A Complete SRJ For Level 200 Students In Colleges of Education

 

A Complete SRJ For Level 200 Students In Colleges of Education

TOPIC 1.1 Induction in School 2 - Familiarization and Orientation

Activities 1.1.1 - 1.1.3: Sensitization on school culture and wider school life
SRJ Task: Record your reflections on the following:

School culture: The school maintains a collaborative and respectful school culture where all learners are valued and fairly treated, and an existence of a good and cohesive social relationship within the school community. 

 

Key education policies: 

1. Free, Compulsory and  Universal Basic Education (FCUBE) 

2. Inclusivity 

3. Sexual harassment policy 

4. School partnership policy 

 

The wider school life: Teachers exhibit professionalism in carrying out their duties. Learners also appear responsible in their relationship with teachers and among their peers, and in carrying out their learning activities. This facilitates teaching and learning in the school. The school also undergoes such routines such as morning and closing assemblies, inter-school quiz completion, and sporting activities.
 

What new knowledge have you learned from the Induction?

 I have learnt that, for teaching and learning to thrive,a good and friendly relationship among staff members and learners is Paramount and should be encouraged. Teachers guide, motivate and act as role models to learners. And learners on the other hand accord teachers the necessary respect.

Topic 1.2 Identification of key features of the Basic SchoolCurriculum (BSC)

Activities 1.2.1 - 1.2.2 SRJ task: Identify the key features of the Basic SchoolCurriculum (BSC)

1. It focuses on developing the 4R's that is wRiting,Reading, aRithmetic and cReativity 

2. Emphasis on inclusion and diversity 

3. There is continuity and progression of content 

4. Provision for the development of core competencies 

5. Emphasis on learner-centred pedagogy

What have I learnt about scope and sequences in theBSC?

There is a reduction in content overload, and newstrands introduced. The content has also been strategically planned to promote progression within and across grade levels. Sub strands cut across grade levels but increase in difficulty.

What ideas are behind the sequencing of the sub strandsacross the grade levels?

Sub strands are sequenced across grade levels to ensurecontinuity and progression of learning. Content increases in difficulty across grade levelsso as to follow the development patterns of learners' cognitive abilities.
How will I apply this new knowledge in my teaching/class?

Lessons should be planned and delivered consideringthe stage of learners' cognitive development. This will ensure that learners are nottaught what is above their ability to perform.
Why is continuity and progression important in lessonplanning?

Continuity and progression in lesson planning is importantin the sense that it ensures mastery of skills, content standards and set goals.

Topic 1.3: Observation of Classroom and Wider School Life


Activity 1.3.1 SRJ task: Observation of classroom teaching and learning
Make a list of the different teaching approaches thatcould not be observed during the teaching and learning period 

● Question and talk approach 

● Nature walk approach 

● Discovery method 

● Collaborative and cooperative approach 

● Project approach
What best practices did you observe during the lesson?

● Good introduction that linked the previous and newlessons facilitating a better understanding of the day's lesson. 

● Lesson delivered in a discursive and interactive mannerwhere learners assumed ownership of the lesson. 

● Frequent questioning that kept all learners attentiveand involved throughout the lesson

List any cross-cutting issues (inclusivity and diversity)that emerged during the teaching and learning interactions and state how they were addressed? 

● Some learners appeared dizzy and sleepy. They weremade to stand at the back for a while and sat back on their seats. 

● Some learners were reluctant to take part in the interactionprocess. The teacher specially assisted them to engage in the discussionby giving them clues and hints that led them to respond to certain questions. 

● The girls in the class were reserved giving dominanceto the boys in the interaction. So the teacher put up a debate between the girls andthe boys which encouraged a total involvement.

Activity 1.3.2: Observation of classroom teaching of small groupswith learning needs. What are the implications of the following domainsof learning needs of the four (4) learners?
Cognitive: 

● The learner is unable to fully participate in lessondiscussions. 

● Learners do not ask questions for clarification. 

● And also do not respond to questions asked.

Affective: 

● Learner lacks a good sense of belonging. 

● And also do not exhibit self confidence
Psychomotor: 

● No experience in handling resource materials.
Social: 

● Learners are reserved and hardly interact with peers. 

● Learners also don't seek assistance from peers.

Activity 1.3.3: Observation and participation in the wider schoollife. Observation on individual and group activities thatgo on in the wider school life/community:

Learners’ lunch or play time activities: 

● Learners don't play with peers during play time. 

● Learners are reserved. He only sits and watches.

Behaviour of learners: Behaves in a manner that shows a lack of self confidence,and a sense of   belonging.
Activities during assembly time:
Learners refrain from participating in activities.

Staff meetings: Lessons learnt from stakeholder meetings such as Staff,PTA, SMC or CPD:

Teachers and parents have a shared interest and commitmenttoward the welfare of all learners and the general school community.

Co-curricular activities: Sports activities, debates,  and inter-school quizzes.
Student teachers’ participation: Student teachers are allowed to participate in staffmeetings.

Others: Relationship between lead mentor/mentors and studentteachers  has been very positive. Lead mentors and mentors spend enough time with studentteachers discussing issues presented to them by student teachers. They try as much as theycan to provide student teachers with every bit of information required.

TOPIC 1.4: Small Scale Classroom Enquiry with four (4) Learners


Activity 1.4.1 SRJ task: Identification of learners’ learning needs.Record the learners’ learning needs you identified and suggest ways of addressing them inTable 10.4.1

Activity 1.4.2 Designing simple tools for data collection State three ways of collecting data on learners fora study. 1. 2. 3.

Activity 1.4.3: Analysis of data collected and writing of report onthe learning progress of learners Write at least two key things you have learnedin activity 10.4.3.

TOPIC 1.5: Teacher Professionalism

Activity 1.5.1 SRJ Task: Observation and recording (audio/video)of some teachers’ behaviours, attitudes, knowledge and practices in the classroom and the widerschool life Comments on diverse behaviours of teachers you observed. 

● Teachers dressed decently. 

● They are time conscious: report to school on time,and respect lesson periods. 

● They are sociable and collaborative . 

● They regard and treat all learners fairly.

What were your challenges during activity 10.5.1?

Mentors don't allow their lessons to be recorded forplayback and reflective purposes.

Activity 1.5.2 Playback of recorded and online audios/videos of expectedbehaviours, attitudes, knowledge and practices of a professional teacher

State at least three (3) acceptable teacher qualitiesthat were not identified in Activity 7.5.2
● Don't punish learners unduly. 

● Rewards learners who perform exceptionally. 

● Shows humility in dealing with learners.

In your opinion, how would an unacceptable behaviour observed from the playback influence the teacher’s work?

Unaccepted behavior of a teacher has the tendencyof not only affecting good performance, but demoralizes and influences learners badly. And theultimate consequence is s failure in meeting lesson outcomes.

Activity 1.5.3: Hold reflective/feedback sessions to consolidate understandingof teacher professionalism

Identify several professional traits you found interestingwhich you will focus on in your professional practices and give reasons. 

● Time consciousness:  This helps in completing lessonsand all other activities. 

● Good facial expression: This creates a friendly environmentwhich facilitates learning. 

● Good communication: A well articulated speech enhancesclarity of expression, promoting comprehension. 

● Opened, friendly and sociable: This makes learnersfree to contribute in lesson discussions and to seek clarity. 

● Command over subject taught: This makes learners findconfidence in you as their teacher. 

● Enthusiasm in lesson delivery:  It attracts trustfrom learners. 

● Dedication to learners: By reason of such dedication,learners feel valued and try to replicate by improving upon their performance.

TOPIC 1.6: Development of Professional Teaching Portfolio


Activity 1.6.1 SRJ Task: Discussion and review of personal teachingphilosophy with tutors, mentors and STS partner. Record your reviewed personal teaching philosophystatement taking a clue from the discussions you have had with your STS partner andmentor on beliefs and values in teaching and learning.

My reviewed teaching philosophy: Putting teaching and learning in the lens of professionalism,I believe that the primary factor in the learning process is the environment. 

Therefore,I will ensure  a well organised and friendly learning setting for all learners. Also, learningshould be learner-centred. 

To that end, I will  adopt interactive and discursive learning approaches thatwill best ensure learner involvement in all lessons. And identify and assist all learners to perfecttheir learning styles unique to them.

I shall practise in a manner so as not to spoon- feedmy learners, but so as to assist them discover and take ownership of their own learning.I shall be an exemplar of a teacher by exhibiting dedication to my learners, commitment towork , and a friendly, easy to approach fellow.

My teaching philosophy has been influenced by a threeyear teaching experience I had as a private school teacher before stepping to college:including my experience with lecturers and mentors during STS.

Identify the similarities and differences betweenyour Year One and reviewed personal teaching philosophy statements and give reasons forthe differences. 

What is similar is identifying learners' learningstyles and delivering lessons that will cater forthe individual learning. 

The difference is that I haveadded creating a friendly learning environment and making lessons learner-centred in my reviewedteaching Philosophy. 

The difference is as a result of the new knowledge I have gained during thissemester's supported teaching in school (STS).

Activity 1.6.2 Development of a template for professional teachingportfolio (consider inclusivity and diversity) Record what you shared with your STS partner and mentorregarding the importance of developing a template for professional teaching portfolio. 

● It helps you to track your level of progress. 

● It assists you in identifying areas of weakness thatneed to be worked on. 

● It also helps you to appreciate your success. 

● It is a store of information for reflection. 

● It exhibits your credentials and competencies

Activity 1.6.3 Collection, compilation and filing of artefacts, suchas pictures, videos, audio tapes, reports from small scale classroom enquiry (4 Learners), reviewedpersonal teaching philosophy, entries in the SRJ etc. 

Record all the artefacts collected from the schoolfor the compilation of your professional teaching portfolio
● Student work samples, 

● Teaching philosophy, 

● Classroom photos, 

● Reflective journals and 

● Observation reports .