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MCT Formal Lesson Observations Feedback

Student teachers name:


Unit/Lesson:

Layla Al Andalous

Grade Level:2
Date:14.10.15

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

Competency Area
Professionalism

Critical Reflection

US

x
x

Planning for Learning (including Knowledge and


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

x
x
x

Strengths of the lesson:


Singing songs to reinforce language
Asked them what they are studying today (He/She), checking their understanding, questioning and
sorting pictures into he/she. Using the cards to generate sentences he is angry.
Objective is also on the board.
Reminding them not to say teacher(dont say teacher) but then need to tell them what you do expect
e.g. I will only ask those children sitting quietly.
Reinforced the meaning of he/she before leaving the carpet.
Transitions by groups very ordered and quiet.
Encouraging the children to read the instructions in the book. Reminding them we always start with
capital (say a capital letter to start the sentence).
Getting the children to read the sentences that they just completed on the board.(altogether would be
good so that everyone is participating).you are encouraging the children to read.
Hands on activity in groups before using the work book.
Using positive reward system- group.
Reinforced the vocabulary throughout the lesson, again after the book with large picture cards on the
board.(closing)
You are giving instructions mostly clearly (at the end you told them to get their lunch box but not what
to do with the sheet).

Areas for development:


When spelling she emphasise sh
Try not to do too many examples to give them a challenge.
Think about using your resources again- if you laminated them and not stick them on the sheet you
could use these again and again in the future without having to keep making them.
Show the LO clearly on the lesson plan
Monitor the children when working-one girl was doing the previous page in the parade book and again
when doing the sheets. You did this later when they were colouring in.
Need more detail in your lesson plan. E.g. in the opening explain the lesson/activity- how will you do
this? Fill in the lesson plan appropriately guided/independent. You are using all whole class teaching.
The activities are done very quickly and the students need more challenge especially to use the
language,
Could you have involved more speaking and listening in the activities e.g. having cards and the
children say what they see- He is driving, she is sleeping etc or matching game (independent work).
You could monitor their use of the pronouns. And work with certain children who need more support
(rather than colouring in which is not developing the language).
Children still calling out miss, miss. Try and address this positively as mentioned above or with group
points.

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


Name of student:
Layla
Name of preschool / school: Al 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)

Grade 2
Observed Strengths:
You have shown the LO on the lesson plan now you need to show clearly the language skills
that are being targeted e.g reading the body parts names or saying them. Transition well
organized and calm.
Going through the body parts clearly but it took a long time 15 minutes. Could this have been
done more quickly?
Highlighting the difference between singular and plural ,(body parts)
Reminding them of the expected behavior
Used some positive reward to quieten children.
Using a song to reinforce the body parts.
Reading the body part words.
Clear visually appealing visuals text is a good size and font.

Areas for Development:


Fill in planning sheet parts correctly Guided and independent. This was highlighted in the last
lesson- you are doing a series of whole class activities and not guided or independent group
activities. Independent activities could have been bingo, matching game , jigsaw puzzles
putting the words and pictures together etc. activities that allow them to speak and listen to
others as well as reading and/or writing.
Scaffold children e.g when girl didnt know which day is tomorrow, help her to find today (use
phonics to help) and then support her to go to the day below.
Give instructions clearly- they were not sure whether to join in (body parts) tell them when
they can join in or repeats
Think about the activities you are choosing as you went through the body parts on the carpet
and then repeated this with one child at a time. All children need to be actively engaged and
challenged (now 20+ minutes)
Again it took a long time to go through reading the words. Could give them strategies to read
words and let them decode them in the activities.
Grammar-do What do we say. How many fingers do we have? Where is the head, mouth etc

General Comments:
You are calm and have a pleasant manner with the students.
Lesson is well organized. You now need to move away from whole class teaching for the entire
lesson and plan for active hands on activities that engage all children in developing the
language skills (S,L,R,W).

MCT 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.

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