

A: PLANNING AND PREPARATION

Reflect on the following aspects of planning and preparation for teaching and
learning:
a. Planning documents
b. Learning and Teaching Support Materials (LTSMs)
a. On the 18th of July, no planning materials was used because learners were not
taught.
From the 19th going onwards the teacher used a lesson plan which was
identifying the
learning objectives using the bloom’s taxonomy verbs. In the taxonomy this is
where the
teacher tests the ability of thinking of the learners, from lower order thinking
skills to
higher order thinking skills, using knowledge, comprehension, application,
analysis,
synthesis and evaluation. Outlining the lesson materials and listing learning
activities.
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b. The learning and Teaching Support Materials that were used were effective
because the
learners were engaged in the lesson, they showed interest and understanding
during the
lessons. Hence, I say the LTSMs were effective and accommodated every
learner.

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 B: CLASSROOM ENVIRONMENT

1. Reflect on the following classroom environment aspects:

a. Classroom's physical arrangement.
b. Standard health and safety procedures.
c. Accessibility of learning by all learners.
a. The classroom’s physical arrangement was stable. The furniture in the
classroom
was arranged in order, the was enough space for a teacher to move
around while
teaching.
b. Standards health and safety procedures, all the classes were clean as
the are
general workers who clean the classes every day. Every learner had to
sanitize their
hands and wear a face mask.
c. When it comes to accessibility of learning by all learners it was a
challenge
because the school had a shortage of stationery, learners had to share
textbooks in
the classroom. If it happened that the class period ends before the
teacher
completes the lesson of the day leaners were not allowed to take the
textbooks
home with them because some learners do not bring the books back to
school after using them at home. So, the teacher would send notes to the
WhatsApp group, it was unfortunate to learners who do not have phones
because they cannot access the information, teachers did not make
copies for the learners.

2. What were your observations on the following: establishment of clear

standards of learner conduct and consistent appropriate response to
learner misbehavior?

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I observed that the teacher made specific rules, periodically evaluated
his rules and their effectiveness. The teacher had mutual respect. He
was consistent with the rules, and he was able diagnose learning
problems. He focused more on rewards than punishments.

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 3. Comment on the teacher and learner interactions in the classroom.
When the teacher delivers the content of the lesson, other learners
understood because they were able to answer questions, to those who did
not understand, the teacher had to repeat until they understood and asked
their classmates because other learners understand better when they are
being taught by their peers.

4. Describe the classroom management strategies and approaches that

promote and encourage learning.

Building relationships with learners, positive relationship may not solve

all classroom management problems, but they are a great place to start,
a teacher becomes a pillar and a motivation. Communicating positively
with families, teachers do not only have to communicate with families
only when a child misbehaves but also when the learners get good
marks and improves, in this way families can encourage and be proud of
their children.

5. How did the classroom environment support diversity, cooperative

learning, and active engagement?

Learners felt safe, but also challenged by their studies. They had small group
discussions so that everyone can contribute. The learning materials were
non-racist, non-sexist, and non-discriminatory.

6. How was group learning and classroom discussions supported,

managed, and supervised?

Learners had to form groups before they were given instructions. The teacher
provided pre- discussion assignment. Set group rules for group
interaction.

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 1. 7. Are there any classroom routines that you observed? Provide a short
description of these routines.

Yes, before entering the classroom, everyone had to sanitize their hands.
The teacher greets everyone at the beginning of the lesson of the day. The
learners had to hand in their homework at the start of each class period.
Learners took seats in alphabetic order. Maintained personal space between
classmates. Learners keeping their voice at an appropriate level during
class lessons in order to listen and understand attentively.

C: INTERPERSONAL RELATIONS AMONG

STAKEHOLDERS

1. Did you observe behavior displayed towards all learners irrespective of

ability/disability, socioeconomic background etc. (in class and outside
the classroom)
If Yes,
…………………………………………………………………………………………………………
………
Explain the evidence
shown…………………………………………………………………………………..
…………………………………………………………………………………………………………
…………………
…………………………………………………………………………………………………………
…………………
…………………………………………………………………………………………………………
…………………
If No, suggest expected behavior.
No, the expected behavior is that learners should treat each other equally
regardless of their cultural practices or socio-economic backgrounds because at
school all learners are equal hence, they wear the same uniform that does not
classify race nor religion.

2. List the various school stakeholders you observed and explain their
roles in the school.

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The principal is responsible for the management of the school. He oversees the
teaching and curriculum in the school and making decisions about the school,
supervising teachers and other staff. The school councils/SGB provide advice to the
principal and school boards, also to the community. It is responsible for the safety
of learners and the school conduct.

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 D: REFLECTION ON OUT-OF-CLASS/SPORT/OUTDOOR/PHYSICAL
ACTIVITIES

1. List various activities that you observed taking place in the school.
The only activity I observed is soccer and debate because that is only the
activity that is being done at the school.

2. Name one activity you participated in and the benefits of such an

activity to the learners.

I did not participate in any activity.

3. To what extent did the teacher acknowledge learner ability and

practices that are fair?

To a greater extend, the teacher gave every learner equal chance to show
their abilities and interests.

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4. What are your general comments on learner involvement in
extracurricular activities besides sports?

I think that learners should be encouraged to participate in debates and

public speaking because these activities can help to boost the self esteem
and confidence in the learners.

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 SECTION 2: REFLECTION ON LESSON
PRESENTATION TO BE COMPLETED FOR ONE
SUBJECT

CHOOSE ONE LESSON THAT YOU HAVE OBSERVED AND REFLECT

ON THE FOLLOWING ASPECTS

1. Explain why you would say the lesson introduction is related/ not
related to the specific outcomes of the lesson?
The lesson introduction was related to the specific outcomes of the
lesson because the learners had a clear understanding of what is
expected, they even participated in verbal activities, they asked
questions, gave answers, this was a proof that the introduction was
related to the specific outcomes of the lesson.

(10)

2. List the various teaching methods used during the presentation of

different lesson activities/stages.

Learning

Methodology

Cooperative learning

Project-based learning

Flipped classroom.

Lecture

Blended learning

Educational game

Problem based learning.

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 Storytelling

Kinesthetic

Learning centered learning

Technology based learning.

Collaborative learning
(20)
3. Were there any teaching and learning resources (LTSM) used in
the lesson presentation?
If Yes, provide the list.
…………………………………………………………………………………………………
………………
…………………………………………………………………………………………………
………………
…………………………………………………………………………………………………
……………..
If No, suggest the relevant media for the lesson topic.

Besides a chalkboard and a textbook, no LTSMs were used, the relevant

media that can be used are visual aids such as posters, flow charts and
infographic materials, maps and others. Audio aids such as eBooks and
podcasts.

(20)
NOTE: DO NOT LIST THE CHALKBOARD AND TEXTBOOK
4. How were the learners involved and included in the lesson
(besides answering questions)?

Every learner had to read and after reading, she or he would explain
according to their understanding. She or he would explain how she
conveyed the content of that certain topic, it’s more like the learners
becomes the teacher/tutor to their classmates, they will teach their
classmates according to their understanding, after that, the teacher
will continue the lesson and teach the learners. The learners had to

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 evaluate their own question to ask each other and to ask the teacher.
The learners made quiz tasks for themselves.

(20)
5. Explain why you would say the lesson conclusion was
meaningful/not meaningful for the attainment of the learning
outcomes.

The lesson conclusion was meaningful because the learners showed

understanding they were able to ask and answer questions. They even
wrote a lesson topic tests, the learners got above 65%, which shows
that the leaners paid attention to every detail of the topic because
they got good marks on an informal task.

(10)

6. Comment on the assessment strategies used during and after

the lesson presentation.

The assessment strategies were good/meaningful, because the

teacher used past papers to revise with the learners. This strategy is a
good because it helps the learners to be prepared of what kind of
questions to expect at the exam, this strategy also encourages
learners to seek more information about the topic in different past
papers. When the time of exams come, the learners will get
outstanding marks because they have prepared themselves enough,
most of geography exam papers, questions that appeared on previous
years are repeated because geography never changes.

(20)
[TOTAL=100
]

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