Introduction

My name is Nontokozo Dlodlo, PGCE student at the University of

Zululand. This is my proof of evidence that I have attended teaching
practical at Sivukile High school, located at Ladysmith KwaZulu Natal.
This is the reflection of how I experienced my teaching practical as a
student teacher at this school. Firstly, I am going to discuss how did
the teaching practical, the school experience module, my school
based mentors and the evaluation by the university prepared me to
be a better teacher. Secondly, I will describe how I used
differentiated teaching in my classroom to cater for the varying
needs of my learners. Thirdly, I will provide a description of a
scenario that took place in my classroom and how I exercised some
classroom management to handle the situation. And lastly, a
description of one exciting LTSM that I have used to enhance my
teaching and learners’ learning will be provided.
B. The description on how the school experience module, school
based mentors and the evaluation by the university supervisor
prepared me for my teaching career.

The module school experience (3PSE101) equipped me to be a better

in many different ways. It taught me how should I prepare a lesson,
what do I need in order to prepare and deliver an effective lesson. I
have learned that it is very important to be able to identify and use
adequate resources or LTSMs when teaching. LTSM make teaching
and learning process easy and effective. I have noted that different
subjects require the use of different LTSMs, as you might find out
that a specific LTSM is adequate to a certain subject and it’s not to
the other subject. For instance, I was using a map, Atlas and a map as
the LTSM in some Geography lessons, but I would not use the same
LTSMs for IsiZulu lessons because it is inadequate to IsiZulu lessons.
So, it is very important to be able to identify ad use appropriate
LTSM for your lesson as a teacher.

Again, the school experience second semester module (3PSE102)

taught me different things that enhanced my teaching and learners’
learning. For instance, it taught me how to use the differentiated
teaching and the use of teaching strategies. Through this module, I
have learned to perform differentiated teaching, which refers to
teaching the same content to learners but using a variety of teaching
strategies and teaching a lesson at varying or different levels of
difficulty in order to accommodate all learners. This means that I had
to use different strategies, instructions. I also used differentiated
activities in order to accommodate all my learners in my English
class. For example: I would use matching vocabulary words to
definitions activities, learners read a passage of text and answer
related questions, and also differentiate fact from opinion.

My school based mentors also played a role in preparing me to be a

better teacher. I had two mentors at Sivukile high school and each of
them taught me some of the things that prepared me for my
teaching career. For instance, my IsiZulu mentor miss Zuma, taught
me how important it is to encourage learners to know, speak, able to
write in IsiZulu as their mother tongue. She mentioned that learners
and even the community they come from tend to undermine the
learning of IsiZulu. Some parents even take their children to private
schools and model c schools where they are not going to learn their
language. She says that all that leads to learners undermining their
language. So it very important that as an IsiZulu teacher I teach
learners in a manner that encourages them to love their language.

Also, my English mentor Mrs Mazibuko, taught me that as an English

FAL teacher it is very important to teach and encourage learners to
speak and write in English in order for them to develop and improve
their English speaking and literate skills. She emphasised that
speaking and writing is the only practical way of learning English.
Learners should use during the class discussion, or even when talking
with their peers as this will assist them in being able to learn and
speak English fluently. In my class, I would give my learners activities
that enabled them to develop and improve their verbal and literate
skills. For example, learners had to write their own short stories,
essays and speeches and then present them in class as an oral
activity. All these activities I gave them assisted them not just only to
develop and improve their verbal and literate skills but also to
develop and boost their confidence when speaking English.
In addition, my evaluation by the university supervisor Mr Mdakane
also added on getting me ready for teaching as my career. He
approved the way I delivered my lessons, he said that my voice
projection was very good, I was confident, well prepared for my
lesson. With all this being said, he also told me some things I did that
I shouldn’t do. Like using some of IsiZulu words while teaching
English and some English words while teaching IsiZulu. With all this
feedback I managed to teach my learners better and effective.

C. The case study of how I used differentiated teaching in order to

cater for the varying needs of my learners.

Just as I know that every learner is unique, which means every

learner has an individual learning style. Not all learners grasp a
subject in the same way or share the same level of ability. So I better
delivered my lessons in order to cater for the varying needs of my
learners. To do that I considered differentiated teaching, a method I
have learned about. Meaning that I teach the same material or
content to all learners using a variety of teaching strategies and
deliver lessons at varying levels of difficulty based on the ability of
each learner.

I used differentiated instruction as a teaching strategy. I practiced

this differentiation strategy by designing lessons based on learners’
learning styles, grouping learners by shared interest, topic, or ability
for assignments, assessing learner’s learning using formative
assessment, managing the classroom to create a safe and supportive
environment and I continually assessing and adjusting the lesson
content to meet learners’ needs.
Each learner has a preferred learning style. For me to use
differentiation effectively, I used these materials: visual, auditory and
kinaesthetic, and through words to each style I used. This way not all
learners required the same amount of support from me as a teacher,
and learners would choose to work in pairs, small groups, or
individually. And while some learners benefit from one-on-one
interaction with me or the classroom aide, others were able to
progress by themselves. As a teacher I was enhancing my learner’s
learning by offering support based on individual needs. For example,
I would provide textbooks for visual and word learners, allow
auditory learners to listen to audio books and give kinaesthetic
learners the opportunity to complete an interactive assignment.

I used to assign learners to complete activities that show mastery of

an educational concept in a way the learners prefer, based on their
learning style. For instance, I gave my grade 8 English learners an
assessment where by read and write learners would write a book
report. Visual learners would create a graphic organizer of the story.
Auditory learners would give an oral report of the story. And
kinaesthetic learners would build a diorama illustrating the story.

There are set of methods that I used across the different subjects I
was teaching during my teaching practical session. Those strategies
are tiered assignments, choice boards, compacting, interest centers
or groups, flexible grouping, and learning contracts. In tiered
assignments, I teached the same skill but have the learners to create
a different product to display their knowledge based on their
comprehension skills.

I used choice boards to allow learners to choose what activity they

would like to work on for a skill that I chose. On the choice boards
there would be options for different learning styles; kinaesthetic,
visual, auditory, and tactile. Compacting allowed me as a teacher to
help learners reach the next level in their learning when they have
already mastered what I have taught to the class. To compact I
assessed the learners’ level of knowledge, created a plan for what
they need to learn, excused them from studying what they already
know, and created free time for them to practice more.

D. Scenarios that took place in my classroom and how I exercised

some classroom management techniques to deal with them.

Scenario1: Argumentative or heated discussions that happened in

class.

In my IsiZulu class a lively class discussion turned into an intense

argument involving 4-6 learners. Hostile and damaging comments
were being exchanged.

How I dealt with the situation above

I used constructive controversy and structured a debate by

encouraging discussion of multiple views, instructed learners to
debate the opposite view and also encouraging discussion of
multiple views. This way my learners were able to listen to each
other’s view and accept others’ views. They learned that there is
nothing wrong with having a different view from others and to listen
to other’s reasoning behind their points. Secondly, I listed the
evidence of views on board in a two column method where by each
side presented each view. All the learners involved in the argument
gave me their view that provided reasons for their views. I also
lowered tempo of my voice and asked an open-ended question so
that they will lower theirs and freely speak out their individual view
while others are listening. And lastly, I provided a ground for the
circular response discussion where by each learner got an
opportunity to share his/her comment.

Scenario 2: Inattentive learners in my class

A group of 4-5 learners at the back of the second row, enjoy reading
a football magazine during class and frequently carry on their own
conversation about football games and players. They also had other
non-subject related conversations during class, which, at times,
annoys others.

How I dealt with the situation above

I used the various ways in order to deal with this situation, firstly, I
tried using small groups to increase learners’ engagement in class. I
also used the think-pair and share whereby I called on those
inattentive learners, after asking a question that learners think about
and share with a peer. I also assigned learners to write, pair and
share whereby I called on inattentive learners, after asking a
question, having learners to write down an answer, and having them
to share their answers with a partner. I would also give learners 3
minutes activity and discussions regarding the lesson as this increase
their participation in class. To deal with this situation I was also
moving around the classroom for the proximity to these inattentive
learners. I separated these learners by re-grouping and rotating class
seating, putted one learner at front in the first row, the second
learner in the fourth row, the third learner in the third row and the
other two learners in the same row but in different groups. And
lastly, I conferred with learners privately.
Situation 3: Learner reluctant to participate in class

There was a learner that comes to class, sits in the back of the class
near the door, rarely speaks to classmates, and has yet to asked or
shared information in class.

How I dealt with the situation above

In order to deal with this situation I used structured small groups and
assigned group roles and required group processing. I randomly
selected group members to share a summary of their group work
with the class. And also used think-pair-share and write-pair-share,
whereby I asked a question related to the lesson and then instructed
learners to think about and write about a possible answer, learners
paired with partners sitting next to them and shared their answers.

E. LTSM that I have used to enhance my teaching and learners’

learning

As an English teacher I found the Oxford Successful First Additional

Language book exciting. This CAPS-aligned book made my teaching
and learners’ learning easy and effective. It has rich content and
comprehensive guidance for the learners. This book has relevant
content and activities. It has wealth and variety of activities that
consolidate knowledge and skills, and build confidence to learners
for the exam and other formal assessments in English. We did
activities in this book in class, other activities learners did them as
homework.

The book enables leaners to develop and improve their literature,

writing, listening and speaking as well as other language skills. It
contains assessment tools that enabled me as a teacher to focus on
individual needs of my learners. The book further develops learners’
skills and challenge them to excel in their exams.

F. Conclusion

Through the module of school experience and school based teaching

practical I have learned a lot that prepared me for teaching as my
career. I have gained experience not just only subject related matters
but also about what it means to be a teacher and ethical values and
morals on how I should behave as a teacher. I can say that I am ready
for starting the journey of my career.