MCT/MST Lesson Observation

Feedback to student teacher

Student teacher’s name: Bahja Hadi Grade Level: Grade 5

Unit/Lesson: English-Prefixes Date: February 25, 2018

Competency Area E G S M US
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection X
Strengths of the lesson:
*Bahja has great classroom management and presence
*Questioning is great
*Wonderful use of the Arabic and English language for comprehension
*Bahja incorporates visual and auditory learning opportunities for students
*Bahja encourages the interaction of all students

Areas for development:

*Be sure that the majority of your teaching is in English
*Be sure that your activities are appropriate for the students’ academic level (differentiation)
*Be sure to close your lesson with a verbal or written review
*Be sure that you are clear on the meaning of words shown and that they are culturally
appropriate for students
*Be sure that you are asking questions throughout your entire lesson to keep the students
thinking about their progress

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Student-Teacher: bahja hadi
Date: 25-2-2017
Course: English

Grade Level: Grade 5

Subject: English
Strand:
Learning Outcome: identify the prefixes sounds in the words

Resources (what materials/equipment will you and
the students use? Be specific)
- Colours for the activity that they need to
circle the answers
- Glue and scissors for the activity were the
student should cut and glue the answer
Preparation (what do you need to make or check before
class?)
- All the activities are ready, and all the materials
are ready and placed in the right place
- The PowerPoint is ready and already showed in
the board
- Check if the video is working

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Time: 15 min

For the warm up the teacher will ask the students these three questions: have you heard the word prefix
before? What is prefixes? Who can write for me on the board a word that has a prefix? The teacher should
Whole

hear the answers for the first two questions and the last one the teacher will choose one student to come to
the board and write the answer.

Guided and Independent Experience (group working with the teacher)

The teacher will explain the lesson in the board, the teacher will begin to explain the root words and
what are they and how do the students know these words after that the teacher will give a little
explanation about suffix just a brief idea. Then the teacher will start explaining the prefix by writing the
root word and then show the students where is the prefix in the word and how the prefix can change the
meaning of the word. After that the teacher will show the slide that have the word, prefix and meaning
and will give a little explaining. After the teacher finish the explain she will give the students the three
Time: 15 min
Whole

activates, the students should be divided in three groups and every group should have 5-8 students. The
first activity is cards, there is four cards that have the prefix sounds and the other four have the words,
so the first group should place the cards and the words in the right form so for ex. The word “write” they
should place it with the sound “Re” after they finish the teacher should make sure if all the answers are
right, if so the students can glue it. The second activity for the second group is an A3 poster they should
circle the prefix sounds with colours. The last activity is for the third group, is cut and glue the answers
in the right box. The teacher should give the students 15 min to finish the three activities.
 Closing
Time: 15 min

For the closing the teacher will ask: what is prefix? Where do we find the prefix sound in the word? After the
Whole

students answer these two question the teacher will play the video in the PowerPoint the video is an whole
summary about the prefix.

Assessment

The teacher will give every group a different worksheets it is basically a practice for the prefix and the teacher will
walk around while the students work and help them if they need it.

11:21 T greets students and asks who know

what a prefix is
“When we can put it?”
-Ss say in the beginning
T invites S to come to the boarf and
write a word with a prefix sound
S writes the word “write” on the board
and informs Ss that there are
prefix/suffix but today they will discuss
prefixes
*Should this come at the beginning of
the lesson?
T adds the prefix re- at the beginning of
the word and informs Ss that it changes
the whole meaning
*Good job of incorporating Arabic and
following with English!
11:24 T displays 11 prefix/meaning/examples
What does anti- mean?
T says has Ss to read the word “against”
and “opposite” and T confirms what Ss
have read.
*Does anti- mean opposite?
T further explains the word disqualify in
Arabic
*Be sure that you end with the English
meaning/explanation as they will be
assessed in English.
T goes through each of the displayed
prefixes
*Are the word “hypertension,
extraterrestrial, anti-government” and
“anti-racist” appropriate words for the
students?
T covers another 21 prefixes for a total
of 30.
*How many of the prefixes do you think
the Ss retained?
11:30 T has the Ss to split into groups
*Should these groups have been
predetermined?
 T tells Ss that she is going to give them
an activity that they need to finish (T
sets timer for 15 minutes, but does not
share this time limit with the Ss)
T gives each group the papers necessary
for the activity, but tells Ss not to start
until she gives instructions
*Could you have shown this paper on
the projector to give instructions?
Group #1-large laminated sheet that
requires Ss to circle prefixes
Group #2-cut & paste prefixes and root
words.
Group #3-Ss are to copy and paste 4
prefixes to root words.
11:34 T has Ss to start
*By 11:35 Ss in one group finish
T walks to each group and checks their
progress
*What rubric or sheet could you use so
that the Ss could check their own
answers?
T corrects Ss in Arabic
*What type of extension activity could
you have given the Ss that completed
their activities early?
11:45 T tells Ss to stop and put their hands on
their head.
*Good behavior management
technique!
T has 3 Ss to come to the board to write
one root word and one prefix
2 Ss complete the tasks and the 3rd
student writes “Re Do” and the T
erases “Do” and tells the student to
write the word. T asks a student to help
her and she writes “Re Do”.
*How is what the 2nd student wrote any
different from what the first student
wrote?
3rd student is to underline the prefix and
explain the definition of her word, but
has some difficulty. The T underlines
the prefix for her.
*What could you have done to ensure
the student was able to complete the
task on her own?
T repeats this with another 3 students

11:52 T shows a video on prefixes (11:54-

11:55)
*Could you have asked questions during
the short video?
 *How do you know that the Ss are able
to identify prefix sounds in words, as
your outcome states?

Student Feedback
Warm Feedback 1. I enjoyed it
2. The kids were good and they
listened
3. I feel like I did better with
management
4. The students listened even if the
lesson was not for them
Cool Feedback 1. The time-The group with the
cutting took long because of the
cutting and the other 2 groups
finished quickly
2. The assessment that I did not get
to do was cutting and pasting the
prefixes
Areas to work on next time
Time Management 1. Differentiation of activities
and proper grouping
Lesson Plan Development/Submission 2. Submit at least 3 days in
advance
Language 3. Use English as your main
language
Small group 4. Try to work with each group
for about 6 minutes during
the group activities
Challenge 5. Level of difficulty per group