Level 100 first semester Student Reflective Journal (SRJ) Guide for Colleges of education
YEAR ONE SCHOOL OBSERVATION
Vision for the Bachelor of Education Program
The vision for the B.Ed. curriculum is to transform initial teacher education and secure the training of highly qualified, motivated new teachers who can inspire their learners to achieve better outcomes in basic education.
The B.Ed. aims to prepare new teachers who are effective, engaging, and fully prepared to teach the basic school curriculum, improving the learning outcomes and life chances of all learners as set out in the National Teachers’ Standards (NTS).
The curriculum instills in new teachers the nation’s core values of honesty, integrity, creativity, and responsible citizenship and aims to achieve inclusive, equitable, high-quality education for all learners.
About Supported Teaching in School (STS)
Teacher education should be viewed as an applied professional qualification requiring student teachers to apply the concepts and strategies they are learning in coursework within practical school settings (International Task Force on Teachers for Education, 2017).
Supported Teaching in School (STS) is central to the B.Ed. program, allowing student teachers to apply and develop their skills, knowledge, and understanding acquired from college-based training in real classroom settings.
With support from mentors, link lecturers, and tutors, STS is integrated across the four years of training.
Purpose of the Student Reflective Journal (SRJ)
The SRJ is developed from the STS handbook and should be used alongside it. The handbook guides student teachers, tutors, mentors, and district officers in understanding the requirements of STS and their roles in the process.
The SRJ records and provides evidence of activities observed and engaged in during STS. It is an essential portfolio artifact, assessed as part of teacher training.
Year One: Beginning Teaching
This phase supports the transition from school to college, recognizing that student teachers come from various educational backgrounds. It introduces:
- The core knowledge of subjects
- STS experiences
- Inclusion and equity in education
- The school curriculum and teaching approaches
- Expectations for learner progress
By the end of this phase, under mentor guidance, student teachers should:
- Work collaboratively to plan and assist small groups or individual pupils.
- Discuss features of the basic school curriculum (English, Mathematics, Science).
- Conduct child studies on learning and progress.
- Identify professional traits and qualities of a good teacher.
- Reflect on experiences through professional portfolios, working towards meeting the NTS.
- Assume 10-15% class responsibility with a small group.
School Observation Days
DAY 1: Familiarization with STS School
- School Name:
- Day of Visit:
- Date of Visit:
- Lead Mentor:
- Mentor
- Number of Staff Members:
Enrollment by Class and Gender
School Profile
Facilities:
- ICT Theater
- School Toilet
- Headmistress’s Office
- Staff Common Room
- Playing Ground
- Classroom Blocks
Brief History:
Stakeholders Collaborating with the School:
- Government
- Parents’ Association (PA)
- School Management (Teaching & Non-Teaching Staff)
- Unit Committee
Classroom Rules and Enforcement:
DAY 2: Discussion of Basic School Curriculum and Materials
Curriculum materials discussed with lecturers:
- Teacher’s Resource Pack
- Textbooks
- Teacher’s Notes
- Pupil’s Exercise Books
- Teaching Aids
Curriculum materials found in STS School:
- Class Register
- Charts
- Scheme of Work
- Exercise Books
- Textbooks
Key Insights:
- The curriculum guides teachers and helps learners acquire knowledge, skills, and values.
- The scheme of work structures course content, while the syllabus outlines what is taught.
DAY 3: Observation of Lesson Presentation, Classroom Management & Assessment
Observations:
- The mentor used reward and reinforcement strategies.
- Classroom was arranged in dual sitting (one boy, one girl).
- Teacher encouraged participation, especially from girls and learners with disabilities.
- Assessment strategies included questions, quizzes, and group work.
DAY 4: Observation of Teacher Professionalism
Observed Teacher Traits:
- Friendly relationship with pupils
- Uses riddles and stories to enhance focus
- Aligns lessons with the new curriculum
Professional Qualities Identified:
- Strong communicator
- Patience
- Adaptability
- Engagement skills
Teacher’s Relationship with Stakeholders:
- Treats students equally
- Maintains cordial relationships with staff & parents
- Engages parents’ suggestions
DAY 5: Child Study on Learning and Progress
Two Identified Learners:
Support Strategies Used by the Mentor:
- Encouraged spelling exercises
- Used local language for explanations
- Used stones for counting practice
DAY 6: Teaching Philosophy & Portfolio Building
Teaching Belief:
“Equity is equality.” Each student should receive tailored support to help them perform at their best.
Note: You can write your own teaching philosophy
Artifacts for Professional Portfolio:
- Lesson Plans
- Completed Student Projects
- Photographs
- Study Guides
Relevance of Artifacts:
- Enhances academic quality and learning process
- Determines student progress
