RAKWC B Ed EPR Practicum 3b: MCT/MST Assessment Report

EPR Student Assessment Criteria:

This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring College
Teacher and refers to teaching competencies in the High School.
Date: 13/3/2018

School: Australian International School Name of MST: Alisja De Bruyn

Name of Student: Fatima Bilal Name of MCT: Garnel Desravins

Please add specific comments about the student teacher’s observed strengths during this teaching practicum and
identify areas in which you feel further development is necessary.

Observed Strengths: Areas in which further development is needed:

 Instruction in English is good. Pronounces
scientific words correctly.
 Engages students with photos and creates
discussion.
 Students are engaged.
 Good relationship with the students in a short
amount of time.
 Repeating key words to solidify Science
Vocabulary.
 Used visual aid to assist students understanding.
 Assists students during activities.
 Time restrictions are given to the students.
 Students are instructed to pay attention by
closing their devices.
 Uses ‘Eyes on me’ discipline strategy.
 Makes an effort with resourcing.
 Asks many questions to clarify.
 Demonstrating to students as well as having an
example to show the students. This was students
have a clear understanding what to do.
 Planned an interactive hands-on activity for the
students to do.
 Lesson objectives could be described more. Communicating
the lesson intention and success criteria to the students at the
beginning of the lesson. Students will be able to…
 Students know what they should be doing, but found it
difficult to research – more guidelines needed when students
are looking up information. Giving them maybe some links or
key words to type in the search bar.
 Think of a discipline reward system for students to keep them
focused and disciplined during the activity. Something visible.
 Maybe giving students the definition and having activities
built around the definition.
 Elaborate on students responses. After asking a question, give
more feedback to the students.
 Take more time to consolidate concepts. Students were asked
to research – What is renewable and non-renewable energy.
 Give more time or spend more time to speak about the one
concept instead of doing to many concepts in one lesson.
 Clear discipline rules need to be implemented from the start
e.g. hands are raised to ask a question.
 Make sure before introducing an activity to your lesson plan,
that each activity has a clear outcome.
 Making the wind turbine –what was the goal with this
activity? What did you want to demonstrate through this
activity? Make the goal clear to the students, why they are
making a turbine.
 Time restrictions for larger activities needs to be given and
clear expectations on how to use stationary as well as
cleaning instructions. (Organizational)
 Always be aware of the time constraints for your lessons and
 how long your activities will take. For example, there is five
minutes left of the lesson and the second activity has only
started.
 Consolidate your lesson at the end and determine the
students understanding.
 Keep it simple, rather than wanting to do too much in one
lesson.
General Comments:

Your activities and Ideas are good. Spend more time to make 100% sure that you know the what your learning intention will and
what the students success criteria will be, before conducting your lesson, Make sure the students are aware of clear instructions
and expectations from you. And make time to consolidate the lesson, making sure that you and your students achieved the
lesson objective.