MCT Formal Lesson Observations Feedback

Student teachers name: Amira

Unit/Lesson:

Grade Level: 3
Date:14.10.15

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

Competency Area
Professionalism

US

x
2
(2)

Monitoring, Assessment and Evaluation

Critical Reflection

2
(2)

Planning for Learning (including Knowledge and

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

2
(2)

X
2
(2)
x
2
(2)

Strengths of the lesson:

Using a rhyme for transition to the carpet- say it with them especially as there was some change to the
wording. Also for the months rhyme and transition to table.
Activity 1-A listening activity could this be more child-centred with more speaking between the children
rather than teacher led?
Variety of activities, dictation, reading word cards, miming now make activities more child-centred.
Differentiated the worksheet by task (some had sentence starters).
Monitoring children as they are working.(get the children to read you what they have written as it is
good practice e for them to read their work back).
You put the verbs up on the board but after they had been doing the activity for a while.

Areas for development:

Grammar- What you can see (what can you see?) You did self-correct some grammar-what we do to
what do we do
Rather than allowing the students to call out teacher, teacher you need to give clear expectations e.g I
will only choose someone sitting quietly. Encourage the use of whole sentences as one girl just said
under or behind (e.g the cat is under the seat).You did this later when children were miming the
actions.
Ask the children to distribute resources
Give instructions clearly e.g when the activity was given out they didnt know what they were to do and
one group said they had finished before the activity had started.
Try and use more expression in your voice.
Try to teach the lesson without Najat to prompt you.
Lesson plan- needs to include more detail and accurate information e.g target language say exactly
what this is. Verbs are in the activities but not in the LOs. Make sure you have the correct information in
the right place in the lesson plan,
When showing the verbs not all children could see the words.
Think about how you can incorporate more speaking into your activities e.g the first activity the children
could tell each other where to put the characters e.g put the dog on the swing etc.

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 were organized. Using songs and rhymes
When calling out Ms. Ms. you gave them an alternative raise your hand, although some continued to call
out so you need to reinforce this strongly.
Using the group leaders to give out resources.
Youve written the LOs on the board but did you explain them to the students?
Verbal praise to encourage behavior that you want- groups.
Using a rhyme (strategy) to get them to listen to you how do we learn?
You have planned some active hands-activities.
You did include a differentiated writing worksheet at the end of the lesson following the MSTs advice about
which children could do which activity.
Your MST says that your behavior management has improved greatly, well done.

Areas for Development:

Still some shouting of songs and responses. Sing the songs with the children, be involved with
them.(finger family) Family members were a bit too small where putting them in the house on
the board.
Grammar- What you can see on the board. Give me a full sentence. Whose tell me? Who can tell me?
Picture of the house. Do you want to play puzzle?
Still more detail needed in the planning e.g. haleka you did more than just show them the picture of the
house-they read names of the family and answered questions when you put the family in the house. You
have put this information in the guided group work section of the plan. Say what each groups activity will be.
The jigsaw could have included the names of family members as the LO was to read them.
Limit waiting time-First activity was whole class dictation that the students did in groups, there was a lot of
time waiting in between each instruction and then waiting at the end of the activity while you checked each
group.
When giving instructions/explaining the activity give an example so they know what to do as they were
saying ok automatically.
Bring the lesson to a close and remind them of the LO/learning.

General Comments:
Your behavior management has improved. You have planned for active hands-activities. You
now need to plan less whole class teaching where all of the children are doing the same
activities to more child-centred activities that challenge all students.

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.