MCT Formal Lesson Observations Feedback

Student teachers name: Zainab

Unit/Lesson:

Al Andalous

Grade Level: 1
Date:14.10.15

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

S

Planning for Learning (including Knowledge and

Understanding of Content)

X
(2)

Implementing and Managing Learning (including behaviour

management, language and delivery)

X
(2)

X
(2)
X
(2)

Competency Area
Professionalism

Monitoring, Assessment and Evaluation

Critical Reflection

US

X
(2)

Strengths of the lesson:

Reinforcing choosing leaders who are sitting quietly.
Reminding them of the reward system.(give you a gift?) The children were distracted by having the
reward cups on the table- this could be moved.
Organized transitions, although rather than saying be quiet use the positive and praise those students
standing quietly.
Using a rhyme for months of the year.
Reminding them how to sit. You did discourage teacher, teacher by saying raise your hand.
Rhyme for the weather.
Using visuals for vocabulary cards and getting the children to touch their hair and later head, heart
Playing a game after the video linking happy with h
Reviewing previous taught letters.
You have planned for differentiation well done. however, this was at the end of the lesson and lasted
only 4 minutes. The activities need to be developed so that they are challenging and involve more
speaking and listening. You did try to wrap up at the end

Areas for development:

Grammar-How do you know it
You need to show the lower case h rather than just the capital. The video was all in capital letters
Transition from the carpet needs to be more organized e.g group 1 stand/quiet. Counting to 10 children
run and there could be an accident. This took time giving the rewards and children got noisy. Need to
continue smoothly with the lesson.
Give clear expectations e.g before starting the game tell them what you are doing and what you want
them to do. Several children not paying attention to this activity- looking through books, talking, fiddling
with objects on the table. You did try to use the rewards to correct this. This did get most of them to
focus but as you were talking quietly with one child at the board many lost focus again- you need to be
more commanding and include all of the children in the activity rather than just watching others. This
took at least 10 minutes. You then did not start another activity for a while but spoke to individual
children as they came up to you. Again when you showed the pictures on the board you need to say
what you are doing- always give clear expectations.
Use the lesson plan provided. Think about how you could involve all children in this or similar activities.
Many children did not engage in any activities during the lesson only watching others do activities.
You started the activities for all children after 35 minutes just before the end of the lesson.

MCT FINAL ASSESSMENT REPORT B. Ed. Year 2, Semester 3 2a

Name of student: Zainab
Name of preschool / school: Al Andalous
Mentoring School Teacher:
Absence dates / reasons:

Course: Teaching Practice 2a

Year: 2

General Context: Year level with which the student teacher worked, special characteristics, nature and
size of groups, and a brief description of what the student teacher did (e.g. specific responsibilities, content
areas covered; whole class/group work)

Year 1 girls school Sharjah

Observed Strengths:
Transition was organized to the carpet and mostly organized back to the tables. . You said when choosing a
volunteer on the carpet you were choosing her because she is quiet, hence reinforcing positive behavior.
Playing games with the vocabulary and showing them the objects where you had them-lid, lap. Guessing
game giving clues to elicit their ideas.
Used realia for the guessing game (mostly)
Using TPR with basic language and reinforcing some of the L words. Tried to get the students to do this on
backs Getting them to write the letter in the air but only once.
You are using the planning sheet but make sure it is filled in correctly.(guided experience?)
Used an open activity to encourage children to show you what they have learned. HA
Really trying hard with the differentiation.

Areas for Development:

Say why you are choosing those particular group leaders to reinforce positive
behaviour did it for one child (because shes quiet).
Make your visuals larger (lion).
Letter formation should focus on the lower case letter rather than the capital. (the video showed
this later). Explain simply why we might use the capital letter e.g.to start some ones name.
Grammar- what is the colour?
Really question the children to check their understanding when doing the sheet L as several could
not say what the letter L was. Explain the difference between mouth and lips.
Activities need to involve more speaking and listening .rather than colouring.as this is often done silently and
we want children to use the vocabulary they are learning.(one of the LOs was to improve speaking skills).
One group was matching pictures and letters but you need to encourage them to say the letters and words
as they tend to do it silently. The LA group again colouring and not using the language.

General Comments:

Your lesson was well organized and involved several resources. You have tried
to differentiate but check that all activities are supporting the LOs.
You completed the lesson in the time given, well done.

MST Holistic Grade:

Mentoring School Teacher
Student Teacher*

please sign.

Date

*After the report has been read and discussed

OVERALL ASSESSMENT LEVEL DESCRIPTORS

A
A-

EXCELLENT

B
+
B

GOOD

C
+
C
D

SATISFACTORY

To be assessed as excellent the student teacher will demonstrate a high standard of

achievement in all competency areas. An excellent student teacher should differ from the
other student teachers by an increased ability to demonstrate initiative and independence.

To be assessed as good, the student teacher will demonstrate a high standard of

achievement in most competency areas and proficiency in all.
To be assessed as satisfactory, the student teacher will demonstrate proficiency in most
competencies and meet the minimum requirements of all.

MARGINAL
To be assessed as marginal, the student teacher will meet the requirements in some
competencies, but may need further development in others. The student teacher must show
progress in the areas of lesser achievement.

FAIL
To be assessed as unsatisfactory, the student teacher will not meet the requirements in the
majority of competencies.