Student Name:

ID:
School:
MST:
MCT:

Muna Abdulrahman
H00 324 011
Al Bedaya KG
Nahrain Tarrou
Diane Tzovanis

Days absent: 0

MST/MCT Holistic Grade:

B (80 %)
Any other comments/suggestions
In your next TP:

Practice creating centers and/or whole group activities to ensure understanding.

Develop lessons and centers a week prior to delivering lesson to allow time for prep
work.
Allow students to engage in more hands on experiences and exploration rather than
worksheets.
Ask open ended questions to encourage a variety of answers from students.
Create centers for all different types of learners.
Be more strategic when giving instructions to students.
Practice implementing preventative classroom management strategies.
Continue to improve your English speaking skills.

MCT: Diane Tzovanis

MCT Lesson Observation
Feedback to student teacher
Student teachers name: Muna Abdulrahman
Unit/Lesson: (Middle of a lesson)

Grade Level: KG 2- B
Date: 21 March 2016

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

Competency Area
Professionalism and Understanding
Professional growth
Planning for learning
Planning activities and lesson aims
Implementing and Managing Learning
Language and delivery
Classroom management
Communication skills
Monitoring and Assessment
Critical Reflection
Strengths of the lesson:

E
X

US

X
X
X
X
X
X

During the alphabet song, Muna mimics/models what her MST is doing (as she is
not leading this part of the lesson). Muna participates very actively and very
enthusiastically. Good!

Mona takes over the middle of the lesson.

When she makes her way to the different centers, Muna does a great job questioning
students and providing them with individualized support. She helps students
complete their tasks independently.

Resources were well prepared and the learning activities were relatively suitable for
the different levels.

Muna used English as the language of instruction. She rarely resorted to Arabic
translation. Great!

Muna has obviously established very good relationships with her students. They
respect her and they like working under her leadership. Muna is patient and caring;
she also demonstrates great confidence in front of the class and she is able to instill a
very positive and productive atmosphere.

Muna appeared very comfortable in this context: with a little more experience
(especially in classroom management), I know that she will make an excellent
teacher! She understands teaching and learning, and she is a natural at working with
children!

Areas for development:

When she takes over from her MST, Muna sends students to their respective centers
and THEN proceeds to give (lengthy) instructions to each group, separately. The
result is that many students are waiting some wait quite a while - for Muna with
nothing to do (no instructions even to get started).
Why not have given students at least a few instructions so that they could begin their
respective activities (before sending them off to their centers)?
Also, some reminders related to rules and procedures should always be given to
students before sending them off to work independently.

Many students stood and went to Muna to show her their work, after they had
finished. This can eventually make classroom management very challenging. Hence,
Muna should have instructed students about what to do after completing the task
earlier in the lesson.

I feel that the students (group) working on the volcano unnecessarily took up too
much of Munas time. Here, most of Munas time was used (NOT on giving
explanations, or having discussions about volcanos) on how to put together the craft
activity. Because Monas time is so precious and could have been utilized much
more efficiently and productively she should simply have given a pre-prepared
model of the craft for students to refer to (instead of spending so much time making it
with them, while so many other students needed her support).

Muna is very comfortable using spoken English. Nevertheless, she must continue to
improve her speaking skills as a few language errors were heard during the lesson.

B Ed EPC 1901 Practicum 1b: MST/MCT Final Assessment

Report
Name of student: Muna Abdulrahman

Course: Teaching Practice 1B (semester 2)

Name of preschool / school: Al Bedaya KG

Level: KG 2-B

Mentoring School Teacher:

Mentoring College Teacher:

Nahrain Tarrou

Diane Tzovanis

Absence dates / reasons:

None
MST Final Grade: B

Please tick each of the (5) boxes below:

E = Excellent G = Good S = Satisfactory

M = Marginal

I - Professionalism

Build positive relationships with individual students

Develop an understanding of the unique characteristics of individual learners.
Build professional relationships with other staff members including support staff

Begin to communicate more confidently in matters of teaching and learning with MST
and MCT

II - Planning for Learning (including Knowledge and Understanding

of Content)

Demonstrate an understanding of the purpose of planned activities

Use a lesson-planning template to determine and document learning outcomes,
record and reflect upon observed teaching sessions
Document familiar routines and strategies used by the MST to manage learning
Identify perquisite knowledge and skills related to the topic/skill areas that students
will be expected to practice
Use a lesson-planning template to plan a minimum of two, paired or individual
teaching activities with pairs or small groups of students under the direct supervision
of the MST
Apply knowledge of the developmental characteristics of age groups to create learning
objectives/outcomes that meet both curriculum requirements and the needs of the
students.
Identify possible learning objectives/outcomes associated with activities
Make use of available resources at the school and college to produce materials to
support teaching and learning with students
Present all relevant lesson planning and related teaching material in a clear and
professional manner.
Use reflection and mentor feedback to inform planning

US = Unsatisfactory
E

US

US

III - Implementing and Managing Learning (including behaviour

management, language and delivery)

Assist the MST to manage a range of learner-centered activities

Assist the MST to manage a variety of interaction patterns - E.g. individual, pair work,
group work and whole class tasks
Follow established rules and routines for behaviour
Identify problem behaviors that distract other students
Identify ways of engaging students.
Identify time management strategies
Build rapport through interaction with students
Identify relevant resources to support teaching

IV - Monitoring, Assessment and Evaluation

Identify instances and actions of relevance within the classroom and report them
clearly
Recognize when support is needed and respond appropriately.
Accept and act on professional feedback and guidance
Establish an area of improvement based on reflections of school-based activities.

US

US

US

Identify and uses appropriate strategies and techniques in monitoring pair/small

group work including, checking understanding, reformulating instruction, coaching
students to achieve planned aims.
Identify and gives oral constructive feedback on pair/ group work, which reinforces
strengths and highlights areas of improvements to support learning

V - Critical Reflection

X
E

Gather and collate documentation that supports and promotes reflection on aspects
of own teaching and learning

Observed Strengths:

Maintains a positive relationship with students

Encourages students by praising them in their efforts at the carpet and in their groups
Ensures students are on task and engaged during carpet time
Displays a positive attitude and a willingness to learn
Good behavior management: asked students to raise their hand when responding, redirected students
when they were off task at centers

Areas for Development:

Model what is expected from teacher when assigning work, i.e. make a center a whole group activity to
ensure understanding
Develop lesson and centers a week prior to delivering lesson to allow time for prep work
Allow students to engage in more hands on experiences and exploration rather than only worksheets
Ask open ended questions to encourage a variety of answers from students
Create centers for all different types of learners; Science: external features of living things-exploring
different textures, listening center(video on animals), guided reading(Animal Coats book), sorting fruits,
vegetables and animals according to their outside coat, etc.

General Comments:
Ms. Muna was a pleasure to work with. She showed a willingness to learn and the students loved having
her in the classroom. She always took initiative and will be a great teacher in the near future.

MST Signature:

Nahrain Tarrou

Date: 24 March 2016

MCT Signature:

Diane Tzovanis

Date:23 March 2016

OVERALL ASSESSMENT LEVEL DESCRIPTORS

A
A-

EXCELLENT

B+
B

GOOD

C+
C

SATISFACTORY

MARGINAL

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.
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.