MCT Observation Feedback Form

Grade Level: KG1 Subject: Math (rectangle)

Trainee’s name: Shamsa School: VIPS
MST (mentor’s) name: Ms Elina Date: 28 October 2019

The MST (Mentor School Teacher) will use this form to formally observe the trainee’s performance and to give feedback based on the
selected teaching competencies.

Commitment to the Profession

Comments:
- Shamsa’s interventions and demeanour are highly professional, as always!

Planning for Learning

Comments:
- Lesson plan was sent to me for review ahead of time – thank you. Generally, a good lesson plan. Only
a few grammar errors to correct.
- Excellent starter: song (Shamsa sings very expressively and is great at encouraging the students to
join in – they ALL do!) 😊😊
- Well planned activities: they are plentiful, at level and fun (hands-on).
- The sequence of the lesson was also very well planned and Shamsa managed her time very, very well.
- There were numerous resources involved in this lesson: Shamsa created/brought all of them. She had
prepared everything very meticulously in advance.

Managing Learning
Comments:
- “Share the shape with your friend”, says Shamsa as she is very mindful of teaching the students
cooperative skills (sharing and caring for each other).
- Students are calling out “Ms Shamsa! Ms Shamsa!”. They do not hesitate to ask her for help; they are
also very eager to show her their work and to receive praise.
- Students who finish a worksheet receive a sticker on their work! This works a charm!
- Shamsa is managing the classroom all on her own; she is able to give appropriate attention to each
and every student!! She is very busy during the entire lesson- but she manages VERY WELL!
- She is also more conscious of having to scan the class (ALL students) regularly. This is a good that we
set after the first observation.
- Students are extremely well behaved: they are ALL interested and focussed on their work. What helps
is that there are many varied activities. Learning activities are age-appropriate (they keep the
students active), very well organized, and the children LOVE them 😊
- Shamsa: “Tidy up and find your star” – excellent use of techniques used by Ms Elina
Shamsa sings the clean up song and keeps repeating “find your star”. Excellent management
strategies!
-
Implementing Learning
Comment:
- Excellent job demonstrating to students that 2 squares make a rectangle (i.e. excellent use of prior
knowledge to introduce new knowledge)
See back
 - Shamsa makes students repeat the word “rectangle” many times.
- Shamsa does an excellent job supporting students during the student centered activity: she gives
them LOTS of positive reinforcement, she questions them and asks them to repeat the names of
shapes. She also gives them pointers for completing their work.
- A second worksheet is given to students who are done the first piece of work; students are then
directed to the carpet area to create a rectangle using blocks (i.e extension activities are also
plentiful) 😊
- There is Art center – at the back of the class – where students are directed to print rectangles using
paint and sponges!! Great activity (tactile, creative and aligned to the learning outcome)😊
- All students are highly, highly engaged in their work and play – FANTASTIC!!!
- Great learning atmosphere in the classroom.
- Students are speaking in English (in full sentences!!!) amongst each other; and they ONLY speak in
English to Shamsa. 😊
- Shamsa sings the ‘up & down’ song again – SUPER!!!
- Shamsa gives out rectangular biscuits: students looooove this – excellent idea!!
- Shamsa has the kids create a giant ‘human rectangle’

Assessment
Comments:
- Shamsa was able to asses students via the questioning she did; and the activity sheets observed and
collected.

Reflection on Practice
Comments:
- Shamsa was able to assess the MANY strengths of her lesson. She also knows that she must continue
developing her English speaking skills.

Action Plan:
Please focus on improving your spoken English. The following erroneous sentences were heard during the lesson:
- “Our today shape, is same the square but different than the square”
(say instead “ Today’s shape is similar to the square but it’s also different to the square”)

- “Give it for your friend”

(say instead “Give it to your friend”)

- “How many side from this shape?”

(say instead “How many sides does this shape have?”)

- “The rectangle is same the square but is more stretching”

(say instead “The rectangle is similar to a square, but it’s more stretched out”)

- “What I will have?”

(say instead “What will I have?”)
- “There is some square apple and some rectangle apple”
(say instead “There are some apples with squares, and there are some apples with rectangles”)

- You forgot the word for popsicle sticks! Instead, you said to students :use those”
(say instead “Use these popsicle sticks to create a rectangle”)

- “You finish?”
(say instead “Are you finished?” or “Did you finish?”)

- “Where I can put this one?”

(say instead “Where can I put this one?”)