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BED 150 Professional Experience Evaluation Form Primary

(Pre-service teachers it is your responsibility to scan and upload this form to SONIA upon
Professional Experience completion)
Pre-service Teacher: Georgia Tew
Mentor Teacher: Tamyn-Leigh Holtom (In place of Sue McCulloch)
School: Safety Bay Primary School
Year/Subject Area: Year 3

A. Attendance B. Professionalism
Comments: Comments:
100% attendance. Have spoken about times Always professional, conducts herself to a
to arrive at school as there was some high standard. Positive and professional
confusion. interactions with both staff and students.


Suitability/Potential for Teaching
Comment:
Georgia completely understood the curve balls that are thrown at teachers and how plans can
instantly change as she needed to change classes and teachers without much notice. She engaged
with the kids straight away and was keen and eager to be a part of the class, even though
observations were her main requirement. Georgia has been an amazing help to us this week.

I can see Georgia being a great teacher one day as she wants the best for the students. She also
holds herself to a high level of professionalism and expectation.

Pass


C. Completion of Class Lesson D. Ability to relate to Students & Staff
Comments: Comments:
Well prepared, asked lots of questions to
clarify requirements.

E. Additional comments on pre-service teachers literacy/and or numeracy levels:

___________________________________________________________________

Mentor Teacher: Tamyn-Leigh Holtom Date: 01/09/2017


Lesson Critique Form

Pre-service teacher: Georgia Tew Date: 30/08/2017

Subject: English Year Level: 3

Mentor Teacher: Tamyn-Leigh Holtom

COMMENDATIONS:
Georgia was enthusiastic about taking a small group for sigh word work. It was great how you
created a positive rapport with the group straight away and engaged them straight up.

You connected with that they already knew by asking them questions and boosted their
confidence by asking them to teach you as well as leading them in an activity. Children will
always respond to an adult who wants to know what they can do by being shown as opposed to
always being directed.

Another commendation was how you were flexible enough to modify your lesson on the fly when
you saw that the group was ready for something a bit harder.

RECOMMENDATIONS:
Consider where to set up your group. In front of the door where the students went to may have
become a safety issue.

Other than that, you ran a great group lesson.

OVERALL IMPRESSIONS:

Georgia has a natural and relaxed manner with the students that they instantly warm to. Your
flexibility and initiative is an important trait to have in this profession as teaching needs to be
fluid.

SIGNATURE: Tamyn-Leigh Holtom


Lesson Critique Form

Pre-service teacher: Georgia Tew Date: 30/08/2017

Subject: English Year Level: 3

Mentor Teacher: Tamyn-Leigh Holtom

COMMENDATIONS:

Well prepared and thought-out lesson. Good use of classroom space and resources.
Keeping the activities quick and simple is often the key. Great choice of activity.
You kept the room light and fun but the students were still controlled and engaged.
You used good proximity around the room to ensure students were on task and have a
good early understanding of questioning techniques to find out what the students know.
Positive use and consideration of transition from the desk to the floor etc. in your
planning.
Great use of crunch and sip items to pick leaders for the group activity. Very creative (I
havent even thought of this before)! Kids loved it.
Positive and effective use of attention grabbers (count down, Whole Body listening).
You entered the lesson confidently and never faltered. Because the students knew what
to do and were engaged you minimised any behavioural issues.
Because you were prepared this helped your lesson run smoothly. Well done.
You managed to keep mostly to the time allocation which was great for a first whole
class lesson.

RECOMMENDATIONS:

Break your instructions down. When you overload the students they remember the first
and last things you said and the information in the middle is lost. At this age, step-by-
step instructions are necessary.
Once you have given instructions, check for understanding. Identify those students who
have difficulty following instructions and have them repeat back to you what you want
them to do.
Model, model, model. When teaching something new, showing them what to do is much,
much more effective than telling them.
When bringing them on the floor, consider where you want them so sit. Can they see
your demonstration? Would a circle have worked better (back row couldnt see)?
Take time to make sure everyone is listening and quiet before giving an instruction.
Think about the: who, where, what, how and when of a transition or instruction. Who is
going? Where are they going and where will they finish? How do you want them to
answer/ move? What do they need to do? When do they do it (command, signal etc)?
Some questions to think about for your reflection:
Do they know what clockwise means?
How can you end the activity? Could you ask them about results, what skills they needed
to complete the activity, what they found hard?
(Bingo) Do you want them to call out answers? How did you want the boards set up
(ruled up boxes, random around the board)?
Did some students need more think time to locate their answers on the times table
chart?

OVERALL IMPRESSIONS:

A great lesson, well planned and thought out. The students really enjoyed it and I will steal the
idea to use in my mental maths later down the track. Thanks!

SIGNATURE: Tamyn-Leigh Holtom