MST Formal Lesson ObservationsFeedback

Student teachers name: Fatima Ali Abdulrahman Mohamad

Grade Level: 1
Lesson26:Feelings
Date:20 October 2015
E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Competency Area

Professionalism

Planning for Learning (including Knowledge and Understanding of

Content)

Implementing and Managing Learning (including behaviour

management, language and delivery)

Monitoring, Assessment and Evaluation

Critical Reflection

US

Strengths of the lesson:

As the lesson was based on learning centers, it catered to the different levels of students in the class,
the activities in each center could be adapted and recycled for later lessons on feelings. The activities
could be used in an integrated lessons for literacy skills.
The lesson was well planned, materials reading, time management of tasks was appropriate and
targets met at the end of the lesson.
ST demonstrated ability to control students in the four groups effectively. She provided good
demonstrations to each center. She also modeled language structure to be used gradually and
established and checked students understanding of target skills (Structure: I am.. Vocab: feelings)
before proceeding to core activities.

Areas for development:

ST should have recognized students levels before the session so as to put them in the groups
according to the level suitably and quicker.

MST Formal Lesson ObservationsFeedback

Student teachers name: Fatima Ali Abdulrahman Mohamad
Grade Level: 1
Lesson21:Phonics/o/
Date:12 October 2015
E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Competency Area

Professionalism

Planning for Learning (including Knowledge and Understanding of

Content)

Implementing and Managing Learning (including behaviour

management, language and delivery)

Monitoring, Assessment and Evaluation

Critical Reflection

US

Strengths of the lesson:

ST varied the activities (song, alphabet box L+S, puzzle (guided activity), writing)
The objectives were clear and were covered by the end of the session.
Most students were engaged in the tasks given.

Areas for development:

ST teacher needs to pace activities so she can cover all material in the session or decide to cancel them
to save time. This way she can finish the lesson with a wrap up activity instead of abruptly with bell
ringing.
She needs to work on class management and being more assertive with students.

MST FINAL ASSESSMENT REPORT B. Ed. Year 2, Semester 3 2a

Name of student:Fatima Ali Abdulrahman Mohamad

Course: Teaching

Year: 2

Practice 2a
Name of preschool / school:AfraBintObaid School
Mentoring School Teacher:Shaikha Al Shehhi
Absence dates / reasons:-General Context:3 Grade 1 classes with 25 students in each class. Different levels of English skills.
Student teacher observed the English and Math and Science teachers for 1 week. The following week she
gave lesson in Grade 1-1. She also helped during MST lessons with monitoring, book checking, preparing
activities and organization. She attended planning meetings and morning assembly.

Observed Strengths:
Fatima was always on time and attends most lessons, and leaves on time. She is always ready with
resources and worksheets.
She has planned the lessons with detailed targets, procedures and tasks. She also seeks advice and
discusses lessons with MST before implementation. She always asks for feedback and improves on it
accordingly. She tries as much as possible to differentiate tasks according to the students levels. She
established learning centers with grade1 students which is difficult in semester 1 but she made it!As they are
working on listening and speaking strategies, the ST is creating engaging and well planned tasks to
implement learning theories in the classroom effectively. I use some of her ideas in my other classes for L+S
activities. She established a reward system for groups and for each student which is motivating and fun.
Areas for Development:
ST needs to work on classroom management and voice projection (I dont mean shouting). She needs to be
more firm and assertive with the students. She also needs to time the tasks so as not to feel frustrated when
the plan is not followed to the last part.
Fatima should also use body language and facial expressions to communicate and relate to the students.

General Comments:
Punctual, prepared and professional.
She is going to be a very great teacher one day!

MST Holistic Grade:

Mentoring School Teacher Shaikha Al Shehhi
Date
Student Teacher*

please sign.

28 October 2015
*After the report has been read and discussed

OVERALL ASSESSMENT LEVEL DESCRIPTORS

A
A-

EXCELLENT

B
+
B

GOOD

C
+
C
D

SATISFACTORY

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.

To be assessed as good, the student teacher will demonstrate a high standard of

achievement in most competency areas and proficiency in all.
To be assessed as satisfactory, the student teacher will demonstrate proficiency in most
competencies and meet the minimum requirements of all.

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.

FAIL
To be assessed as unsatisfactory, the student teacher will not meet the requirements in the
majority of competencies.

Please read through the following competencies and grade your mentee at the end of the
placement using the following grades
E= Excellent, G=Good, S=Satisfactory, ,M=Marginal, US=Unsatisfactory.
Please grade them according to their performance at the end of the placement. It is only
necessary to give one grade for each section. Please do not grade each sub-category.
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, paire
individual complete teaching sessions with an entire class

Design and plan lessons that promote clear behavioural expectations and which establish
effectivetransitions between distinct phases appropriate to the subject and the specific context e.g. PPP
to plan

Continue to create and/or use criteria to plan and prepare quality lessons. These should additionally be app
the development of actions that:
consider the varying needs of individuals and small groups of students.
enable the creation of an effective learning environment
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
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
Observe, discuss and assess learners' learning and document evidence of learning.
Provide feedback to learners and document evidence of their active participation in the learning process.
Be aware of and respond to learners' needs during lessons.

Monitor individual learners' progress and work collaboratively with the learner, mentor and, where possible with parents, to s
targets for future learning.
Assess learners' development in accordance with the policy of the practicum setting.
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