Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 1903

Trainee Name: Mariam Aldhaheri School: Al Diwan KG
MCT/MST Name: Sozan Saed/ Date: 3/11/19If I

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
Mariam is very committed to the profession. Ensures she is ready for her plan. Consistently
prepares high quality materials which are well organized. Looks to improve her practice –
came by to see me to discuss lesson plan and has developed a good relationship with
students and MST.
Planning for Learning F D C B A
Comments:
Lesson plan is missing information on math activities for the lesson – ensure that you are
actually writing in the lesson plan what is included in focus group -
Managing Learning F D C B A
Comments:
Do you know what I have here – I will give stickers to whoever listens to me – if you talk I will
take it from you
Uses positive reinforcement
Implementing Learning F D C B A
Comments:
9:30 - I have different balls here – I will give you three balls and two- How many balls you
have? Count – count again – how many balls here (you are using red and blue) refer to them
as such – If we take 2 away balls – if we take 2 balls how many do we have left – Take one
ball – Did a number of different problems for the children to solve – asked various questions
to ensure understanding. How many bears do we have – students count the bears – if the
students do not count accurately Mariam – counts with the students again – if I take 4 –how
many do we have – Count slowly to ensure students are counting properly – If I have 2 stars
and I give my Ms. One start how many do I have left. Lots of questioning using concrete
materials. Used various concrete materials to ensure student understanding of the concept.
We have 10 balls here – You will work in pairs – can you take 3 away – You will work
individually – show me how to take three away – give the students number cards so they can
represent the numbers as well.
Assessment – lots of oral questioning – you could have had a checklist F D C B A
to keep track of student understanding.
 Comments: Closing activity – students play math game to review lesson You did the 2-2=0 ask the
students to tell you the answer first – you will see the answer now – have the students tell you the
answer -  The third time you actually did this – good job  The concept of 0 is very hard for this age
to understand – Excellent teaching moment with salem – I like how you didn’t just ignore what he did
and you actually went through what why it was wrong – when you ask how many you have left –
make sure you remind them to count how many balloons you have left 

Reflection on Practice F D C B A
Comments:

Action Plan:
Make sure to introduce the lesson before you begin with the modeling
Use questions like what does take away mean?
When you gave the students the beads on the wire – they still did not understand the concept of taking
away until you modeled – make sure you are always modeling first – show them what they need to do
then have them do it.

Classroom management strategies