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Teaching with Purpose: A Reflective Journey in the Intermediate Phase: 

Quinn Hendricks

“Inspiring growth, reflection, and care — one classroom at a time.”

Welcome to my Teaching Reflection Portfolio.

My name is Quinn Hendricks, a 4th-year Bachelor of Education (Intermediate Phase) student. This portfolio reflects my journey as a developing teacher, showcasing my experiences, challenges, and growth throughout my practical placements and service-learning projects.

 Across four years, I have taught in both public and private schools — including Stratford Primary, Curro Brackenfell, and Dr Van Der Ross Primary. Each experience has contributed to my professional identity, helping me understand the realities of South African classrooms and the diverse needs of learners.

This site is divided into key sections that represent important milestones in my teaching journey:

✏️Reflections on Teaching Experience 

💚Service-Learning Project 

🎥Micro-Teaching Reflection

☀️A Day in the Life of a Teacher 

Final Reflection 

Through these reflections, I aim to demonstrate my commitment to inclusive, compassionate, and reflective teaching that empowers learners to reach their full potential.

About Me 

I’m Quinn Hendricks, a fourth-year Bachelor of Education (Intermediate Phase) student. Over the past four years, I’ve had the opportunity to teach across Grades 4–7 in both public and private schools. My teaching philosophy is rooted in care, inclusivity, and lifelong learning. I believe education is a tool for empowerment and transformation. 

Professional Snapshot 

🌍 B.Ed Intermediate Phase, Rosebank College (Final Year)

🏫 Teaching Practice Schools: Stratford Primary, Curro Brackenfell, Dr Van Der Ross Primary

📚 Subjects Taught: All learning areas (Grades 4–7)

💬 Passion Areas: Inclusive education, literacy development, and learner well-being

Reflections on Teaching Experience 

Growing Through Practice: My Teaching Journey from Grade 4 to Grade 7 

Over the course of my four years in the Bachelor of Education (Intermediate Phase) programme, I have had the privilege of teaching across multiple grades and school contexts, which has shaped my understanding of teaching and learning in transformative ways. Each teaching practice experience presented new challenges, learning opportunities, and moments of growth that contributed to who I am becoming as a teacher.

In my first year, I began my journey at Stratford Primary School, a public school where I taught all subjects in Grade 4. This experience introduced me to the foundations of teaching — classroom management, lesson preparation, and building positive learner relationships. I learned the importance of creating a nurturing and structured learning space where learners feel supported as they transition from the Foundation Phase into the Intermediate Phase.

During my second year, I was placed at Curro Brackenfell, a private school, where I taught Grade 5 across all subjects. Teaching in a private school context gave me valuable exposure to different pedagogical approaches and advanced resources that enhanced teaching and learning. I was able to experiment with technology integration and differentiated instruction, which helped me recognise the value of inclusivity, innovation, and resourceful planning in education.

In my third year, I returned to a public school environment, teaching Grade 6 at Dr Van Der Ross Primary School in Belhar. This phase of my journey deepened my awareness of learner diversity and the importance of adapting my lessons to meet individual needs. I became more confident in applying inclusive strategies, supporting learners with different learning styles, and fostering active participation. My focus shifted toward building learner confidence and critical thinking skills.

Now, in my fourth year, I have continued my practice at Dr Van Der Ross Primary, teaching Grade 7 across all subjects. This has been one of my most rewarding experiences, as it represents the culmination of everything I have learned. Teaching Grade 7 requires balancing academic content with emotional and social readiness as learners prepare for high school. I have learned to scaffold learning more effectively, manage larger workloads, and mentor learners in becoming independent thinkers.

Across these four years, teaching at both public and private schools has provided me with a holistic view of the South African education system. Although contexts differ in terms of resources and support, the essence of teaching remains the same — building relationships, nurturing curiosity, and guiding learners toward success. My progression from Grade 4 to Grade 7 has strengthened my ability to understand learner development and adjust my teaching methods accordingly. These experiences have inspired me to continue growing as an inclusive, reflective, and compassionate teacher dedicated to making a positive impact in every classroom I enter.

Reflections on Service-Learning 

Be a Buddy, Not a Bully: My Social Action Project 

My service-learning project focused on addressing bullying at Dr Van Der Ross Primary through an anti-bullying awareness campaign. Together with my classmates, we designed interactive lessons and activities that helped learners understand empathy, respect, and the importance of standing up for others.

 A major challenge was the lack of parental involvement, which made it difficult to reinforce anti-bullying values beyond the classroom. However, through collaborative class discussions, role-playing, and group poster-making, learners demonstrated growth in their ability to identify and respond to bullying behaviours.

 This project strengthened my belief that teachers play a key role not only in academic learning but also in promoting social and emotional well-being.

My Social Action Project: Standing Up Against Bullying

Creating Change Through Service-Learning

My social action project focused on Anti-Bullying,  a topic I’m deeply passionate about because of how strongly it influences learners’ emotional well-being and academic success. Through this service-learning experience, I aimed to promote kindness, empathy, and respect among learners while helping them understand the serious impact of bullying on others.

This project reminded me that teaching extends beyond the classroom — it’s also about shaping the values and attitudes that create a positive school culture.

Reflecting on the Project’s Effectiveness

Overall, the project was highly effective and meaningful. I designed interactive discussions, poster-making activities, and role-playing scenarios where learners explored different forms of bullying, its consequences, and how to respond safely.

Each component worked together to raise awareness and empower learners to take action against bullying. The posters created by learners were displayed around the school, spreading the anti-bullying message to the wider community. The project not only educated learners but also encouraged open conversations that helped some share personal experiences for the first time.

The school community responded positively, with teachers noting improved empathy and awareness among learners. This experience made me realise that small, well-planned initiatives can lead to real change when learners feel included and valued.

Personal Growth Through Service-Learning

Participating in this project changed me both personally and professionally. It taught me the power of empathy, patience, and active listening — qualities essential for any teacher. I learned how to engage with sensitive topics thoughtfully and how to create a safe space where learners feel heard and respected.

This experience helped me develop stronger communication and facilitation skills, especially when guiding difficult conversations. More importantly, it deepened my belief that education should nurture both the mind and the heart. I now see my role as not only an educator but also a change agent who can promote compassion and inclusivity in schools.

Knowledge, Skills, and Attitudes Gained

Through this project, I gained:

• Knowledge about the psychological and social effects of bullying, and how school-wide interventions can prevent it.
  
  

• Skills in collaborative planning, community engagement, and creating learner-centered awareness campaigns.
  
  

• Attitudes of empathy, social responsibility, and a deeper understanding of how small acts of kindness can transform a learning environment.
  
  

These lessons have shaped me into a more compassionate and socially aware teacher who values holistic education.

Impact and Sustainability

The project had a lasting impact on the school. The posters and pledges learners created were left on display as a continuous reminder of their commitment to a bully-free environment. Teachers expressed interest in continuing similar activities during life orientation lessons, which shows that the project inspired ongoing dialogue and action.

I believe the initiative is sustainable because it encouraged learners to take ownership of the anti-bullying message. By involving them in every step — from planning to reflection — they developed a sense of pride and responsibility for maintaining a positive school culture.

Final Reflection

This service-learning journey reminded me why I chose education: to make a meaningful difference in the lives of young people. It taught me that service and learning go hand in hand — when learners are given opportunities to serve their communities, they also grow in empathy, leadership, and understanding.

Personally, I walked away more confident, more compassionate, and more inspired to continue creating spaces where every learner feels safe, valued, and respected.

Reflections on Micro-Teaching 

Learning Through Practice and Reflection 

Micro-teaching provided a supportive platform to practice lesson delivery, classroom interaction, and reflection. Teaching small groups of peers helped me refine my questioning strategies, pacing, and assessment techniques.

 Feedback from lecturers and peers encouraged me to become more learner-centred and confident. It also taught me to reflect critically on my practice, identifying what worked well and what could be improved.

What Went Well

My online microteaching lesson went extremely well overall. I was able to maintain learner engagement throughout the session by using interactive elements, such as quizzes, visuals, and discussion prompts. My explanation of concepts was clear, and learners were able to respond to questions confidently, which showed they were following along. I also felt confident in managing the digital classroom environment and keeping learners on task.

Challenges and How I Addressed Them

One challenge I encountered was ensuring that all learners stayed engaged at the same time, as online teaching can sometimes lead to distractions. I addressed this by incorporating frequent check-ins, asking learners to type responses in the chat, and using interactive tools to involve them actively. Technical issues, such as unstable internet connections, were minimal but I prepared backup plans, like sharing slides and resources in advance, which helped keep the lesson running smoothly.

Achievement of Learning Objectives

Yes, the lesson met the learning objectives I had set. Learners were able to demonstrate understanding of the key concepts, participate in discussions, and complete the interactive activities successfully. The formative checks throughout the session confirmed that the learning goals were achieved.

Choice of ICT Tools

I chose appropriate ICT tools for the lesson, including Canva for visuals, Google Slides for presenting content, and online quizzes to check understanding. These tools were effective because they made the lesson interactive, visually appealing, and accessible to learners with different learning styles. They also allowed me to manage the lesson smoothly and encourage active participation.

Learning for Future Classroom Teaching

From this experience, I learnt the importance of pacing, interactivity, and clear instructions — lessons I can directly apply in a physical classroom. Incorporating hands-on or collaborative activities, even in an online format, encouraged engagement and deeper understanding. I also realised that flexibility and preparation are key: predicting challenges and having backup resources ensures that learning continues without disruption.

Incorporating Feedback

I actively incorporated feedback from my peers and mentor after the lesson. For example, I was advised to provide clearer verbal instructions alongside visual prompts, which improved learner understanding. I also adjusted my questioning techniques based on suggestions, using more open-ended questions to promote critical thinking. This reflective process strengthened both my lesson design and delivery.

Final Thoughts

Overall, the online microteaching experience was highly valuable. It boosted my confidence in using ICT effectively, improved my lesson delivery skills, and highlighted the importance of adaptability in teaching. I now feel more prepared to integrate technology meaningfully in both online and face-to-face lessons, enhancing learning for all students.

A Day in the Life of a Teacher 

A Glimpse into My Teaching Day 

Each day as a teacher brings new lessons and surprises. My mornings start with preparation and setting up learning materials, followed by lessons across subjects, learner engagement, and continuous feedback.

The most fulfilling part of my day is seeing learners’ “aha” moments when a concept finally clicks or when they confidently share their understanding. Balancing planning, marking, and care has taught me that teaching is a constant act of patience, adaptability, and heart.

The Three Days of “Life of a Teacher”

The three full days where I took on complete classroom responsibility were intense but incredibly fulfilling. I managed the experience by preparing thoroughly, staying organized, and remaining calm even when unexpected challenges arose. My detailed lesson plans helped me stay focused, and my daily reflections allowed me to grow from each experience. Seeing learners engage and respond positively made every effort worthwhile and reminded me why I chose this profession.

From Nervous to Confident

In the first four weeks, I often felt overwhelmed by the many roles teachers play — planning, assessing, managing behaviour, and motivating learners. However, by the last four weeks, my confidence grew immensely. I became more adaptable, independent, and comfortable taking initiative. I learned to think on my feet, adjust lessons to learner needs, and maintain a calm classroom environment. This growth marked the moment I began to feel like a real teacher.

Overcoming Challenges

One of my biggest challenges was classroom management. I initially struggled to balance discipline with maintaining a warm, supportive atmosphere. With guidance from my mentor teacher, I learned to set clear expectations and use positive reinforcement effectively. I also began using non-verbal cues and proximity to redirect learners without interrupting the lesson. Over time, I became more confident in managing the classroom, and it became one of my strongest areas of improvement.

How Ready Am I to Teach?

After reviewing my self-evaluation results, I can confidently say that I feel ready to enter the profession. My mentor teacher consistently praised my lesson planning, learner engagement, reflective thinking, and professional conduct. She highlighted my ability to connect with learners and my potential to make a valuable contribution to the field. While I still aim to refine my differentiation and assessment strategies, I now have the foundation and confidence to grow further as a teacher.

Comparing My Growth

When comparing my final evaluation with the self-assessment I completed at the start of my Teaching Experience, I can clearly see my development. Initially, I rated myself as “developing” in areas like time management and learner support. By the end, my mentor’s feedback reflected competence, confidence, and reflective growth. My progress aligns with the exit-level outcomes, showing that I am ready to begin my professional teaching journey.

Final Reflections

This Teaching Experience has been truly transformative. It taught me that teaching is not just about delivering content — it’s about patience, care, and creating meaningful learning experiences. I am deeply grateful for the support of my mentor, the encouragement of my lecturers, and the learners who reminded me daily that teaching is a powerful way to shape the future.

I now see myself not just as a student teacher but as a teacher in practice — ready to inspire, nurture, and grow alongside my learners. 

Final Reflection and Closing 

My Journey as a Future Educator 

“Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

As I reflect on my four-year teaching journey, I feel a deep sense of gratitude for every lesson, every learner, and every challenge that has shaped me into the teacher I am becoming. From Stratford Primary to Curro Brackenfell, and now at Dr Van Der Ross Primary, each school and classroom has taught me that teaching is not just about delivering content — it is about inspiring confidence, curiosity, and kindness in every learner.

To my future learners: I want you to know that I see your potential, your unique talents, and your ability to grow every day. My goal as your teacher is to create a safe, engaging, and inclusive space where mistakes are part of learning, questions are welcomed, and every voice matters. Together, we will explore, discover, and celebrate learning as a shared journey.

To my colleagues and the school community: I hope to contribute with dedication, collaboration, and creativity, always striving to make a positive difference in learners’ lives. I have learned that teaching is a team effort, and the best outcomes come when we work together with empathy and purpose.

This journey has taught me that teaching is a vocation, a responsibility, and a privilege. I am excited to continue growing, learning, and giving my best to each learner I have the honor of guiding. My vision is simple: to inspire learners to believe in themselves, to embrace curiosity, and to approach every challenge with courage and resilience.

Teaching is not just my profession; it is my passion. And I cannot wait to continue this journey, making every classroom a place of discovery, joy, and growth.

Quinn Hendricks

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