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Latefa 1

The document provides feedback from a formal lesson observation of a student teacher named Latefa teaching a Grade 4 class. The observer assessed the student teacher's performance in various competency areas such as professionalism, planning, teaching, and reflection. Overall, the student received satisfactory ratings. Strengths noted included integrating English and science content and using engaging videos and visuals. Areas for development included being more relaxed, moving through content more quickly, and differentiating instruction to meet student needs. The mentoring school teacher's holistic grade for the student was satisfactory.

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36 views

Latefa 1

The document provides feedback from a formal lesson observation of a student teacher named Latefa teaching a Grade 4 class. The observer assessed the student teacher's performance in various competency areas such as professionalism, planning, teaching, and reflection. Overall, the student received satisfactory ratings. Strengths noted included integrating English and science content and using engaging videos and visuals. Areas for development included being more relaxed, moving through content more quickly, and differentiating instruction to meet student needs. The mentoring school teacher's holistic grade for the student was satisfactory.

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api-300894554
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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MCT Formal Lesson Observations Feedback

Student teachers name: Latefa (New curriculum MOE)


Unit/Lesson:

Grade Level: 4
Date:13.10.15

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

Competency Area

US

X
(2)

Professionalism
Planning for Learning (including Knowledge and
Understanding of Content)

Implementing and Managing Learning (including behaviour


management, language and delivery)

x
X
(2)

Monitoring, Assessment and Evaluation


Critical Reflection

X
(2)

Strengths of the lesson:


Integrating English and Science CLIL. Using the she song/video with visuals about the content
(planets) engaged the students. Pre-listening naming the planets. Might have given them a while
listening task related to the planets e.g order the planets as you asked this at the end.
Using a visuals to reinforce the rules.
Good to see writing opportunities, writing about the planets although this was not seen in the lesson.. A
nice follow up activity to the workbook sorting the planet descriptions and using the book to check.
Make sure all children are participating and not watching (Mariam). Could this be differentiated? E.g.
including more planets or longer descriptions or cryptic clues e.g I am a planet that.
Using an audio warning for finishing (bell) but only ring it once or twice. Again you were very stern
almost shouting at them.

Areas for development:


Discourage the shouting good morning. Be ready to start straight away after good morning and the
date.(on your laptop and children sitting waiting) Whilst waiting for the technology after a couple of
minutes you did ask them what they thought they were studying.
Try and enjoy it more as you are very stern/serious.
Be very clear what your Los are Recognise the words (which words?) Differentiate the 4 planets or is
the aim of this activity to locate information (LO3) You worked on wh which/why questions but this is
not in the Los
Some monitoring when children were first working in books but one student didnt have a book and one
student had difficulty reading and answering the questions (didnt answer any) will need much
scaffolding in the future in reading activities (Mariam)
Try and use more positives praise rewards.
Think about how you can differentiate to meet childrens needs.

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


Name of student:
Name of preschool / school:
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)

Lesson 2 phonics lesson


Observed Strengths:
The children said good morning rather than shouting it.
You smiled during the lesson.

Well done correcting fa to just the pure f sound, you did this very clearly. Polite and respectful
thank you for reminding me.
Prepared with the puzzle on the table
Nice jigsaws but too much time spent on this activity.
You have planned a variety of activities and resources. Introducing alliteration of the letters being covers.
Differentiating the activities to include reading (apart from the LA group-just pictures_ you might have added
the words too.
Resources clear and attractive (jigsaws)

Areas for Development:

Vowel sounds (long/short) When correcting use you said no this is u not u
(short). You need to say that its the same letter but it is the long sound and we
are looking at the short sound.
You need to identify where you will be supporting the students e.g. guided. There is no
closing/plenary on your plan.
Initial letter phonics too simple for Grade 4 students
As this is simple content you need to move more quickly through it as spent 40 minutes on the
initial letter sounds.
You must communicate closely with the MST e.g. inform her that I am visiting and you must show
her your plan in advance as she hadnt seen it today.
Grammar-Say all you (all of you say it). When giving instructions let all children listen so they are
not talking amongst themselves.
Grammar- worksheet- filling the missing word you have written hided (the jewellery box)

General Comments:

You were much more relaxed and looked as though you were enjoying being
with the children in the second lesson. You have really worked hard on the
areas of development from the first observation, well done.

MST 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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