MCT and MST Placement Feedback Form Semester 3

Student Name: Alya School: Al Arqam

MCT: Ms. Liz Date: 23.10.17

Directions: The MCT will use this to formally observe your performance during the Internship, offering
you feedback based on the selected competencies for this semester.

25 boys Grade 3

Commitment to the Profession

Demonstrates consistent attendance and punctuality
Accepts and respects school based authority structures, and complete reasonable request from
school MST and leadership
Is prepared and ready for each lesson
Develops relationships across the school
Comments:
100% Attendance so far
Attends taboor
All resources are prepared and ready.

Planning for Learning

Has completed lesson plan for every lesson, printed and available to MST and MCT upon request
Ensures lesson plans have sufficient detail to secure effective delivery
Comments:
LP presented..
Planning is detailed and clearly shows listening and speaking elements of the lesson, including
pre/while/post listening. Different activities have been used for different groups (and shown as
differentiation on the planning-can you explain how you came to give each activity to a particular
group?) Alya said HA had the gap fill because they had to write the preposition without support
and read several sentences. MA reading 2 words.LA also had some words to read and pictures to
support. Im very pleased you have had a go at differentiation. Keep developing this..
Just check the organisation of the activities in the plan as the activities have been repeated in (all
in guided and then repeated in independent learning).

Managing Learning
Establishes behaviour expectations with consistent follow up
Comments:
Discourage boys calling out me, me use positive strategies e.g I will ask someone who is sitting
quietly.
Using Ss to distribute materilas effectively.
Might give instructions before giving out the sheets tell them this is about listening carefully- you
did have listening activity on the board.
Make sure they are all quiet before giving the next instruction.needed to raise your voice at times.
You did gives points (tell them why you are giving ponts and use them for the behaviour you want
to see) but quite noisy after the first activity. You did do this later (tell them why they were getting
a poit)
You used a stop signal well done-(only implemented yesterday) needed to count also, which
worked.
Try not to click your fingers at children.
Dont be afraid to stop them if the noise level gets too high. Really reinforce the behaviour you
want to see using the positive rewards/praise. Follow up with noise level expectaitons.
Work on the group reward system.

Implementing Learning
Presents material which is accurate, meaningful and accessible to support student engagement
and learning
Uses a range of strategies to engage students
Provides clear, accurate & concise explanations
Models tasks to support learning
Encourages student independence through more complex cooperative learning tasks
Comments:
Telling students what they will be looking at in the lesson.
Visuals/video clearly shows prpositions. Also, modelling the prepositions using students and
objects, making it real.
Good use of active hands-on activities, however, you really need to demonstrate/explain the
second activities carefully when they are quiet- emphasise the need to communicate with each
other to find the answer.model doing this .
Reinforced the vocabulary at the end of the lesson physically.

Assessment
Uses questioning as an assessment tool, with appropriate follow up
Keeps appropriate assessment data
Comments:
Monitoring asking questions during the activity- what did you find out? Alya is recording
assessments.

Reflection on Practice
Reflects on teaching to anticipate potential problem ad attempts appropriate action
Reflects on aspects of a lesson while teaching and makes changes, as appropriate
Reflects on classroom managements issues and develops a plan of action, as required
Comments:
No need to say yallah

Grammar.

Hassan behind the box (Hassan is behind the box).

The cat inside (is inside)

Salem next to (is next to)

Rabbit next to box (the rabbit is next to ..)