Appendix 2: MCT/MST Formative Teaching Observation Feedback & Assessment

Rubric
Course Code & CRN EPC 4406 Placement School Al Refa’a KG3/7
Student Name & HCT ID Maitha Abdulaziz Date of Observation 20/2/20
MCT / MST Name Eugene Campbell Observation # 1
The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback based on
the selected teaching competencies. NOTE: Refer to the course-specific, teaching competencies-based rubric
included in the TP Booklet.
Commitment to the Profession (15%) F D C B A
You need to use children’s names much more so that you can manage the class effectively. When you want to
involve a student as a volunteer, show your thinking in how you choose, e.g. ‘let’s see who is sitting and paying
attention. Good job, Hessa.’ Check your questions ‘what he will do?’ Many of the questions you use are
incorrect and should be improved so your English is more accurate.

Planning for Learning (15%) F D C B A

Why the small board? – can you use the main, smart board? I want you to plan your lesson in more detail so
that the introduction of the lesson does not involve you asking so many questions so quickly. For the
manipulative activity, how many sums did you give each group? How many were easy (numbers under 5) and
how many had numbers over 5? Your planning and timing seems a little unclear – at one time you say 30
seconds then you say 2 minutes – why? Let the activity take as long is required. And it is noticeable that your
plan only considers what you will do – the columns for students is empty. This shows that your understanding
of teaching is too teacher-centred as your planning show NO thought on what the children will do.
Managing Learning (15%) F D C B A
You begin with introducing and asking about the topic – slow down, you are answering your own question
(multiply three factors). Make sure you focus the children’s attention before you start the lesson – make sure
everyone is looking and listening. Take care you are not standing in front of your demonstration. When you
ask children to look at the table, you are not involving the whole class – why not continue to use the smart
board – this takes a lot of time to show each group one-by-one. I understand you wanted to show a clear link
and demonstrate the specific activity they will use – how could you do this and save more time? You ask the
children to clean up. Think about the specific language you use to talk to the children – can you give direct
instructions, use names and positive comments and make sure you focus their attention BEFORE you speak –
otherwise they do not hear you. They should be quiet and listening when you speak. Again, at the end of the
transition you start the plenary – but do not focus attention first. You ask a few questions and children shout
out – why not ask them to share in tables to talk about what they learnt. You do the silent act and the class are
quieter – but tell them what you want exactly. Is it necessary to choose a person to answer who has their hand
up? Clear and positive class management is an area of priority for you.
Implementing Learning (20%) F D C B A
Why do you drill ‘parenthesis’? is this necessary? Why is it potentially disruptive? You also check the meaning
of ‘group’ – they can know this if you speak in contextualise. When you ask the questions you ask the whole
class – I want you to either a) ask individuals by name or b) ask the children to think in pairs/ groups before they
answer. You move to the smart board – good and ask a child to help (remember to involve the whole class!).
This demonstration is clear in showing the process of doing factor 3 multiplication. It is a good idea to involve a
child but you need to ensure that the rest of the class are also engaged (they can’t see what Saeed did). You
then move to each group pulling a sum from a box and showing the answer with manipulatives – you set the
clock timer – how long do you predict? What happens if they finish before the timer? Because some groups
have finished – so what can they do now? You notice that this group has finished – but try to monitor to judge
how much time to give the task, rather than provide a time in advance. You need to make sure you are
maximising children’s learning time and that there is no time in class when they are not learning. Your idea for
each group to make a sum puzzle is a good idea but what would be a better idea to round this up? What is the
 problem with how you do it? (You choose 1 representative from each group and ask them what sum it is 1 at a
time). Again, think about the extent to which all children are actively engaged.
Assessment (15%) F D C B A
While the children are using the box of manipulatives, can you try to see ALL the groups as quick as possible,
you tend to stay near the front a bit too much. You show an evaluation / assessment on the white board and
involve Saeed – perhaps you could give each group a piece of paper and make a race out of writing the correct
answer and each group gets points? (And why is it in the middle of the lesson?) So that more than ONE child in
actively involved. So, key area for next lessons – maximise all children’s – are active involvement. You then
hand out a jigsaw – for the children to solve in groups – are each group’s sums different – this could be a
rotation activity where children do 2 or 3 on one table then go the next table and the whole class rotate around
5 tables of different sum puzzles. Could the children make their own sums for another group? You hand out
stickies to each child - while one boy is writing a sum on the board (you tell him which sum) – no time to finish
this, although with better use of time throughout the lesson, you could have done.
Reflection on Practice (20%) F D C B A

Your reflection is quite detailed in places, but I want to see more critical comments and ideas for how you can
improve your practice. Currently, you need to reflect more and describe less.

Action Plan
1. You need to actively manage the class by getting their attention (the whole class) by using their names and
giving direct instructions (you did not do this at all) – ClassDojo is a substitute for class management.
2. You need to plan to maximise ALL children’s involvement and engagement – too many times you focus on one or
two.
3. You are correct to focus on time management but I think it is more an issue of requiring to make better use of
your time and keeping the class focused and engaged.
4. When you speak, do not talk too much of too quickly (so you do not answer your own questions). Instead, give
children the opportunity to think, speak with each other and communicate