MCT and MST Placement Feedback Form Semester 6

Student Name: Meera School: AIS

MCT/MST:Ms. Liz Date:16.10.17

Directions: The MCT and MST will use this to formally observe your performance during the Internship,
offering you feedback based on the selected competencies for this semester.

Commitment to the Profession

Demonstrates consistent attendance and punctuality
Accepts and respects school based authority structures, and complete reasonable request from
school MST and leadership
Is prepared and ready for each lesson
Participates in school activities beyond the classroom
Build positive relationships across the school
Comments:
100% attendance. Coming on time to the school 7:30am
All resources prepared and ready

Planning for Learning

Has completed lesson plan for every lesson, printed and available to MST and MCT upon request
Ensures lesson plans have sufficient detail to secure effective delivery
Produces lesson plans which engage student and secure their participation
Comments:
LP is presented with detail.
Los are clear. Wording-by the end of this lesson children will be able tocorrectly form letter
(verb)

Managing Learning
Uses appropriate classroom management strategies which secure a safe & effective learning
environment
Establishes & manages classroom routines
Comments:
Singing the song with the children using actions.
Give them your clear expectaitons throughout of what you want from them e.g. we are going to
listen to the song and I want you to.. rather than after they are restless and noisy saying I will
choose someone sitting nicely, be proactive and avoid necative behaviours.
Rather than having one child at a time showing examples, think of how you can get all children
involved e.g. talk to your partner and tell them all the words starting with t.
Using the rule cars to show them e.g. when needing to be quiet.

Implementing Learning
Presents material which is accurate, meaningful and accessible to support student engagement
and learning
Implements enquiry-based learning effectively
Incorporates differentiation to support student engagement & learning
Comments:
Singing songs, kinaesthetic learning making T with body
Focus on the lowercase t rather than the uppercase. Visuals are clear but again use those that use
the lowercase t.

Too much time is spent in haleka 25+ (30 by the time the transition finished)minutes. They actually
only had 9 minutes activity time.
You tried to make the transition organised but it took too much time and needs to be much
quicker. Children were at the tables waiting while you were still transitioning.
Plan for more enquiry-based learning where children are discovering and making choices. Be
flexible in the organisation of the learning giving children choice of activites and plan for the
learning centres also.
Allow for differentiation/challenge in the activities. The peg activity did give them a choice of
letters bt the T shape activity was done very quickly. Think about really getting children to use the
vocabulary e.g game where they are using the vocabulary again and again.
Good to see art being used to reinforce the learning although this coul be more child-centred e.g.
ask the children to make something beginning with t.
You did get them to go back to the carpet at the end of the lesson but use this time to review the
LOs. You did show the t page in Jolly Phonics at the end of the lesson.
When children ask questions repond to them appropriately e.g. where are the parents (when the
duck was pushing the car) rather than I dont know might say, thats a good question where could
they be?
Assessment
Uses formative assessment data to support learning
Keeps assessment records
Comments:
Well done for trying to assess their learning. Make it appear more natural e.g. talk to them without
the clipboard and make a note after so they dont feel as though they are being assessed.

Reflection on Practice
Completes reflections which consider situations from a range of perspectives
Reflects on relationships with students as part of professional practice
Comments:
Grammar

From up to down (say from top to bottom)

Which picture that have letter t (a picture/word that begins with t)

What the colour (what is the colour)