MCT Formal Lesson Observations Feedback

Student teachers name: Aisha Ahmed

Unit/Lesson:

Grade Level: 5
Date:12.10.15 Obs 1

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Competency Area
Professionalism

X
(2)

X
plan

Critical Reflection

US

X
(2)

Planning for Learning (including Knowledge and

Understanding of Content)
Implementing and Managing Learning (including behaviour
management, language and delivery)
Monitoring, Assessment and Evaluation

X
(2)

x
X
(2)

Strengths of the lesson:

Telling them what they will be doing in the lesson. Showing them an example of what they are to do.
Giving clear expectations throughout the lesson.
You have a very pleasant manner with the children.
Checking everyone can see the board/story
Asking for new hands when answering questions rather than choosing same students.
Remind them to listen carefully to the story and that you will be asking questions.
Using intonation in your voice when reading the story.
Monitoring children as reading and prompting them to follow their own sheets.
Asking questions after each page. checking they are all on the next page.
Using TPR to show singing.
Children well behaved
Differentiating the activitiesShow them what to do when explaining the activity rather than giving it to them as they focus on the
object and stop listening to the instructions.
Using group work but not all children are engaged in the skill e.g writing.
Reviewing story at the end .but need to review past/present if that is the focus of the lesson.

Areas for development:

No lesson plan given.
Watch your letter formation d (not starting at the top)
Be careful with your pronunciation rean (ran) sayd (said)
Colour coding past/present words is a god idea but make sure visuals are of a high quality and that you
can use them in the future again and again- e.g print and laminate rather than hand write on paper.
Pace could be quicker at the beginning of the lesson to get to the activities more quickly so that all
children are engaged and active rather than watching a few children participate.(15 mins on words)
more than 20 mins before starting the story. Activity started 35 mins into the lesson.
Encourage more speaking e.g. ask how do you know they are in the kitchen? Rather than one word
answers.
Get children to give out resources so that you can continue teaching and the girls have some
responsibility.
Check grammar is correct on visuals what did Malcolms mother said (should be say)to him?
Use the vocabulary in the questions that you used in the pre-reading activity Who did (made) the
sandwich?
Give the activity instructions much more quickly and let them get started as soon as possible.
You need to show the link between the different parts of the lesson e.g words used in pre-listening
highlight the use of these in the story otherwise why did you focus on them in pre-listening.
Make LO very clear.

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

Name of student: Aisha
Name of preschool / school: Andalous
Mentoring School Teacher:
Absence dates / reasons:

Course: Teaching Practice 2a

Year: 2

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)

Observed Strengths:
You are confident with the children.
Paired speaking/listening activity. Modelling the task for them and checking that they
understand what to do .you have given them a structure (sentences/questions to
support the activity.
Asking them what the menu was rather than telling them. This activity really got them
talking to each other. It could have been differentiated allowing the children to add or
put their own categories. You might have added space on the back for this.(you did
mention this to one group but could have been said at the beginning of the activity.
You maintained the pace of the lesson and gave students time reminders.
Praising a group after the first activity and saying why-reinforcing positive behavior.
Showing the work to other groups when finished.
Active hands-on activities that really engaged children in speaking and listening but
also reading and writing.
Using positive reward system to encourage positive behavior.
You have linked the activites clearly through out the lesson.
Areas for Development:
Grammar where we can buy it? Do you understand what to talk about? What do I
have? They are waiting for me
Tenses restaurant questions first 3 did and last question does (present). When writing
the LOs remember to highlight the specific language skills being used.

General Comments:
You have really thought about engaging activities to support language development in
all areas just be more specific with the LOs. It was also cross-currricula in that it
involved math also. \time management was good and you had time for a
plenary/closing reminding them of what they were learning in the lesson. Well done.
Now think about differentiating activities.

MST Holistic Grade:

Mentoring School Teacher
Student Teacher*

please sign.

Date

*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.