We have compiled detailed responses for the Level 200 First Semester Reflective Journal for Colleges of Education.
Stakeholders collaborating with the school
- School management committee
- Parents Teachers Association (PTA)
- The Roman Catholic Church
- Old Student Support
- Municipal Assembly
- Teaching Staff and Students Body
Classroom Rules
- Be punctual and regular in class
- Do not fight in class
- Do not eat in class
- Don’t litter around
- Respond to bells on time
- Do not write on walls
- Keep pens down when teaching
Why this rule is important
- To avoid missing lessons in class
- To ensure orderliness in classroom
- To improve cleanliness in class
- To promote sanitation
- To be abreast on time
- To maintain the beauty of the classroom or make it attractive
- To focus or concentrate
How the rule is enforced
- Reward or punishment and encouragement
- Regular monitoring
- Punishment and reward
- Punishment
- Regular observation
Consequences if broken
- Discipline in school
- Caning or weeding
- Food will be seized
- Asked to pick all rubbish in the school
- Buy paint or asked to clean
Topic 1.1: Induction in School 2 – Familiarization and Orientation
- Day of visit
- Date of visit:
Activities 1.1.1 – 1.1.3: Sensitization on school culture and wider school life
- School culture
- Key education policies:
- School feeding
- Ghana accountability learning outcome project
- Inclusive Education
- ICT in Education
- The wider school life:
- Morning Assembly
- Sporting activities
- Student and teacher urinal
What new knowledge have you learned from the induction?
- Collaboration of Teachers
- Good relationship with students
- Love
Topic 1.2: Identification of key features of the Basic School Curriculum (BSC)
- Day of visit:
- Date of visit:
Key features of the BSC
- Content
- Objective and goals
- Approach/methods/strategies
- Assessment
Scope and sequences in the BSC
- Helps learners progress from simple to complex concepts
- Assists teachers in planning and choosing materials
Sequencing of the sub-strands across grade levels
- Links learners’ prior knowledge to new lessons
Applying this knowledge in teaching
- Review learners’ prior knowledge to build new understanding
Continuity and progression in lesson planning
- Helps learners link previous knowledge to new lessons
- Expands learners’ understanding
- Ensures gradual learning development
Topic 1.3: Observation of Classroom and Wider School Life
- Day of visit: Thursday
- Date of visit: 25th May, 2023
Teaching approaches not observed
- Grouping or group discussion
- Think-pair-share
- Role play
- Student-centered approach
- Field trip
- Debate
Best practices observed
- Questions and answers approach
- Linking learners’ prior knowledge to the new topic
- Distribution of questions to learners
- Collaboration with learners
Cross-cutting issues (Inclusivity and Diversity)
- Inclusivity: All learners participated
- Equality: Teacher treated all learners equally
- Collaborative learning
Observation of small groups with learning needs
- Cognitive domain:
- Encourages student interaction and questioning
- Enhances use of learning resources
- Affective domain:
- Encourages feedback and self-confidence
- Psychomotor domain:
- Enhances hands-on learning
- Social domain:
- Encourages cordial relations and faster learning
Observation of wider school life
- Lunch/playtime activities:
- Some learners buy food, others play football, run, or play ampe
- Learner behavior:
- Some learners share food with others
- Assembly activities:
- Morning prayers, National Anthem recitation
- Staff meetings:
- Opening prayer
- Welcome address
- Introduction of new staff
- Reading of minutes
- Agenda discussions
- Closing prayer
Lessons learned from stakeholder meetings
- Staff meetings help evaluate school performance
- PTA meetings strengthen teacher-parent relationships
- Parents learn about their children’s academic progress
Co-curricular activities
- Sporting activities
- Quiz competition
Student teachers’ participation
- Played with learners during break time
Topic 1.4: Small Scale Classroom Enquiry with Four Learners
- Day of visit:
- Date of visit:
Learners’ learning needs and suggested solutions
- Hearing impairment → Sit in front
- Visual impairment → Use spectacles
- Cognitive problem → Provide more practice work
- Complaints → Give clear directions
Data collection methods
- Interval recording
- Anecdotal recording
- Review of school records
Ways to collect data on learners
- Using checklists
- Interviewing learners
- Document analysis
Analysis of data collected
- Learned data collection methods
- Identified learning needs
Topic 1.5: Teacher Professionalism
- Day of visit:
- Date of visit:
Observation of teachers’ behavior
- Some teachers do not speak loudly enough
Challenges faced
- Difficulties in identifying learners due to low attendance
Acceptable teacher qualities
- Real-world learning
- Empathy
- Good listening skills
Effects of unacceptable behavior
- Boring lessons
- Reduced student comprehension
Professional traits for practice
- Punctuality
- Preparedness
- Tolerance
Topic 1.6: Development of Professional Teaching Portfolio
- Day of visit: Thursday
- Date of visit: 15th June, 2023
Teaching philosophy statement
- Classroom should be safe and caring
- Encourage student expression and inclusivity
- Engage learners through hands-on learning
Similarities and differences in teaching philosophy
- Teachers as role models
- All students can learn regardless of background
- Emphasis on inclusivity and personalized learning
Importance of a teaching portfolio
- Demonstrates teaching skills and knowledge
- Reflects on teaching philosophy and achievements
Artefacts collected for portfolio
- School profile
- Sensitization on school culture
- Small-scale classroom enquiry
- Teacher professionalism
- Professional teaching portfolio development
