Level 300 Second Semester Student Reflective Journal (SRJ) Guide For All Colleges Of Education

STUDENT REFLECTIVE JOURNAL

YEAR THREE SEMESTER TWO SCHOOL OBSERVATION AND TEACHING

NOTE:
This serves as a sample of how to complete the Student Reflective Journal (SRJ) for the Year 3 School Observation.

You are encouraged to edit, customize, and add your own reflections and observations based on your personal experiences during the school observation period.

Ensure that all entries are accurate, relevant, and align with your mentor’s feedback and actual classroom activities.

Enrolment by class and sex:

Class	Boys	Girls	Total	Number with Disabilities
Form 1	–	–	–
Form 2	–	–	–
Form 3	–	–	–

T REFLE 10 CTIVE JOURNA

School facilities includes;

The school has so many facilities including; toilet, office, washroom, and three classroom block.

Brief history of the school:

 

Stakeholders collaborating with the school:

Some of these stakeholders include; Parents teachers-association(PTA), school management committee(SMC), FCUBE, and Camfed.

TOPIC 10.7.1.1: Preparation to Teach in School 3: Induction

Day of visit: Tuesday.

Date of visit: 14th March 2023.

• Record your reflections on the following:

1. School culture

1. Daily routines; morning assembling 7:20am

Beginning of lessons 7:30am

2. Two (2) breaks and each is fifteen minutes (15)

3. Closing assembling 2:00pm

4. The school uniform is pink top and brown down for both boys and girls

5. Three terminal exams in a year

2. Key education policies

 The key educational policies of this great school include the following;

1. Free compulsory universal basic education

2. School partnership policy

3. Sexual harassment policy

4. Gender equality and social inclusion

5. Inclusive education policy

3. The wider school lif

1. Sporting activities against other schools

2. School community relationship

3. Debating competitions against other schools

4.  Relationship with students parents through PTA

4. GESI issues

• It is a mixed school.
• The different styles of learning are embraced and catered for.
• Recognizing various abilities among facilitators and learners.
• Equal opportunity is giving to all students regardless of their gender or needs in terms of assessment, role play, contribution during lesson delivery.

5. Integration of ICT by teachers:

• It is integrated in the various strategies of teaching. Example, a teacher projecting a video of reproductive system with the help of projector and laptop during lesson which aids both auditory and visual learners.

6. Assessment component of the Year 3 STS

• Classroom enquiry and action research.
• STS professional teaching portfolio.
• Classroom practice, student-teachers’ performance and behaviour in schools.

What knowledge have you learned from the Induction regarding GESI and the integration

of ICT into teaching and learning?

I have learned that both male and female become more engaged when ICT is integrated lesson

Topic 10.7.1.2: Leadership Qualities in the Classroom

Day of visit:

Date of visit:

1. How have the classroom rules and regulations been implemented?

• We were made to understand that, classroom rules and regulation are documented and being pasted on the wall in the classroom, in which culprit is punished according to the degree of the offence, that is either immediate punishment such as weeding, sweeping, scrubbing etc. Or to be made to face the school disciplinary committee.

2. What knowledge have you learned from leadership in the classroom?

•  The zealous overflow of teaching and learning is effective when leadership roles are shared among students.
• There is order in the class when we enforce classroom rules and regulations through the leaders in the classroom.

3. How will I apply this new knowledge in my teaching/class?

The knowledge I gained in that regard will be applied effectively, thus;

• Unity must be pivotal, because it will bring about collaboration among learners
• I will ensure respect for leadership in the classroom.
• I will assign leadership roles among my leaners to play.
• I will recognize the diversity among learners.

Topic 10.7.1.3: Achieve Set Targets on NTS

Day of visit: TUESDAY.

• Date of visit:22/02/2022

1. Make a list of five different NTS targets that you are required to achieve in year 3 semester.

These requirements are;

• The teacher is guided by the legal and ethical teacher codes of conduct in his or her development as a professional teacher (NTS1d).
• The teacher engages in positively with colleagues, learners, parents, SMC.PTA and wider public as part of practice a community (NTS1e).
• The teacher should develop a positive teacher identity and acts as a role model for students (NTS1f).
• The teacher should demonstrate familiarity with the education system and key policies guiding it (NTS2a).
• The teacher should have a comprehensive knowledge of the official school curriculum, including learning indicators (NTS2b).

2. How can I achieve these targets a) on my own and b) with the help of others?

1. Myself;
2. By the help of the reflective journal.
3. Participating during the mentorship with the STS partner school.
4. Others;
5. Sharing of ideas with colleague mentees.
6. Sharing of ideas with the mentor and/or lead mentor.

3. What knowledge have I learned from setting targets for a) myself and b) for others

1. Myself;

• It guides me.
• It makes me to be realistic.
• others;
• I should seek others opinions.
• I should be humble.

4. How will I apply the new knowledge in GESI responsiveness in my teaching/class?

• I should ensure inclusivity and equity in the classroom.
• I should have in mind that the classroom is made up of learners with different economic background, abilities, and learning styles and employ different teaching approaches and strategies to meet all of them needs.

Topic 10.7.2.1: Team Teaching: Co-plan, Co-teach, and Co-assess

Days of visit: TUESDAY.

Dates of visit: 28th March 2023.

• Exhibit knowledge and skills of co-planning, co-teaching, and co-assessing by

answering the following questions:

1. Which new teacher competences (aspects of the NTS) have I learnt or developed further

in the course of co-planning, co-teaching, and co-assessing the lesson?

• I learned how to use differentiation assessment to assess the learners.
• I also learn how to incorporate ICT tools into teaching and learning.
• Also, I learned how to score and grade my learners’ assignments.

2. Which of the three aspect, co-planning, co-teaching, and co-assessing a lesson did I find

most challenging and why?

• Co-planning is the most challenging to me. This is because every successful lesson depends on the planning stage. For example, the teaching and learning resources to use, method of teaching and time allocation for a particular lesson.

3. How did I overcome any challenges I encountered in the course of co-planning, co-teaching,

and co-assessing a lesson?

• When I share ideas with colleague mentees, mentors and the lead mentors.

4. How will I apply new knowledge I got in co-planning a lesson?

• I will consult others when it is necessary to avoid deviation and faults.

TOPIC 10.7.2.2: Teaching Learners with Diverse Background

Days of visits: TUESDAY.

Dates of visits: 4th April 2023.

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:

1. How can I ascertain that a lesson is GESI responsive?

I can clearly notice and ascertain that;

• When the lesson prepared and delivered meets the term inclusivity either gender based or ability based.

2. How can I identify learners’ learning needs in a GESI responsive way?

• Through observation.
• Assessment or evaluation.
• The help of lead and/or mentor.
• Measurement or evaluation.

3. How can I tell if a GESI responsive intervention has worked?

• Through assessment.
• Through classroom contribution.
• Observation.
• Through measurement and evaluation.

Topic 10.7.2.3: Classroom Enquiry: Teaching and Learners’ Learning

Days of visits: Tuesday

Dates of visits: 11th July 2023.

• Demonstrate knowledge and understanding on how to conduct a classroom enquiry

              on teaching and learners’ learning by answering the following questions:

1. How can I collect accurate data on how different learners learn?

This can be done through the following measures;

1. By Tests.

2. By Questionnaire.

3. By Observation.

4. By assigning task to learners individually

2. How can I use learners’ assessment scores to identify their learning needs?

• By comparing their scores to the average mark.
• By examining the standard of the task.
• By analysis and interpretation of the data on the scores.

3. How do I know which intervention for addressing learners’ needs is most appropriate?

• You must to test different interventions and compare the results and choose the one that has highest scores or marks made more impact.

4. How will I apply new knowledge I got in identifying and addressing learner learning needs?

• From the knowledgel obtained, it clearly stipulates that, all learners have their needs which vary from one learner to another and so I will employ some of the methods of identifying students learning needs, introduce interventions of various kind to be able to address my leaners’ learning needs.

TOPIC 10.7.2.4 Leadership Qualities in the Wider School Community

Days of visits: TUESDAY.

Dates of visits 18th July 2023.

1. How do I assess the importance of co-curricular activity to me as a student teacher?

For co-curricular activities to be assessed effectively, it should be done through the following;

1. teamwork.
2. Creativity and innovation
3.  Critical thinking and problem solving
4. Communication and collaboration.

2. Why should I know about the activities of PTA, SMA and other relevant education

stakeholders?

• I will know that every school just as any organization has stakeholders it is working with for effective administration and operation. Therefore, there is a need to collaborate with these stakeholders working with any school I will be posted to after graduation.

3. What new knowledge have I learned from participating in co-curricular activities in my training school? 

 I have learnt a vast of knowledge through participating in co-curricular activities, thus;

1. Being friendly and approachable

 2. Being patient

3. Being creative and innovative.

4. problem solving skills

TOPIC 10.7.2.5: Meeting the National Teachers’ Standards

Days of visits TUESDAY.

Dates of visits 25th  July 2023

1. How can I identify the NTS targets I need to achieve?

By the guidance of;

• Student reflective journals.
• NTS book.
• Mentors or lead mentor and
• Colleague mentees.

• How can I achieve these targets a) on my own b) with the help of others?

a) Myself;

• Participating through the mentorship with the STS partner school.
• By the help of the reflective journal.

 b) others;

• Sharing ideas with colleague mentees.
• Sharing ideas with the mentor.

• How do I know which gender responsive cards are relevant in a lesson?

• The outstanding performance.
• Average performance.
• Below average Performance.

4. How can I assess the impact of gender responsive cards on a lesson?

I can assess the impact of gender responsive cards by;

• Interviewing
• Testing
• Measurement and evaluation.

TOPIC 10.7.2.6: Action Plan for Lifelong Learning.

Days of visits TUESDAY.

Dates of visits 1st August 2023

• Reflect on the following and record your responses:

1. How can I prepare a lesson plan that will help meet whole class learner needs and

adequately promote GESI.

I will do so through the following;

• Collaborate with colleagues.
• Cultivate consistency.
• Develop a student-centered mindset.
• Sets aside time to focus on study skills and extra support.
• Use multiple forms of assessment
• Draw on other professionals’ expertise.
• Partner withfamilies.

2. How do I incorporate the appropriate ICT tools and activities in my lesson planning and

teaching?

This can effectively be done by organizing audios and videos for a particular lesson using laptop, projector, speakers and microphones to deliver a lesson during teaching and learning.

• How can I use ICT tools and approaches to address GESI issues in the classroom?

Projecting videos and playing of audios in the classroom during lesson.

4. What new knowledge have I learned from the use of videos in lessons?

The need to practice and practicalize it, because it carters for leaners with different learning styles and abilities. Hence,  it is inclusive and promotes understanding of teaching

10.7.2.7: Professional Teaching Portfolio Development

Day of visit: TUESDAY.

Date of visit: 8th August 2023

• Reflect on the following questions and record your responses:

1. How do I draw a link between a professional teaching portfolio and STS professional

teaching portfolio?

Lo and behold, they are all made up of vital documents for academic purposes and future references or assessment which serve as evidence on the profession of practice.

2. How do I know what items should be put into STS portfolio and what items to put in a

general professional teaching portfolio?

In our elders in this particular institution, we were made to understand what portfolio is and hence I will be able to know more about the items that are supposed to be included in the STS portfolio and that of the general portfolio respectively through;

• The guidance of the student reflective journal.
• Participating in the college tutorials on the STS.
• The help of mentor.
• The help of lead mentor.
• The support of colleague mentees.

• How can I assess the gaps in my content knowledge and pedagogical content knowledge?

Significantly, content knowledge is the depth of knowledge possess about the subject matter whilst pedagogical knowledge is the skills needed to teach or deliver a lesson on a particular subject. Factually, I can assess the gaps in my content when I am teaching or serving as a facilitator to learners..

4. Explain at least two key things you have learned in this topic

• Portfolio: This is a set or collection of documents for academic purposes. Example, scripts of quizzes or exams, pictures, artefacts, videos, lesson plan, etc.
• Different between STS portfolio and professional teaching portfolio: STS portfolio is the one a student teacher develops in the course of studies or during STS at the partner school whereas teaching portfolio is the collection of teacher’s documents concerning the profession.
• Content knowledge: it refers to the subject matter knowledge that a teacher has in a particular subject. This deals with how much did you know the subject.
• Pedagogical knowledge: this also refers to  the teaching skills ones has on a particular subject. This is the benchmark that determine how successful a teacher or facilitator lesson be.