Introduction

Supported Teaching in Schools (STS) or Developing Teaching is the practical experience in observing, teaching and technical school-based approach that empowers student-teachers to have first hand experience in observing, teaching, planning lesson notes and lesson plans, understanding scheme of works and any teaching and learning relatable activities at the same time work in team with their peers.

This Supported Teaching in School Program enable student-teachers to work and collaborate with staff members of the assigned schools for effective mentorship. This program sought to give the student-teacher hands on teaching experience right from the beginning of the four year program

This report sought to address the following and the possible recommendations

1. Learner Learning Needs (Paraphrase Definition)
2. Identifying Learners with Learning Needs
3. Data Collections On The Learners
4. Summary And Interpretation
5. Recommendations

UNDERSTANDING CHILD STUDY

With this Supported Teaching in School Experience, the student-teacher is able to understand the teaching and learning of learners from diverse socio-economic, cultural and linguistic backgrounds. Indeed Supported Teaching in School is one of the four pillars of the New Curriculum for the Four Year Bachelor Degree in Education.

To understand better how learners’ learn for effective teaching, each student-teacher is task to undergo a study of at least a learner (CHILD STUDY) and to observe these learner(s) in class and how lessons are taught to them. The student-teacher is tasked to develop keen interest in these learners. The student-teacher has become a mentor to the learner and by so assists the learners in overcoming any academic challenges.

The key content and concepts student-teachers are mandated to develop during these Supported Teaching in School Program for The Child Study are: Showing support for learner’s learning and progress and to understand diversity and inclusivity of the learners, understanding learners’ progress by assessing the learners, teaching and mentoring all learners regardless of their background, aptitude, age, religion and supporting learners to be promoted to the next grade or stage.

LEARNER LEARNING NEEDS (PARAPHRASE DEFINITION)

Learner learning needs may be referred to as a deficit in current knowledge of the learner and the requisite skills the learner needs to perform a task especially for academic success. Learner learning needs may also be looked at as the attributes and attitude the learner is required to have so as to be able to use the information that is availed to the learner to develop and acquire the requisite skills and the knowledge needed to study effectively to improve upon his or her lives in the community.

IDENTIFYING LEARNERS’ WITH LEARNING NEEDS

A learner in a classroom may be in joyous mood or moody, forgetful and distractive in class or very attentive, sad, long-sighted or short-sighted or sometimes, learner living with a disability or any impairment, etc. All these learners have their own challenges each and every other day to tackle, opportunities to grasp, privileges to enjoy and wallow in.

As a matter of initial observation of learners’ participation in class I had identified some of the learners that I need to observe keenly and after having a general interaction with these learners, I have come to conclusion that every learner has their own story to tell each day they walk into the classroom.  In the course of the first week of the observation, I realized that some of the students were unsettled in class. One particular student was unable to just repeat a sentence after the class teacher when the teacher asked the learner to do so. There were several instances when some of the students repeatedly came to school late. Upon interaction with most of the learners, they concluded that, they need to work to support their parents who are farmers and traders after and before class.   By the end of the first week I had decided to just focus on four learners’ to observe.

DATA COLLECTION ON THE LEARNERS

The following are the data on the four learners’ in JHS 3 I had identified and observed

Child Study Interview

The interview was conducted generally among the JHS students, but for the purpose of the instruction given my focus is on these four learners in JHS 3 preparing as at the time of the interview to write their Basic Examination Certificate (BECE). They are : Learner 1, Learner 2, Learner 3 and Learner 4 their names are replaced as Learners   (L1), (L2), (L3) and (L4) respectively.

These students are naturally outspoken, confident and very expressive when communicating in their vernacular. These learners were usually interactive and contributed much in classroom whenever the Ghanaian language teacher is teaching.

On the day of this particular interview the JHS 3 had finished writing their mock examinations. I sat down with each learner for about 10 minutes.

I began the interview by asking the learners if it will be alright with them to interview them for “Child Study”. The learners were happy to collaborate.

SUMMARY AND INTERPRETATION

The interview with the Learner 1  was supposed to last for 10 minutes but lasted for about 20 minutes. From all indication this Learner 1 is a good student and very vocal and expressive student. Based on the answers she provided, she seems to fits into all the Visual Auditory and Reading , Kinesthetic  learning style, but show more interest in touching and doing whatever she sees, read. The learner is well informed about her cultural settings and very fluent in her local dialects, though the English is not flowing like the local language she has a very good potential in mastering the English language. Her confident is good, she even laughed at herself whenever she feels like her expression in English is funny and incorrect.

The community is a farming and trading community. Most learners’ parents are petty traders and farmers, learners’ are obliged to offer assistance to their parents. Often times these learners are even the traders or farmers. Despite the free education they need to assist their parents in whatever venture they are into. These act of assistance also help the learners to know and learn the trade by which their parents are into by so doing cultural and traditional training and occupations are passed on the children.

But sometimes these acts of extra curriculum activities often have a toll on their academic performance.                                                                                                                                                   It should be balanced in a way that the learners can willy nelly help their parents at home and still get involved academically.

And sometimes too the learners who have phone confirmed that whenever they are free they spend more time on phone. So technically they see phone as a distraction when it’s time for them to learn. This is just a matter of priority and discipline, but [proactive approach] can be adopted to use the phone productively whenever they are at home.

Though the interview with the other three learners with different socio-economic, cultural and linguistic background and upbringings seems to be varied, their story seems to align to the Learner 1 story.

RECOMMENDATION

With the academic knowledge and instructional information I have been equipped with about learning styles and learning needs of learners, we can all agreed that learners need to succeed academically and non-academically. Just as we breath and have right to basic needs as humans, I believe these learners need to be equipped with basic learning needs.

Some of these Basic Learner Needs Are:

1. Every learner needs to know how to learn : Every learner needs to know all the strategies available to learning effectively and know which one works best for him or her.
2. Every learner needs self-aware, self identity and self-knowledge : Who am I? and what am I to my community? Friends and family? How can I be beneficiary to my community? As part of sense of self identity the learner can find his place and thrive and pursue his desirable ambition
3. Every Learner needs constructive feedback not judgement : Constructive feedback is corrective and warming, it helps as a guide Judgement can be demoralized a passionate learner
4. Every learner needs to play. Learners need to collaborate with their peers and play and practice with variety of models, educational tools.
5. Every learner have to be able to read and right : The foundation of education is actually literacy and numeracy. And all learners need to be able to read, write and do basic arithmetic.

This Child Study experience gave me the exposure to understand learners, how they are taught and how to effectively teach and guide them to be successful in their academic journey and out of classroom.

Shout Out to www.google.com, T-TeL, EPBJHS, AkatsiCo STS Units, etc for easy access to resources

This report is based on the six weeks accounts for the Supported Teaching in School Observation which took place at Abor. The observation was in the form of weekly activities which demanded the development of a particular competences. It was also aimed at equipping the student teacher with a particular exposure of what we learn in our program of studies.

The following are the breakdown of the six week activities:

1. Familiarization with STS School
2. Discussion of the Basic School Curriculum and Related Materials
3. Observation of Classroom Lesson Presentation, management And Assessment
4. Observation of Traits of teacher Professionalism
5. Undertaking Child Study, Focusing on Children’s Learning and Progress.

WEEK ONE: Familiarization with sts school

Pre-Observation: We met our STS Tutor on the 23^rd of May, 2021 at exactly 7.00pm at LR1 and discussed the activities to be observed during the week which was familiarizing our self to the school environment. He urged us to know the name of our mentor and the lead mentor. He advised us to know about the school history, why it was established, total enrollment by gender, if there is any disabilities among the students. He further admonished us to know the stakeholders of the school and take photograph of artefact necessary for building of our portfolio.

The pre-discussion came to an end at 8.00pm.

Post-Observation: On the 25^th of May,2021 at 7.00am we were conveyed by the school bus to Abor, upon reaching the Abor, it was 7:45am, we met the Assistant headmaster who warmly welcome us, thereafter we met the Headmaster, who introduced us to the rest of the teaching staff.

He gave us a brief history of the school and the stakeholders he even took us round the school premises. We were later introduced to our Mentor Madam Tsey. We took photograph of the necessary artefact needed and the some of the properties of the school. Some of these artefact we took photographs are the talking drum, the uncompleted school library and ICT laboratory, poly tank, urinal, football park, canteen, veronica bucket etc.

By 2.00pm the school bus came to convey us back to the college.

WEEK 2: Discussion Of The Basic School Curriculum

Pre-Observation: We met our STS Tutor again at 7.00pm on the 30^th of May, 2021 to share our experience from the previous observation we did.

Afterwards we then discuss the activities scheduled for the second week of observation which was basic school curriculum and related materials. The discussion we had included school curriculum used at the basic level such as Teacher’s Guide, Teacher’s Manual, The Syllabus, Pupil’s Textbook and Workbook, Teacher’s Resource Pack, Lesson Notes and Scheme of Works

He further went to discuss the learning objectives, indicators, strand sub-strands, standard.

Post Observation: On the 1^st of June, 2021 we reported for the second observation. We had seen the basic curriculum materials we discussed with our tutor exactly as he had described them. Other related materials we saw at the school was log book, register.

WEEK 3: Observation of Classroom Lesson Presentation, Management and Assessment

Pre-Observation: We met our tutor on the 7^th of June to discuss the activities scheduled for the week. Before then we discussed our previous experience of the observation. Afterwards we moved to the activities of the week. The tutor instructed as to observed keenly how the teachers introduced topics in the class, how the keep the class in order. And how they asked students questions.

Post-Observation: The third visit was on Tuesday 8^th June, 2021. During the observation my mentor , Madam Liticia asked questions about the previous lessons that was held. The students were eager to answer her questions which resulted in a random answering of the questions and causing the class to be noisy. She asked the whole class to stand. The was calm in the classroom immediately. She asked them to sit afterwards.

She then introduced a new topic. At the end of the lesson presentation she asked the class if anyone can summarize what they had learnt today.

WEEK 4: OBSERVATION OF TRAIT OF TEACHERS PROFESSIONALISM

Pre-Observation: 12^th July, 2021 we met the tutor again, and we discuss the character trait of the teaching profession. He admonished as to take note of the professional trait the teachers will exhibit.

Post-Observation: We reported to our post of observation on the 13^th of July, 2021. This time we took keen interest of the behavior and professional trait of the teachers.

Most of them were punctual, friendly, decent, self-discipline, hardworking, good communication skill, neatly dressed, etc. These professional trait exhibit by the teachers make it possible for them to build a good rapport with other staff and the students which promotes healthy environment for academic work.

WEEK 5 AND 6: CHILD STUDY AND PORTFOLIO BUILDING

Pre-Observation: The tutor instructed us to identified two pupils to a boy and a girl and indicate their names and that of their parents, place of residence, the language the speak and their occupation. And the pupil learning needs

Post-Observation: on the 27^th of July,2021, at exactly 8;45am the form 3 students start writing their mock examination. We help in the invigilation of the pupils. After they finished writing the paper I spoke to two of the pupils who gave their names as Patience and Kingsley. Kingsley father is a mason and his mother a petty trader, the both speak ewe and hail from Abor.

Patience’s parents are both farmers and speak ewe and reside at Akatsi. According to Patience she often assists her parent on the farm and most often get exhausted after helping them on the farm, this make it difficult for her to have effective studies at home.

In my opinion it is good to assist your parent on the farm but she shouldn’t be allow to spend most of her time on the farm.  

In conclusion, the above constitutes my observation I had experienced for the five weeks .

MY TEACHING PHILOSOPHY

My teaching philosophy is a quote from Ignacio Estrada “If a child can’t learn the way we teach maybe we should teach the way they learn”