MST Formal Lesson Observations Feedback

Please complete 2 formal lesson observations

Student teachers name: Mariam Khalifa Abdalla Mohamed Alkhateri
Grade Level: 1 - Elementary
Unit/Lesson: English - Seasons: Writing sentences
Date: March, 7th 2016
E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory
E

Competency Area

US

Professionalism
Planning for Learning (including Knowledge and
Understanding of Content)
Implementing and Managing Learning (including behaviour
management, language and delivery)
Monitoring, Assessment and Evaluation
Critical Reflection

Strengths of the lesson:

- Amazing activity for
-

warming up the lesson by providing a

realia, she got the students attention form the first minute.
Using technology (PPT) as a part of the lesson plan, it was
effective.
Differentiating the writing activity.
Well-structured lesson.

Areas for development:

-

Giving examples of sample writing before handing the task to

students.
Making sure all students get the instructions (ICQ), if not repeat.
Make use of student talking time (STT) more than teacher talking
time (TTT).
Recap the lesson by an appropriate closure.
OVERALL ASSESSMENT LEVEL DESCRIPTORS

A
A-

EXCELLENT
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
+
B

GOOD

C
+
C

SATISFACTORY

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.

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

Name of student:
Course: Teaching Practice 2a
Name of preschool / school: American school of Creative Science
Mentoring School Teacher: Asmaa Hocine Bahlouli
Absence dates / reasons: 2days (sick)

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 clas/groupwork)

Observed Strengths:

- Amazing activity for warming up the lesson by providing a realia,

she got the students attention form the first minute.
- Using technology (PPT) as a part of the lesson plan, it was effective.
- Differentiating the writing activity.
- Well-structured lesson.
Areas for Development:

- Giving examples of sample writing before handing the task to

students.
- Making sure all students get the instructions (ICQ), if not repeat.
- Make use of student talking time (STT) more than teacher talking
time (TTT).
- Recap the lesson by an appropriate closure.
General Comments:

Mariam has the potential to become a great teacher.

Marian is doing her best when preparing the lesson.
Mariam is willing to improve and enhance herself in all aspects.
Mariam can be challenged to do a lot
Mariam is fast learner and she applies what she observes in her teaching.
She is ready to be a teacher.

MST Holistic Grade:

Mentoring School Teacher Asmaa Hocine Bahlouli
Date 7-03-2016
Student Teacher* Mariam Khalifa Abdalla Mohamed Alkhateri
*After the report has been read and discussed please sign.

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.
Professionalism
Begin to take on the role of a teacher for an entire teaching session
Taking initiative to extend teaching and learning opportunities in the classroom
Attend professional development training and meetings as available
Planning for Learning (including Knowledge and Understanding of Content)

Use a lesson-planning template to design and plan in consultation with the MST, a minimum of three, paire
individual complete teaching sessions with an entire class

Design and plan lessons that promote clear behavioural expectations and which establish
effectivetransitions between distinct phases appropriate to the subject and the specific context e.g. PPP
to plan

Continue to create and/or use criteria to plan and prepare quality lessons. These should additionally be app
the development of actions that:
consider the varying needs of individuals and small groups of students.
enable the creation of an effective learning environment
Implementing and Managing Learning (including behaviour management, language and delivery)
Use a variety of effective teaching/ learning techniques throughout an entire lesson
Use instructions and demonstrations/ modeling to introduce classroom tasks with increasing accuracy
Apply established rules and effectively communicate expectations
Anticipate and consequently implement strategies to address problem behaviors
Employ appropriate strategies to maintain active student participation
Maintain a positive atmosphere that motivates students to learn
Implement effective time management strategies
Use appropriate body language, eye contact and gestures to maintain an effective classroom presence
Use available resources efficiently to facilitate student learning, including space and furniture
Monitoring, Assessment and Evaluation
Observe, discuss and assess learners' learning and document evidence of learning.
Provide feedback to learners and document evidence of their active participation in the learning process.
Be aware of and respond to learners' needs during lessons.

Monitor individual learners' progress and work collaboratively with the learner, mentor and, where possible with parents, to s
targets for future learning.
Assess learners' development in accordance with the policy of the practicum setting.
Critical Reflection

Seek and accept professional feedback and respond constructively.

Suggest explanations for their own classroom-based decisions
Demonstrate a growing ability to link theory to practice
Consider how specific aspects of a lesson could be improved
Identify and apply strategies which will support professional development in specified areas