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Sheikha MST Formal Lesson Observations Feedback

The document provides feedback on a formal lesson observation of a student teacher teaching a 5th grade mathematics lesson on interpreting data. The feedback indicates the student teacher's planning and management of learning were satisfactory, but their implementation of learning and management of student behavior were marginal. Areas of strength included use of visual aids, but developing student relationships and giving explicit instructions were identified as areas for development.

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73 views2 pages

Sheikha MST Formal Lesson Observations Feedback

The document provides feedback on a formal lesson observation of a student teacher teaching a 5th grade mathematics lesson on interpreting data. The feedback indicates the student teacher's planning and management of learning were satisfactory, but their implementation of learning and management of student behavior were marginal. Areas of strength included use of visual aids, but developing student relationships and giving explicit instructions were identified as areas for development.

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api-338469817
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MST Formal Lesson Observations Feedback

Please complete ​2​ formal lesson observations

Student teacher’s name: Sheikha Grade Level: 5

Unit/Lesson: Mathematics (Interpreting Data) Date: 24/10/18

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Competency Area E G S M US

Planning for Learning

Sheikha and I worked together to develop planning for the lesson. Sheikha was S
receptive to feedback and ways to tailor the lesson.

Managing Learning

Behaviour management: ​Many students were off task i.e. talking to their friends, M
scribbling in their books, playing with their stationery- when you were talking
many students were restless and talking to their friends. It is really important that
you engage students and you can do this several ways:

● Varying tone of voice


● Using expression- smile, have fun, look like you’re interested in the
learning- find ways to get to know the students in the class in order to
build a rapport.
● Listening time mixed with class discussions and independent tasks- you
need a combination of these things throughout the lesson.

Key Questioning: ​Avoid questions like ‘is everyone listening’? Wait for them to be
silent, regain their attention and choose someone at random to actually check
they understand what to do- if they understand the task then that shows they are
listening. S

Implementing Learning

You explained the lesson intention but you didn’t get students to write the date S
and LO in their books. Try and do this at the beginning of every lesson.

Lesson incomplete due to time restraints.


Assessment

N/A
Strengths of the lesson:
● Visual aids:
○ Great use of ppt and visual diagrams for students to see. This works well especially with EAL
students who can struggle to understand verbal directions.
● Roaming the classroom:
○ I liked the way you roamed around the classroom and were checking students work. It’s great
to do this in order to make the students aware of the teachers’ presence.

Areas for development:


● Student relationships:
○ It is vital that you immerse yourself into the classroom environment/ culture and you do this
by talking and interacting with students. They are children and you are the adult so it is your
responsibility to spark conversations with them- ask them about their interests and learning
as well as give them praise. You need to do these things during both mine and your lessons in
order to develop a rapport with students in the class.
● Giving of instructions:
○ You need to be extremely explicit and then check for learning i.e. “Glue the sheet into your
book and then list the features you see on the graph” then before you let them do their work
check for understanding by either asking a child to repeat instructions back to you,
demonstrating what to do on the board or saying “explain to your peer what they need to
do”.

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