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The STS report evaluates Ms. Adenyo Roseline's teaching methods and classroom management in Grade 8 Mathematics, highlighting her use of supportive strategies to create an inclusive learning environment. Her approach, which includes differentiated instruction and cooperative learning, has led to improved student engagement and performance in mathematics. Recommendations for future improvements include enhancing technology use, conducting feedback sessions, and sharing best practices with colleagues.

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6 views2 pages

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The STS report evaluates Ms. Adenyo Roseline's teaching methods and classroom management in Grade 8 Mathematics, highlighting her use of supportive strategies to create an inclusive learning environment. Her approach, which includes differentiated instruction and cooperative learning, has led to improved student engagement and performance in mathematics. Recommendations for future improvements include enhancing technology use, conducting feedback sessions, and sharing best practices with colleagues.

Uploaded by

rocksondadugah58
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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*Supportive Teaching in School (STS) Report*

*Teacher's Name:* Ms. Adenyo Doseline


*Grade/Subject:* primary 5
*Date:* March 18, 2026

### 1. Introduction
This report outlines the performance, classroom management, and teaching methods
employed by Ms. Abena Kofi for Supportive Teaching in School (STS) in Grade 8
Mathematics during the 2025/2026 academic year. The focus is on how the teacher
applies supportive teaching strategies to foster an inclusive and encouraging
learning environment that meets the diverse needs of students.

### 2. Teaching Methods and Curriculum Delivery


Ms. Adenyo Roseline employed a variety of supportive teaching methods, including
differentiated instruction, cooperative learning groups, and the integration of
assistive technology (e.g., interactive board and speech devices ) to enhance
accessibility. Lessons were structured to provide scaffolding and emotional
support, aligning with the curriculum to meet diverse learner needs and promote
self-esteem. Innovative approaches such as project-based learning and peer tutoring
were used to reinforce mathematical concepts and build confidence.

### 3. Classroom Management


Ms. Roseline demonstrated strong classroom management skills centered on supportive
practices, maintaining a positive and safe atmosphere that encourages student
confidence. Behavioral issues were addressed with restorative approaches and
positive reinforcement, ensuring all students feel supported and respected. And
also she implemented clear routines and inclusive rules that promote mutual respect
and collaboration.

### 4. Student Engagement and Performance


Students responded well to the supportive teaching strategies, showing increased
participation in class discussions and activities, improved academic performance in
mathematics assessments, and enhanced social interaction among peers. The STS
approach led to noticeable growth in students' self-efficacy and overall learning
outcomes, with many students demonstrating better problem-solving skills and
confidence in applying math concepts.

### 5. Conclusion & Recommendations


Ms. Roseline’s philosophy create an environment that boosts student engagement and
performance. Recommendations for future improvement include:
- Expanding the use of technology for personalized learning.
- Conducting regular feedback sessions with students to refine supportive
strategies.
- Sharing best practices with other teachers to broaden STS implementation across
subjects.

The following pictures were taken during my STS observation to support my report

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