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Mariam Hamed MCT Observation 1

This document is a feedback form used by mentors to evaluate a trainee teacher's performance. It assesses the trainee on various teaching competencies like commitment, planning, managing learning, implementing learning and reflection. For one lesson on math, the mentor provides comments on areas the trainee did well such as using concrete materials and questioning, and areas for improvement such as introducing concepts before modeling and ensuring students understand tasks before starting independent work. The mentor concludes with an action plan focusing on modeling concepts first before having students practice independently.

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69 views2 pages

Mariam Hamed MCT Observation 1

This document is a feedback form used by mentors to evaluate a trainee teacher's performance. It assesses the trainee on various teaching competencies like commitment, planning, managing learning, implementing learning and reflection. For one lesson on math, the mentor provides comments on areas the trainee did well such as using concrete materials and questioning, and areas for improvement such as introducing concepts before modeling and ensuring students understand tasks before starting independent work. The mentor concludes with an action plan focusing on modeling concepts first before having students practice independently.

Uploaded by

Mariam
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 1903


Trainee Name: Mariam Aldhaheri School: Al Diwan KG
MCT/MST Name: Sozan Saed/ Date: 3/11/19If I

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A


Comments:
Mariam is very committed to the profession. Ensures she is ready for her plan. Consistently
prepares high quality materials which are well organized. Looks to improve her practice –
came by to see me to discuss lesson plan and has developed a good relationship with
students and MST.
Planning for Learning F D C B A
Comments:
Lesson plan is missing information on math activities for the lesson – ensure that you are
actually writing in the lesson plan what is included in focus group -
Managing Learning F D C B A
Comments:
Do you know what I have here – I will give stickers to whoever listens to me – if you talk I will
take it from you
Uses positive reinforcement
Implementing Learning F D C B A
Comments:
9:30 - I have different balls here – I will give you three balls and two- How many balls you
have? Count – count again – how many balls here (you are using red and blue) refer to them
as such – If we take 2 away balls – if we take 2 balls how many do we have left – Take one
ball – Did a number of different problems for the children to solve – asked various questions
to ensure understanding. How many bears do we have – students count the bears – if the
students do not count accurately Mariam – counts with the students again – if I take 4 –how
many do we have – Count slowly to ensure students are counting properly – If I have 2 stars
and I give my Ms. One start how many do I have left. Lots of questioning using concrete
materials. Used various concrete materials to ensure student understanding of the concept.
We have 10 balls here – You will work in pairs – can you take 3 away – You will work
individually – show me how to take three away – give the students number cards so they can
represent the numbers as well.
Assessment – lots of oral questioning – you could have had a checklist F D C B A
to keep track of student understanding.
Comments: Closing activity – students play math game to review lesson You did the 2-2=0 ask the
students to tell you the answer first – you will see the answer now – have the students tell you the
answer -  The third time you actually did this – good job  The concept of 0 is very hard for this age
to understand – Excellent teaching moment with salem – I like how you didn’t just ignore what he did
and you actually went through what why it was wrong – when you ask how many you have left –
make sure you remind them to count how many balloons you have left 

Reflection on Practice F D C B A
Comments:

Action Plan:
Make sure to introduce the lesson before you begin with the modeling
Use questions like what does take away mean?
When you gave the students the beads on the wire – they still did not understand the concept of taking
away until you modeled – make sure you are always modeling first – show them what they need to do
then have them do it.

Classroom management strategies

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