MCT Feedback 3

Student Teacher’s name: Shaikha Rashed (Grade 5) School: Suhaila school

MCT: Fatema Al Awadi Date: 13/03/2019 MST: Fatema Al Khatri

Strengths:
- Greeting the students
- Starting by asking questions about summer holidays
- Clear instructions for the card activity
- Talking to students in groups
- Prompting students to write through giving examples
- Counting to stop writing
- Using transitions to stop writing
- Correcting students answers with plural and singulars
- After saying all adjectives, asked students to write on the board
- Clapping to praise good answers
- Good eliciting to remind students with adjectives
- Praising with points
- Allowing students to try with mistakes
- Allowing a student to translate strange, but did not give her a point
- Showed an example after reminded by the teacher
- Clear voice
- Using pictures from the real context
- Prompted the students to use the UAE context to write sentences
- Allowing students to read their sentences
- Correcting students’ errors
- Modeling the worksheet to the students
- Prompting students to answer
- Supporting concepts learned in the reading
- Checking answers for the highlighted words in the reading
- Your MST is really supportive
- Concluding with the book activity
- Assigned the book activity as homework
Suggestions:
 When asking the questions, you were not focused enough
 More awareness of the class, some students were not paying attention (the last
group on my left)
 Better to ask student to repeat your instructions
 Add your instructions and what students will do in the lesson plan
 Not objectives on the board
 Time the activity so the students can finish within a specific time
 Pairs not peers
 Repeated “switch cards” many times but the students did not get it
 It was funny – the sentence was correct
 She did not white write – fix your language even if you are confused
  You can describe those two picture – what’s wrong
 Keep your eyes on the students while writing on the board, some were continuing to
write in their cards
 We take it before – what’s wrong
 Ancient pronunciation
 Make use of drilling
 Don’t rush the students, allow them to brainstorm as many adjectives as possible.
Don’t restrict them with the new ones
 To teach modern, tell them that it is the opposite of old
 Don’t rush the students allow them to make mistakes and let others correct for
them
 Model writing a sentence with the students
 Better to show an example with one adjective, because using more than one
adjective is another new rule
 Include of the teacher’s actions in the lesson plan as well as the students’ reactions
 Avoid speaking to students in Arabic when they can use English
 Focus on correct sentence structure
 You displayed the worksheet on the board but explained using the smaller one
 Practice reading correctly – mispronounced Edinburgh and castle
 Paragraphs organization in the worksheet
 Don’t perform the lesson for me only, this is supposed to be for the students
 More enthusiasm needed
 Time management
 Write the answers of the worksheet on the board
 Allow the students to model the first answer
 Was bored at the end of the class and didn’t monitor well
My focus of the next lesson:
- Reorder the lesson plan.
- Language mistakes.
- More aware of the contents.
- Time engagement.