### Mentor Teacher Background & Context for Observation at Nilgiri Secondary School

**Observation Overview** **Mentor Teacher Background and Teaching Style:** At Nilgiri Secondary School, I had the opportunity to observe an experienced English teacher who is well-regarded for her student-centered teaching style. She teaches English to Grade 10 learners in a mainstream classroom situated in a well-resourced public school. Her approach heavily emphasizes learner participation, group work, and class discussions, with a focus on enabling students to take ownership of their learning. The mentor teacher displays patience and enthusiasm, creating a welcoming and encouraging classroom atmosphere. Rather than relying solely on teacher-led instruction, she incorporates open-ended questions and collaborative tasks, making lessons dynamic and responsive to learners’ needs. **School Context and Teacher’s Experience:** Nilgiri Secondary School is a quintile 4 school located in a suburban setting, catering to a diverse student body from various socio-economic backgrounds. As a public school, it is guided by the Department of Basic Education’s policies and the National Curriculum Statement (NCS), including the Curriculum and Assessment Policy Statement (CAPS) for English (DBE, 2011). The mentor teacher has over ten years of teaching experience, which is evident in her effective classroom management strategies and her ability to adapt lesson content and methodology to suit diverse learner profiles. The context of the observation was a Grade 10 English First Additional Language (FAL) class, with 35 learners present. The class had a range of proficiency levels, requiring the teacher to differentiate instruction and provide various forms of support, such as scaffolding and differentiated activities. The lesson objectives were aligned with CAPS requirements, focusing on developing learners’ reading comprehension, vocabulary acquisition, and writing skills. **Lesson Observation Details:** During my observation, I attended three consecutive English lessons, each lasting 45 minutes. The lessons covered different aspects of the Grade 10 English FAL curriculum: - **Lesson 1:** Focused on reading comprehension, where learners analyzed a short story. The teacher facilitated group discussions to encourage critical thinking and peer collaboration. - **Lesson 2:** Centered on vocabulary development, with interactive activities such as word games, contextual usage, and the creation of personalized vocabulary logs. - **Lesson 3:** Addressed essay writing skills, where learners brainstormed ideas in groups, planned essays, and shared drafts for peer review. Throughout all lessons, the mentor teacher maintained a student-centered approach, giving learners ample opportunities to voice their opinions and work collaboratively. She carefully monitored group activities and provided constructive feedback, helping students reflect on their learning and engage more deeply with the English curriculum. Overall, the observations highlighted the teacher’s ability to foster an inclusive, interactive, and supportive learning environment in alignment with CAPS guidelines and best practices in student-centered education.