MCT Formal Lesson Observations Feedback

Student teachers name: Layla Grade Level:

Unit/Lesson: Date:

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

Competency Area E G S M US

Professionalism

Planning for Learning (including Knowledge and x

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

Critical Reflection

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 chellenge 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: Course: Teaching Practice 2a Year: 2
Name of preschool / school:
Mentoring School Teacher:
Absence dates / reasons:
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)

Observed Strengths:

Areas for Development:

General Comments:

MST Holistic Grade:

Mentoring School Teacher Date .
Student Teacher* *After the report has been read and discussed
please sign.

OVERALL ASSESSMENT LEVEL DESCRIPTORS

A EXCELLENT
A- 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.

B GOOD
+ To be assessed as good, the student teacher will demonstrate a high standard of
B achievement in most competency areas and proficiency in all.

C SATISFACTORY
+ To be assessed as satisfactory, the student teacher will demonstrate proficiency in most
C competencies and meet the minimum requirements of all.
D 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.
F FAIL
To be assessed as unsatisfactory, the student teacher will not meet the requirements in the
majority of competencies.