Appendix 6:

MCT/MST Lesson Observation Template

The MCT and MST will use this form to observe the trainee’s performance formally and to give
feedback based on each teaching competency

Course Code: 4409

Trainee Name: Mohrah Majed AlKhateri School: Al Nakheel KG

MCT/MST Name: Fareeda Salah Al-junaibi Date: Oct 11, 2021

Professional Dispositions:
Demonstrate cultural sensitivity and compliance with education regulations.
Comments:

The trainee is fully aware of the cultural sensitivity and follows the guidelines set by (ESE) and
implemented by the school on behaving towards the young learners. The trainee demonstrates
commitment to the UAE heritage and cultural values as well, and shows professional ethics at
work. The trainee complies with the organizational regulations and requirements.

Planning for Teaching and Learning:

Implement integrated plans with clear scope and sequence.

Comments:

By now the trainee developed a good understanding about the school expectations and displayed
a common language for discussing the learning and teaching issues with the teaching groups and
she is all-inclusive in the unit planning and weekly planning meetings.

There have been several disruptions in teaching practice due to not attending on some days (3
times being absent in 3 weeks) because of sickness and other issues.

The lesson plan follows prescribed curriculum of Emirates Schools Establishment (ESE) with
integration of science, math, and language arts in one lesson. The lesson plan includes activities
chosen according to students’ levels. The trainee seems to understand the developmentally
appropriate curriculum in relation to diversity of learners’ abilities and needs and demonstrates
fair knowledge of the curriculum in general; however, her lesson planning is so far extracted
basically from the teacher’s weekly plans.
The trainee needs to emphasize teaching based on prior knowledge of students by effectively
using the KWL. I did not see reference to KWL in building up the students’ experiences or uses
assessment in (KWL) prior learning to establish starting point for the class learning.

Managing Teaching and Learning:

Prioritize emotional safety through developing and maintaining positive relationships with
all stakeholders.
Comments:

The trainee creates a safe learning environment that is supportive and motivating for the students
and where students are fearless of making mistakes.

The trainee incorporates good learning resources in the centers but was not able to make use of
songs and chants to motivate students due to technical problems in running the one drive
pertaining to the trainee. The trainee set good routines at the beginning of each lesson from
presenting lesson objectives, counting attendance, completing daily calendar, to reviewing
weather and seasons.

In general, the trainee collaborates and communicates professionally with stakeholders to

promote and support learning in the class.

Implementing Learning:
Validate effective strategies to engage and motivate young learners.
Comments:

There is a developing knowledge of the trainee about stages of cognitive and personal
development of young learners and she tries to embed this knowledge into teaching and learning,
which appear in the selected types of activities. The trainee communicates expectations of
performance to the students at the beginning of the lesson which motivates students to what is
being presented next. The trainee delivery of the lesson encourages students’ engagement and
motivation in a manner that encourages students’ independence and progress in completing the
activities in their assigned centers, but the activities are not challenging in core. The trainee uses
effective examples and illustrations like in presenting the table shows animals with no legs, 2 legs
or 4 legs used for sorting some animals’ pictures.

Assessing Learning:
Develop questioning techniques appropriate for learning in the Early Childhood context.
Comments:

The trainee was successful in asking the right questions for assessment. The trainee encourages
participation from all students and uses higher order questioning techniques to promote critical
thinking skills to an extent which requires extra development in the future like in asking: how do
you know the weather is sunny today? Promoting children to see outside the window in order to
emphasize their answer. Or when asking: can we keep snake at home as a pet?

The use of comparison chart between the dog and monkey was a clever thing to implement in
class and the trainee was able to manipulate this in assessing the understanding of children of the
different features of different animals which eventually covers the science, math and literacy
outcomes of the lesson through one well-structured activity. Also, another example is asking:
which animals do you have at home? This was an interesting question to the children and the
majority of children were eager to participate in answering.

There is also the use of Mystery box strategy for reviewing words that begin with the letter of the
week. It is a helpful tool in reviewing phonological awareness in an interesting way.

A variety of assessment tools can be used ranging from asking direct questions to children to
playing different games and activities for assessment learning.

Reflection:
Generate reflection on learning resources, physical environment, and sociocultural
contexts.
Comments:

The trainee used the appropriate resources that served the type of activities and the objectives
properly. There was arts work presented in class by drawing animals on paper plates and stick
wiggly eyes specified for low achieving, and also sorting animals according to body pattern for
middle achieving children and sorting between pet animals and zoo animals for high achieving
group in addition to journals and writing materials. The diversity of resources was useful in
enriching the students learning. With regards to the classroom environment, the trainee arranges
the classroom for effective instruction, and it included four main activity areas divided between
arts area, writing area, science area and math area for learning the pattern. The trainee provided
clear instructions before starting the centers.

Action Plan:
As mentioned in the first report, it is recommended to prepare plan B always to avoid any
disruption to the learning process in the class. This will be particularly helpful when there is
unexpected problem faced in the technology in the class as the tech. materials did not play on the
class computer as desired especially the songs and chants. The teacher’s rational behind this is
that she does not like to use flash memory.

The teacher has successfully managed time in this lesson and the activities were just right to the
block time whether on the carpet or in the centres.
 My impression is that the activities can be gradually upgraded from merely cut & paste to more
interesting and challenging educational games that can achieve the purpose and be enjoyable to
the children at the same time. I would recommend to insert one or two hands-on games by now
and do not only depend on worksheets.

The enthusiasm for teaching ought to be continuous in all the teaching days in the KG and not only
exist in certain days when there is a monitoring from MCT or MST. I have seen good practices from
the trainee and their impact on children were great. I would like the trainee to establish
consistency in the level of teaching during the training period and does not change the high
quality of her performance from day to day.

MCT/MST Signature: Fareeda Salah Aljunaibi

Date: 11/10/2021