Introduction

The role of teaching practice on the students preparation, for teacher education enable the students teachers to put
into practice all the knowledge and skills they have acquired in college of Education. Teaching practice is an
inevitable programme that can not be excluded from the school curriculum because it plays a vital role in the
educational programme.
Teaching practice is a practical experience, which last for six months and every students-teachers must undergo to
be able to adjust and to have met the requirement for the award of a certificate or degree in education.
Chapter one of this study deals with the introduction, and also the relationship between teacher and the
pupils/students. Chapter two of this study deals with literature will be reviewed on the topic the role of teaching
practice on the students preparation for teacher education.

A school is an institution for instruction or learning as a teacher one has to

undergo teaching practice it is very essential in the making of a teacher for it

exposes one to all the challenges and all the joys of teaching, they say

practice makes it perfect so it is a time of putting into practice what one has

acquired from all the preparation given as a way of training teachers.

In addition to this, the act of teaching, there are two parties (the teacher and

the learner) who interact in two closely linked processes of teaching and

learning. Teaching is a process of giving instructions to the learner and

learning is the process of the alteration of behaviour because of an individual

experience. Teaching involves the sharing of knowledge with the learner on a

specific topic and a particular time meant to change his/her behavior and

experience. In the process, the two parties are provided with an opportunity

to learn from each other due to the interaction.

In this purposeful and reflective paper, I intend to integrate my teaching

practice experiences that I begun on the 4 th January until the 7th April when

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school was closed. My experiences at Uhuru Secondary School range from

classroom management and teaching to social adjustments and interactions

with both teachers and students. My teaching practice experience is based

mostly on the interaction with Form one classwhom I taught History and CRE

as well as Form Two East class whom l taught History and Form Two West

whom I taught CRE respectively. With this wide range of experiences I had, I

intend to reflect on: School Curriculum/Time tabling, Staff, Involvement

parents, Guidance and counseling, CTIE supervision, and how each affect or

affected the attitude andatmosphere of teaching/ learning process during my

teaching practice. I will first give a brief history of Uhuru School and conclude

with what I have learnt from the teaching practice experience.

Brief History of Uhuru Secondary School

Uhuru Secondary School is located in Uhuru Estate, about ten kilometers on

the east of Nairobi city center. The school was founded in 1989 as a boys and

girls secondary school by the former president Moi’s government and the

minister of agriculture, Honorable Wajigi.

THE MOTTO OF THE SCHOOL

‘’SERVE TO REIGN’’

THE VISION STATEMENT

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‘TO BE AN INSTITUTION THAT PRODUCES QUALITY STUDENTS

THROUGH MENTORSHIP WHO ARE MORALLY, ACADEMICALLY AND

SOCIALLY INTEGRATED.

MISSION STATEMENT.

TO PROVIDE, PROMOTE, CO-ORDINATE QUALITY TEACHING AND

LEARNING PROCESSES THAT WILL PRODUCE RESPONSIBLE CITIZENS

The school ran as a mixed school till 1999 when girls were moved out to Nile

Road Secondary School. The school was made into streams in 2000 as a Boys

day school. However, in 2012 a parallel program of day and boarding was

started by the Principal, Mr Mecha. In August 2014 it was fully boarding boys’

school and was registered with the Ministry of Education.

There are a couple of principals who headed Uhuru Secondary School from

the foundation of the school up to date.

THE LIST OF PRINCIPALS SINCE 1989

1989 -1992. Mr K Njacha

1993-2000. Mr E Kibinu

2001-2003. Mr F Kanyua

2003-2004. Mr D. N Ngugi

2005-2014. Mr P. M Mecha

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2014-2015. Mr D Obaga

2015 –to date Mr D Juma

School Facilities

The school has the following facilities: Laboratories, classrooms, dormitories.

There are about 350 students and there are two streams per class. Overall,

there are eight functional classes. However, there are only four dormitories

and each dormitory accommodates over sixty students of which l felt like it is

not healthy. Recently there was a spread of bedbugs in the dormitories which

ended up calling the administration’s attention as to implement some

measures to eradicate the spreading and breeding of the bedbugs.

Teaching Methods

Informed not only by Mr Wachira the Teaching and Learning teacher, but also

Sister Jane who came for History Supervision emphasized the use of inquiry

methods using indigenous knowledge to explain history, I realized that

students were better talked to about late coming if they had to establish a

positive attitude and perception towards learning. I had to vary methods of

teaching in order make the classroom discussion relevant to them. This

involved a lot of preparation through research and asking other teachers.

From my experience, each lesson was always different and I realized the

need for adequate planning and preparation.

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Curriculum/Time tabling and Lunch for Teachers

The curriculum at Uhuru Secondary School is wide and broad in

accordance with 8-4-4. The following are the subjects offered:

1. English 11. Business Education

2. Kiswahili 12. Geography

3. P.E 13. C.R.E

4. Mathematics

5. Physics

6. Chemistry

7. Computer

8. Biology

9. Agriculture

10. History

These subjects are taught in periods of 40 minutes. Within a day, a student

attends ten periods with the first class beginning at 08:10am, break for tea

11:00 for half twenty minutes after the fourth period. Lunch is at 1:00 that

goes for 30 minutes and the last class ends at 4:00pm after which boys are

involved in co-curricular activities such as soccer, volleyball, basketball, and

clubs, which include scouting, wildlife, and Christian union. Afternoon classes

are always difficult especially for humanities such as CRE because students

have the habit of sleeping in class including the time of doing exams. This

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reality called for more need of having a learner centered approach and life

approach method. This experience enabled me to use varying methods of

teaching with as many probing questions as possible.

The program lineup for the students during the week is as follows:

5am -6:30am .Preps (daily)

7am -11am .Church service (Sunday)

7am -1pm .Preps (Saturdays)

1pm- 4pm .General cleaning (Sundays)

4pm- 9.30pm .Preps (Monday-Friday) Entertainment (Saturdays)

5:30pm- 6:45pm .Supper. (Daily)

4p- 5.30 .Games (Monday, Wednesday, and Friday) Clubs

(Tuesday)

Staf

Uhuru Secondary School has twenty teaching staff with the majority female

teachers. There are very few houses for teachers within the compound and

three of them live in the school compound to take care of the students.

Therefore, many teachers live in far distances and have to commute daily to

and from school. Due to distance and the traffic jam in Nairobi, some

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teachers are caught up in the traffic jams and first classes are sometimes

affected. Teachers have a different attitude towards the early morning

classes because they do not want to be late. This points to one fact of the

need to build more houses near the school to facilitate supervision and

provision of services and guidance the students.

Guidance and Counseling

Other facility that the school has is the guidance and counseling facility,

which has two qualified teachers in this area. Due to the many problems

these boys face, the school saw a great need for the guidance and

counseling of the boys. Therefore, the duty was extended to each class

teacher to provide guidance to the boys

Involvement of Parents

Parents are very much involved and committed to the active participation in

the welfare of the school. Some classes have been chosen by some parents

voluntarily, are represented in the P.T.A, and monitor the wellbeing of every

member and his performance. To this effect, they give gifts to the class

motivate those who have done well in the exams. Parents are also involved

by financing Saturday classes.

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CTIE Supervision

I really appreciate the support and encouragement that I received from CTIE

faculty members who came to supervise me during the teaching practice.

Their openness in pointing out the areas in which I did very well as well as

those I needed to look into was so encouraging and helped me improve in

my methods of teaching. Each visit that I had, from the first to the fifth one,

left me with an opportunity to look within and reflect on my teaching styles

and methods, and plan for a better class. I feel that I was adequately

supervised and benefited from the supervision.

The experience of teaching practice had been a great moment of learning. I

have learnt that adequate planning and preparation is of paramount

importance to having a successful teaching and learning process. The more

prepared I will be, the more confident and competent I will be in delivering

and using varying methods and styles. Learning and high retention occurs

when other senses of the learner are appealed to. This involves the learner

to not only use the cognitive but also the psychomotor and process skills

such as observing, experimenting, analyzing, interpreting data, etc which

promotes inquiry and discovery learning especially in science. The exposure

and experience of my teaching practice has convinced me that teaching

needs be holistic approach. I need to pay attention to dimensions of learning.

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I have to consider other needs of the learner besides academic aspects. In

other words, I know that teaching requires dedication.

Students’ drug abuse

A drug has been defined as any substance that when absorbed into a living

organism may modify one or more of its physiological functions. The term is

generally used in reference to a substance taken for a therapeutic purpose

and as well as abused substances. Drug abuse has also been defined as self-

administration of drugs for non-medical reasons, in quantities and

frequencies which may impart inability to function effectively and which may

result in physical, social and/or emotional harm. Substances that have been

abused in Kenya would include alcohol, tobacco, miraa (khat), glue sniffing,

bhang (marijuana) and even hard drugs such as heroin and cocaine.

In this reflective paper I will discuss drug abuse in school; the reason why

students use drugs, their implication on students and ways of avoiding drug

abuse. In Kenya, a large number of students across all age groups have been

exposed to alcohol, tobacco, miraa (khat), glue sniffing, bhang (marijuana)

and even hard drugs such as heroin and cocaine.

There are a number of different reasons students begin to use drugs. Many

students use drugs for the same reasons adults use drugs- to get high, to

feel happy, stimulated, relaxed, or intoxicated. Drugs can also be used to

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ease stress, frustration, tension, disappointment, fear or anger. Many

students turn to drugs when they feel as though they have no where or no

else to turn to for help. Depression is a major reason students might turn to

drug abuse. They are overcome with a feeling of emptiness and

hopelessness and tend to try to fill the void by using drugs. When students

are particularly stressed or upset they may use more drugs than normal in

an attempt to ease their distress. Students that are shy or fearful may begin

to use drugs to boost their self-confidence. Many students use them to fit in

or are peer pressured.

The use of drug/alcohol in schools has effects impacts which vary from

academic performance which is severely impaired, along with his or her level

of responsibility – such as skipping class, failing to complete assignments

poor emotion control among others This abuse has produced teenage

student body's with many abusers whose relationships, reputations, futures,

wallets, self-images and especially grades suffer as a direct result of the teen

drug abuse.

Abuse of the drugs among the youth not only drains the economy because

controls of supply and demand reduction are expensive undertakings but

also deals a blow to the country as its youth become less productive. Drug

abuse is, therefore, an issue that not only involves the secondary school

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students but is also a National issue. Several strikes that have occurred in

schools in the past have usually been attributed to drugs without any

concrete evidence. More effort should be made to develop drug abuse

prevention strategies that target secondary school students as a high-risk

group. Appropriate intervention, health education efforts, support and

referral systems should be established in secondary schools to help curb this

habit early. Control efforts should not only be confined to secondary schools

but extends to their places of residence so that influences in the home

environment and the surroundings that contribute to drug abuse can be

identified and controlled.

It is evident that drug and substance abuse is still a problem in our

secondary schools despite various measures taken to stop it. In the year

2015, many schools in Kenya were involved in strikes whereby they damaged

school property.Uhuru secondary school is also among the schools which

were burned down. This was blamed on drug and substance abuse. One is

left to wonder whether it’s just the mocks and big televisions which catalyzed

them to do this or it is something else. It is possible that students who abuse

drugs while in school play a big role in influencing acts of indiscipline as they

are under the influence of drugs. Thus this study sought to find the factors

influencing drug and substance abuse and the effects of these drugs among

secondary school students.

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According to MrsKaranja, a guidance and counseling teacher in Uhuru

secondary school, the causes of drugs and substance abuse at the school is

to make the learners feel high or happy as represented by 24%. Peer

pressure and curiosity among school children also contributes significantly as

represented by 18% and 16% respectively. This agrees with Oketch (2008)

who observed that the period of adolescence is characterized by many

challenges which they believe are understood by their peers. In all this

turmoil come a socially classic, adult idealized, commonly available, and

mood altering drugs. Thus, he said, many adolescents try alcohol, cigarettes

and cannabis.

The peer subculture also facilitates the behavior by making the substances

available and by providing an appropriate social setting and instructions.

Other factors identified by students that ought not to be assumed include

students having more money and influence from their parents who also

consume drugs. According to teachers, peer pressure is the largest

contributing factor to drug abuse as represented by 40%. Other factors

included curiosity, drugs being available and the belief among students that

drugs are silver bullet to passing their exams as represented by 20% each.

These findings imply that peer pressure and curiosity are major factors

contributing to drug abuse among students. In this case, students are drawn

into consuming drugs by virtue of being enticed and introduced to by their

friends. They are convinced that they will feel high or would gain a sense of

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belonging. Consequently, they become curious to an extent of tasting such

drugs. This finally graduates them into consuming drugs.

Efects of drug and substance abuse on students and their

education

The study findings indicate that 52% of students believed that drug abuse

causes poor performance as 30% agreed that their colleagues who abuse

drugs develop aggressive behavior. There are several students who were

expelled from school during my Teaching Practice due to some outstanding

behaviors. These findings seem to agree with Blandford (1998) who noted

that drug abuse has become a stumbling block to the students learning

behavior which is essential element in educational practice. The students

believed that drug abuse contributes to withdrawal syndrome as they do not

interact with them while others believed that drug users are ever violent. The

results imply that drug abuse to students is tantamount to poor performance

as the objectives of education to students are over run by aggressive

behavior, violence and withdrawal. It becomes impossible for such students

to concentrate on studies or even interact with fellow students or teachers.

Measures that can be taken to control drug abuse.

According to the study, 79% of students do not offer any measure to curbing

drug abuse. As they are victims, it perhaps justifies as to why their lack of

awareness to causes and effects of drug abuse contributes largely to drug

abuse among them hence they cannot offer a solution to something that

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they perceive as of no problem to them. However, from the findings, a

significant number of them would offer to play games, read novels and join

clubs.

Guidance and counseling

Guidance and Counseling should be used to facilitate well understanding of

drugs, their effects and integrated approach to curbing drug related

problems. Administrators as well as other stake holders recommended heavy

punishment for drug abusers as well as guidance and counseling. The

findings of this study are hoped to lead to greater and deeper exploration of

this matter concerned among all those concerned with drug abuse in future

studies. The main task for the stakeholders is not merely to ensure that the

key elements highlighted in the present study are present but also to state

what these elements are and how they are vital on making schools drug free

zones. Based on the findings of the present study, there is a crucial need to

address drug related problems affecting young learners. There is a need for

students to receive moral and material support for their future benefits.

Policy makers

They should provide and coordinate services for students experiencing

behavioral difficulties and their schools. Ministry of Education in conjunction

with National Campaign Against Drug Abuse (NACADA) should engage in

appropriate interagency agreements in order to streamline the provision of

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services to support students with social and behavioural problems emanating

from drug abuse, providing examples of curriculum review and reform which

address drug abuse issues through integrating drug abuse information into

national school curriculum  Offer training targeting school administration

and teachers on alternatives to corporal punishment administered to

students as a way of solving drug abuse cases.

They should also provide appropriate professional development opportunities

for staff  Provide information to parents on drug abuse.

School administrators

They should develop, implement and regularly review, in consultation with

the school community and governing council, a school behavior code which

is consistent with the drug abuse policies. They should ensure that student

behavior is managed through procedures supported by a strong theoretical

understanding of how student learning and behavior are best supported.

They should promote structures at class and school level to enable students

to be involved in the management of their behavior. They should involve

district support services and other agencies, when appropriate, to support

staff and families in managing student behavior effectively. They should also

use system level consequences and interagency support programs with

students who do not respond to class and school consequences.

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They should also establish parent-teacher-student associations that report

students’ concerns, advocate on students’ behalf, and promote peer

education.

Teachers

Teachers should develop and foster positive relationships with students and

families by communicate and interact effectively with students and engage

in cooperative guiding and counseling sessions. They should participate in

developing, implementing and reviewing the school's procedures for

managing drug abuse related cases. They should also use a range of

teaching methods to provide formal and informal feedback on student

learning to students and parents or caregivers, and review teaching

programs in the light of student learning outcomes and also to develop

classroom management strategies which involve negotiation, support the

participation of all students and acknowledge positive learning and social

behaviors.

Parents / Guardians

When they enroll a student in a school, parents or guardians should accept

responsibility to ensure that the student attends school and that school staff

are notified of behavior change and absences. They should also keep schools

informed of health issues, concerns about behavior or other matters of

relevance

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CONCLUSION

However, the menace of drugs can be fought. Education is the first battle.

Children need to be told at home and in school about drugs. People need to

be aware of the effects so that they can make avoid this problem. A second

approach is to increase police manpower and powers to stop dealers and to

enforce the law. However the main target should be the user. Families and

counselors need to talk to children and people at risk. Parents need to look at

their children and help them to Jobs are needed to give people a role in

society. Although the problem of drugs may seem impossible to eliminate,

there are concrete steps that can be taken to weaken the hold of drugs on

society. The danger from drugs is too great to ignore.

References

Eggen, P. &Kauchak, D. (1997). Educational Psychology: classroom

connection, 2nded. New

York: Pearson Education.

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Eggen, P. &Kauchak, D. (2004).Educational psychology: windows on
classrooms, 6thed. New

York: Pearson Education.

Gitau, R., Kiura, A., &Kiura, J. (1999).On life and love: guidelines for parents
and educators.

Nairobi: Paulines Publications Limited.

http://www.highwaysec.com. Retrieved 12th April, 2013.

Woolfolk, A. (2007). Educational psychology, 10thed. New York: Pearson

Education.

Contents
Introduction.........................................................................................................................................1
Brief History of Uhuru Secondary School.................................................................................2
School Facilities.................................................................................................................................3
Teaching Methods.............................................................................................................................4

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Curriculum/Time tabling and Lunch for Teachers..................................................................4
Staff.......................................................................................................................................................6
Guidance and Counseling..............................................................................................................6
Involvement of Parents...................................................................................................................6
CTIE Supervision................................................................................................................................7
Students’ drug abuse......................................................................................................................8
Effects of drug and substance abuse on students and their education......................11
Measures that can be taken to control drug abuse............................................................11
Guidance and counseling.............................................................................................................12
Policy makers....................................................................................................................................12
School administrators....................................................................................................................13
Teachers.............................................................................................................................................13
Parents / Guardians........................................................................................................................14
CONCLUSION....................................................................................................................................14
References.........................................................................................................................................15

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