UNIVERSITY OF KABIANGA

ISO 9001:2015 CERTIFIED

TEACHING PRACTICE RULES AND GUIDELINES

SCHOOL OF EDUCATION, ARTS AND SOCIAL SCIENCES

 TABLE OF CONTENTS

Introduction……………………………………………………………………….…1
Basic information………………………………………………………………….…2
Principles to be adopted by schools for Teaching Practice.....................................5
Code of Behaviour for Student Teachers…………………………………………..6
General guidelines for Supervisors and Student Teachers
on the Evaluation Criteria………………………………………………………….8
Guidelines for Specific Subjects……………………………………………………21
Mathematics…………………………………………………………………………21
History……………………………………………………………………………….22
Geography…………………………………………………………………………...23
English Language……………………………………………………………………25
Literature…………………………………………………………………………….28
Kiswahili……………………………………………………………………………..33
Religious Education………………………………………………………………….35
Business Studies………………………………………………………………………37
Appendices……………………………………………………………………………39

CIM 0311 & CIM 399: TEACHING PRACTICE AND PROJECT REPORT (6 UNITS)
Student-teachers will be placed in certified Educational Institutions where they will put
into practice the skills and knowledge learnt in and CIM 0229: Learning Resource Project
CIM 360: Media Practicals and Micro-teaching respectively as well as in other courses in
the School of Education. Each student must undertake teaching Practice for a prescribed
period of 12 weeks and strictly abide by the rules and regulations governing the conduct of
Teaching Practice (TP) which they will be provided with before proceeding to their
schools. During teaching practice, each student is expected to work on a project that will
constitute a Continuous Assessment grade (30%) and will submit it at the end of the
teaching practice session. The project report will be based on a guideline provided by the
school of Education.

Evaluation:
Teaching Practice 70%
Project 30%
Total 100%
BASIC INFORMATION
Information about the School
1. SCHOOL PLAN
Determine location of:
Office of the Head teacher/Deputy, Librarian (if any), Bursar; staff room, lockers,
washrooms, library, bookstore, stationery store, main hall or assembly room
and classrooms.

2. ADMINISTRATION
Learn names of the following individuals:
Head teacher, bursar & clerk, teaching members of staff especially in your subjects
at the school.

3. RECORDS
Determine the location and accessibility of the records.

4. POLICIES & PROCEDURES

Determine for:
1. Absence to whom to report? What does one do?
2. Tardiness (lateness) as above
3. Using the library. Whole class at once or individuals sent?
4. Staffroom
5. Assemblies
6. Co-curricular activities
7. Timetable-school hours, etc.
8. AUDIO – VISUAL MATERIALS
(i) Determine location, availability and procedures for ordering or obtaining them.
(ii) Physical condition of room:
A Light
B Attractiveness & Neatness:
Blackboard, displays
Floor, desk tops
C Movement of Students
Entering room, taking seats, going to and from classrooms, leaving room
9. Routine Procedures:
A Conducting the Class:
Beginning promptly, knowing names of students, making announcements,
keeping students busy, ending the class, establishing policies for courteous
behavior.
B Making Records and Reports:
Checking attendance, keeping students records, making reports for
administration.

C Further Aids:
Broadcasts for Schools. There is a timetable for the various broadcasts.
RELATIONSHIP WITH THE SCHOOL
Students and the school
1. Student-teachers are to be regarded as being temporarily on the staff of their host
school and under the general control of its head
2. In their staff relationships and professional duties, students should observe the
principles set out by the school, etc
3. If it is necessary to be absent or to leave the school during school hours, students
must request leave from the head before such absence. If absent for one or more
days, they should also inform the Zone Supervisor, stating the reasons for the
absence
4. During the first two days of the practice period, students must:
a. Acquaint themselves with school routine and their duties
b. Prepare suitable schemes of work for their subjects from the syllabuses and
/or Teaching programme used in the school
c. Prepare four copies of their teaching timetable and give them to the
Zone Supervisor during the first week in the school
5. The student‟s teaching timetable should give full details needed by his/her
supervisors, including dates of holidays, examination and special days when he/she
cannot be observed
6. This timetable should show (approximately), an equal distribution of time to the
two teaching subjects. All students are expected in general to teach not less than
12 and not more than 16 periods per week.
7. After each supervision, the student must ask the supervisor to sign Students‟
Supervision Records

8. Any change in the information shown in the original timetable should be notified
immediately to the zone supervisors
9. In his/her relationships with the staff and pupils , the student is expected to
to observe the best professional ethics. This implies co-operating with staff at all
times, conforming as far as possible to the demands of the school routine and
refraining from voicing criticism of his/her colleagues or of the school
organization and administration

The student and his/her teaching

1. All students should prepare lesson plans for their lessons
2. Full preparation of each lesson will include a lesson plan with appropriate lesson
notes and teaching aids for each lesson. The lesson plan should be in the form
prescribed by the faculty.
3. Lesson plans and notes should be written in a special lesson preparation book issued
for this purpose. This book must be presented to the supervisors for inspection and
comments during their visits to the class being taught.
4. As soon as possible after the lesson has been taught, the student should write such
comments on it as will assist in more efficient planning and presentation of
subsequent lessons.
5. These may include such points as the following:
 (a) Comments on the adequacy of the lesson preparation, for example, the suitability
of the subject materials or the aids and the time allowed for each phase of the lesson
(b) Comments on the effectiveness of class activity such as extent and quality of
pupil participation, interest, understanding and co-operation
(c) A statement and analysis of pupil difficulties or errors and how they will be
followed up
(d) A general comment on the extent to which the aims of the lesson were achieved
and suggestions for similar lessons in future. “Did I teach what I set out to teach?”

The Student and his/her observations

1. While attached to a school, the student will have opportunities to observe class
teachers at work (especially valuable if the class is the one the student teaches
himself) and to note important aspects of school routine and organization, methods
of teaching and assessing and the use of aids and other equipment.
2. Such observations should be recorded in a systematic manner and kept in such a
form as to be readily available for his/her own reference and that of his supervisors.
3. The supervisors will give advice on what observations are pertinent to his
professional studies and his/her future teaching.
4. A student may be required to record some observations in a special observation
book, or any section of his special method note or as prescribed for a particular
course.
5. If no fixed range of observations is prescribed for a particular practice period,
students will record such observations as they consider to be of professional value to
them.

Out of class activities and marking

1. It has become important to emphasize that all students on teaching practice are
required to participate in out of class activities they may be assigned
2. Marking: Student teachers are required to do any marking that may be required in
their subjects

Boarding/Accommodation
1. The responsibility for meeting any such payments is entirely with the students.
2. Cost of loss, breakage or damage must be met by the student if he/she is responsible
for it.

Medical expenses
1. In case of illness, students are advised to attend the nearest government hospital or
dispensary
2. In the event of the students being admitted to hospital as in-patients, students will
be required to make the necessary payments.
3. They must also have documentation of such hospitalization for the purpose of
Examiners‟ Board
Travelling expenses
Students to meet their travelling costs/expenses during teaching practice
PRINCIPLES TO BE ADOPTED BY SCHOOLS FOR TEACHING PRACTICE
Introduction
This section outlines the principles to guide secondary school teachers and students while
on teaching practice

A STUDENTS

1. When a student is in a school, either for observation or practice, he/she is under

the authority of the school. This means that he/she must observe the expected
standards in regard to punctuality, dress, smoking and other rules for the general
conduct of staff which the school may expect
2. The student will be treated like other full time members of staff, will be informed of
the standards expected and will be given the normal privileges as well as duties
of staff members
3. The student will be expected to carry out a full range of duties and co-curricular
activities assigned during the period of teaching in the school
4. The student will be assigned a member of staff to act as his professional advisor
5. The student will normally teach within the framework of the curriculum as practiced
in the school
6. As far as possible, the student should not be used for duties outside the school, e.g.
in invigilation of examinations in other establishments. The student will have a
timetable which should be adhered to as much as possible. The students will be
expected to notify their University in writing in the event of unexpected changes
7. Students should normally be in schools during the full working hours of the school.
If the student needs to leave the school to consult an outside library or to visit his/her
tutors, he/she should seek the consent of the head teacher or his/her appointed co-
operating teacher. The student should also inform his/her University of any
unexpected changes, which occur during the teaching practice.

B THE SCHOOLS
1. The schools have a specific role to play in helping the students professionally.
The schools will be expected to report on the work of the students. These reports
will be of great value to the University and will be given due weight in the
assessment of the students‟ work
2. Besides professional and technical help in the classroom, students should have
an opportunity of participating in routine duties and co-curricular activities,
including sports, music, drama, etc.
3. Students should be shown not only the syllabus of the pupils they will teach,
but the whole plan of teaching the subject in the school and the way this plan
fits into the teaching of related subjects.
4. The head teacher will appoint a member of staff to advise and guide the students
during their period at the school.
5. When an assessor visits a school, he/she should invariably report to the school
office first if the Head or Co-operating teacher wishes to see him/her; they can
 leave word to that effect. Normally, the assessors from University will inform the
schools in advance of the visits, though this will not always be possible.
6. Students on teaching practice should normally have a light teaching load of 12 to
16 periods per week.
7. It should be remembered that the period of teaching practice is part of a student‟s
period of study. Schools should give students every possible help in preparation for
teaching during this period.
8. Whenever it is possible, schools will assist in helping the students to obtain
accommodation.

CODE OF BEHAVIOUR FOR STUDENT-TEACHERS

1. PREAMBLE
Teacher education must be concerned with training in all areas. Teaching Practice
is an exercise of apprenticeship. Whilst student- teachers are in practicing schools,
they should be given the opportunity of participating in as wide variety of
educational activities as possible.
(a) They shall be required to be on the job full time, just as any other teacher.
(b) They shall be given responsibilities other than teaching.
(c) They shall be immediately accountable to the Head teacher during the entire
teaching practice period, just like any other member of staff.
(d) They shall be assessed on their personal behaviour and performance outside
the classroom as well as on their ability to teach.

2. ETHICAL ISSUES
(a) One glaring fact is that most student-teachers have good moral intentions.
The School of Education would like to emphasize the importance of
good behaviour at all times. A teacher, viewed in traditional or contemporary
terms, is always regarded by society as a model for the society. It is the
personal responsibility of each student-teacher to reflect this throughout the
practice.

(b) The difference between a profession and a business is that, with business,
the guiding motive is profit while in a profession, the guiding motive is
service. The student-teacher has the responsibility to serve his/her pupils.
Indeed, the development of the teaching profession owes dedication, sacrifice
and commitment to the welfare and social advancement of the community than
to the economic gain of the teacher. Rarely does the teacher of yesteryear sit
down to reflect on what he/she would gain by devoting his/her total working
hours to imparting knowledge and discipline to the children under his/her
charge or care. This service is not confined to the classroom or to games. The
behaviour and attitudes of a student-teacher out of the classroom represents
what might be called the hidden curriculum of indirect moral education. It is
important to note that according to Teachers Service Commission Code of
Conduct and Regulations, 2006 and The Children‟s Act, 2003, flirtation and
sexual relations with school students are regarded as professional defaults.
 These general guidelines specified below should act as a code of conduct for
both student-teachers and their supervisors during their whole teaching career.

3. GENERAL CONDUCT
(a) The student-teacher shall be required to perform his teaching,
administrative and supervisory duties that relate to the teaching service,
and any other duties which he may be required to perform, to promote
education and the teaching service.
(b) A student-teacher shall be required to abide by the directions given by
the Head teacher or any other person under whose supervision he/she is
placed
(c) A student-teacher shall be required at all times to perform his duties and
to conduct himself/herself in a manner that befits a responsible and
professional teacher, both at his/her work and in his/her relationship with
fellow teachers, his/her pupils and the members of the public.
(d) During teaching practice, student teachers are required to abide by the
established school regulations. In cases where student teachers are offered
or assisted to get accommodation by the school, they should abide by the
arrangements made with the school and pay up all bills incurred before
leaving the school.
(e) University staff members on teaching practice are assigned to supervise
and assist all student-teachers under their care. Consequently, student-
teachers are required to co-operate fully with any supervisor assigned
to them.
(f) Cases arising from misconduct such as rudeness, insubordination and
unprofessional behaviour during teaching practice shall be forwarded
for disciplinary action by the University.

4. ABSENCE FROM DUTY

(a) No student-teacher should absent himself/herself from teaching practice
without written permission from the head teacher with a copy to the Zone
Supervisor. Such permission shall be given on the weight of the reasons
given
(b) Any student who, for legitimate reasons (e.g. sickness) wishes not
to participate in teaching practice in the Third year should obtain
written permission from the Dean of the School of Education. This
will be considered as any other medical case.
(c) If a student-teacher is absent from his/her school for a consecutive
period of one week without prior permission, he/she shall be deemed to
have absconded from the teaching practice and shall be made to repeat
it the following year.
(d) A student-teacher shall inform the Head teacher of any intended absence
well in advance. It must then be arranged that:
(i) The student-teacher sets work for the classes to be missed.
(ii) No class is left unattended because of the student-teacher‟s absence.
(iii) The Head teacher is informed immediately the student-teacher returns.
(iv) Any written work set is marked
 (e) At the beginning of teaching practice, student-teachers should report
to their respective schools on the day they are required to start teaching
practice at the latest. The student-teachers must not leave their respective
schools before clearance is given by the head teacher at the end of
teaching practice
(f) Student-teachers must bear in mind that a teacher‟s work does not
necessarily end when the last lesson finishes. He/she must be prepared to
contribute to other co-curricular or out-of-school activities assigned by
the Head teacher

5. LEAVE AND SICK LEAVE

(a) A student-teacher who is unable to attend to his duties must apply and get
permission in writing by the school head with a copy to the
Zone Supervisor
(b) Leave of absence is at the discretion of the school Head and Zone
Supervisors who may refuse permission if they are doubtful about the
validity of the reason given
(c) A student who, on account of illness must be absent from duty shall
be required to produce to the school Head and subsequently to the
Zone Supervisor a medical certificate from a government medical doctor
or from the University Medical Officer within forty eight hours. The
medical certificate must cover the whole period of absence due to illness.

6. DRUNKENNESS & DRUGS

Drunkenness while on duty is a serious professional offence. Abnormal
behaviour due to abuse of drugs shall also be considered as a serious
professional offence which also calls for disciplinary action.

7. PREGNANCY
In the best interests of the health of any pregnant student and that of the
unborn child, students who will be doing Teaching Practice during
pregnancy should seek medical advice if they feel that continuing with
Teaching Practice would not be possible.

GENERAL GUIDELINES FOR SUPERVISORS & STUDENT-TEACHERS ON

THE EVALUATION CRITERIA

The attention of supervisors and student-teachers is drawn to the following general

guidelines upon which the assessment/evaluation of the performance of student-teachers
on Teaching Practice will be based. Both the supervisors and student-teachers are
reminded that there will be some slight deviations from the general formats of scheme of
work and lesson plan presented below in some subject areas. An attempt has been made
by the subject methods lecturers to show the specific areas of agreement/variations
between their scheme of work and lesson plan formats and what is presented below.
Reference should therefore be made to the specific subject guideline, for further
clarification.
 PREPARATION
1. SCHEME OF WORK
Unless otherwise stated in the specific subject guidelines, the student-teachers will
be expected to adopt a common scheme of work format having ELEVEN (11)
columns under the following headings:
(a) Week (b) Date (c) Lesson (d)
Topic (e) Lesson Topic/Sub-topic (f) Objectives
(g) Learning Activities (h) Learning Aids (i) References
(j) Assessment (k) Remarks

In some subjects, another column of methods would be necessary and it would come
immediately after the learning activities. It is important to note that:
- the scheme of work covers the terms work adequately.
- appropriate remarks are filled in for the lessons already taught, with entries for each
stream (e.g. dates when taught, things left out, things added, etc).

Note: Double page should be used in preparing a scheme of work.

SCHEME OF WORK FORMAT

School: …………………………………….. Class: ………………………………….

Subject: …………………………………… Duration: From ………. To …………
WEEK DATE LESSON TOPIC LESSON OBJE- LEARNING LEARNING REFERENCES ASSESSMENT REMARKS
TOPIC CTIVES ACTIVITIES AIDS
1 1
2
3
4
Nth

2 1 -2
3
4
Nth
2. LESSON PLAN

Just like the scheme of work formats, the lesson plan formats for different subjects will
also have slight variations. However, a common lesson plan format should have the
following elements:
(a) The administrative details which will include class, roll (expected and
actual), time and date.
(b) Lesson topic.
(c) Lesson objective(s).
(d) References – must be complete with author, title and page numbers
properly indicated.
(e) Learning aids.
(f) Methods - omitted in some subjects, e.g. Math
(g) Assessment - omitted in some subjects.
(h) Lesson presentation.
- Introduction
- Lesson development.
- Conclusion
(i) Self-evaluation
This is aimed at critical self-appraisal and should pinpoint strengths and
weaknesses of the student-teacher noted during this lesson presentation.
Suggestions for improvement should be made where necessary.
Note - Each stage will show a unique learning experience.
- There should be logical progression of the stages and presentation of subject
matter
- The lesson development should be done in at least two stages
- It is expected that the stage will show a variation in activity/methods.
- The time (minutes) indicated against each stage is only for the student-teacher‟s
guidance.
 LESSON PLAN FORMAT

CLASS ROLL SUBJECT TIME DATE

EXPECTED ACTUAL

Topic ………………………………………………………………………………………
Lesson Topic ………………………………………………………………………………
Lesson Objective(s) …………………………………………………………………….....
……………………………………………………………………………………………..
Learning Aids ……………………………………………………………………………
References …………………………………………………………………………………
Methods …………………………………………………………………………………...
Assessment ………………………………………………………………………………

LESSON PRESENTATION

Stage Time Teacher‟s Activities Student‟s Activities

1 Introduction:

2 Development

nth Conclusion

Self-evaluation:

Lesson Objectives
Acceptable lesson objectives must be clearly stated in observable and measurable
terms. They must satisfy the following four criteria:
(a) Specify who the learner is
(b) Contain an action verb(s)
(c) Prescribe the standards or minimum level of acceptable performance
(d) Specify conditions or situations under which the expected learning outcome
will be demonstrated.
Objectives in certain subjects, for instance Literature, are sometimes stated in
expressive (affective) terms especially when the behaviour expected manifests itself in
emotional terms, e.g. empathy, etc. In this case, pupils could be asked to identify words
in the text which evoke such behaviour.
Lesson Introduction

Arousing interest
Does the student-teacher
 make a successful effort to motivate the students to learn?
 inspire, encourage, challenge the students and get them interested in the learning
activity on the content?
 make the correct appeals to higher/lower principles, e.g. reward, ambition,
competitive spirit, playfulness, fascination with the content, the importance of
social responsibility, etc.?

Link with the learner’s experience

Does the student-teacher start from and make occasional reference to the world of
students‟ own experience?
 show empathy with the students, with their desire to progress, their values, feelings
and train of thought?
 adapt to the level of the students in the use of language and vocabulary?
 refer to what has been learnt in relevant previous lessons, perhaps go from the
known to the unknown?

Instructional Procedures

Learners’ participation
Does the student-teacher
 respect the dignity and abilities of the students?
 sufficiently allow them to find/discover things for themselves? Concrete instances
to generalizations and back?
 sufficiently allow them to exercise their critical skills?
 sufficiently get students involved in learning activities with a measure of
independence?

Use of Groups
Does the student-teacher
 allow students to perform talks in groups, such as in small group discussion, with
or without reading, group projects or assignments, group-study, group
competitions?
 encourage students to assist fellow students in learning?
 encourage students to rely on fellow students and on the group?
 encourage students to organize themselves socially for better efficiency, e.g. by
exchange of notes?

Variety of activities
Does the student-teacher
 organize a variety of learning activities?
  use transmission methods with heuristic (discovery) elements in them, e.g. text
reading?
 use discovery (heuristic) methods such as library research, laboratory research,
comprehension exercises, group enquiry, summary writings, value sheet, note-
making, small group discussion?
 use exercises where students themselves have to use induction (generalizations as
conclusions) or deduction (application)?
 use exercises where students have to choose critically such as value sheets, valuing
methods, predicting on the basis of data, composition, debate, small group
discussion?
 use exercises which require students to think, write or act creatively, such as note-
making, class discussion, small group discussion, conducting experiments,
compositions, mock sessions, educational drama, role-play games, diagram
making, brain-storming?
 use exercises which require students to handle equipment purposefully or to
practice skills?
 involve students in activity projects?

Teacher’s language
Does the student-teacher
 use clear language and vocabulary, appropriate to the level of the students?
 use clear diction, proper pitch, useful stress and with functional pauses and
silence?
 use gestures, posture, movements and facial expression in combination with
language?
 use spoken language and chalkboard work to make clear the various registers,
formal and informal language, serious language and that with a light touch,
appropriately?
 allow for sufficient interaction to ensure real communication? Encourage students
to express themselves in their own words (spoken or written) about what is taught?
 express willingness to consider the students‟ ideas and use of language even if
different from his own or the textbook?

Questioning types and techniques

Does the student-teacher
 use a variety of effective questioning techniques?
 use factual questions for testing and revision (who, what, when)?
 use discussion-generating questions skilfully?
 prompt students to assist them in answering?
 direct questions to individuals by names, and direct questions to others?
 allow for a pause to let students think up answers?
 allow students to comment on each other‟s answers?
 allow students to ask questions?

Use of feedback
Does the student-teacher
  show himself/herself alert to feedback behaviour of the students?
 clarify where students seem not to understand?
 encourage further where students show lack of motivation?
 encourage to rethink where students show shaky value judgments?
 give useful feedback to students‟ written work?
 encourage students to try again where they show lack of skill?
 give useful feedback to any student performance, verbal or otherwise?

Reinforcement
Does the student-teacher
 acknowledge or praise good efforts or correct answers, either by gestures, posture,
facial expression, verbally or by chalkboard use?
 partially reward a partially correct answer or good effort?
 use negative reinforcement without discouraging students?
 use delayed reinforcement?
 put reinforcing remarks under students‟ written work?
Effective learning
Does the student-teacher
 encourage effectively the achievement of the set objectives?
 organize learning activities in such a way that students learn with interest and
satisfaction?
 help students to make some worthwhile achievements in this lesson, and do the
students see them as worthwhile?
 encourage progress in general education, e.g. regarding methods of study,
procedures, know-how, social relations, learning attitudes?
 show concern for, and give guidance in the making of notes for later study and
revision?
 encourage students to inch closer to the achievement of the general objectives of
the course?

Use of resources
Does the student-teacher
 use student texts wisely, e.g. first setting a task, problem or question and then
letting students read to find the solution or answer?
 use the various channels of communication to maximum effect, e.g. the auditory,
visual and tactile (the visual including the real thing, the picture, the diagram or
text)?
 show ability to justify the choice of channels according to the basic principles of
their use: speech and text for the abstract and linear approach, the tactile, the real
and the picture for the concrete, the diagram for clusters of relations and for a
comprehensive view?
 show ability to choose/design useful visual aids, and use them effectively?
  use equipment, apparatus and materials with confidence and expertise, and
according to safety rules?

Chalkboard
Does the student-teacher
 write clearly, ensuring that the writing is large, well spaced and visible from the
back of the class?
 organize the chalkboard well, e.g. using part of the board (sub-dividing it into
reasonable portions) for building up a lesson outline or for structural support for
note-making while the rest of the chalkboard is for rough work sketches and
diagrams:
- vocabulary and spelling;
- reinforcement support;
- assignment

Personality

Mastery of content
Does the student-teacher
 show knowledge and understanding of all the content relevant to the lesson?
 show sufficient mastery of content to make applications as the need arises
unexpectedly from students‟ questions or problems?
 honestly admit ignorance where this is a fact, and give a promise of an answer
rather than beating about the bush, getting out of such predicament graciously?
 show enough wider knowledge to link the lesson content to other topics, subjects
and life situations?

Confidence
Does the student-teacher
 show enough confidence to inspire students with confidence in him/her?
 show readiness to adapt the planned lesson to unforeseen problems, questions or
needs of the students?
 give the impression that he/she is purposeful and knows where the learning
exercises are leading them?
 give students the impression that he/she is concerned and ready to deal with their
problems and needs?
 create a pleasant learning atmosphere in the class so that learning is fun?
 encourage enough interaction (formal and informal) among students to make them
feel at home?
 encourage frankness and the right mix of formality and informality in the class for
better learning?
 encourage a sense of responsibility in students for their own learning and for group
learning?
 deal with deviant behaviour with a wise mix of patience and firmness?
 encourage students to adopt self-discipline such as is needed in our society?
 vary channels, methods, approaches and techniques?
  alternate periods of intense mental activity with more relaxed moments?
 show sensitivity to the limits of the students‟ powers of concentration and need to
relax?

The supervisor is expected to give an opportunity to the student-teacher to evaluate his/her

own performance and think up ways of improving on it, before the supervisor attaches a
final grade to the performance.
The supervisor is expected to point out strengths and weaknesses in the performance and
give advice of improvements to be made, both orally and in writing.

3. PUPILS’ PROGRESS RECORD

There should be a Pupils‟ Progress Record for each subject. This record will show
the performance trends of pupils in each subject over a specified period of time.
A good pupil‟s progress record must contain the following elements:

(a) Name of subject for which record is kept;

(b) Names of pupils;
(c) Date when test was administered;
(d) Skill/topic which was tested;
(e) Maximum score/remark for the test;
(f) Rank/position of each pupil in the test;
(g) Remarks in relation to the performance trend of each pupil.

Note: The student-teacher must present a file containing the following documents to the
TP assessor:
(i) Scheme of work;
(ii) Lesson plan;
(iii) Pupils‟ progress records;
(iv) Records of work covered;
(v) References (if any);
 FORMAT OF PUPILS’ PROGRESS RECORD

S.NO NAME OF TOPIC/SKILL TOTAL POSITION REMARKS

PUPIL
DATE
MAX. SCORE
1.
2.
3.
4.
5.
6.
nth

Note: (a) The pupils‟ progress record should be for quizzes, tests and specified
assignments and not for any marks given in class exercises.

(b) Copies of such quizzes, tests, etc. and their respective marking schemes
should be filed and presented to the assessor on demand.

RECORD OF WORK COVERED

This is a record of all the lesson topics taught by the teacher in each subject on daily basis,
references used in the preparation of the lesson and comments on the lessons conducted.

RECORD OF WORK COVERED FORMAT

School: …………………………………………. Class: …………………………….

Subject: …………………………….……………

Date Lesson Topic Reference Remarks

STUDENT’S SUPERVISION RECORD

This is a record of the visits by the Area Supervisor and Assessors to the student-teacher.
All the assessors are required to sign the Student‟s Supervision Record before they leave
the school.

STUDENT’S SUPERVISION RECORD FORMAT

Name of Student-teacher: ………………………………………………………………….

Registration Number: ………………………………………………………………………

Name of TP School: ………………………………………….…………………………….

DATE SUBJECT SUPERVISOR REMARKS

 TEACHING PRACTICE OBSERVATION FORM

Name: ……………………………………. Reg. No: …………………………………..

School: …………………………………… Form/Class: ………………………………
Date: ……………………………………… Subject: …………………………………...
Time: …………………………………….. Roll: ………………………………………
Supervisor: ……………………………….. Signature: …………………………………
________________________________________________________________________
Preparation
- Scheme of work/record of work covered
- Lesson plan
- Objectives
- Student‟s progress records
- Student‟s self evaluation
- T.P file, organization etc.
_______________________________________________________________________
Introduction
- Arousing interest
- Link with learners' experience
- Rationale
- Focusing event
- Other
________________________________________________________________________
Teaching Strategies
- Level of instruction
- Sequencing
- Use of reinforcement
- Selection of content
- Mastery of content
- Other class management
________________________________________________________________________
Instructional Procedures
- Teaching procedures (skills, techniques, methodologies)
- Formative checks
- Students participation
- Conclusion
- Evaluation procedures
- Other
________________________________________________________________________
Resources
- Use of material
- Aids
- Chalkboard work
- Other
________________________________________________________________________
Personality
- Confidence
- Learning atmosphere
- Attire
- Other
 A Test Lesson
Like normal teaching lessons a test lesson should be planned for in advance. A lesson plan is
necessary. The lesson plan should contain the following information:
(i) Administrative details showing the date, time roll, etc.
(iii) Statement of objectives for the test. These should be stated in behavioural terms
detailing the minimum level of performance from pupils. Examples:
“During the test, the pupil should answer correctly all questions set on glaciation”
“By the end of the test the pupil should have answered correctly at least 80% of the
questions.”
(iii) Introduction (Activities before the test)
In here the teacher states what is to be done prior to commencement of the test. Some
of the teacher‟s activities are:
- checking on sitting arrangements – spacing of desks, lighting, etc. It is concerned
with environmental aspects of the classroom.
- guarding against cheating by asking pupils to remove all resources related to test
content.
- asking pupils to take out all materials necessary for the test.
- distributing question papers, answer books.
- highlighting instructions for the test so that these are not ignored.
- announcing the duration of the test.
(iv) Lesson Development (Activities performed during the test)
The teacher instructs pupils to start writing answers to the test. The teacher will
supervise the pupils.
In the lesson plan, the teacher will show evidence of preparation for the test by:
 outlining a table of test specifications;
 attaching a copy of the test set;
 attaching a copy of the marking scheme to be used while marking pupils‟
responses.
The table of specification is invaluable as a guide to achieving content validity.
A sample is reproduced below for a mastery test. Form III Oral Literature.

Table of Specification
BEHAVIOUR
Content Knowledge Comprehension Reasoning Weights
Songs - 2 1 3
Narratives - 1 2 3
Proverbs & Riddles 2 - - 2
Fieldwork 1 1 - 2
techniques 3 4 3 10

Four cognitive domains: application, analysis, synthesis and evaluation have all
been grouped as REASONING, because researchers have found that the domains
are difficult to ascribe questions to.
The test paper should show evidence of well thought out questions covering the
topics intended. The type of questions used (questioning technique) should be related
to the general objectives for the course and the test. The questions should carry
content validity and have potential for reliability as part of a measurement instrument.
The marking scheme prepared should be comprehensive and related to questions. This is
particularly important for essay type of questions. The teacher should consider whether
the question is looking for all the information included in the model answer or whether
there is far too much expected than there is in the prepared answer. On the model
answer there should be indication of how many marks will be allocated to each correct
answer, argument, illustration, step in analysis, etc.

(v) Conclusion (Activities at the end of the test)

The teacher firmly instructs pupils to stop writing at the expiry of the regulated time.
In the lesson plan, the teacher shows the mode of collecting papers and how he intends
to mark the answers. It will be necessary to indicate who is going to mark
(pupils through exchange of papers or the teacher), and when the papers will be
marked (during the lesson or later in teacher‟s spare time).

TEST LESSON OBSERVATION FORM

Name: ………………………………………. Reg. No: ………………………………...
School: ……………………………………… Form/Class: ………………………………..….
Date: ………………………………………… Subject: …………………………………
Time: ………………………………………… Roll: ………………………………….....
Supervisor: …………………………………... Signature: ……………………………….
Preparation
- Adherence to scheme of work ……………………………………………………………
- Lesson plan …………………………………………………………………………….....
- Clarity of objectives ………………………………………………………………………
- Relevance of topics ……………………………………………………………………….
Introduction (before the test)
- Sitting arrangement ……………………………………………………………………….
- Mode of distribution of question papers ………………………………………………….
- Instructions to candidates ………………………………………………………………...
- Timing of test ……………………………………………………………………………..
Lesson Development (during the test)
- Teacher activity (supervision) ……………………………………………………………
- Learner activity …………………………………………………………………………..
- Table of specification (range of coverage of content and behaviour) ……………………
- Clarity of questions ………………………………………………………………………
- Clarity of instructions in question paper …………………………………………………
- Utilization of teaching materials by teacher ……………………………………………...
- Adequacy of marking scheme …………………………………………………………..
- Test atmosphere ………………………………………………………………………….
Conclusion (At the end of the Test)
- Adherence to closing instructions ………………………………………………………..
- Mode of collection of scripts ……………………………………………………………..
- Marking proposal …………………………………………………………………………
Personal qualities of teacher
- Confidence ………………………………………………………………………………
- Audibility ……………………………………………………………………………….
- Clarity …………………………………………………………………………………..
- Rapport with children …………………………………………………………………..
- Punctuality ……………………………………………………………………………….
GUIDELINES FOR SPECIFIC SUBJECTS

MATHEMATICS

I. Mathematics Scheme of Work

The format of Mathematics Scheme of work should comprise TEN columns under
the following headings:
(i) Week
(ii) Lesson
(iii) Main/Lesson topic
(iv) Lesson Objectives
(v) Teacher‟s Activities
(vi) Student‟s Activities
(vii) Instructional Aids
(viii) References
(ix) Assessment
(x) Remarks
II Mathematics Lesson Plan
The format of a Mathematics Lesson Plan is similar in many ways to the general
format of any lesson plan. Student-teachers should therefore adopt that general
format when preparing Mathematics lesson plans. However a Mathematics lesson
plan should also comprise of the following additional elements:

(i) Knowledge assumed (or previous knowledge)

This should come before „lesson presentation‟. The student-teacher should
specify the knowledge he/she safely assumes the pupils already have. This
may include the skills, concepts, formulae; fact and principles learnt earlier
which the student-teacher expects learners to apply in the present learning
situation. Example:
A student-teacher may plan to teach his/her pupils the „properties of plane
shapes‟. He/she may assume that:
- pupils know the names of some common plane shapes.
- pupils know the meaning of each of the terms parallel, opposite, equal and
perpendicular.
- pupils are able to draw the plane shapes.

(ii) Assignment
Although this element could form part of the lesson conclusion, the
student-teacher is advised to have it stand on its own. This will ensure that
pupils are given some assignment/homework at the end of every lesson.
III Mathematics Lesson Objectives
A Mathematics lesson objective must be stated in observable and measurable (i.e.
behavioural) terms, and must be achievable within the allocated time. This
therefore means that a properly stated mathematics lesson objective (s) must
satisfy the criteria outlined under lesson objectives in the general format.
IV Evaluation of pupils’ progress in the course of the lesson
(a) The student-teacher will be expected to evaluate the progress of his/her pupils
throughout the lesson using a combination of oral questioning and written
exercises.
(b) When pupils are doing written exercises in class, the student-teacher must go
round the class guiding pupils with difficulties and, if possible, marking their
work.
(c) The student-teacher is advised to give pupils a maximum of three problems to
solve after every lesson presentation step. There may even be instances when
only one problem will give pupils sufficient practice.

V Derivation and use of Mathematical formulae

The student-teacher will be expected to guide his/her pupils in deriving any new
mathematical formula. One way of doing this is by asking pupils guiding/leading
questions which will eventually enable them (pupils) to derive the expected
formula.

HISTORY
Guidelines
The points mentioned here are in addition to all the other recommendations on Teaching
Practice made elsewhere. One should make an attempt to familiarize himself/herself with
the following:

1. The Syllabus
The secondary phase of the 8-4-4 system is very different from the old KCE
syllabus. One should therefore ensure that the student-teacher in fact teaches
according to the new 8-4-4 system.
2. The Scheme of Work
In history, the scheme of work is absolutely indispensable. At this stage, a proper
preparation of the scheme of work determines the amount of content to be covered
in one lesson. Here, a student-teacher should use the „accordian principle‟, i.e. the
availability of time will determine the amount of content to be covered in one
lesson. A regular look at the master timetable is therefore indispensable.
3. Relationship with other Subjects
History can be classified with the Social sciences, the arts, the humanities and the
social studies. A student-teacher should therefore read widely and be able to
borrow a vast array of knowledge from the inter-disciplinary approach. A well-
read student-teacher has a vast advantage.
4. Content
The content of the 8-4-4 system is conveniently partitioned according to the class
or year. Thus, the supervisor has no problem in ascertaining whether work covered
in Form II is indeed intended for that grade.
5. Objectivity
This is a problem in History, especially when one teaches controversial issues. It is
expected, however, that the student-teacher, as much as possible, gives two sides
of the story. In other words, the student-teacher should let the facts speak for
themselves.
6. Patriotism
The student-teacher, in his teaching duties, is expected to help his pupils enjoy
History. In addition to this, he should help develop a sense of patriotism and
national pride in his pupils throughout his tenure as a student-teacher. Indeed, he is
expected to encourage those forces tending towards the fostering of national
integration.
7. Language Usage
The student-teacher should gauge the language ability of his pupils and
communicate with them according to the appropriate level.
8. Competency
This is not easy to assess objectively, especially since the secondary phase of the
8-4-4 system has been hit by a dearth of reliable text-books. However, the student-
teacher should make an attempt to read widely and thus hopefully fill the gap. He
could use the encyclopaedia or any other reference works available in the school.
9. The Lesson Plan
The importance of preparing a lesson plan cannot be over emphasized. A balanced
lesson plan will include teacher and student activities. It is here also that the
student-teacher will outline the appropriate teaching aids.
10. Objectives
There are basically two types: the Broad Educational Objectives (BEO) and the
Specific Instructional Objectives (SIO) also called aims by some educators. In a
lesson plan, the student-teacher will be expected to state the SIOs in measurable or
observable terms. Thus at the end of the lesson, the students should be able to list,
name, enumerate, explain, distinguish, evaluate, discuss, draw ………….” and,
etc. These so-called “action verbs” enable the supervisor to assess if a student-
teacher has or has not achieved the objectives by the end of the lesson.
11. Critical Mind
History is one of those subjects‟ which can help pupils cultivate a critical and
encouraging mind. Serious judgments should therefore be made only after a
thorough analysis of available data.

12. Evaluation
The student-teacher should have a sound knowledge of different techniques of
evaluation, e.g. the essay and objective type of tests.

GEOGRAPHY
Geography is a unique subject in that it draws its content and methodologies from both the
natural sciences and humanities. This fact makes it difficult to draw up an exclusively
geographical assessment guide. Consequently, when planning to assess any Geography
lesson the following points must be borne in mind:
(a) Geography is best learnt actively – that is, pupils should be engaged in
observation, interpretation, recording and discussion.
(b) Geography teaching should be based on the concentric approach – that is, the
teaching is based on the learners‟ experience or from known to unknown or simple
to difficult/complex.
(c) There should be frequent reference to local phenomena and subsequent
generalization for distant areas.
(d) Use should be made of geographical raw materials like specimens, data, atlas,
diagrams, exhibits, books, etc.
(e) Common learning resources Geography teachers are supposed to use in teaching
include chalk-board for illustrations, sketching, presentation of facts and chalk-
board summaries, atlases, charts, diagrams, exhibits, etc.
(f) Every Geography lesson should be a process of discovery. That is, pupils should
be made to desire more knowledge and skills in Geography and also be curious
about geographical situations and issues.
(g) The student-teacher should demonstrate competency and mastery of Geography as
a subject, through preparation of the scheme of work and presentation of the
lessons.
(h) There should be evidence of integrative approach to teaching Geography; that is
human and physical aspect and Geography and other subjects in the secondary
curriculum.
(i) The Geography lessons should strive to answer the questions where? Or why
there?
(j) Student –teachers provide opportunities for students to carry out modeling,
drawing, note-making, extended reading which must focus on specific activities,
project-work, answering questions, quizzes and tests, etc.
(k) Student-teachers are expected to prepare and maintain schemes of work, lesson
plans, pupils‟ progress record and records of work covered documents. These
should be similar to those discussed elsewhere in this handbook. The geography
scheme of work comprises all the elements contained in the general scheme of
work, except that there is an additional column for methods.
Note: The teacher‟s and students‟ activities must be stated so. These
should not appear to be lesson notes.
(l) Geography teachers must bear in mind the basic structure of Geography as a
discipline of its own, i.e. Geography is based on the location and distribution of
both natural and man-made.
(m) Geography teachers must strive to develop in their students the six main
geographic thinking processes, namely perceptual, associative, conceptual,
relational, critical and creative.
(n) Geography teachers should strive in their lessons to develop in their students the
five major geographic concepts, namely real association, spatial interaction, the
notion of fluidity, the notion of regionality and the concept of man-land relations.
(o) The scope and sequence of instruction in Geography should take into account
factors of child growth and development, the teaching and learning processes, and
the social and psychological factors that contribute to variations in the total
educational process.
 ENGLISH LANGUAGE

The practicing student is expected to plan for many areas of language using only six
lessons which are now available on the timetable. He/she will be expected to plan for
Literature as well as Language Skills within the time allocated. The following are the
areas for which a student-teacher has to plan:
A Oral Literature
Poetry
Class reader (Forms 1 & 2) or Literature set book(s) (Form 3 & 4)
B Grammar
Writing
Listening and speaking
Reading
In Forms 1 and 2, it will be expected that Oral Literature and Poetry alternate weekly on
the timetable so that they do not take an unfair chunk of the time that could be used for the
Language Skills.
Roughly two lessons among the six will be used for Literature in Forms 1 and 2; any
student teaching Forms 3 and 4 could use 3 lessons for Literature and 3 for Language.
Both Literature and English will appear on the same scheme of Work.
Below is a guideline dealing with what is expected of a teacher dealing with the 4
Language Skills:

The Teaching of Grammar

Grammar refers to rules that govern a language. The teaching of grammar, therefore,
entails the teaching of elements of a language. Essentially, people want to learn how
language is put together for the purpose of communication. At the same time, language is
a set of habits, i.e. it should be produced without too much thought.
- Because of the nature of language and the need to use it for communication the teacher
should provide his pupils with plenty of examples of the structure being taught.
- On these examples pupils will model their own.
- Whenever possible, and it should be, the teacher should use examples to which his pupils
can easily relate.
As a rule, language lessons should focus on USE. Definitions and explanations or even
terminology should be used sparingly and only when the pupils learn a structure more
easily.
- Explanations should be given in simplified language and not lifted from text books.
- The teacher should provide ample practice within each grammar lesson during which
pupils practice what they have just learned. The practice could be oral or written; although
written practice is generally given after pupils have had oral exercises and have gained
confidence in the use of new structure.
- Grammar lessons should consist of more pupil than teacher talk because, ultimately, it is
the pupils who must USE the new structure.
- Definitions, unless they are given in pupil level language, tend to make learning only
more difficult. Often pupils will try to learn them as well as the new structure, trying to fit
one with the other. In the end, each is half learned or not learned at all.
Note: This is not to say definitions should not be used. They should/could be used to help
make learning easier and should always be accompanied by examples.
- Ideally only one item of structure should be taught in a lesson. This lessens confusion
and ensures that adequate practice is given on the item taught.
- Every grammar lesson should have a writing component with which a teacher
can ascertain whether each pupil has understood the item of structure being taught or not.

Reading
Every language lesson will consist of some reading, speaking, writing and listening,
but there will also be special intensive reading lessons. These will be of two types:
(a) The class reader which may consist of a short story, a play or poetry course book
in Forms 1 and 2. In Form 3, there may be a set book.
(b) There will be in every week, lessons of reading comprehension.
1. Even in reading comprehension, there should be some introduction that will help to
prepare pupils both mentally and psychologically for the more serious part of the
lesson-reading.
2. Comprehension lessons often demand that pupils understand surface and
allegorical meaning of a passage. Included in the tasks will be:
- Vocabulary questions
- Comprehension questions
- Analysis/synthesis questions etc.
- Evaluation questions
From a comprehension passage or any reading task, discussions, drama, debates, drawing
or sketching, crossword, group work puzzles can be done. An imaginative teacher will try
to look for extra learning activities that can be done by his pupils apart from the normal
“Read and answer the questions on the passage” approach.
3. Comprehension is something that each pupil must do for himself. For this reason,
pupils must be given time (quiet) to read, absorb and understand a passage. It is
therefore apparent that reading lessons will be those lessons where, at least for half
the lessons, pupils will read quietly on their own.
Vocabulary should be taught within reading lessons and as independent lessons in
themselves. It is always more useful to teach vocabulary within the context in which it
occurs rather than isolated words. However, any incidental words which pupils do not
understand can be explained as they occur.

Listening and Speaking

Remedial Pronunciation
Should generally be done with sounds that pupils find a problem, especially because they
do not exist in their mother tongue. As a rule those sounds that a particular group of pupils
have problems with should be retaught. Remedial pronunciation lessons should be
incorporated into other lessons such as grammar and should take only a maximum of 8-10
minutes. What pupils need is repetitive practice rather than one long session of re-
learning.
If there is remedial pronunciation as part of a lesson then it should have its own set
objectives.
-Whatever sounds are being taught, the pupils must actively participate in this
pronunciation exercise. Enough exercises should be devised to keep pupils busy
throughout the 8 or 10 minutes.
 - Remedial pronunciation lessons should not be timed when the teacher lectures.
Any explanations should therefore be aimed at helping pupils get the sounds right
and be very brief.

Other Listening & Speaking Exercises

Could include: intonation, stress, dialogues, debates, improvised drama, discussions, etc.
For intonation and stress, the teacher must act as a model because this is generally an area
that is difficult for a learner of English as a second language.
- Dialogues, debates, drama must be organized well to avoid unnecessary noise.
- The tasks under these must be well defined before the beginning of a lesson.
- Story telling or poetry recitation are useful items for listening and speaking, partly
because they offer familiar grounds for practicing the language.
- They could be coupled with oral questions asked by the teacher or the pupil after each
performance.
- As a rule, stories or poems recited in class should be short so that as many pupils as
possible get a chance to participate.
- Group work/pair work would be useful here, especially in classes where the majority
would never get a chance to participate in whole-class learning situation. This,
however, has to be given direction by teacher supervision and well defined
objectives. Oral fluency is normally along term objective. It is not something that
can be achieved after 40 minutes. Practicing teachers must couch objectives in
assessable phraseology, e.g. At the end of the lesson, pupils should be able to tell a
short story in their own words.
Lastly, these oral lessons can take a whole lesson or ¾ of a lesson, with the rest of the
lesson being used to give a written exercise based on the topic used in the oral lesson.
Puzzles are a good way of making pupils use language round a task. Group or pair work
can be done in this kind of exercise.
Writing
Every English lesson will invariably have some writing going on at the beginning, in the
middle, or at the end. However, there are lessons where pupils will specifically be
expected to write as the major thrust in the lesson.

-In these lessons, pupils will be expected to write, for example letters (formal or informal),
discussion about a given topic (argumentative writing), creative writing, value judgment,
among many others.
-Lessons will generally have an oral reading preparatory session in which the teacher and
pupils look at a sample of the kind of writing that the pupils are to do in or at the end of
the lesson.
-This will be followed by questions from the teacher or the pupils on format, language
(vocabulary, style, etc)
-The preparatory stage is important as it helps to remind pupils of or draw their attention
to language aspect and format that is peculiar to a particular piece of writing, which
knowledge they are expected to use in their own writing task.
- Writing tasks can be connected to the comprehension passages or class readers to make
Language programme .more integrated and purposeful.
- A writing lesson will largely depend on how well a teacher prepares his pupils for the
task.
-Writing tasks must be well-defined so that the pupil knows exactly what content/context
they are dealing with. For example, it is no good for a teacher, to give a task such as the
following:
„‟Write a letter to your father.‟‟
This task is vague, and the assessment of it will not be standard as pupils will be
incomparable since they are dealing with different content. A better task would be
“Imagine that you‟ve been selected to compete in a debating contest with boys from
eight other schools, write a letter to your father informing him about this and your feelings
about the contest.”

Visual aids
Should be used to enhance learning, to motivate, to provide a change in focus and
stimulus. All the skills can be taught using some kind of visual aids
- Aids, when they are used must be relevant, elicit pupils and must only be brought in at
an appropriate moment and withdrawn immediately their use is over.
-Visual aids in English range from newspaper cuttings, diagrams,maps, pictures or picture
series, flash cards, realia etc

Assessment
Quizzes should generally be made on grammar items. If possible, short reading passages
could also be given. There should also be a record of reading tests and writing exercises
(compositions, reports, etc)

LITERATURE
I. Literature in the 8-4-4 school curriculum
Integration
Before the advent of 8-4-4 system of education, Literature was studied as a subject on its
own. In some schools it was time- tabled separately from English; in others it shared
lessons with English but it retained its status as a separate subject on its own. It was also
examined separately in both internal and external examinations.
With the introduction of 8-4-4system, Literature and English language have been
integrated to form one subject, English. For strangers, this would appear as if literature
has lost its status as a subject. But this is not the case .All it means is that literature is part
and parcel of language and for a long time the separate categorization and handling of the
two subjects has led to poor results, especially in language. With integration, language is
expected to be revived to receive the effective shot expected to result from the study of
real life situations and or vicarious experiences in literature.
Viewed in this way the study of literature in the new system is expected to provide
development and growth of each student in the following realms:
-intellectual (cognitive)
-emotional (affective)
-linguistic (communication)
Equally important, it must also help individuals towards the development of an
appropriate self-image (who am I), and of concepts of the communities to which he
belongs (where do I belong). Finally, it must contribute (sometimes in the face of
formidable distractions) to the development of „values; by these we refer to the ideals and
objectives of a society, necessary to guide members in the choice they frequently have to
make in the processes of daily life.

Methodology
In the 8-4-4 system the teaching of any subject is expected to portray and encourage a
vocational outlook in its study, so as to contribute to the development and growth of the
pupils. This is expected to affect not so much the content but mainly methodology. The
major emphasis is now on integration such that in a literature lesson the pupil should be
given opportunities to learn how language operates at that level and visa versa. The
teacher is therefore expected to adopt more heuristics and more student- centered methods
with plenty of opportunities for the pupil to discover for himself and express
himself more freely and without being let into predigested material of the teacher

. Previously, teachers also paid very little attention to methodology in literature and many
people have come to believe that in literature there are no other methods except reading
round the class, with an occasional outburst of the class “catechist‟‟, the teacher with
pupils be a mere passive recipient. This is very much discouraged in 8-4-4 system and in
good teaching in general.

II. The Scheme of Work

It is expected that the literature scheme of work will be an integrated one.
We expected that the student- teacher to have one scheme for English language and
literature in English. As a result he may allocate two lessons in forms 1 and 2 to literature
And three to four lessons in form 3 and 4.All will depend on the allocations system of the
school.
The student –teacher expected to indicate which will be the lesson for language he which
for literature. Even then they should indicate what in literature or language he will handle
in the particular lessons slots. Apart from that, the literature /language scheme of work
will take a similar format to the general one discussed earlier.

III. Teaching the various forms of Literature

As you all know or have discovered, literature is made up of many genre or forms, and
even among these are internal division to other genres. The following are the ones you
would expect to find being handled in the classroom; the novel, poetry drama and oral
literature. These broader categories may appear in the schemes of work under “topic”
But the student –teacher could specific by indicating what he intends to teach on a
particular day in a given genre. The lesson topics will be drawn from these broader
categories or their divisions and they are more or less similar in all genres. These include
the setting .plot(s), theme (s), stylistic features, characterization in all genres etc.
The major difference in handling this genre of literature is not so much in content as in
method of approach. Each genre will call for a different handling because of the difference
in form:
(a) Oral literature
This is a relatively new genre on our curriculum and that will be found difficult
to handle by our students. This so because oral literature is still looked down upon by
both pupils and schools systems. At the same time it is also assumed by the pupils and
teachers who think it is mere stories and riddles.
In oral literature, methodology is the mainstay of its success. The student-teacher should
emphasis performance of whatever genre he will be handling: narratives, oral poetry(song)
proverbs, riddles anagrams,etc.most teachers rely so heavenly on written texts that the
subjects becomes bull. As a results, the teacher should provide written texts that the
subjects. becomes dull. As a result, the teacher should provide opportunity for actual
rendition,singing,miming, dancing story telling ,with correct use of non –verbal signals ,
etc .But whatever he choose to do must conform to the lesson objectives and must be an
illustration of a feature being studied for the day e.g „style in oral poetry ,. Opportunities
should be provided for discussion after performance so that the pupil can understand the
salient points.

(b) Poetry
Poetry is one form in literature which cause right mares to both teacher and pupils to teach
poetry well, the teacher himself must understand and develop interested in the genre. In
addition the student-teacher should sure that.
(h) The poems chosen take into account the linguistic level of the student. The
poem should not have vocabulary that would inhibit understanding and
enjoyment.
(i) Stylistic devices used are not very intricate and unnecessary complex as to
puzzle the learner and cause him to give up.
(j) The selected poems should have meaningful bearing on the experience of
the learners.
(k) There is adequate variation in subject matter and style in the selection of
poems.

In teaching poetry, the student-teacher must make sure that every student has
access to the poem being studied. Methods used include:

(i) Reading aloud with proper voice inflection by the teacher or a student who
can read well.
(ii) Silent reading by the students.
(iii) Dramatization of parts of the poem.
(iv) Guided discussions with plenty of time for pupils to discover what the poem is
all about and how language has been used. Integration will come out very well
in poetry.
IV. The novel
This is the most common genre in schools and the one most people classify as
literature. The novelis, however, one of the most poorly handled forms of literature.
This is so because most people have come to associate the novel with reading round
the class with the teacher giving occasional breaks to explain some „hard‟ word or to
explain what the students have already read aloud. In teaching the novel to Forms one
and two, the teacher should:
(i) give a Brief background of the author, the setting and the plot
(ii) ask the pupils to read the text with certain guidelines in mind, e.g. who is the
author, who are the main characters, minor characters, etc.
(iii) ask pupils to give brief summaries of passages or even chapters.
iv) give plenty of opportunity for discussion in class so that pupils can discuss
what interested or annoyed them most in the novel, themes, character, language
use, etc.
The student-teacher should plan clearly what he intends to cover which will be
reflected in the objectives. This will help eradicate those boring reading sessions in the
class. Other approaches such as dramatization, singing, demonstration can also be used
when the occasion calls.
V. Drama
This is also another area which tends to be taught poorly. Here the student-teacher
should emphasize that the plays being studied were originally written to be acted
on stage. As a result the pupils should pay particular attention to stage directions
and try to picture whatever line(s) they read being uttered on stage.
In drama, most of those areas-characterization, language use and style-will be very
clear to the pupil if the play is acted. The acting sessions should be followed by
class discussions on whatever aspects the teacher has planned for the day.

The Lesson Plan format for Literature

The format of the Literature Lesson Plan will not be different from the common
one agreed upon by the committee. The presentation should specify clearly what
the teacher‟s and pupils‟ activities are. The student-teacher should avoid mere
words such as „talking‟, „looking‟. The activities should reveal involvement in the
lesson by both pupil and teacher.

Introduction
The purpose of introduction in any lesson is to gain the attention of the learners, it
must therefore be relevant, brief and thought-provoking in addition to being
interest-capturing. The student-teacher should not turn the introduction into the
main part of the lesson or make it too long as to eat into the main part of the
lesson. At the same time it should not be seen as a „hanging‟ separate entity
divorced from the rest of the lesson.
There are as many ways of introducing a literature lesson as there are genres.
Hence the introductions will vary from genre to genre. Generally however, the
teacher can introduce by:
(i) Singing or dramatization or dancing in oral literature, poetry and drama
(ii) Posing a simple question about themes or characters in all the genres;
(iii) Displaying visual aids relevant to the topic and asking questions on them e.g.
portrait or Okonkwo revealing his physical characteristics.
Even in the introduction, the student-teacher should indicate clearly the activities
of the teacher and those of the pupil. An introduction like‟ revision of the previous
lesson‟ is vague.

Lesson Development
This should be written clearly in stages or steps as indicated in the general or
common format.
Each step should show a separate activity in both method and response, and te time
for each step should be indicated for the student‟s benefit. The steps should also
reveal a logical progression towards the whole.
Conclusion
The conclusion in Literature, like the introduction, can take several forms
depending on the genre. However, emphasis is on recapitulation and an awareness
of the achievement of the lesson objectives. The conclusion should aim at finding
out whether the lesson objectives have been achieved or not. The teacher should
indicate clearly what he intend to do in the conclusion and how he expects his
pupils to respond. Statement such as „review the lesson‟, „summarize the main
points‟ are vague. How the review or summary is going to be done should be
indicated.

Assessment in Literature
In literature, the student-teacher will have plenty of areas to test pupils in. the
student-teacher has the option of either context questions or essay questions.
Context questions are those based on a given passage since not all questions are
based on the passage. Some ask for recall of information before and after the given
passage. Context questions should be given more often in quizzes and short tests.
They are easier to mark and more motivating for the learner. In setting context
questions indicate how many marks will be given for each section.

Essay Questions
They are so called because they are longer and make more demands on context and
organization on the part of the learner. In Literature, there are several related
categories of essay questions:
1. Questions requiring accounts of scenes
2. Character study questions
3. Appreciation questions
4. Compare and contrast questions
5. Questions demanding the expression of personal opinion
6. Discuss and illustrate questions
7. Miscellaneous questions.
These essay questions should be given as either fortnightly assessments or in
longer tests.
They need thorough preparation and organization, so the pupil should be given
time to plan and organize his material.
 KISWAHILI
Although this is a guide to the teaching of Kiswahili, the context will be written in
English for the sake of those who are not conversant with Kiswahili. A translation
of the main terms to be used by the student-teacher will be provided.

A. Points to note
1. The scheme of work (Utaratibu wa kazi/Maazimio ya kazi) should be based
on the 8-4-4 Kiswahili syllabus. One feature of this is the integration of lugha
ya Kiswahili and Fasihi (Language and Literature).
2. The format of the scheme of work and lesson plan(mpangilio wa somo)
should be as per the formats approved by the TP Committee and represented by
the models shown in these guidelines.

The scheme of work will have ten columns with the following headings:
(a) Juma week
(b) kipindi lesson/Period
(c) Mada Kuu Main Topic
(d) Mada Ndogo Sub topic/Lesson
(e) madhumuni/Shabaha Objective
(f) Njia za kufundishia Methods
(g) Vifaa Learning Aids
(h) marejeo References
(i)kazi Exercise/assessment
(j)Maoni Self- evaluation /remarks
All the „terms above, will be reflected in the lesson plan. The other terms that
feature in the lesson plan include:

(a) Hatua Steps

(b)Muda Time
(c)Kazi za mwalimu Teachers‟activities
(d)Kazi za wanafunzi Pupils‟ activities
(e)Utangulizi Introduction
(f)Hitimisho Conclusion
(g)Mpango wa kazi ya ubaoni Chalkboard summary
(h)Muhtasari wa somo Lesson summary

A Student- teacher who does not indicate the methods and assessment
Alongside the administrative details of the lessons should not be penalized as these
will be implied the actual lessons plan.

The following suggestion pertaining to the distribution of Kiswahili lessons per

week should be noted

Form 1 and ll
Lessons Frequency
Ufahamu 1
Sarufi(language structure) 1
 Insha(composition)ufupisho(summary)or 1
Imla(dictation) (alternatively) 1
Kusikiliza na kuongea( listening &speaking) Total 5

Form lll and lV

Lessons Frequency
Ufahamu 1
Sarufi 1
Insha muhtasari(alternatively) 1
Fasihi(Literature text) 2
Total 5

3. A complete scheme of work for the term should comprise planned testing and
evaluation of learners, and if possible outdoor learning activities such as field trips and
visitations.
4. A student –teacher giving a test should prepare a lesson plan (for the test),
indicate the question and specify the administrative step of the test. A detailed
marking scheme should be provided.
5. A Student –teacher should prepare detailed and up to date records of work
(Kumbukumbu za kazi) and progress records (kumbukumbu za kazi makadirio) in
the subject.
6. Student –teacher should write all their work in Kiswahili except where they
are required to use materials already printed by the TP management committee i.e.
the administrative details in the teaching practice lesson preparation book.

B. Caution
The following methods of teaching are bad and ought to be avoided by student- teachers:
1. Purposeless reading aloud of the reader or literature text. Tasks should be clearly
defined in terms of what the pupils will gain out of the reading.
2. Conducting full lessons (40 minutes) on vocabulary. This will include the teaching of
names of animals, synonyms, antonyms, etc
3. Explaining meaning of a piece of vocabulary outside meaningful contexts, and
phonological and morphologic realizations.
4. Explaining grammatical terms and rules for a whole lesson
5. Omission of aural/oral practice in language structure lessons
6. Converting Kiswahili lessons into sessions for taking notes.
7. Omission of supportive reading and other activities such as improvisation on and
debates in Fasihi (literature) lessons.
8. Poor preparation/choice and inappropriate use of teaching aids.

C. Qualities of Good Teaching

1. Enrichment of the class text book and content of the lesson with relevant information
from the self (student-teacher) and other sources such as journals, newspapers, resource
people, etc.
2. Use of the textbook as a guide and not a substitute for a scheme of work or lesson plan.
3. Effort made to ensure logical progression in the work to be covered in a lesson, week
and term. It is also important that work relates to situations outside the classroom.
4. Effort made during the lesson for the learner to actively participate in the learning, i.e.
to hear, to see, to discuss, to practice use of items, to dramatize, etc. It is vital that the four
language skills(listening, speaking, reading and writing) be reinforced in each lesson.
5. Organization of learners‟ extensive reading within or outside the given Kiswahili lesson
as per the needs of the learners.
6. All communication during the Kiswahili lesson be carried out in Kiswahili. The only
exception is in the teaching of vocabulary where translation can be used-but very
sparingly.
Note: Supervisors can write their comments in the TP Assessment Book in either English
or Kiswahili.

RELIGIOUS EDUCATION
(Islamic Religious Education and Christian Religious Education)

I. Religious Education Scheme of work

The format of RE scheme of work should comprise of TWELVE colums under the
following headings:
(a) Week (d) Topic (g) Methods (j) References
(b) Lesson (e) Content (h) Learning or learner‟s activities (k) Assessment
(c) Unit (f) Lesson objectives (i) Teaching or learning aids (l) Remarks

II. Lesson Plan

The format of the lesson plan should comprise of EIGHT columns as follows:
(i) Unit and topic: For example 3.00 FAITH IN GOD‟S PROMISES TO
ABRAHAM
(ii) Specific Lesson Objectives
(a)Cognitive
Example: At the end of the lesson the learner should be able to:
1. Define what is meant by covenant
2. Describe God‟s covenant with Abraham.
(b) Attitudinal
Example : Appreciate the importance of secure relationships.
(iii) Learning Aids
(iv) Content
Example:
1. Covenant as a bond between two parties, illustrated from the case of Abraham
2. Covenant ceremony
3. Examples of covenant relationships today
(v) References
(vi) Methods
(vii) Assessment
(viii) Lesson presentation
(ix) Self evaluation
III. Assessment of Religious Education
1. The aim of teaching Religious Education is to be taken as follows:
“to help pupils appreciate a religious view of life and to give them the
knowledge and ability to make up their own minds on religious questions, so that they are
capable of intelligent religious response at least by the time they leave school.‟‟

2. Some points which emerge from this:

(a) It is not the intention to supply an answer to every question, but to widen the
pupil‟s experience and understanding, and to lead him/her towards maturity of
judgment. Thus lessons can be completely “open- ended‟‟, with no neat
conclusion‟‟ .and the teacher is simply one of group, with a wider
experience to offer.

(b) It is not “Evangelistic”: the teacher must on no account attempt to “convert”

pupils‟ to his way of thinking. This is uneducational and immoral usage of a situation.
It is unethical in the teaching profession.
(c) It is necessary for teaching to be particularly PUPIL and EXPERIENCE-
CENRED, since religion is basically personal and pupils need to make up their own
minds.
(d) It is concerned with teaching facts, and with developing skills of reasoning,
speculation, analysis, synthesis, philosophizing, wondering ,discussion,
questioning and judgment. So the objective may be open- ended as:
(i) Students should be to discuss sensibly the place of women in the
Kenyan society

(ii) Students should be able to debate and consequently decide which marriage
is most suitable for high school graduates: civil, traditional, Muslim, trial,
elopement or Christian church marriage.
VI. It is not always possible to be precise about the course of a lesson as it may
depend largely upon the response and the particular interest of a class. This
may affect the precision of lesson plan on some occasions and issues.

3. Some points to watch for in lessons

(a) Lessons should be as PUPIL–CENTRED as possible
(b) Teachers should NEVER PREACH.
(c) Lessons should be relevant to the experience and situation of the pupils as
as possible.
(d) Material taught should be on the correct level, so that pupils can understand
the ideas involved, not just physical facts
(e) Lessons should above all be lively to avoid the reputation of RE lessons being
BORING.
(f) Much use should be made of drama , role playing, debate, discussion,
discovery, etc so that RE lessons are lively.
(g) Methods should be varied.
(h) Lessons should involve pupils. In RE the views and opinions of the pupils are
of great importance.
(i) Home work or assignment and any written work should be imaginative ,and
 notes as infrequent as possible .There will almost certainly be no text-books in
some schools. Some schools may even have the holy Qur‟an, Bible or even the
Living Talmud!

(j) The new 8-4-4 syllabus and methodology forces teachers to give up relying on
a text book, the value of which was tested and proved in years of successful
teaching
(k) The cardinal/pivot part of a scheme is the specific objectives; one “cognitive”
and the other “attitudinal” for every lesson.

BUSINESS STUDIES

Teaching Business Studies

1. The use of diagrams is crucial in teaching Business Studies. For such diagrams to be
useful the following points should be noted:
(a) The diagram must not be drawn before the lesson starts. The pupils should be given a
chance to understand how these diagrams are developed (in stages) as the lesson
progresses.
(b) Where more than one curve are to be included in the same diagram it is necessary that
different colors are used.
(c) The vertical and horizontal axes should always be clearly labeled. This is important in
Price Theory because Economists normally put the dependent variable (e.g. quality
demanded) on the vertical axes, a practice which is contrary to the conventional
labeling of the two axis in a two dimensional diagram.

2. Due to a general lack of current text books, on Kenyan or East African Economic
issues and problems the Business Studies student teacher will be expected to prepare
handouts containing various up to date statistical data quite frequently for the pupils.

3.The use of assumption in Business Studies is important. Such assumption will be

specified VERY CLEARLY before any Business Studies analysis of issues is undertaken
in class.

4. Mathematics is a powerful tool in the study of Business Studies. The student teacher
will of necessity, have to use simple geometric illustrations and algebraic formulation in
order to enhance the pupil‟s understanding. Care must, however, be taken not to employ
complicated mathematical expressions which are above the level the level of the learners.

The Teacher
1. Gives instruction in a manner which is cleary understood by all students
2. Stresses neatness in written work – carefully written, use of ink, proper
correction of errors, proper organization of date, column, correct heading
of formal papers
3. Emphasizes good work habits – work submitted on time, work complete and neat.
4. Utilizes a variety of drills and selects materials appropriate to objectives.
5. Consistently provides drill practice for both group and individual students.
6. Supervises individual students‟ work.
7. Thoroughly reviews all previously learned material that is related to a new topic.

T.P SUPERVISION GUIDELINES FOR COURSE METHODS

The Teacher
1. Finds the students‟ level of knowledge on a new area and begins
teaching from there.
2. Trains students to be observant of commercial life around them.
3. Uses realistic approach related to students‟ immediate environment.
4. Relates teaching to real-life conditions, local sources.
5. Teacher does NOT lecture.
6. Supplements text regularly.
7. Reinforces learning through samples of business documents, pictures, posters.
8. Illustrates verbally by anecdotes, stories.
9. Leads students to think for themselves.

The Teacher
1. Exhibits a thorough knowledge of subject and makes constant use of related
course materials.
2. Identifies specific behavioral goals of classroom activities.
3. Provides variation in teaching techniques to maintain student interest.
4. Involves students.
5. Utilizes students‟ backgrounds and experiences.
6. Prepares in advance by determining that instructional supplies are readily on
hand when needed.
7. Provides students with immediate feedback by returning papers promptly.
8. Is fair in administering and grading tests; also quick to admit errors in
grading.
9. Uses appropriate evaluating techniques.
10. Provides situations in which many students will succeed; praises generously.
11. Is appropriately dressed, good taste in clothes, always neat and clean.
12. Uses English Language correctly
13. Gives impression by words and actions that he thoroughly enjoys teaching.
14. Exhibits genuine enthusiasm for his subject and students‟ achievement.
15. Is composed, self-confident, has no nervous mannerisms.
16. Is able to handle difficult situations; always remains calm; uses sound
reasoning and judgment.
17. Is patient when working with students and is never irritated by students,
remains friendly bust aloof.
19. Keeps good order in a pleasant way settles own problems without outside aid;
never had discipline problems.
20. Is good humored; classroom atmosphere is always pleasant, is able to laugh at
own mistakes.
21 Consistently speaks and acts in a positive manner
APPENDICES
 UNIVERSITY OF KABIANGA
ISO 9001:2015 CERTIFIED
SCHOOL OF EDUCATION, ARTS AND SOCIAL SCIENCES
DEPARTMENT OF CURRICULUM, INSTRUCTION & INSTRUCTIONAL MEDIA

STUDENT’S SUPERVISION/ASSESSOR’S RECORD

NAME OF STUDENT TEACHER …………………………………………………….

REGISTRATION NUMBER ………………………………………………...………...

NAME OF T. P. SCHOOL ………………………………………..……………………

DATE SUBJECT SUPERVISOR/ASSESSOR REMARKS

This form MUST be returned to the T.P Co-ordination office immediately you report
back to University
 UNIVERSITY OF KABIANGA
ISO 9001:2015 CERTIFIED
SCHOOL OF EDUCATION, ARTS AND SOCIAL SCIENCES
DEPARTMENT OF CURRICULUM, INSTRUCTION & INSTRUCTIONAL MEDIA

Email: [email protected] P.O. Box 2030 - 20200

KERICHO

REF: ……………………………. DATE: ……………………..

SCHOOL: NAME AND ADDRESS

……………………………………….
……………………………………….
……………………………………….

CONFIDENTIAL REPORT
Kindly assess our student-teacher using the guideline below.

Mr. /Mrs. /Ms. …………………………………………….. Reg. No. ……………….......

Excellent Good Fair Unsatisfactory Very Bad

1. Personal Discipline
2. General Appearance
3. Commitment to teaching duties
4. Carrying out Head teacher‟s instructions
5. Relationship with Staff
6. Punctuality
7. Participation in Curricular Activities
8. Example/Influence to school
9. How would you rate him/her as your
prospective staff member
10. Overall Assessment

11. Any other comments: …………………………………………………………………

…………………………………………………………………………………………
………………………………………………………………………………………....
………………………………………………………………………………………....

School Stamp and Head Teacher‟s signature ………………………………………....

 UNIVERSITY OF KABIANGA
ISO 9001:2015 CERTIFIED

SCHOOL OF EDUCATION, ARTS AND SOCIAL SCIENCES

DEPARTMENT OF CURRICULUM, INSTRUCTION & INSTRUCTIONAL MEDIA

END OF TP CLEARANCE

This is to certify that University of Kabianga Student

Mr. / Mrs. / Ms. ……………………………………………………………………………

Reg. No.……………………………… has today ...............................................(date)

satisfactorily completed all the end term duties and has handed over all the school
property, class marks and pupil records.

He/she has also cleared any debts he/she owed the school.

……………………………………………….. ………………………………
PRINCIPAL/HEAD TEACHER DATE

School Stamp

P/S All TP students must hand in this form, signed and stamped, to the Chairman TP
Management Committee at the end of their TP.