Fotinch Oenean 6) Ati @-e tea fends or good lstenes end problem solvers iho help others srt ou the thinking ond ‘moke informed decions. They: ‘+ “ost challenging questions that hel others to defn thelr exzectton end intentions, ‘+ help them roe when expectations forthemsees ond eters ae to low and + tallthem when ther actions don't math ther itetione. (euadiedabanetesek fe were com 2010120? e0 eso 2008.15) ‘Wp Peer service: end ot ccessed Students soul flow on obser feabock ye te with th same per clecgue) [ollouing there pe 1 Conduct -obszratinacuson tent Aegon to be obser, in relation tothe observes persona goats (Observe ols sing the provided arc ut paying spec attention the points) ered a Ge orl and writen oedock tothe observe dentin strengths and giving constnctive comments regarding res for development Observe te some pee some time teagan oes on hei personal goal nd ugestine Imogen he reds dberatn. Note improvements mode denying eden fr hese 12 Condut a post absereton dscusvon opin denying strengths ond ging canst feesbocaere nee Dicuss the efectivenes of previous eed Prove wien ‘feeovoc.Template or Peer Observation 1 nd 2 (Y3S6ECEA Ws sre at nes Feil in fa profi aso pan Obserstion Humbe: Datrtine pal Name of todet Teacher tae aban [0:02 Am 4o 10°40 fatima Onran Seal ‘Grade: 52 Te oh Foce Name of Oberland Assessment Safa Mouse Learn Outcomes Tdentity JeHer A, Cieote leHer A. Connect [eter A with pictures reise with Tether Be — — Reconinice the Sound of PEER OBSERVATION: AEA OF FOCUS Soren ret Surreions for Taher development #Managedthe Classroom Time managment # OF nized the lesson x Prepared for ait Ferent hand on ackvities, Reflection tobe competed ater discussion of Peer Review with colleague) howd yujel abot ‘raven nh fhe setens ou moor lyr leapt aon Dou ad You cau fo ht ‘hss avout expert yy ra? Fadima was Firendly withme and ghe Felt happy when I told her about my feedbacks.Pease ck he boxes sg the wale wih 5 indenting the Det pose performance Professionalism 1 e 2 Displays a high standard of proessional behaviour, which includes punctual and eadines forthe seston ‘Shows intativ and enthusiasm during the eon, | Promotes postive learning environment & bulls good rapport, ith the eamer, ‘Comments or reasons for toring above: Planning for Learning Provides lesson plan, which inelodes al the required information and has clear and exp leering outcomes. ‘Shows a student centered ecu inthe lesson plan | Incorporates ferentiation through activites, questioning and/or learning styes. ‘Materas and resources for wachng re of high qualty and appropriate tothe level of he learner. Formative and/or summative asessment activites are iduded in the plan | Comments or easons fr scoring above? [implementing and Managing Learning | Gis eccrie ane prepa aneage. | Nsintainng engagement ~ independence Ensures instructions question & explanations are clea, accurate Uses effective quentoning &eitaton techniques, I ‘stables and ranting lear and Gonatentrules& routines NAINA‘Maintains an appropriate pace to challenge and motte he students ‘ies range of ching satel, NIN ‘Manages eon tne eecvey “Comments or rezone Tor caring above: ‘Motoring and Aesesiment 7 ‘itor student progress efectvely daring the sesso, vides ongoing eedback to student to enhance learing during *o v theeation V v ‘Uses formative aor surnative assessment such i chee, ‘Traffic ight, phos, children self-assessment, earning Journey, ete to evaluate stant’ performance ‘Comments or reaons for coring above: Please add specie comments about the student teacher's observed strength relative to thee reo of focus during ths session and ldenty areas in which you fee further developments necessary. Please share feedback immediately following the observation once the forms: are completed. Feedback meeting date:16/I0 [2a Time: |{.30 Am ‘Observer signature:___./shF> Date: Ii / Jp /2ol ‘Otservee signature:__Fistvéaccl, __Datex_ 1 / o/ 2015+