MCT OBSERVATION REPORT – B.Ed.

(EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Name of Student: Course: EPC Year:

4909
Juwaher Rashed Grade 4

Name of School: Khatt School

Mentoring College Teacher: Dr. Cara Weston

Date and Time: Sunday, February 11, 2018, 9 a.m.

Competency A – Professionalism and Understanding:

Juwaher demonstrated strong classroom management and students were

very responsive to her direction and requests. It is a very motivated and
engaged group and students are keen to learn English.

Category B – Planning for Learning:

The lesson plan for the class was not provided prior; however, a hard
copy was given during the class. A series of clear powerpoint projec-
tions were created to explain the vocabulary section of the lesson,
with pictures. **Careful of English use as there were several mistakes
in the slides. One slide included the sentence, “The person who
hears to people’s problems and decide who is wrong and who is
right.” The activity related to the sentence strips and “camera” was
creative and engaging.
MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Category C – Implementing and Managing Learning:

The T. began with an activity based on changing present continuous tense

to past tense. The projection activity was interesting in that it was com-
posed of colourful squares showing sentences in the same format, “Just
now, I am…….” St. changed the sentences to the past tense verb. **Why
were only a few of the sentences changed? The activity wasn’t completed -
if time was an issue, best to continue doing the activity as a whole group
and finish it, rather than have individual st. come up to the front.

Juwaher provided an overview of the next phases of the lesson using a pro-
jection slide. **Good to explain plan to students - could this have been
provided before the verb tense changing activity?

The new vocabulary was presented word by word, with the T. first present-
ing the pronunciation, having the st. repeat, and then asking them to ex-
plain the word further and use it in a sentence. “What do you see in the
picture?” **The target vocabulary was sometimes given on the slide in con-
tinuous tense - “enjoying”- and at other times in simple present tense. The
tense used should be consistent.

Consider other methods of working through vocabulary with the students.

It can be effective to use a teacher fronted, question and response ap-
proach, but there are many other methods as well to present vocabulary
which are effective.

T: “Now we are going to read a story - everyone sit on the floor.” **Consid-
er locating a reading mat for floor activities. This provides a defined area
for reading and also helps students reduce fidgeting as they are more com-
fortable.

Juwaher used the workbook to read a short story out loud to the class.
**Good that paper stick puppets were used during the reading. Juwaher
used creative voices for the characters in the story which the students en-
joyed. The previously discussed new vocabulary words were reviewed dur-
ing the story reading. **It was effective to ask st. what they would do in
the man’s situation and give them time to respond individually.
MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Category D – Monitoring and Assessment of Learning:

Juwaher continually checked the students’ comprehension of the vocabu-

lary in the story as she read it and following. The task given to the groups
was to find a solution to the problem remaining at the end of the story.

The “Five Fingers Retell” worksheet was used to review the main compo-
nents of the story. St. worked well together and collaborated to discuss
each - characters, setting, events, problem, solution. **At this point, hav-
ing the students write key points for each on a chart would work to check
comprehension. Are students clear on the problem? Some st. seemed a bit
confused about whether the problem was that the poor man lacked food, or
whether it related to the rich man wanting money for the smell of his food.

St.: “I will tell the judge to give money and food to the poor man.” T:
“But this is not a solution.” **Why not? This could be one possible solu-
tion. Juwaher asked one st. from each group to read their sentence. Other
groups were quite similar to the first group.

T: “You are going to retell the story…draw a picture in each square and
write a sentence.” **Be careful not to provide all of the answers for each
segment while explaining this. ** The st. needed more sentence structure
modelling earlier to create their own answers accurately. How could this
have been provided? Good that st. were provided with the small booklets
with the new target vocabulary before doing this activity.

This particular activity would work well with partners of two students, so
that they could read out sentences to each other and check accuracy to-
gether. Potentially, this could also be done as a dialogue as well, using each
square to illustrate what the men said and did. The movie script idea, with
the laminated strip being pulled through the camera was an engaging activi-
ty.
MCT OBSERVATION REPORT – B.Ed. (EPR) Year 4, Semester 2

Teaching Practice 4b – Internship

Category E – Reflection:

Please email me your reflections on this lesson.

Strengths of the Lesson:

Juwaher demonstrated a confident and clear approach with the students.

She was able to orally review the new vocabulary with the students and
help them generate definitions and examples. She engaged them with
questions throughout the lesson.

Areas for Development:

Consider how the students’ understanding of sentence structure could be

enhanced through teacher modelling and additional defined examples.

Focus for next lesson:

As per my comments above.

MCT:

Signed: _______________________________ Date: