This is a book that entails my experiences as a student teacher at a high school 

Teaching Reflection 

Maggin, D.M., Chafouleas,S.M., Goddard, K.M., Johnson, A.H. 2011. A systematic evaluation of token economies as a classroom management tool for students with challenging behavior, Journal of School Psychology, Vol 49 (5) ; P 529-554. (Online). Avaliable at: <a href="https://doi.org/10.1016/j.jsp.2011.05.001.">https://doi.org/10.1016/j.jsp.2011.05.001.</a> [Accessed 12 October 2023] Neumeier, K., 2022. Classroom: 8 Necessary Tools. 20 July 2022. [Online]. Available at: <a href="https://www.whyliveschool.com/blog/classroom-management-tools">https://www.whyliveschool.com/blog/classroom-management-tools</a> [Accessed 01 September 2023] Renard, L., 2023. How to become a reflective teacher - The complete guide for reflection in teaching. 05 May 2023. [Online]. Available at: <a href="https://www.bookwidgets.com/blog/2019/02/how-to-become-a-reflective-teacher-the-complete-guide-for-reflection-in-teaching">https://www.bookwidgets.com/blog/2019/02/how-to-become-a-reflective-teacher-the-complete-guide-for-reflection-in-teaching</a> [Accessed 18 August 2023]

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Teachers face different difficulties with respect to learners conduct. Learners showing behavioral hardships in the school and class setting can adversely influence various factors connected with the scholar and social environment of the classroom and to really resolve the issue of behavioral problems the classroom, teachers, and other school personnel are urged to utilize the class management tolls that are both grounded in evidence and research (Maggin, Chafouleas, Goddard, and Johnson, 2011). According to (Neumeier, 2022) These tools can give an organized and amicable climate for learners to learn better and furthermore assist teachers with building such a climate in their classroom. Successful classroom management is fundamental for establishing a useful and agreeable learning climate. These tools give teachers significant research to help their educational systems and promote positive learner conduct examples of these tools include <ul><li>Address inappropriate or off-task behavior quickly</li><li>Build excitement for content and lesson plans</li><li>Give tangible rewards</li><li>Set and document class rules</li><li>model ideal behavior to the learners </li></ul>

Looking at the classroom management tools were there, which mostly catered for primary learners, I decided on three managements that would work for me as a teacher. <ul><li>Provide Detention for those disrupted the class</li><li>Offered praise to learners who did good in class (class work and good conduct)</li><li>Offer incentives to learners who performed well in assessments and also good conduct.</li></ul> Detention Giving detention to learners provided a platform to address confined discipline issues individually opposed to punishing the whole class for one or two learners for being disruptive, this worked well because punishing the entire class might have harmed my classroom relationships . The whole point to offering learners with detention was call out learners in a firm and friendly manner and have a sit with them to chat with them in regards to their conduct in class so this approach permitted me to keep an positive demeanor, while promptly recognizing inappropriate way of behaving. The main point of giving the learners Detention is not to punish them but give the learners time to reflect on the actions that brought them to detention in the first place, the School had a merit and demerit system to punish learners who behave badly and in the end they get suspended which is never good to miss seven days of school

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Metja Nkgau CV.pdf

Metja Asnath Nkgau Upcoming Accounting and EMS Educator

LinkedIn Profile 

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only thought of, to the deadlines of marking, invigilating learners during tests, to the teaching, the experience for me was phenomenal and I ensured that I experienced every bit of it to the point of attending staff meetings and reporting learners. learning with the senior phase grade it’s a lot of work but in my experience I learnt that it &nbsp;builds character and a solid foundation for teachers and also determining what teaching style you are going to use can break or make you as a teacher, I tried copying strategies from other teachers thinking that it would work for me but it didn’t make me reach my full potential as I have felt that it was &nbsp;not my teaching style, Looking back on the entire teaching experience during the senior phase there is much I wouldn’t change as it gave me the opportunity to learn what works for me and what doesn’t. Besides the challenges of noise makers, learners bunking classes and lack of proper chairs in the classroom and classroom management. I noticed that I’m a person who loves paying attention to detail and that worked in my favor when teaching I made learning fun and used examples relevant to the learners which made them pay attention in class and engage, they loved the notes I made for them. In the end I can proudly say I’m a very soft person which represents me as the teacher I want to be and also a teacher who developed her tough side and only used when needed to discipline her learners and be the best to her capabilities this is what the senior Phase taught me.

During the FET phase the challenges were not as much, at this point I had developed into the teacher I want to be and where I am comfortable with my teaching strategies and classroom management tools, the learners behaved well which made the job easier and the teacher was comfortable to let me take over her classes. During the senior phase the experience definitely played a role in determining the kind of teacher I was going to be and also developed into, in the end I got to utilize that in the classroom, the learners respected me more during this phase due to the boundaries and rules I have set with them, this opened a chapter where I will be able to reach my full potential and at the &nbsp;end of the day they are children and you are the adult and they look up to you to guide them.

The FET phase learners more especially the grade 10 they posed a challenge, two learners where fighting physically in the classroom during a lesson fortunately

I was not a alone but was able to manage the classroom while the mentor teacher was sorting out the issue, I settled the class and continued with the lesson, I saw that as an opportunity to learn on how to deal with such situations in the future, the situation equipped me with glimpses of knowledge on how I should handle myself should I be faced with a similar situation, honestly speaking I was terrified but I didn’t want to show the learners that I was, I didn’t want to be underestimated by them. Older learners can be trouble some at times but there are learners who are dedicated to their work, and most teachers tend to focus on the well behaved and excluded the ones who are misbehaving, where in my opinion clashes with the concept of inclusive education, taking the easy route wouldn’t be something ideal to consider as a teacher, there are ways that you can include all learners in you lesson but also ensuring that the are well behaved and that the teacher I learnt to be and worked towards to, including the misbehaving learners in the lesson by asking them questions or making them read, some learners personally came to thank me for including them and noticing them in class, gave me a huge boost and confidence as that showed that I was heading in the right direction The entire 4 weeks during the FET phase flew by so fast, it was,the final arrow that I needed as a developing teacher, lessons flowed and class

management improved and looking back  there isn’t anything I wouldn’t change during this phase, it gave the opportunity to test out the theory of staying true to who I am but also being tough when needed so that learners do not take advantage, walking around in class, standing outside while they enter the class, being firm when I talk made a huge difference in perfecting myself as an educator, my colleagues, fellow student teachers and supervisor paved the way for me to become the teacher I am proud to be, and looking back I'm am grateful the experience I got, I am definitely not the same student teacher I was when I was starting out and looking forward to being an actual teacher.

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Grade 10 Accounting Classroom

When teachers take part in reflecting in their teaching experience, they are committing time to assess their own teaching practice, look at their curricular decisions, think about the learners feedback, and make improvements to further develop the learners learning. This interaction requires information collection, information interpretation, and making arrangements for the future. (Renard, 2023).

Task 2.1: Senior Phase Teaching Reflection

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Grade 8/9 EMS Classroom

I have certainly learnt a lot during the teaching phase not only as a teacher but as an individual as well. In the&nbsp; school&nbsp; (Hoërskool Noorderland) most educators have trouble with getting the learners in the senior phase under control and it is the same challenge I faced during my teaching experience at the school, being tough is not one of my strongest points but it was certainly needed when it came to my classroom management, observing different teachers and how they managed their classroom played a vital role in determining mine, it made me reflect on where I was lacking in terms of managing my classroom and how that will also affect my lessons. My mentor teacher was not big on disciplining the learners and when I was left alone with the learners,

I had to rely on the deputy principle to assist to the point where I was able to do it on my own but at some point I felt like crying because I thought that the learners didn’t respect me enough when I asked them to keep quiet but that quickly changed when I had to evaluate myself and what type of teacher I was going to be, I didn’t want to lose my soft side but I also wanted to be tough and strict when the need rose. The grade 8’s were the most challenging group to manage compared to the grade 9’s but in the end it all worked out especially with the help of the other educators and class management tools that I had implemented which worked well with the type of teacher I was learning to be, Hoërskool Noorderland showed a side of teaching that I

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Detention was used to avoid that but also ensure the learners behaved well, the learners were given detention for the following misconduct <ul><li>Homework not done/ Book not at school </li><li>Late for class</li><li>Being Noisy in class</li></ul>For serious matters such as bullying the learners were given demerits and reported to the grade guardian. This tool worked very well when it came to disciplining the learners, it was used late into the teaching experience journey but it did wonders, learners who conducted themselves in a very unethical manner were written in the Detention list and the date where they are supposed to serve the detention and due to transportation issues the learners served their detention during break and through the remainder of the teaching experience i had a total of 25 learners out of almost 200 learners who served detention and the rest of the grades pulled to line when coming to my class rules, the most common misconduct was Homework not Done and Noisy Behavior, learners who did not do the homework had to complete it during detention and those who were making noise where required to read which improved their reading skills Going through the tool according to me worked very well, learners started towing the line, completing their homework as most were afraid of reading, punishment is not a highly recommend tool but it is very efficient.

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Task 2: Reflection on Teaching Experience. . . . . . 06 Task 2.1: Senior Phase Teaching Reflection . . . 06 Task 2.2: FET Phase Teaching Reflection . . . . . 09 Task 3: Classroom Management . . . . . . . . . . . . . . . 12 Classroom Management tool . . . . . . . . . . . . . . . . . 12 Detention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Merit point system . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Praise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Reward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Task 4: CV and LinkedIn Profile . . . . . . . . . . . . . . . 20 Curriculum Vitae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 LinkedIn Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Reference page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Metja Asnath Nkgau student teacher of varsity College. presents her reflection log on the teaching experience

of efforts or achievement, praises can do wonders to motivate the class, Work on the learners confidence, Build up rules and values you need to see and it urges learners to revisit the positive behavior this worked wonders with a student, i asked her a question and even though her answer was correct she wasn't confident enough in her answer and these were my words and I quote " Be confident in your answer, whether the answer is right or wrong it doesn't matter what matters is your ability to try my dear and your answer was correct so be confident and you will go far, well done and thank you very much for trying" I would definitely give this tool a hundred percent.

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Rewards. The reward point system is a lot of work considering the labor, the finances that goes into it but it is a valuable positive classroom management tools that allow teachers to reinforce positive behavior and motivate students to earn rewards. This tool serves as incentive for learners who exhibit exemplary conduct. not every learner got the stationery package with treats, this package was made upon the completion of an assessment the learner who obtained 80% to 100% in assessment got the gift pack and others received lollipops, the learners names were written in the weekly achievers chart and at the end of the week they would receive their rewards, each grade had their own chart where names would go on, this was a very effective tool to the point where learners wanted to add more good conducts on the list for example, being

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the first learner to class, Homework done, dressing up neatly for the teacher, they were good examples but those where things expected from them, if it wasn't due to financials and the labor of going to the shops every week I would've continued with this tool, the grade 8 C, A, E and F behavior changed drastically with this tool and the grade 9 B, D, F mostly the females appreciated the praise, as they said it meant a lot to them for teachers notice their hard work and attempts.  I struggled a lot with classroom manag-ement during my teaching phase but once I adapted these tool it changed a lot and I also started becoming confidence in the way I teaching and in being a teacher as a whole if i would rate the tools I used  I would give Detention 95% praise 100% and reward 98%, they all worked.

Classroom management is not only about noticing learners who behave badly but also acknowledging the good as well, the main point of this tool was to motivate other learners and show them that behaving bad doesn't reap any rewards. For our Merit point system the tool worked in the following way the learners were given points for good conduct and at the end of the week they were rewarded not all good conduct were given a reward, the learners were given a reward or praise both tools motivated learners to work hard to be noticed in class, for the following conducts the learners were given. <ul><li>Good Marks (Reward)</li><li>Class jobs (Reward)</li><li>Participation (Reward/Praise)</li><li>Work done (Praise) </li></ul> Learners were given assessments during the lessons and the one who performs well and assisted in class for example handing out pamphlets or collection of books for signatures went on the weekly achievers chart and from time to time the learners who participated during lessons were given a reward.

Praise. Praising Learners for amazing jobs done works on academic and behavior performances and when it is sincere and references are made to specific examples

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