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Hello THERE My name is Age : Melissa Britz 26 Years Old: About Me I am a friendly, hardworking, and positive person. I enjoy learning new things and spending time with my family and friends. I always try to do my best in everything I do and never give up on my goals. I am also very passionate about being a qualified teacher so I can help educate the next generation. My Hobbies Reading Books Listening to music Cooking and Baking My Goals To pass well and obtain my degree in the next year To be a great teacher to the learners I will be teaching in the future.To make my family proud at all times. To obtain my honours degree in the next 3-5 years. Fun Facts About Me I like learning interesting facts about the world. I enjoy reading books and sometimes also attempting to write my own books. My favorite color is purple. I love trying new recipes in the kitchen.
TASK 2: My Teaching Philosophy.
As a novice teacher in the teaching profession, I understand that having effective classroom management is an important part of helping to create an environment where the learners feel safe, motivated to learn and respected. Classroom management is not only about having control over the learners in the classroom and making sure that the learners are not disruptive. Having classroom management is about creating positive relationships and encouraging the learners to take responsibility for their own learning and behaviour within the classroom. The classroom management tool that I developed is a creative strategy that is called Blooming Together. The management tool that I developed is based on the idea that a classroom can bloom and this blooming involves when the learners work together and and they demonstrate positive behaviours. I chose a flower theme because in order for flowers to grow they need the correct attention and care. I find this as an appropriate theme because learners also require support, to be encouraged and to given expectations that are clear fir them to develop and imporove on themselves. The purpose of this tool is to encourage positive behaviour rather than to resort to punishment . The classroom management tool helps focus on behaviours such as being prepared to learn, listening to instructions, responsibility, respect, cooperation and participation. The tool also allows for the classroom to be well managed and it allows the teacher to focus on teaching and meeting the requirements of the curriculum than to waste time finding ways to manage a disruptive classroom. TASK 3: My Classroom Management My classroom management tool is blooming together. Introduction.
The Blooming Together tool is a flower poster that is displayed in front of the classroom. The flower has a centre and it has several petals, each petal on the flower represents a positive classroom behaviour. The petals on each flower are labelled as follow: Respect Responsibility Participation Listening Kindness Cooperation Being prepared To enforce this management tool in the classroom I will make sure that at the beginning of the lesson I always remind the learners of the behaviours represented on the poster. When the learners represent a certain behaviour for the day when the learners display that particular behaviour I will tick off the chart and write a message to display to the classroom so that they are made aware of the behaviour that they are displaying in the classroom. An example of how this will look in the classroom is: When I noticed that a specific group finished their class activity independently and were on the right track. That shows listening and I will let the group know that they are growing another petal together as a whole. This allows for the focus to be on what the learners are doing correctly and how they are growing their petals rather than having to always stop the lesson and address the learners on what they are doing wrong. The management tool is a whole classroom strategy which then means that the learners have the responsibility of working together towards a positive classroom environment. To ensure that it works I will make sure that I avoid naming the trouble makers and avoid wiping ticks off. To address inappropriate behavior I will rather call the learner in private during break or whenever the time is appropriate, so that the learner can make changes and be aware of the fact that I notice the inappropriate behavior. When the class as worked together to achieve one or more petals I will then reward them with a five minute educational game, a 10 minute class brain break or allow them to choose which revision activity do they want to do. The reward is not to bribe the learners but a celebration of their ability to work together towards achieving a common goal as a class.Description of the Blooming Together Classroom Management Tool.
The classroom management tool that I chose is a tool that is informed by proactive classroom management, positive reinforcement, restorative approaches to discipline and Kounin’s classroom management. Positive Reinforcement The first theorectical foundation of my classroom management tool is positive reinforcement. Positive reinforcement involves acknowledging or providing a response after a learner or learners have demonstrated positive behaviour so that the learners are encouraged to to repeat the positive behaviour in the near future (Simonsen et al, 2008). Research has shown that factors such as reinforcing appropriate and acceptable classroom behavior, setting teaching expectations, increasing learner engagement and providing the learners with clear instructions are importanrt in the classroom as they contribute to the running and operations within the classroom (Simonsen et al, 2008). The Blooming Together Tool applies this principle because it allows for the learners to get immediate feedback on their positive behavior that they demonstrate in the classroom. The Blooming Together Tool allows me as the teacher to be firm and not shame anyone. An example is that with the Blooming Together Tool rather than me constantly saying “stop talking” I can rather acknowledge the learners who are listening by saying thank you to the learners who are listening and are ready for lesson. By mentioning that this allows for the learners to see what the teacher is acknowledging and they should also show the same behavior (Simonsen et al, 2008). Kounin’s classroom management theory. The second foundational theory is Kounin’s theory of classroom management. In Kounin’s theory it is emphasised that proactive classroom management is better rather than waiting until the learners misbehave badly. In his work he identified concepts such as overlapping, smoothness, momentum, withitness and group focus are important elements of effective classroom management. With the Blooming Together tool I can use it while I am teaching my lesson, it does not require me to stop the lesson and call out good or bad behavior. An example of this is that when the learners are completing the group activity I can walk around in the classroom and acknowledge the groups who are being effective and completing the work. This is a demonstration of me as the teacher being withit because it will show me how I am being aware of what is happening in my classroom. Theorectical underpinningd of the Classroom Management Tool.
RESTORATIVE CLASSROOM MANAGEMENT The third theorectical foundation is a restorative approach to help with discipline. With the restorative approach it focuses on responsibility, relationships and repairing rather than simply punishing the learners when they show bad behavior. This is considered to be relevant in the South African context because research shows that punitive disciplinary approaches can be what often leads to behavior that is seen as unacceptable in the classroom (Reyneke, 2015). Research shows support to restorative practice that is considered as psychologically healthier alternative for dealing with discipline problems in South African schools (Reyneke, 2015). To keep the learners on track with making sure that the learners keep demonstrating the positive behavior instead of calling them out and wiping off the ticks from the petals which may embarass the learners. I will rather remind the learners by saying “Remember we are blooming together. What are we supposed to be doing? Once I have identified the learners who are causing disruption I will rather speak privately to the learners individually and ask the learners the appropriate questions such as -What happened in the lesson today? -What can you do differently next time? -What must I do the next time this happens again? -How do you think your behavior impacted the lesson today? By doing this with the learners it allows the learners to take responsibility for their behavior while maintaining their dignity. Why did I choose this classroom management tool? By choosing this Blooming Together tool I made the choice because I have beliefs that learners respond better when they feel included, noticed and respected. As a new teacher I do not want my classroom management style to be based only on shouting, constatntly telling the learners what they are doing wrong and punishing the learners. With my management tool I wanted a tool that is: -Easy to understand. -Suitable for grade 7 learners. -Easy to make. -Positive rather than punitive. -Inclusive for all types of learners. -Focuses on both learning and behavior of the learners. -Able to encourage teamwork and responsibility. The tool is appropriate as it can be created using inexpensove materials such as colored paper, cardboard. scissors, markers and Prestik. The tool does not require expensive resources or technology. Theorectical underpinningd of the Classroom Management Tool.
How did I implement the classroom management tool during teaching experience. Before implementing the tool I introduced the idea to the learners and I explained to the learners that the purpose of the tool that I was implementing was not for me to control them theough the use of punishment. I explained to them that the tool was implemented so that we can create an environment where learning can take in a respectful manner. I also explained that the tool was to help all of us in the classroom and it is not to single out anyone. We had a discussion what respectful and responsible behavior should look like in the classroom. I then displayed the petals on my powerpoint and explained to them how each petal works, so that they could also understand what they need to do and what behavior is acceptable within the classroom. Here is an example of how i presented it to the classroom, I made sure i done this in majority of my lesson so that they are reminded of what behaviour is acceptable. Theorectical underpinningd of the Classroom Management Tool.
Overall, the tool that I used for classroom management which is the Blooming Together Tool I found the tool useful to help me manage the grade seven learners. The Blooming Together Together Tool allowed me to focus more on the positive behavior that the learners showed in the classroom and praise thwm when they are on the right path of the behavior that is acceptable in the classroom. One of the main strengths of the tool is that it allowed me to acknowledge the positive behavior immediately as I was able to continue complementing the learners when they showed or demonstrated the behavior that is expected in the classroom. I then also understood that by constantly praising the learners for their good behavior that helped the learners in terms of understanding what type of behavior what expected from them. With the Blooming Together Tool it allowed me to use better ways of praising the learners as instead of saying “Good” I can say to the learner thank you for raising your hand and waiting for me to pick you before you spoke. Another strength from the tool is that the tool is a non-punitive tool, as I was able to monitor behavior without me taking points from the learners when they misbehave, I did not have to embarrass any learners by calling them out publicly. The Blooming Together tool allowed be to maintain a respectful relationship with the learners in the classroom. With the Blooming Together tool the learners were able to understand that they had the responsibility of working together as a class to create a healthy and respectful learning environment. As they began to understand that petal on the flowers represented the whole class, with the Blooming Tool the learners understood that they also had the responsibility to think about how their behavior affects their classmates in the classroom. As much as the strategy may seem nice and easy to implement I did however notice that there were some vulnerabilities within the tool as I did notice that I could not solve every behavioral problem that occurs in the classroom. Although I may praise some learners for the good behavior there might still be two or three learners that may still misbehave and try to disrupt the class. Learners also have different personalities, needs and backgrounds meaning that the strategy I have picked does not entirely mean that it may work for the other learners. Another vulnerability is that I do not want to pressure the learners into thinking that their sole reason in the classroom is to focus on achieving the expected behaviors represented on the rose petals. To prevent putting this pressure on the learners I will make sure that I make emphasis on the behavior a bit less and only remind the learners when necessary. Reflection on the Implementation of the Classroom Management Tool.
If I were to use this tool or implement it again I would make sure that I involve the learners in the developing stage of the classroom expectations. I will involve them by having a discussion with the learners and instead of me explaing it to them I will ask them what respect, working together and responsibility means to them and what does it look like in the classroom that they learn in. I will also add a reflection aspect that we will go through as a class at the end of the week. The learners and I will answer the following questions in the form of a discussion at the end of every week. The questions are as follows: What did our class do well this week? How did our behavior affect our learning? What can we do differently next week? Which behavior do we need to improve? This will allow the tool to be more learner-centred and encourage the learners to take ownership and responsibility of their behavior. I would also make sure that I combine the Blooming Togetehr tool with proactive monitoring and smooth lesson transitions. This is very important because having effective classroom management is not only about responding to behavior. The tool also plays the vital role of making sure that learners are actively engaged and involved in the classroom when lessons are taking place. The research that I conducted on Kounin’s appraoch similarly puts emphasis on the importance of monitoring, smooth transitions, momentum and group focus are important aspects of classroom management. What I would I improve in the Future.
Conclusion on the Classroom Management Tool The Blooming Together classroom management tool helped in terms of managing the classroom and it helped me translate classroom management theory into practical teaching. The strategy i based on postive reinforcement and proactive classroom management. As a new teacher I have learned that effective classroom management should niot be based on having control over the learners. It should rather help create a classroom environment where the learners fully understand what is expected from them and it should help enciurage the learners feel the responsibility that they have when it comes to their behaviour within the classroom. The experience also helped me in terms of me understanding that classroonm management is an ongoing process. A successful teacher needs to ensure that he/she observes the learners, builds relationships, respond in an appropriate manner and adapt the strategies in the classroom according to what the learners need. The most important lesson that I took from the implementation of the Blooming Together tool is that positive behaviour should definitely be noticed, developed and encouraged rather than only having to focus on the mistakes that happen in the classsroom. As much as a flower needs to be cared for, it also needs to grow and that means that learners also need an environment that is supportive which will help contribute to their successes and allow the learners to grow more academically, socially and personally.
REFERENCE LIST Kounin, J.S. (1970) Discipline and group management in classrooms. New York: Holt, Rinehart and Winston. Oliver, R.M., Wehby, J.H. & Reschly, D.J. (2011) ‘Teacher classroom management practices: effects on disruptive or aggressive student behavior’, Campbell Systematic Reviews, 7(1), pp. 1–55. Reyneke, R.P. (2015) ‘Restoring our children: Why a restorative approach is needed to discipline South African children’, Perspectives in Education, 33(1), pp. 57–72. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008) ‘Evidence-based practices in classroom management: Considerations for research to practice’, Education and Treatment of Children, 31(3), pp. 351–380. Simonsen, B., Sugai, G. & Negron, M. (2008) ‘Schoolwide positive behavior supports: Primary systems and practices’, Teaching Exceptional Children, 40(6), pp. 32–40.
CURRICULUM VITAE AND LINKED IN PROFILE TASK 4: CURRICULUM VITAE (CV)
CURRICULUM VITAE AND LINKED IN PROFILE
LINKED IN LINK. https://www.linkedin.com/in/melissa- britz-23b204428/
REFLECTIOM ON SERVICE LEARNING. he “Blooming Futures” planting project was a transformative service-learning experience that deeply helped my personal and professional growth. The project aimed to engage students and the school community in environmental project by planting flowers and greenery around the school grounds. The hands-on nature of this activity made learning relevant and meaningful, allowing students to connect classroom lessons with real-world action. The project was effective in helping in terms of collaboration, creating environmental awareness, and give the learners a sense of achievement. The learners really enjoyed working together outside the classroom, which helped them even further in their teamwork and communication skills. The beautification of the school created an inviting space for everyone, which was a sign of our collective efforts. There were some challenges during the planning and implementation of the social action project , the challenges present was challenges such as coordinating student schedules and sourcing enough plants and supplies. To address this, I negotiated with the school administrators and reached out to the nurseries and people in the community for donations to help assist me when it comes to implementing this social action project successfully. I also adjusted the timing to fit the availability of the learners. These problem-solving efforts taught me the importance of having skills such as flexibility, persistence, and community engagement—qualities which are skills that I will carry forward in my teaching practice. This service-learning project reinforced the value of experiential learning. It taught me that knowledge gains are deeper when the learners are actively involved in meaningful projects that help contribute to their community. Because of the following experience, I am more committed to embedding more service-learning opportunities within my future teaching, encouraging students to apply their learning in ways that foster social responsibility and encourages them to understand that learning also takes place from outside of the classroom. On a personal level, “Blooming Futures” inspired me by showing me how teaching extends me beyond the classroom and to positively impact real lives and environments of the children and people within the community. It strengthened my beliefs that education can nurture and not only intellect but also values like care, cooperation, and respect for the natural world has widened as i have seen and learnt about the importance of caring for the environment around us. These are important qualities I aim to nurture in my learners throughout my teaching career.
REFLECTION ON MY MICRO TEACHING LESSON My online microteaching lesson focused on the topic taught in grade 7 history the “Colonisation of the Cape during the 17th and 18th centuries.” The following lesson was taught this lesson to a small group of four fellow student teachers while my lecturer was also present to observe and provide us with informal feedback. The lesson lasted approximately 25 minutes. Although the lesson was not taught to actual school learners, this exercise offered me a lot of valuable practice in delivering content and managing a session that was rather different a live, online teaching session with peers. Several aspects went well as I was teaching my lesson. I was able to present the historical content clearly and in a manner that was logical, therefore using different digital resources such as PowerPoint slides and map images to make the information of the lesson more visual and easier for my peers and lecturer to follow. As the audience were fellow student teachers, I made changes to my explanations to engage a well-informed but critical group, encouraging them to ask questions and participate in discussion as I was teaching my lesson. This made my lesson more interactive despite of my audience only being 5 people. The use of ICT tools, like sharing my screen and embedded images of the different historical artefacts, was very much appropriate as it helped in term of having enriched the content and simulated a real classroom environment within the online space. One of the challenges that I encountered was my time management as i did go over time with my rationale. Ensuring that I covered the all important points within 25 minutes required careful pacing, and at times I felt I was either rushing through the content or spending too much time explaining a certain detail. In addition since the audience was comprised of peers rather than learners, I reminded myself to keep my explanations clear. To address these challenges, I ensured that I practiced pacing beforehand and prepared concise explanations, but I also learned from the experience the need to remain adaptable during lessons as anything can happen. I did have another challenge which was my video not having audio but the subtitles helped me as my fellow mates were able to read. The lesson managed to meet all my learning objectives, which included introducing key events of colonisation and facilitating critical reflection on the impact that it had here in South Africa. Feedback from my lecturer and peers was invaluable. They praised my content knowledge and the clarity of my presentation but also suggested incorporating more varied questioning techniques to engage different learning styles. I will use this feedback to improve future lessons. From this microteaching experience, I managed to take away significant amount of lessons about planning, pacing, and engagement—especially when it comes to an online setting. Delivering the lesson to my fellow peers definitely helped me build my confidence in presenting subject matter clearly and responding to questions in a spontaneous manner.
REFLECTION ON MY TEACHING EXPERIENCE My Teaching Experience weeks offered me a remarkable opportunity to grow as an aspiring educator. During the three-day “Life of a Teacher” immersion, I gained a firsthand understanding of the complexities teachers face daily—balancing lesson delivery, classroom management, administrative duties, and professional collaboration. It was eye-opening to experience the stamina, organization, and emotional resilience required to fulfill these responsibilities effectively. In the first four weeks, taking on teaching duties felt both exciting and overwhelming. Juggling lesson planning, adapting to students' needs, and handling unexpected situations tested my time-management skills. Initially, I found it challenging to maintain consistent student engagement and provide individualized support. However, reflection and guidance from my mentor helped me develop strategies such as clear routines and differentiated instruction, which gradually improved my confidence and effectiveness. The last four weeks revealed significant growth. I became more comfortable facilitating lessons and responding flexibly to student questions and energy levels. I especially enjoyed experimenting with collaborative group activities and integrating interactive elements to boost participation. The experience solidified my ability to create a positive and inclusive classroom climate. Throughout, the most challenging aspects were managing diverse learning needs and efficiently balancing multiple professional demands. I addressed these challenges by drawing on mentor feedback, observing experienced teachers, and seeking continuous professional dialogue. This mentorship was crucial, providing constructive criticism and encouragement that refined my instruction, classroom management, and professional attitude. Reflecting on this experience, I feel a growing sense of readiness to enter the teaching profession. I am confident in my lesson planning, use of instructional strategies, and relationship-building with students. Nevertheless, I recognize areas for continued growth— particularly in assessment literacy and handling larger, more diverse classrooms. These are goals I will pursue through ongoing professional development. In conclusion, my Teaching Experience was a deeply fulfilling journey that expanded my skills, strengthened my teaching identity, and prepared me to embrace the challenges of a beginner teacher with enthusiasm and resilience. My strengths lie in creativity, commitment to student-centred learning, and a collaborative mindset. Moving forward, I aim to deepen my assessment techniques and classroom management while continually fostering an inspiring learning environment. I am excited for the next phase of my professional journey, equipped with practical experience, reflective habits, and a passion for teaching.