FINAL ASSESSMENT REPORT – B. Ed.

EPR Year 3 Semester 2

Name of student: Maryam Al Blooshi – Course: B.Ed
H00296768 Teaching Practice 6 Year: 4
Name of preschool / school: RAK Academy PYP School
Mentoring School Teacher: Mr. Brian O’ Neill
Absence dates / reasons: None
General Context: Year level with which the student teacher worked, special characteristics,
nature and size of groups, and a brief description of what the student teacher did (e.g. specific
responsibilities, content areas covered; whole class/groupwork)
Observed Strengths:
Maryam used some good behavioural strategies from day one which kept the children
focused. She built up a good relationship with the children and was well liked by them. She
had very good subject knowledge which was shared with the children.

Areas for Development:

Marking and feedback is an area for development. At times more feedback is needed and a
way to extend their learning would be to include an additional question in the feedback for
the children to reflect on. To get their high order thinking use of Bloom's taxonomy would
help when creating questions in the feedback. Sometimes it is important to take risks, for
example to teach a lesson outdoors. In teaching not every lesson is going to be perfect but
taking those risks will instill confidence and add to the development of the same lesson for
another time or class.
 General Comments:
It was a pleasure having Maryam teaching in my class. I wish her the best in her teaching
career!

Mentoring School Teacher …………Brian O’ Neill……Date…20/11/2018…………….

Student Teacher* …………………………… Date ………………….

11. ASSESSMENT CRITERIA:

B: Ed. Primary Year 3 Practicum 6 Report
This report is to be completed by the Mentoring School Teacher

Professionalism and Understanding: Professional growth E G S M U

Shows initiative, enthusiasm, active participation and

engagement in the classroom and preschool 
Displays a high standard of professional behavior, which
includes punctuality, personal organization and presentation

Communicates effectively with mentors 

Planning for learning: Planning activities and lesson aims E G S M U

Plans in consultation with MST and MCT activities which meet 
the needs and interests of individuals and groups of children
across domains
Presents lesson/activity plans in a clear, detailed and 
professional way
Includes developmentally appropriate activities which are 
designed to help achieve the aims and objectives of the
lesson/activity.

Implementing and Managing Learning; Language and delivery E G S M U

Uses a variety of effective teaching/ learning techniques (e.g.
TPR, chants, songs, rhymes, stories, role plays, circle games, 
surveys etc.)

Demonstrates an ability to implement planned teaching tasks 

Demonstrates an ability to implement unplanned,
developmentally appropriate interventions


Classroom management E G S M U

Establishes and maintains rules and clear routines for behavior in 

the classroom.
Demonstrates an understanding of effective behaviour / 
classroom management techniques
Manages both positive and negative behaviours effectively 

Communication skills E G S M U

Uses appropriate body language, eye contact, gestures and 

voice to maintain an effective classroom presence
Monitoring and Assessment E G S M U

Provides ongoing feedback to children to enhance learning. 

Begins to check understanding via appropriate questioning and 

elicitation

Critical Reflection E G S M U

Actively seeks, listens to and accepts guidance and responds 

constructively to feedback from colleagues and mentors.

Begins to evaluate own teaching and includes suggested action/ 

follow-up or targets for future lessons/ activities, with MST, MCT
and peers