MCT/MST Formative Observation Report Form

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

Student name: Mohrah Student ID:

MCT name: Paul Leslie Course code: 4909

MST name: Nirmala Naidoo Placement Mohammed Bin Khalid

School:

Subject: Grade 1 English Date: 9 February 2022

Please see the TP Rubric – after this table – for help to complete.
Professional Dispositions
Strengths:
Was well prepared and had a great grasp of the situation. Was able to communicate with me and arrange
for my visit.
Areas for improvement:
Make sure you are very polite to your MST and to speak as respectively as possible.

Planning for Teaching & Learning

Strengths:
The plan was complete and delivered to me on time. Please see the plan for further comments
Areas for improvement:
Think about the goals – how will you refine your goals to be more measurable?

Managing Teaching & Learning

Strengths:
The students are well behaved – they were able to follow the directions very well
Areas for improvement:
How can you get more engaged with your students – be physically closer?

1
 Implementing Learning
Strengths:
The lesson was thorough and well organized. The structure allowed for a logical transition between
activities.
Areas for improvement:
How can you keep the students working with less downtime between activities?

Assessing Learning
Strengths:
Lots of good checking of responses and moving around to check individual work
Areas for improvement:
How can you move about more quickly to give feedback
How can you be appreciative? You said, “This one is wrong, and this one and this one”. It is okay to say
someone is wrong, but how can you be appreciative? For example, ask “Is this right?”

Reflection
Strengths:
Challenging but smooth – followed the process and routine so was good.
Areas for improvement:
Managing the time and checking the online students and checking their work.

Action Plan (Objectives, actions, implementation timeline, resources):

 Be specific with your goals
 See lesson plan for other comments
 See how to be closer to your students and use the technology – e.g., use the camera

Notes

 Starts with good morning song – sits at desk

o Students know the song and jump up to sing along
 Stops to manage online students
o Can you turn on the camera? Maybe the students can see the
 One boy jumping around –
 Starts the song again
o Students very attentive and well behaved
 Plays days of the week – engaged with the activity?

2
 o Good questions the students are very sharp
 Starts the phoneme – CH
o “High frequency word” do the students understand? (common)
o Able to work with the online students as well
o Looks at CH and SH
o Is there a contrast or a way to highlight the difference?
 Looks at pictures students can actually pronounce quite well
 Transitions – jumps for the sounds to another video
 Watches the video – encourage the students to participate?
o Good questions – how can you do more questions and engagement – how do you use
this to manage your time?
o Managing ‘downtime’
o Moves about to check their work
o “tick the word” So why might they not be listening?
o How can you manage to check this work?
 Moves to the last question
o Write the word – checking their work
 Giving individual feedback
o Covering the whole class?
o Engaging with the online students?
 Reading aloud
o Students reads aloud and then goes to the whole class – recognition?
 Passes out the worksheet
o Moves about checking the work
o Checking and giving feedback
o Being appreciative?
o Thanking students.
o Giving stars
 Finishes class
o Checks final work and then