MCT Formal Lesson Observations Feedback

Student teachers name: Najat A

Unit/Lesson:

Grade Level:3
Date:

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

Competency Area

Professionalism

X
(2)

Critical Reflection

US

Planning for Learning (including Knowledge and

Understanding of Content)
Implementing and Managing Learning (including behaviour
management, language and delivery)
Monitoring, Assessment and Evaluation

X
(2)

x
x

X
(2)

Strengths of the lesson:

Transitions were organized using a song, although discourage shouting the song-use a nice singing
voice (shouted all songs). Used song for months. Another song for transitioning back to the tables.
LO clearly on the board..
Telling a story using the bug. using voices to interest the children. Using word cards to reinforce the
prepositions visually. Getting children to show the prepositions e.g put your hands behind you.
Playing the game with the bug cards. Could they have played this independently after modelling it for
them using sentences to read or bingo?
Using the group reward system (MSTs).using your individual reward system
Doing one example with them together before writing the sentences themselves.
Giving clear instructions.
Good pace to the lesson.
Monitoring children during the writing activity.

Areas for development:

Discourage shouting songs and answers. Check planning is filled in correctly independent/guided
activities.
Think about differentiating the activities- independent group work and guided group work (scaffolding)
rather than whole class teaching all activities.
Model the correct grammar- What she said (what did she say). Maybe not always have writing activities
as a race as we want them to take care, with the correct content, spelling, punctuation. Try to think of
less teacher-centred activities. Could they have generated their own sentences? This could then have
been the guided activity supporting children with their writing (in a group while the other children are
working on the independent tasks like the game at the end of the lesson) differentiation in the lessonguided activity/independent activities.

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

Name of student:
Name of preschool / school:
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)

Observed Strengths:
Transitions very organized rhyme well established routine. Using a variety of strategies to engage children
and support their learning- stories, songs to reinforce vocabulary. Good to hear children singing rather than
shouting the songs this time.
Leeson plan is very detailed and easy to follow-could use more bullet points. It is clear who you are
supporting.
You made the PPT culturally relevant with pictures of Emirati
Very good behavior management-Using group reward system.
Clear instructions and checking children understand before starting.
You have planned active hands-on activities when doing group work although there could be more speaking
and listening involved e.g. children asking each other questions about people and rooms e.g where is the
father? He is in the or HA where do you eat dinner? Where they have to find out information. Etc You did
exactly this in the next activity, although the whole class did the same activity and it was over very quickly.
How could this gap fill activity be more challenging for those who are more competent in English?
You have worked on suggestions from the last observation.
Good time management.

Areas for Development:

Grammar-|Where she/he was? Where was he/she? A sentences
Fill in the planning sheet carefully as the first activity was whole class and not a guided group activity- this
was more of a dictation.

General Comments:
A very organized lesson with excellent behavior management including transitions. It is good
to see that you are incorporating speaking and listening ideas from class (gap fill). You are
really planning for active hands-on activities and beginning to think about different childrens
needs. This now needs to be developed in the next practicum.

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.