REPORT ON TEACHING PRACTICE

REPORT ON TEACHING PRACTICE AT NAME OF YOUR SCHOOL

 

Introduction

In the 21st century, teacher training institutions have adopted new approaches to prepare professional educators. In the 2018/2019 academic year, a new four-year Bachelor of Education programme in Basic Education was introduced. As part of this programme, every trainee is required to undertake teaching practice to gain practical field experience, including learning about the basic profile of the school visited.

 

I, STUDENT NAME, from the Mathematics and ICT Department, consider this course an important opportunity to participate as a trainee aspiring to become a teacher who makes a difference. Teaching practice is essential for success, enabling one to deliver with confidence and competence as a professional. It provides first-hand experience in teaching and learning, helping me understand the school’s profile, culture, and operations.

 

Observation – Week One: School Profile and Culture

NAME OF YOUR SCHOOL was established in 2003 after being separated from its mother school due to an increase in student enrolment. In 2005, the school moved into its own building, which was funded by the Japan International Cooperation Agency (JICA).

The first headteacher was Madam Abike. At inception, the school had 250 students — 140 females and 136 males. The facilities include eight classrooms, a computer laboratory, a library, and a staff common room.

School Culture:

  • Morning assembly is compulsory for all students and takes place between 7:00 a.m. and 9:00 a.m.

  • The teacher on duty inspects students for improper dressing.

  • The headteacher addresses academic and disciplinary issues, while staff members share important information or offer advice.

Key Educational Policies:

  • Respect for authority.

  • Compliance with the school dress code.

  • Adherence to the curriculum.

  • Maintenance of discipline.

  • Observance of health and safety regulations.

Wider School Life:
Beyond academics, the school engages students in co-curricular activities such as football competitions and drama. Every student is expected to participate in at least one activity. Through these experiences, I learned how to interact with fellow students, manage a classroom, and remain dedicated to my profession.

 

Observation – Week Two: Scope and Sequence of the Curriculum

This week focused on understanding the scope and sequence in the basic school curriculum. The scope describes the areas of learning covered, while the sequence refers to the planned order of topics to support students’ development. Topics are divided into subtopics and linked to key concepts to provide a clear structure for learning.

 

Observation – Week Three: Teaching Approaches

During this week, I observed my mentor using various creative approaches to enhance student understanding, such as:

  • Games

  • Storytelling

  • Role-playing

  • Songs

  • Facial expressions

My mentor ensured equal participation for all learners and encouraged students to express themselves freely. He addressed the three domains of learning:

  1. Cognitive – Building on prior knowledge and connecting to personal experiences.

  2. Affective – Encouraging positive attitudes, values, and emotional engagement.

  3. Psychomotor – Engaging students in hands-on activities using tools and equipment.

The school timetable was well-respected, and students participated actively in clubs, debates, quizzes, sports, and drama.

 

Observation – Week Four: Learning Styles

I observed that students have different learning styles:

  • Visual learners – Learn best through images and diagrams.

  • Auditory learners – Learn best by listening to explanations and discussions.

  • Kinesthetic learners – Learn through hands-on activities.

  • Verbal learners – Learn best through spoken or written words.

Recognizing these styles enabled me to understand my students better and adapt teaching methods to suit their needs.

 

Observation – Week Five: Teacher Professionalism

This week focused on teacher professionalism. I observed that:

  • Some teachers struggled with introducing lessons effectively and were impatient when students could not recall prior knowledge.

  • Other teachers excelled in lesson delivery, used positive reinforcement, and motivated students to take their studies seriously.

  • Teachers who used appropriate Teaching and Learning Materials (TLMs) gained the respect of their students.

  • Unprofessional behaviour by some teachers affected their image and reduced students’ respect for them.

     

Observation – Week Six: Teaching Philosophy

In reflecting on my philosophy of teaching, I believe that teaching is driven by passion, competence, and commitment. Effective teaching requires:

  • Using the right TLMs to enhance understanding.

  • Adopting teaching methods that make concepts clear and relatable.

  • Encouraging active participation and creating a positive learning environment.

     

Conclusion

I sincerely thank the STS Coordinator for granting me the opportunity to carry out my teaching practice at NAME OF YOUR SCHOOL. The experience has broadened my understanding of the teaching profession, school operations, and classroom dynamics.

This training has prepared me to face challenges in the teaching field with confidence, professionalism, and a commitment to excellence.

 

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