MCT/MST Lesson Observation

Feedback to student teacher

Student Teacher’s Name: Maha Observer’s Name: Dr. Neil Satoquia

Unit/Lesson: Nouns and Prepositions Grade Level: 2
Date: October 29, 2018 School: Al Asalah

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

Strengths of the lesson:

1. The preparation phase of the lesson involved greeting the pupils and asking them how
they felt that day.
2. The presentation phase consisted of introducing the words on, next to, under, nose,
mouth, and ears. The teacher demonstrated, using a ball and a box, the concept of on,
under, and next to.
3. Total Physical Response was employed in the lesson.
4. Differentiated learning activities were provided and the teacher went around to
monitor the pupils’ output.
5. Reward was employed to reinforce/encourage further motivation and learning.
6. The teachers recapped what the pupils learned that day.

Areas for development:

1. The teacher needs to use an activity in the preparation phase that would really prepare
the pupils for the topic of the lesson—something that would serve as a stepping stone
for nouns and prepositions.
2. It is very important for the teacher to slow down in her speech when the concept of
each preposition is explained to the pupils since every word is crucial in pupils’
understanding of the concept. Speech rate should slow down a bit and voice loudness
should be at the right volume.
3. The practice activities ate up much time in a way that the formal evaluation phase was
left out.
4. It is advised that the student teacher provide a short item evaluation (5 items) to
determine the students’ mastery learning, eventually to make the student teacher
become aware whether or not the objective of the lesson was achieved. In which case,
the student teacher must check the evaluation and add all scores of the students. The
sum of scores will then be divided by the number of students who took the test. The
mean percentage can then give the teacher an idea about the students’ mastery
learning of the lesson and can make her become aware if the objective was achieved
or not.
 day:29 month:10
date: name of student: Maha waleed almenhali
year:2018

time: from: 10:30 length of

name of school: Al asalah
to: 11:15 class:
No.
name of Ms.alison Class: 2-E Grade: 2 25
MST: Ss:

Details about the book Name of book: Unit: page(s)

that the MST uses:

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

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson tat they could not do before?

 learners will be able to identify and say nouns for parts of the body.
 learners will be able to understand and say simple prepositions.
 learners will be able to understand and follow instructions.

LANGUAGE – What is the language I hope to teach ? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a misxture? Do I understand the language myself, or do I need to research it more?

I want students to be able write a good sentence also, I will let the students to listen and watch a video
without error or mistakes and while they are writing it about “where is it” and after they finish watching I will
will be easy for them to read. for example, I will let choose students to speak and tell the classroom
them to write a full sentence where things are so the about what she listen and understand.
students will write “the girl is next to the table”.
SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

listening: to practise giving and following instructions. reading: to practise reading and matching sentence

speaking: to practise saying where things are and and pictures.

giving instructions. writing: to practise writing where things are.

CONTEXT – How will I make the language realistic for the students?

Focus on exactly what they want to learn and find the method or the way that they like to learn with. For
example, the children like the teacher to make some physical movement in her lesson so they can enjoy and
participate with her. So, in my lesson I will make some physical activity for the students about the lesson
and I will motivate them by saying “good job” or “excellent” and give them balloons and lollipop.

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

learners book page 58

activity book page 48

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?
I will do physical activity. for example, I will let them Also, I will them at the last 15min to take the
follow my instruction, I will say “put your finger on your worksheet from the author book and solve it.
eyes” or “put your pencil next to your book”.