NAME: REORATILE MOFOKENG

STUDENT NUMBER: 2681672

Part 1

The school is called Mafube Secondary School, situated in Phuthaditjhaba in the Free State. It
has 476 learners, with 30-40 learners in each classroom from Grade 8 to Grade 12. In Grades
8-9, there are more boys than girls, while in Grades 10-12, there are more girls than boys. Most
learners are bilingual, speaking Sesotho as their home language and English as the language of
instruction. Many learners come from disadvantaged homes, where the primary source of
income is government grants. The school has only a few learners with disabilities, as it has
limited resources to cater to their needs.

Mafube Secondary School falls within the third quintile in the eastern Free State area,
specifically in the Thabo Mofutsanyane district. The school is located in a township and
receives government funding as a public school. There is a shortage of textbooks, but the school
has a computer lab equipped with textbooks and other learning materials. The computers are
also used to teach learners in the senior phase basic computer skills. There is sufficient furniture
for all learners and teachers. The school grounds include a tennis court and a netball court
where learners can play sports. The school has adequate electricity available for everyone.

Discipline at the school is maintained by first giving a warning to learners who do not comply
with the school’s rules. If the behavior continues, the learner's parents are called in to discuss
the issue with the teacher. Persistent misbehavior can result in suspension. One notable aspect
of the school is that it was an intermediate school for the past thirty years and has recently
expanded to include the FET phase. Impressively, the school achieved an 80% pass rate in its
first year with the new phase.

PART 2A: OBSERVING THE LESSON

First Observation Report:

The main focus of the lesson was on Algebraic Equations. The skills taught included balancing
both sides of equations, working with variables, critical thinking, and problem-solving. The
teacher used the analogy of a seesaw to explain the concept of balance, emphasizing that both
sides must have equal weight for the seesaw to remain level. The teacher combined resources
from different textbooks, as they offered various problem-solving activities. A chalkboard was
used to demonstrate how to solve these equations.

The teacher employed several aspects of Bloom’s Taxonomy, starting with Remembering. She
taught basic algebra concepts and ensured that learners understood by asking questions
throughout the lesson. The teacher then moved to Understanding, helping learners grasp the
relationship between different elements of the equation and how they must balance. The
Application aspect was addressed by asking learners to solve algebraic equations. The most
interesting aspect of the lesson was the learners' ability to think critically to solve algebraic
expressions. Due to their success, the teacher provided an extra activity as a challenge.

Second Observation Report:

The main focus of this lesson was on the Geometry of Two-Dimensional Shapes. During the
lesson, learners learned to identify and classify different shapes, such as triangles and
quadrilaterals, based on their properties. They also engaged in problem-solving activities. The
teacher used examples from construction, such as buildings and floor tiling, to explain that
floor plans are composed of rectangles, squares, and other polygons. Learners were given
activities requiring reasoning and problem-solving, including exercises to find angles while
providing reasons.

The teacher used handouts from the textbook containing 2D shapes like triangles and
quadrilaterals. She employed several aspects of the revised Bloom’s Taxonomy. The
Remembering aspect was used to teach learners the definitions and properties of different
shapes, such as sides and angles, which they read aloud. The teacher then moved to
Understanding and Application, teaching learners to solve for unknown angles and providing
questions that required problem-solving and critical thinking. Finally, the Evaluation aspect
was used as learners assessed different approaches to solving geometric problems. The teacher
maintained clear and consistent rules that every learner followed and spoke to the learners in a
respectful manner to maintain discipline.

PART 2B: REFLECTIONS ON THE LESSONS YOU TAUGHT

Aspects of Teaching That Went Well

Learners were actively involved in the lesson, asking questions and participating in class
discussions. Classroom management was effective, with all learners well-behaved and engaged
in the lesson.
Aspects of Teaching That Were Challenging or Difficult

Some learners struggled to understand the difference between parallel and series connections
and how resistance behaves in both situations. This required revisiting the concepts multiple
times and providing clear explanations of the relationship between current and resistance.
Despite these challenges, some learners were excited and fascinated by the topic, asking
numerous questions.

Significant Moment in the Lesson

A significant moment occurred when a learner, who initially struggled with understanding the
concept of series and parallel circuits, experienced an "aha" moment after the third explanation.
Seeing the learner's face light up with understanding was a powerful reminder of the rewards
of teaching.

How My Coursework Helped

My coursework in Teacher Choices in Action and Becoming a Teacher helped me recognize

Something I’d Like to Explore Further

I’d like to explore more differentiated instruction strategies to cater to the diverse needs of
learners in my classroom. This could involve developing more tailored resources or activities
for learners who are either struggling with the material or who need more of a challenge.

PART 3: ATTENDING THE MEETING

The Meeting:

The meeting I attended with my mentor was a staff meeting organized to plan extra classes for
Grade 9 to 11 learners. The meeting took place on the 24th of July at 7:15 AM. Attendees
included the Principal, the Deputy Principal Mr. Litedu, the HOD for Mathematics and Science
Mr. Maboye, and the HOD for Languages Mrs. Mokaeyane, who chaired the meeting and
clearly outlined its objectives. The meeting focused on addressing the struggles many learners
face in languages, mathematics, and science, leading to the decision to implement extra classes
for these subjects. The team discussed suitable times for the extra classes and agreed on holding
them on Saturdays from 8:00 AM to 12:00 PM.
From attending the meeting, I learned the importance of collaborative planning and effective
communication among staff members, which are crucial for successful teaching. I observed
how identifying student needs and coordinating efforts to address them can significantly
enhance learning outcomes.

The Duty

I assisted my mentor teacher with supervising the school feeding scheme on the 14th of August
2024, between 10:15 and 11:00 AM. The duty involved overseeing the distribution of meals to
students and ensuring that the process ran effectively. Teachers usually take turns in sharing
this responsibility. The feeding scheme is an important part of the school’s commitment to
providing meals to students, especially those from disadvantaged backgrounds. Teacher
supervision helps maintain order and fairness in the distribution process.

MENTOR TEACHER SIGNATURE: