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: 16th March 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 attends the school everyday on time, she attends the assembly with the teacher, and she
stays inside the classroom all the time to support students. Also, when they go to play in the
playground, Wadha stays with students and she plays with them sometimes. In addition, Wadha
respects and follows the school’s rules, and she accepts any responsibility that we ask. Even when
the school have an activity, she stays with the teacher and students to takes a part if it’s required.

Wadha is being an excellent collaborator. With students, she tries her best to support and guid
them, she always takes a part during lessons to sit with a group to support them to complete their
activities, and if they need help. With the teacher, Wadha always follows her teacher to support
her, even when it’s not related to the lesson like when they go to the play ground or when they eat
their meals or for dismissal.

During centers time, or even circle time, Wadha pays attention to students’ needs if they need
some help, and if she finds a student who struggle with an activity, she will provide the support
she/he needs.

Areas for improvement:

Planning for Teaching & Learning

Strengths:
The unit is about Weather and Sky, and the main topic of this week is Day and Night, and the letter
of this week is letter Uu. Based on that, Wadha decided to teach the letter Uu, additional to
integrated it with science and math, and the learning outcomes of her lesson are:
- Pronounce new complex words.
- Use simple words and phrases to share ideas and information.
- Listen and understand simple sentences.
- Identify the characteristics of day and night.
- Subtraction numbers out of 10.
Wadha started to plan her lesson according to the theme and the learning outcomes of this week
and she started to plan for the activities to achieve the learning outcomes. She prepared a
PowerPoint presentation to help to know what she has to do in order additional to manage the
time. First of all, she reviewed the theme, and the topic of the week, and she reviewed the concept
of day and night, and what students can see or do during day and night. Then she played the song
of sounds, she reviewed the previous letters that they learned before, and after that she played a
game, she gave each student a letter and asked them to match uppercase with the lowercase.
Later, she introduced the letter of the week, she played a song, and she read letter’s book with
students.
During the lesson, Wadha asked few questions, but they were based on understanding and
memorizing. At the end of the lesson, she asked students to think of a word that has the sound /u/ in
the middle. For centers, for her focus center she read the letter Uu book, and then she asked
students to draw something that starts with the letter Uu and write a sentence about it. For the
writing center, students have to identify the letter Uu and write it. For the science center, students
have to sort pictures according to day and night and for math center, students have to use the
subtraction box to subtract. For the art center, students can create a day and night craft or the
umbrella. All of these activities are planned to meet the learning outcomes of the lesson and
students’ meets. However, Wadha prepared all the activities and materials needs before the class
start, and she set up the environment and it was ready for students to learn.

Wadha’s main focus was teaching the letter Uu, and for the circle time she planned an activity that
involved all students, she gave each a letter, and each child must look for the letter to match
uppercase with the lowercase. Later, she introduced the letter Uu, she had few activities that also
involved all students such as reading the letter Uu book, identify pictures that starts with the sound
/u/ and writing the letter Uu, and students were engaged because all of them want to use the
computer to share their answers. However, when she read the book with them, she picked a low
student and she helped him to pronounce the sound correctly, and she asked him to repeat over
and over till he read it correctly. In addition, she asked students to write the letter Uu at the board,
and she asked low students to write it after she showed them how to write it, so she can make sure
they experience that to prepare them for the writing center.

All students have to achieve the learning outcomes of the lesson, and for the low-level students,
Wadha prepared activities that meet their abilities. For example, the learning outcome is to
pronounce words correctly, for the high level, students have to pronounce 3 to 4 words to read the
sentence, while the low-level students have to pronounce one word correctly, because two of
them have difficulty in speech. In addition, she, during the circle time, when she asked Hamdan to
read (has a speech difficulty), she asked him to say the sound /u/ alone, to encourage him to
participate while they are identifying the picture. Also, she asked Marzuq (low level student) to write
the letter at the board to give him the chance to participate to prepare him for the center.

Areas for improvement:

During the lesson, Wadha asked simple questions, but she really needs to work on asking more deep
questions, questions that allow students to think and try to make new choices or create new things.
For example, when she reviewed day and night, she asked them what may happen if we don’t
have day? Deep questions should involve more critical thinking.

Managing Teaching & Learning

Strengths:
Before starting the lesson, Wadha shared the rules of the classroom with students and she
mentioned the program Class123 to give and take points. Also, she pointed to the Traffic light board
to warn students in case if they misbehaved and she encouraged them to follow the rules to stay in
green. However, Wadha prepared a list of the centers she will use for the lesson, and she defined
which group will start in each center, and this process helped her to create a smooth transitions
from the circle time to the centers and in case if any student finish early, she set a plant of what they
can do next.

During the circle time, Wadha had an activity where students have to match their letters, she asked
students to stand in two lines, so both lines can look at the letters of the other line, and this helped
students to move easily to match their letters. However, Wadha prepared her centers in advanced,
and all materials were prepared on the tables, and before going to centers, she explained to them
what they have to do in each center by showing them an example. Preparing all materials in
advanced helped students to find what they have to use in order to complete the activity.

At the beginning of the class, Wadha shared the classroom rules with students, and she showed
them Class123 and the traffic light board to tell them what they will get if they followed the rules or if
they misbehaved. During the circle time, when she read the letter U book, there were two students
playing and not paying attention, and Wadha moved them to the yellow area and she warned
them, but one of them didn’t pay attention and he kept distracting his friends, so Wadha used the
Class123 and take one point out. In addition, after centers when Wadha played the clean up song,
some students started to clean their centers, and she praised them verbally, which encouraged the
rest to clean their centers.

Areas for improvement:

Classroom management is what Wadha needs to focus on, even though she gets better passing
the days, but she needs to be more strict when she punishes students. Stop the lesson, review the
rules, remind students how they must behave, warn the student who misbehaved so everyone can
pay attention to the lesson.

Implementing Learning

Strengths:
Wadha spent around 35 minutes in the circle, 25 minutes in centers and 10 minutes for closing. She
spends more time in the circle while she suppose to spend around 25 minutes only, and this effected
the centers time which was around 25 with cleaning to back to the circle. Wadha prepared more
activities for the circle to introduce the new letter and students enjoyed these activities, that’s why
she spent more than 25 minutes in the circle time.

During the circle time, Wadha played a game with students and she divided them into two different
groups, each student had a letter and they have to match their letters (uppercase with the
lowercase). In centers, students worked individually to complete their activities, but in the science
center, the activity required two students, so the two students who were in the science center,
worked together to sort the pictures od day and night.

The lesson was mostly student-centered. Students were involved during the circle activities, and in
centers they worked individually to achieve the learning outcomes. Students here took a big role in
during the learning progress. However, Wadha used different resources and activities to promote
learning, she used a PowerPoint presentation to present questions about day and night, and the
slides were colorfull and interactive to students’ age. She used cards to match the alphabets, and
she prepared interactive and interested slides to introduce the letter U to students.

Areas for improvement:

While planning a lesson, Wadha needs to consider the time, and spending 35 minutes in the circle is
too much for the young learners, even though the activities she used were interesting and students
were engaged, but she must focus and try to plan activities that serve the 25 minutes.

Assessing Learning

Strengths:
Involving students on activities and their engaging can emphasise If they gain the concept or not.
During the circle time, Wadha asked students questions to check their understanding and she
involved them on activities which helped to evaluate their knowledge. During centers, Wadha used
a checklist to assess students’ performance, which helped her to identify if students meet the
learning outcomes or if they still need more help.
 The feedback too a place in the lesson, when Wadha asked questions and they answer correctly,
she gave feedback directly, even in centers, Wadha was checking students’ work and she was
giving feedback immediately. At the end of the lesson, Wadha gave feedback for each students’
work and students were allowed to share their opinions and to assess each other work. In addition,
she discussed if students meet that standards she required and if they need to improve any work
they have to for the future.

During the lesson, Wadha has a checklist the presents the performance of each student. While
asking students and assessing their work she was using the checklist to write notes if they achieved
the learning outcomes of the lesson or if they still need more help or more time, and they helped to
identify students’ needs for the next class.

Wadha used formal and informal assessment, she used the checklist 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, a discussion took a place to discuss how they lesson went and how she can improve
for the nest time. Wadha believes that the activities that she did during the circle time, were
intersecting to students and students enjoyed the lesson, and she believes that the number of
activities she did needed more than 25 minutes time, which means she must reduce the number of
activities during the circle time. In addition, Wadha thinks that because of students’ interaction
during the circle time, when they moved to centers they knew what they have to do and most of
them completed their activities successfully without getting any support. Moreover, Wadha
mentioned that she needs to work more on her classroom management because during the circle
time, two students were playing and not paying attention, even though she punished them, but one
of them didn’t pay attention and he kept distracting his friend. So, she believes that she must work
more on her classroom management.

Areas for improvement:

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