Appendix 2: MCT/MST Formative Teaching Observation Feedback & Assessment

Rubric
Course Code & CRN EPC 4406 Placement School Al Towayya KG
Student Name & HCT ID Mouza Saeed Al Dhaheri Date of Observation 24/2/20
MCT / MST Name Ms Fatima Observation # 1
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 the TP Booklet.
Commitment to the Profession (15%) F D C B A
You have a clear professional teacher personality and you speak clearly and, in general, your English is accurate.
But plan your speaking so there is a strong differentiation between you speaking and the children listening. You
have a strong professional attitude and work hard during the lesson to engage with and support the children in
the activity centres. Try to make the transition to the conclusion quicker – it takes too long a time. In the
conclusion, you use praise and children’s names very nicely – do even more of this.
Planning for Learning (15%) F D C B A
I want you to plan an introduction that is not based on you asking children questions but them playing a game,
doing a task, looking at a picture, i.e. being involved. For example, you should prepare the children by
modelling one of the centre activities but in large form so they are actively engaged – it doesn’t matter if it is
revision. Your plan shows your personal goals but needs detail –e.g. how will you improve class management
and time management? Be specific. In addition, when you plan for students – ensure you plan for them to be
active and doing, not just answering your questions. There is a good range of stimulating activities – I hope you
participated in planning and creating them. When you write your plan, make sure that you write what children
WILL DO (not WALT) in the correct column and what YOU will do in the teacher’s column.
Managing Learning (15%) F D C B A
You naturally have the children’s attention BUT I want you to spend a few seconds at the start of the class
focusing the children’s attention. You go around the centres – focus the class’s attention at all times. Use
children’s names, positive comments and praise – as many are not looking/listening to you. You do so when you
notice that children are not focused but do not wait for their inattention, focus them FIRST. In addition, try to
make your instructions shorter and numbered (first, then, finally) and be consistent. This helps children learn
the English language of instruction. What system do you have for moving children to centres? You start the
clean-up process at a suitable time – good, you encourage children by name but do not stop, you can encourage
children to say this - also, you can praise for being ready on the carpet. You count down from 5 – praise and be
positive. You choose a girl (Ayana?) to talk about her work – how do you choose her? Focus the class’s
attention so they all are ready and engaged with this. Take this opportunity to emphasise your expectations of
children’s behaviour and rewarding those who are focused. You finish with a song – very song, don’t be shy to
lead this!
Implementing Learning (20%) F D C B A
You begin by asking a few open questions – think about asking the children to turn and talk here so that all have
a chance to talk – as only one girl is talking (Wadha?). You questions are hard to answer and you need to
organise the talk more clearly, so you do not talk at the same time as they do. Also, use names and focus
children’s attention first. In the centres, you work with your focus group and you then move to the other
centres to check progress – good, remember to sit with groups and engage in conversation. You mention to the
class that they should put their finished activities on the wood – do you think they all heard you? Why/Why
not? The 4 boys in your focus group do not appear to be doing subtraction (just placing blocks in the squares
randomly) – you need to make sure that all students are doing the activity as intended, not just playing with
blocks. The children are all actively engaged in play and I like that they are allowed a good amount of time to do
so. I like how you ask the class to say thank you to the child presenting in the conclusion.
 Assessment (15%) F D C B A
In the introduction to the lesson, you should use a more varied approach than just asking questions. You need
to assess the children formatively so that they can speak and be more actively engaged so you can know their
understanding. You monitor during the activities and engage well with the children as they work. Your
assessment of the class in the conclusion is nice – but focus, focus, focus the rest of the class so this is not just a
conversation between you and the children presenting – include the whole class.
Reflection on Practice (20%) F D C B A
Your comments about using more group and pair work are true. Also, try to encourage more pair talk. Your
reflection would be better if you wrote under subheadings and tried to organised your writing into these
headings. Also, try to write about the reasons for your lesson being as it was and not just describe what you did.

Action Plan:
1. I want you to begin the lesson in a way that is not you asking questions and individual students shouting out
answers – you need to manage this more and include student to student talk, an activity (in preparation for
centres) or a game on the topic.
2. In addition, in the conclusion you asked some children to discuss their work but try to make sure all the class
is involved – not just you and one student. Focus their attention, first.
3. In general, you need to make an effort to manage the class actively and not just respond to the children. So,
be proactive, tell the children exactly and clearly what you want them to do, praise them by name and explain
the behaviour you want.
4. What can you do about the children in the focus group who were not doing the activity, as you wanted
(making subtractions with manipulatives)? What can you do to make this less likely?