Bachelor of Education

MCT
Teaching Practice
Booklet
EPC 4403
Student Name: Thykrayat
ID: H00237227
MCT: Colleen Menichini & Fatema Al Awadi
School: Al Maareed school
MST: Maryam Abdullah
Grade level: Grade 5

Contents
1. Teaching practice competences
2. Observation schedule
3. MCT feedback 1
4. MCT feedback 2
5. MCT feedback 3
6. MCT final report
7. MST Final report and comments
8. Combined MCT & MCT grades

TP Competences Review: Y1S1 EPC1401

Competence

Beginning Teaching

Professionalism

Accept the authority of the school leadership

Follow established school policies and procedures.
Follow established HCT policies and procedures including punctuality, dress code, and mobile phone policy.
(Detailed in the Student Practicum Guidelines document)
Maintain effective communication with MST and MCT

Planning for
Learning
(including
Knowledge and
Understanding
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

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

Assist the MST to manage a range of learner-centered activities

Monitoring,
Assessment and
Evaluation

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

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 behaviour
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
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

Critical
Reflection

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

TP Competences Review: Y1S2 EPC1901

Competence

Professionalism

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

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

Beginning Teaching
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
Use a lesson-planning template to plan, with the MST, appropriate activities for a minimum of three, paired or
individual teaching activities to an entire class for part of a lesson
This should include one start, middle and ending and should be informed by the characteristics associated with
each of these stages e.g. Motivation -Guidance -Practice; P-P-P; 5 Es.
Apply knowledge of how students learn and of the developmental characteristics of age groups to create lesson
objectives/outcomes that meet both curriculum requirements and the needs of individuals and small groups of
students
Incorporate familiar routines and behavior management strategies used by the MST into planning
Create and/or use specific criteria to establish lesson objectives/outcomes, inform behaviour management
strategies, match appropriate activities to each stage of the lesson and to ensure that all materials and resources
are prepared in advance
Try out a variety of teaching-learning activities - present a stage in a lesson.
Show an initial ability to use instructions and demonstrations/modeling to introduce classroom tasks
Begin to use various questioning and elicitation techniques
Implement established rules and routines for behaviour using positive reinforcement
Address problem behaviors that distract other students
Use appropriate strategies to encourage active student participation
Establish a positive classroom atmosphere that allows students to learn
Begin to apply time management strategies
Consistently build rapport through interaction with students
Use available resources safely and efficiently to facilitate student learning.

Monitoring,
Assessment and
Evaluation

Consistently apply appropriate strategies and techniques in monitoring pair/small group/ whole class work
including, checking understanding, reformulating instruction, coaching students to achieve planned aims
Provide feedback on pair/ group/ whole class work, which reinforces strengths and highlights areas of
improvement to support learning and make oral recommendations to MST

Critical
Reflection

Identify instances and actions of relevance within the classroom and report them clearly and with sufficient detail
Demonstrate a basic ability to link theory to practice
Identify various documentation required for successful management of teaching and learning
Consider elements that influence a teaching philosophy
Set professional goals based on feedback and reflection for the following semester

TP Competences Review: Y2S3 EPC2401

Competence

Emerging Teaching

Professionalism

Begin to take on the role of a teacher for an entire teaching session

Taking initiative to extend teaching and learning opportunities in the classroom
Attend professional development training and meetings as available

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

Use a lesson-planning template to design and plan in consultation with the MST, a minimum of three, paired or
individual complete teaching sessions with an entire class

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

Use a variety of effective teaching/ learning techniques throughout an entire lesson

Use instructions and demonstrations/ modeling to introduce classroom tasks with increasing accuracy

Design and plan lessons that promote clear behavioural expectations and which establish effective transitions
between distinct phases appropriate to the subject and the specific context e.g. PPP; 5Es to plan
Continue to create and/or use criteria to plan and prepare quality lessons. These should additionally be applied to
the development of actions that:
consider the varying needs of individuals and small groups of students.
enable the creation of an effective learning environment.

Apply established rules and effectively communicate expectations

Anticipate and consequently implement strategies to address problem behaviors
Employ appropriate strategies to maintain active student participation
Maintain a positive atmosphere that motivates students to learn
Implement effective time management strategies
Use appropriate body language, eye contact and gestures to maintain an effective classroom presence
Use available resources efficiently to facilitate student learning, including space and furniture

Monitoring,
Assessment and
Evaluation

Use appropriate monitoring strategies for full teaching sessions including class, group, pair, and individual work
Employ effective monitoring techniques during each stage of a lesson including walking around, checking
understanding, asking probing questions, providing comments, and giving constructive feedback in a timely
manner
Begin to use assessment instruments employed by the MST to evaluate student work

Critical
Reflection

Seek and accept professional feedback and respond constructively.

Suggest explanations for their own classroom-based decisions
Demonstrate a growing ability to link theory to practice
Consider how specific aspects of a lesson could be improved
Identify and apply strategies which will support professional development in specified areas

TP Competences Review: Y2S4 EPC2901

Competence

Emerging Teaching

Professionalism

Take the lead and use initiative both inside the classroom and outside e.g. the playground
Actively participate in meetings and professional development training

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

Use a lesson-planning template to design and plan in consultation with the MST, a minimum of three, individual
complete teaching sessions with an entire class

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

Demonstrate ability to manage transitions between activities

Design and plan each lesson to include differentiated activities and support and effective behaviour management
strategies which demonstrate an awareness of strategies that promote a more inclusive curriculum e.g. that take
into account childrens development and cultural, physical and social factors

Employ various questioning and elicitation techniques more effectively

Anticipate and apply appropriate strategies to manage student behaviour
Use a variety of effective teaching/learning techniques
Apply a range of strategies to maintain an orderly classroom atmosphere
Maintain consistently effective time management strategies.
Uses appropriate body language, eye contact and gestures to maintain an effective classroom presence
Use a range of resources creatively to extend teaching and learning opportunities both inside and outside the
classroom as appropriate

Monitoring,
Assessment and
Evaluation

Develop and apply appropriate monitoring strategies for full teaching sessions including class, group, pair, and
individual work
Apply effective monitoring techniques which could include constructive written feedback in a timely manner
Use assessment instruments employed by the MST to evaluate student work

Critical
Reflection

Suggest explanations for personal and MSTs, classroom-based decisions.

Predict the outcome of actions drawing on knowledge and theory
Review documentation required for successful management of lessons and offer suggestions for improvement
Start to develop a personalised teaching philosophy with reference to learning theories
Identify, apply and reflect on strategies, which will support professional development in specified areas.

TP Competences Review: Y3S5 EPC3401

Competence

Sustained Teaching

Professionalism

Engage in professional dialogue as a result of observation in a variety of classroom settings

Plan and conduct a minimum of one peer observation. Discuss and provide written feedback
Collaborate with other professionals and support staff in activities across the school
Attend professional development training in and outside the school environment

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

With the support of the MST, apply curriculum guidelines and instructional design principles rooted in the
practicum setting

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

Design and plan an integrated, thematic unit of work that demonstrates an understanding of teaching and
learning as a progressive, developmental process.
Create a minimum of seven differentiated lesson plans for an entire class to include one connected set of four
complete teaching sessions, a range of activity types and which detail how learning outcomes will be assessed
Use clear and explicit instructions to orchestrate classroom activities
Apply a range of student-centered interaction patterns to manage individual, pair work, group work, and whole
class tasks appropriately
Use appropriate strategies to encourage and maintain active student participation
Maintain an atmosphere that provides challenge
Use appropriate strategies consistently when addressing problem behaviors
Monitor student engagement to ensure that all students are fully involved
Maintain appropriate pace, and motivation and challenge
Use appropriate voice to maintain an effective presence
Create and use a range of resources to support teaching and learning

Monitoring,
Assessment and
Evaluation

Develop and use effective monitoring strategies across connected teaching sessions including class, group, pair,
and individual work
Develop and use formative assessment instruments such as checklists, grading scales, rubrics, etc. to evaluate
students performance in a variety of activity types

Critical
Reflection

Evaluate feedback and respond appropriately

Justify classroom-based decisions drawing on experience
Appraise a number of teaching possibilities and justify selections made
Expand teaching philosophy with reference to both personal experience and learning theories
Reflect on practicum experiences to identify strengths and specific areas for development

TP Competences Review: Y3S6 EPC3901

Competence

Sustained Teaching

Professionalism

Plan and conduct two consecutive peer observations where feedback will be applied in the second observed
lesson
Collaborate with other professionals and support staff in activities that involve the community
Engage in pastoral care across the school

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

In partnership with the MST, apply curriculum guidelines and instructional design principles rooted in the
practicum setting
Design and plan a sustained, integrated, thematic unit of work that demonstrates an understanding of teaching
and learning as a progressive, developmental process.
Create a minimum of ten differentiated lesson plans for an entire class to incorporate one connected set of four
complete teaching sessions
Include a range of activity types for the whole class, groups and individuals
Detail how learning objectives/outcomes, which set appropriate challenges for the learner, will be assessed

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

Provide clear and effective models/demonstrations of classroom tasks

Consistently apply a range of effective questioning and elicitation techniques
Manage smooth transitions between activities
Use a variety of explicit, positive reinforcement strategies
Encourage the development of student independence and responsibility
Manage interruptions and transitions to promote effective flow

Monitoring,
Assessment and
Evaluation

Develop and use effective monitoring strategies across an increasing range of connected teaching sessions
including class, group, pair, and individual work
Develop and use formative and summative assessment instruments such as checklists, grading scales, rubrics, tests
and projects etc. to evaluate students performance in a variety of activity types

Critical
Reflection

Justify classroom-based decisions drawing on theory and experience

Experiment with a range of teaching strategies and identify their strengths and weaknesses
Identify and account for the influence a range of stakeholders e.g. Ministry of Education, Principal, parents etc.
through portfolio documentation
Relate teaching philosophy to classroom activities and artifacts
Identify areas for development to be considered in goal setting in the following semester

TP Competences Review: Y4S7 EPC4403

Competence

Professionalism

Autonomous Teaching
Explore innovation and change initiatives through formal meetings with principal and other relevant staff
members.
Conduct formal and informal observations and use data collection tools in support of action research.
Where possible contribute to or plan and deliver PD in work related environments.

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

With reference to the prescribed curriculum of the teaching practicum setting and with a specific action research
focus, plan with greater autonomy all MST teaching sessions for a minimum 50% of MST scheduled teaching time
to include and/or add up to one full week of teaching where possible.
Create long, medium, short-term and detailed lesson plans that incorporate effective strategies to meet a range of
learning needs and styles, to promote engagement and ensure all students meet their potential.
Construct learning objectives/outcomes that challenge expectations and plan assessment strategies to inform
future planning, as part of the reflective cycle and which support the development of clear targets for
improvement of student achievement.

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

Show increasing mastery at providing clear and effective instructions/models/ demonstrations of classroom tasks
Manage transitions between activities very smoothly throughout a lesson session
Employ a variety of effective teaching/ learning techniques with increasing efficiency
Actively maintain a constructive environment or use positive peer pressure to encourage the development of
student independence and responsibility
Consistently maintain an effective classroom presence
Consistently use a range of resources and safely and effectively to encourage and challenge the learners

Monitoring,
Assessment and
Evaluation

In consultation with the MST, develop an assessment plan covering at least 50% of the MSTs teaching time, using
formative and summative instruments to evaluate students performance on oral and written work

Critical
Reflection

Appraise own teaching practices through proactive reflections.

Participate in professional discussions with their MST and MCT to justify their position on educational matters.
Justify professional decisions drawing on a range of experiences and/or theories.
Develop and implement solutions to improve classroom practice
Identify professional development goals and appropriate actions for the following semester

TP Competences Review: Y4S8 EPC4909

Competence

Autonomous Teaching

Professionalism

Communicate with stakeholders about students progress, teaching and learning

Implement innovation and change initiatives where appropriate
Use data collection tools in support of action research
Contribute to or plan and deliver PD in work related environments, where possible

Planning for
Learning
(including
Knowledge and
Understanding
of Content)

With reference to the prescribed curriculum of the teaching practicum setting and continuing with a
specific action research focus, plan with a high level of autonomy all MST teaching sessions for a minimum
60% of MST scheduled teaching time to include two full weeks of teaching where possible
Create long, medium, short-term and detailed lesson plans that incorporate effective strategies to meet a
range of learning needs and styles, to promote engagement, maximize learning opportunities and ensure
all students meet their potential
Construct learning outcomes that challenge expectations and plan assessment strategies to inform future
planning, as part of the reflective cycle and which support the development of clear targets for
improvement of student achievement

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

Demonstrate mastery in the use of a range of effective elicitation, drilling techniques and concept
questioning techniques
Provide consistent, efficient and effective scaffolding for the learners
Demonstrate the ability to integrate instruction across the curriculum
Consistently apply strategies that continually motivate and maintain an effective classroom presence.

Monitoring,
Assessment and
Evaluation

Critical
Reflection

In consultation with the MST, develop an assessment plan covering at least 60% of the MSTs teaching
time, record and use formative and summative instruments to evaluate students performance on oral and
written work
Use assessment data to inform lesson planning
Provide sufficient feedback to students to improve performance

Participate in professional discussions with MST, MCT and other colleagues to justify positions on
educational matters
Combine aspects of professional knowledge to find context-specific solutions
Empathize with a range of stakeholders to inform decision-making.
Integrate reports, syllabi, curricular and other documents into reflective writings
Infuse teaching philosophy into all classroom related activities and artifacts.
Identify professional goals for continued professional development

(MCT observation schedule)

School

Date

Student/teacher

Class
time

Lesson plan
submission

Maareed

24/2/2016

Thecrayat

10:15

Yes

No

Maareed

1/3/2016

Thecrayat

11:05

Yes

No

Maareed

7/3/2016

Thecrayat

11:55

Yes

No

MCT Feedback 1
Student Teachers name: Thecrayat (Grade 5)

School: Maareed school

MCT: Fatema Al Awadi

MST: Maryam Abdullah

Date: 24.2.2016

Strengths:

Greeting students and asking students to read the class rules.

Objectives stated on the board and went through them

Giving sticker to punish late students

Checking prior knowledge well

show me the card was a good idea to track attention
Good language demonstrated with the students.

Self-correction
Linking information to real lives (birthday)

Asking students to stand up and sit down to wake them up, but they were paying
attention at that moment.
Good use of different materials with good preparation for the lesson
Monitoring the groups and looking at their work.
Positive relationship with the MST
Hands up transition to check the answers with the whole class

Preparing cards for the points

Positive feedback provided to students
Differentiating activities to support different levels

Good to punish those who werent listening

Checking attention by asking to repeat answer
Added an extra activity which is in the workbook.
So enthusiastic and well prepared.
Asking students to tidy up

Suggestions:

Minimize the talking in Arabic even if you are angry

It is important to explain words in Arabic, but not all the time.

Better to display the calendar on the board and go through it.

A lot of repetitions during the lesson, this is wasting your energy, students
attention and not allowing the students to speak.

Your language is a bit higher than students level.

Not giving a chance for students to answer.

You are telling students to speak in English while you are using Arabic

I am caring of Omar language mistake.

They are still young do you have any questions? of course they will say no.

Some were giving good answers, better to appreciate that

The instructions for writing their special day needs modeling, they were confused
and you explained it to the group in Arabic.
Some students in the group were not participating in the task.
Look at the students and dont give your back to the groups.
Move quickly around the groups and try to give them your attentions.
Check the quality of the written sentences and make sure each student is writing
not only one.
The sentences the students are writing containing a lot of mistakes.

It would be better to model with the students a sentence on the board to help
them understand.

Calm down, better to explain the activity one by one. Dont rush the students.

Some students at the front right were not listening at all to their friends
Work on time management
Be specific in the lesson plan

Personal Aim for next lesson

allow more time for students to talk

avoid repetition
try calm a bit

MCT Feedback 2
Student Teachers name: Thecrayat (Grade 5)

School: Mareed

MCT: Fatema Al Awadi

MST: Maryam Al Hedyah

Date:01.03.2016

Strengths:

Clear and well written lesson plan

Identified the PDP focus for the lesson

The lesson plan sent on the right time

Greeting the students

Reviewing concepts learned previously
Objectives stated on the board

Positive teaching personality

Showing interest in students answers

Clear voice, calm with positive intonation

Using high five with the boys
Going through the objectives
Good use of body language to show the difference between verb and noun
Instant praising
Good comprehension questions

Allowing the boys to read the new vocabulary and introduce the meaning to the
students
Using realia to teach new words
Encouraging the students to give sentences
The students were very motivated with the poster and pictures activity.

Well-organized sequence of lesson plan to consolidate learning

Assigning roles to students
Using both individual and group points

Checking answers with the whole class

Better management and ability in teaching

Applying test, teach, test which was clear through the activities
Attracting attention before starting to grow
Good instruction and modeling of the activity
Well-presented the activity to the students through step by step instructions

Counting to attract the attention

Teaching the students to tidy up

Using hands up to attract their attentions
Allowing students some time to think about what they learned today
Punishing talkative ones with a red point

Good checking of understanding

Encouraging the students to give full sentences

A better lesson presented

Suggestions:

Better to show them how to discuss in pairs, that pair work means two together.
Give more time for discussion
Try to read from the flashcard correctly to plant
The rake is used to move the sand
Make more use of drilling
When asking one group to find a sentence, it is better to encourage others to
discuss as well rather than sitting and waiting

Language errors there were some mistakes rather than there was some
mistakes
Make sure of the pronunciation
Keep your eyes on the whole class while checking the answers, some were playing
with the scissors
Mostly focused on the left side of the class

Better to ask the students to repeat the instructions of growing the seeds to
make sure they got the idea
Encourage the students to use the new vocabulary while growing the seeds
Better to attract their attention by counting
Take the materials from the students, they were messing with them

Spending time to choose the students

Personal Aim for next lesson

Organize to pick students roundly rather than spending time to choose the

students
Allow students to use more vocabulary
Read correctly and improve the language mistake

MCT Feedback 3
Student Teachers name: Thecrayat (Grade 5)
MCT: Fatema Al Awadi

School: Mareed school

Date:06.03.2016

MST: Maryam Al Hedya

Strengths:

Stated the objectives on the board and going through them

Writing the day and date

Clear instructions provided for the puzzle activity

Provided detailed lesson plan with a connected sequence

Using high five to praise the students
Identifying the title through the puzzle

Involved in the lesson, had a good teaching personality

Good use of intonation and body language

Reviewing and rewarding good answers of previous knowledge

Assigning helpers to distribute the worksheet
Asking about the author and title of the story
Letting a student to read the story
Asking comprehension questions while reading
Using Arabic to teach meaning

Achieved pre- while and post reading

Prompting the students to answer
Teaching and scaffolding the students to learn more words such as king and
queen
Using body language to prompt them to identify the word

Reflecting on the story concepts and new vocabulary

Clear instructions about the matching activity on the board
Checking answers with the whole class

Going through the students answers and correcting worksheets

Collecting students papers to correct them

Objectives achieved
Linked to PDP
Clear lesson plan

Suggestions:

Language mistakes

Worksheet is only one word

Better to call the whole class to sit on the floor

Better to prompt students to speak and say the meaning in English

who did not was with us today? what is the error here in this sentence

Ask the students to read a long with their friend

One of the boys at the front group was not paying attention

The cards used in the story were little and the students were not able to see

clearly
Monitor more while doing the activity on the white board

class
Prompt the students more to speak in English
For the last worksheet you went through it really quickly, show them a model
Time management

Give the students a chance to read their answers when checking with the whole

Critical reflection

MCT Final Report

School: ..

Student Teachers name: . (Grade )

MCT:

Date: ..

MST:
A

Competency Area

A: Professionalism
Areas for development
Strength

B: Planning for Learning

Strength

Areas for development

C: Implementing and Managing Learning

Strength

Areas for development

D: Monitoring and Assessment of Learning

Strength

Areas for development

E: Critical Reflection
Strength

Areas for development

E= Excellent,

G=Good,

S=Satisfactory,

M=Marginal,

US=Unsatisfactory

MST Final Report

School: ..

Student Teachers name: . (Grade )

Date: ..

MST:
A

Competency Area

A: Professionalism
Areas for development

Strength

B: Planning for Learning

Strength

Areas for development

C: Implementing and Managing Learning

Strength

Areas for development

D: Monitoring and Assessment of Learning

Strength

Areas for development

E: Critical Reflection
Strength

Areas for development

E= Excellent,

G=Good,

S=Satisfactory,

MST name:

M=Marginal,

US=Unsatisfactory

Signature: ..

MCT & MST Final Report

School: ..

Student Teachers name: . (Grade )

MCT:

Date: ..

MST:
A

Competency Area

A: Professionalism
Areas for development

Strength

B: Planning for Learning

Strength

Areas for development

C: Implementing and Managing Learning

Strength

Areas for development

D: Monitoring and Assessment of Learning

Strength

Areas for development

E: Critical Reflection
Strength

Areas for development

E= Excellent,

G=Good,

S=Satisfactory,

Final Grade:
Student Signature:

M=Marginal,

US=Unsatisfactory

MCT signature: .