MST Formal Lesson Observations Feedback

Please complete 2 formal lesson observations

Student teachers name: Kefah Saleh Al Shehhi
Unit/Lesson:
Unit 2 lesson 6

Grade Level:3
Date:20-10-2015

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

Competency Area

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

US

Strengths of the lesson:

It was an excellent lesson that includes different activities that enhance ss' learning the proposition.
A good choice of a song for learning the preposition.
Good integrating between the listening & TPR activity.
Good voice level and classroom management strategies used in the class.

Areas for development:

Give ss more time to read the words. Clarity and repeat some instructions for the ss in some activities.

Student teachers name: Kefah Saleh al shehhi

Unit/Lesson:
Unit 3 lesson 1

Grade Level:3
Date:27-10-2015

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

Competency Area

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:

An Excellent lesson to start a new unit with.
The lesson was rich with many activities and strategies that develop ss' learning. It included:
Brainstorming, a mind map shared reading skimming and scanning drama - reordering and
learning games.

Areas for development:

No comments

US

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

Name of student: Aysha Ahmad Shahen
Course: Teaching Practice 2a
Name of preschool / school: Afra Bint Obaid School
Mentoring School Teacher: Kefah Saleh Al shehhi
Absence dates / reasons: None

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/group work)

The student teacher observed the lessons I taught in grade 5 and 3 and she taught lessons in
grade 3 classes. She attended the morning assembly. She developed a classroom management
charts and ideas in one of grade 3 classroom.
Observed Strengths:
The student teacher developed a perfect classroom management skills. She had a good tune of voice. She
developed new and creative ideas fo activities. She catered students' differentiation and the activities she
developed suite students' learning styles and needs.

Areas for Development:

She needs to develop less teacher talk and more students talk and this come with experience.

General Comments:

She is a perfect teacher.

MST Holistic Grade:

Mentoring School Teacher Kefah Saleh al shehhi
Student Teacher*

Date

30 10-2015

*After the report has been read and discussed

please sign.

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.

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 effective
transitions between distinct phases appropriate to the subject and the specific context e.g. PPP; 5Es to p

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