MCT Final Assessment

Feedback to student teacher

Student teachers name: Layla


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

Final Overall Teaching Practicum Grade: __83 ________


MCT: Christine Jones
Date: May 2014


E G S M US
A: Professionalism and Understanding X
B: Planning for Learning X
C: Implementing and Managing Learning X
D Monitoring and Assessment of Learning X
E: Critical Reflection X
Overall Strengths
Well organized. Works hard to be fully prepared.
Connections to outside learning.
Accepts constructive feedback and noticeably attempts to adopt changes based on
feedback.
Adapts quickly to difficulties that arise. Was quick to change her approach when a
technique wasnt working.
Encouraged students to work for themselves; didnt fall for the trap of doing the work
for the students.
Self-reflection was critical and demonstrated a clear attitude towards improvement.




Areas for Development:

Teacher Talk Time is still a little high.
Clarity of activities and directions needs some work. Layla needs to ensure that she
plans what she wants to lay out direction wise for the students.
Some classroom management techniques, in particular those that encourage future
good behavior, like calling on seated students, need to be fostered.
In Planning for learning, Layla needs to ensure that first time lessons are fully
scaffolded for student understanding.
Competency Areas

Professionalism and Understanding

Professional growth
Shows commitment to the teaching profession and personal growth as a
teacher and learner
Shows initiative, enthusiasm, active participation and engagement in the
classroom and school
Displays willingness to work collaboratively and cooperatively with
mentors, peers and colleagues in a sensitive and effective manner
Displays a high standard of professional behavior, which includes
punctuality, personal organization
Communicates effectively with mentor teachers
Planning for Learning

Planning activities and lesson aims
Presents lesson plans in a clear, detailed and professional way

Produces materials for teaching have accurate language and are
appropriate to the level of the learner

Plans in consultation with MST and MCT to meet the needs of individuals
and groups of students

Plans clear language aims

Includes appropriate activities which are designed to help achieve the
lessons aims.

Begins to consider:
o the different functions of language and the specific abilities
related to the development
of the four skill areas (e.g. guessing from context, reading for
detail)
o the language patterns students will be expected to produce
(speak or write)
o the language patterns students will be expected to read or listen
to
o the vocabulary (known and new) students will use in the lesson
o planning learner centered activities and lessons




Makes use of the course book and teachers book used by the school

Makes use of the resources available at the college and the library.



Implementing and Managing Learning

Language and delivery
Begins to use accurate and appropriate language, including pronunciation,
stress and intonation

Tries out a range of learner-centered activities, e.g. individual, pair work,
group work and whole class tasks

Tries out a variety of interaction patterns

Tries out a variety of teaching-learning activities, e.g. drills, information
gap, role play etc.

Shows an initial ability to use instructions and demonstrations/modeling to
introduce classroom tasks

Models written and spoken target language accurately and effectively

Attempts to grade own language to the level of the learners

Begins to use various questioning and elicitation techniques



Classroom management
Begins to use positive strategies, including rules and routines, to manage
student behavior

Begins to use strategies to encourage and maintain student participation

Uses resources and equipment effectively and safely (e.g. realia, ICT, AV,
big books etc.)

Uses classroom space and furniture effectively and safely









Communication skills
Shows a caring, positive relationship with children

Builds rapport through interaction with students

Uses body language, eye-contact, gestures and voice to create a
classroom presence


Monitoring and Assessment

Monitors students work during teaching stages

Begins to identify the range of abilities present in the class

Works with the MST to assess students work

Gives positive feedback to students


Reflection
Demonstrates a growing ability to reflect, record and discuss observations
of children and teaching
Seeks, listens to and accepts guidance and respond constructively to
feedback from mentors
Evaluates own teaching in discussion with school-based and college-
based mentors
Shows commitment to professional development through reflection
Observes and reflects on teaching and learning