MCT observation

AL Jeel KG2D Sarah (out of town week 3)

Date: March 2016
Student name: Amina
MCT: Kate Quinlan

Professionalism
You had to switch the time of class because another student was late. This
flexibility is necessary for teaching.

Planning
All activities are connected to the same LO for patterns. Your lesson plan is not
very detailed. It would be more helpful for you to write out the exact questions
you will use and the exact sentences you will say to explain the concepts.
Students finish everything in 20 minutes.
Implementing and Managing
Good morning everyone, today we will do a quick review about patterns. Then
you call 7 students to the front and say Now, we will do patterns with their
bodies and say girl boy girl boy, what is next. You do this again with ABB. You
call student groups and tell them what they will do, but you dont demonstrate it.
You sit on the carpet with a small group of students and build a pattern with
blocks. You have a rectangle and put a triangle on top. You ask, What is next?
Students get it wrong a couple times, then correct, and you say Yes, this is an
AB pattern. 2 boys are working, 2 other children are sitting and just looking.
The blocks were hard to stack so you started to do the patters across on the floor
and this was easier to do without falling.
You were engaged with one small group of students while the two other teachers
worked with other groups. After you finished on the carpet you moved to a table
with beads and asked them to make ABABAB, pointing in the air as you said the
letters. Students show you with their pattern blocks and you point ABAB whats
next?
Monitoring and Assessing
When doing the patterns the first time you say, what is next? Boy? Students say
yes because your hand is on a boys head. Your MST repeats the pattern and
guides the students to say girl.
As you are building the towers on the carpet, it would be good to point to each
shape and say A or B. You are saying choose, what will come next?, Khalid,
complete it. Students need you to scaffold the pattern more. You could use
words like same and repeat or again.

When you put the blocks on the carpet it was easier to see the pattern, the
smallest boy still does not seem to understand AB. The girl gets the pattern
correct, in order to scaffold the other students, you should ask her to explain how
she knows that a rectangle should go there. The other students will hear her
explain and learn from her.
Reflection
Went well
The high students can work independently without any help. They understand
and do it.
When I was working with the children, first they want to play and didnt focus
with me, but then when I did it in another way they all focused with e and
wanted to do it. First we built like a tower, then I put it on the floor.
Do differently
Children was want to play and they dont focus. When we do the activities, the
group that I worked with.
The high students finish their work quickly and they want to do something else. I
could give them another kind of pattern like ABC.