TPS3703
Assignment 2A
Semester 1
Due Year 2026
,QUESTION 1
1.1 Weekly Mentoring Meetings Record and Reflection
During my Teaching Practice III at Tshwane North Secondary School, I engaged in
structured weekly mentoring meetings with my allocated mentor teacher. These
meetings were formal, reflective, and developmental in nature. Their purpose was not
merely to review lesson delivery but to strengthen pedagogical knowledge, professional
conduct, and reflective practice.
According to Hudson (2013), effective mentoring promotes professional growth when it
includes modelling, feedback, reflection, and guided improvement. The meetings
therefore focused on practical teaching competencies aligned with the Minimum
Requirements for Teacher Education Qualifications (DHET, 2015).
Table 1: Record of Weekly Mentoring Meetings
Aspect of Reflection on Discussion and Mentor Student
Date Mentoring Learning Signature Signature
Week Orientation and The mentor introduced me to school
1 Professional policies, staff hierarchy, learner
Date: Expectations demographics, and professional
____ expectations. We discussed
punctuality, dress code, ethical
conduct, and confidentiality. I
learned that professional identity is
shaped not only by teaching
competence but also by conduct and
accountability (DHET, 2015).
Week Lesson We reviewed my Grade 11
2 Planning and Geography lesson plans. The
, Aspect of Reflection on Discussion and Mentor Student
Date Mentoring Learning Signature Signature
Date: CAPS mentor emphasised aligning
____ Alignment objectives with CAPS content and
cognitive levels (DBE, 2011). I
realised that vague objectives result
in weak assessment alignment. After
revision, my lesson outcomes
became more measurable and
focused.
Week Classroom The mentor observed my lesson and
3 Management noted that while content knowledge
Date: was strong, transitions between
____ activities needed improvement. We
discussed proactive strategies such
as clear instructions, movement
control, and monitoring. I learned
that effective classroom
management prevents disruption
before it occurs (Evertson &
Weinstein, 2006).
Week Teaching After presenting a lesson on
4 Strategies Urbanisation, we reflected on learner
Date: participation. The mentor
____ encouraged the use of higher-order
questioning instead of factual recall.
I incorporated analysis-based
questions in subsequent lessons,
which improved engagement and
discussion (Killen, 2016).
Assignment 2A
Semester 1
Due Year 2026
,QUESTION 1
1.1 Weekly Mentoring Meetings Record and Reflection
During my Teaching Practice III at Tshwane North Secondary School, I engaged in
structured weekly mentoring meetings with my allocated mentor teacher. These
meetings were formal, reflective, and developmental in nature. Their purpose was not
merely to review lesson delivery but to strengthen pedagogical knowledge, professional
conduct, and reflective practice.
According to Hudson (2013), effective mentoring promotes professional growth when it
includes modelling, feedback, reflection, and guided improvement. The meetings
therefore focused on practical teaching competencies aligned with the Minimum
Requirements for Teacher Education Qualifications (DHET, 2015).
Table 1: Record of Weekly Mentoring Meetings
Aspect of Reflection on Discussion and Mentor Student
Date Mentoring Learning Signature Signature
Week Orientation and The mentor introduced me to school
1 Professional policies, staff hierarchy, learner
Date: Expectations demographics, and professional
____ expectations. We discussed
punctuality, dress code, ethical
conduct, and confidentiality. I
learned that professional identity is
shaped not only by teaching
competence but also by conduct and
accountability (DHET, 2015).
Week Lesson We reviewed my Grade 11
2 Planning and Geography lesson plans. The
, Aspect of Reflection on Discussion and Mentor Student
Date Mentoring Learning Signature Signature
Date: CAPS mentor emphasised aligning
____ Alignment objectives with CAPS content and
cognitive levels (DBE, 2011). I
realised that vague objectives result
in weak assessment alignment. After
revision, my lesson outcomes
became more measurable and
focused.
Week Classroom The mentor observed my lesson and
3 Management noted that while content knowledge
Date: was strong, transitions between
____ activities needed improvement. We
discussed proactive strategies such
as clear instructions, movement
control, and monitoring. I learned
that effective classroom
management prevents disruption
before it occurs (Evertson &
Weinstein, 2006).
Week Teaching After presenting a lesson on
4 Strategies Urbanisation, we reflected on learner
Date: participation. The mentor
____ encouraged the use of higher-order
questioning instead of factual recall.
I incorporated analysis-based
questions in subsequent lessons,
which improved engagement and
discussion (Killen, 2016).
