Student Name:

ID:
School:
MST:
MCT:

Khadija Mohammed
H00 293 472
Al Falah KG
Heidi Czysz (and Abeer Al Mashjari)
Diane Tzovanis

Days absent: 0

MST/MCT Holistic Grade:

A-

(87%)

Any other comments/suggestions:

Gain greater curriculum knowledge.

Khadija has a very good level of English, however, some minor language errors
were heard during the lesson. I encourage her to aim for perfection in relation to
her communication skills.

MCT: Diane Tzovanis

MCT/MST Lesson Observation
Feedback to student teacher
Student teachers name: Khadija
Unit/Lesson: 2D vs 3D shapes
11:30am)

Grade Level: KG 2-1

Date: Sunday, 13 March (11-

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

Competency Area
Professionalism and Understanding
Professional growth
Planning for learning
Planning activities and lesson aims
Implementing and Managing Learning
Language and delivery
Classroom management
Communication skills
Monitoring and Assessment
Critical Reflectio
Strengths of the lesson:

E
X

US

X
X
X
X
X
X

Khadija had a very bad cold today, and yet, this did not transpire AT ALL in her
teaching! This is a true testament to Khadijas commitment and to her
professionalism!

Khadija ensures that ALL students are attentive before she begins. GOOD!!!

She calls out students by their names, even though this is only her 2 nd day with this
class!

Khadija comes across as very confident and very comfortable during this lesson
(again, this is quite commendable in light of the fact that she has only been here 1-2
days!!).

She clearly announces the Learning Outcome

Khadija actively encourages student engagement from the get-go. Before she plays the
video (warm-up activity), she loudly announces I want you all to get involved!.
Hence, Khadija demonstrates that she understands the importance of clearly voicing
her expectations to students.

Khadija does an excellent job of modeling the moves to the song/video, and she
encourages students to repeat key words. As a result, all students willingly and
enthusiastically participate in this activity. This was a very successful warm-up
exercise as it got students active, happy, and submerged in the world of shapes!!

Khadija gives students sufficient and varied positive reinforcement (Give me five;
Clap for your classmate! etc.). She often encourages students by saying its easy
right? or you can do it, right?.

Khadija effectively uses several different strategies to manage students behavior.

Eg. she often reminds students raise your hand when you speak.

The baskets activity was very useful for consolidating knowledge that was newly
introduced: it made Khadijas words come to life, and it added a necessary visual
component to her explanations.

Before students go off to their work stations, Khadija makes sure that she has
everyones attention and she gives them very clear, well-paced instructions. More
importantly, she verifies whether students understand her instructions by asking
questions and/or by having a few students repeat these instructions. Very well done

Khadija uses her voice very, very effectively: it is loud enough and she modulates it to
seek students attention and to add life to her presentations!

Khadijas classroom management is very, very good. She has excellent control of the
entire group thanks to several strategies that she consistently employs.

Areas for development:

-

Khadija has a very good level of English, however, a few language errors are heard
during the lesson:
Eg. 3D shapes has more than one face (should say have instead)

During our post-lesson discussion, Khadija and I agreed that introducing both 2D and
3D shapes to these KG 2 students at once was not the best approach. Many students
experienced difficulty grasping the difference. Khadija agreed that in the future, she
would present such a comparison at the end of a unit (after first introducing 2D
shapes and 3D shapes separately).

Both Khadija and I agreed that the definitions presented (for 2D shapes and 3D
shapes) were too complex for an introductory lesson. A much, much simpler
definition (eg. 2D=flat versus 3D=non-flat) would have been more effective to
introduce these relatively abstract Math concepts.
By the way, dont you think that describing a 2D shape as having one face might be
confusing for the kids? In reality, these shapes are called 2D because they have 2 flat
faces. Please double check with your MST.

Finally, please remember to plan extension activities for those students/groups who

finish ahead of others. During this lesson, students who finished quickly were told
they could go sit on the carpet An extension activity (one that is related to the
learning outcome) would be more useful here.

Overall comments:
-

Although she mistakenly over-estimated the ability level of her students (by
introducing 2D and 3D shapes at the same time), Khadija noticed this very early on in
her lesson, and she adapted her planning to her students needs and managed to carry
on and to ensure that learning did occur.

It is commendable that Khadija took on the task of planning an entire lesson and a
relatively high level lesson on day 2 of being with these students! I believe that
Khadija has learned a great deal from this risk and I trust that when I visit her next,
she will have a much more acute assessment of her students learning level.

In this lesson, Khadija has demonstrated that she possesses all the necessary skills
and attitudes (including the ability to self-reflect) that will make her an excellent
teacher!

Congratulations Khadija; well done

MCT: Diane Tzovanis

MCT/MST Lesson Observation
Feedback to student teacher
Student teachers name: Khadija Mohammed
Unit/Lesson: Sh sound
observation)

Grade Level: KG 2-2

Date: 20 March 2016 (2nd

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

Competency Area
Professionalism and Understanding
Professional growth
Planning for learning
Planning activities and lesson aims
Implementing and Managing Learning
Language and delivery
Classroom management
Communication skills
Monitoring and Assessment
Critical Reflection
Strengths of the lesson:

E
X

US

X
X
X
X
X
X

There are only 4 students in the class today, but Khadija carries on as per normal

Khadija continues to be extremely confident in front of the class (perhaps even more
so than last week!), and she continues to use an appropriately loud and energetic
voice as a key teaching tool. Great!

Khadija models the words and movements to the A,B,C song very actively and very
enthusiastically. This encourages all students to do the same!
The same comments go for the second song: Khadija utilizes her voice and her body
language in ways that a very experienced teacher would! Excellent performance

Very suitable introduction on how to pronounce the sound SH. Khadija has now
grasped the level of her students. In speaking to her after the lesson, I also realize that
she is very aware of the strengths and weaknesses of individual students.

Khadija also does an excellent job of soliciting the students who are not answering.
Mira! Read please! or Amna, I cant hear you, says Khadija.

Instructions to the activities are very clear; Khadija is very methodical here, and she
models what students have to do in order to ensure they understand.

Khadija has taken in the feedback given to her after the previous observation:
-

When Hassan completes his task, Khadija proposes another (very suitable)
extension activity

When Mira completes her worksheet, Khadija encourages her to attempt the more
difficult play dough activity
Khadija does a very good job of exploiting incorrect responses from children: she uses
these situations as teaching and learning opportunities.

Khadija supports students extremely well, by helping them complete the tasks on
their own. She gives students plenty of positive reinforcement (she regularly says
excellent job! or its easy, you can do it!) and has obviously built very positive
relationships with them.

Khadija is very caring of her students. She handles a difficult (apparently a jealous)
student very well by showing her that she cares for her, whilst continuing her duties
with the other students in the class. Khadija handled this situation very well indeed:
she did not make it worse, but she also ensured that the child in question was not
given unnecessary special treatment.

While supporting the students during the independent activities, Khadija is also
mindful of assessing their attainment of the given learning outcome(s).

During this lesson, Khadija spoke excellent English! No grammar or pronunciation

errors were heard! None!!

Areas for development:

It is very difficult (in light of the very small number of students in todays lesson, and also
because Khadijas MST has not been present during TP) to suggest many areas for
improvement.
Honestly, I believe that Khadija is making the very best of this learning opportunity (despite
the absence of an English speaking MST) for herself, but also for the children she is
responsible for. These KG2 children have truly benefited from Khadijas presence and her
teaching in this classroom . Well done Khadija!
I look forward to seeing how Khadija manages a large group of children in a future TP
experience.

B Ed EPC 1901 Practicum 1b: MST/MCT Final Assessment Report

Name of student: Khadija Mohamed

Course: EPC 1901 / TP 1b (semester 2)

Name of preschool / school:

Level: KG 2 - 1

Mentoring School Teacher:

Mentoring College Teacher:

Heidi Czysz

Diane Tzovanis

Absence dates / reasons:

None
MST Final Grade: A(Please refer to the Overall Assessment Descriptors on page 3)

Please tick each of the (5) boxes below:

E = Excellent G = Good S = Satisfactory

M = Marginal

US = Unsatisfactory

I - Professionalism

Build positive relationships with individual students

Develop an understanding of the unique characteristics of individual learners.
Build professional relationships with other staff members including support staff

Begin to communicate more confidently in matters of teaching and learning with MST
and MCT

Demonstrate an understanding of the purpose of planned activities

Use a lesson-planning template to determine and document learning outcomes,
record and reflect upon observed teaching sessions
Document familiar routines and strategies used by the MST to manage learning
Identify perquisite knowledge and skills related to the topic/skill areas that students
will be expected to practice
Use a lesson-planning template to plan a minimum of two, paired or individual
teaching activities with pairs or small groups of students under the direct supervision
of the MST
Apply knowledge of the developmental characteristics of age groups to create learning
objectives/outcomes that meet both curriculum requirements and the needs of the
students.
Identify possible learning objectives/outcomes associated with activities
Make use of available resources at the school and college to produce materials to
support teaching and learning with students
Present all relevant lesson planning and related teaching material in a clear and
professional manner.
Use reflection and mentor feedback to inform planning

US

US

II - Planning for Learning (including Knowledge and Understanding

of Content)

III - Implementing and Managing Learning (including behaviour

management, language and delivery)

Assist the MST to manage a range of learner-centered activities

Assist the MST to manage a variety of interaction patterns - E.g. individual, pair work,
group work and whole class tasks
Follow established rules and routines for behaviour
Identify problem behaviors that distract other students
Identify ways of engaging students.
Identify time management strategies
Build rapport through interaction with students
Identify relevant resources to support teaching

US

US

US

Identify and uses appropriate strategies and techniques in monitoring pair/small

group work including, checking understanding, reformulating instruction, coaching
students to achieve planned aims.
Identify and gives oral constructive feedback on pair/ group work, which reinforces
strengths and highlights areas of improvements to support learning

V - Critical Reflection

IV - Monitoring, Assessment and Evaluation

Identify instances and actions of relevance within the classroom and report them
clearly
Recognize when support is needed and respond appropriately.
Accept and act on professional feedback and guidance
Establish an area of improvement based on reflections of school-based activities.

Gather and collate documentation that supports and promotes reflection on aspects
of own teaching and learning

Observed Strengths:
Khadija shows initiative to act on opportunities. She takes responsibility for her own objectives: sets
priorities.
Areas for Development:
Curriculum knowledge

General Comments:
I enjoyed having Khadija at our school. She worked well with students. Khadija will make an excellent
teacher. Best of luck in the future!

MST Signature:

Heidi

Date: April 2016

MCT Signature:

Diane Tzovanis

Date: 23 March 2016

OVERALL ASSESSMENT LEVEL DESCRIPTORS

A
A-

EXCELLENT

B+
B

GOOD

C+
C

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.