Observation 2 - MCT

MCT/MST Formative Observation Report Form
Course Code & CRN Final Grade

Student Name Bashear Student HCT ID
Placement School Date of Assessment March 14
MCT Name Cheantel MST Name
The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to formally observe the
trainee’s performance and to give formative feedback based on the selected teaching competencies.
Professional Dispositions
Strengths: The teacher reflects confidence leading the class and has no problems effectively correcting misbehaviors in
a variety of ways and acknowledging the desired behaviors. The teacher reflects a calm demeanor while teaching.
Areas for improvement:
Planning for Teaching & Learning
Strengths:
Managing Teaching & Learning
Strengths: Names are moved on the behaviour board for students who did well during different parts of the lesson.
Simply calling names works as a method of redirecting misbehaviors. Teacher often uses simple redirection that works
effectively. The teacher gives positive reinforcement when many other students are misbehaving.
Areas for improvement: Share the behaviour expectations and continue to remind the students of these. Even with
assistants, be sure to monitor all groups while in centers. Be the leader.
Implementing Learning
Strengths: The teacher delivers engaging whole class and group lessons. Directions and examples are clearly shared for
students to be able to work in groups on the carpet and at centers. The teacher uses a variety of strategies to teach the
objective, some were thought of in the middle of working. Be sure to think through as much of this during planning as
possible, but this flexibility is good.
Areas for improvement: Make sure that as students carry out the activities, they are working directly on showing the
learning outcome. When working in small group, be sure to monitor student progress to produce work by the end.
Assessing Learning
Strengths: Several students given the opportunity to share work when returned to the carpet. The teacher makes
observations and adjustments while teaching whole class and groups to assess learning. Appropriate feedback is given.
Reflection
Strengths: The self-evaluation at the end of the lesson is realistic, was it easy or hard.
Action Plan (Objectives, actions, implementation timeline, resources):
Be sure to plan and teach for the clear objective, aligning all strategies and activaties to these.
Bashear
Class begins with greetings and how are you.
Let's begin our lesson. Today we will talk about xxxx. We will begin with a song. Stand up. Students engage with the video.
The teacher participates with the class.
Good job. You did well. Today, we will talk about addition. Who can tell me what is this, holding signs on cardboard.
Students say plus and equal.
I will give you an equation and you will answer. I will put you on groups. Students placed in groups of 4 around the carpet. I
will do the first one. Who can tell me the first one? 3! Plus 3 plus 1! The teacher pulls out manipulatives to show link of 3+3.
Here 3+3 equals what? 6! Good job. Mahra, Maitha, sit nicely and be quiet. The students get quiet.
Addition cards and links passed out to the groups. KG, work together. The students immediately begin to engage, not so
much together. The teacher goes to one group needing more help. As time passes, some students work together more.
The students miss making chains under each number to add. Many just make 1 whole chain. This step is important to
understanding addition.
As the student become more confident, several come share with the teacher. What is the expectation? Teach them to stick
to it and not come to you if that's what you want.
As students finish cleaning up, the teacher counts slowly from 10. Students go to their spots on the carpet.
I will see who did well. Names are moved on the board. Students get very quiet. Almost all names moved.
Ok. Now we will go to the centers. You can play this one agay. You will order the numbers 1-20. Example shown. Student’s
names called of those not listening.
Listen kg. Miss. Miss. Ok. Here, do you see. What do you see? Students call out. Yes, apples. Who can tell me, what is this
number? 2+2. Who can tell me this number? 4! 4! Khallas. Where is 4? You will find and put like this. Turn. Can you see?
What is this? Bear? The teacher shows sorting and adding activity.
One student comes to the teacher while she is talking. Maitha. Look at how the others are sitting. Maitha goes back to her
seat. The teacher continues explaining.
Here, what do you see? Ice cream! Students call out. Yes, we eat ice cream when the weather is hot. Maitha, when do you
eat ice cream? Here, you will make your ice cream. You will color and write your number. The teacher shows example to the
students.
The last thing I will tell you. Students calling out. The teacher goes to the board and moves some students back and gives
Noora a sticker and says, because you are sitting nicely.
Names of students sitting nicely called. The class gets quiet. The teacher continues to explain.
When finished, names are called for groups.
Students immediately begin working in centers. The teacher sits with one group to lead and question. This group is
worksheet based. Some students in the group have blank papers after a while. How can you support students more at this
time?
Students begin coming to the table to share.
Be sure that even if you have assistance, you need to check on all groups.
The teacher begins using different strategies for the worksheet group. Fingers, counting pens. Not sure of the level of this
group, but strategies are always good to use. Have them prepared in your centers for teaching and support.
Still in the center, students are making whole chains without showing the addition. The objective is to add. They should
show the 2 numbers they are adding to master the objective.
After time, too many students are out of their seats. How much time is given for this activity? Consider a timer and music so
students know when to transition. Don't leave this to the assistants.
Some students go to the carpet. Others are still engaged and working. Assistant plays the clean up song.
The teacher shows student paper. Who did this? Mariam, what did you do? What do you see here? Others call out numbers.
Mariam struggles to answer. She is very quiet. The teacher explains her answer. What is this? Sunny. You eat ice cream
when it's? Sunny.
I will see who sits nicely. I wy move, mahra, Noora, Wadima, Nasser. Class gets quiet. Maitha and Meera. Ok. And Mariam.
Can you come and show me what you do? Ice cream. How many here? Yes, you count them. How many? 2. I will give you
sticker.
Wadima, come. Can you tell us what you did? The student stands quietly. Names of students sitting properly are called and
names moved. What did you do? Yalla loud. The student mumbles. Another student says the answer confidently. The girl is
given a sticker.
Meera, yalla come. Maitha begins singing. Maitha, do you want to move your name? What's this? Use your voice. Loud. Ice
cream. The student answers her questions. The confident student continues to answer aloud. The girl continues. She is
thanked and given a sticker.
Noor, come. Hazza, sit nicely. Can you tell me? What you did? Here to and here 3. How many? 5. Yes,5. Good job. Sticker
given.
Ok. We will play a game so I will see who is faster. Students begin shouting answers.
No strategies. Some students really need strategies. How do you hear when all are yelling. How can you play this differently
to see each students progress?
Even when you are teaching, use supports. Try not to only call numbers.
Self evaluation. What about the lesson? How's the lesson. Good! Hard. Yes, really hard. When students say hard or medium,
ask why. This is to offer support and make the self evaluation more useful.
Students ask to count at the end of the lesson. Video played again.

Observation 2 - MCT

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MCT/MST Formative Observation Report Form

Course Code & CRN Final Grade

Areas for improvement:

Planning for Teaching & Learning

Areas for improvement:

Managing Teaching & Learning

Areas for improvement:

Action Plan (Objectives, actions, implementation timeline, resources):

Class begins with greetings and how are you.

When finished, names are called for groups.

Students begin coming to the table to share.

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