MCT/MST Lesson Observation

Student teacher’s name: AYESHA AL ALI Grade Level: KG2

Unit/Lesson: ORDERING 1 TO 100 Date: FEBRUARY 28, 2018

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Competency Area E G S M U

Please tick the boxes using the OVERALL ASSESSMENT LEVEL

DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism
Planning for learning
(Includes knowledge & understanding of content)
Implementing and Managing Learning
(Includes behavior management, language and delivery)
Assessment
Reflection on Practice
Overview of the lesson:
The Lesson was all about ordering numbers from 1 to 100. The
teacher begins with the circle time and was enjoying the question and answer
portion of with the pupils on what are their favorite characters. She proudly
delivers her lesson with confidence. She shows different style on how to
motivate the children through puzzle games ordering numbers. She also
participates in circle time activities and plays with the children. She is always
ready to assist the children who need help. She gives special assistance of the
slow learner. She shows great interest in the preparation of all the materials
related to the lesson.

Areas for development:

Assessment is also necessary in order to know how far the pupils learn the
lesson. What are the necessary things they need to improve for the specific
subject matter? What the teacher show improve?

Focus for next lesson:

Give importance on the assessment. It’s necessary provide more formative
assessment for the pupils to react.

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 Observation template 1

Professionalism and Understanding: Professional Growth

This student has excelled as a student teacher. She has demonstrated

extraordinary initiative, creativity and insight into students, content and
pedagogy in the planning and implementation of lessons. The student reflects
upon her successes and failures, and responds by making appropriate
adjustments in her instruction. The student has developed outstanding
professional relationships with students and with teachers.
Planning for Learning: Planning activities and lesson aims

Uses knowledge of students to design educational experiences. Plans lessons

that reflect the interests of the children. Selects objectives at the correct level of
difficulty to assure successful learning experiences for each student. Includes
teaching methods and procedures relevant to the objective. Includes relevant
student activities. Plans appropriate time allotment. Selects a variety of
teaching methods, procedures and student activities.
Implementing and Managing Learning: Language and Delivery

Reviews students’ prior knowledge and/or experience. Identifies and previews

appropriate resources to use. Provides structure for learning. States
instructional objectives. Provides input related to objectives. Models activities
congruent with topic being taught and provides guided practice to reinforce
concepts. Utilizes lesson summary techniques. Provides independent practice
activities. Indicates positive directions for moving from one activity to the next.
Checks for understanding and adjusts instruction as needed.

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Classroom Management

Maintains classroom organization for efficient distribution of learning materials.

Maintains proper care of instructional equipment and materials. Shows
evidence of adequate lesson preparation and organization of work with
objectives clearly in mind. Makes materials readily available to the students.
Shows evidence of good housekeeping procedures in the educational setting.
Establishes and maintains discipline. Manages discipline problems in
accordance with administrative regulations, school board policies. Establishes
and clearly communicates parameters for student classroom behavior. Keeps
accurate accounting of student attendance. Promotes self-discipline. Manages
disruptive behavior constructively. Demonstrates fairness and consistency in the
handling of student problems. Keeps criticism fair and objective. Organizes
students for effective instruction. Uses grouping to encourage peer group
interaction. Makes use of the physical school environment to support current
learning activities. Makes certain that procedures allow adequate wait time for
each student. Creates a set of guidelines for students to follow when doing
small group work. Maintains classroom organization for efficient distribution of
learning materials. Maintains proper care of instructional equipment and
materials. Shows evidence of adequate lesson preparation and organization of
work with objectives clearly in mind. Makes materials readily available to the
students.

Communication Skills

Respects students. Speaks clearly, Uses a variety of verbal and nonverbal

techniques free of sarcasm. Elicits and responds to student questions before
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proceeding. Gives clear, explicit directions. Uses probing techniques. Provides
structuring comments which clarify the tasks and help the lesson proceed
smoothly. Puts ideas across logically. Uses appropriate and correct vocabulary in
oral and written communications. Uses praise appropriately.
Monitoring and Assessment

Gives written comments, as well as points or scores. Returns test results as

quickly as possible. Makes opportunities for one-to-one conferences. Effectively
interprets test results to students and parents.
Establishes expectations for students based on a level of skills acquisition
appropriate to their ability level. Uses concrete, first-hand information about
students. Reviews and evaluates student achievement.
Critical Reflection

Observation template 2

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Strengths of the lesson:

Areas for development: