PRACTICUM REPORT
Name: Erick Kinyanjui
Registration Number:Eh201/1029/2023
Course: Bachelor of Education (Arts) – English and Literature
Institution: Murang'a University of Technology
School of Attachment: Visa Oshwal Junior Secondary School, Westlands, Nairobi
Period of Practicum: 28/04/2025-02/06/2025
Declaration
I declare that this report is my original work and has not been submitted elsewhere for academic
purposes.
Signature: __________
Date: __________
Acknowledgement
First and foremost, I thank God for giving me good health, strength, and wisdom throughout my practicum
period. I sincerely appreciate my cooperative teacher, Mr. Peter Mwangi, for his mentorship, patience, and
guidance in lesson preparation and classroom management. My gratitude also goes to my university
supervisor, Dr. Jane Achieng’, for her constructive feedback during her school visits.
I also acknowledge my colleagues in the English department, particularly Ms. Mercy Njeri and Mr. Ali
Hassan, for their encouragement and teamwork. Finally, I thank my students, including Brian Otieno, Asha
Mohammed, and Kevin Wambua, whose energy and curiosity challenged me to grow as a teacher.
Dedication
This report is dedicated to my family for their constant encouragement, and to my students who reminded
me why teaching is a noble calling.
Table of Contents
Section I: INTRODUCTION – School Profile
1.1 Historical Background
Visa Oshwal Junior Secondary School, located in Westlands, Nairobi, was established by the Oshwal
community to provide holistic education to learners. Over the years, the school has earned a reputation
for discipline, academic excellence, and vibrant co-curricular engagement. The school hosts learners from
diverse backgrounds, reflecting Nairobi’s multicultural setting.
1.2 Mission
To nurture learners into confident, disciplined, and responsible citizens through quality education and
character formation.
1.3 Core Values
Integrity, Respect, Discipline, Teamwork, Excellence, Responsibility.
1.4 School Motto
Education for Excellence and Character.
1.5 Organizational Structure
The school is led by Mrs. Beatrice Wanjiku, the principal, assisted by two deputy principals. The English
and Literature department falls under the Languages faculty, which works closely with other academic and
co-curricular departments.
1.6 Practicum Department
I was attached to the English and Literature Department, which consisted of five teachers. The department
was responsible for English instruction, debate clubs, drama, and public speaking activities. My
cooperative teacher, Mr. Mwangi, closely supervised my teaching, while the head of department, Ms.
Njeri, offered advice on curriculum delivery.
Section II: PRACTICAL EXPERIENCE
2.1 Purpose of Practicum
The practicum was intended to help me connect theory with practice, improve my teaching competence,
and build confidence in handling real learners. It also aimed to expose me to the responsibilities of a
teacher beyond classroom teaching, such as assessment, discipline, mentorship, and co-curricular
participation.
2.2 Specific Tasks Undertaken
During my practicum, I was actively engaged in the following:
Lesson delivery: I taught topics such as Narrative Writing, Comprehension Skills, Poetry Analysis (“Building
the Nation” by Henry Barlow), and selected set texts for junior secondary.
Assessment: I prepared, administered, and marked assignments, quizzes, and oral presentations. For
example, I supervised an essay-writing task on “The Role of Technology in Modern Kenya.”
Co-curricular activities: I helped organize and judge a debate competition on “Social Media Does More
Harm Than Good.” I also assisted in training students for Drama Festival performances.
Supervision duties: I was assigned to supervise morning preps, lunch breaks, and exam invigilation.
Departmental work: I attended meetings, assisted in exam setting, and contributed to discussions on
strategies to improve English performance.
2.3 Analysis of Skills and Competencies Acquired
Lesson Planning & Delivery: I gained confidence in planning engaging lessons with real-life examples
relevant to Kenyan learners.
Classroom Management: I learned strategies like grouping students, setting clear rules, and using positive
reinforcement.
Assessment Skills: Marking essays and compositions improved my ability to evaluate work fairly and
provide constructive feedback.
Communication: My speaking and listening skills improved as I interacted with both students and
colleagues.
Leadership & Responsibility: Supervising school routines taught me accountability and time management.
2.4 Challenges Encountered
Large Classes: Some classes had over 40 learners, making it difficult to give individualized attention.
Mixed Abilities: Learners’ English proficiency varied widely; for instance, some students like Brian Otieno
excelled in spoken English, while others struggled with writing skills.
Resource Limitations: Although the school had some materials, there were times when textbooks were
not enough for group activities.
Stage Fright (initially): During my first lesson, I was nervous, but with encouragement from Mr. Mwangi, I
grew more confident.
2.5 Reflections and Critique
This practicum was transformative. I discovered that teaching requires adaptability, empathy, and
patience. For example, one day a student, Asha Mohammed, shared that she struggled with
comprehension because English was not her first language. This pushed me to incorporate more visual
aids and peer teaching, which proved effective.
I also realized the importance of co-curriculars in boosting learners’ confidence. Watching students debate
passionately made me appreciate English as more than just a subject—it is a tool for self-expression.
While I initially feared making mistakes, I learned that students respond well to honesty and effort.
Section III: CONCLUSION
3.1 Summary
My practicum at Visa Oshwal Junior Secondary was both challenging and rewarding. I developed essential
teaching skills, handled real classroom situations, and gained insights into the teaching profession. Beyond
academics, I grew as an individual, learning humility, resilience, and leadership.
3.2 Recommendations
Student teachers should be encouraged to engage in co-curriculars as much as classroom teaching.
More teaching resources, especially literature set books, should be provided to schools.
Universities should offer mock teaching sessions to reduce stage fright before placement.
Mentorship from experienced teachers like Mr. Mwangi should be strengthened for student teachers.
Appendices
Teaching Timetable
Sample Lesson Plans
Marked Student Work
Practicum Logbook
Appendices
