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PROFESSIONAL TEACHER E-PORTFOLIO OF VIWE BASIL MORRISON 

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PROFESSIONAL TEACHER E-PORTFOLIO OF VIWE BASIL MORRISON 

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Surname: Morrison

Name(s): Viwe Basil

Student number: 221039861

Contact details: 0735512473/ 0767501638

Email address: viweizanawomorrie67@gmail.com

Institution: University of Johannesburg

Major subject: Mathematics

Other subject: Physical Sciences

Motto: Start a day with positivity and keep your day shining with a smile

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The purpose of this e-Portfolio is to demonstrate or show my professional development as an upcoming mathematics teacher and how the module Methodology and practicum: SENIOR & FET PHASE MATHEMATICS 4 have helped me shape my beliefs and teaching philosophy in Mathematics education. It serves as a way to show how as a teacher I have developed my teaching strategies, classroom management skills and content knowledge through my experiences and reflection.

The primary audience of this e-Portfolio are my lecturers and other student teachers. For the lecturers, the e-Portfolio will act as evidence of my understanding and application of the module content and how the module has developed me as a future teacher. For the other student teachers, it will serve as a reflection on how I have grown to becoming the teacher and showcase the reflection of the challenges I faced as a student and motivate them to also not give up as the route to being a teacher is very challenging. It will also help them to also reflect and build on their teaching and beliefs for mathematics.

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I did my WIL 1 in a school that was new as such it had a shortage of teachers and a high number of learners, thus leading to a high learners-to-teacher ratio. The highest grade in the school is grade 10 as the school is new and I was allocated to focus on the grade 10 class since there were too many learners as compared to other grades and they all do pure mathematics. The school was chaotic as there were not enough classes such that the classes would have a lot of learners in them.

I had a tough time in the school, it was difficult to manage the classroom as there were so many learners. Due to the high number of learners maintaining order was hard and there was no support from other teachers available as they were also faced with the same problem. Sometimes, during school hours, there would be learners roaming around the school with nothing to do. There would be times when the learners would just be on their phones while you teach and that would disturb the notion of the lesson.

Furthermore, the school had no resources such that I could not implement some of the teaching approaches that I was taught in the module, and thus I had to more like teach in the traditional way which is against my teaching philosophy.

Additionally, I did not receive too much support from my mentor teacher as he is the Deputy principal, so he was mostly busy with meetings thus I had to run the classes alone. I had to ensure that I aligned the lessons with the CAPS curriculum, but it was hard as the learners were too behind with the syllabus already In the first weeks of opening they did nothing because the teacher was occupied and learners could not study on their own due to lack of study materials such as textbooks.

Moreover, at the school, I was faced with a lot of challenges which led to demotivation of my effectiveness as a teacher. The way the school had limited classes led to a high number of learners in one class which posed a challenge to classroom management and facilitating group work, discussions, and collaboration. The nature of the class prevented me from using various teaching strategies and classroom management strategies. Furthermore, I was unable to align with the CAPS curriculum as I did not have guidance on what to teach and the learners were behind already.

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During my second Work Integrated Learning (WIL 2) experience, I returned to the same school as my first placement but noticed significant improvements in the learning environment. The addition of more classes and teachers resulted in smaller class sizes, allowing for more personalized attention and better management of disruptions. This change enabled me to implement various teaching strategies, cater to diverse learning needs, and effectively manage the classroom. For instance, I successfully facilitated group work activities, such as collaborative factorization exercises, promoting peer-to-peer learning and teamwork.

The reduced class size also simplified assessment processes, enabling me to administer class tests and track learner progress. This provided valuable insights into learner performance, allowing for targeted interventions and remedial activities. Although I still faced challenges keeping up with the curriculum, the cooperating teacher offered invaluable support, ensuring coverage of essential material. Regular feedback and guidance helped me refine my teaching practices, addressing learner needs more effectively.

However, integrating technology into lessons remained a significant hurdle due to the school's limited resources. The absence of digital tools hindered my ability to create engaging, gamified assessments that could enhance learner motivation. Despite this challenge, the smaller class size facilitated group discussions and peer support, helping learners overcome language barriers. Code-switching remained a difficulty, given the diverse home languages represented in the class, but collaborative learning helped mitigate this issue.

Reflecting on WIL 2, I realized the importance of adaptability and creativity in teaching. Leveraging the strengths of a revised classroom environment, I developed more effective teaching strategies and built stronger relationships with learners. While technological constraints persisted, the benefits of smaller class sizes, supportive colleagues, and collaborative learning approaches helped overcome these limitations. This experience reinforced my commitment to flexible, student-centered teaching practices, acknowledging the unique needs and strengths of each learner.

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My third Work-Integrated Learning (WIL 3) experience was a pivotal moment in my journey as a mathematics educator. The secondary school placement offered a diverse and dynamic learning environment, where I refined my teaching skills and deepened my understanding of effective mathematics instruction. This experience built upon the foundations established during WIL 1, WIL 2, and past WIL experiences, allowing me to apply my growing knowledge in a more autonomous teaching role.

The learners were exceptionally disciplined and engaging, creating a conducive learning environment that fostered active participation and enthusiasm for mathematical concepts. Their eagerness to learn and explore complex topics, such as calculus and statistics, was inspiring. Utilizing technology, including Microsoft Excel, not only enhanced their understanding but also equipped them with practical skills relevant to real-world applications.

Collaborating with my mentor teacher was an invaluable aspect of WIL 3. His expertise, guidance, and availability ensured I received comprehensive support throughout the placement. He shared alternative teaching methods, provided insightful feedback, and helped align lessons to inform baseline assessments and inquiry-based learning. His foresight enabled me to anticipate and prepare for upcoming topics, ensuring seamless transitions. My mentor's willingness to provide additional strategies to teach different topics was particularly helpful.

Effective classroom management was crucial, and I learned to establish clear behavioral expectations, maintain student focus, and adapt to changing dynamics. Regular reflection through journaling allowed me to critically evaluate my teaching practices, identify areas for improvement, and refine my approach. This reflective practice helped me develop a growth mindset, acknowledging that teaching is a continuous learning process.

However, pacing presented a notable challenge, as the school was behind the syllabus. To address this, my mentor and I worked closely to prioritize essential concepts, streamline lesson plans, and optimize instructional time. This experience taught me the importance of flexibility and adaptability in teaching. Despite this challenge, the learners' engagement and enthusiasm remained high, and I attribute this to the supportive learning environment and effective lesson planning.

The WIL 3 experience reinforced key principles that underpin effective teaching. These include adaptability, technology integration, classroom management, reflection, and collaboration. As I progress in my educational journey, the insights gained during WIL 3 will remain invaluable. This experience has prepared me to navigate diverse learning environments, foster engaging lessons, and cultivate a supportive teaching community.

In conclusion, WIL 3 was a transformative experience that significantly enhanced my teaching capabilities and deepened my understanding of mathematics instruction. I am grateful for the opportunity to have worked with such a supportive mentor and group of learners. As I continue to grow as an educator, I will draw upon the lessons learned during this placement to inform my teaching practices.

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SMALL CLASSROOM SIZE AND TECHNOLOGY IN THE CLASS

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Reflecting on the module as a whole, the module has helped me develop professional growth in understanding mathematics concepts and how to teach mathematics. The module has made me see the significance of integrating technology in teaching mathematics and how the integration of technology makes mathematics learning fun. The module as a whole has broadened my perspective on effective teaching practices, fostering a deeper appreciation for problem-solving, inquiry-based learning, critical thinking, collaboration, and communication. Participating in the discussions in the lecture, assisted in getting more ways as a teacher you can approach different problems in mathematics and how you can use different strategies when teaching different topics as not all strategies work in all the topics. The module also taught me on how to better manage a classroom and which strategies I can use to effectively manage the classroom. Moreover, even the feedback and suggestions that were written by my colleagues on the debriefing blogs, helped me to better manage my classes and they gave me possible reasons why the class was misbehaving and I got solutions to the misbehavior.

The module had us write CAPS tests which reminded us about how to answer some problems in mathematics rather than just knowing how to teach mathematics. This artifact helped me a lot in building my content knowledge as it encouraged me to look deep into mathematics content. Furthermore, the module had mathematics modelling, whereas the student teacher we had to integrate mathematics knowledge to solve real-world problems, which in turn helped me to understand how mathematics can be useful in real-world situations. The idea allowed me to think critically, collaborate with others, and solve real-life problems. With the module again, we also did presentations where we had to teach lessons, which helped a lot in developing our content knowledge and provided us with different teaching approaches. As different colleagues presented their lessons, during the intervention with Numeric, I was able to check how my colleagues would teach different topics, and also the feedback we received presented me with an opportunity to develop my conceptual understanding and teaching strategies. The module also posed the importance of integrating technology in teaching which makes teaching and learning interesting and fun. The chosen artifact which are the Caps tests and the mathematical modelling align with my e-Portfolio by demonstrating innovative 21st century skills like problem solving, critical thinking and collaboration in mathematics education. They also foster for a learner-centred approach where the learners solve complex problems on their own and come up with solutions to real-life problems.

Reflecting on this experience, I have learned valuable lessons that inform my future practice. I recognize the importance of creating an inclusive and interactive learning environment, collaborative learning, and community engagement. I also acknowledge the need for ongoing professional development to stay abreast of best practices in mathematics education. These experiences have helped in shaping and enculturing the mathematics discipline by providing me with expanded opportunities to change my perspectives on mathematics.

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Through my Work-Integrated Learning (WIL) experience, I successfully implemented the CAPS curriculum into practice, aligning lesson plans with national standards. This ensured comprehensive coverage of mathematical concepts, promoting coherence and continuity. The artifacts that best represent my achievement of this standard are my CAPS-aligned lesson plans and assessments, specifically my Mathematics Lesson Plans and corresponding assessments.

These artifacts demonstrate my ability to translate curriculum requirements into effective teaching practices. By adhering to CAPS standards, I ensured learners received a well-structured mathematics education. The lesson plans incorporated real-world scenarios, group work, and technology integration, facilitating active learning, critical thinking, and problem-solving. For instance, my lesson plan on calculus integrated real-world applications like building a fence, enabling learners to recognize the relevance of mathematical concepts and understanding.

The corresponding assessment evaluated learners' understanding of calculus concepts, ensuring alignment with CAPS outcomes. Reflecting on this experience, I realized the importance of ongoing curriculum analysis to ensure alignment and effectiveness. I identified areas for improvement, including refining assessment strategies and exploring innovative teaching methods.

My CAPS-aligned lesson plans and assessments showcase my ability to design engaging and relevant learning experiences. By implementing the CAPS curriculum, I facilitated learner-centered approaches, fostering critical thinking and problem-solving. This experience has prepared me to design effective mathematics lessons, address diverse learner needs, and contribute to the mathematics education community.

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1. Cover page

2. Table of contents

3. Purpose of and primary audience for the e-Portfolio

4. Context of WIL 1

5. Context of WIL 2

6. Context of WIL 3

7. Reflection on professional development on the years content

-Enculturation into mathematics discipline or domain

-Implementation of the CAPS curriculum

-Designing, analysing, and critiquing assessment forms and tools in mathematics

-Administering and managing teaching in the mathematics classroom.

-Learning goals for the future & Areas for further learning

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DESIGNING, ANALYZING AND CRITIQUING ASSESSMENT FORMS AND TOOLS

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DESIGNING, ANALYZING AND CRITIQUING ASSESSMENT FORMS AND TOOLS

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Through my Work-Integrated Learning (WIL) experience, I successfully achieved the standard of designing, analyzing, and critiquing assessment tools and forms in mathematics by creating comprehensive and aligned assessments, evaluating learner performance data, and refining my assessment strategies. Specifically, I developed and implemented valid and reliable quizzes, tests, and project-based assessments that measured learner understanding of mathematical concepts, analyzed learner performance to identify areas of improvement, and critiqued my own assessments to eliminate biases and limitations.

The artifacts that best represent my achievement of this standard are my self-designed Mathematics Assessment and the CAPS-aligned Mathematics Test. These artifacts demonstrate my ability to create valid and reliable assessments aligned with learning objectives.

The Mathematics Assessment artifact showcases my ability to design assessments that measure learner understanding of mathematical concepts, including problem-solving and critical thinking skills. This assessment required learners to apply mathematical concepts to real-world scenarios, demonstrating their ability to think critically and solve problems.

The CAPS-aligned Mathematics Test artifact illustrates my understanding of national standards and curriculum requirements. By aligning the test with CAPS outcomes, I ensured that learners were assessed on their mastery of specific mathematical concepts and skills.

These artifacts are crucial in my portfolio as they demonstrate my ability to design and evaluate assessments that promote learner understanding and inform effective instruction. They highlight my commitment to aligning assessments with national standards and curriculum requirements, ensuring that learners receive a well-rounded mathematics education.

Reflecting on this experience, I realized the importance of ongoing assessment analysis and refinement. I recognized the need for continuous evaluation of assessment effectiveness and learner feedback to inform assessment design.

My self-designed Mathematics Assessment and CAPS-aligned Mathematics Test showcase my ability to design and evaluate assessments that measure learner understanding. By achieving this standard, I have developed the skills to create effective assessment tools, analyze learner performance, and refine my teaching practices.

These artifacts serve as evidence of my growth as a mathematics educator, capable of designing and evaluating assessments that promote learner understanding and inform effective instruction.

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ADMINISTRATION AND MANAGEMENT OF TEACHING IN MATHEMATICS CLASSROOM 

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ADMINISTRATION AND MANAGEMENT OF TEACHING IN MATHEMATICS CLASSROOM 

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Through my Work-Integrated Learning (WIL) experiences, I successfully achieved the standard of administration and management of teaching in the mathematics classroom. Effective classroom management is crucial for creating a conducive learning environment, and I demonstrated this through my ability to establish clear rules, procedures, and expectations.

During my WIL experiences, I encountered various challenges, including managing diverse learner needs, minimizing disruptions, and optimizing instructional time. However, through careful planning, flexibility, and creativity, I successfully administered and managed the mathematics classroom. For instance, I implemented strategies such as differentiated instruction, technology integration, and collaborative group work to engage learners and promote active learning.

The artifacts that best represent my achievement of this standard are my Classroom Management Case Study and my School Experience Reflections. These artifacts demonstrate my ability to analyze complex classroom scenarios, develop targeted interventions, and reflect on my teaching practices. My Classroom Management Case Study showcases my understanding of theoretical and practical strategies for effective classroom management.

My School Experience Reflections provide evidence of my ability to apply theoretical knowledge in real-world settings. These artifacts are relevant to my e-portfolio as they demonstrate my ability to create a supportive learning environment, showcase my understanding of classroom management strategies, provide evidence of effective learner behavior management, and highlight my adaptability in diverse educational contexts. Reflecting on these experiences, I realized the importance of ongoing self-reflection and professional development in maintaining effective classroom management.

In conclusion, effective administration and management of teaching in the mathematics classroom require careful planning, flexibility, and creativity. Through my WIL experiences and artifacts, I have demonstrated my ability to overcome challenges and create a supportive learning environment, promoting learner engagement and academic success. By achieving this standard, I have developed the skills to administer and manage mathematics classrooms effectively, ensuring learners receive a quality education. These artifacts serve as evidence of my growth as a mathematics educator, capable of creating and maintaining a conducive learning environment.

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FUTURE LEARNING GOAL & AREAS FOR FURTHER LEARNING

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FUTURE LEARNING GOAL & AREAS FOR FURTHER LEARNING

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As I reflect on my experiences, I recognize several areas where I can enhance my professional growth. First, while I have gained a solid foundation in the practices of the mathematics discipline, I still need to improve my ability to foster inquiry-based learning in my lessons. To address this, I plan to research and implement at least three inquiry-based projects in my upcoming teaching practice, seeking feedback from experienced colleagues to refine my approach and ensure effective student engagement.

In terms of the CAPS curriculum, I have successfully aligned my lesson plans with its requirements, but I need to deepen my understanding of evaluating and adapting my teaching strategies based on curriculum assessments. To achieve this, I aim to attend professional development workshops focused on CAPS assessment strategies and collaborate with fellow educators to develop assessments that meet curriculum standards, targeting a diverse set of assessment tools for the next academic year.

Regarding the design, analysis, and critique of assessment tools, I have created some valid and reliable assessments, but I recognize the need to enhance my skills in analyzing assessment data to better inform my instruction. I plan to participate in training sessions on assessment literacy and collaborate with peers to review and critique our assessment designs, with the goal of improving my assessment strategies based on feedback and implementing new methods in my classroom.

Moreover, while I have implemented various classroom management strategies, I still need to learn more about differentiated instruction to effectively address the diverse needs of my students. I intend to explore resources and training on differentiated instruction techniques and implement at least two new strategies in my classroom. To ensure their effectiveness, I will monitor student feedback and observations, making necessary adjustments to foster a positive learning environment.

By setting these specific learning goals, I am committed to continuously improving my teaching practices and enhancing my effectiveness as a mathematics educator. These goals will guide my professional development and ensure I remain responsive to the needs of my students in an ever-evolving educational landscape.