Table 12:

RAKWC B Ed EPR Practicum 3b: MCT/MST Assessment Report

EPR Student Assessment Criteria:
This report is to be completed by the Mentoring School Teacher in consultation with
the Mentoring College Teacher and refers to teaching competencies in the High
School.

Date: 10.11.15

School: RAK AAG

Name of MST: Ilham

Name of Student: Fatema Saeed Suliman

Name of MCT: Garnel Desravins

/

Please add specific comments about the student teachers observed strengths during this teaching
practicum and identify areas in which you feel further development is necessary.
Observed Strengths: /

Areas in which further development is needed:

Lesson objective was clearly written on the board.

-Would have liked to see you remind the students about their
test on Thursday and that this was a review lesson for them.

-Good choice of video of non-living and living

things.
-Great activities the students were very engaged.

-You rushed a bit in your explanation of what the lesson was

about, before playing the video you could have reviewed
what the words living and non-living mean with the students.

-You circulated around the class from group to

group giving them feedback on the spot.

-The video had great content, you could have stopped it and
and asked the students to point out the the pictures that were
living and the pictures of things that were non-living.

-You realized that the students were getting rowdy

and stopped speaking and waited for them to stop
and pay attention.
-You have a great rapport with the students they
feel comfortable with you and are very eager to
participate.
-Your lesson adapted to the various learners in the
classroom, it had a visual component and an
auditory component.

-Step by step instructions is very crucial at this grade level,

ensure that you wait for everyone to be listening before you
give the instructions to the students.
-With group activities remind students that the activity is a
group work, which means that they all need to work together.
Some of the students thought that they each had to have a
card which then resulted in them fighting with one another
over the cards rather than working together in completing
the task.
-Due to the time constraint would have been effective if you
had started with the living and non-living cards activity and
then proceeded to the needs of living things as that part is
very critical for students to understand.

General Comments: