You are on page 1of 2

MCT/MST Lesson Observation

Feedback to student teacher

Student Teacher’s Name: Nawal Hasan Observer’s Name: Dr. Neil Satoquia
Unit/Lesson: Reading Clock Time Grade Level: 2
Date: March 11, 2018 School: Al Ezza

Competency Area F D C B A
Commitment to the Profession X
Planning for learning X
Managing Learning X
Implementing Learning X
Assessment X
Reflection on Practice X

Strengths of the lesson:


1. The teacher motivated the students by presenting a song video about clock. This set
the atmosphere in the classroom happy and engaging.
2. A variety of differentiated learning activities followed to reinforce the students’
understanding of the clock time. These activities catered to the different levels of
students.
3. The teacher’s voice was well modulated that it can be heard at the back of the
classroom.
4. She had lots of confidence in teaching her lesson.
5. She went around to monitor the students’ work and progress.
6. She followed her lesson plan, an indication that she mastered every part of it.
7. The class responded to the individual task as expected.
8. Her activities related towards the realization of the objective of the lesson.
9. The last activity was parallel to the objective of the lesson.

Areas for development:


1. In the presentation of the lesson, the teacher should have discussed what the short
hand and the long hand of the clock represent---short hand represents time in minutes
and long hand represents time in hour. Had these two notions been explained, it could
have avoided problems in the clock drawings of the students where both hands have
the same size.
2. There is a big clock on top of the glass door. The teacher could have made the students
differentiate the two hands---short and long, especially before they drew their clocks
on the back of their paper.
3. The teacher should employ effective techniques to manage the noise produced by the
hyperactive students.
4. It is the obligation of the teacher to know the names of her students. If she hasn’t
memorized yet the names of the students, then she must find a way to be able to call
the students by their names. To ask students to recite or participate in an activity by
asking what their names are or by saying to the students “you” or “go” cannot
establish very well rapport with the students. Calling them by their names sounds
endearing.
5. If you think that activity is difficult for the students to do, you have to model the first
item or sample so as for them to follow. If the second sample is still difficult for them
to pick up, then model it again until they get the idea and until they can begin to work
on their own. This is the idea of ZPD where learners learn from you and the idea of
gradual psychological unfolding where students depend first on you until they are able
to do it by themselves.
6. The teacher should explain the instructions to the whole class first before any one
student in class starts to do the activity prepared by the teacher. She must teach the
students or make the students realize the importance and value of listening to
instructions. She should stop giving the instructions when the students are noisy and
implement effective way(s) to call the students’ attention in order for them to stop
talking. As it was, the teacher’s voice was competing with the noise of the students.
7. You should have a way of recording the scores of the students because you will need
them in computing the average score of the whole class. The average score will tell
you the confidence level you need in relation to the students’ mastery learning of your
lesson. The average score or mean percentage speaks about how far you have achieved
your objective--- the main essence of your teaching the lesson.
8. Bad English Good English
Draw a clock back to the paper. Draw a clock on the back of the paper.
What the number here? What is the number here?

A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory

You might also like