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: H00352595

MCT name: Paul Leslie Course code: 4909

MST name: Nirmala Naidoo Placement Mohammed Bin Khalid

School:

Subject: English Grade 1 Date: 23 Feb 2022

Please see the TP Rubric – after this table – for help to complete.
Professional Dispositions
Strengths:
From the last observation and action plan

 Be specific with your goals

o Yes, the lesson plan is much more concise and your goals are very clear
 See how to be closer to your students and use the technology – e.g., use the camera
o Yes, I see a great effort to be among the studnets

Areas for improvement:

Check work and focus on the students’ individual needs

Planning for Teaching & Learning

Strengths:
The plan is looking very good. Please see the plan for more comments
Areas for improvement:
Please see the plan. – can add detail with the resources and clarify some of the skills.

Managing Teaching & Learning

Strengths:
The classroom is very well managed and the students are very orderly yet seem very comfortable.
Areas for improvement:

1
 Consider their time. For the success criteria activity, make thinking visible:
e.g., just review the process on the board and maybe even have students show on the board

Implementing Learning
Strengths:
Very orderly and carefully planned. The lesson rolled very smoothly
Areas for improvement:
As noted above, think about how to check individual more thoroughly

Assessing Learning
Strengths:
The success criteria is an excellent tool. Also, you have the books – can they pile them up open the right
page. How quickly can you flip through and check and record?
Areas for improvement:
Make sure to check with individuals and check that work is actually done before you progress

Reflection
Strengths:
Achieved the goals
Areas for improvement:
Need to focus on the differentiation better in the success criteria

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

 Read about TPR – Total Physical Response
 Think about graded questions
o How do you increase the cognitive difficulty of the questions?
 How is assessment tracked by Ms Nirmala
o How are you tracking your students’ progress?

 Starts lesson – Projector problems

 Has an online section
o More troubles
o Starts with the lesson and goes through the dates
 Standing on the right side of the desk!
 ‘th’ sounds – soft and hard – interesting
o Has students repeat the words

2
 o Looks at the word and examines the vocabulary and the elements of the word –
students are very strong
o Is it a thumb – some say no?
 How to manage the whole class
 Walking around the class checking on each one
 Using the board to share the checked work
o Students responding very well to the prompts
 Has student read the sentence
o Can you _______ the ball?
o What does throw mean?
 In Arabic? Can she gesture? TPR?
o How might you use more TPR in your activities?
 Finished – can check a few students to make sure they did the work properly. Also, it is a good
way to acknowledge their progress. A quick word of praise can go a long way. It also shows them
that it is important to actually do the work. If they do not actually do the work and you don’t
check, then …
 We did this before – how much time do they need to do this?
o Great task – but give sufficient time
 When checking the vocabulary – can you incorporate TPR?
 Has an exit ticket
o Goes around checking and assisting.
o Students are very engaged and working diligently
 Checking on the online students
o Very solid effort!

Competency rubric
(Ottawa Scale)