MCT/MST Lesson Observation

Feedback to student teacher

Student Teacher’s Name: Nawal Hasan Observer’s Name: Dr. Neil Satoquia
Unit/Lesson: Vertebrate Animals Grade Level: 2
Date: March 18, 2018 School: Al Ezza

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 motivated the students by presenting a video about the Animal Kingdom
which mentioned the difference between a vertebrate animal and an invertebrate
animal. Furthermore, it also presented the 4 types of vertebrate animals vital in the
discussion of the principles of vertebrate animals.
2. She provided enough samples to point out one important principle of a vertebrate
animal, that is, the presence of backbone in the animals exemplified.
3. The teacher compared and contrasted a leopard and a camel through a Venn
diagram--- an easier/friendly way to point out differences and similarities.
4. Despite the growing noise produced by inattentive students, the teacher endured the
noisy environment and retained her composure. She did not lose patience, but
remained concentrated on the lesson.
5. The teacher’s voice was well modulated that it can be heard at the back of the
classroom.
6. Her practice activities related towards the realization of the objective of the lesson.

Areas for development:

1. The teacher needs to improve on classroom management, particularly on taming
unruly students and minimizing too much noise produced by inattentive and unruly
students in class. She definitely and seriously needs to reflect on this aspect of the
teaching-learning process. To employ effective techniques to manage the noise
produced by these types of students, she needs to ask or interview her classmates to be
able to get tips on how they manage such a kind of problem in class. The teacher must
exhaust all the possibilities to hurdle this problem.

2. In the presentation of the lesson, the teacher could have lessened her talk in a way that
students must be the ones manipulating their understanding of the principles of
vertebrate. It was very evident that the teacher was the sole dispenser of knowledge.
Had she planned this part of the lesson very well by using strategies that make the
students discover the characteristics of vertebrate in a student-centered approach, she
 could not have exerted much effort in speaking so loud or on top of her voice, and she
could have observed a learning environment free from too much a noise.

3. The teacher answered most of her own questions due to lack of appropriate strategies
that would elicit students’ response and du to the uncontrollable noise of the students.
Because of this, she just resorted to writing the answers on the board which the
students just copied in their books. This deprived the students the opportunity to think
of the answers by themselves.
4. The teacher should explain the instructions to the whole class first before any one
student in class starts to do the activity prepared by the teacher. She must teach the
students or make the students realize the importance and value of listening to
instructions. She should stop giving the instructions when the students are noisy and
implement effective way(s) to call the students’ attention in order for them to stop
talking. During the teaching demonstration, the teacher’s voice was competing with
the noise of the students.
5. The last activity was not congruent with the objective of the lesson which was to let
the students differentiate an invertebrate from a vertebrate and differentiate the four
kinds of vertebrate animals (amphibians, birds, reptiles, and mammals). The teacher
could have given here a quiz requiring the students to identify whether an animal is a
vertebrate or invertebrate or whether an animal is an amphibian, a bird, a reptile, or a
mammal. Then, she could have found a way of recording the scores of the students
because she will need the scores in computing the average score of the whole class.
The average score will tell her the confidence level she needs in relation to the
students’ mastery learning of her lesson. The average score or mean percentage speaks
about how far she has achieved her objective--- the main essence of teaching the
lesson.
6. The teacher should have dealt with seriously the two male students fighting/kicking
each other in class. That would set a precedence and a bad example to others.
7. Bad English Good English
What a gerbil? What is a gerbil?
Whose know about the vertebrate? Who knows what a vertebrate animal is?
Its has white fur. It has white fur.
…does not has spots. …does not have white spots.
8. Pronunciation
Bad English
Leopard not /liyəpərd/
Backbone not /bakbun/
Fur not /far/
Diagram not /diyagram/

Good English
Leopard /lEpərd/
Backbone /bᴂkbon/
Fur /fər/
Diagram /dayəgrᴂm/

A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory