MCT Observation Feedback Form

Grade Level: KG1 Subject: English

Trainee’s name: Mariam Abdulla School: VIPS
MST (mentor’s) name: Ms Jadine Date: 7 November 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:
- Mariam is highly professional, as always!

Planning for Learning

Comments:
- Mariam plays a video: story of Goldilocks (singing video!). Students are captivated by it!
- Mariam takes advantage of the opportunity (while video is playing) to set up resources on the
different tables.
- She plays the video a second time: this allows students to focus on it even more carefully, and it gives
Mariam even more time to organize her many resources 😊 Excellent decision.
- Differentiated activities have been planned. Activities are fun and hands-on. Very appropriate for
KG1.
- Scavenger hunt to find words (within the classroom) is a TRULY GREAT activity!!! Great checklist!
- All resources have been well thought through – as always, with Mariam 😊😊

Managing Learning
Comments:
- When students become a bit too excited, Mariam usually pauses and uses an appropriate strategy to
get them to refocus 😊. Mariam now has many strategies at her disposal and she uses them very
comfortably and effectively!
- “Do you want me to take away your points or your candy”? – Mariam interjects, again, whenever it’s
necessary. This usually works a charm!
- Mariam is very comfortable leading and managing the classroom.
- The classroom atmosphere is very calm (calmer than the previous lesson) and very positive.
- Students listen to Mariam and show her tremendous respect.

Implementing Learning
Comment:
- Mariam uses flashcards (excellent!!!) to question the students about the story. Very effective Q & A
session.
- Mariam uses adequate questions and prompts in order to support students to answers. Super!
- It’s fantastic that Mariam engaged/supported the students, encouraging them to SPEAK and to use
English as much as possible. There was lots of good conversation and use of vocabulary from the
story 😊😊

See back
 - Plenary: excellent Q & A session, using the interactive whiteboard, where Mariam simply recaptures
the essence of the learning outcome. Students are able to summarize the main ideas (main
vocabulary even) from the Goldilocks story.
- Both Mariam AND the children are enjoying themselves during the lesson: this is GREAT to see!!!! 😊

Assessment
Comments:
- Mariam did feel (as I did) that the crossword activity may have been a bit too challenging for the low
ability group. She said she would include less words, next time, to adjust to students’ level,
- Mariam was able to assess the overall achievement of the class, via her numerous interactions with
students.

Reflection on Practice
Comments:
- Mariam is well capable of reflecting on the strength and challenges faced during her lessons; she is
also capable of contextualizing her judgements.

VERY, VERY GOOD LESSON OVERALL – EVERYTHING WAS IN PLACE AND EVERYTHING WENT VERY SMOOTHLY!!!

Action Plan – Please focus on improving spoken language (grammar in particular):

- “What did Goldilocks did?” (say instead “What did Goldilocks do?”)
- “What she did then?” (say instead “What did she do the?”)
- Her tummy is full, and she want to sit” (say instead “…..she wants to sit”)
- “What did she do? She run away from the home” (say instead “
- Goldilocks: which chair she prefer? (say instead “which chair did she prefer?”)
- Why she prefer the baby’s chair (say instead “why did she prefer the baby’s chair?”)
- Why she didn’t like the daddy’s bed? (say instead “Why didn’t she like the daddy’s bed?”)