TPS2602
ASSIGNMENT 01
UNIQUE NUMBER: 876914
STUDENT NUMBER: 61282359
1. MY TEACHING PHILOSOPHY
I want to make a difference to the lives of students and to the department of education in general. I
want to do more than just ‘teach’. I want to inspire learners and shape their views about themselves as
students and change their attitudes towards school and learning to a more positive perspective. I
would like to shape the next generation into promising entrepreneurs, that will leave their mark in the
world. I believe that children need good role models and leaders to set themselves on the best path in
life and being a role model, I want to give learners a reason to love learning and make them realise
how important and what a privilege it is to be educated.
I would like to teach High-School students, or even learners in Grades 7- 9 (Senior Phase) because
these age-specific learners that I have experienced doing my teaching practicals are very enthusiastic
about learning, they love to participate and be fully involved in lessons that I taught/teach. I also have
a lot more patience teaching older children/ teenagers. I believe learners learn best when they have a
variety of learning styles taught to them such as, visual, verbal, kinaesthetic and auditory. ‘Visual
learning’ is nice because the teacher for example can write down explanations and answers on the
smart board. Teachers can also show visual presentations such as slideshows for learners. With
‘auditory style’ it’s good to use for learners that can learn well by listening with either video clips on
YouTube to explain concepts or show real-life scenarios. ‘Verbal learning’ is nice for learners to
improve their skills or reasoning and solving problems with any given topic or scenario. ‘Kinaesthetic
learning’ is great for learners who love taking down notes, playing games that involve subject content,
going on trips and visits that involve the curriculum and learning and gain insight within different
sceneries. I believe teaching should take place with collaborative learning as it can’t only be one-
sided, learners also need to be involved.
Teaching is a vital profession in South Africa because it helps the youth gain intelligence and use this
knowledge practically within their chosen professions one day. It’s so important and necessary in
South Africa because we need to teach and transform young minds to prepare them for their futures,
to shape the next generation into something promising. I believe I can make a difference by giving
learners exposure to important life lessons that can help them succeed beyond tests/ examinations. I
want to strive to bring out the best in their journey of being a student.
2. CAPS ACTIVITY
2.1 The National Curriculum Grades R-12 gives expression to the knowledge, skills, and values worth
learning in South African schools. The curriculum aims to ensure that children acquire and apply
knowledge and skills in ways that are meaningful to their own lives, in this regard, the curriculum
promotes knowledge in local contexts, while being sensitive to global imperatives.
2.2. I
- Identify and solve problems and make decisions using critical and creative thinking.
- Communicate effectively using visual, symbolic and/ or language skills in various modes.
2.3. Two hours.
2.4. Assessment in Economic and Management Sciences.
2.5. Minister of Education: Mrs Angie Motshekga. (MP).
2.6.
- Curriculum and Assessment Policy Statements for each approved school subject.
- The Policy Statement, National Policy pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R-12.
- Policy document, National Protocol for Assessment Grades R-12. (January 2012).
, 3. CO-TEACHING
3.1.
- Team Teaching: both teachers are equal in their roles with this style. This is well suited for a school
like Saheti (where I’m doing my practicals) because both teachers can alternate by either teaching
learners, while the other teacher can observe and assist learners if they have questions or can settle
the class down if they’re disruptive. Teachers can alternate these roles, this way learners benefit if
they prefer one teacher over the other for teaching or assisting. In a school like Saheti, parents may
like this because there’s extra attention given to their kids because they have a huge interest in their
children’s lives and want them to be very academically strong and succeed.
- One teacher teaches and the other assists: I like this style for Saheti school because for bigger
classes such as Biology, Science and Maths, where extra attention is needed in the class as these
subjects are more challenging. The one teacher presents the lesson to the class and the other
further explains the topic to learners and will be able to see if the main teacher needs to slow down
or re-explain a section so that learners follow and stay on track.
3.2.
- Co-teaching provides support to a teacher during a lesson.
- It’s a good way to deal with large classes.
- It provides a different perspective to teach a certain topic.
3.3
- Co-teaching may sometimes inconvenience teachers if they’ve been asked to co-teach when they
don’t have time.
- Co-teaching requires teachers to be in the same class at the same time. This is hard in a school
where teachers have their own duties and their own personal teaching times.
- The two teachers may clash because they share major differences regarding homework or discipline
for example.
3.4. I think majority of learners will like co-teaching as there’s more attention given to learners
especially if they don’t understand learning easily or grasp quickly. Learners may also like the option of
two teachers as the one may explain sections better than the other or the other may be more patient
and helpful if learners experience challenges with subjects. I think learners might only dislike co-
teaching because there’s more of a chance that when learners are disruptive or noisy, they will be
reprimanded or if they just don’t like the one teacher and prefer the other.
3.5. I think co-teaching is quite helpful in cases where the main teacher needs to present the lesson
and the other can observe or assist learners and give them extra attention where it’s needed. I think
possibly in my first year of teaching it will be helpful for me to have someone assisting me if I need it,
but as I become much more experienced I may not need it. It also depends on how large my classes
may be and I require that extra help.
3.6. I think the most challenging part will be my very first co-teaching lesson, if learners don’t contribute
to my lesson or only answer or converse with my mentor teacher because they feel more comfortable
with her. I will also be quite nervous not knowing what my mentor will think of the way I teach and
handle a class.
The most interesting part will be seeing how my mentor organises and plans her lessons and what
teaching style she uses. It will be interesting to see how learners respond to and how they will feel
about both of us co-teaching.
ASSIGNMENT 01
UNIQUE NUMBER: 876914
STUDENT NUMBER: 61282359
1. MY TEACHING PHILOSOPHY
I want to make a difference to the lives of students and to the department of education in general. I
want to do more than just ‘teach’. I want to inspire learners and shape their views about themselves as
students and change their attitudes towards school and learning to a more positive perspective. I
would like to shape the next generation into promising entrepreneurs, that will leave their mark in the
world. I believe that children need good role models and leaders to set themselves on the best path in
life and being a role model, I want to give learners a reason to love learning and make them realise
how important and what a privilege it is to be educated.
I would like to teach High-School students, or even learners in Grades 7- 9 (Senior Phase) because
these age-specific learners that I have experienced doing my teaching practicals are very enthusiastic
about learning, they love to participate and be fully involved in lessons that I taught/teach. I also have
a lot more patience teaching older children/ teenagers. I believe learners learn best when they have a
variety of learning styles taught to them such as, visual, verbal, kinaesthetic and auditory. ‘Visual
learning’ is nice because the teacher for example can write down explanations and answers on the
smart board. Teachers can also show visual presentations such as slideshows for learners. With
‘auditory style’ it’s good to use for learners that can learn well by listening with either video clips on
YouTube to explain concepts or show real-life scenarios. ‘Verbal learning’ is nice for learners to
improve their skills or reasoning and solving problems with any given topic or scenario. ‘Kinaesthetic
learning’ is great for learners who love taking down notes, playing games that involve subject content,
going on trips and visits that involve the curriculum and learning and gain insight within different
sceneries. I believe teaching should take place with collaborative learning as it can’t only be one-
sided, learners also need to be involved.
Teaching is a vital profession in South Africa because it helps the youth gain intelligence and use this
knowledge practically within their chosen professions one day. It’s so important and necessary in
South Africa because we need to teach and transform young minds to prepare them for their futures,
to shape the next generation into something promising. I believe I can make a difference by giving
learners exposure to important life lessons that can help them succeed beyond tests/ examinations. I
want to strive to bring out the best in their journey of being a student.
2. CAPS ACTIVITY
2.1 The National Curriculum Grades R-12 gives expression to the knowledge, skills, and values worth
learning in South African schools. The curriculum aims to ensure that children acquire and apply
knowledge and skills in ways that are meaningful to their own lives, in this regard, the curriculum
promotes knowledge in local contexts, while being sensitive to global imperatives.
2.2. I
- Identify and solve problems and make decisions using critical and creative thinking.
- Communicate effectively using visual, symbolic and/ or language skills in various modes.
2.3. Two hours.
2.4. Assessment in Economic and Management Sciences.
2.5. Minister of Education: Mrs Angie Motshekga. (MP).
2.6.
- Curriculum and Assessment Policy Statements for each approved school subject.
- The Policy Statement, National Policy pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R-12.
- Policy document, National Protocol for Assessment Grades R-12. (January 2012).
, 3. CO-TEACHING
3.1.
- Team Teaching: both teachers are equal in their roles with this style. This is well suited for a school
like Saheti (where I’m doing my practicals) because both teachers can alternate by either teaching
learners, while the other teacher can observe and assist learners if they have questions or can settle
the class down if they’re disruptive. Teachers can alternate these roles, this way learners benefit if
they prefer one teacher over the other for teaching or assisting. In a school like Saheti, parents may
like this because there’s extra attention given to their kids because they have a huge interest in their
children’s lives and want them to be very academically strong and succeed.
- One teacher teaches and the other assists: I like this style for Saheti school because for bigger
classes such as Biology, Science and Maths, where extra attention is needed in the class as these
subjects are more challenging. The one teacher presents the lesson to the class and the other
further explains the topic to learners and will be able to see if the main teacher needs to slow down
or re-explain a section so that learners follow and stay on track.
3.2.
- Co-teaching provides support to a teacher during a lesson.
- It’s a good way to deal with large classes.
- It provides a different perspective to teach a certain topic.
3.3
- Co-teaching may sometimes inconvenience teachers if they’ve been asked to co-teach when they
don’t have time.
- Co-teaching requires teachers to be in the same class at the same time. This is hard in a school
where teachers have their own duties and their own personal teaching times.
- The two teachers may clash because they share major differences regarding homework or discipline
for example.
3.4. I think majority of learners will like co-teaching as there’s more attention given to learners
especially if they don’t understand learning easily or grasp quickly. Learners may also like the option of
two teachers as the one may explain sections better than the other or the other may be more patient
and helpful if learners experience challenges with subjects. I think learners might only dislike co-
teaching because there’s more of a chance that when learners are disruptive or noisy, they will be
reprimanded or if they just don’t like the one teacher and prefer the other.
3.5. I think co-teaching is quite helpful in cases where the main teacher needs to present the lesson
and the other can observe or assist learners and give them extra attention where it’s needed. I think
possibly in my first year of teaching it will be helpful for me to have someone assisting me if I need it,
but as I become much more experienced I may not need it. It also depends on how large my classes
may be and I require that extra help.
3.6. I think the most challenging part will be my very first co-teaching lesson, if learners don’t contribute
to my lesson or only answer or converse with my mentor teacher because they feel more comfortable
with her. I will also be quite nervous not knowing what my mentor will think of the way I teach and
handle a class.
The most interesting part will be seeing how my mentor organises and plans her lessons and what
teaching style she uses. It will be interesting to see how learners respond to and how they will feel
about both of us co-teaching.
