MCT/MST Lesson Observation

Feedback to student teacher from class teacher

Student teachers name: Zainab Hadi Grade Level: Grade 3

Observation Feedback from: Mrs Armstrong
Unit/Lesson: Science-The skeletal system Date: March 6, 2017
Competency Area E G S M US
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection X
Strengths of the lesson:
*Zainab was organised and prepared great resources well in advance for the lesson.
*Zainab clearly communicated the Learning Objective and Success Criteria at the start of the lesson.
*Zainab set clear behaviour expectations/rules for the children at the beginning.
*During the whole-class shared session Zainab questioned the children effectively to initiate
thinking and inquiry based learning.
*Zainab created learning activities that were active and suitably challenging for the pupils.
*Zainab incorporated Pair Share time and Group Work in to the lesson to give students the
opportunity to learn together and practise their team working skills.
Areas for development:
*Time Management: Although activity time frames had been carefully considered beforehand by
Zainab, during the lesson some activities ran on longer than planned. There was a lot of time wasted
with gluing and sticking the laminated resources in the group activity, which was unnecessary. It is
important to think carefully about how the children will do tasks, thinking about their ability-level
with such tasks (including their fine motor skills for gluing, etc). The steps should be clearly
communicated to the children along with a clear time frame. Clear step-by-step instructions could be
displayed on the SmartBoard along with a timer for such group work.
*Behavior Management: Some of the children did not behave appropriately towards their peers
during the group work. Some of the children argued over who would do what job. Clear roles and
responsibilities could be set at the beginning of the task to prevent this. Part of the Success Criteria
of the lesson was working well collaboratively so this could have been monitored and actively
encouraged more. A mid-plenary time could be used to stop the children during the task, refer back
to the LO and Success Criteria, point out good team working/behavior and reward this (with group
points, stickers, etc).
*Assessing Learning: Due to time running out, some children were moved on to the independent
tasks whilst some children completed their groups work. There did not seem to be an order to this.
The children could have been stopped all together at the same time towards the end of the allocated
group work time and questioned effectively for the learning to be assessed. A more informed
decision could then be made about moving on to the next task, ensuring pupils are not left behind.

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

 MCT/MST Lesson Observation
Feedback to student teacher from class teacher

Student teachers name: Zainab Hadi Grade Level: Grade 3

Observation Feedback from: Mrs Armstrong
Unit/Lesson: Maths, Division, Using Number Lines Date: March 14th, 2017

Competency Area E G S M US
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection X
Strengths of the lesson:
*Zainab greeted the children outside in the line and made sure that they entered the lesson in a good
manner.
*Zainab set behaviour standards at the beginning of the lesson (sitting nicely, showing good
listening) and was aware of possible student distractions for the starter activity time (for example:
keep your whiteboard and pen down on the floor in front of you so they would not get distracted
by these).
* Zainab selected a suitable mental maths warm up with the children to get their brains warmed up.
* Zainab got the children to think about their previous learning before moving them on further.
* The Learning Objective was clearly communicated and discussed at the start.
*Zainab incorporated paired working time which was good for the children to learn from each other
and practise their collaborative working skills.
*Zainab ensured that the independent learning task was suitably differentiated.
*Zainab circulated the room well and supported pupils suitably.
*Zainab was organised and prepared resources in advance for the lesson.
*Zainab reflected well on her lesson and came up with good ideas to improve her practise.
Areas for development:
*Involving all students: For the Mental Maths Warm-up at the beginning of the lesson all of the
children could have written their answer for the SmartBoard sequencing activity on their
whiteboards so that all students were thinking and answering the questions, not just the children
selected to come out to the SmartBoard. All students understanding and ability to do the sequencing
objective could also then be assessed by looking at their whiteboard answers.
*Challenging students suitably: Some of the students finished the practise division question quickly
and had to wait so there could have been a challenge question ready or given on the board. The
paired activity was not challenging enough for some and many finished much more quickly than
anticipated meaning some students had to sit and wait. Some students therefore began to misbehave
somewhat. This can be avoided and students challenged enough by ensure there is a suitable
extension task.
*Behavior Management: Some of the children did not behave appropriately towards the end of the
lesson. Some were talking on the carpet, not sitting properly, etc. This could have been addressed.
*Assessing Learning/Plenary time: There was no final plenary time to consolidate what was covered
due to time running out. The children could have been stopped and a suitable plenary done with
questions used effectively for the learning to be assessed.

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