Year Four Extending Teaching I (Internship): A Complete SRJ Guide for Level 400 Semester 1 | Gh Edu Pro
The Level 400 internship, also known as “Extending Teaching I,” is an integral part of teacher training programs in Ghana.
This experience provides prospective teachers with an opportunity to apply the theoretical knowledge and practical skills they have acquired in real classroom settings.
An essential requirement of this internship is the Student Reflective Journal (SRJ), a tool designed to help student-teachers document their teaching experiences, challenges, and professional growth.
In this article, we will provide you with a comprehensive guide to completing your SRJ effectively. This sample guide will help you structure your entries, reflect critically on your experiences, and meet the expectations of your assessors.
STUDENT REFLECTIVE JOURNAL YEAR 4 SCHOOL
TEACHING
10.7.0 1 PREPARING FOR COLLEGE BASED ORIENTATION
TOPIC 10.7.0.1 PREPARING FOR EXTENDING
TEACHING: COLLEGE BASED ORIENTATION
Record
your notes taken on:
1. What are the salient issues/main content to
take note of while I start my extending teaching?
a. Teaching
(preparation of lesson notes/plan, preparation of TLR`s, Instructional
delivery, assessment and motivation of students).
b. Demonstrating
understanding of the school curriculum.
c. Action
Research.
d. Classroom
management and organization.
e. Effective
leadership quality in wider school life.
f.
Student Reflective Journal (SRJ).
g. Developing
professional teaching portfolio.
h. Targets
for long life learning.
2. What are the likely challenges I will be
facing during practice at the partner school?
a. Problems
of lesson planning and delivery.
b. Problems
of teaching methods and strategies.
c. Problems
of assessing students.
d. Problems
of managing and organizing large classroom.
e. Problems
of electricity in the school.
f.
Problems of sufficient ICT tools such as
laptops, projectors, audio, audio-visual materials, etc.
3. How do I intend to overcome/manage the
challenges envisaged?
a. I
sought for help from my mentor for proper lesson planning and delivery.
b. I
sought for help from my mentor on how to assess my students.
c. I
prepared a classroom rules and regulations to manage the behaviors of my
students.
d. I
provided a laptop to show videos as a starter to my students.
e. Developing
appropriate use of teaching methods and strategies.
4. Who are the stakeholders to support my
professional development during the period? a. Lead mentor.
b. Mentor.
c. Co-mentee
d. Supervisor.
5. How useful is the orientation for my
professional development during extending teaching?
The orientation is useful for professional development during
the extended teaching because;
a. It
helps to demonstrate comprehensive skills in conducting action research as
project work.
b. It
helps to demonstrate understanding skills in developing professional teaching
portfolio.
c. It
helps to demonstrate skills in critical reflection on class teaching, wider
school observation and record in SRJ.
d. It
helps to demonstrate knowledge and skills in planning, teaching, motivating and
assessing learning of the students taking into account the socio-cultural and
linguistic background and regardless of age, aptitude and ability.
e. It
helps to demonstrate skills in developing and maintaining positive working
relationships with the teachers and school personnel as well as the students
and the wider community
10.7.0.2
PREPARING FOR SCHOOL BASED ORIENTATION
TOPIC 10.7.0.2: PREPARATION TO TEACH IN
SCHOOL 4: INDUCTION
Period of recording – From 23rd January, 2023 to 27th January,2023.
Record
your notes taken on:
A. SCHOOL
PROFILE
1. School and staffing details:
Name of school:
Name of lead mentor:
Name of mentor:
Number/names of other staff members:
2. Enrolment by class and sex:
|
Class |
Boys |
Girls |
Total |
Number with Disabilities |
|
Form 1 |
|
|
|
|
|
Form 2 |
|
|
|
|
|
Form 3 |
|
|
|
|
|
Total |
|
|
|
|
3. School facilities (e.g., football field,
toilet, office space, tennis court, buildings, etc.)
4. Brief history of the school.
5. Stakeholders collaborating with the school.
B.
OTHER EDUCATIONAL ISSUES
1. School culture.
2. Key education policies.
3. The wider school life.
4. GESI issues.
5. Availability of ICT tools.
10.7. 1.0 DIRECTED TASK FOR STUDENT
TEACHERS
TOPIC 10.7.1.1: Planning,
Teaching, Motivating, Assessing and Extending Learning following questions:
Activity 10.7.1.1.1 Planning lessons that align content with
the appropriate pedagogical and assessment strategies to meet the needs of
learners in an inclusive classroom.
1.
How
did my teaching plan and teaching conform to the basic features (strands,
substrands, content standard and indicators) in the Basic School Curriculum?
a. I
considered the appropriate pedagogical strategies (interactive learning) and
assessment strategies (tests) to meet the needs of all learners.
b. I
also considered the cultural, linguistic, socio-economic and educational
background of the learners.
2.
What
appropriate pedagogical strategies did I use during my lesson delivery? How did
I use them?
a. The
appropriate pedagogical strategies I used are; interactive learning and peer
learning.
b. I
used interactive learning by engaging the students through discussions, sharing
ideas and answering questions. I also used the peer learning by encouraging
fast learners to assists slow learners.
3.
Which
appropriate assessment strategies (in line with NTEAP) did I use during the
lesson delivery and how did they help learning and teaching?
The assessment strategies I used during my lesson delivery
were;
a. Assessment
as learning (Asl) e.g., project work: The project work helped the students to
gain an in-depth knowledge about the lesson or sub-strand being taught.
b. Assessment
for learning (Afl) e.g., class exercises and tests: The class exercises and
tests helped the students to understand what they have learnt more.
4.
What
practical support did I give all groups of learners; for example, slow and fast
learners, girls and boys, SEN learners, etc.?
a. I
assigned fast learners to different task to keep them engage and also make them
assists slow learner by sitting beside them taking into consideration their
gender.
b. I
paid attention to all learners especially girls and learners with Special
Education Needs (SEN).
Activity
10.7.1.1.2 Using a variety of appropriate instructional resources in teaching
content planned for lessons.
1. Which meaningful TLRs did I use to
encourage learners’ collaboration? How did they lead to purposeful learning?
a. Laptop:
It helped to bring the attention of the learners to the classroom by showing
videos as my starter.
b. Chart:
I used the chart to display diagrams during the main teaching and learning.
c. Curriculum
pack: I used the curriculum pack to prepare my lesson notes.
d. Textbooks:
The textbooks helped the learners to read before the lesson and also read
ahead. I also used to prepare my lesson notes.
e. Tactile:
2. How friendly were my Teaching and Learning
Resources?
a. They
were not bias and therefore helped all the learners, regardless of their
background (age, expectation, aptitude and ability) to manipulate and interact
with for easy understanding of the lesson.
b. They
also helped to facilitate my lesson delivery.
3. In what ways did the TLRs I used in my
teaching encourage learner participation and critical thinking?
a. My
TLR’s I used support easy understanding of the lesson by all learners,
regardless of their background.
b. They
were also not gender bias.
4. How effectively did my use of the TLRs
influence mixed ability, multi-lingual and multi-age in the class?
My use of TLR’s effectively influence mixed ability,
multi-lingual and multi-age in the class because,
a. They
were not gender bias, thereby serving the learning needs of both boys and
girls.
b. They
provide support for all learners, regardless of their background.
c. They
were also relevant to the topic being taught, large enough to be seen, felt and
touched by all learners.
5. How did I ensure that the teaching and
learning resources I used arouse and sustain the interest of all learners,
especially girls and learners with Special Educational Needs?
I ensured that my TLR’s arouse
and sustain the interest of all learners, especially girls and learners with
SEN by;
a. Making
sure the TLRs serve the useful purpose to the cognitive level of the learners.
b. Making
sure the TLRs are designed in a way that serves the interest of the learners.
c. Making
sure the TLRs prepared are not gender bias.
Activity
10.7.1.1.3 Keeping records of lessons taught and assessed with diverse learning
needs and differentiated learning outcomes.
1.
How did I keep records on the “pre”, “during” and the “post” of lessons taught?
I kept records on the “pre”, “during” and the “post” of the
lessons I taught by;
a. Designing
a checklist to collect data from documents and analysis of learners’
performance scores from marked exercises and class tests using laptop.
2.
How did I ensure that learners were not afraid nor intimidated with my
assessment strategies?
I ensured that learners were not afraid nor intimidated with
my assessment strategies by;
a. Giving
them trials based on their previous lessons to make them attentive.
b. Informing
learners, the date before they will be writing class tests.
c. Prompting
learners when to conduct a project work and giving them a maximum time.
d. Giving
them easy and understanding questions to try hands on while teaching and
learning is ongoing.
3. What specifically did I do to ensure that
my assessment strategies were helpful to all manner of learners?
What I specifically did to ensure that my assessment
strategies were helpful to all manner of learners is that, I gave the learners
easy and understanding class exercises, project works and class tests to
gradually help them show more interest in the learning of the lesson being
taught.
4. Which two examples of assessment strategies
I used in my lesson were in line with the Basic School Curriculum Assessment
Scheme?
a. Assessment
as learning e.g., project work.
b. Assessment
for learning e.g., class tests.
5. What ICT tools did I use in keeping
assessment records on my learners?
a. Laptop.
b. Mobile
phone.
Activity
10.7.1.1.4 Establishing criteria for assessment of learners’ needs.
1. How did my assessment criteria help in
supporting learners learning needs?
My assessment criteria helped in supporting learners’
learning needs by;
a. Helping
me to know where my learners are performing or not performing well.
b. Helping
me to vary my teaching strategies when necessary.
c. Helping
me to know to where to start my teaching, thus from the less difficult to the
more difficult.
2. In what ways did the Basic School
Curriculum and the SBA help me in establishing an assessment criterion?
The Basic School Curriculum and the SBA help me in
establishing an assessment criterion by;
a. Directing
my teaching.
b. Helping
me to know the assessment strategy to use in each phase during teaching and
learning.
3. 
What varied strategies were used to meet
learners’ needs?
4. How did I ascertain the effectiveness of
the criteria in measuring standards of learners’ learning?
I ascertain the effectiveness of the criteria in measuring
standards of learners’ learning by;
a. Seeing
that there is an improvement in the learner’s academic performance.
b. Seeing
that the learners can learn with other colleagues through group discussion.
c. Seeing
that the learners can learn through think-pair-share.
Activity
10.7.1.1.5 Writing reports of small group discussions between mentors &
peers about learners’ needs and how to motivate learners of diverse backgrounds.
1. What salient issues on learners’ needs
emanating from the small group discussions does my report capture?
a. Difficulty
in appreciating place values of numbers.
b. Difficulty
in oral expression.
c. Difficulty
in working with numbers/ calculations.
2. What issues could I have:
a. added?
b. omitted?
3. What motivational strategies did I use to
help my learners develop interest in the lesson? How did I use them?
a. By
clapping: learners receive clap as a reward when they answer questions
correctly.
b. Awarding
marks strategy: it is done by giving marks to learners who answers questions
correctly in the class during lessons.
4. What can I do to improve upon the key
findings identified in my report?
a. By
conducting more research to support my findings.
b. By
seeking support from my mentor.
c. By
seeking support from my lead mentor.
d. By
seeking help from other mentees.
TOPIC 10.7.1.2: Demonstrating Understanding of the Basic School Curriculum
Demonstrate
knowledge and skills of demonstrating understanding of the basic school
curriculum by answering the following questions:
Activity 10.7.1.2.1 Preparing learner plans aligned with the
key components of the Basic School Curriculum (BSC).
1. What were my experiences during the
preparation of the lesson plan?
a. I
co-planned the lessons with my mentor.
b. My
mentor also helped to prepare my own lesson plan aligned with the key
components of the Basic School Curriculum such as the class, strand,
sub-strand, content standard and indicators.
c. I
was able to know how to prepare the scheme of learning.
d. I
was able to prepare my lesson plan based on the scheme of learning.
e. My
mentor helped me to prepare my TLM i.e., Diene’s/Multi-base block materials,
place value chart, multiplication chart.
2. What new things have I learnt?
a. I
have learnt more about co-planning of a lesson
b. I
have learnt that, my TLR’s should give equal opportunities to both boys and
girls including SEN in the class.
c. I
have learnt that, after planning your lesson you submit to your mentor for
vetting and even more to your lead mentor for endorsement.
d. I
have learnt that, the TLM should be used at the appropriate phase of the
lesson.
Activity
10.7.1.2.2 Planning lessons that reflect diversity in terms of learners’ age,
grade level, expectations, aptitude and ability.
1. How did I effectively involve learners of
mixed ability, multi-lingual and multi-age, girls and boys and SEN learners in
the lesson?
a. I
considered the medium of instruction such as the Ghanaian Language (L1) to
cater for diversity.
b. I
put my learners into groups during lessons ensuring that the group is made of
boys and girls, slow and fast learners and SEN.
2. How did I create a conducive and enabling
environment for all learners, regardless of their backgrounds to actively take
part in the lesson?
a. I
explained the concepts clearly using the (L1) to the learners.
b. I
used probing questions to guide slow learners to understand concepts and facts.
c. I
used varied motivational strategies such as clapping to cater for learners’
diversity.
3. Which aspects of my lessons never catered
for diversity in learners?
a. Using
tokens such as GHC 20, GHC 50, GHC 100 and GHC 200 to model given amount up to
one billion.
b. Rounding
off, up and down of whole numbers more than one billion to the nearest tenths,
hundredths, thousandths, ten-thousandths, and hundred-thousandths.
4. How do I intend to overcome this in my
subsequent lessons?
a. I
will make sure I include every learner irrespective background during lesson.
b. I
will pay attention to all learners especially girls and SEN.
c. I
will spend more time to explain to the learners the aspect they didn’t
understand during lesson.
d. I
will make sure I used my TLM when necessary, during lesson.
Activity
10.7.1.2.3 Delivering lessons that align with the components of the lesson plan
taking GESI into consideration.
1. In what ways did I consider GESI in
assigning leadership roles to learners in the classroom?
a. I
assigned leadership roles to both boys and girls.
b. I
made sure my TLM is not gender bias.
c. I
ensured mix groupings during lesson delivery.
d. I
did not assign leadership roles to learners strictly on certain duties. E.g.,
office girl, cupboard boy, class prefect being a boy, etc.
2. How did I take GESI related issues,
including the choice and use of TLRs into account during my lessons?
a. I
made sure my TLM is gender friendly.
b. I
made sure my TLM is not gender bias.
c. I
made sure my TLM is relevant to the strand I am teaching.
d. I
made sure my TLM is large enough to be seen, felt and touch by all learners.
e. I
made sure my TLM is meaningful and serve a useful purpose to the cognition
level of the learners.
3. Which area of GESI related issues do I hope
to improve on in my subsequent lessons?
a. My
groupings during lessons.
b. Distribution
of TLM’s during lesson.
c. Distribution
of questions to leaners (boys, girls, fast and slow learners, including SEN)
during lesson.
d. Paying
attention to all learners especially girls including SEN, during lesson.
TOPIC 10.7.1.3: Action Research to Support
Learners’ Learning
Demonstrate
knowledge and skills of conducting action research to support learners’
learning by answering the following questions:
Activity 10.7.1.3.1 Identifying learning needs in the
classroom that require attention for inquiry and collecting baseline data to
justify such problems, bearing in mind GESI.
1. What are the key learning needs I
identified in my classroom of practice?
a. Difficulty
in oral expression.
b. Difficulty
in working with numbers.
c. Difficulty
in concentrating on task.
d. Difficulty
in solving problems.
e. Difficulty
in completing task.
2. Which of the identified learning needs were
GESI related?
a. Difficulty
in working with numbers.
b. Difficulty
in oral expression.
3. How did I identify the learning needs which
were GESI related?
a. I
identified the learning needs when they speak because some of felt shy.
b. Through
their performance when exercise is giving and marked.
Activity
10.7.1.3.2 Reviewing literature based on identified problem and interventions
that could be used.
1.
What
themes relating directly to the research problem being studied did I state for
literature review?
The themes relating directly to the research problems I
stated for literature review are;
a. What
are the causes of learners’ inability to working with numbers?
b. What
are the solutions that can be provided to solve these problems?
2.
How did I organize the literature review
around themes relating directly to the research problem being studied?
3.
How
has the literature review helped me to synthesize results into summary of what
is known and what is not yet known?
a. It
has helped me in paraphrasing a sentence.
b. It
has helped me to read articles with care in order to construct ideas.
c. It
has helped me to read thorough a material I found in my searches.
d. It
has helped me to develop my summary skills.
4.
How
has the literature reviewed helped me to identify areas of controversy in the
literature?
a. It
has helped me to think critically.
b. It
has helped me to develop digital literacy skills.
c. It
has helped me to be more creative when constructing ideas.
d. It
has helped me to improve upon my comprehension skills.
e. It
has helped me to develop and improve on to conduct research.
5.
How
adequate have I cited studies that are relevant, including those that are
contrary to my perspective?
Activity
10.7.1.3.3 Proposing appropriate intervention based on problems identified.
1. How well does the intervention fit within
my classroom?
2. What challenges do I anticipate in the
implementation?
3. How do I intend to address the anticipated
challenges?
I addressed these challenges by consulting my mentor for
help.
a. He
helped by providing me with laptop.
b. He
also helped me by assisting me on how to change my teaching methodology and
remedial teaching.
Activity
10.7.1.3.4 Designing appropriate research instruments for data collection.
1.
What experiences did I gain in designing the instrument(s) I planned to use for
the data collection?
The experience I have gained in designing the instrument I
planned to use for the data collection are;
a. It
has helped me to obtained a reliable and accurate data about the learners.
b. It
has helped me to design an appropriate instrument such as questionnaire.
c. It
has helped me to be more focus when designing an appropriate instrument to
collect data.
d. It
has also helped to plan, organize, present and interpret the data collected.
e. It
has helped me to include ICT tools such as spreadsheet to design a chart for
presentation.
Activity
10.7.1.3.5 Carrying out interventions and collecting data bearing in mind
ethical protocols in conducting research.
1. In carrying out interventions and
collecting data, what new experiences have I learnt from this semester’s
activity compared to the experiences in Year 3 Semester 2?
The new experience I have learnt
from this semester’s activity compared to the experiences in
Year 3 semester 2 are;
a. You
need to seek permission from appropriate authorities such as headteacher,
mentor’s consent and participant in your data collection process.
b. I
have learnt that, in data collection process there are possible challenge that
may emerge in conducting research.
c. I
have learnt that; you must propose a relevant intervention to provide a
solution to your problem identified.
2. What challenges did I encounter in carrying
out interventions and collecting data?
a. The
unwillingness on the part of the participant to provide us with the information
required due to privacy.
b. Difficulty
in presenting and interpreting the data collected.
c. Difficulty
in designing an appropriate instrument for data collection.
3. How did I address the challenges I
encountered in carrying out interventions and collecting data?
TOPIC 10.7.1.4: Exhibiting Classroom Management and Organization
Strategies
Period of recording – From 20th February, 2023 to 24th February, 2023.
Demonstrate
knowledge and skills of exhibiting classroom management and organization
strategies answering the following questions:
Activity 10.7.1.4.1 Setting and displaying agreed classroom
management rules and regulations.
1. What gap did I identify when reviewing the
existing classroom management rules and regulations?
a. The
existing classroom management rules and regulations needs improvement.
b. It
also needs to be discussed with the learners before imposed on them.
c. The
students need to endorsed it before imposed on them.
d. It
also needs reinforcement.
2. What additional classroom management rules
and regulations have I introduced with learners?
a. Do
not insult a colleague student.
b. Do
not steal from a colleague student.
c. Do
not invoke curse on a colleague student.
d. Pay
attention to the subject master who enters your class.
e. Do
not talk when there is a master in the class.
3. What challenges did I face when displaying
the rules and regulations in the classroom?
a. Financial
difficulty in terms of designing flyers, posters and wall hanging.
b. Challenges
of including ICT tools such as videos for the displaying the classroom
management rules and regulations.
c. Difficulty
in reviewing the existing classroom rules and regulations.
4. How did I manage the challenges I face when
displaying the rules and regulations?
I was able to manage the challenges I faced when displaying
the rules and regulations by;
a. Consulting
my mentor for supporting in designing the flyers, and posters.
b. Consulting
my mentor to review the existing classroom management rules and regulations.
c. Including
the learners in setting the rules and regulations through the class prefects
Activity
10.7.1.4.2 Discussing and adhering to the established rules and regulations in
the classroom with learners.
1.
Which
classroom management rules and regulations did the learners and I find more
comfortable adhering to?
a. Being
respectful of your classmate.
b. Do
not talk in class when not giving the opportunity (DTC)
c. Keep
your classroom clean (KCC).
d. Do
not steal from your classmate (DSC)
e. Do
not fight in class (DFC)
2.
How
did I encourage learners to adhere to the classroom management rules and
regulations?
I was able to encourage my learners to adhere to the
classroom management rules and regulations by;
a. Setting
myself as a role model.
b. Telling
them that, if they are able to obey them it will prevent chaos in the class.
c. Telling
them to love one another.
d. Telling
them to be friends with each other.
e. Telling
them to see each other as brothers and sisters.
3. How did the strategies work and why?
The strategies worked by rewarding the whole class by telling
them, they are exceptional and the best among the rest. This is, anytime the
students want to do anything that is contradicted to rules and regulations,
they remember them as soon as possible.
4. What other ways can I encourage learners to
adhere to the classroom management rules and regulations?
The other ways I can encourage my learners to adhere to the
classroom management rules and regulations are;
a. By
rewarding students with exemplary behaviours such as hand clap and thumbs up.
b. By
mentioning the name of the learner and the exemplary behaviour exhibited in the
Prescence of peers.
c. By
giving a star to the learner who obeys the rules and regulations.
Activity
10.7.1.4.3 Exhibiting innovative ways of rewarding exemplary behaviours.
1. How easy or difficult was I able to match
an exemplary behaviour to a reward and why?
The easy way I was able to match an exemplary behaviour to a
reward is by making a list of behaviours to be considered exemplary, how those
behaviours should manifest themselves. These exemplary behaviours and their
rewards include;
a. Punctuality-
hand clap
b. Regularity-
hand clap
c. Comportment-
thumbs up
d. Decent
dressing- hand clap
e. Obeying
set rules and regulations in the classroom- thumbs up
f.
Willingness to offer assistance- hand clap.
2. How else could I have identified an
exemplary behaviour and what reward could I have provided for the behaviour?
a. Friendliness-
I could also display an outstanding exercise or project at vantage point in the
classroom.
b. Respect
for teachers- I could also give a star to such a learner.
3. How did I use ICT tools in rewarding
exemplary behaviours?
I used ICT tools in rewarding exemplary behaviours by;
a. Showing
videos to the learner who exhibits any of the exemplary behaviours considering
their gender.
b.
4.
In what ways did I incorporate GESI issues in rewarding exemplary behaviours?
I incorporate GESI issues in
rewarding exemplary behaviours by making sure the reward is distributed equally
and fairly to all learners especially girls and SEN
TOPIC 10.7.1.5: Effective Leadership Qualities in the Classroom and the
Wider School Life
Demonstrate
knowledge and skills of effective leadership qualities in the classroom and the
wider school life by answering the following questions:
Activity 10.7.1.5.1: Accessing, reviewing and working with
school plans, policies, documentation, and resources.
1. Which school plans, policies,
documentation, and resources did I review?
a. Duty
roster.
b. Timetable
c.
Mission
and vision statement and core values.
d. Mentees’
attendance book.
e. Staff
attendance book.
f.
Learners’ resources and teachers’ resources
pack.
g. Scheme
of learning
h. Basic
school curriculum
2. How will the reviewed
plans/policies/resources inform me on GESI issues in the classroom and the
wider school life?
The reviewed plans/policies/resources informed me on GESI
issues in the classroom and the wider school life by teaching me;
a. Team
teaching.
b. Inclusion
of ICT tools such as laptops and mobile phones during teaching and learning.
c. The
need to plan my lesson taking into consideration learners’ gender.
d. The
need to include every learner in my lesson especially girls and SEN.
3. How will the reviewed
plans/policies/resources enhance my professional practice?
The reviewed plan/policies/resources will enhance
professional practice by;
a. Helping
me to co-plan and co-teach a lesson.
b. Helping
me to know how to include ICT tools during teaching.
c. Helping
me to know how prepare and develop a TLM.
d. Helping
me to design a scheme of learning.
e. Helping
me to understand the Basic school curriculum more.
f.
Helping to direct my behaviour and code of
conduct during my practice.
Activity
10.7.1.5.2: Attending, participating, and taking field notes, minutes, and
artifacts of CPD
1. What emerging issues from the CPD meeting
did I take note of?
a. The
discussion of the new curriculum.
b. The
discussion of the planning of the scheme of learning and lesson notes.
c. The
discussion of how to assess the students at the end of the term.
2. How were GESI and ICT integrated into the
CPD meeting?
a. the
CPD meeting allowed all the teachers to share ideas taking into consideration
of their gender.
b. The
CPD meeting allowed the mentees to partake in the meeting.
c. The
CPD meeting made use of ICT tools such as mobile phones to take videos and
pictures of the activities.
3.
What were some of the leadership qualities
that I observed exhibited in the CPD meeting?
a.
4. How does the CPD meeting enhance my
professional practice?
The CPD meeting has enhance my professional practice by
helping;
a. Me
to take notes of the meeting.
b. Me
to writing minute of the meeting.
c. Me
to make recordings of the meeting.
d. Me
to taking pictures of the activities.
Activity
10.7.1.5.3: Attending, participating, taking field notes, and minutes of PTA,
SMC, and staff meetings.
1. 
What were the key issues discussed at the
PTA, SMC, and staff meeting I participated?
2. How were GESI and ICT integrated into the
PTA, SMC, and staff meeting I participated?
GESI and ICT were integrated into the meeting I participated
and they were as follows:
a. The
PTA board paid attention to contributions made by the parents and made
suggestions.
b. The
PTA board hears the complains of the parents.
c. The
PTA board explain clearly to the parents what they didn’t understand during the
meeting.
d. The
PTA board allowed the mentees to partake in the meeting.
e. The
board also made use ICT tools such as mobile phone to take pictures of the
event to serve as evidence.
3. What were some of the leadership qualities
exhibited in the meeting?
Some of
the leadership qualities exhibited in the meeting are; a.
4. What are some of the new things I learnt
from the PTA, SMC, and staff meeting and how can they enhance my professional
practice?
Some of the new things I have learnt from the participation
of the PTA meeting and how they can enhance my professional practice are;
a. Comportment:
b. Good
communication skills:
c. Collaborative
skills:
d. Consultation
skills.
e. Attentiveness.
Activity
10.7.1.5.4: Exhibiting effective leadership qualities in the classroom during
teaching and learning process.
1. How did I exhibit leadership qualities in
solving difficult situation in the classroom?
a. By
consulting the class teacher.
b. By
further consulting the headteacher.
c. By
also consulting my co-partners.
d. By
investigating the cause of the situation or the problem.
2. What challenges related to gender and
social inclusion in the selection of leaders for the activities did I face?
a. Shyness
on the part of the students.
b. They
were also afraid of the cloud selected to lead. c.
3. How did I handle challenges related to the
selection of teachers based on gender and social inclusion?
Actually, there was no challenges
in the selection of teachers based on GESI.
TOPIC 10.7.1.6: Develop Professional Teaching Portfolio
Demonstrate
knowledge and skills of developing professional teaching portfolio by answering
the following questions:
Activity 10.7.1.6.1. Examining the contents of professional
teaching portfolios built from Level 100 up to date to indicate/show
progression.
1. What were the differences and or
similarities between the contents of the professional teaching portfolio as per
the NTEAP and what I have in my PTP?
The differences and similarities between the content of the
professional teaching portfolio (PTP) as per the NTEAP is to assess the
student-teachers’ STS portfolio and the professional teachers’ portfolio.
STS portfolio is a portfolio prepared by the student-teacher
as their evidence during their STS observation and practice. The STS portfolio
includes;
a. SRJ,
b. Teaching
philosophy,
c. Pictures,
d. Videos,
and
e. Audio-recordings,
f.
Reports, and
g. CV.
Professional teaching portfolio (PTP) is also a portfolio
prepared by a professional teacher as evidence for teaching as a profession.
The PTP includes;
a. Personal
profile and data.
b. Career
goals and objectives,
c. SRJ
d. Teaching
philosophy including personal beliefs and values about teaching.
e. Report
on classroom enquiry.
2. In my estimation, what might have accounted
for the similarities and or the differences in PTP?
Similarities:
The STS portfolio and PTP both have;
a. SRJ
b. CV
c. Teaching
philosophy
d. Wider
school artefacts such as photos, videos of school co-curriculum activities and
certificates and awards.
Differences:
The PTP further includes the following which makes the
portfolio more enrich showing how it differ from the STS portfolio.
a. Career
goals and objectives.
b. Educational
qualification.
c. Report
on classroom enquiry.
d. Lesson
plan/notes prepared.
e. TLRS
developed
f.
Technical competences
g. Samples
of exercise, tests and examination prepared with marking scheme.
h. Samples
of marked exercises, tests and examination
3. What progression have I seen in the
building of my portfolio from Level 100 to date?
I have been able to develop the building of my portfolio and
know what items to include into my professional teaching portfolio (PTP). These
items include;
a. Personal
profile and data.
b. Career
goals and objectives,
c. SRJ
d. Teaching
philosophy including personal beliefs and values about teaching.
e. Report
on classroom enquiry.
4. What do I need to do to meet the standard of the professional
teaching portfolio in the NTEAP?
To meet the standard of the PTP in the NTEAP, I need to do
the following by including to the portfolio:
a. Personal
profile and data.
b. Career
goals and objectives,
c. SRJ
d. Teaching
philosophy including personal beliefs and values about teaching.
e. Report
on classroom enquiry.
Activity
10.7.1.6.2. Continuing to improve and build upon portfolio/e-portfolio guided
by mentors and personal tutors.
1.
How satisfied am I with the number of items in my portfolio including those in
eportfolio and why?
I am satisfied with the number of items in my portfolio
including those in e-portfolio because I have been able develop and improve
upon my portfolio building. I have been able to know the items to include into
my portfolio from level 100 to level 400.
2.
What do I need to do to improve on the content of my portfolio?
I need to include the following items in order to improve on
the content of my portfolio;
a. Personal
profile and data.
b. Career
goals and objectives,
c. SRJ
d. Teaching
philosophy including personal beliefs and values about teaching.
e. Report
on classroom enquiry.
3.
Which content of the PTP will I need to convert into e-portfolio and how will I
do that?
The content of the PTP I will need
to convert into e-portfolio is the videos and audio-visuals of the recorded
wider school artefacts such as co-curriculum activities like soccer, games,
etc., certificates and awards by uploading them into the google drive documents
using laptop and mobile phone.
TOPIC 10.7.1.7: Reflection and recording in the Student Reflective
Journal
Demonstrate
knowledge and skills of reflecting and recording in the student reflective
journal by answering the following questions:
Activity 10.7.1.7.1 Reflecting to improve on classroom
practices and record in the Student Reflective Journal (SRJ).
1. What classroom practices have I identified
and recorded?
a. The
use of both Ghanaian (Twi) and English language during lesson.
b. Gender
responsive pedagogies such as assigning responsibility to both boys and girls.
c. The
use of TLMs.
d. Classroom
interactions such as teacher-learner and learner-learner interactions
e. Traits
and teacher professionalism such as decency, time management, friendliness,
etc.
2. What innovative ways to improve on how I
reflect on classroom practices have I identified?
a. Taking
of pictures of these classroom practices I have identified.
b. Planning
to include the use of video recorder.
Activity
10.7.1.7.2 Reflecting to improve on the wider school observation and record in
the SRJ.
3. What wider school life activities have I
identified and recorded?
a. PTA
meeting.
b. Morning
and closing assembly.
c. Co-curricular
activities such as sports,
4. What innovative ways to improve on how I
reflect on wider school life activities have I identified?
a. Taking
of pictures.
b. Planning
on how to include ICT tools such as using video recorder.
Activity
10.7.1.7.3 Reflecting to improve on personal and professional development for
lifelong learning and record in the SRJ [Note: ‘for lifelong learning’ is the
focus of the CLO and cannot be left out of the Activity topic; check the
curriculum].
5. How are my experiences in classroom
practices and wider school life activities helping me to plan for my future
personal and professional development?
a. It
is helping me to assess my own beliefs and values about teaching.
b. It
is helping me to assess my own assumptions and perspective about teaching.
c. It
is helping me to improve upon my personal and professional development for
lifelong learning.
d. It
is helping me to gain an in-depth knowledge about the NTS domains and design a
plan to achieve them.
6. 
What developmental plan for lifelong
learning have I made?
