Bachelor of Education

MCT/MST Lesson Observation

Feedback to student teacher

Student teachers name: Ayesha Hasan Alhosani

Grade Level: KG1

Unit/Lesson: Science / Weather Experiment

Date:

Competency Area E G S M US
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection X
Strengths of the lesson: Ayesha taught a complete lesson from start to finish. She
asked for lesson details and clarification in advance and made decisions about what
to include and exclude in the lesson, such as the PowerPoint. She adjusted her
teaching when she saw that students were confused and asked her partner student
teacher to translate and model. She also provided gentle guidance for her partner
teacher when it was her turn to teach the same lesson. Ayesha helped her partner
with correct English vocabulary and lesson pacing.

Areas for development: There is nothing Ayesha won't be able to accomplish

without continued study and practice of teaching methodology. There are times when
she's uncertain how to guarantee the understanding and participation of all students,
but this is an advanced skill that she will master with time. She is far ahead of the
curve for a first-year student teacher.

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

 HCT Bachelor of EDUCATION
Practicum Booklet 1A

AYESHA, I SUBMITTED THIS TO YOUR MCT VIA ELECTRONIC SURVEY. PLEASE LET ME
KNOW IF SHE DIDN'T RECEIVE IT.

B Ed EPC 1901 Practicum 1b: MST/MCT Final Assessment Report

Student Teacher Assessment Competences:

This report is to be completed by the Mentoring School Teacher in consultation

with the Mentoring College Teacher and refers to teaching competencies listed
below:

Name of student: Course:

Name of preschool / school: Grade:
Mentoring School Teacher: Mentoring College Teacher:
Email:
Absence dates / reasons:

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

Please tick the boxes using the scale with 5 indicating the best possible performance
I - Professionalism E G S M US
Build positive relationships with individual students
Develop an understanding of the unique characteristics of individual learners.
Build professional relationships with other staff members including support staff
Begin to communicate more confidently in matters of teaching and learning with MST
and MCT

II - Planning for Learning (including Knowledge and Understanding

E G S M US
of Content)
Demonstrate an understanding of the purpose of planned activities
Use a lesson-planning template to determine and document learning outcomes, record
and reflect upon observed teaching sessions
Document familiar routines and strategies used by the MST to manage learning
Identify perquisite knowledge and skills related to the topic/skill areas that students will
be expected to practice
Use a lesson-planning template to plan a minimum of two, paired or individual teaching
activities with pairs or small groups of students under the direct supervision of the MST
Apply knowledge of the developmental characteristics of age groups to create learning
objectives/outcomes that meet both curriculum requirements and the needs of the
students.
Identify possible learning objectives/outcomes associated with activities
Make use of available resources at the school and college to produce materials to
support teaching and learning with students
Present all relevant lesson planning and related teaching material in a clear and
professional manner.
Use reflection and mentor feedback to inform planning

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HCT Bachelor of EDUCATION
Practicum Booklet 1A

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 HCT Bachelor of EDUCATION
Practicum Booklet 1A

III - Implementing and Managing Learning (including behavior E G S M US

management, language and delivery)
Assist the MST to manage a range of learner-centered activities
Assist the MST to manage a variety of interaction patterns - E.g. individual, pair work,
group work and whole class tasks
Follow established rules and routines for behavior
Identify problem behaviors that distract other students
Identify ways of engaging students.
Identify time management strategies
Build rapport through interaction with students
Identify relevant resources to support teaching

IV - Monitoring, Assessment and Evaluation E G S M US

Identify and uses appropriate strategies and techniques in monitoring pair/small
group work including, checking understanding, reformulating instruction, coaching
students to achieve planned aims.
Identify and gives oral constructive feedback on pair/ group work, which reinforces
strengths and highlights areas of improvements to support learning

V - Critical Reflection E G S M US
Identify instances and actions of relevance within the classroom and report them clearly
Recognize when support is needed and respond appropriately.
Accept and act on professional feedback and guidance
Establish an area of improvement based on reflections of school-based activities.
Gather and collate documentation that supports and promotes reflection on aspects of
own teaching and learning

Observed Strengths:

Areas for Development:

General Comments:

MST Signature: Date:

MCT Signature: Date: