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MCT Lesson Observation

Student teacher’s name: Ayesha Ahmad Shahin Grade Level: Grade 3

Unit/Lesson: Maths/English Date: 3 February 2018

Competency Area E G S M U

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism X
Planning for learning X
(Includes knowledge & understanding of content)
Implementing and Managing Learning X
(Includes behavior management, language and delivery)
Monitoring, Assessment and Evaluation X
Critical Reflection X

Strengths of the lesson:

 Good interaction with students
 Very nice activities
 Very nice monitoring and supporting the students
 Nice positive feedback, even when students don’t get the answer entirely
 Good clear voice and instructions
 Good relevant questions during monitoring/assessment
 Good reminder to sit nicely

Areas to develop
 Be careful not to become too loud when addressing the whole class
 Pay attention to questions – yours are grammatically incorrect and this is very bad for your
MCT and MST Placement Feedback Form Semester 7
Student Name: Ayesha Ahmad School: Al Andalus Primary
MCT: Dr Pauline Date: 3 February 2018
Directions: The MCT and MST will use this to formally observe your teaching, offering you
feedback based on the selected competencies for this Semester.

Commitment to the Profession

Students demonstrate consistent attendance and punctuality
Students accept and respect school based authority structures, and complete reasonable request from
school MST and leadership
Students are prepared and ready for each lesson
Students actively participate in a range of school activities
Students build positive relationships with a range of stakeholders across the school community
Students accept responsibility for resolving work based problems with a growing level of independence
Students demonstrate a positive attitude towards teaching and learning
All behaviours above satisfactory.

Planning for Learning

Completed lesson plan for every lesson, printed and available to MST and MCT upon request
Ensure lesson plans have sufficient detail to secure effective delivery
Lesson plans are linked to long range and unit plans – only EYFS – to develop
Learning objectives are testable and directly linked to curriculum outcomes
Lesson plans have clear assessment which includes formative and/or summative activities
Lesson plans are balanced securing lessons which are engaging, effective and student centered
Differentiation has been incorporated into lesson plans where appropriate and needed

Managing Learning
Uses cooperative learning as part of their learning environment
Uses appropriate classroom management strategies to secure a safe and effective learning environment
Establishes and manages classroom routines and transitions

Implementing Learning
Implement strategies which continually motivate and maintain an effective classroom presence
Include a range of student centered activities in the lesson
Presents material which is accurate, meaningful and accessible to support student engagement and
Sequences learning experiences logically
Lessons are paced to ensure students are appropriately engaged and challenged
Instructions are given at appropriate times within a lesson and are clear and concise
Appropriately uses a variety of questions that fit appropriately within the lesson context
Implements differentiated instruction to lessons taught

Student are monitoring purposively in relation to learning and behavior
Utilize a range of effective formative assessment strategies to gauge student progress
Implement valid and reliable summative assessment strategies where appropriate
Students have organized a system to effectively record student data and information
Constructive feedback is provided to students in a timely and appropriate manner
Assessment data is used to inform planning and instruction
You need to include assessment strategies in your lesson plan as noted above as you have a separate
section in your Eportfolio to complete. Make sure you document all assessment strategies, long-term,
mid-term and short-term.

Reflection on Practice
Reflect on wider educational matters such as ethics, morals, culture, historical contexts and how these
impact student learning leading to change of practice
Reflect on student learning
Reflect on their own practice leading to improvement of practice
Reflections are conducted and recorded consistently and are accessible to the MST and MCT
Be sure to think about the areas highlighted in blue and include in your reflections – you can also include
these reflections in your research if it is relevant.