Appendix F
around substances that are released by the body. There is laughter whilst urine is mentioned. They laugh when being asked to mention the organ, which is used to excrete urine. There seems to be good rapport between the teacher and the learners in this class. The teacher uses only question and answer method.
A cell phones rings the teacher asks the learner (David) to close it, and only open it at break time. She must switch it off he emphasises. He uses the notion of the ringing phone to teach the hearing system i.e. through the nervous system. This is a teacher centred lesson, which seems not to be that much effective because learners are rather passive.
Mr. Gumede
OBSERVATION GRADE NINE MATHEMATICAL LTERACY, MATHEMATICS, MATHEMATICAL SCIENCES (MLMMS) Maths Lesson
From the beginning the educator notices that learners have their mathematics books open. He instructs them to close their books. The teacher writes notes on the
chalkboard. He lesson is about mathematical expressions. As he teaches he also writes on the chalkboard. He talks facing the chalkboards not the learners. It is the teacher who leads in solving given mathematical problem. He calls some learners by names without even looking at them to answer his questions. Links the lesson to the
knowledge they have been taught. The educator informs class that he will be faster in order to finish the new syllabus he has been given. A learner is called to the
chalkboard to write an expected answer. Questions asked are not answered by individual but by chorus of learners. The teacher does not discourage this chorus of answer. He asks learners to workout same exercise he has given on the chalkboard.
This is an assessment exercise. Learners start their class work and are working individuals even though they are seated in groups. There is no group work. The teacher moves from child to child-monitoring progress that is done. He does what is referred to as elbow marking. More assistance is given to learners by the teacher.
When learners are not certain and rather lost the teacher has some example and
explains more to the learners. The concentration was centred on signs + or - negative.
These sign are
+ x+= + + x - = - - x - = +
Learners seem to use those and have no thorough knowledge about how they function.
More time is taken on the minor assessment exercise. After some time the teacher takes an exercise and solves it himself. Another exercise is given. Only five got the first exercise correctly. These five are given another example whilst the rest is asked to copy the correct answers from the chalkboard. Fifty-five minutes into the lesson but still there is no group work by learners even though they are made to seat in groups.
This measure is taken to discharge copying. Class participation is very minimal. The period finishes whilst the teacher is still assisting a learner. He ignores the bell and continues to a four learners.
Mrs Majola Lesson 3
OBSERVATION GRADE NINE LANGUAGE, LTERACY AND COMMUNICATION (LLC)
The teacher gets in to teach izimaphambili nezivumelanisi. The teacher uses the Xhosa language. She asks questions and the class answer in i.e. they answer in a chorus form. The educator tells her learners not to copy what she is on the chalkboard because they won't understand. Basically it's the teacher who does most of the talking and writing. She comes with textbook. She is using a chalk and talk method. She gives them an exercise that they must each do. Fifteen minutes into the lessons the teacher quietly moves within the desks checking whether what she has given them as an exercise is being done. Learners are working quietly and independently. The teacher is also reading the textbook perhaps whilst waiting for learners to finish the exercise she has given them.
During her teaching she mostly teaches facing the chalkboard. At times learners are asked to read directly from the chalkboard. As questions are asked an answer in the form of a chorus is discouraged. Individual participation is encouraged. A learner is invited to the chalkboard to go and write something. Isivumelanisi sentsusa sesibaluli
esongezelelwelweyo sesibaluli sihloela isakhi sichazi u-a phambili kwesivumelanisi sentloko.
The teacher comments that what she has taught up to now is enough. She doesn't want to give them too work as she claims that many of them may easily forget what has been taught. As she concentrates to individuals in groups, others whisper amongst themselves. Judging by their facial expressions the topic may not necessarily be around the given exercise. As the lessons draws to a close, the noise grows bigger.
When learners make noise, the teacher usually call a student by his or her name to order. After the call there is normally quietness. At Attwell High they would address the whole class yet here at Nozuko they call each learner making noise by his or her name. One could say due to small numbers there is good use of the aspect of
individual attention, it's easy for the teacher to move from learner to learner checking whether a given task is actually performed by the learner.
OBSERVATION GRADE NINE ECONOMIC MANAGEMENT SCIENCES (EMS)
Mrs Mnguni
The teacher introduces her lesson using text book method. She writes an example in page 74 of the book they use. In each group there is a text book. Both the teacher and learner read from a particular page. She teaches about certain transactions. She
teaches reading from the book titled "Business Today"
The teacher writes diagram on the board.
Cash Receipt Journal Cash Payment Journal
A learner by the name of Dlamini is singled out to read what is written on the board to learn. A clear description of these lessons is given. Two C.P.J. 1st 15Hoo and 2nd
10HOO
It is only in this lesson that group work is used and seems to work. She says that the diagram she has drawn is also available in the text book. C.P.J. 1st R100 licence5, R5- 00 R1750 s/ R450 wages. An activity in page 79 is given to all learners. Before the learners attempt their exercise, the teacher clearly demonstrates and explains the type