MCT/MST Lesson Observation

Feedback to student teacher

Student Teacher’s Name: Aysha Adel Observer’s Name: Dr. Neil Satoquia
Unit/Lesson: Small and capital B Grade Level: KG1
Date: November 7, 2018 School: ENS

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 teacher prepared the class by showing them a stuff toy---big brown bear. This
stirred pupils’ motivation and interest in the lesson.
2. A video song on letter B energized the pupils.
3. A video on lower and upper case B was shown to the pupils.
4. Picture identification started the practice phase of the lesson. Pupils were asked to
name a picture the teacher holds.
5. Differentiated learning activities were provided.
6. The teacher is a good disciplinarian and praises her pupils for good work.
7. The teacher asked pupils to give words that begin with B, but she could also made
another activity where she gives the descriptions of a thing for the pupils to guess.
8. Reading a story about a bear was also used; however, it could have followed the
presentation of the stuff toy bear.

Areas for development:

1. Aside from asking the pupils what the stuff toy was, the teacher could have also asked
the following questions answerable by B:
A. What is the color of the bear? (brown)
B. IS the bear small? (big)
2. The teacher should have processed the video.
3. Since the learners are KG1 whose vocal tracts are not yet fully mature, the teacher
could have just used the words small and big, instead of using lower case and upper
case since the concept of lower and upper are not yet known to the pupils at this age.
4. The picture that begins with letter C should have been processed well, by comparing
its sound with the sound of b.
 A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory

day: 7 month: 11
date: name of student: Aysha Adel Alzaabi
year: 2018
length of
time: from: 11 class: 30 name of school: ENS
to: 11:30
mins
KG1 No.
name of Michelle Class: English Grade: 13
MST: brown Ss:

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

that the MST uses:

PURPOSE

 Students will be able to identify pictures/items with the beginning sound of the letter “B”.
 Students will differentiate between lower and upper-case B.

LANGUAGE

– I want to teach them letter B and I want them to

recognize it, it is not a new language but im going to
add more than what my MST taught them because
they took it recently it will be mixture between what my
MST presented and my presentation. Im already
aware of what I will teach and understand this
language.

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

– speaking
– thinking
– listning

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

– I will include real life situation in my teaching, I will ask them where can we find letter b in a daily life base.

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.

I need multimedia
songs

games

worksheet

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

– I will print out small pictures that begins with letter B – I will print the same pictures of my first and some

– I’m going to ask them to cut the pictures and stick it to other pictures that doesn’t start with letter B

the large b – I will ask them to tell me where it the “bus, butterfly,
bag, banana.” this activity will show me if they really
can recognize the words and the letter be or not.