Student Reflective Journal For Extended

10 Teaching I

STUDENT REFLECTIVE JOURNAL

YEAR 4 SCHOOL TEACHING

10.7.0 1 PREPARING FOR COLLEGE BASED ORIENTATION

TOPIC 10.7.0.1 PREPARING FOR EXTENDING TEACHING: COLLEGE BASED

ORIENTATION

Period of recording - From: 22-01-24 To: 26-01-24

Record your notes taken on: week 3

1. What are the salient issues/main content to take note of while I start my extending

teaching?

A) I took note of lesson planning: that is identifying learning objectives, selecting

appropriate teaching methods and engaging activities that cater to different learning

style.

B) I also took note of differentiation: that is modifying content, process and product to

ensure that all students can learn effectively.

A) Time for teaching practice: I may have limited time to complete my teaching practice,

which can make it challenging to cover all the required lessons.

B) Extra workload given to student-teacher by school or head of departments. I may be

given additional responsibilities such as grading papers, attending meetings, instructing

students to work on the school compound, etc.

3. How do I intend to overcome/manage the challenges envisaged?

By seeking for support from my colleagues or mentor or other professionals and guidance. I

should also be proactive, by identifying potential challenges and develop a plan to address them

before they become a problem.

4. Who are the stakeholders to support my professional development during the period?

a) Mentor

b) Lead mentor

c) Supervisor

d) Other staffs

5. How useful is the orientation for my professional development during extending

teaching?

It was useful in terms of learning about the school policies; by helping me to understand the

rights and responsibilities as a teacher and to ensure that I follow the rules and regulations of the

school.

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 10.7.0.2 PREPARING FOR SCHOOL BASED ORIENTATION

TOPIC 10.7.0.2: PREPARATION TO TEACH IN SCHOOL 4: INDUCTION

Period of recording - From: 29-01-24 To: 02-02-24 Record your notes taken on: week 4

A. SCHOOL PROFILE

1. School and staffing details

Name of school: Asante Gyapong R/C JHS

Name of lead mentor: Madam Sarah Asamoah-Mensah

Name of mentor: Madam Abena A. Agyeiwaa/ Madam Sandra Addai.

Number/names of other staff members

a) Maxwell O. Gyamfi

b) King F. Manson

c) Lydia Twumasi

d) Sandra Addai

e) Abena A. Agyeiwaa

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2. Enrolment by class and sex:

Class Boys Girls Total Number with

Disabilities

B.S 7 35 26 61 -

B.S 8 28 28 56 -

B.S 9 31 23 54 -

3. School facilities (e.g., football field, toilet, office space, tennis court, buildings, etc.)

a) Toilet

b) Buildings

c) Office space

d) Library

e) Staff Common Room

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 4. Brief history of the school.

The school was established on September 1991. It was formally one stream and later it was

separated in two, that is School A and School B. I am in School A which is officially named;

Asante Gyapong R/C Basic.

5. Stakeholders collaborating with the school.

a) PTA

b) Community Organizations

c) Government Agencies

d) Teaching and Non-teaching Staff

e) Students

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 B. OTHER EDUCATIONAL ISSUES

1. School culture

a) Morning Assembly starts at 7:30 to 8:00 every Monday

b) There is a compulsory wearing of white socks every Monday

c) The school is a mixed school (both male and female).

2. Key education policies

a) Sexual harassment policy

b) FCUBE

c) Inclusive Education

d) School Partnership policy

e) Sporting Activities

f) Cultural Activities

g) Staff Meetings

h) Opening Day

3. The wider school life

In Asante Gyapong R/C JHS, teaching and learning starts at 7:00am and students are expected

to report early at 6:30am throughout the week. Ever Wednesday is for worship service

and it is done at the Assembly ground.

4. GESI issues

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Gender balance in the classroom; learners are arranged in gender based that is; a boy and a girl.

When learners are doing group work, the teacher makes sure the group is balanced, and not

putting same gender in a group.

5. Availability of ICT tools

Availability of ICT tools is when the classroom teacher use ICT to introduce, reinforce extend,

enrich, assess and remediate student mastery of curriculum targets. In Asante Gyapong R/C, ICT

tools are available only in the teaching of Computing as a subject.

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 10.7. 1.0 DIRECTED TASK FOR STUDENT TEACHERS

WEEK 5

TOPIC 10.7.1.1: Planning, Teaching, Motivating, Assessing and Extending Learning

Period of recording - From: 05-02-24 To: 09-02-24

Demonstrate knowledge and skills of planning, teaching, and assessing by answering the

following questions:

Activity 10.7.1.1.1 Planning lessons that align content with the appropriate pedagogical and

assessment strategies to meet the needs of learners in an inclusive classroom

6. How did my teaching plan and teaching conform to the basic features (strands, sub-

strands, content standard and indicators) in the Basic School Curriculum?

I make sure that my teaching plan covers the key components such as the strand, sub-strand,

content standard and indicators. I re-take a second look at my teaching plan and compare it to

these components to see if they are all addressed.

7. What appropriate pedagogical strategies did I use during my lesson delivery? How did I

use them?

I used differentiated instruction to cater to the diverse needs of my students, providing different

learning materials and activities based on their individual abilities and interests.

8. Which appropriate assessment strategies (in line with NTEAP) did I use during the lesson

delivery and how did they help learning and teaching?

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  One assessment strategy I used was incorporated self-assessment and peer assessment

activities, where students are able to reflect on their own learning and provide feedback

to their classmates.

 Another assessment strategy I used was formative assessment, which involved ongoing

checks for understanding throughout the lesson. This helped me gauge students’

understanding in real-time and make necessary adjustments to my teaching.

9. What practical support did I give all groups of learners; for example, slow and fast

learners, girls and boys, SEN learners, etc?

For slow learner, I offered additional explanations and provided extra practice opportunities to

ensure their understanding. For fast learners, I provided extension activities to challenge and

further develop their skills. To create an inclusion environment/ I ensured equal participation

and encouraged collaboration between boys and girls.

Activity 10.7.1.1.2 Using a variety of appropriate instructional resources in teaching content

planned for lessons

1. Which meaningful TLRs did I use to encourage learners’ collaboration? How did they

lead to purposeful learning?

I incorporated group projects where learners had to work together to achieve a common goal. I

also utilized cooperative learning strategies such as think-pair-share activities; where students

had to collaborate and share their ideas with their peers. These TLR’s fostered a sense of

teamwork, communication and problem-solving skills among the learners.

2. How friendly were my Teaching and Learning Resources?

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I incorporated visual aids, interactive activities and multimedia elements to make the resources

visually appealing and interesting. By using related examples and incorporating elements that

are catered to the learners’ interests, the TLR’s created a friendly and welcoming learning

environment.

3. In what ways did the TLRs I used in my teaching encourage learner participation and

critical thinking?

I incorporated interactive activities and discussions that required active participation from the

learners. This helped to keep them engaged and involved in the learning process.

4. How effectively did my use of the TLRs influence mixed ability, multi-lingual and

multi-age in the class?

For multi-lingual learners, visual aids and interactive elements in the TLR’s helped to support

comprehension and language development. Additionally, the TLR’s promoted a collaborative

learning environment where students could learn from one another’s diverse perspectives and

experiences.

5. How did I ensure that the teaching and learning resources I used arouse and sustain the

interest of all learners, especially girls and learners with Special Educational Needs?

I provided options for different learning styles and abilities such as offering visual aids for

visual learners and hands-on activities for kinesthetic learners.

Activity 10.7.1.1.3 Keeping records of lessons taught and assessed with diverse learning

needs and differentiated learning outcomes

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 1. How did I keep records on the “pre”, “during” and the “post” of lessons taught?

With the use of lesson plans, observation notes, students work samples, assessments and

reflective journals, I was able to document the different stages of a lesson. These records

provided valuable insights for future planning and instructional adjustments.

2. How did I ensure that learners were not afraid nor intimidated with my assessment

strategies?

I offered opportunities for practice and feedback allowing learners to become familiar with the

assessment format and build confidence. By fostering a positive and encouraging atmosphere, I

aimed to alleviate any fears or intimidation associated with assessment.

3. What specifically did I do to ensure that my assessment strategies were helpful to all

manner of learners?

I used multiple assessment methods to cater to different learning styles and abilities. This

included written assignments, oral presentation, group projects and hands-on activities. By

offering a range of assessment options, I aimed to accommodate diverse learner preferences and

strengths.

4. Which two examples of assessment strategies I used in my lesson were in line with the

Basic School Curriculum Assessment Scheme?

a. Formative assessment; that was when I gave learners feedback and checked their

progress throughout the lesson.

b. Summative assessment; that was when I evaluated their overall understanding at

the end. These strategies help ensure that my assessment methods are in line with

the curriculum.

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 5. What ICT tools did I use in keeping assessment records on my learners?

I used mobile phone in keeping the assessment records of my learners. It makes it easier in

organising and analysing assessment data.

Activity 10.7.1.1.4 Establishing criteria for assessment of learners’ needs

1. How did my assessment criteria help in supporting learners learning needs?

The criteria allowed for individualized feedback, highlighting specific strengths and areas for

improvement. This personalized feedback helped learners understand their progress and how

they could further develop their skills.

2. In what ways did the Basic School Curriculum and the SBA help me in establishing an

assessment criterion?

The BSC provided the framework and guide for what learners should be able to achieve at each

stage of their education. This helped me determine the key knowledge and skills that I wanted to

assess. The SBA on the other hand, gave me specific guidance on how the design and

implementation assessment that align with the curriculum.

3. What varied strategies were used to meet learners’ needs?

One strategy was differentiation, where I adapted my teaching method and materials to

accommodate different learning styles and abilities. I also provided individual support and

feedback to address specific learning needs.

4. How did I ascertain the effectiveness of the criteria in measuring standards of learners’

learning?

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I analyzed the assessment results to see if they accurately reflected the learners’ knowledge and

skills. I compared their performance against the criteria to assess whether the standards were

being met.

Activity 10.7.1.1.5 Writing reports of small group discussions between mentors & peers about

learners’ needs and how to motivate learners of diverse backgrounds

1. What salient issues on learners’ needs emanating from the small group discussions does

my report capture?

Some of these issues included the importance of differentiated instructions to cater to diverse

learning styles and abilities, the need for individualized support and feedback, the value of

interactive and engaging activities to promote active participation and the significance o

creating a supportive and inclusive learning environment.

2. What issues could I have:

a. added?

The importance of creating a culturally responsive learning environment to address the diverse

backgrounds and experiences of the learners.

b. omitted?

Knowing the specific of the small group discussions.

3. What motivational strategies did I use to help my learners develop interest in the

lesson? How did I use them?

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One motivation strategy I employed was incorporating real-life examples and relatable scenarios

into the lesson. By so doing; I connected the lesson content to their own experiences, it helped

them see the relevance and applicability of what they were learning.

4. What can I do to improve upon the key findings identified in my report?

I can seek feedback from other experts or educators in the field to validate and enhance the

findings. Their insight can provide different perspectives and contributed to a more robust

analysis.

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TOPIC 10.7.1.2: Demonstrating Understanding of the Basic School Curriculum

WEEK 6

Period of recording - From: 12-02-24 To: 16-02-24

Demonstrate knowledge and skills of demonstrating understanding of the basic school

curriculum by answering the following questions:

Activity 10.7.1.2.1 Preparing learner plans aligned with the key components of the Basic

School Curriculum (BSC)

1. What were my experiences during the preparation of the lesson plan?

I spent a lot of time researching and gathering resources to ensure that the content was relevant

and engaging for the learners. I also had to carefully structure the lesson plan to ensure a smooth

flow of activities and concepts.

2. What new things have I learnt?

One thing I discovered was the power of incorporating multimedia elements such as videos, and

interactive activities, to enhance the learning experience. I also gained insight into different

learning styles and how to cater to them effectively.

Activity 10.7.1.2.2 Planning lessons that reflect diversity in terms of learners’ age, grade

level, expectations, aptitude and ability

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 1. How did I effectively involve learners of mixed ability, multi-lingual and multi-age,

girls and boys and SEN learners in the lesson?

I used differentiated instruction techniques to address the diverse learning needs of learners.

This involved providing different level of support, resources and tasks based on activities and

strength. I also incorporated cooperative learning activities that encouraged collaboration and

peer support among the learners. This created an inclusive and supportive learning environment.

2. How did I create a conducive and enabling environment for all learners, regardless of

their backgrounds to actively take part in the lesson?

By promoting inclusivity and diversity in the classroom. This was done by acknowledging and

valuing each students’ unique background and experiences. I also encouraged open

communication, active listening and respect for different perspectives which also fosters a

supportive learning environment.

3. Which aspects of my lessons never catered for diversity in learners?

For instance; if the lesson materials or activities primarily focus on one cultural perspective or if

they don’t provide enough opportunities for different learning styles.

4. How do I intend to overcome this in my subsequent lessons?

I will incorporate a variety of teaching strategies and resources that cater to different learning

styles such as visual aids, group activities and hands-on experiences.

Activity 10.7.1.2.3 Delivering lessons that align with the components of the lesson plan

taking GESI into consideration

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 1. In what ways did I consider GESI in assigning leadership roles to learners in the

classroom?

I created a balanced representation of gender as well as consider factors such as ethnicity, ability

and background. By promoting diversity in leadership roles, I aimed to foster an inclusive

environment where every student feels empowered and valued.

2. How did I take GESI related issues, including the choice and use of TLRs into account

during my lessons?

Io made sure to select resources that represented diverse perspectives and cultures, and that were

inclusive of different genders, abilities and backgrounds. I also encouraged open discussions

and provided opportunities for students to share their own experiences and perspectives.

3. Which area of GESI related issues do I hope to improve on in my subsequent lessons?

I want to ensure that all students, regardless their gender to feel empowered and valued in their

learning experience. By so doing I promoted equal participation and opportunities for both male

and female students, as well as challenging any gender biases that may arise.

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TOPIC 10.7.1.3: Action Research to Support Learners’ Learning

WEEK 7

Period of recording - From: 19-02-24 To: 23-02-24

Demonstrate knowledge and skills of conducting action research to support learners’ learning by

answering the following questions:

Activity 10.7.1.3.1 Identifying learning needs in the classroom that require attention for

inquiry and collecting baseline data to justify such problems, bearing in mind GESI

1. What are the key learning needs I identified in my classroom of practice?

I identified the current level of English word pronunciation accurately among basic seven

learners at Aboaso-Asante Gyapong R/C Basic School as one of the key learning needs in my

classroom.

2. Which of the identified learning needs were GESI related?

GESI emphasizes that the current level of English word pronunciation accuracy exists among

Aboaso-Asante Gyapong R/C Basic School due to various factors including gender, social

economic background and cultural context.

3. How did I identify the learning needs which were GESI related?

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I considered factors such as gender, social economic background and cultural context. By

recognizing the diverse identities and experiences of my students, I ensured a more inclusive

and equitable approach to addressing their needs.

Activity 10.7.1.3.2 Reviewing literature based on identified problem and interventions that

could be used

1. What themes relating directly to the research problem being studied did I state for

literature review?

I mentioned that the related directly to the search problem being studied for the literature review

Included English word pronunciation accuracy among basic seven learners at Aboaso-Asante

Gyapong. These themes are crucial for understanding the specific challenges and factors

influencing pronunciation skills in my research context.

2. How did I organize the literature review around themes relating directly to the research

problem being studied?

I organized the literature review by looking at the introduction and background of the

introduction and background of the related themes, the theoretical framework, review of studies

on pronunciation drills, types of pronunciation skills; pedagogical approaches, factors

influencing drill success and recommendation and implications related to the themes.

3. How has the literature review helped me to synthesise results into summary of what is

known and what is not yet known?

By examine various studies and sources, it can identify common findings and gaps in

knowledge. This allowed me to create a clear picture of the current understanding of the

research topic.

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 4. How has the literature reviewed helped me to identify areas of controversy in the

literature?

The literature review has been really useful in helping me pinpoint areas of controversy in the

literature. By examine different studies and sources. I can identify conflicting viewpoints or

findings on specific topics. This allowed me to recognize where there is disagreement or debate

within the research community.

5. How adequate have I cited studies that are relevant, including those that are contrary to

my perspective?

By including diverse viewpoints in my citations to show a thorough understanding of the topic

and demonstrate academic integrity. It is important to acknowledge differing opinions to provide

a balanced view and strengthen the credibility of my work.

Activity 10.7.1.3.3 Proposing appropriate intervention based on problems identified

1. How well does the intervention fit within my classroom?

I considered factors such as learning objectives, teaching methods, students’ engagement and

overall impact on learning outcomes which will help the intervention fit my classroom.

2. What challenges do I anticipate in the implementation?

Some common challenges I might encounter could include; logistical issues in scheduling or

resources, adapting the intervention to different learning styles or assessing the effectiveness of

the intervention.

3. How do I intend to address the anticipated challenges?

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In addressing, I can consider strategies like careful planning to address logistical issues I

advance, incorporating different teaching methods to accommodate various learning styles and

implementing assessment tools to measure the impact of intervention.

Activity 10.7.1.3.4 Designing appropriate research instruments for data collection

1. What experiences did I gain in designing the instrument(s) I planned to use for the data

collection?

My experiences in designing the instruments for data collection have been valuable in shaping

my research process. That is by carefully planning and creating the tools for data collection. I

have gained insight into how to effectively gather the information needed for my study. My

attention to detail and thoughtful approach in designing these instruments will contribute to the

quality and reliability of the data collect.

Activity 10.7.1.3.5 Carrying out interventions and collecting data bearing in mind ethical

protocols in conducting research.

1. In carrying out interventions and collecting data, what new experiences have I learnt

from this semester’s activity compared to the experiences in Year 3 Semester 2?

By comparing the two periods, I can recognize the progress I have made and the new skills I

have developed in implementing interventions and collecting data.

2. What challenges did I encounter in carrying out interventions and collecting data?

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In carrying out interventions and collecting data, I encountered challenges like adapting to

different learning styles and assessing the effectiveness of the intervention.

3. How did I address the challenges I encountered in carrying out interventions and

collecting data?

I implemented strategies such as adapting teaching methods, and utilizing assessment tools.

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TOPIC 10.7.1.4: Exhibiting Classroom Management and Organization Strategies

WEEK 8

Period of recording - From:26-02-24 To: 01-03-24

Demonstrate knowledge and skills of exhibiting classroom management and organization

strategies answering the following questions:

Activity 10.7.1.4.1 Setting and displaying agreed classroom management rules and

regulations.

2. What gap did I identify when reviewing the existing classroom management rules

and regulations?

When reviewing the existing classroom management rules and regulations, I identified a gap in

the effectiveness of addressing diverse learning styles and needs. This recognition likely

prompted me to consider adjustments to better cater to the individual requirements of my

students.

3. What additional classroom management rules and regulations have I introduced

with learners?

a) I introduced students asking questions in order to encourage curiosity and active

participation.

b) I also introduced that student must always be prepared for the class. That is by

completing homework and be ready for class.

4. What challenges did I face when displaying the rules and regulations in the

classroom?
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 a) The problem of understanding and accepting the rules. Students may need time to

understand and accept the rules.

b) Ensuring that the rules are consistently enforced can also be a challenge.

5. How did I manage the challenges I face when displaying the rules and regulations?

a) I implemented strategies such as creating visually appealing displays, using clear

language and discussing the rules with the learners to ensure understanding.

b) In managing the challenges effectively, a consistent reinforcement of the rules and

positive reinforcement for compliance was implemented.

Activity 10.7.1.4.2 Discussing and adhering to the established rules and regulations in the

classroom with learners.

2. Which classroom management rules and regulations did the learners and I find more

comfortable adhering to?

a) Respect each other in the classroom.

b) Participate and contribute positively in the classroom.

3. How did I encourage learners to adhere to the classroom management rules and

regulations?

a) By involving learners in the rule-making process.

b) Building a positive and respectful classroom culture where learners feel valued and

understood.

4. How did the strategies work and why?

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The strategies like positive reinforcement and involving students in the rule-making process

likely worked well because they create a supportive and engaging learning environment. When

students receive praise or rewards for following rules, they feel appreciated and motivated to

continue the positive behavior.

5. What other ways can I encourage learners to adhere to the classroom management

rules and regulations?

a) By setting clear expectations from the beginning of the year.

b) Consistent communication about the importance of the rules.

c) Providing reminders when needed.

Activity 10.7.1.4.3 Exhibiting innovative ways of rewarding exemplary behaviours

1. How easy or difficult was I able to match an exemplary behaviour to a reward and

why?

I was able to recognize and appreciate positive actions from my learners. By linking these

behaviors to rewards, I reinforced the importance of following the rules and regulations in the

classroom. This positive reinforcement likely motivated learners to continue displaying

exemplary behavior in hopes of receiving rewards.

2. How else could I have identified an exemplary behavior and what reward could I

have provided for the behavior?

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I could have also used a system where learners self-report their own positive actions or have

their peer nominate them for displaying outstanding behavior. For rewards, I could have

provided incentives like extra free time, a homework pass, classroom privileges, etc.

3. How did I use ICT tools in rewarding exemplary behaviors?

I used ICT tools to reward exemplary behaviors by incorporating digital platforms like online

reward system or apps where students could earn points or virtual rewards for demonstrating

positive behavior.

4. In what ways did I incorporate GESI issues in rewarding exemplary behaviours?

By ensuring that the rewards and recognition were fair and inclusive for all students regardless

of their gender, background or abilities.

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TOPIC 10.7.1.5: Effective Leadership Qualities in the Classroom and the Wider School

Life

WEEK 9

Period of recording - From: 04-03-24 To: 08-03-24

Demonstrate knowledge and skills of effective leadership qualities in the classroom and the

wider school life by answering the following questions:

Activity 10.7.1.5.1: Accessing, reviewing and working with school plans, policies,

documentation, and resources

1. Which school plans, policies, documentation, and resources did I review?

Parent and Community Engagement Resources; I offered information on how parents can

involved in the school community, volunteer opportunities and resources for supporting students

learning at home.

2. How will the reviewed plans/policies/resources inform me on GESI issues in the

classroom and the wider school life?

By providing guidance on promoting equality, fairness, and respect among alt learners.

3. How will the reviewed plans/policies/resources enhance my professional practice?

By equipping me with the necessary guidelines and tools to create a positive and inclusive

learning.

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Activity 10.7.1.5.2: Attending, participating, and taking field notes, minutes, and artifacts of

CPD

1. What emerging issues from the CPD meeting did I take note of?

I took note by focusing on enhancing my professional practice by aligning with guidelines and

tools to create a positive and inclusive learning environment.

2. How were GESI and ICT integrated into the CPD meeting?

By focusing on enhancing professional practice through creating inclusive environment and

leveraging technology for effective teaching and learning.

3. What were some of the leadership qualities that I observed exhibited in the CPD

meeting?

I observed facilitating discussions, guiding group activities and promoting collaboration among

educators.

4. How does the CPD meeting enhance my professional practice?

By equipping me with the necessary guidelines and tools to create a positive and inclusive

learning environment.

Activity 10.7.1.5.3: Attending, participating, taking field notes, and minutes of PTA, SMC,

and staff meetings

1. What were the key issues discussed at the PTA, SMC, and staff meeting I participated?

The issues included topics like student performance, school policies, curriculum updates and

ways to enhance parent-school collaboration.

participated?

GESI principles were integrated by ensuring equal participation and presentation of all gender,

promoting diversity and addressing any issues related to equity and inclusion within the school

community. ICT was utilized to enhance communication, sharing information effectively and

streamline processes during the meeting.

3. What were some of the leadership qualities exhibited in the meeting?

Leadership qualities such as facilitating, discussion, guiding group activities and promoting

collaboration among educators were exhibited at the meeting.

4. What are some of the new things I learnt from the PTA, SMC, and staff meeting and

how can they enhance my professional practice?

I learnt about key issues such as student performance, school policies, curriculum updates and

ways to enhance parent school collaboration. These learning enhanced my professional practice

by providing valuable insights into improving student’s outcomes staying informed about school

policies and fostering stronger partnership with parents.

Activity 10.7.1.5.4: Exhibiting effective leadership qualities in the classroom during teaching

and learning process

1. How did I exhibit leadership qualities in solving difficult situation in the classroom?

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In solving difficult situations in the classroom, I effectively managed conflicts, guided students

in finding solutions and maintaining a positive and supportive learning environment.

2. What challenges related to gender and social inclusion in the selection of leaders for

the activities did face?

a) Lack of diversity in the candidate’s pool.

b) Limited opportunities for underrepresented groups.

3. How did I handle challenges related to the selection of teachers based on gender and

social inclusion?

a) Using blind hiring practices to reduce bias.

b) Setting diversity targets for hiring.

c) Ensuring diverse interview panels.

d) Providing training on unconscious bias and inclusion.

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TOPIC 10.7.1.6: Develop Professional Teaching Portfolio

WEEK 10

Period of recording - From: 11-03-24 To: 15-03-24

Demonstrate knowledge and skills of developing professional teaching portfolio by answering

the following questions:

Activity 10.7.1.6.1. Examining the contents of professional teaching portfolios built from

Level 100 up to date to indicate/show progression

1. What were the differences and or similarities between the contents of the

professional teaching portfolio as per the NTEAP and what I have in my PTP?

From the NTEAP, the professional teaching portfolio emphasizes the importance of

documenting evidence of professional growth, showcasing teaching experience. In my PTP, I

included similar evidence of professional development, teaching strategies and reflections on

my teaching journey to demonstrate my growth and effectiveness as an educator.

2. In my estimation, what might have accounted for the similarities and or the

differences in PTP?

During my active participation in CPD activities and integration of GESI principles into CPD

meetings, the similarities between the NTEAP teaching portfolio and my PTP stemmed from my

focus on documenting professional growth, teaching practices and reflective experiences.

3. What progression have I seen in the building of my portfolio from Level 100 to date?

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By actively engaging in CPD activities, integrating GESI and ICT principles, observing

leadership roles and noting emerging issues to enhance my teaching practice and create an

inclusive learning environment.

4. What do I need to do to meet the standard of the professional teaching portfolio in the

NTEAP?

I actively participated in CPD activities, integrate GESI principles, observe leadership roles and

note emerging issues from CPD meetings to align my practice with inclusive guidelines and

create a positive learning environment.

Activity 10.7.1.6.2. Continuing to improve and build upon portfolio/e-portfolio guided by

mentors and personal tutors

1. How satisfied am I with the number of items in my portfolio including those in e-

portfolio and why?

I am quite satisfied with the number of items in my portfolio, including those in my e-portfolio.

My active participation in CPD activities and integration of GESI and ICT principles have

allowed me to gather a comprehensive range of items that showcase my growth and

effectiveness as an educator.

2. What do I need to do to improve on the content of my portfolio?

To enhance the content of my portfolio, I could consider incorporating more detailed reflections

on how CPD activities, GESI and ICT principles have directly impacted my teaching practice.

3. Which content of the PTP will I need to convert into e-portfolio and how will I do that?

To convert content from my PTP into my e-portfolio, I may consider transferring detailed

reflections on CPD activities, GESI and ICT principles.

WEEK 11

Period of recording - From: 18-03-24 To: 22-03-24

Demonstrate knowledge and skills of reflecting and recording in the student reflective journal

by answering the following questions:

Activity 10.7.1.7.1 Reflecting to improve on classroom practices and record in the Student

Reflective Journal (SRJ)

1. What classroom practices have I identified and recorded?

a) Active Learning; engaging students through learning activities.

b) Differentiated Instruction

c) Formative Assessment

d) Classroom management

e) Inclusive Teaching

f) Use of technology

2. What innovative ways to improve on how I reflect on classroom practices have I

identified?

a) Peer observations

b) Student feedback

c) Video recording

d) Actions research

e) Mentorship

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Activity 10.7.1.7.2 Reflecting to improve on the wider school observation and record in the

SRJ.

3. What wider school life activities have I identified and recorded?

a) Extracurricular activities

b) School events

c) Student leadership

d) Community service

e) Parental involvement

f) Cultural exchange programs

4. What innovative ways to improve on how I reflect on wider school life activities have

I identified?

a) Digital portfolios

b) Student-Led Conference

c) Community Feedback

d) Action Research Projects

e) Peer Review Sessions

Activity 10.7.1.7.3 Reflecting to improve on personal and professional development for

lifelong learning and record in the SRJ [Note: ‘for lifelong learning’ is the focus of the CLO

and cannot be left out of the Activity topic; check the curriculum]

3. How are my experiences in classroom practices and wider school life activities helping

me to plan for my future personal and professional development?

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By actively engaging in various learning methods and extracurricular activities, I am not only

enhancing my academic skills but also developing important soft skills such as communication,

teamwork and leadership.

4. What developmental plan for lifelong learning have I made?

Setting goals for continuous self-improvement, exploring new learning opportunities and

seeking mentorship to guide my growth.

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