MCT Report 1 Mahra

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 Mahra Khamis Gharib Rashed Pre-service teacher ID: H00423346

teacher name: Alshamsi
MCT name: Halima Hamed Course code: EPC 3903
MST name: Johanna Van Zyl Placement School: Al Janaen
Subject: Math Date: 13-10-2022
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:
You professionally arranged my visit with your MST and you were in class on time for your observation.
Areas for improvement:
Make sure you send your lesson plan to your MCT at least 24 hours prior to the visit to ensure that s/he
has enough time to give you feedback.
Planning for Teaching & Learning
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
AAWC / Last revised Sept 13,2022 Page 1 of 20

• Selects materials appropriate for diverse student populations (e.g. language proficiencies, special needs,
gifted, cultural groups, gender)
Strengths:
Your lesson was well-planned. You were prepared with enough worksheets for all the children.
The activities were suitable for the children’s level and they helped them achieve the learning outcome you
set forth for them.
You were going the activities very quickly, not giving children enough time to transition from one to the
other. Always make sure that the activity is suitable for the time so that you don’t have to rush through
them and allow students to have the maximum benefits of activities.
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:
You used a nice teacher’s voice (i.e., loud enough and firm yet gentle). You made sure that your lesson
moving along (a bit faster than it should).
You were very disconnected from the children. You did not know their names, you did not make eye-
contact with them and you were far away from their tables. You need to build rapport with children so that
they can trust you and that will make them sit and learn with you.
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:
You used all the resources available to you. You gave children enough instructions to do their activities (you
also demonstrated to them what they need to do).
Always check the resources in your classroom and see what you can do to use them. You don’t always have
to outsource your materials when you already have tons of these in the classroom.

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

Strengths:
You asked the children to show you their whiteboards after they finished writing. You checked their work
after every activity.
When you check the students’ work, make sure you actually check if it was correct (or not). Some children
had misspellings and you still approved them. We check to correct/support (keep that in mind).
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:
You were so eager to hear my feedback and weren’t defensive (a feature of a great teacher/person)
You knew exactly why you were stressed in class and the areas that you need to improve.
You know that you need to learn how to manage a classroom so make sure you observe what your MST
does to keep the class managed. Be critical of her approach (use the techniques you like, question those
you don’t like and ask us how can you actually manage a class).
Action Plan (Objectives, actions, implementation timeline, resources):

 Build rapport with children by (memorizing their names, and making eye contact with them.
 Give children feedback on their work
 Check correct/wrong answers (ask to fix when they’re wrong)

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MCT/MST Formative Observation Report Form

Pre-service Mahra Khamis Gharib Rashed Pre-service teacher ID: H00423346

MCT name: Halima Hamed Course code: EPC 3903

MST name: Johanna Van Zyl Placement School: Al Janaen

Subject: Math Date: 13-10-2022

Focus Area: Care, initiative, and consistency of performance

Planning for Teaching & Learning

AAWC / Last revised Sept 13,2022 Page 1 of 20

Focus Area: Classroom management strategies

AAWC / Last revised Sept 13,2022 Page 2 of 20

Focus Area: Assessment data to inform planning

AAWC / Last revised Sept 13,2022 Page 3 of 20

Focus Area: Reflection on teaching and learning

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

AAWC / Last revised Sept 13,2022 Page 4 of 20

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