MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Mariam M. School: Tamooh
MCT/MST Name: Amber Date: 20/3/2019
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:
Works with her MST consistently.
Helps the other student teacher in the room when they are teaching.
Completes peer observations.
On time each day.
Planning for Learning F D C B A
Comments:
Has completed solid lesson plans which are printed and available for MST/MCT
upon request.
Writes lesson plans which demonstrates a level of balance (stir/settle, MI, skills
etc) which secures effective learning.
Why was the SEN student doing subtraction cards? How did that relate to the learning outcome of
fractions? Being special needs does not mean you don’t practice the learning outcome, it is just given
in a different way.
Managing Learning F D C B A
Comments:
Random selection used throughout the lesson
Positive praise- use this throughout instead of taking away points.
Since you are the teacher, you should be the one giving/taking away point from
students. You will not always have someone in the room to help you manage
behaviour. You need to get used to managing it on your own.
There were students moving about the room and hitting one another
throughout center time.
Implementing Learning F D C B A
Comments:
Mariam began the lesson by introducing the learning outcome. “Today we will
learn about fractions. Who can tell me what is the denominator?” Mariam called
on a student to answer the question. Mariam went over numerator and
denominator. “Who can tell me what is the fraction?” (make sure you give an
 accurate definition for what a fraction is. The students called out but it was not
correct and you kept going.)
Mariam displayed a question on the board and asked a student to come up and
answer the question.
“Here we have square. Here we have paper. Now I have half paper. I will draw a
triangle. Here we have whole shape. Who can come and draw for me any shape,
a whole shape.” A student came to the front and drew a circle. Mariam went
through several shapes on the board for students. She called students to the
front to complete it (Looking around the room there were many students not
engaged. How can you keep all students engaged throughout the lesson? Your
modelling was very confusing. What were you teaching? It was very confusing
and not quite linked to the learning outcome on your plans.)
9:24- “You will work your table.” Mariam then passed out centers to students. As
she handed them to each group, she gave them directions on what they should
be doing. Mariam walked around to the groups and checked on their progress.
The timer went off at 9:41 and Mariam yelled out loud to quiet the students and
the students did not listen or respond.
Mariam then took some time to add/take away points to get students under
control.
Mariam then gave students white boards. She displayed a problem on the board
and told students they would work in pairs. (students were not listening to
Mariam. There was shouting and moving around the room.)
She called a student to the front of the room to answer the question.
Assessment F D C B A
Comments:
Asked students questions.
How did you keep track of student learning when you walked around?
Exit ticket provided on the board.
Reflection on Practice F D C B A
Comments:

Action Plan: