MCT/MST Lesson Observation

Feedback to student teacher

Student teacher’s name: Sumayya Observer’s name: M McMinn

Unit/Lesson: Grade Level: KG2D
Date: 28 February 2018, 9:00am

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

Strengths of the lesson:

Students were introduced to procedural texts, or processes that have steps. (This will build
to writing a procedural text next writing). You talked about the steps required for logging on
to an app.
You then asked them to think about a process they know of that involves steps, and talk
about it with a partner, before sharing back to the class. This is a Think/pair/share (we
covered it briefly last semester during EPR3203!). This is a powerful instructional tactic – it
allows students to go covert (myself) before going overt (to others), taking away the fear of
public failure. You are also allowing them to be intra- and interpersonal and also allowing
them to use their linguistic intelligences, by talking. T/P/S also accounts for wait time, it
gives times for students to think and to process information, and it’s a good way for you as a
teacher to check for understanding because by listening to the responses shared with the
class you can get a good idea about how students are tracking – have they got it?
Today’s activity introduced through a tray reveal (by a student – reward). You went through
the materials and safety considerations. You then demonstrated the process and in centers
students were sequencing the steps in various differentiated ways (by reading levels).
Closing – students were brought back to the mat and review the steps of the lemon juice.

Classroom management techniques used: 1, 2, 3 eyes on me, hands up to answer, thumbs

up if you understand.
Areas for development:

The thought of making of lemon juice was very exciting! When they are getting excited to
the point of disrupting, feel free to stop and take time to refocus them – I know it’s hard to
think about that when you are being observed! You could do this by sitting down yourself on
a small chair – this sends the signal that you will not be carrying on until we are all ready.
Sitting down brings you to the students’ level – and would’ve made it easier for you to cut
the lemon on your knee also! Dropping the volume of your voice and slowing down your
speech can also help to calm the room. You could also have sat on the mat and asked
students to make a circle, that way you could go through the steps of making lemon juice on
the floor in front of you and everyone would be able to see, and therefore not moving,
standing for a better view.
Being that they were getting excited, it may not have been a good idea to continue with the
lemon squeezing competition. Don’t feel like you have to follow your plan exactly – as
teachers we make hundreds of decisions during the lesson and modify as we go along.
When you ask, ‘do you understand?’ the standard reply is ‘yes’ – whether they do or not! It
can be more effective to ask someone to repeat the instruction back to you.

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