MCT Formal Lesson Observations Feedback

Student teacher’s name: Latifa Grade Level:3

Unit/Lesson: English 23 students Date: 9.3.16

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

Competency Area E G S M US

Professionalism

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

Implementing and Managing Learning (including behaviour x

management, language and delivery)
Monitoring, Assessment and Evaluation x

Critical Reflection

Strengths of the lesson:

Good to get children to brainstorm sentence ideas.
When they were noisy during transition you brought them back with clapping, although maintain this as
it got noisy again. You did this again when they were noisy when starting the activity.
Using several strategies for behavior management e.g. clapping, raising hands.
You have a nice manner with the children, smiling.
Children were able to tell me what they were doing when questioning them.
The lesson plan is clear to follow.
It is good to see children working in pairs.
Showing several examples of the informal letters to reinforce the criteria genre. Supporting the letter
writing by looking at the structure but this may have been more detailed e.g what do you write in the
beginning paragraph.
Giving out the success criteria
You gave them a 5 minute time check.
Getting a child to read their work.
Table points were given at the very end of the lesson and these could have been given out during the
lesson to support a quiet working environment.
Areas for development:
Take time with the instructions so that everyone fully understands what to do.
Monitor children as evenly as you can as you spent most of the time with one group and you hadn’t
written tis as a guided activity.
Identify adjectives carefully as courage isn’t (but courageous is)
Keep on top of the noise level throughout the lesson. use praise, reward system to promote positive
behavior.(you did give house points later)
Ensure transitions are calm and organized.(table to carpet) during and end of lesson.
Make clearer connections between the parts of the lesson.
Give instructions clearly as it wasn’t clear where Mr. Carter came into the letter writing. You wrote his
details on the board after they had started writing the letter and need to state this clearly to all of the
children. One girl was writing to her cousin for a sleep over.
Monitor all children during the task as many children were not on task and there was a lot of loud
talking unrelated to the activity.
Were they really focusing on the success criteria? Children were highlighting the labels without
checking they had achieved the criteria.
Allow time for tidying up as they were still writing at 10:30am.