REPORT ON BEGINNING TEACHING PRACTICE
School Information:
- School Name: Nyankamam D/A Junior High School
- Class Observed: JHS 2
- Duration: 6 Days
- Theme: Practical Implementation of the New B.Ed Curriculum for Teacher Trainees
Background:
The introduction of the new Bachelor of Education (B.Ed) curriculum in Ghana emphasizes practical
training as a core component of teacher education. "Beginning Teaching" is a structured phase designed
to expose teacher trainees to real classroom environments to develop their teaching competencies. This
report details my 6-day teaching practice at Nyankamam D/A Junior High School, focusing on JHS 2.
Objectives of the Teaching Practice:
1. To observe and understand classroom management and teaching practices in a rural school setting.
2. To apply student-centered teaching strategies as outlined in the B.Ed curriculum.
3. To assess the learning needs and capabilities of students in JHS 2.
4. To develop reflective skills by analyzing the teaching-learning process.
Daily Activities and Observations:
Day 1: Orientation and Familiarization
- Met the headteacher and staff for an orientation session.
- Observed the morning assembly to understand the school’s daily routine.
- Participated in classroom observations for Mathematics and English lessons.
- Key Observations: Minimal teaching and learning resources were available, with a heavy reliance on
oral instruction. Lessons followed a teacher-centered approach, with limited student participation.
Students displayed discipline and attentiveness but were hesitant to ask questions.
- Reflection: This day provided an overview of the teaching environment, highlighting the need for
innovative strategies to engage students and address resource constraints.
Day 2: Focused Classroom Observation
- Observed Integrated Science and Ghanaian Language lessons.
- Interacted with students during break times to understand their learning challenges.
- Studied the JHS 2 syllabus to align my lesson plans with the curriculum requirements.
- Key Observations: Students had varying levels of comprehension, with some excelling while others
struggled. Teachers relied on chalkboards and oral explanations due to limited access to visual aids.
Students appeared more responsive in informal interactions compared to classroom sessions.
- Reflection: The day reinforced the importance of differentiated instruction and the need to use
relatable examples to engage students.
Day 3: Teaching Session – English Language (Nouns and Verbs)
- Delivered an interactive lesson on nouns and verbs using storytelling.
- Facilitated group activities where students created sentences using the learned concepts.
- Conducted a short quiz to assess students’ understanding.
- Key Observations: Students were engaged during storytelling and group activities, demonstrating
increased participation. Some students struggled with sentence construction, indicating foundational
gaps in English grammar. Peer collaboration was effective in supporting weaker students.
- Reflection: Interactive teaching methods increased student engagement. However, the need for
remedial support in grammar was evident.
Day 4: Teaching Session – Mathematics (Basic Arithmetic)
- Conducted a lesson on addition and subtraction using real-life examples.
- Organized group problem-solving exercises.
- Provided individual support to students facing challenges.
- Key Observations: Students responded well to real-life examples, which helped contextualize the
arithmetic concepts. Group work encouraged teamwork and peer learning, though some groups
required close supervision. The absence of manipulatives made it difficult for some students to grasp
abstract concepts.
- Reflection: Practical examples enhanced comprehension, but the lack of physical teaching aids
remained a challenge.
Day 5: Integration of Creative and Cultural Learning
- Conducted a creative writing session where students wrote stories using the nouns and verbs learned
earlier.
- Organized a cultural exchange activity, allowing students to share traditional proverbs, songs, and
stories.
- Discussed the importance of preserving local culture through education.
- Key Observations: Students were highly enthusiastic during the cultural activity, showcasing pride in
their heritage. The creative writing task revealed varying levels of writing proficiency among students.
Teachers appreciated the integration of cultural elements, which made the lesson relatable and
engaging.
- Reflection: Incorporating culture into lessons fostered student engagement and pride, demonstrating
the value of contextualized learning.
Day 6: Review, Feedback, and Closure
- Conducted a review session to revisit key concepts covered during the week.
- Administered a brief assessment to gauge students’ progress.
- Held a feedback meeting with the headteacher and class teacher to discuss observations and
recommendations.
- Participated in a farewell session organized by the students and staff.
- Key Observations: Students displayed improved confidence and participation during the review session.
Teachers appreciated the interactive teaching approaches introduced during the week. The farewell
session reflected the strong rapport built with the students.
- Reflection: The final day emphasized the positive impact of interactive teaching strategies and
highlighted the importance of building strong teacher-student relationships
General Observations and Reflections:
- Student Engagement: Interactive and participatory methods significantly increased student
involvement in lessons.
- Resource Constraints: The lack of teaching aids and textbooks posed challenges to effective teaching
and learning.
- Cultural Relevance: Incorporating cultural elements into lessons enhanced student interest and
relatability.
- Differentiated Instruction: Addressing diverse learning needs remains critical in ensuring that all
students benefit from lessons.
Recommendations:
1. Teacher Development:
- Conduct regular workshops on student-centered teaching methods.
- Provide mentorship programs for in-service teachers to adopt innovative strategies.
2. Resource Provision:
- Supply schools with adequate teaching aids, textbooks, and learning materials.
- Introduce low-cost, locally sourced teaching aids to support hands-on learning.
3. Curriculum Integration:
- Incorporate more cultural elements into lessons to make education relevant to students’
experiences.
- Promote project-based learning to foster critical thinking and creativity.
4. Community Involvement:
- Engage parents and local leaders in supporting the school’s development.
- Encourage collaboration between the school and community to address resource challenges.
Conclusion:
The beginning teaching practice at Nyankamam D/A Junior High School was an enriching experience that
deepened my understanding of rural education and the practical implementation of the new B.Ed
curriculum. Through this experience, I gained valuable insights into the importance of student-centered
teaching, cultural relevance, and community involvement in education. I am committed to continuing my
professional development as a teacher and to making a positive impact on the lives of my students.
Prepared by:
Badu Justice Amoah
Date:
[Insert Date]
