Peer Observation

Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.
Peer Observation Number: 2
Date/Time: Name of Student Teacher to be observed:
18 October 2018 Hend Alyammahi.
From 8:00 to 8:50
Setting: Grade:
RAK Academy PYP. 4
Topic for the lesson: Name of Observer/Critical Friend:
How does weathering, erosion and Maryam Alblooshi.
deposition shape the landforms.
Learning Outcomes:
The students will be able to observe and The students will be able to define and distinguish
record how water, ice, and wind affect the between the three processes (weathering,
sand if mountain they have created. erosion, and deposition).
Give example from mature of weathering
erosion, and deposition.

PEER OBSERVATION: AREA OF FOCUS: The student teacher wants to focus on questioning
and extending students answers.
Observed Strengths: Suggestions for further development:

Doing routines (the date and greeting the I think it was better to bring the sand in the
students). classroom.

Put the question on the board and active
student’s prior knowledge.
Compare and contrast between the words to
avoid the misconception.
She must give each student a duty. For
instance, one observer, one writer, one speaker
because all the students go away and one child
did all the duties.

Tell students from the beginning what they are
going to learn and let them give examples.
Make differentiation between learning styles
(kinthtic, visual and audtorary).
Think about classroom management strategy.
Keep reminding the students how many time is
left to keep them focus and busy during the
session.

Say the instructions carefully and put them on

the board and I think that scaffolding because Avoid being stressed.
its moving step by step.

Connect the lesson to real life (by doing the

experiment outside).
 Students were highly engaged.

Reflection (to be completed after discussion of Peer Review with colleague): In my opinion I
thought that the peer observation is a harmful situation for student teachers because I thought
students will be upset when they will listen to my feedbacks. Also, I feel like an expert when I do
the peer observation because I see If students gain the knowledge or the still need some
scaffolding. My colleague was very excited and relaxed when I observed her while she is
teaching. After the lesson finish me and the observer sit together and we discussed the lesson at
that moment I felt very happy that someone will take my advice and that advice will affect his
performance positively. My colleague was accepting my feedback, she agreed about what I’m
saying and she told me some examples about how she can improve her weakness. For the next
time, I think my colleague should find a classroom management strategy because that will help
her to deliver the subject better and have time to chick learners understanding. Finally, me and
my colleague feel that peer observation is valuable because we can improve our skills and help
us to have self-confidence.

Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism 1 2 3 4 5
 
Displays a high standard of professional behavior, which includes 
punctuality and readiness for the session.
Shows initiative and enthusiasm during the session. 

Promotes a positive learning environment & builds good rapport with 

the learners.
Comments or reasons for scoring above: She was professional because of her planning and she highly
engaged students.

Planning for Learning 1 2 3 4 5

 
Provides a lesson plan, which includes all the required information 
and has clear and explicit learning outcomes.
Shows a student-centered focus in the lesson plan. 

Incorporates differentiation through activities, questioning and/or 

learning styles.

Materials and resources for teaching are of high quality and 

appropriate to the level of the learner.
Formative and/or summative assessment activities are included in 
the plan.

Comments or reasons for scoring above: Her planning is good but she should make differentiation in
the worksheet because some students are in low level so they can’t write long sentences.
Implementing and Managing Learning 1 2 3 4 5
 
Uses accurate and appropriate language. 

Maintaining engagement – independence 

Ensures instructions, questions & explanations are clear, accurate & 

constructive.
Uses effective questioning & elicitation (probe, praise, rephrase, 
redirect) techniques.

Establishes and maintains clear and consistent rules & routines. 

Maintains an appropriate pace to challenge and motivate the 

students.

Uses a range of teaching strategies. 

Manages lesson time effectively. 

Comments or reasons for scoring above: She do her routines in a good way and she used language
that match students level of understanding. Also, she uses the think-pair-share strategy and she motivate
students by saying positive words. However, her classroom management wasn’t good and from that she
can’t manage the time effectively.

Monitoring and Assessment 1 2 3 4 5

 
Monitors student progress effectively during the session. 

Provides ongoing feedback to students to enhance learning during 

the session.

Uses formative and summative assessment instruments such as 

checklists, grading scales, rubrics, tests and projects etc. to
evaluate students’ performance.

Comments or reasons for scoring above: She have difficulty with moving around the class when she
starts and finish she is in the same place. However, she uses positive feedback to encourage students to
do better. Also, the formative assessment was good for high and medium students but for low it must be
simpler.

Please add specific comments about the student teacher’s observed strengths relative to
their area of focus during this session and identify areas in which you feel further
development is necessary.
Please share feedback immediately following the observation once the forms are
completed.

Feedback meeting date: October 18, 2018 Time: 8:00 to 9:20

Date: October 20, 2018

Date: October 20, 2018