Learners observed
Class: ST... Grade: ...12
Period 1: English First Additional Language
The classroom has enough seating space with good equipment and it is clean as from the
previous day since the school cleaning is always done afternoon, the atmosphere is conducive
to learning and inviting. The teaching approach involved interactive learning as the teacher
was interacting with learners throughout his period, he even let learners narrate the story
“Next Door” As for the teacher’s expectations regarding sitting arrangements, behaviour and
learners’ participation learners were co-operative and well behaved they answered questions
that the teacher asked. The time for reading, answering of questions and discussion of themes
was 1hr10mins it was a double period and was used effectively, learners were well behaved
and interacted throughout and displayed good manners, learners were expected to listen and
concentrate while the narrator was reading to them.
Period 2: Sesotho Home Language
The Sesotho teacher used an interactive learning teaching approach and the learners
responded well and found it interesting as learners were given two poems to read and answer
questions, the lesson was based on answering and discussing the questions from poems one
was a romantic poem Owaka ke wa hao and the other described a person’s character ‘Ya
mohau motho”. The learners were well behaved, sat still and met the teacher’s expectation
with regards to behaviour and conduct, they only spoke when presenting or spoken to and the
interaction between the teacher and learners was good. The time spent for the activity was
enough to do corrections to the questions and do other topics in Sesotho such as anastrophe
(anastrofy) and comparisons (go tshwantshisiwa). Also, the teacher expected learners to come
to class with their completed homework and do corrections and the whole class did that and
even cooperated by answering questions. Learners asked questions where they didn’t
understand, and the teacher went a mile in making them understand. Learners were well
behaved the teacher didn’t have to remind them to keep quiet.
Period 3: Life Sciences
The teacher used an interactive teaching approach in her lesson, learners were interacting
well with the teacher asking questions when they didn’t understand, and they were well
behaved. Learners completed their revision question papers and answered questions in class.
, As for the teacher’s expectations regarding sitting arrangements, behaviour and learners’
participation there were no complications the teacher instructed learners to sit down to the
arranged paired sitting order and the learners to be silence only speak when spoken to as it’s a
general interaction to her class and they followed the instruction which showed good
behaviour. The time spent for teaching was enough for the teacher to give learners the last 5
minutes for learner to write a class activity as the school encourages teachers that learners are
expected to do class activity every period. Throughout the lesson and class activities learners’
behaviour was alright. The learners behaved well, and the teacher was never disrupted in
class, the lesson covered the whole double period and five more minutes.
Period 4 Geography
The classroom was fairly neat, and the atmosphere was conducive to learning. Also, a
teaching approach always differs with every teacher or type of assessment done in the
classroom for Geography the teacher used a combination of two teaching approaches (i)
Instructive learning as he had to instruct learners to copy notes from the board; Interactive
learning as he shares his own views when he introduces a lesson. So, learners revised on the
topic Economic Geography. As for the teacher’s expectations regarding sitting arrangements,
behaviour and learners’ participation there were small disruptions, the teacher strongly
verbally instructed learners to sit down and be silent and only speak when spoken to as it’s a
general interaction in his class and they followed the instruction which showed good
behaviour from learners but just before the end of the period their behaviour was
unacceptable they were loud taking out plates and containers to pursue the teacher its break
time and they were hungry. The time spent on answering revision questions and writing the
teachers notes from the board was 35mins.
Period 5: Mathematics
The classroom was messy because during lunch break learners threw papers, snacks etc. on
the floor and they were instructed by the teacher to pick up their mess. As mentioned above
the teaching approach always differs with every teacher or type of assessment done in the
classroom. For Mathematics the teacher used a combination of two teaching approaches (i)
Direct instructive (ii) Interactive learning the assessment given was that learners were
required to interpret a graph and answer questions based on the graph in the classroom to
which the learners responded well and the atmosphere in the classroom was inviting. As, for
the teacher’s expectations regarding sitting arrangements, behaviour and learners’
Class: ST... Grade: ...12
Period 1: English First Additional Language
The classroom has enough seating space with good equipment and it is clean as from the
previous day since the school cleaning is always done afternoon, the atmosphere is conducive
to learning and inviting. The teaching approach involved interactive learning as the teacher
was interacting with learners throughout his period, he even let learners narrate the story
“Next Door” As for the teacher’s expectations regarding sitting arrangements, behaviour and
learners’ participation learners were co-operative and well behaved they answered questions
that the teacher asked. The time for reading, answering of questions and discussion of themes
was 1hr10mins it was a double period and was used effectively, learners were well behaved
and interacted throughout and displayed good manners, learners were expected to listen and
concentrate while the narrator was reading to them.
Period 2: Sesotho Home Language
The Sesotho teacher used an interactive learning teaching approach and the learners
responded well and found it interesting as learners were given two poems to read and answer
questions, the lesson was based on answering and discussing the questions from poems one
was a romantic poem Owaka ke wa hao and the other described a person’s character ‘Ya
mohau motho”. The learners were well behaved, sat still and met the teacher’s expectation
with regards to behaviour and conduct, they only spoke when presenting or spoken to and the
interaction between the teacher and learners was good. The time spent for the activity was
enough to do corrections to the questions and do other topics in Sesotho such as anastrophe
(anastrofy) and comparisons (go tshwantshisiwa). Also, the teacher expected learners to come
to class with their completed homework and do corrections and the whole class did that and
even cooperated by answering questions. Learners asked questions where they didn’t
understand, and the teacher went a mile in making them understand. Learners were well
behaved the teacher didn’t have to remind them to keep quiet.
Period 3: Life Sciences
The teacher used an interactive teaching approach in her lesson, learners were interacting
well with the teacher asking questions when they didn’t understand, and they were well
behaved. Learners completed their revision question papers and answered questions in class.
, As for the teacher’s expectations regarding sitting arrangements, behaviour and learners’
participation there were no complications the teacher instructed learners to sit down to the
arranged paired sitting order and the learners to be silence only speak when spoken to as it’s a
general interaction to her class and they followed the instruction which showed good
behaviour. The time spent for teaching was enough for the teacher to give learners the last 5
minutes for learner to write a class activity as the school encourages teachers that learners are
expected to do class activity every period. Throughout the lesson and class activities learners’
behaviour was alright. The learners behaved well, and the teacher was never disrupted in
class, the lesson covered the whole double period and five more minutes.
Period 4 Geography
The classroom was fairly neat, and the atmosphere was conducive to learning. Also, a
teaching approach always differs with every teacher or type of assessment done in the
classroom for Geography the teacher used a combination of two teaching approaches (i)
Instructive learning as he had to instruct learners to copy notes from the board; Interactive
learning as he shares his own views when he introduces a lesson. So, learners revised on the
topic Economic Geography. As for the teacher’s expectations regarding sitting arrangements,
behaviour and learners’ participation there were small disruptions, the teacher strongly
verbally instructed learners to sit down and be silent and only speak when spoken to as it’s a
general interaction in his class and they followed the instruction which showed good
behaviour from learners but just before the end of the period their behaviour was
unacceptable they were loud taking out plates and containers to pursue the teacher its break
time and they were hungry. The time spent on answering revision questions and writing the
teachers notes from the board was 35mins.
Period 5: Mathematics
The classroom was messy because during lunch break learners threw papers, snacks etc. on
the floor and they were instructed by the teacher to pick up their mess. As mentioned above
the teaching approach always differs with every teacher or type of assessment done in the
classroom. For Mathematics the teacher used a combination of two teaching approaches (i)
Direct instructive (ii) Interactive learning the assessment given was that learners were
required to interpret a graph and answer questions based on the graph in the classroom to
which the learners responded well and the atmosphere in the classroom was inviting. As, for
the teacher’s expectations regarding sitting arrangements, behaviour and learners’
