MCT/MST Formative Observation Report Form

Student name: Wadha Ali Almansoori Student ID: H00282359

MCT name: Course code:
MST name: Shaima Abdulla Alshebli Placement School: Atfal Alhilal KG
Subject: English + Math + Science Date: 24th Feb 2022

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.

Professional Dispositions
Strengths:
Wadha is being committed to school, she attends every day and on time, starting from assembly till
they go back to home. She takes part with both teachers AMT and EMT to be involved with
students, even when they play in the playground. She accepts to take tasks or responsibilities that
asked by teachers or principle. In addition, passing the days Wadha shows more enthusiasm while
working with students and she prefers to spend more time with them to support and guide them.

During every lesson, Wadha participates with the teacher and takes a group to work with them. She
supports and guides them in case if they need any help to complete the activity, and she keeps
reminding them with the concepts, asking them questions in order to check their understanding.

When Wadha works with a certain group, she explains to them what they must do, she guides and
supports them in case if they need any help. Sometimes she works with weak students, and she
provides them with the support they need.

Areas for improvement:

Planning for Teaching & Learning

Strengths:
The unit is about Weather and Sky and the focus of the week is about Weather Around UAE.
Therefore, in this lesson Wadha focused on science, and she integrated with English and Math. The
learning outcomes of the lesson are:
- Identify different types of weathers (sunny, windy, rainy, cloudy, foggy).
- Investigate local weather conditions.
- Use simple words and phrases to share ideas.
- Express thoughts and ideas through illustrations.
- Listen and understand simple sentences.
- Read, write and represent numbers to 40.
- Addition to 10.
According to the learning outcomes of the lesson, Wadha started to plan her lesson. In her focus
group, Wadha read a story about the weather, and she asked students to draw their favourite
weather and write a sentence about it. In the writing center, students wrote the letter Rr, in Math
center, students have to write the missing numbers that represented by drops of rain, additional to
using the addition box for addition. In science center, students must wear the characteristics
according to the weather. In the drama center, a weather station was prepared for students to
play a role of a broadcaster of the weather around the seven emirates in UAE. In the technology
center, students will listen to a story about the weather and to review the letter of the week. All
planned activities were set up to meet students’ needs, and there were extra activities for those
who finish before the time.
One of the learning outcomes in science is asking questions about an observation. Wadha involved
more questions during the lesson, such as (how is the weather today?), also when she checked the
weather with them around the 7 emirates. Questions were related to the topic and the learning
outcomes of them lessons, and while working in centers, Wadha was asking students questions to
check their understanding of the lesson and if they meet the learning outcomes.

While introducing the lesson, Wadha showed the map of the UAE that shows the 7 th emirates, and
she asked students to pick an emirate to check the weather, and students were totally engaged to
pick an emirate to see how the weather is. However, Wadha linked the topic to a prior knowledge
which is types of weathers, so while checking the weather of each country, Wadha checked if
students can identify the weather type. Nevertheless, Wadha used different materials to present the
topic, such as PowerPoint, pictures, videos and at the beginning of the lesson, she shows students a
video which made by one of the students, and students were fully engaged while they were
watching it. In addition, after presenting the lesson, Wadha prepared different questions to check
students understanding, some of them were involved listening to the weather’s sound to identify the
weather type, and some questions presented objects that can be related to the type of weather.
However, those questions were appropriate for students’ needs.

At the beginning of the lesson Wadha presented the learning outcomes of the lesson to all students,
and during the circle time activity, all students were involved at the same activity. But, in centers,
there were 3 different activities which reflected students’ needs and level.

Areas for improvement:

Asking deep questions will emphasise students to think deeply and widely. Wadha asked students
questions, but they were closed questions, asking open questions and deep questions that involve
more thinking. According to Blooms Taxonomy, Wadha involves remembering and understanding
questions but asking open questions can raise to evaluating and creating. Another thing that
Wadha needs to work on is to create an activity that meets students’ level because the low
students weren’t involve with the other students during the circle time activity.

Managing Teaching & Learning

Strengths:
While teaching students, Wadha were asking questions and create discussions with students to
make them engaged, she reviewed the rules with them additional to the behavioural chart.
However, when the circle finished, Wadha started to call students to move to centers which caused
smooth transition, and she explained to them what they have to do in each center. Even though
Wadha presented the rules at the beginning of the lesson, some students weren’t pay attention and
she did punish them by taking points and moving them to yellow.

During the circle time activity, Wadha divided the class into two groups, and each time she picked
a group to ask a question, and if they got a point when they answer it correctly. Each group must
discuss the question together to give one answer. However, Wadha prepared her activities and
centers before the class started, and everything were organized. For centers, Wadha called each
group to move to the center to start working and it was organized because students knew where
they must go. At the end of centers, Wadha collected students work to give the feedback for each
student. Also, students took a part as well and they were assessing each other work.

At the beginning of the class, Wadha presented the rules of the class, she used Class123 program
and traffic light strategy to manage their behaviour and both strategies were used for individuals.
When students shared their answers, when they followed the rules in centers and when they
cleaned up after the finished, Wadha praised them verbally and she gave them stickers.
Areas for improvement:
One of the areas that Wadha needs to work on is managing students’ behaviour. Even though she
was punishing them, but students didn’t stop and they were not paying attention. Wadha must stop
talking, asking all students to sit nicely, reminding them about the rules and how they should
behave, additional to explain why she punished students which will limit the bad behaviour. Another
thing that can Wadha improve is to praise a whole group if they follow the rules while they are
working in centers.
In addition, during the circle time, a student misbehaved and he was distracting one of his friends,
Wadha warned them at the beginning, the student didn’t pay attention and he misbehaved again.
Wadha moved him to yellow, and she continued the lesson. If a student repeated a negative
behaviour Wadha must stop, remind students about the rules, and she must explain why if a student
moved to yellow or if she take a point.

Implementing Learning

Strengths:
Wadha spent around 23 minutes in circle, 28 minutes in centers and 10 minutes for conclusion,
which means she followed the schedule time. In addition, before going to centers, Wadha gave a
deep explanation of what students will do in centers, and then she started to call students by their
groups.

During the circle time, Wadha played a game with students and she divided them into two different
groups, and students have to cooperative to solve the questions. In centers, students students
worked individually even though they were in groups (mixed groups), and high students were
allowed to help their friends when they finish early.

As long students were working on centers, Wadha was checking their progress and if they have any
difficulties so she can support them. Even during the circle time when she was asking questions, and
when students didn’t know the answer, she changed the questions to make them simpler. However,
the activities presented three different levels which can meet students’ needs. For example, in her
focus group, she read a story about the weather and asked students to draw their favourite
weather. Low students were suppose to write the weather they like and draw a picture, average
students were suppose to write a sentence (I like the rainy weather) and draw a picture, and for the
high students they have to write the sentence and they have to explain why do they like this type of
weather.

Areas for improvement:

Before sending students to centers, Wadha took more time to explain the centers and what they
must do, and students got bored. Wadha needs to give brief explanation with showing them an
example which will help students to know what they have to do.

Assessing Learning

Strengths:
During circle time, Wadha asked students some questions and she played a game with them which
helped her to check their understanding of the topic. In addition, in centers, Wadha checked
students work, and for some students she asked them about their work to check if they meet the
learning outcome of the lesson and if they can identify the types of weather. At the end of the
lesson when she checked the work with them, she was asking students about their opinions and if it
was completed successfully. For example, a girl mentioned that her favourite weather is the foggy
weather, and she drew an umbrella, but one of the students said that “we can’t use the umbrella
when it’s foggy because we can’t see everything, it’s not sunny and it’s not rainy”.
 At the end of the lesson Wadha gave feedback for all students. She presented each work
individually to check if students complete the work successfully, she asked about the work and what
they did to check their understanding. When a student had a mistake, she asked students what do
they think? She showed another example of the same work and ask students to compare to figure
out what is the mistake. When she finished, she thanked them and mentioned how they can
improve for the next time.

During the lesson, Wadha has the continuous assessment which presents the learning outcomes of
the lesson. She filled it for those who were with her in the focus group and wrote few comments, and
she used it when she checked other groups and at the end of the lesson when she gave them the
feedback.

Wadha used formal and informal assessment, she used the continuous assessment to check if
achieve the learning outcomes, she was giving feedback while they are working and after they are
finished.

Areas for improvement:

Reflection

Strengths:
After the class, I discussed the lesson with Wadha, I gave my feedback based on her performance,
and I asked her to reflect, and discuss what went well and what can she improve for the next time.
Her time management was excellent, she followed the schedule as it is. She believes that she needs
to work more with her class management, because even when she punished students who
misbehaved, they didn’t pay attention and she didn’t explain to the class why.

Areas for improvement: Reflecting on a lesson requires discussing what Wadha needs to improve, and
what she must work on to improve her performance. Wadha must find out why her classroom
management didn’t go well during the lesson, and to create a positive learning environment for the
students, she must set few rules that all students must follow, and students must be aware and
responsible of their own actions and behaviours. Also, students must be punished if they repeated a
negative behaviour more than two times and she must explain to all students why she punished
them.

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