Preservice Teacher Feedback Guide

COLLEGE OF EDUCATION

Mentor and Preservice Teachers are encouraged to use this proforma as a guide to support observations
and feedback in relation to preservice teacher lessons
Area
Indicator points are to be used as reference for further verbal and/or written feedback (space provided
on reverse/next page)

No
apparent
evidence

Some
evidence
but
lacking in
detail

Eviden
provided
require
furthe
developm

Lesson planned, developed, resourced and documented prior to class and in consultation with mentor
Lesson starts smoothly and promptly and promotes a positive atmosphere amongst the students
The management of the lesson helps to elicit and maintain students attention, interest and
motivation.
The pace and flow of the lesson is maintained at an appropriate level and transitions between
activities are well managed
The preservice teacher carefully monitors the progress of students so that the effectiveness of the
lesson is maintained by giving individual help or making modifications and adjustments to the
development of the lessons as appropriate
The preservice teacher gives clear guidance and direction concerning what is expected of students
during the activity and manages student time and effort, in relation to their involvement in and the
sequencing of the various activities to good effect
The preservice teacher makes effective use of various materials, resources and teaching aids, so that
students time is not wasted waiting for equipment to be set up or materials distributed
The preservice teacher organizes and controls the logistics of classroom life, such as how students
answer questions, collect equipment or form into groups, so that the order necessary for learning to
occur is maintained
The preservice teacher uses effective management strategies in handling students movement and
the general level of noise
The feedback conveyed to students about their progress is helpful and constructive in that it
encourages further progress
The conclusion to the lesson is completed successfully in that it finishes on time, draws the lesson
topic to an appropriate conclusion and there is an orderly exit by the students from the classroom.
Preservice Teacher: Daniel Gurreiri
AFL

Mentor: C Huell

Date: Tuesday 17th May, 2016

Class /Year Level : Year 5/6

Extended written feedback

Daniel, you continue to demonstrate a great ability to get the students initial attention and give clear directions regarding what you wish them
ie: If students are in a line waiting their turn, they may only have a few goes before the whistle is blown and they are required to stop the act
get their attention and focus is providing an effective tool for this purpose.

The End Zone modified footy game was a stimulating modified activity to get the majority of students involved in performing the skills of AFL

think about how this game can equally involve both gender and differing skills and abilities. Students quickly lose interest in participating if th
The majority of students played really enthusiastically and became involved in the game.

Giving the students an opportunity to reflect their views and opinions is also valuable for their personal development and understanding of th
I think the students responded positively to this time in their room where their views were listened to by their peers.

Well done lets build upon this lesson as you are making an impact in their year level and it is fantastic to see more students playing AFL d
Carolyn

Reflective response to feedback by preservice teacher

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