Children still calling out miss, miss. Try and address this positively as mentioned above or with group
points.
MCT FINAL ASSESSMENT REPORT B. Ed. Year 2, Semester 3 2a
Name of student: Layla Course: Teaching Practice 2a Year: 2
Name of preschool / school: Al Andalous
Mentoring School Teacher:
Absence dates / reasons:
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)
Grade 2
Observed Strengths:
You have shown the LO on the lesson plan now you need to show clearly the language skills
that are being targeted e.g reading the body parts names or saying them. Transition well
organized and calm.
Going through the body parts clearly but it took a long time 15 minutes. Could this have been
done more quickly?
Highlighting the difference between singular and plural ,(body parts)
Reminding them of the expected behavior
Used some positive reward to quieten children.
Using a song to reinforce the body parts.
Reading the body part words.
Clear visually appealing visuals text is a good size and font.
Areas for Development:
Fill in planning sheet parts correctly Guided and independent. This was highlighted in the last
lesson- you are doing a series of whole class activities and not guided or independent group
activities. Independent activities could have been bingo, matching game , jigsaw puzzles
putting the words and pictures together etc. activities that allow them to speak and listen to
others as well as reading and/or writing.
Scaffold children e.g when girl didnt know which day is tomorrow, help her to find today (use
phonics to help) and then support her to go to the day below.
Give instructions clearly- they were not sure whether to join in (body parts) tell them when
they can join in or repeats
Think about the activities you are choosing as you went through the body parts on the carpet
and then repeated this with one child at a time. All children need to be actively engaged and
challenged (now 20+ minutes)
Again it took a long time to go through reading the words. Could give them strategies to read
words and let them decode them in the activities.
Grammar-do What do we say. How many fingers do we have? Where is the head, mouth etc
General Comments:
You are calm and have a pleasant manner with the students.
Lesson is well organized. You now need to move away from whole class teaching for the entire
lesson and plan for active hands on activities that engage all children in developing the
language skills (S,L,R,W).
A EXCELLENT
A- 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.
B GOOD
+ To be assessed as good, the student teacher will demonstrate a high standard of
B achievement in most competency areas and proficiency in all.
C SATISFACTORY
+ To be assessed as satisfactory, the student teacher will demonstrate proficiency in most
C competencies and meet the minimum requirements of all.
D 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.
F FAIL
To be assessed as unsatisfactory, the student teacher will not meet the requirements in the
majority of competencies.