MCT OBSERVATION REPORT ~ B.Ed. (EPR) Year 4, Semester 2 ‘Teaching Practice 4b Internship Name of Student course: EPC 4909 Noor Ebrahin ‘Name of chook Zam Zam School ‘Mentoring Calloge Teacher Dr. Cra Weston Date and Time: Mareh 14,2017 Competency A~ Professionalism and Understanding Moors hs made strong progress during this Semester 8 practicum, developing in both confidence and sbility, Her planning has become more concise and the atte she has tlie are both relevant to the course objectives and engapng forthe students. Good work Moora! Category B= Planningfor tearing: Noora went over the objectives posted atthe front ofthe dass 1. To know the names of diferent animate and places. 2. To lean anduse adverbs and adjectives. 3. To know diferent emotions. ** Are students clear onthe meaning of ‘emotions’? I could be tefl to provide afew examples at this point. the chy Bear was fun, mathating hole. [twas welstructued, beautlly stated and cleatywritien, Noora used te book content to review animals andMCT OBSERVATION REPORT ~ B.Ed. (EPR) Year 4, Semester 2 Teaching Practice 4b — Internship category C= implementing and Managing Learning 1: "Taday, we are notdoingaleszon from the workbook. We havea story, "The Rehy Bear, Noora brought the st: tothe reading mat ina very organized way. Introduced the story using the tle page Information and pieture.T: "Who can read the itl forme? what does ‘itchy mean?” "Let's do somthing fist..takes out finger puppets from bag and stall put one on. “When you hear the word, "chy, I want two gis to make this sound.” She demonstates sound made by rubbing two papers together. ®t would be ood befor starting the story to review the various types of characters on the finger puppets so students are ready to put up thelr puppets are the right ime. Moora read the story very wellwith dramatic voles and actions. St. enjoyed making the same ations and using ther finger puppets to holdup matching characters. * Excellent to moke the reading as experiential as posible! During the story, Noora asked the class questions lated to emotional descriptors. ‘when ean, ifthe students ae siting down, itworks best forthe teacher to read white siting ona chat. The heights perfec for thet. to follow along and see the Pltures- which they enjoy. Standing while reading brings the story upto a height just above the students’ ight Ene. Following the story, Nooa offered apples tothe students based onthe boo, as wellas book characters on sts. **These were nicely created and visually interesting, Ie was litle utdearhow these were tobe used. "ally ited the cente tasks ~however, consider the difelt level ofeach task. For example, one ofthe worksheets was to challenging, while the other was to easy. It might have also been useful to havea set of directions at each able incase st. were clearMCT OBSERVATION REPORT — Ed. (EPR) Year 4, Somestor 2 Teaching Practice 4b — Internship ‘Category ~ Monitring and Assesment of Learning "Noora asked! quostionsal the way through the reading of “The Itchy Bear" to check st ‘comprehension on the objective as well as adational tops. The final activity was set of tasks based on centers. St, worked in groups at thelr tables — NWoora told the students how they would be moving rom task to tark, * could be elpful to give them an approximate time amount a each centre ~5 minutes? The worksheets seemed alte simplitic for this lve, but the other activities were appropriate, incudingthe poser and the word part activity. Forthe writing activity, te Bear poster on the wall) were they to write words elated to body parts oF adjectives? The one group had wo tasks the bear poster andthe word parts. Instead of having to groups with worksheets at these two groups fished quickly better to have one r0up do worksheets, one do the word pats, and the third the boar postr. These are more interesting activites anyway Category E Reflection: Please emall me you eflections on thi lesson.