MCT Observation Feedback Form

Grade Level: Grade 2 (2B) Subject: Science

Trainee’s name: Owsha School: VIPS
MST (mentor’s) name: Diane Tzovanis Date: 23 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:
- Owsha’s MST confirmed that she is adhering to high professional standards 😊
Please continue to do so Owsha!
Planning for Learning
Comments:
- Please put greater efforts into writing your lesson plan. The following areas require greater detail:
. Key vocabulary (why not include the parts of the body?)
. Mystery bag (game): please explain what the game consists of (What will the students be doing?)
. Main activities: please describe the activities (What will the students be doing?)
. Differentiation: please be more specific (What will low/medium/high level students be doing?)

- Owsha begins enthusiastically – with a lovely smile – by saying: “What do you think I have in my
mystery bag?”
- Kids LOVE the surprise element of this starter! Great idea for Grade 2. Excellent starter activity: very
well planned and very well delivered.
- Differentiated worksheets: 3 levels
- What is the link between the starter and the learning activity: is there alignment? Why did you not
insist on the animals’ habitat during the starter activity? This could have been easily done!?

Managing Learning
Comments:
- Owsha has a very good rapport with the students: she is always positive, respectful and caring … but
she is also assertive when necessary 😊
- Owsha gives genuine positive reinforcement when necessary.
- Owsha frequently and effectively uses ‘sh-sh-sh’ strategy to get students to be quiet.
- At the end of the learning activity, Owsha asks students to place their papers at the center of the
table.
- The class is a touch more difficult to manage after the 1st learning activity: Owsha takes control
nevertheless.
She should not be afraid to STOP – STOP EVERYTHING for a few seconds – until she has everyone’s
attention.
- Owsha uses a video/song to prompt clean up. Good. Students respond: they all help to clean up!
- The bell has rung. Plenary has not been done ☹ Time management is problematic (I think there
were too many activities … Pay greater attention to time management next time.

See back
 Implementing Learning
Comment:
- Owsha selects students to choose an animal and asks them to say the body parts of the animal: this is
an excellent exercise for language development 😊😊
- Owsha asks higher level questions to present today’s learning outcome – great!
- Very good questioning of the students!
- Several students are gluing the koala and the monkey in the desert ☹. This ‘learning’ was not made
explicit during the starter/the teaching part of the lesson. Are they supposed to know this from
previous lessons? If not, you should teach this!
- The appearance of the 2nd activity (Parts of Desert Animals worksheet) is confusing in terms of the
sequence of the lesson: why doesn’t this part follow the starter (which is about the body parts)?
- Activity 2: same worksheet is given to ALL students. Can it be completed by all students???. Several
students are experiencing difficulty with this, and there will also a lack of time ….
- Also: on the 2nd worksheet, the key words have been cut off ☹

Assessment
Comments:
- Owsha will review the students’ activities and give them feedback 😊

Reflection on Practice
Comments:

- Owsha was able to reflect on her lesson. She discussed the areas for development and was very open
to suggestions that I proposed. I hope to see these implemented during the next observation!

Action Plan:
See ‘red text’ above.