EPC 2903

Teaching Practice Booklet

MST Final Assessment Report (Part 1)

Name of student:

Khalwla Ali

Course: Teaching Practice

Year: 2

2b
Name of preschool / school:

RAK Academy

Mentoring School Teacher: Mrs Catherine Childs

Absence dates / reasons: None
General Context: Khawla was placed in a Year 1 class of 21 children; all Emirati children.
The class is divided into four ability groups with which Khawla experienced planning for and
working with each group. Khawlas daily responsibilities involved supporting the class teacher
to implement learning, and supporting the students to learn. She also carried out duties such
as playground duty, taking children to the bus and assisting once with an after school club. On
four occasions, Khalwa taught lessons, and she often took small reading groups.

Observed Strengths:
Khalwa was very committed to her role as a student teacher and would frequently ask to take
on tasks. She was able to show initiative and carry out tasks and support children when
necessary. She was able to communicate effectively with myself and the children and she built
very positive relationships whilst she was here. Khawla had lots of ideas to deliver the lesson
in creative ways. Her activities were always purposeful and engaging, and the children
responded extremely well. She was always very well organized and prepared prior to teaching
her lessons. Khawla was a confident student who was keen to develop her understanding of
teaching and learning. She always took note of her feedback and targeted her areas for
improvement.

Areas for Development:

I feel that Khawlas main area for development is to understand the importance of assessing
the children, and how to assess effectively. Khawla put much thought into her lessons, and
how the children would learn. The next step is identifying if those children met the learning
objective. If they did, how will you move them on/challenge them further? If they didnt, how
will you help them to achieve? Khawla needs to gain a better understanding of how to meet
the individual needs of each child and how this must inform future planning.
Another area for development is to ensure that the correct English vocabulary/grammar is
used on any worksheets that the children will access. I appreciate that English is not Khawlas
first language, but if she is unsure, then check with the class teacher. As the children are
learning English, it is crucial that the words/sentences we expose them to are accurate.

General Comments:
Overall, I feel this was a very successful placement for Khawla. She has shown a good
understanding of teaching and learning and how to implement it effectively. She worked hard
throughout the practice and carried out many duties other than just teaching. She was a huge
support during parent consultations as she translated for a number of teachers. Khawla was
always more than happy to help with any task, no matter how menial it was. She showed a
confidence and commitment to her professional development and I believe that with her
continued efforts to achieve, she will become an effective teacher. Well done Miss Khawla!

Mentoring School Teacher

Catherine Childs

Student Teacher*

khawla

been read and discussed please sign.

Date 21/11/16
*After the report has

EPC 2903
Teaching Practice Booklet

MST Final Assessment Report (Part 2)

Please read through the following competencies and grade your mentee at the
end of the placement using the following grades
E= Excellent, G=Good, S=Satisfactory, ,M=Marginal, US=Unsatisfactory.
Please grade them according to their performance at the end of the placement. It
is only necessary to give one grade for each section. Please do not grade each
sub-category.
Planning for Learning
Develop testable learning objectives

Write full lesson plans which include beginning, middle and end content/ tasks that support ach
the learning objectives
Managing Learning
Choose & justify the selection of appropriate routines (entering/ leaving the class, transitions,
submitting work, resource

distribution) in a range of contexts (ages, gender, class size, school context, class dynamics, pa
support)
Explain practical aspects of implementation (clear instructions, consistency etc)
Implementing Learning
Explore the value of learning centres/group work to the relevant TP context
Identify appropriate learning centre /group work tasks
Outline organisational aspects of learning centre/group work delivery (for example, preparing
resources, giving instructions, setting expectations etc)

Consider the importance of effective instructions and their key characteristics (clear, concise, c
checked etc)
Assessment
Conducts assessment during activities (observations, notes, checklist)
Begins to use assessment data to inform future work