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 pre-service teacher’s performance and to give formative feedback based on
the selected teaching competencies.

Pre-service Shama Salem Pre-service teacher H00426859

teacher ID:
name:
MCT name: Aysha Alshamsi Course code: EPC 3903

MST name: Mahra Alshamsi Placement School: Al Janaen

Subject: English Date: 17th October 2022

Professional Dispositions
Focus Area: Care, initiative, and consistency of performance
• Responds actively to students’ needs
• Cares for students’ well-being
• Serves students and/or the school beyond the classroom
• Shows initiative and self-direction
• Initiates communication with family members and responds promptly to concerns
• Interacts effectively and responsively with families to support student learning
• Applies new knowledge of content or methods actively and reasonably
• Demonstrates consistent performance throughout TP
Strengths:
1. The teacher facilitated the development of self-awareness and clarity which was reflected in establishing
continuing conversations and being open to new ideas.
2. Meaningful understanding of academic content was fostered by inducting students into different ways
of knowing and thinking.
3. Displaying effective communication skills have been applied in all settings.

Areas for improvement:

1. Attempts to provide services and new strategies should be observed that will facilitate students’
functioning and convey high learning and behavioral expectations for all students.
2. Commitment to diversity is needed in order to support a safe learning environment.
3. Showing empathy and being open-minded teachers are needed to seek out new opportunities.
4. Making sure that dispositions are not left out of discussions and reflections.
5. Establishing ongoing, collaborative problem solving experiences in various contexts must be applied.

Planning for Teaching & Learning

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 Focus Area: Developmentally and culturally appropriate unit and lesson planning
• Engages in day-to-day and long-range planning
• Develops focused lessons
• Identifies appropriate flexible grouping strategies based on instructional goals
• Identifies and selects activities/strategies that engage students
• Applies knowledge of diverse ways of knowing and prior experiences to design culturally responsive
practices
• Integrates and effectively responds to issues of diversity (e.g., stereotypes, prejudices, institutional
barriers, discriminatory policies, privilege, power) in planning, designing, implementing, and evaluating
responsive practices

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 • Selects materials appropriate for diverse student populations (e.g. language proficiencies, special needs,
gifted, cultural groups, gender)
Strengths:
1. Suitable decisions were made by the teacher in the area of teaching the sound of the letter D before
the students.
2. Materials were well gathered and the amount of time was clearly divided in applying activities.
3. A detailed lesson plan was carefully prepared concerning purposes and evaluation.
4. The Bloom’s Taxonomy was considered in teacher’s lesson plan.
5. 21st century skills were related to the topic regarding working together and communicating ideas.

Areas for improvement:

1. Specific behavioral objectives to direct other decisions on planning should be used to bring about
more effective lessons.
2. Performance on lesson planning is determined by using extra technology and equipment in the process
of teaching.
3. Problem solving issues and producing high-quality that are mentioned and described in the 21 st
century skills need to be assessed in a better way.
Managing Teaching & Learning
Focus Area: Classroom management strategies
• Demonstrates ability to turn unexpected situations into teachable moments
• Applies effective procedures for managing individual, small group, and whole class activities
• Responds positively and equitably to appropriate and inappropriate behaviour
• Uses appropriate strategies to redirect off-task behaviour
• Implements appropriate approaches to guide positive behaviour
• Manages disruptive behaviour effectively
• Implements efficient procedures for use of materials
• Generates enthusiasm and/or appreciation for learning
Strengths:
1. Teacher’s classroom practices for children were applied, thus the students’ learning outcomes were
improved.
2. The interaction between the teacher and students was clearly seen through how students were
interested in the way they are practicing the sound letter Dd.
3. A collaborative nature was exhibited in an attempt to enact productive solutions.
4. Observing and talking to the students after they had finished their activity made it clear that they had
done what they had been asked to do.

Areas for improvement:

1. The nature of the teachers talk needs to be carefully considered, as does the kind of classroom settings
which allow for peer and co-operative working between students.
2. Understanding the subject matter to diagnose students’ conceptions are required.

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 Implementing Learning
Focus Area: Learner-centred teaching strategies and techniques, and use of appropriate learning
technologies
• Demonstrates knowledge of a variety of student-centred teaching strategies and techniques, and
learning technologies appropriate for the Early Childhood context
• Uses student-centred strategies and techniques to promote learning
• Uses a wide variety of appropriate learning technologies, resources and activities to promote learning
Strengths:
1. The teacher prescribed the lesson in a way that students felt encouraged and secure, thus their
thoughts, feelings and emotions were well expressed and explored.
2. Puzzles were provided in a well-prepared way and they helped students to practice writing the
letter d.
3. Working as groups in the class was essential for students to be involved with each other.
4. Descriptions were analyzed through providing students with cards.
5. Differentiation activities were provided as a support for students starting from low, passing
through medium and ending with high levels.

Areas for improvement:

1. Open-ended questions are needed to ensure that the lesson is totally understood.
2. Predicting and testing out ideas should be done to help students solve problems that are being
faced in the classroom.
3. Video was included in the lesson plan as equipment, but the teacher didn’t use it during class. It
Would be better to implement such an equipment to enhance the learning level between students.

Assessing Learning
Focus Area: Assessment data to inform planning
• Examines recorded student assessment data available with MST/school
• Interprets available student assessment data to determine teaching and learning next steps
• Utilizes student assessment data in lesson and unit planning

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Strengths:
1. Multiple sources of information are used by providing students with a puzzle to work on, cards to
read, and papers to write.
2. Assessing oral questions were done in the lesson plan to provide valid and reliable measurements.
3. Motivating students was taken into consideration for helping students improve their performance.

Areas for improvement:

1. Regular feedback was not specified in the lesson plan.
2. A variety of assessment methods must be used to diagnose students’ strengths and needs.

Reflection
Focus Area: Reflection on teaching and learning
• Reflects actively and consistently upon own practice to enhance teaching and learning
• Considers making necessary adjustments in teaching and learning based on learners’ performance
• Determines appropriate instructional actions based on self-reflection
• Evaluates how these instructional actions demonstrate foundational understanding (Theories of child
development, interplay of developmental domains, learning approaches, approaches to teaching and
learning in ECE context, content areas in ECE, health, safety, and nutrition in early years etc.)
Strengths:
1. Able to engage in processes of continuous reflection based on relevant assessment data.
2. The teacher had in-depth knowledge of the subject matter and was well-prepared to answer any
questions.

Areas for improvement:

1. Critical and creative thinking is used for identifying and implementing strategies for improving
academic, interpersonal and emotional learner outcomes.
Teachers must devise interesting lesson plans to keep students from getting bored.

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

 Build relationship with student.

 Give challenging questions for student.
 Include 21 century skills in your lesson.

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 Sample Lesson Plan Template
LESSON PLAN Subject: English

Pre-Service Teacher: Topic or Theme:

Shamma Salem Our theme is “there is only one me”
“Letter Dd”
Feedback: the theme doesn’t match with the topic which needs to be more
specific.
Suggestion: it would be better to include the intended income.
Class: Kg2-D Date & Duration:
Feedback: the class is not Feedback: the timing is not mentioned.
clearly introduced to the Suggestion: time duration for each resource should be specified. It is also
reader. better to point out the activities in relation to every time interval.
Suggestion: provide an
introductory picture for
the class.
Pre-Service Teacher Personal Goals I
am working on:
At the end of the lesson, identify the letter Dd and select things that begin with the letter Dd.
- I will be able to have an interesting and interesting education to attract the attention of the students.
Feedback: the language needs to be better organized.
Suggestion: it would be better if you specify in detail the goals and reaching outcomes in relation to
reading and writing skills with respect to the letter d.
Lesson Focus

Students will be able to identify the letter d and select things that begin with the letter d.

Feedback: it doesn’t match with what is done in the tasks/activities part of the lesson plan.
Suggestion: the teacher must list the tasks and procedures followed.
Lesson Outcomes

Students will be able to:

Students will be able to identify the letter Dd.
Student will be able to select things that begin with the letter Dd.
Student will be able to write the word that starts with the letter Dd.
Feedback: the teacher didn’t mention the duration of time for achieving each outcome.
Suggestion: you should specify the exact time for every outcome.
Links to Prior Learning
In the last lesson student learns the letter N sound, while in this lesson the student will be able to identify
the letter Dd and select things that begin with the letter Dd.
Feedback: it is not clear how students were able to identify the letter d and the procedure followed for
being able to select words that begin with this letter.
Suggestion: the teacher has to provide questions clarifying the objectives of this learning.
21st Century Skills

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 - Critical thinker (solving problems)
- Communicator (understanding and communicating ideas)
- Collaborator (working with others)
- Creator (producing high-quality work)

Key vocabulary

Dog –dad –dot-did-dam-dap.

Feedback: it is quite important to use key words as cognitive skills.

Suggestion: the teacher must pay attention to the phonemic awareness and add extra key words having
the letter d in the middle and at the end of such words.
Possible problems for learners Solutions to possible problems
- Students can’t write the letter or the - Students can copy the letter or the word from the
word. whiteboard.
Feedback: students do not know how to Feedback: how could students be able to copy them?
select words with d-letter. Suggestion: it is better for the teacher to mention the
Suggestion: you have to include all the differentiated activities and possible interactions done in
possible problems that students might face. the classroom.
Resources/equipment needed

- Cards
- Playdo
- Color
- Worksheet
- Puzzle
- Pencil
- Whiteboard
- Marker
- Eraser
- Video
- Highlights
- Notebook
- Letter

TASKS/ACTIVITIES
Resources & Introduction
Time Content help students to understand rather than memorize
(Students will be able to identify the letter d and select things
that begin with the letter d and write words).

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20 minute -Should be based on the student’s interest.
-It is the information. It is referred to as the input.

Students will: Teacher will:

Whiteboard 1- The teacher will start the

lesson by saying good
Marker
- Students will listen morning, and asking how
Video are you?
to the teacher and
Cards 2- The teacher will tell her
respond to her.
about student the
morning massage
Feedback: time
3- The teacher will remind
is not enough.
her student of the
classroom rules.
Suggestion:
time should be
divided and
4- Teacher will ask her
specified
student some question
regarding the
about the days. For
different steps
followed in each
instance, what day is
task.
today?

5- Teacher will ask her

student, how many boy
and girl? how is the most?

6- Teacher will ask her

student about the
weather. For example,
today weather its sunny,
cloudy, rainy, windy,
foggy, snowy.

7- Teacher will tell the

student the about theme
and outcome.

8- Teacher will ask the

student about the letter
and what is the sound of
the letter?

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 9- Teacher will read with her
student the Sight words
like at, I, am, is.

10- Teacher start explain the

activity for the student.

11- The teacher will distribute

the student to the activity.

Resources & Main activities

Time
process: means meaning (sense making) based on their interesting
and higher level higher-thinking.
-Application: offer students to work in individuals and peer.

Students will: Teacher will:

20 minute
Students will write the upper The teacher will start to give each student
Playdo and small case of the letter the whiteboard and marker to write the
with words. letter and some words that have d letter.
Letter

Puzzle Students will find the word The teacher will give the student a puzzle to
then we will write the word.
find the word that starts with the letter d
Worksheet than we will write the word.
Students will make words
using letters that have d
highlighters
letter .
The teacher will give the student the letter
whiteboard and cards so we will make words using
student will draw something letters.
marker
that starts with the letter d .
color
The teacher will give the student paper to
draw and write a word that starts with the d
letter .

Differentiation activities (Support)

- High level: - Students will find the word

from the puzzle than we are writing the
word again.
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 - Medium level: - student will draw and
write a word that have d letter.

- Low level: - student will make a word

that has d sound by using the letter and
cards

Differentiation activities (Stretch)

- High level: - student will write a

sentence.

Medium level: - student will find the word from

the puzzle.

- Low level: - Students will make a word

that has d letter by using cards and
letters and we will write a word that
have d letter.

Resources & Plenary/Conclusion

Time (Final product.
Long-term endeavor.

5 minute Students will Teacher will

- Students will listen to their - Teacher will ask the student about
teacher and they will answer the the exit ticket “what did we learn
exit ticket question. today?

Homework Write the letter Dd on their notebook

Assessment The teacher will assess

Strategies: students with oral questions
and written work and
feedback when we finish the
activity teacher will motivate
the student and write
feedback on an activity
worksheet.
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☐ Observation ☐ Student ☐ Oral questioning ☐ Peer assessment
selfassessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Reflection:

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