WORKPLACE INTEGRATED LEARNING
GUIDELINES FOR MENTOR TEACHERS DIPLOMA IN GRADE R TEACHING
Year 1 R-WIL 101
Copyright SANTS Private Higher Education Institution. Pty. Ltd.
PO Box 72328, Lynnwood Ridge, 0040
2020
All rights reserved. Apart from any fair dealing for the purpose of research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, without permission in writing, from SANTS.
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CONTENT 1. INTRODUCTION .......................................................................................................... 1 2. THE RATIONALE FOR WORKPLACE INTEGRATED LEARNING (WIL) ................... 1 3. WIL ROLE PLAYERS .................................................................................................. 1
3.1 The student teacher ......................................................................................... 2 3.2 The mentor teacher ......................................................................................... 2 3.3 The SANTS WIL assessor ............................................................................... 2
4. OVERVIEW OF THE STUDENT TEACHER’S PROGRAMME DURING THE WIL PERIOD ....................................................................................................................... 2
5. THE ROLE OF THE MENTOR TEACHER................................................................... 5 6. GUIDELINES AND EXPECTATIONS FOR MENTOR TEACHERS ............................. 6 7. REFLECTION WITH THE STUDENT TEACHER ........................................................ 7 8. EXPECTATIONS FROM STUDENT TEACHERS ........................................................ 8 9. HEALTH AND SAFETY ............................................................................................... 8 10. ILLNESS OR ACCIDENT ............................................................................................. 9 11. ADDITIONAL RESPONSIBILITIES .............................................................................. 9 12. STUDENT DELIVERABLES - THE STUDENT TEACHER’S PORTFOLIO OF
EVIDENCE ................................................................................................................... 9 13. CONCLUSION ............................................................................................................10 14. LIST OF ADDENDA ....................................................................................................10
ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE ..................................11 ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENT ......................12 ADDENDUM C – STUDENT DECLARATION .............................................................13 ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION .....................................14 ADDENDUM E – ATTENDANCE REGISTER .............................................................15 ADDENDUM F – SCHOOL PROFILE .........................................................................16 ADDENDUM G – SCHOOL COMMUNITY PROFILE .................................................18 ADDENDUM H – CLASSROOM PROFILE .................................................................19 ADDENDUM I – PROFILE OF LEARNERS IN THE CLASSROOM ...........................21 ADDENDUM J – LESSON PLANNING TEMPLATE – GRADE R ...............................22 ADDENDUM K – GRADE R WEEKLY PLANNING TEMPLATE .................................28 ADDENDUM L – LEARNER OBSERVATION PROTOCOL: WEEK 1 ........................29 ADDENDUM M – LEARNER OBSERVATION PROTOCOL: WEEK 2 .......................30 ADDENDUM N – REFLECTION TEMPLATE: WEEK 1 ..............................................32 ADDENDUM O – REFLECTION TEMPLATE: WEEK 2 ..............................................34 ADDENDUM P – REFLECTION TEMPLATE: WEEK 3 ..............................................37 ADDENDUM Q – GRADE R WIL ASSESSMENT RUBRIC ........................................39 ADDENDUM R – MENTOR TEACHER: OBSERVATION PROTOCOL .....................43 ADDENDUM S – MENTOR TEACHER: SUMMATIVE REPORT ...............................50
REFERENCE ......................................................................................................................52
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GUIDELINES FOR MENTOR TEACHERS 1. INTRODUCTION SANTS is committed to the provision of purposeful Workplace Integrated Learning (WIL) for its student teachers. It values community engagement through Workplace Integrated Learning based on partnerships with schools and the community and recognises the important role of schools, school principals and mentor teachers in this endeavour. Thank you for your willingness to mentor our Diploma in Grade R Teaching student teacher. Your teaching experience in this Phase is of utmost importance to support and guide our student teacher. Our student teacher needs many opportunities to observe an experienced teacher in his/her daily classroom practice. This allows him/her to compare what he/she observes in the classroom with the theory in his/her diploma programme. The purpose of this document is to:
Explain the role of mentor teachers at schools selected by SANTS. Provide guidelines for mentor teachers to effectively fulfil their role.
2. THE RATIONALE FOR WORKPLACE INTEGRATED LEARNING (WIL) The Workplace Integrated Learning (WIL) module is central to teacher education as it enables student teachers to integrate theoretical and conceptual knowledge gained through their studies with practice-based knowledge in a professional context. WIL offers student teachers the opportunity to familiarise themselves with the demands of the teaching profession by allowing them to assume responsibility for the many and varied tasks performed by teachers in the classroom, the school and the wider community. Student teachers assume these responsibilities with the support of a mentor teacher such as yourself, as well as with the support of the school and SANTS via the interaction with SANTS tutors and SANTS WIL Assessors. The overall aim of the 3 years of WIL is to afford the student teacher a smooth transition from the role of student teacher to the role of beginner teacher, thus minimising the so-called ‘reality shock‘ and maximising the effectiveness and efficiency of beginner teachers from their first day in their own classrooms. 3. WIL ROLE PLAYERS The actual participants in the process of WIL, and the manner in which they carry out their individual roles and responsibilities, is a major determining factor in the success of each student teacher’s WIL experience. The individual role players in the WIL process and their particular roles are explained in detail in the sections that follow.
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3.1 The student teacher The student teacher is obviously at the centre of the WIL experience. Student teachers are either in their first, second or third year of study (in this case, Year 1), and have met the minimum requirements for registration for the WIL period and activities relevant to their particular year of study. Some of the student teachers may already be ‘in practice’ as teachers, while others are not yet practicing. 3.2 The mentor teacher The role of the mentor teacher in the success of WIL cannot be overemphasised. He or she is ideally an experienced teacher who is the student teacher’s main mentor and with whom the student teacher works in close partnership during the WIL experience. 3.3 The SANTS WIL assessor The SANTS WIL assessor is a qualified and experienced retired teacher who has been appointed to support, supervise and assess each student during their WIL experience. Your student teacher will be assessed by you as the mentor teacher in their first year of study, and by both you and a WIL Assessor from their SECOND year of study onwards.
4. OVERVIEW OF THE STUDENT TEACHER’S PROGRAMME DURING
THE WIL PERIOD During the THREE weeks that the Year-1 student teacher will be in your care, he or she will be required to fulfil a number of important and compulsory Workplace Integrated Learning requirements. The requirements that the student teachers in Year 1 must fulfil are listed in the table below. All the addenda mentioned in this table are included in your student teacher’s Guidelines and Requirements booklet as well as in this Mentor Teacher Guide.
WEEK 1 Activity
Hand your Mentor Teacher his/her Mentor Teacher Guide. SMS your Mentor Teacher’s cell number to 076 564 8850 Together with your Mentor Teacher, identify the extra-curricular activities you will focus on for the duration of your WIL period. Make yourself available to assist your Mentor Teacher wherever possible (throughout the daily programme). Prepare a file in which to keep the documents for your PoE safe. Look at the Table of Contents (Addendum B) and the guidelines for developing your PoE (see section 6.2 of this GR) for guidance with the compilation of your PoE, and then print and complete the PoE Cover Page (Addendum A), the PoE Table of Content (Addendum B), the Student
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Declaration (Addendum C), the School Placement Confirmation (Addendum D) and place them all in your PoE file. Print and insert an ATTENDANCE REGISTER (Addendum E) into your file. Make sure that this register is signed by your Mentor Teacher every day, and that it is stamped, signed and dated by the principal before you leave the school at the end of your WIL period. Complete a Profile of the School (see Addendum F) and place it in your PoE file. Complete a Profile of the Classroom (Addendum H) and place it in your PoE file. Complete a Profile of the Learners in the Classroom (Addendum I) and place it in your PoE file. Identify one learner and complete the Learner Observation Protocol for that learner, using the Learner Observation Protocol template for Week 1 (Addendum L). Your observations for the rest of the WIL period will be of that same learner. Place a copy of the completed Learner Observation Protocol for Week 1 in your PoE. Complete a School Community Profile (Addendum G) and place it in your PoE file. Observe your Mentor Teacher and record your observations using the Mentor Teacher Observation Protocol (Addendum R). You will use this same template for your observations throughout the three weeks of your WIL period. Place the completed Mentor Teacher Observation Protocol in your PoE file for use again in weeks 2 and 3. Develop at least three questions about teaching to ask your Mentor Teacher after your daily observations. Complete the first week’s reflection task on the Reflection Template Week 1 (Addendum N). Place the completed Reflection Template for Week 1 in your PoE. By mid-week, discuss with your Mentor Teacher a possible Weekly Plan for the following week (Week 2) and ask him or her about TWO lessons you can teach for Week 2. After this discussion, prepare a draft Weekly Planning Template (addendum K) and TWO Lesson Planning Templates (Addendum J). See the templates for advice on how to plan for a lesson and complete the templates for Week 2. Give these lesson plans to your Mentor Teacher for approval BEFORE your teach them next week – ask him or her to SIGN and DATE each lesson plan. Please also remember to ask your Mentor Teacher to sit in on the lessons you teach, and also to provide you with advice and suggestions on what you can do to improve your lessons in the weeks that follow.
WEEK 2 Activity
Teach the TWO lessons from the lesson plans you developed in Week 1. Make sure that the completed Lesson Planning Templates PLUS copies or photos of the LTSM are also placed in your PoE. Continue to observe and reflect on your Mentor Teacher’s planning and teaching. Record your observations and reflections in the Mentor Teacher Observation Protocol that you started using in Week 1 (Addendum R). Place the completed observation protocol in your PoE for use again in Week 3. Develop at least three different questions about teaching and learning to ask your Mentor Teacher after your daily observations. Complete the second week’s reflection task on the Reflection Template Week 2 (Addendum O). Place the completed Reflection Template in your PoE file.
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Continue your observation of the one learner you identified in week 1 and record your observations of the learner using the Learner Observation Protocol for Week 2 (addendum M). Place the completed Observation Protocol in your PoE file. By mid-week, discuss with your Mentor Teacher a possible Weekly Plan for the following week (Week 3) and ask him or her about FIVE lessons you can teach (two a day for Week 3). After this discussion, prepare a draft Weekly Planning Template (Addendum K) and FIVE Lesson Planning Templates (Addendum J). See the templates for advice on how to plan for a lesson and complete the templates for Week 3. Give these lesson plans to your Mentor Teacher for approval BEFORE your teach them next week – ask him or her to SIGN and DATE each lesson plan. Please also remember to ask your Mentor Teacher to sit in on the lessons you teach, and also to provide you with advice and suggestions on what you can do to improve your lessons in the weeks that follow.
WEEK 3 Activity
Teach one lesson a day from the lesson plans you prepared. Your lessons should be a combination of Mathematics, Life Skills, and an aspect of language, and should also include a combination of teacher-guided and child-initiated (free-play) activities. Invite your Mentor Teacher to assess you for one of the lessons you teach. Remember to make him or her a copy of the WIL Assessment Rubric (Addendum Q) to use when assessing your lesson. Place the completed, signed and stamped WIL Assessment Rubric in your PoE. Ask your Mentor Teacher to write a Summative Report about your progress and performance during your WIL period. Remember to make him or her a copy of the WIL Summative Report Template (Addendum S) to use when writing this report. Place the completed, signed and stamped Summative Report in your PoE. Your observation of your Mentor Teacher this week is targeted - observe and record all the mathematics lessons taught for the week using the Mentor Teacher Observation Protocol (Addendum R). Use the same template for your observations that you used in Weeks 1 and 2. Place the completed Mentor Teacher Observation Protocol in your PoE file. Complete the third week’s reflection task using the Reflection Template - Week 3 (Addendum P). Place a copy of the completed Reflection Template in your PoE. Complete your FULL Portfolio of Evidence (PoE) – make sure it contains all the sections and documents as prescribed by the Guidelines for PoE files (see section 6.2). Once it is complete, extract the required documents (see Table of Content for ABRIDGED PoE in section 6.2) to make up your ABRIDGED or shortened PoE. This ABRIDGED or shortened PoE is what you will submit via e-mail – read again the instructions in section 6.2 carefully.
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5. THE ROLE OF THE MENTOR TEACHER SANTS recognises Workplace Integrated Learning (WIL) as a purposeful, organised, supervised, and assessed educational activity that integrates theoretical learning with its applications during practice teaching in an authentic school environment. Workplace Integrated Learning is underpinned by concepts of Teacher Education that draw on praxis as an important competency that student teachers need to develop. The authentic school context where student teachers conduct Workplace Integrated Learning provides opportunities for student teachers’ professional development as future teachers. The mentor teacher is a qualified and experienced teacher or HOD, nominated by the school principal, who is the student teacher's main go-to person (mentor) at the school and with whom the student teacher works collaboratively. But what is ‘mentoring’? According to Okeke et al. (Eds.) (2016, p 197): “Mentoring is a process through which an opportunity is created for a
student teacher to learn by regular engagement and support from and with an experienced teacher who has theoretical and practical understanding of the teaching profession.”
Mentoring is critical in developing student teachers professionally. Through effective mentoring during their WIL, student teachers (aspiring teachers) will grow in knowledge and gain teaching and other valuable skills and values which are so very much needed in the teaching profession. Because the role of the mentor teacher is to provide support for student teachers in attaining professional development as future teachers, a mentor teacher should be a more experienced teacher or a Head of Department at the school. The mentor teacher should provide opportunities for student teachers to learn in and from practice and in so doing develop student teachers’ competencies to teach effectively in diverse classroom contexts. Under supervision and constructive guidance, student teachers must be provided with opportunities to teach and reflect on their developing teaching practice so as to enhance both teaching and learning. They must be offered opportunities to apply their developing teaching practices under the supervision, guidance and leadership of the more experienced mentor teacher.
Mentor teachers to support student teacher during WIL in terms of: Understanding the context of schools, including:
o Profiling the school itself; and o Identifying contextual challenges of the school and surrounding communities.
Understanding the diverse classroom context, including: o Profiling the classroom; o Identifying diverse learner needs in the classroom; and o Profiling individual and/or select groups of learners for enhancing teaching and
learning.
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Understanding the role of teachers, including: o Linking theory with practice; o Professionalism and professional behaviour; o Planning and assessment; and o Classroom management in diverse contexts.
Gaining experience in practice, including: o Lesson planning; o Teaching and managing learning; o Assessment; o Managing diverse learners; and o Classroom management e.g. discipline, group work.
Gaining experience in reflecting in and through practice, during action research, including: o Identifying a concern or problem; o Analysing the problem; o Creating innovative ideas relating to the problem; o Implementing a solution; o Reflecting on what has happened; and o Re-planning to improve teaching.
6. GUIDELINES AND EXPECTATIONS FOR MENTOR TEACHERS The mentor teacher can develop student teachers’ professionalism by supporting them to:
Gain practical knowledge of the learner and link what they observe with what they have learned in their studies.
Gain knowledge of the school and classroom environment so that the student teacher can understand how these and other contexts influence the learning behaviour of learners.
Understand how the daily programme and timetable of the school unfolds and how different aspects of the daily programme support learning in the holistic development of the learner.
Understand the connection between planning and teaching and observe how this influences what and how the learner learns.
Provide opportunities for student teachers to plan and teach lessons and reflect on their teaching with the aim to improve practice.
Understand and apply developmentally appropriate assessment practices and support to learners with learning barriers.
The following is expected of you as mentor teacher:
Support the student teacher to gain access to information to develop school and classroom (and where relevant, community) profiles.
Provide opportunities for the student teacher to practice his/her teaching in the classroom.
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Support the student teacher in planning for teaching and in using technology in the classroom.
Observe him/her while he/she teaches and interacts with learners, parents and colleagues.
Support and give feedback to student teachers on weekly and daily lesson plans. Observe at least one lesson a day and provide written and verbal feedback. Provide constructive oral feedback on any other lessons observed. Read and give feedback on the student teacher’s weekly plans, lesson plans and
reflections. Track student teacher’s progress for the duration of their WIL period. Track progress in the completion of student teacher’s PoE files. Write a short summative evaluation of your student teacher’s overall performance
during WIL – the student teacher will provide you with a template for this summative evaluation.
7. REFLECTION WITH THE STUDENT TEACHER Good teachers are by nature reflective practitioners – that is, we think about what we have done, and we think of ways in which we can do things better the next time. Reflection with the student teacher in your care is a vital part of the responsibilities you take on, and also a vital part of the student teacher’s learning. Here are some questions and comments you can use when doing reflection with the student teacher:
What did you want to achieve during the lesson? What did you actually achieve? Tell me briefly what you thought of the lesson. What are the biggest challenges you encountered? How would you address these challenges in another lesson? What were the positive aspects? What would you change, and why? What went well and what do you think can be improved upon?
Here are some tips to follow in order to build a strong relationship with your student teacher, and to ensure that the student teacher benefits effectively from the reflections that you do together:
Try to do the reflection in private, away from the learners. Emphasise the importance and purpose of reflection, i.e. for the student teacher (and
sometimes the mentor too) to learn through the continuous, collaborative analysis of the work done by the student teacher.
Listen to the student teacher’s perceptions so that you can assist him/her more effectively.
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Make use of positive encouragement, and be a ‘critical friend’ rather than just a critic by providing constructive feedback.
Regularly show student teachers how to focus on specific aspects rather than general ones.
Remind the student teachers that they have to implement recommendations from the reflection process.
Check if follow-up actions have been recorded in the portfolio. Always end the reflection on a positive note.
8. EXPECTATIONS FROM STUDENT TEACHERS
SANTS expects nothing but the highest level of professional conduct from its student teachers. This means that you can expect your student teacher to:
Be punctual. Attend school daily and where he/she is unable to do so, provide evidence (sick note
etc.) for non-attendance. Notify the school timeously when he/she is unable to attend. Remain in the classroom all day and observe when he/she is not teaching. Treat all staff and learners with dignity and respect. Assist with extra-mural activities and/or supervision as reasonably requested by the
school. Be properly prepared to teach by: o Completing comprehensive lesson plans, o Having appropriate LTSMs, and o Preparing appropriate activities for learners.
Adhere to a professional dress code based on the expectations of the school, with the following as a guide:
Females: o Skirts or dresses worn on or below knees, or o Slacks with blouses or sweaters, or o Suits.
Males: o Suits, or o Slacks and collared shirts with a sports jacket, and o Ties.
9. HEALTH AND SAFETY Student teachers must adhere to the health and safety regulations of the schools in which they are placed. It is good to remember that schools and/or mentor teachers are not responsible for the safety of student teachers’ vehicles or possessions. Kindly ensure that student teachers do not have to wait outside deserted school buildings alone, and that they can, where applicable and/or necessary, park inside the school grounds.
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10. ILLNESS OR ACCIDENT
In the event that a student becomes ill or is injured while at the school, the school’s normal emergency procedures should be followed. Please also notify the WIL Assessor assigned to that student teacher. As mentioned above, student teachers must provide suitable evidence (sick note etc.) for every instance of non-attendance, whether through illness/accident or for other reasons. 11. ADDITIONAL RESPONSIBILITIES Student teachers are required to assume additional responsibilities normally expected of teachers and must become involved, where applicable and practicable, in any and/or all of the following activities:
Playground duties/ bus duties. All school-related meetings and development programmes. Planning committees. Extra-mural activities, e.g. sport, choir, debating, etc. Special activities, e.g. school fête, readathon, arbour day, etc.
Although student teachers are allowed to invigilate or ’babysit’, this should be discussed and arranged between the student teacher and the mentor teacher, and must be within reasonable limits so as not to interfere with the core business of WIL, which is learning the art of teaching. Principals and mentor teachers are reminded that student teachers, unless employed by the school, MAY NOT BE INSTRUCTED TO CONDUCT ANY ACTIVITIES – WHETHER INSIDE OR OUTSIDE THE CLASSROOM - WITHOUT SUPERVISION BY A STAFF MEMBER. 12. STUDENT DELIVERABLES - THE STUDENT TEACHER’S PORTFOLIO
OF EVIDENCE The PoE must be available for perusal on the occasions that the student teacher is FORMALLY assessed. Student teachers are not expected to have completed all tasks within the first week. However, the PoE should reflect their progress with the tasks and activities that constitute the content of the PoE. SANTS would therefore appreciate both your input as mentor teacher into the student teacher’s work, as well as your assistance in monitoring the student teacher’s progress with the completion of the PoE. We know from experience that student teachers get caught up in the daily routine of teaching and preparing, and then try and put together a PoE at the last minute, often with less than satisfactory results. The tasks and activities that constitute the PoE are listed by week, and student teachers should be strongly encouraged to keep up with this proven schedule and timeline.
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13. CONCLUSION We would like to take this opportunity to thank you for your commitment, patience and understanding, and for making yourself available to mentor our student teachers. Your input into the professional development of these students is sincerely appreciated.
14. LIST OF ADDENDA All the important documents and forms mentioned in this booklet appear in the list of addenda provided below.
Document Addendum
PoE Cover Page Addendum A
PoE Table of Contents Addendum B
Student Declaration Addendum C
School Placement Confirmation Addendum D
Attendance Register Addendum E
School Profile Addendum F
School Community Profile Addendum G
Classroom Profile Addendum H
Profile of Learners in the Classroom Addendum I
Lesson Planning Template Addendum J
Weekly Planning Template Addendum K
Learner Observation - Week 1 Addendum L
Learner Observation - Week 2 Addendum M
Reflection Template - Week 1 Addendum N
Reflection Template - Week 2 Addendum O
Reflection Template - Week 3 Addendum P
WIL Assessment Rubric Addendum Q
Mentor Teacher Observation Protocol Addendum R
Mentor Teacher Summative Report Template Addendum S
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ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE
R-WIL 101 (Y1)
WORKPLACE INTEGRATED LEARNING
PORTFOLIO OF EVIDENCE NAME: STUDENT NO: ID NUMBER: SCHOOL:
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ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENT
Name: Student Number:
ID Number: School:
R-WIL 101 (Y1) PORTFOLIO OF EVIDENCE TABLE OF CONTENTS
Remember to give every page of your PoE a page number once the PoE is complete, and to write those page numbers in the column to the right.
PAGE
Student Declaration
Attendance Register
School Profile
Classroom Profile
School Community Profile
Profile of Learners in the classroom
Observation of Mentor Teacher – Week 1
Week 1 Reflection
Week 2 - Weekly Plan
Lesson Plans - Week 2 (1 per day = 5 lesson plans, including examples/copies of LTSM)
Observation of Mentor Teacher - Week 2
Week 2 Reflection
Week 3 - Weekly Plan
Lesson Plans - Week 3 (2 per day = 10 lesson plans, including examples/copies of LTSM)
Observation of Mentor Teacher - Week 3
Week 3 Reflection
Assessment Rubric completed by Mentor Teacher
Summative Report completed by Mentor Teacher
Learner Observation - Week 2
Learner Observation - Week 3
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ADDENDUM C – STUDENT DECLARATION
STUDENT DECLARATION I ....................................................................................., (name and surname) ..............................................., (Student No) understand my responsibilities to be professional and ethical in my behaviour. I commit to:
Being professional in my behaviour and fulfilling my teaching responsibilities ethically. Attending school every day during my WIL period, and making sure my Attendance
Register is signed on a daily basis Meeting all the expectations and requirements of Workplace Integrated Learning (WIL)
as stipulated by SANTS. Using the constructive feedback from my Mentor Teacher as well as my own
reflections to improve my teaching and learning practice. Participating fully in school life and activities during the WIL period. Adhering to the rules, regulations and codes of conduct set by SANTS and by the
school that I am placed at. I also hereby confirm that this portfolio is my own original work. I have acknowledged all paraphrased ideas and direct quotations and I have provided a complete and alphabetised reference list (Harvard method of referencing), where applicable. ............................................... .................................. Signature of Student Date
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ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION
SCHOOL PLACEMENT CONFIRMATION
STUDENT DETAILS NAME AND SURNAME
STUDENT NUMBER
SCHOOL DETAILS NAME AND PHYSICAL ADDRESS OF SCHOOL
POSTAL ADDRESS
DISTRICT (if applicable)
PROVINCE
CONTACT PERSON AT SCHOOL/MENTOR
SCHOOL STAMP
TEL NUMBER E-MAIL ADDRESS FAX NUMBER
PRINCIPAL’S NAME
DATE:
PRINCIPAL’S SIGNATURE
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ADDENDUM E – ATTENDANCE REGISTER
Name: School:
Student No:
ID:
WEEK 1 WEEK 2 WEEK 3
Day and Date (fill in pls)
Signature of Mentor Teacher
Day and Date (fill in pls)
Signature of Mentor Teacher
Day and Date (fill in pls)
Signature of Mentor Teacher
Mon
Mon Mon
Tues
Tues Tues
Wed
Wed Wed
Thu
Thu Thu
Fri
Fri Fri
I, , principal of hereby certify that the student named above attended the school for all the days indicated in the attendance register above. I further confirm that said student conducted himself/herself professionally at all times during his/her school placement. SCHOOL DATE STAMP Principals Signature
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ADDENDUM F – SCHOOL PROFILE
SCHOOL PROFILE Focus Description
Name of School Municipal District Province Quintile School feeding scheme (Comment on whether there is a school feeding scheme and if so, how and by whom it is organised and managed.)
Total budget of the school Total number of learners by gender
Male Female
Total number of teachers by gender
Male Female
Management structure of the school
Designation Principal Deputy Principals
Heads of Department
Subject Heads
Number School Governing Body (Comment on whether there is an active SGB and who serves on this Body
Number of classes per grade level Gr R Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7
The condition of the school (Note that you can add pictures to your portfolio as supporting evidence. You MUST NOT include pictures of learners.)
Buildings Classrooms Ablution facilities (toilets) Sports facilities (if any) Playground
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Suitability of playground for Grade R Playground equipment for Grade R Security of the school premises
Punctuality of learners (Comment on the main reason should you observe a pattern of consistent late coming.)
Punctuality of teachers (Comment on the main reason should you observe a pattern of consistent late coming.)
Extra-mural activities available to learners in the school
Parent participation in the school (Comment on how parents participate in the life of the school.)
Community projects in the school
Non-Governmental (NGO) involvement in the school
School discipline (Comment on general school discipline.)
I certify that this protocol accurately reflects the profile of my school. Signature: School Principal
School date stamp
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ADDENDUM G – SCHOOL COMMUNITY PROFILE
SCHOOL COMMUNITY PROFILE Name of School Province Municipal District Languages spoken in the community Hospital Yes No
Health clinic Yes No
Number of community-based early childhood centres within a five kilometers radius of the school
Number of primary schools within a five kilometers radius of the school
Number of secondary schools within a five kilometer radius of the school
Main mode of public transport in the community (Choose 1 only)
Mode Bus Taxi Train
Library in the community Yes No
Sports facilities in the community Type Yes No Soccer Rugby Swimming pool Other, specify _________
Economic activities in the community (Describe the type of employment opportunities available to groups of people in the community, e.g. fishing, car manufacturing, government office work, etc.)
Most houses have inside toilets Yes No
Running water in most houses Yes No
Running water from communal taps Yes No
Electricity in most houses Yes No
Community Hall Yes No
Signature: Mentor Teacher
School date stamp
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ADDENDUM H – CLASSROOM PROFILE
CLASSROOM PROFILE Focus Description
Grade
Medium of instruction
Teacher’s home language
Home language of the majority of learners
Other languages spoken in the classroom. (Write down and state the number of learners who speak each of the additional languages you have identified)
Mode of transportation by number of learners
Walk Taxi Car School transport
Other (specify)
Condition of the classroom (Complete the detail for each aspect.) (Note that you may add pictures to add to your portfolio as supporting evidence. You MUST NOT include pictures of learners).
Desks/tables Chairs Floor space for corners Floor space for group work Floor space for teacher-directed activities Teacher resources Learner resources (for different corners) Storage space Walls and what learning material is on the walls Chalk Board
Corners in the classroom (Describe each corner and what it entails. Note that you can add pictures to add to your portfolio as supporting evidence. You MUST NOT include pictures of learners).
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DIPLOMA IN GRADE R TEACHING 20
Does the class have a code of conduct? If so, include it in your portfolio as supporting evidence.
Disciplinary strategies you apply
Strategies you use to attract learners’ attention
Type of in-school support available to learners
Type of out-of-school support available to learners in the community
Technology available in the classroom
Number of books in the classroom library “Homework” (Comment on whether learners take tasks home to complete.)
Daily Often Rarely Never
Add any other relevant information with supporting evidence
I certify that this protocol accurately reflects the profile of my classroom. Signature: Mentor Teacher
School date stamp
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 21
ADDENDUM I – PROFILE OF LEARNERS IN THE CLASSROOM
PROFILE OF LEARNERS IN THE CLASSROOM Focus Description
Number of learners by gender Gender Female Male Number
Learners with barriers to learning Type of Barrier Auditory (Hearing) Sight Other
Family profile
Lives with No. of learners Both parents Mother only Father only Siblings only Grandparent/s only
Out-of-school activities in which learners are involved
Activity No. of learners
In-school activities in which learners are involved Activity No. of learners
Overall strengths of learners in class (Identify what most learners are good at doing, e.g. completing tasks on time, love story time, can respond to questions, etc.)
Overall weaknesses of learners in class (Identify what most learners are struggling with in class e.g. following instructions, discipline, completing puzzles, working independently, etc.)
I certify that this protocol accurately describes profile of the learners in my class. Signature: Mentor Teacher
School date stamp
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 22
ADDENDUM J – LESSON PLANNING TEMPLATE – GRADE R
NAME:
STUDENT NO.
1. SUBJECT e.g. English HL
1.2 DATE
y y y y m m d d 2 0 - -
2. KNOWLEDGE/CONTENT AREA e.g. Phonics
3. THEME e.g. Healthy living, My body etc.
4. TYPE of LESSON / LESSON FOCUS e.g. Outdoor lesson, group work, class work etc.
PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC FORMAT ON MySANTS
5. NCS AIMS/General aims (tick boxes) Learners are able to:
Identify and solve problems and make decisions using critical and creative thinking. Work effectively with others as members of a team, group, organisation and community. Organise and manage themselves and their activities responsibly and effectively. Collect, analyse, organise and critically evaluate information. Communicate effectively using visual, symbolic and/or language skills in various modes. Use science and technology effectively and critically showing responsibility towards the environment and
the health of others. Demonstrate an understanding of the world as a set of related systems by recognising that problem-
solving contexts do not exist in isolation.
6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON (Briefly summarise the content that you will be presenting in this lesson.)
SANTS Private Higher Education Institution GRADE R LESSON PLANNING FORM
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DIPLOMA IN GRADE R TEACHING 23
7. LESSON OBJECTIVE(S): 7.1 PRE-KNOWLEDGE (Write down learners’ existing knowledge, skills and values.) At the start of this lesson the learners should already know… and can do… 7.2 CONCEPTS and NEW KNOWLEDGE (Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)
Language: English (HL/FAL)
Mathematics Life Skills
7.3 LESSON OBJECTIVES (In your own words, write the lesson objectives based on the general and specific aims from CAPS.) By the end of the lesson the learners should be able to… 7.4 FUTURE LEARNING (Briefly describe what the learners will learn in the lesson that follows this one)
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7.5 DIFFERENTIATION (Briefly describe how you will present this lesson taking the following aspects into consideration)
Learner support (Indicate what measures are in place for learners who struggle to grasp the concepts. How will you support them and keep them from getting negative and frustrated?)
Enrichment activities (Indicate what measures are in place for learners who grasped concepts quickly. How will you challenge them and keep them from getting bored?)
Concerns (e.g. Loadshedding – won’t be able to listen to audio book. Will have to read story instead, using instruments for sound effects.)
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8. LESSON PHASES: 8.1 INTRODUCTION OF THE LESSON (Give a detailed description of how you plan to begin your lesson by explaining: you will greet the learners, set the atmosphere for the lesson, awaken the learners’ prior knowledge, and create a link between what they already know to the new knowledge that you will be presenting. Also explain how the THEME you selected in 3 above will help you do this.):
8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE (Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):
8.1.1 Time allocated: 8.1.2 LTSM: (Describe the resources and media you will be using in the introduction phase of the lesson) 8.2.1 Time allocated: 8.2.2 LTSM: (Describe the resources and media you will be using in the development phase of the lesson)
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DIPLOMA IN GRADE R TEACHING 26
8.3 CONSOLIDATION (Give a detailed description of how you plan to end the lesson by explaining how you will consolidate the new knowledge, incorporate assessment of the objectives and wrap up. If applicable, mention here any HOMEWORK/FUNWORK that you will give the learners.):
8.3.1 Time allocated: 8.3.2 LTSM: (Describe the resources and media you will be using in the consolidation phase of the lesson)
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DIPLOMA IN GRADE R TEACHING 27
9. ASSESSMENT At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the appropriate blocks): 9.1 FORMS OF ASSESSMENT:
Written work (drawings, painting etc.) Demonstrations (performing actions, experiments etc.) Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue) Models (artwork, constructions, collages etc.)
Assessment strategy Assessor Assessment instrument
Observation Listening Reading Interpreting Reviewing Questioning Writing
Teacher Self Peer
Checklist Assessment scale Analytical rubric Holistic rubric
10. REFLECTION Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following questions to guide your reflection:
Describe aspects of your lesson that worked really well. Which areas of your lesson did not go according to plan? Explain why you think this may have happened. Look again at your lesson objectives. Did you meet them? Why/why not? What did you learn about the learners in your class today? What was your most challenging moment in this lesson and why? How will you respond next time? To what extent were the learners productively engaged in the learning process? Discuss. If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why? What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?
11. REFERENCE LIST (List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)
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ADD
END
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K –
GR
ADE
R W
EEK
LY P
LAN
NIN
G T
EMPL
ATE
GR
ADE
R W
EEKL
Y PL
AN
Wee
k: __
____
____
____
____
____
____
____
_
Th
eme:
____
____
____
____
____
____
___
T
opic:
____
____
____
____
___
TI
ME
07:3
0 – 08
:30
08:3
5 – 08
:55
09:0
0 – 09
:50
09:5
5 – 10
:00
10:0
5 – 10
:25
10:3
0 – 11
:30
11:3
5 – 11
:40
11:4
5 – 12
:05
12:1
0 – 12
:30
Day a
nd D
ate
Indo
or P
lay
Firs
t (Mo
rnin
g)
Ring
Cr
eativ
e Arts
To
ilet R
outin
e Sn
ack
Outd
oor P
lay
Toile
t Rou
tine
Seco
nd (M
id-
mor
ning
) Rin
g St
ory R
ing
Fill in
the
date
for ea
ch da
y MO
NDAY
TUES
DAY
WED
NESD
AY
THUR
SDAY
FRID
AY
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ADDENDUM L – LEARNER OBSERVATION PROTOCOL: WEEK 1
LEARNER OBSERVATION PROTOCOL – WEEK 1
Name (and not surname)
Pseudonym
Activity Observation and Comment
Interaction during morning ring
Interaction during free play
Interaction during shared reading time
Interaction during story time
Interaction during any whole class activity
Interaction during movement
Interaction during drama
Interaction during music
Interaction during small group Mathematics activity
I certify that this learner / these learners are enrolled at the school for which the stamp appears below. Signature: Mentor Teacher
School date stamp
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DIPLOMA IN GRADE R TEACHING 30
ADDENDUM M – LEARNER OBSERVATION PROTOCOL: WEEK 2
LEARNER OBSERVATION PROTOCOL – WEEK 2 Name (and not surname) Pseudonym
LANGUAGE AND LITERACY
Activity Observation and Comment Listening Takes turns in conversation Spells out some words Answers telephone, takes a message
Speaking Uses advanced vocabulary Is able to speak in complete sentences Is able to complete sentences Can define some words Has clear ideas and clearly expresses them Asks questions to learn answers Makes up songs Uses up to 1500 words
Reading Re-reads a familiar story using pictures Identifies and names common signs, symbols,
and numbers Knows rhyming words Can identify the sounds of beginning, middle and
end of words
Writing Enjoys ‘dictating stories’ pictorially Is able to draw patterns and symbols and squiggles
and name them with meaning
LIFE SKILLS Drawing Draws a recognisable person Begins to colour within the lines Makes use of a whole page Begins to place more pressure onto a page
Painting Becomes absorbed/captivated in details of
painting Explores colour mixing Applies seamless brush strokes with a paintbrush
Creating Explores a variety of art processes Enjoys making patterns and designs Eager, curious and enthusiastic to explore a range
of different materials and tools
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Physical Development: Completely coordinated Maintains gravity and balance (posture) Has tremendous physical drive Has well developed fine motor skills and muscle
dexterity in activities like threading Is agile and performs varied gross motor skills like
jumping Runs lightly on toes Catches a ball from three feet away Skips using alternate feet Likes to dance, and is rhythmic and graceful Can perform perceptual motor behaviours like: o Laterality (crossing the midline) o Is aware of space in relation to self and other
objects o Can move in different directions like forwards,
backwards and diagonally o Knows prepositional words like over, under,
and on o Uses visual and auditory skills for learning.
I certify that this learner / these learners are enrolled at the school for which the stamp appears below. Signature: Mentor Teacher
School date stamp
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 32
ADDENDUM N – REFLECTION TEMPLATE: WEEK 1
The school, classroom and learner profiles that you completed have given you some insight into the condition of the school as well as the teaching and learning context.
1. Do you agree with the above statement? Write a paragraph to respond to the
statement. Give examples from the completed School Profile and the Classroom Profile as well as the Profile of Learners in the Classroom to motivate your answer.
2. Write a paragraph in which you identify and describe an aspect in the school profile that needs improvement and explain how you as a teacher will improve that aspect.
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3. Name three aspects you can improve by examining the classroom profile and then completing this table:
Aspect What I will do to improve
1.
2.
3.
4. Write a paragraph of about 200 words to explain what you have learnt from completing
each profile i.e. the School Profile, the Classroom Profile and the Profile of Learners in the Classroom.
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ADDENDUM O – REFLECTION TEMPLATE: WEEK 2
Write FIVE paragraphs describing the learner you have been observing, using the information you have gathered so far. Use the headings below to guide your reflection. 1. Details of the learner and his/her family background and interests.
2. The learner’s participation in class (inside and outside the classroom).
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3. The learner’s learning environment preferences.
4. My observations of the learner’s social and emotional status and development.
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
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5. Describe ONE aspect where the learner needs support and say how you will assist the learner.
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DIPLOMA IN GRADE R TEACHING 37
ADDENDUM P – REFLECTION TEMPLATE: WEEK 3
Develop an appropriate reading activity for the learner you have been observing. Use the headings below as guidelines for this activity. 1. The purpose of the activity.
2. Describe how you will use the activity.
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DIPLOMA IN GRADE R TEACHING 38
3. Explain why it is an appropriate activity to support the selected learner.
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– G
RAD
E R
WIL
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ESSM
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RU
BR
IC
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RAD
E R
ASS
ESSM
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IC
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EAR
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RO
GR
AMM
E (Y
EAR
1)
St
uden
t N
ame
ID
No
N
ame
of
Scho
ol
Crite
ria
No A
dher
ence
/ Com
plian
ce
0
In
adeq
uate
1
Pa
rtiall
y Ach
ieved
2
Achi
eved
3
Com
men
dabl
e 4
Mark Allocated
Prep
arat
ion
Less
on pl
an
No le
sson
plan
/s av
ailab
le for
the
day.
Less
on
plan/s
for
the
da
y av
ailab
le.
Most
comp
onen
ts no
t inclu
ded
or
adeq
uatel
y des
cribe
d.
Stru
cture
of th
e les
son n
ot ali
gned
or
cohe
rent.
Less
on pl
an/s
for th
e day
avail
able.
Le
sson
plan
is c
omple
ted, t
houg
h so
me c
ompo
nents
not
adeq
uatel
y de
scrib
ed.
Stru
cture
of
the
lesso
n sh
ows
limite
d coh
eren
ce.
Less
on
plan/s
for
the
da
y ar
e av
ailab
le.
All
comp
onen
ts ar
e ad
equa
tely
cove
red.
Comp
onen
ts ar
e ali
gned
an
d mos
tly co
here
nt.
Less
on
plan/s
for
the
da
y ar
e av
ailab
le.
All
comp
onen
ts ar
e we
ll ali
gned
, se
quen
ced,
and c
oher
ent.
4
LTSM
No LT
SM
LTSM
is n
ot ap
prop
riate
and
not
align
ed to
lear
ning o
bjecti
ves.
Lim
ited t
o tea
cher
use
LTSM
is
deve
lopme
ntally
ap
prop
riate
and
is ali
gned
to
learn
ing ob
jectiv
es.
LTSM
is m
ostly
used
by th
e tea
cher
.
LTSM
is
deve
lopme
ntally
ap
prop
riate
and
align
ed to
less
on
objec
tives
. LT
SM
avail
able
for
teach
er a
nd l
earn
er u
se a
nd i
s mo
stly
used
by
the
lea
rner
to
enha
nce l
earn
ing.
LTSM
is
deve
lopme
ntally
ap
prop
riate
and
align
ed to
less
on
objec
tives
. LTS
M for
teac
her
and
learn
er u
se a
nd is
mos
tly u
sed
to en
hanc
e lea
rning
. LT
SM
well
integ
rated
into
the le
sson
. LTS
M is
cultu
rally
ap
prop
riate
and
takes
lea
rner
conte
xt int
o acc
ount.
4
Less
on ob
jectiv
es
Less
on o
bjecti
ves
are
not
stated
, no
r is th
e pur
pose
of le
sson
clea
r.
Less
on in
clude
s ob
jectiv
es t
hat
are i
rrelev
ant a
nd no
t well
align
ed
to the
less
on.
Less
on o
bjecti
ves
to be
ach
ieved
ar
e cle
ar t
houg
h so
me a
re n
ot ali
gned
to th
e res
t of th
e les
son.
Less
on ob
jectiv
es ar
e clea
r and
are
align
ed to
rest
of the
less
on.
Some
acti
vities
are
not
align
ed to
the
less
on ob
jectiv
es.
Less
on
objec
tives
ar
e we
ll-ar
ticula
ted.
Clea
r link
betw
een t
he pr
oces
s (ho
w the
less
on u
nfolds
) an
d ou
tcome
(w
hat is
being
lear
nt) of
lear
ning.
4
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Crite
ria
No A
dher
ence
/ Com
plian
ce
0
In
adeq
uate
1
Pa
rtiall
y Ach
ieved
2
Achi
eved
3
Com
men
dabl
e 4
Mark Allocated
Oral
ques
tions
on pr
ior
know
ledge
No or
al qu
estio
ns on
prior
lear
ning
or pr
eviou
s wor
k are
pose
d.
Only
a few
ques
tions
are a
sked
to
a lim
ited n
umbe
r of le
arne
rs.
Thes
e que
stion
s are
mos
tly
close
d and
do no
t asc
ertai
n wha
t is
know
n and
fami
liar t
o chil
dren
.
Prior
know
ledge
and p
revio
us w
ork
are p
robe
d but
limite
d to a
few
learn
ers.
Some
open
-end
ed
ques
tions
are p
osed
.
Prior
know
ledge
and p
revio
us w
ork
are p
robe
d thr
ough
open
-end
ed
ques
tions
to th
e majo
rity of
lea
rner
s.
An ac
tivity
is us
ed as
the i
mpetu
s for
unde
rstan
ding l
earn
ers’
prior
kn
owled
ge an
d und
ersta
nding
of
prev
ious w
ork.
W
ell-a
rticula
ted, o
pen-
ende
d qu
estio
ns ar
e pos
ed to
each
lea
rner
in th
e gro
up.
Lear
ners’
prior
know
ledge
is
integ
rated
into
the le
sson
.
4
Teac
hing m
ethod
(s) ar
e ap
prop
riate
for ph
ase,
subje
ct, an
d obje
ctive
s.
Teac
hing m
ethod
is:
Not
deve
lopme
ntally
ap
prop
riate.
N
ot ali
gned
to th
e sub
ject o
r top
ic.
Mos
tly in
struc
tions
to le
arne
rs
Not
linke
d to t
he le
arnin
g ob
jectiv
es
Lim
ited t
o tea
cher
talk
only.
Teac
hing m
ethod
: Is
deve
lopme
ntally
appr
opria
te Is
not a
ligne
d to t
he to
pic
Not
alway
s alig
ned w
ith le
sson
ob
jectiv
es.
Is no
t var
ied an
d doe
s not
take d
iffere
nt lea
rning
style
s int
o acc
ount.
Is
mos
tly te
ache
r talk
. L
imite
d gro
up w
ork.
Teac
hing m
ethod
: Is
deve
lopme
ntally
appr
opria
te Is
align
ed to
the t
opic
and
learn
ing ob
jectiv
es
Lea
rner
partic
ipatio
n is
enco
urag
ed.
Meth
ods a
re va
ried b
ut do
not
take i
nto ac
coun
t all l
earn
ing
styles
. S
ome g
roup
wor
k and
rotat
ional
activ
ities.
Teac
hing m
ethod
: I
s dev
elopm
ental
ly ap
prop
riate
Is a
ligne
d to l
earn
ing ob
jectiv
es
and t
opic.
A
ctive
partic
ipatio
n by l
earn
ers.
Meth
ods a
re va
ried a
nd ta
ke
acco
unt o
f mos
t lear
ning s
tyles
L
earn
ers r
espo
nd to
and a
lso
pose
ques
tions
. E
xtens
ive us
e of g
roup
wor
k and
ro
tation
al ac
tivitie
s.
Teac
hing m
ethod
: I
s dev
elopm
ental
ly ap
prop
riate
Is c
ultur
ally r
eleva
nt an
d tak
es
learn
er co
ntexts
into
acco
unt.
Is a
ligne
d to l
earn
ing ob
jectiv
es
and t
opic.
A
ctive
partic
ipatio
n by l
earn
ers.
Meth
ods a
re va
ried a
nd ta
ke in
to ac
coun
t all l
earn
ing st
yles
Lea
rner
s res
pond
to an
d also
po
se qu
estio
ns.
Exte
nsive
use o
f gro
up w
ork a
nd
rotat
ional
activ
ities.
4
Time M
anag
emen
t –
the da
ily pr
ogra
mme i
s fol
lowed
.
Not a
ble to
pace
the l
esso
n. Mo
st as
pects
of th
e les
son n
ot ad
equa
tely c
over
ed.
Did n
ot ke
ep tim
e. No
lear
ner a
ctivit
y. No
asse
ssme
nt of
learn
ing.
Stud
ent c
ould
not m
anag
e to
comp
lete t
he le
sson
as pl
anne
d. So
me of
the e
lemen
ts of
the
lesso
n wer
e not
addr
esse
d. Ac
tivitie
s too
long
or to
o sho
rt.
Stud
ent c
omple
ted le
sson
mos
tly
withi
n the
alloc
ated t
ime f
rame
. Ab
le to
follow
the d
aily p
rogr
amme
, tho
ugh w
ith so
me di
srupti
on.
Stud
ent c
omple
ted le
sson
as
plann
ed an
d usu
ally w
ithin
time.
Able
to se
quen
ce le
sson
acco
rding
to
learn
ers’
pace
. Able
to fo
llow
the
daily
prog
ramm
e with
ease
mos
t of
the tim
e.
Succ
essfu
lly co
mplet
ed le
sson
as
plann
ed w
ith am
ple tim
e for
int
erve
ntion
. Stud
ent is
well
awar
e of
how
to pa
ce an
d seq
uenc
e the
les
son a
nd pr
ogra
mme f
luidly
and
easil
y (en
able
smoo
th tra
nsitio
ns).
4
WO
RK
PLAC
E IN
TEG
RAT
ED L
EAR
NIN
G
GUI
DELI
NES
FOR
MEN
TOR
TEAC
HERS
DIPL
OM
A IN
GR
ADE
R TE
ACHI
NG
41
Crite
ria
No A
dher
ence
/ Com
plian
ce
0
In
adeq
uate
1
Pa
rtiall
y Ach
ieved
2
Achi
eved
3
Com
men
dabl
e 4
Mark Allocated
Facil
itatio
n of fr
ee-p
lay
activ
ities i
ndoo
rs
Not p
ermi
tted i
n the
indo
or
envir
onme
nt.
Child
ren p
lay w
ith re
serva
tion.
Rely
on te
ache
r inter
venti
on
regu
larly.
Child
ren m
ostly
play
free
ly an
d co
nfide
ntly i
n the
indo
or
envir
onme
nt.
Child
ren a
re en
cour
aged
to m
ake
some
infor
med d
ecisi
ons.
Child
ren
have
varie
d spa
ce an
d res
ource
s to
play w
ith.
Child
ren l
ead t
he ac
tivity
and m
ake
infor
med a
nd co
nfide
nt ch
oices
. Va
ried a
nd pu
rpos
eful p
lay
oppo
rtunit
ies pr
ovide
d.
4
Facil
itatio
n of fr
ee-p
lay
activ
ities o
utdoo
rs
Not p
ermi
tted i
n the
outdo
or
envir
onme
nt.
Child
ren p
lay w
ith re
serva
tion.
Rely
on te
ache
r inter
venti
on
regu
larly.
Child
ren m
ostly
play
free
ly an
d co
nfide
ntly i
n the
outdo
or
envir
onme
nt.
Child
ren a
re en
cour
aged
to m
ake
some
infor
med d
ecisi
ons.
Child
ren
have
varie
d spa
ce an
d res
ource
s to
play w
ith.
Child
ren l
ead t
he ac
tivity
and m
ake
infor
med a
nd co
nfide
nt ch
oices
. Va
ried a
nd pu
rpos
eful p
lay
oppo
rtunit
ies pr
ovide
d.
4
Lear
ner p
artic
ipatio
n de
mons
trates
activ
e lea
rning
.
No le
arne
r par
ticipa
tion.
Lear
ner p
artic
ipatio
n is l
imite
d to
ques
tions
and a
nswe
rs.
Most
learn
ers d
id no
t par
ticipa
te du
ring t
he gr
oup a
ctivit
ies, th
ough
the
y som
etime
s talk
ed am
ongs
t the
mselv
es.
Most
learn
ers p
artic
ipate
durin
g gr
oup a
ctivit
ies. L
earn
ers a
re
involv
ed an
d co-
cons
truct
know
ledge
with
the t
each
er
(inter
activ
e dial
ogue
s and
dis
cuss
ions).
All c
hildr
en pa
rticipa
te du
ring w
hole
class
and g
roup
activ
ities.
Child
ren
inter
act a
nd pa
rticipa
te re
gular
ly.
Lear
ners
and t
each
ers c
o-co
nstru
ct kn
owled
ge to
gethe
r ofte
n.
4
Clas
swor
k sup
ports
ac
hieve
ment
of ob
jectiv
es.
No cl
assw
ork o
r inde
pend
ent
activ
ities p
rovid
ed fo
r lear
ners.
Le
sson
s and
activ
ities a
re no
t ali
gned
to th
e obje
ctive
s.
Altho
ugh c
lassw
ork i
s pro
vided
for
and r
eleva
nt, it
does
not a
lway
s ca
ter fo
r all t
he co
ncep
ts co
vere
d du
ring t
he le
sson
.
Relev
ant w
ork i
s give
n to r
einfor
ce
new
know
ledge
and c
once
pts de
alt
with
durin
g the
less
on. T
hese
mo
stly a
lign t
o the
outco
mes
stipu
lated
.
Relev
ant w
ork i
s offe
red t
o re
infor
ce ne
w kn
owled
ge an
d skil
ls.
Clas
swor
k allo
ws fo
r enr
ichme
nt an
d inte
rventi
on.
4
Fun w
ork e
nhan
ces
appli
catio
n of k
nowl
edge
an
d skil
ls.
No fu
n wor
k pro
vided
.
Irrele
vant
fun w
ork o
ffere
d, no
t re
levan
t to th
e the
me or
conc
epts
being
explo
red o
r lear
ned.
Fun w
ork w
as re
levan
t, but
insuff
icien
t to ad
equa
tely r
einfor
ce
or st
imula
te lea
rning
.
Relev
ant a
nd su
fficien
t fun w
ork
prov
ided t
o rein
force
and s
timula
te lea
rner
s’ lea
rning
and a
dditio
nal
stimu
lation
.
Relev
ant a
nd su
fficien
t fun w
ork
prov
ided f
or
enric
hmen
t/inter
venti
on. F
un w
ork
is div
erse
and h
arne
sses
lear
ning.
4
Asse
ssme
nt (o
bser
vatio
n)
throu
ghou
t the
prog
ramm
e
No ob
serva
tion m
ade a
nd no
notes
of
learn
er pe
rform
ance
reco
rded
. Ob
serva
tion l
imite
d to o
ne/tw
o gr
oups
of le
arne
rs. N
otes o
ften
not r
ecor
ded o
r acc
urate
.
Mostl
y tho
roug
h obs
erva
tion d
uring
cla
sswo
rk an
d gro
up ac
tivitie
s. No
tes of
obse
rvatio
n rec
orde
d, bu
t no
t alw
ays c
onsis
tent.
Thor
ough
obse
rvatio
n dur
ing
class
work
and g
roup
activ
ities.
Notes
are m
ostly
thor
ough
. Di
fficult
ies ar
e ide
ntifie
d and
ad
dres
sed.
Thor
ough
obse
rvatio
n dur
ing
class
work
and g
roup
activ
ities.
Identi
fied p
roble
ms ad
dres
sed.
Obse
rvatio
n rec
orde
d con
sisten
tly
over
time.
4
WO
RK
PLAC
E IN
TEG
RAT
ED L
EAR
NIN
G
GUI
DELI
NES
FOR
MEN
TOR
TEAC
HERS
DIPL
OM
A IN
GR
ADE
R TE
ACHI
NG
42
Pr
ofes
siona
lism
Crite
ria
In
adeq
uate
0
Pa
rtiall
y Ach
ieved
1
Ac
hiev
ed
2
Mark Allocated
Stud
ent’s
pr
ofess
ionali
sm
The s
tuden
t doe
s not
cond
uct h
im/he
rself a
ppro
priat
ely. R
arely
pu
nctua
l and
not
well d
ress
ed. S
tuden
t has
not
deve
loped
a
posit
ive ra
ppor
t with
staff
or ch
ildre
n.
The
stude
nt ge
nera
lly co
nduc
ts him
/herse
lf well
. The
stud
ent
is pu
nctua
l mos
t of th
e tim
e, we
ll-dre
ssed
and c
ourte
ous.
The
stude
nt ha
s dev
elope
d a go
od ra
ppor
t with
staff
and c
hildr
en.
The s
tuden
t has
show
n imp
ecca
ble co
nduc
t and
pr
ofess
ionali
sm. T
he st
uden
t is al
ways
punc
tual, a
nd w
ell-
dres
sed.
Th
e stud
ent h
as de
velop
ed a
trusti
ng an
d res
pectf
ul ra
ppor
t with
staff
and c
hildr
en al
ike.
2
Gene
ral C
omm
ent
Nam
e and
Sig
natu
re o
f Stu
dent
Ma
rk A
ward
ed
Nam
e and
sign
atur
e of M
ento
r Tea
cher
Sc
hool
Sta
mp
AND
DATE
/50
ID n
o Not
e to
ass
esso
r –
plea
se o
nly
asse
ss w
hat y
our
see.
If fo
r ex
ampl
e N
O F
REE
PLA
Y A
CTI
VITI
ES a
re d
one,
writ
e N
/O (n
ot
obse
rved
) in
the
MA
RK
col
umn,
and
adj
ust t
he to
tal f
inal
mar
k ac
cord
ingl
y. If
, for
exa
mpl
e, n
o FU
N W
OR
K is
obs
erve
d, th
en
the
asse
ssm
ent w
ill b
e ou
t of a
tota
l of 4
6 ra
ther
than
50
(50
– 4
mar
ks fo
r FU
N W
OR
K N
OT
OB
SER
VED
)
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 43
ADDENDUM R – MENTOR TEACHER: OBSERVATION PROTOCOL
MENTOR TEACHER OBSERVATION PROTOCOL
Name: No. of years of experience:
WEEK 1 Aspect Observation and Comment
Classroom layout How is the class laid out? Draw a small diagram here. What influence does this layout have on the effectiveness of teaching and learning, and on the atmosphere in the classroom? What are the ADVANTAGES of this layout?
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 44
What are the disadvantages of this layout? How would you have laid out the classroom differently? Draw a diagram of your ideal classroom layout
Classroom management Describe the routines before learners come into classroom Describe the routines once learners have entered the classroom
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 45
Describe the Mentor Teacher’s discipline strategy and methods What would you do differently to maintain learner discipline?
WEEK 2 Planning and preparation
Discuss with your Mentor Teacher when and how he or she does his /her yearly, termly, weekly and daily planning, and report on this conversation here.
Teaching Strategies Teaching strategies can be defined as the approach, methods and actions that are taken when facilitating learning. The choice of which teaching strategy to use is influenced by various factors such as the learning outcomes of a subject, teacher and learner preferences, resource availability, to name a few. A combination of teaching strategies can also be utilized (Killen, 2007). The following different types of teaching styles are categorised by Killen (2007):
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 46
Direct instruction – lecturing, in other words a one-way direction in conveying knowledge directly
to learners. Discussion – orderly exchanging of ideas and expressing of opinions between learners or learners
and teacher. Small-group work – two or more learners working together on an allocated task. Co-operative learning – working together to achieve a shared goal in sequential steps. Problem solving – developing new knowledge through solving problems constructed by the
teacher. Learner research – learning through doing research in a specified process. Role-play – putting learners into imaginary situations, therefore, learning by putting yourself into
somebody else’s shoes. Case-study – learning from real life stories.
After having observed your Mentor Teacher for almost one and a half weeks, describe his or her teaching strategies – does he / she teach using a variety of different methods (for example question and answer, direct instruction, self-discovery etc.)?
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 47
In your opinion, does your Mentor Teacher vary his / her teaching style to suit different learners’ needs? Give examples to show what you mean. Are different teaching strategies used for different subjects? Explain how you know this.
WEEK 3 The demands and challenges of the teaching profession
Ask your Mentor Teacher as well as 3 other teachers at the school about the physical, emotional, social and cognitive demands of teaching. Record what they say here.
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 48
Ask those same teachers to share some of the challenges that they most often experience in the teaching profession. Critically reflect on your own characteristics as a person (strengths and weak points). What do you think you can do WELL, and what do you think you would need to IMPROVE UPON, before you start your first teaching job?
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 49
Did your perception of teaching as a profession change after WIL? If so, what has changed for you?
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 50
ADDENDUM S – MENTOR TEACHER: SUMMATIVE REPORT
SUMMATIVE FINAL REPORT BY MENTOR TEACHER
Student name
Student number
ID number
Grade(s) taught
1. Strengths of the student as a student-teacher: 2. Targets for improvement as a student-teacher:
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 51
3. Extramural activities (Please confirm and briefly describe the student’s involvement in extramural activities) 4. Teaching practice: Award marks for the following aspects. Use the following SCALE to decide on the mark for each section
0 = Poor 1 / 2 = Unsatisfactory 3 / 4 = Satisfactory 5 / 6 = Proficient 7 / 8 = Very good 9 / 10 = Exceptional
Mark out of 10
Professionalism e.g. appearance, punctuality, general behaviour, integrity
Attitude e.g. positivity, co-operation, participation in school activities, enthusiasm
Teaching ability e.g. confidence, daring, creativity, perseverance
Classroom practice e.g. lesson preparation, discipline, classroom administration
Relationship with the learners in the class e.g. loving and caring, aloof, cold
Total: /50 Assessment by Mentor Teacher (capture the assessed lesson’s mark here): /50
TOTAL number of days absent: Was the sick note submitted to you?
Mentor Teacher’s name and surname in block letters: __________________________________________ Mentor Teacher’s signature: Principal’s signature: Date: __________________________
YES NO
School date stamp
WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS
DIPLOMA IN GRADE R TEACHING 52
REFERENCE
Richards, B. & Farrel, J. (2011). Observation. http://education.stateuniversity.com/pages/1835/Classroom
Boud, D. & Walker, D. (1998). Promoting Reflection in Professional Courses: The Challenge of Context. Studies in Higher Education, 23, 191-206. Brookfield, S. (1987). Developing critical thinking: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey- Bass. Mezirow, J. & Associates. (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, CA: Jossey-Bass. Killen, R. (2010). Teaching strategies for quality teaching and learning. South Africa: Juta. Okeke, C., van Wyk, M., Wolhuter, C. & Abongdia, J. (Eds.). (2016). Learn to Teach: A Handbook for Teaching Practice. London: Oxford University Press.