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P r a c t i c u m R e p o r t C a r r i e d O u t i n Go v e r n m e n t P r i m a r y S c h o o l O b u f a - E s u k , 2 0 5
Go ld ie St re et , Ca la ba r, Cr os s Ri ve r Sta te
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CARRIED OUT IN
BY
SUBMITTED TO:
PROF. (MRS.) UCHENDU, CHIKA C.
(Lecturer/Supervisor)
DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND PLANNING,
FACULTY OF EDUCATION,
UNIVERSITY OF CALABAR, CALABAR.
MARCH, 2018.
2
Abstract
The purpose of this report is to discuss and explain my experiences during my
practicum exercise. The exercise was designed by the department to expose
undergraduates to a minimum of six weeks’ practical applications of learned
theories, principles and ethics of administration. The exercise was carried out
in Government Primary School Obufa-Esuk Calabar. This report was
organized in three sections, each having sub-units. Section one presents an
overview of the organization, its description, functions as well as the
organogram. Section two meanwhile,focused on the experiences gained by me.
Information related to my work schedule, duties, working relationship with
staff and the knowledge acquired were thoroughly discussed in this section.
Section three on the other hand, focused on analysis and comments of the
organization. Analyses and discussions in the areas of formal and informal
relationship, strengths and weaknesses of the organization, suggestions for
improvement and conclusions were all made. It was recommended that the
duration for this practicum exercise be extended more than just the six weeks’
minimum period, to help undergraduates have along duration to demonstrate
practically how to plan, organize, direct and carryout other administrative
duties.
3
TABLE OF CONTENTS
PRELIMINARY PAGES
Title page - - - - - - - - - - i
Abstract - - - - - - - - - - ii
Table of contents - - - - - - - - iii
3.5. Conclusion - - - - - - - - - 21
SECTION ONE
INTRODUCTION/BACKGROUND
Introduction
enable them put into practice, theoretical knowledge learned during the process
consequence of this, and the completion of my six weeks, that this report
emerged.
Thus, this section has been organized under the following sub-headings:
Obufa-Esuk, located at No. 205 Goldie Street, Calabar. This organization was
matter of fact, is one of the colonial schools in Calabar and is currently 61 (sixty-
one) years old. However, in recent times, the founding agency has been changed
community adjacent to the Abraham Ordia Stadium. The school have a near
conducive environment for learning due to its location. Though during sporting
The school social environment is very exciting and effective for self and
group development. The teachers are friendly, hospitable and fun to be with. The
learners here are not too stubborn or disrespectful, they often play amongst
themselves during break periods. The staff-pupil relationships is also high giving
room to love and mutual cooperation by both parties (Staff and pupils). Also,
parents are also interested in the school and her activities as evidenced in their
The school is made up of six primary classes (primary one – six), and two
nursery classes (ECCDE I and ECCDE II). The school has a total of 19 streams, a
permanent teachers (1 male and 18 females), and 17 N-power teachers (11 males
and 6 females). The non-academic staff includes 1 male and 4 females. In total,
the school have 16 male staff and 25 female staff across all the categories. The
pupils’ population include 253 boys and 251 girls distributed across ECCDE to
blackboards, 4 whiteboards, 138 wooden desks for learners in primary one (1) to
6
Primary six (6), 64 plastic tables and 90 plastic chairs for ECCDE learners, 24
tables and 29 chairs for teachers’ usage, school field, farm garden and toilets
(rest rooms) for staff and pupils’ utilization. These resources by my judgment
are fair for the running of the school, though efforts still need to be made for
improvement.
The head teacher of the school is Mrs. Nya, Nkoyo Ania B.Ed holder from
prowess and as such, she runs the school with effective administrative skills
which include: good decision making skills, technical skills, human relation
skills, and good communication skills. She also makes use of different leadership
teaching of pupils under the direction of teachers. This means ensuring that all
pupils are able to develop their cognitive, social, emotional, cultural and physical
skills to the best of their abilities, preparing them for their further school career.
Carrying out this task places demands on a school’s structure, teachers, school
i. The school is also responsible for development and inculcation of the ability
ii. Provide teachers, parents and the community at large with clear statement of
what pupils are expected to achieve at their end of primary schooling and how
unacceptable lifestyle.
v. The organization also serve as a basis for preparing pupils for secondary
education.
vi. The school train the learners to be capable of adjusting to life in the society.
curriculum with a view to help develop manual deftness and effectual use of
one’s hands. Artful or cultural activities like music and dance, drawing and
painting are introduced to children in this school with a view to give creative
requisite in this organization for keeping the child’s physical health in the
utmost condition.
x. Group play and group activities makeup a large percentage of play-time and
are encouraged with a view to develop social adjustment skills and social
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xi. The school offer Moral education to pupils which is a vital part of the
curriculum in order to help mold and develop moral sentiment and positive
Esuk.
SECTION TWO
EXPERIENCE
practicum exercise. Thus, this section is divided into three sub-sections; 2.1.
Schedule of operations and duties; 2.2. Knowledge Acquired; and 2.3. Working
order of atypical school. The class timetables and the staff duty roster were the
in the school was the class timetable for primary 6A and the duty roster. Below
is the timetable for primary 6A while the staff duty roster was not included in
2.1.2. Duties
29th January, 2018. Though I reported to the school earlier on Friday 26th
teaching duties with primary 6A while I worked directly under her for some
there, while she will handle the remainder. The following subjects were chosen
Computer studies, Basic Science, Physical & Health Education and Agricultural
Science.
administrative and auxiliary duties that were assigned tome by the head teacher,
my class teacher and other staff in the school. Since I was the leader of the entire
them and ensure that their stay in the school was a success. I assigned the
student-teachers certain duties and also passed relevant information from the
head teacher or the University of Calabar to them. Most of these non – teaching
Other duties I handled while I was there included the followings: I was
tasked to institute the Junior Engineers and Technicians (JET) club and ensure
its smooth running; this I did and up till now, it is still functioning. I worked as
part of the team that admitted new learners into various classes. I took active
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part in the registration of learners for the common entrance examination. I was
assigned to select and drill some learners for a local government science quiz
competition and several other duties. Some which can be seen from the logbook.
who had issues writing their notes of lessons, how to write tabular notes of
lesson. Since I also understood how to plan using university of Calabar Faculty
and even those from other schools ensuring that they were all properly guided. I
and producer ensuring that the best graphics that suits each person topic was
I performed many other duties that were assigned tome from time to time
knowledge. As a matter of fact, I learned a lot of things during this period. Some
ateacher.
someone for common entrance examination, the procedures to follow for the
ceremony (MC). In my life, I had never done that before but when the head
teacher communicated tome that I will be the MC during the inter house sport
ceremony, I felt like paralyzing especially when I learned the V.C of University
of Calabar, the commissioner of education and other top dignitaries where going
the responsibility. I must not let myself down, I also saw it as an avenue to
advertise myself and learn a new thing. I anchored the event and it was
successful at the end of it all. Many teachers and friends said I did well. Some
MC but no, I was not. It was just God that has helped me.
I learned also how to lead a group and apply different leadership styles to
peculiar situations. As the teaching practice leader, I had nine others to lead and
assigned settle some disputes and as a consequence, I made decisions that were
handled many disputes between some pupils and other pupils, some student-
teachers and other and student-teachers, and also between some permanent
time there. As each day passed by, I saw improvement in my relationship with
the pupils and they also saw reasons why they should not disturb when am
teaching them. I came to understand that while teaching young learners, I must
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learn how to sing, be funny, friendly and do all the things that will make them
happy, keep them smiling and interested in the lesson. These made them focused
and eliminated noise and other deviant behavior from the learners. When I
started teaching, the way I wrote on the board was different from the way I wrote
on the fifth week. In the former, my writing was bending while in the latter, it
relationship with the staff which was very obvious to everyone in the school. My
relationship with the staff was so good such that many people thought I was a
permanent staff.
did not have any lapses. I wrote my notes and as when due, and taught the
enabled me to cope and relate with every staff seamlessly. In my class teacher’s
absence, I made sure I cover also her areas and ensured that her absence was not
felt.
The head teacher was another staff I had very close working relationship
with. She took me like her assistant. She sent me on errands, assigned me duties,
decision making and other such activities that were necessary for any formal
carrying out any assigned task was the more reason why she perceives total
reliability on me.
I had good working relationship with every other teacher especially those
we were assigned to carryout a particular task as a group. Like for instance, when
we were asked to drill learners and take them out for a quiz competition, I was
assigned to carry out this task alongside with the class teacher of Primary 5A.
She was not disposed at the time and as a result, she communicated her
shortcomings tome, I was happy to cover for her. I ensured that I taught all the
subjects including the ones she was due to take. During the actual day of the quiz
competition, she told me to relax even though we were supposed to take them
out together. She took the selected learners to the local government council for
the quiz competition. This relief from her enabled me to do other things.
If I did not have a good working relationship with the staff, the event
planning teacher wouldn’t have included me among the five teachers who
competed for the staff race during the inter-house sport festival which I
From the gifts and other items, I received, the comments teachers made,
their excitement whenever I am around and their general love and positive
attitude towards me, were enough reasons to believe that I related well with
simplicity, and ease in the understanding of this section, analyses and comments
were organized under the following sub-headings: 3.1. Formal and informal
respect, honour and loyalty. Given this brief background, I can say that the staff
of this organization had anddisplayed formal relationship with the head teacher,
assistant head teacher and other fellow teachers in the school. Most of them
came to school very early and performed all the duties assigned to them by the
head teacher. They worked cooperatively with each other in achieving set goals,
and delivered messages across to each other as sent by either the head teacher
or other external supervisors. The head teacher also organized meetings where
teachers and the pupils of this organization during my brief time with them.
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I related formally with the head teacher and the assistant head teacher by
made sure that all assigned tasks were performed and on time. I brought to their
promote the attainment of set goals. As the managers of this organization, the
head teacher and her assistant also helped me a lot because through their
counsel, the task they assigned to me, their suggestions, guidance, comments,
encouragement and the overall exposure, I was able to perform duties which led
performance.
My host teacher i.e. the teacher in primary 6A, was one person I respected
a lot and worked closely with. I related with her formally as well because I acted
on her instructions especially those that led to the performance of teaching and
learning duties. I assisted her in teaching the pupils certain subjects mentioned
earlier in section two of this report. She on the other hand, made sure she guided
class, and made sure that we exhausted all the curriculum contents for second
term. She often called or text me when she cannot make it to school and I also
made sure her complains reached the head teacher who will as well relate same
team.
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relevant information from the head teachers or from the University of Calabar
to them. I listened to their complaints and challenges and made sure that a
solution was made available to them. I also offered them instructions and
guidance that I felt were necessary to ensure their overall success during their
time here.
For the pupils, I ensured that I played my role as their teacher by teaching
them and attending to their questions. I loved them and I made sure that I
offered them all the information they needed to excel academically, and the ones
they needed to develop into meaningful individuals in the society. I gave learners
who did well gifts and other items such aspen, books, rulers, erasers, sharpener,
communicated as a family and during free periods, we told stories and recite
poems together.
people that were not too necessary for the attainment of organizational goals but
that were very important in making other workers feel a sense of love, belonging,
From the above, the teachers in this organization were observed to belong to one
contribution. I observed that many teachers were very close to some teachers
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than others and usually communicated issues that are personal to their very
close friends. They engage in other activities that ensured the welfare of others.
Generally, during marriages, child dedications, burials and other events directly
involving any staff, they entire staff including the head teachers contributed
monies and visited the affected teacher. The affected teacher on the other hand,
also host the staff during such visits by preparing a place for them, arranging
my class teacher, and some staff of the organization. Due to my close relationship
with the head teacher, and also given the fact that her office was next to primary
6A, I visited her from time to time. She believed and had so much confidence in
problems affecting the school with me. I treated all informal discussions
especially those involving other staff with total confidentiality because it was a
privilege to hear them and I was aware the head teacher did not tell everyone
such things. She also shared her personal administrative experiences with me
sought for my suggestions and counsel so as to see my own point of view. Where
I can, I suggested and where I am not experienced enough, I made her know.
some student teachers. My class teacher and I were so closed that I got to know
her birthday, her family background, and academic history. I visited her at home
and she also visited me too. She bought gifts and made sure that whenever she
bought snacks for herself, she also bought for me. I caught an inspiration from
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this and also made it habitual that whenever I bought snacks for myself, I also
bought for her. This continued to a point where if I don’t have enough money to
buy for two, I would rather not buy at all. We also exchanged information
relating to societal issues, marital issues, religious issues, health issues and even
some issues affecting the school. We exchanged videos, music and other files in
our phones and also took photographs together from time to time.
The followings are some of the identified the strengths of this organization.
i. Best Early Child Care and Development Education (ECCDE) public primary
school: through one of its teachers, the school was ranked number one in the
state in early child care and development. This teacher has attracted many
foreigners to the school to observe her and make video recordings of her
techniques. It is because of this jolly phonic expert that made the Cross River
State Universal Basic Education Board chairman (Dr. Barr. Stephen Odey),
ii. Good professional and quality teachers: The school have good quality
school are all degree holders and some master's degree holders. The teachers
here, are very friendly and willing to discharge their duties as well as help
iii.A knowledgeable head teacher: The head teacher of the school is also a very
knowledgeable woman. She is well vested with good leadership and enviable
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administrative qualities. She has good working relationship with her staff.
She often made decisions that encouraged her teachers to be willing to work
iv. Good geographical location: The mere location of the school inside the
classes having two or more streams for effective teaching and learning.
vi. Good restrooms: The school also have good restrooms for both the staff and
pupils. These rest rooms are often neatly kept by the pupils under the
vii. Adequate number of available Chalk/white board: The school also have
school can boast a total of 28 boards (24 chalk and 4 whiteboards), with each
class having a minimum of atleast two boards. Some classes even have up to
viii. A large land mass: The school is also blessed with a large land mass for
with this kind of land mass. The land is so large that almost all the teachers
have their own unique farm gardens, including the school general garden, and
are capable of hindering it from achieving her set goals. Some of the perceived
weaknesses include:
i. Insufficient buildings: the school from inception till now, possess only a
meagre amount of 5 blocks. This few blocks house the entire classrooms and
offices. The five buildings are not enough because streams that were supposed
ii. Dilapidated buildings: Even when the school had few buildings available,
many of them are faded and worn out. Only two blocks can be reported to be
in a good state while the other three buildings are either having one fault, or
the other. Some poor qualities associated with these three blocks include
leaking roofs, fallen or suspended ceiling, bad doors or windows, etc. All these
contributed to hinder the teaching and learning process. For instance, during
rainy season, am sure many classes including my own class primary 6A will
iii. No source of electrical power: In the 21st century, one expects every school to
be digital. Sadly, this is not the case with Government primary school Obufa-
Esuk. The school does not have a source of electrical power. There are no
electrical poles linked to the school. This is a bad situation because a school
does not also own any generating set of any kind. The implication is that
learners learn under a high temperature which can limit the function of their
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relax, instead they move their seats to treeshades as a means of getting fresh
air or oxygen.
iv. Inadequate teaching and learning materials: Teaching and learning materials
such as textbooks,charts, tables, desk etc. are not provided, the school library
is poorly equipped as it does not contain good and quality textbooks that suit
the needs of teachers and pupils. The number of desk available to learners are
not in the same proportion with the number of learners available in the
school. Hence, in some classes, learners sit up to six in one desk while in other
classes, some learners sit on the ground. These shortages in the supply of
qualified teachers, and it is yet another thing to have them adequately. The
teachers in this organization by own judgment are not enough. A school with
about 504 pupils should also have close to 30 teachers for a good teacher-
pupil ratio. Yet, given the large population of pupils in the school, she can only
teachers who are Npower, it means that many streams will be without
teachers or many teacher s will be overloaded with many pupils which will
computing. This school does not own even a keyboard nor mouse let alone a
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The follow suggestions below have been put forth with the hope that if
i. The Government, other NGOs and the school Alumni should make
ii. The school administrators, teachers, pupils, as well as the public must
maintain a good attitude towards all the facilities in the school. It was
revealed that some facilities went bad due to poor usage from individuals
iii. The government should ensure the school plant as much as they inspect
repairs.
iv. The government and the university of Calabar community should assist this
organization with electricity which will in turn enhance and promote a good
effectively.
vi. More teachers should be supplied to the school by the government. This will
increase the teacher to pupil ratio making it possible for one teacher to have
a classroom of manageable size. This will also help the teachers meet the
3.5. Conclusion
and educative. It is something every student should take seriously rather than
contemptuously. The experience derived during this short period of time has
was able to see for myself easily, those things lecturers were struggling to explain
in this department and that the duration for this practicum exercise be extended
more than the current six weeks’ minimum period. This will enable