We have provided comprehensive answers for the Level 300 First Semester Reflective Journal for Colleges of Education
School facilities (e.g., football field, toilet, office space, tennis court, buildings, etc.)
The school has three classroom unit blocks, two toilet buildings (one for male and another one for female students), very nice office space and last but not least is the football field but it is not standard.
Brief history of the school:
Stakeholders collaborating with the school
TOPIC 10.7.1.1: Preparation to Teach in School 3: Induction
Day of visit :
Date of visit : .
Record your reflections on the following:
- School culture
Teachers and other staff members work collaboratively and the set of beliefs, values and assumptions they share among themselves. The students in other hand use the prescribed school uniform and footwear both male and female and also dress decently according to the rules and regulations that governing the school.
- Key education policies
The key education policies that governing the school are, sexual harassment policy, partnership policy, inclusive educational policy, gender equality and social inclusion, free school uniforms, free textbook, free compulsory universal basic education, the school feeding programme and free deworming drugs.
- The wider school life
The behavior of students during break, playing ground and assembly ground activities like reciting the national anthem, national pledge and making of announcement. It also talked about the co-curricola activities like quizzes, debate, entertainment and sports. It also comprised the involvement of parents during (P.T.A) and (S.M.C) meetings. Last but not least, some of the educational supervisors do visit the school to check on the performance of the students as well.
- GESI issues
My mentor ensures that quiet or non-participating learners contribute and learn, differentiating questions or work accordingly; ensures full participation by girls; seats learners with disabilities near to front to see or learn better. My mentor is warm, friendly, and fair, offers praises and encouragement for both male and female students in Mathematics subject and withholds any form of corporal punishment or threatening behavior. These attitudes set a way for the learners to laugh, smile and at the same time, not be afraid to ask or answer questions in the classroom.
- Integration of ICT by teachers
My mentor uses ICT to support learning in a multitude of ways, a hands-on approach for learners. Commercially produced resources such as images, maps, science equipment, charts and anthologies of stories, carefully selected and used will.
- Assessment component of the Year 3 STS
The year three STS components are:
– STS professional teaching portfolio (STSPTP).
– Classroom practice student teacher’s performance and behavior in school (CP).
– Classroom enquiry and action research (CEAR).
What knowledge have you learned from the Induction regarding GESI and the integration of ICT into teaching and learning?
I have learned that both of them played a vital role to the progression level of the students in terms of academics and also eliminated discrimination of learners regardless of their socio-economic background issues.
Topic 10.7.1.2: Leadership Qualities in the Classroom
Day of visit :
Date of visit :
- How have the classroom rules and regulations been implemented?
My mentor always keeps on advising the learners to obey the rules and regulations governing the classroom and it is also stated clearly on a paper at the entrance of every classroom. If someone disobeys these rules and regulations, the person is punished to serve as a lesson to other students in the classroom.
- What knowledge have you learned from leadership in the classroom?
I have learned that as a leader in the classroom, you are supposed to exhibit good manners so that it serves as an example to your learners, who then copy the same attitudes because we always say that leadership is by example.
- How will I apply this new knowledge in my teaching/class?
My knowledge on leadership in the classroom will help me in my teaching in such a way that I, as the teacher, become the leader of the class and lead by the standards of a good leader. I will be able to attain, manage, and create a lovely and conducive environment where learners are welcome to learn and also exhibit their talents.
Topic 10.7.1.3: Achieve Set Targets on NTS
Day of visit :
Date of visit :
- Make a list of 5 different NTS targets that you are required to achieve in Year 3 Semester
– Professional practice.
– Professional knowledge.
– Professional values and attitudes.
– Professional development and community of practice.
– Knowledge of educational framework, curriculum and knowledge of learners.
- How can I achieve these targets a) on my own and b) with the help of others?
(a). I can achieve the NTS targets by strengthening my knowledge level and skills, also by brushing up on my pedagogy and methodology to get more practical activities involved for the purpose of increasing my knowledge level.
(b). With the help of others, I will involve myself with others through collaborative workshops organized by schools to enlighten me on educational reforms and new policies.
- What knowledge have I learned from setting targets for a) myself and b) for others?
(a). The knowledge I have learned from setting targets for myself is that setting goals gives one life, direction, and boosts one’s motivation and self-competence. It also gives one a long-term vision and short-term motivation.
(b). For others, I have learned that setting targets for others builds on one’s experience and competency.
- How will I apply the new knowledge in GESI responsiveness in my teaching/class?
(a). I will apply the new knowledge by learning how my learners learn and improving strategies that will help them learn effectively, thereby including every learner in the learning process and providing equal opportunities for both boys and girls in the class.
Topic 10.7.2.1: Team Teaching: Co-plan, Co-teach, and Co-assess
Days of visit :
Dates of visit :
Exhibit knowledge and skills of co-planning, co-teaching, and co-assessing by answering the following questions:
- Which new teacher competencies (aspects of the NTS) have I learnt or developed further in the course of co-planning, co-teaching, and co-assessing the lesson?
I have learned how to carry out small-scale action research to improve practice (NTS). Again, undertaking a variety of assessment model skills (NTS).
- Which of the three aspects—co-planning, co-teaching, and co-assessing a lesson—did I find most challenging and why?
Co-teaching aspect, because there is inadequate teaching and learning resources to facilitate the teaching process.
- How did I overcome any challenges I encountered in the course of co-planning, co-teaching, and co-assessing a lesson?
I would overcome this challenge by providing appropriate teaching and learning resources with the collaboration of the school management.
- How will I apply the new knowledge I got in co-planning a lesson?
I will apply this knowledge in co-planning a lesson by listing appropriate tools and involving appropriate techniques. This lesson planning will be based on Ghana Educational Service.
Topic 10.7.2.2: Teaching Learners with Diverse Background
Days of visits :
Dates of visits :
Demonstrate knowledge and skills of how to teach, motivate, manage, and extend the learning of all learners irrespective of their background by answering the following questions:
- How can I ascertain that a lesson is GESI responsive?
When a lesson is GESI responsive in its teaching and relationships, including all students regardless of their socio-cultural, linguistic background, gender, attitudes, and ability.
- How can I identify learners’ learning needs in a GESI responsive way?
When the teacher pays maximum attention to all learners irrespective of their gender and social status, also by avoiding stereotypes and cultural or religious discrimination when teaching.
- How can I tell if a GESI responsive intervention has worked?
When all learners attain equal opportunity in lesson delivery.
Topic 10.7.2.3: Classroom Enquiry: Teaching and Learners’ Learning
Days of visits :
Dates of visits :
Demonstrate knowledge and understanding on how to conduct a classroom enquiry on teaching and learners’ learning by answering the following questions:
- How can I collect accurate data on how different learners learn?
By using techniques of assessment that are both formative and summative (NTS).
- How can I use learners’ assessment scores to identify their learning needs?
By listing the learners’ learning needs and differentiating the learning identified and compiled.
- How do I know which intervention for addressing learners’ needs is most appropriate?
By writing a report on the intervention that addressed the learners’ needs identified in the classroom.
- How will I apply the new knowledge I got in identifying and addressing learner learning needs?
I would apply differentiated approaches to co-handle the learners’ needs.
Topic 10.7.2.4: Leadership Qualities in the Wider School Community
Days of visits :
Dates of visits :
- How do I assess the importance of co-curricular activity to me as a student teacher?
By using existing and developing new assessment tools to determine whether learners’ learning outcomes are being achieved. Again, by reviewing assessment results and using them to guide or change where needed.
- Why should I know about the activities of PTA, SMA, and other relevant education stakeholders?
Because knowing the environment of these stakeholders improves my social and organizational skills and enhances my commitment to my profession.
- What new knowledge have I learned from participating in co-curricular activities in my training school?
The new knowledge I have learned from co-curricular activities includes:
– Improved learning activities and practice.
– Enhanced social organization skills.
– Development of creative and public speaking or vocabulary skills.
Topic 10.7.2.5: Meeting the National Teachers’ Standards
Days of visits :
Dates of visits :
- How can I identify the NTS targets I need to achieve?
I need to create a strong performance and understanding. I must determine what is essential for my lesson and select my focus area.
- How can I achieve these targets a) on my own and b) with the help of others?
I would be proactive, balanced, and work towards the domains of the National Teaching Standard. I would also review literature on national teaching standard targets and scholars’ reports on teaching targets.
- How do I know which gender responsive cards are relevant in a lesson?
By paying attention to the specific learning needs of both genders.
- How can I assess the impact of gender responsive cards on a lesson?
By collecting available data and information and identifying any data gaps.
Topic 10.7.2.6: Action Plan for Lifelong Learning
Days of visits :
Dates of visits :
Reflect on the following and record your responses:
- How can I prepare a lesson plan that will help meet whole class learner needs and adequately promote GESI?
I would make sure that the lesson plan gives equal opportunities to all learners in the classroom and that it addresses the diverse needs and social issues of the learners.
- How do I incorporate the appropriate ICT tools and activities in my lesson planning and teaching?
By selecting appropriate ICT tools to collect data from learners.
- How can I use ICT tools and approaches to address GESI issues in the classroom?
I would give learners age-appropriate videos related to the lesson and use digital literacy devices to address gender equality and social inclusion issues.
- What new knowledge have I learned from the use of videos in lessons?
I have learned that using video in my lessons helps develop interest in the subject, and it aids learners in absorbing knowledge and practical skills faster, allowing them to reflect on what they have learned easily.
Topic 10.7.2.7: Professional Teaching Portfolio Development
Day of visit : .
Date of visit :
Reflect on the following questions and record your responses:
- How do I draw a link between a professional teaching portfolio and an STS professional teaching portfolio?
I would apply my skills, experience, and accomplishments from STS into my teaching by integrating the STS portfolio.
- How do I know what items should be put into the STS portfolio and what items into a general professional teaching portfolio?
When I find that academic items are relevant and useful for future reference, such as teaching philosophy, awards, class and exam scores, and professional accomplishments.
- How can I assess the gaps in my content knowledge and pedagogical content knowledge?
By providing feedback on learners’ work and by planning a sequence of consecutive lessons.
- Explain at least two key things you have learned in this topic.
– I have learned how to relate my STS portfolio to my teaching portfolio and how to apply the knowledge and experiences from STS in my profession.
– I have learned how to assess my content knowledge and pedagogical knowledge.
