KENYATTA UNIVERSITY

CAMPUS: MAIN CAMPUS

SCHOOL: SCHOOL OF EDUCATION
NAME: ODERO BRIAN
REG NO: E37/2817/2022
UNIT CODE: ECT 213
TITLE: TEACHING PRACTICUM
COORDINATOR: DR. LORDVICUS OLANGA
ZONE: HOMABAY
TEACHING PRACTICUM CO-ORDINATION UNIT
A REPORT ON TEACHING PRACTICUM AT KOJWACH HIGH SCHOOL FROM 13TH MAY TO 13 AUGUST
2024.
TEACHING PRACTICUM SCHOOL: KOJWACH HIGH SCHOOL
SUBJECTS: CHEMISTRY/PHYSICS
DATE…………………………….. SIGNATURE ……………………………..

BACHELOR OF EDUCATION (SCIENCE) KENYATTA UNIVERSITY

Table of contents

i. DECLARATION

ii. ACKNOWLEDGEMENT
iii. ABSTRACT

iv. INTRODUCTION

1.1 Offices

1.2 Boarding facilities

1.3 The Church

1.4 Games

1.5 Clubs

1.6 The School Routine

1.7 School Motto, Vision and Mission

1.8 Skills Learnt

1.9 Challenges Encountered During the Practicum Session

1.10 Recommendations

1.11 Conclusion

i. DECLARATION

I hereby declare that this report is a personal work, original and has not been presented or documented
to any institution of higher learning for the award of any certificate.
NAME: ODERO BRIAN
REG NO: E37/2817/2022
SIGN:.....................

ii. ACKNOWLEDGEMENT

I would like to appreciate KOJWACH HIGH SCHOOL for allowing me to be part of their team, mostly the
PRINCIPAL MR. JUSTUS OJUOK, who is the head of the student and teachers’ welfare. Special thanks also
to the DEPUTY PRINCIPAL, MR. THOMAS OJWANG', who made my stay comfortable. With this, my
mission was successful.

More thanks also to my Regional Coordinator, MR. LORDVISCUS OLANGA, and MDM. TABITHA OSORO,
who were instrumental in guiding me during the practicum session. I would also recognise my
cooperating teachers MDM. MARY OKEYO (Senior Teacher) and MR. AMADI HABAKKUK for their
intellectual and moral support, and for giving me a humble time and an enabling environment to explore
and observe different learning aspects during my stay at KOJWACH HIGH SCHOOL.

iii. ABSTRACT

This report is a study carried out at Kojwach High School from 13th May 2024 to 10th August 2024. It
was based on personal observation, experimentation and interview method to gather data.

iv .INTRODUCTION

The objective of doing this report is to share and apply my experience on what I observed during my
teaching practicum. This process was interesting since I learnt how to apply the theories, methods and
strategies to the real life teaching process. Observation as used, was seen along a continuum ranging
from quality assurance and formal processes at one end to reflect practice and informal strategies at
another end. Observation also contributed to the development of practice as social and collective rather
than personal.

1.1 Offices

Every organization has got a space where employees perform administrative work in order to support
and realize objects and goals of the organization. Kojwach High School is not left out on this. The school
has a variety of offices. The principal's office forms the senior most in the hierarchy; this is where
directives concerning the administrative matters are given from. Second in command is the deputy
principal's office. Here, disciplinary matters are handled. The bursar's office also forms part of the
company; this is where financial matters of the school are handled from. In addition, the school has got
departmental offices in relation to the nature of the subject matter. The departments include; The
Humanity Department which is comprised of combination subjects such as History & Government and
C.R.E . We also have Biology, Geography, Chemistry, Physics, English, Kiswahili and Business Studies
departments.

1.2 The Church.

The school has the Christian Union movement responsible for the religious matters of the school. The
school has freedom of worship hence every student has opportunity to do so.

1.3 Games.
Games form part of the co-curricular activities that take place in the school. Co-curricular activities are
highly encouraged in this school. Sports such as athletics, football, netball and drama are the common
games played in this school. They have their own department which is responsible for every activity such
as distribution of dancing uniform, dancing costumes as well as transportation means when they are
going out to other schools for competitions. Drama is the best game in Kojwach High School.

1.4 Clubs.
The school has got numerous clubs which help learner to develop leadership skills as well as to aid in
enabling them to determine their priorities for health and hygiene activities. Some of the clubs that are
found in this school are: The journalism club, the scouts club, the debate club and the health club. The
clubs are headed by chosen leaders who give directives on when to carry out certain activities as per the
instructions from the teachers who are heads of the respective clubs.

1.5 The School Routine.

The school has got a weekly routine and a weekend routine that outlines activities that have been
planned to take place within the school the whole week. The school has got a balanced a school routine
that ensures every activity is allocated enough time. Classes begin at 7:40 am to 1:20 pm and at this time
they take a lunch break. Learners resume classes after lunch break that is from 2:00 pm to 4:00 pm.
From 4:00 to 5:00 pm students engage in games activities. Learners then leave for their respective
homes at 5:30 pm.

1.6 School Motto, Vision and Mission.

Like any institution, the school has got a motto that goes “Knowledge is Power". The school also has a
credible vision that states “Academic Excellence is Our Commitment". Finally, the school mission is “ To
provide and promote quality education and effectively empower students to greater heights.”

1.7 Skills learnt

1. Communication Skills:

a) Verbal Communication: Effective teachers use clear, concise language, and vary their pace and
volume to keep students engaged. They also ask questions to check for understanding and facilitate
discussions. This was a skill observed from my cooperating teachers who clearly demonstrated effective
verbal communication.b) Nonverbal Communication:

Teachers use body language, facial expressions, and tone of voice to convey information, manage
behavior, and build rapport with students, which was evident during the lesson delivery by my
cooperating teachers.

c) Active Listening: Teachers actively listened to students' questions, concerns, and ideas. They
paraphrased, asked clarifying questions, and demonstrated genuine interest in students' thoughts.
d) Written Communication: Teachers used written communication effectively for instructions,
assignments, feedback, and classroom materials. They ensured clarity, organization, and appropriate
language level for the target audience.

2. Collaboration Skills:

a) Teacher-Student Collaboration: Teachers created opportunities for students to work together on

projects, discussions, and problem-solving activities. They provided scaffolding, managed group
dynamics, and facilitated collaboration skills development.

b) Teacher-Teacher Collaboration: Teachers collaborated with colleagues on lesson planning, sharing

resources, co-teaching, and providing mutual support. They communicated effectively, shared expertise,
and found solutions collaboratively.

3. Assessment & Evaluation Skills:

a) Designing Assessments: Teachers designed assessments that align with learning objectives and
curriculum standards. They used a variety of assessment methods (e.g., tests, quizzes, projects,
observations, portfolios) to obtain a comprehensive picture of student learning.

b) Administering Assessments: Teachers administered assessments effectively, ensuring clear

instructions, appropriate testing conditions, and fair treatment of all students.

c) Evaluating Assessments: Teachers analyzed and interpreted assessment data to identify student
strengths and weaknesses. They used this information to inform instruction, adjust their teaching
strategies, and provide targeted feedback to students.

4. Classroom Management Skills:

a) Establishing Routines and Procedures: Teachers established consistent routines and procedures for
entering/exiting the classroom, transitions between activities, and handling materials. This created a
predictable and structured learning environment.

b) Providing Clear Expectations: Teachers communicated clear expectations for behavior, participation,
and academic performance. They used positive reinforcement and consistent consequences to promote
positive behavior.

c) Creating a Positive Learning Environment: Teachers fostered a positive and respectful classroom
environment where students felt safe to take risks, participate actively, and learn from each other.
5. Technology Integration Skills:

a) Selecting Appropriate Tools: Teachers chose technology tools that are aligned with learning
objectives, curriculum standards, and student needs. They considered factors like age-appropriateness,
ease of use, and effectiveness in supporting learning.

b) Integrating Technology Effectively: Teachers integrated technology seamlessly into lessons, not just as
an add-on. They used technology to enhance learning, promote engagement, and create new learning
opportunities.

c) Troubleshooting and Adapting: Technology can be unpredictable. Teachers therefore effectively

troubleshot basic technical issues and adapted their lesson plans when technology failed. They also
taught students responsible and safe technology use.

By developing these five key skills, I was able to create a positive and productive learning environment,
effective for promoting student success, and preparing students for the future.

1.8 Challenges encountered during the practicum

1. Lack of regular communication from the university faculty:

Due to a lack of regular communication, I was unsure about expectations, deadlines, or specific
requirements for my practicum experience. This led to confusion, frustration, and a feeling of being
unprepared. Regular communication with university faculty allows student teachers to seek guidance on
challenges they encounter, receive feedback on their observations, and discuss teaching strategies.
Limited communication can leave us feeling unsupported and unsure of where to turn to.

2. Financial strain:

Practicums often require student teachers to dedicate a significant amount of time to observation,
lesson planning, and commuting to and from the school. This leads to increased expenses for
transportation, food, and potentially additional materials needed for the classroom. Without a monthly
stipend, I struggled to afford basic necessities like housing, food, and transportation. This created
financial stress and anxiety, which negatively impacted my focus and overall wellbeing.

3. Trekking long distances to school:

Daily long commutes significantly contributed to financial strain. Transportation costs added up quickly,
creating an additional financial burden on top of potential practicum expenses like materials. Financial
resources saved on shorter commutes could be redirected towards essential needs like better housing,
healthier food, or professional development. Time spent commuting ate away at the already limited
time I had for practicum-related activities such as lesson planning, collaborating with cooperating
teachers, reflecting on observations, or engaging in professional development opportunities.
4. Lack of Hands-on Experience:

The lack of hands-on experience led to feelings of apprehension and uncertainty about leading a
classroom. This negatively impacted my confidence. Direct teaching experiences allowed me to discover
my strengths and weaknesses in a safe environment. Limited hands-on participation hinders this crucial
aspect of self-discovery and professional development.

5. Limited support from practising teachers:

Low guidance and support from my cooperating teachers relegated me to a passive observer, hindering
my growth in areas like lesson planning, classroom management, and instructional strategies. Practicing
teachers play a crucial role in identifying and nurturing student teachers' strengths and weaknesses. A
lack of support derailed me from exploring my full potential and discovering my teaching style.

1.9 Recommendations.

1. Improved Faculty Communication:

Proactively reaching out to advisors and suggesting regular check-ins to discuss practicum experiences,
address concerns, and ensure teachers on practicum are on track. Additionally, exploring online
platforms offered by the university for student teacher communication and resource sharing could be
ideal for obtaining information.

2. Addressing Financial Strain:

The university in liaison with the government should exploit financial aid opportunities like scholarships
and grants specifically designed to support student teachers. The university should look into the
situation of its student teachers and advocate for potential stipends to ease financial burdens.

3. Long Commute:

The university should lialise with the school to make arrangements for free accommodation of student
teachers on practicum to ease transport costs and enhance proper time management.

4. Limited Hands-on Experience:

Student teachers should discuss their desire for more active participation with their cooperating
teachers. Equally, they should seek volunteer teaching opportunities outside of practicum. Maximizing
on observation by focusing on specific areas and reflecting on how one might adapt these strategies in
their future classrooms.
5. Improved Support from Practicing Teacher:

Openly communicating their needs for additional guidance with their cooperating teachers. Seeking
mentorship from other experienced teachers within the school or university network and utilizing
university resources and joining peer support groups for student teachers will help solving this
challenge.

1.10 Conclusion

My teaching practicum at Kojwach High School was a transformative experience that equipped me with
invaluable skills. I had the opportunity to step into the role of a teacher, facing both exhilarating
triumphs and challenging obstacles. From crafting engaging lesson plans to managing a diverse
classroom, I honed my pedagogical abilities in a real-world setting. The support and guidance from
experienced educators were instrumental in my growth, fostering a supportive learning environment.

While the challenges I encountered were steep at times, they served as catalysts for personal and
professional development. Juggling lesson preparation, classroom management, and student
engagement was demanding but ultimately rewarding. These experiences have solidified my passion for
education and instilled in me a deep appreciation for the complexities of the teaching profession.

Reflecting on my time at Kojwach High School, I am immensely grateful for the opportunity to gain
practical experience. The skills I acquired, coupled with the lessons learned, have laid a strong
foundation for my future career in education. I am eager to apply these insights as I continue my journey
towards becoming a confident and effective educator.