Bachelor of Education, Primary Education (EPR) EPC3903

SWC B Ed EPR Practicum 3b: MCT/MST Assessment Report

EPR Student Assessment Criteria:

This report is to be completed by the Mentoring School Teacher in consultation

with the Mentoring College
Teacher and refers to teaching competencies in the High School.
Date:
05-03-17
School: Name of MST:
SAMA

Name of Student: Name of MCT: Garnel

Desravins
Aisha Ahmed

Please add specific comments about the student teachers observed strengths during this
teaching practicum and identify areas in which you feel further development is
necessary.

Observed Strengths: / Areas in which further development is needed:

Great job reviewing the lesson objectives Objectives must be clear. For instance, one of the
with the students. objectives is for students to identify the shape of
Very good story telling to engage the the stars. Stars come in different sizes in not in
students. They were engaged and they different shapes. Another objective is to know the
enjoyed the story. telescope.
Review class rules. It appears that classroom
routines havent been established. There were lots
of unnecessary chatters from the students. Instruct
students to raise their hands before speaking.
Managing Learning the lesson didnt seem to
have a focus. There were no alignment between
the objectives in the activities. A magnifying glass
cannot be used to look at stars in a textbook. The
purpose of that activity was not clear. Another
activity was for students to imagine a telescope and
for them to draw how the objects look like and for
them to write about what they would use. Where
you asking students to write an essay? First grader
are unable to think abstract
Students center versus teacher center
instruction. Too much time was spent with you
explaining and not enough time for students to
explore.
There were no evidence of the 5Es in the lesson.
Lesson was not very stimulating for first graders.
General Comments:

It was very difficult to determine the focus of your lesson today. The lesson lacks structure and
cohesion. The activity used was not clear and was not in alignment with the lessons objective.
Students activities were not reviewed nor discuss. A proper lesson starts with a clear objectives and
followed by specific activities which address each learning objectives.

TP Guide for EPC3903 (EPR) Practicum 3b 1

Year Three, Semester Two / 2015-16 /
Bachelor of Education, Primary Education (EPR) EPC3903

TP Guide for EPC3903 (EPR) Practicum 3b 2

Year Three, Semester Two / 2015-16 /