STS Report
As part of the Bachelor of Education (B.Ed.) programme requirements, I was assigned to [Name
of School] for a six-week school-based observation during my first year, semester one. The
purpose of this exercise was to expose student teachers to the real-life environment of the basic
school system, where we could observe experienced teachers in action, understand the dynamics
of teaching and learning in a classroom setting, and learn about the administrative and social
aspects of school life. This observation period served as an essential foundation for developing
the professional skills and attitudes needed to become a competent and reflective teacher.
The host school, [Name of School], is a public basic school located at [Location]. It has a well-
structured compound with classroom blocks, a staff common room, and a head teacher’s office.
The school runs classes from Basic 1 to Basic 9 and has a student population of approximately
[number of students]. I was assigned to Basic 7, which consisted of two sections: Basic 7A and
Basic 7B. The class sizes were relatively large, with about [number] learners in each section.
My mentor teacher, Mr./Mrs. [Mentor’s Full Name], warmly welcomed me and played a key
role in guiding me throughout the observation period.
Each day began with morning assembly, where learners and staff gathered for prayers,
announcements, and occasionally, short talks on moral values and discipline. After the assembly,
learners proceeded to their respective classes. I took my place in Basic 7A, where I keenly
observed teaching sessions in core subjects such as English Language, Mathematics, Social
Studies, and Science. My mentor teacher was responsible for teaching Social Studies and
occasionally handled English Language lessons. I paid close attention to lesson planning,
introduction techniques, use of instructional materials, class control, and how learners
participated in the lessons.
One key observation was that lessons were well-structured, often beginning with a recap of
previous knowledge, followed by the introduction of new concepts using real-life examples and
teaching aids. Teachers made use of the blackboard, charts, and sometimes improvised materials
to support their explanations. Learners were often engaged through questioning, group
discussions, and individual tasks. It was evident that when lessons were interactive and relevant
to learners’ experiences, their interest and participation increased significantly.
Classroom management was a critical aspect I observed and appreciated. Teachers maintained
discipline by setting clear expectations, using rewards and sanctions, and establishing positive
teacher-learner relationships. In cases of misconduct, teachers addressed issues calmly but
firmly, ensuring a respectful learning environment. I also noted that teachers were attentive to the
needs of slower learners by providing extra support and encouraging peer tutoring.
Throughout the observation, I assisted in various activities such as marking assignments,
arranging the classroom, supervising learners during group work, and preparing teaching and
learning materials. During break times, I interacted with learners, which helped me understand
their interests, challenges, and social behavior. I also took part in co-curricular activities such as
sports and debate clubs, which highlighted the holistic nature of education in nurturing learners’
talents beyond the classroom.
I observed that assessment was continuous, with class exercises, oral quizzes, and homework
given regularly to track learner progress. Feedback was timely and constructive, helping learners
identify their strengths and areas for improvement. However, one challenge was the limited
availability of teaching and learning resources. Some teachers had to improvise or rely on
outdated materials, which sometimes affected the depth of content delivery.
This six-week period was an eye-opener for me. I realized that teaching requires dedication,
creativity, and adaptability. Effective teachers are not only knowledgeable but also passionate
about helping learners grow. I learnt the importance of preparation, time management, and
reflective practice in becoming a successful teacher. Furthermore, I discovered that building
rapport with learners and understanding their unique needs enhances their learning experience.
In conclusion, the six-week observation at [Name of School] was a valuable and enriching
experience. It gave me practical insight into the teaching profession and helped me understand
the complexities of classroom management, lesson delivery, and learner engagement. I am
deeply grateful to my mentor, Mr./Mrs. [Mentor’s Full Name], the head teacher, staff, and
learners of the school for their cooperation and support. This experience has motivated me to
work harder and prepare myself for future teaching practice, where I can apply the knowledge
and skills gained to make a positive impact in the classroom.
