FEEDBACK FOR THE STUDENT TEACHER

Year 8 Teaching

Here my feedback was that the 8A class did not participate in enough tasks.

In this lesson, it was a struggle to get through to students. There was constant low-level disruption. Low-level disruption can be defined as a set of minor, infrequent behaviours, throughout the lesson, which interrupt the flow of the lesson without being overtly confrontational or dangerous. Key features of low-level disruption are:

1. Low intensity - it's not serious enough to trigger sanctions on its own
2. Persistent - repeated instances erode learning time
3. Ambiguous - pupils may claim "I wasn't doing anything"
4. Attention draining - it pulls teacher focus away from instruction

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The feedback below is for my teaching on Monday 6th January 2026.

The feedback below is from the first half-term of the year, from Mrs Sankarankutty. I "challenged students who were talking" before a test began. This was Tuesday 14th October, in the final week before a half-term break.

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Year 9 Teaching

The feedback below is from Thur 22th Jan 2026.

The feedback below is from Friday 16th Jan 2026. I gave a warning to a student "clearly and directly. Feedback on my Ones game was given. "The idea worked":

The feedback below is from Ms Oozeer, my internal professional studies mentor at HWS:

The feedback below is from Mrs Sankarankutty. I taught class 9D on Thursday afternoon. Ms Oozeer also observed me during this lesson. It may be interesting to compare the notes of the two observers - both noticed that settling the students, as they found their new seat, according to the seating plan on the board, was slightly chaotic.

The feedback below is for my teaching on Thursday 8th January 2026.

The feedback below is for my teaching on Tuesday 6th January 2026. I was observed by my "lead mentor" from my university on this day. 9B were a great class to teach:

The lesson below, where my mentor tells me "well done for jumping to the answer reveal", is from Thursday 8th January 2026. This lesson is my teaching 9F, the one hour lesson beginning at 09:40. We are in the first week back after the Christmas break and my mentor is trying to get me to get things moving faster. If somebody predicts wrong, don't linger on it and dive into a full investigation of their misconeptions. Instead, just reveal the output of the code. My mentor is trying to get me to reveal the output of the code, after students have made a prediction, much faster! It is not always the time for diagnosis of misconceptinos and analysis of code.

The feedback below is from the "crack of dawn" lesson (08:40) lesson with 9H. They are helicoptered into my schedule for just one day and you really feel the fact that you see the class only once in the two-week cycle. Student names comes less easily:

Here I am praised for linking the abstract notion of appending things to lists, as in Python, to a "good real life scenario".

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Year 10 Teaching

The feedback below is from Friday 16th Jan 2026. I gave a warning to a student "clearly and directly. Feedback on my Ones game was given. "The idea worked":

The feedback below is from Ms Oozeer, my internal professional studies helper at HWS:

The feedback below is from Mrs Sankarankutty. I taught class 9D on Thursday afternoon. Ms Oozeer also observed me during this lesson. It may be interesting to compare the notes of the two observers - both noticed that settling the students, as they found their new seat, according to the seating plan on the board, was slightly chaotic.

The feedback below is for my teaching on Tuesday 6th January 2026. I was observed by my "lead mentor" from my university on this day. 9B were a great class to teach:

The lesson below, where my mentor tells me "well done for jumping to the answer reveal", is from Thursday 8th January 2026. This lesson is my teaching 9F, the one hour lesson beginning at 09:40. We are in the first week back after the Christmas break and my mentor is trying to get me to get things moving faster. If somebody predicts wrong, don't linger on it and dive into a full investigation of their misconeptions. Instead, just reveal the output of the code. My mentor is trying to get me to reveal the output of the code, after students have made a prediction, much faster! It is not always the time for diagnosis of misconceptinos and analysis of code.

The feedback below is from the "crack of dawn" lesson (08:40) lesson with 9H. They are helicoptered into my schedule for just one day and you really feel the fact that you see the class only once in the two-week cycle. Student names comes less easily:

Here I am praised for linking the abstract notion of appending things to lists, as in Python, to a "good real life scenario".

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Master Matrix

This is a record of what I have been doing in my placement school. Cells in tables are used to represent individual lessons. Inside the cell for a lesson, you may find a link to a lesson plan which the student teacher has produced, as well as a link to a Lesson Feedback Record (LFR).

Recall that HW stands for Hinchley Wood School, OB stands for observation, 8.2 means "Year 8, Term 2", CSLP stands for Computer Science Lesson Plan. I made the decision with my mentors to abandon the CSLP format. It took too long to produce. Instead, I produce a two-side plan, or TSP. You will see, if you scroll through the tables below, that I stop using the CSLP and start to use the TSP. Both the CSLP and TSP are types of lesson plan. "Week 2" weeks, as distinguished from Week 1 weeks, are shown in tables with a blue background. Week 2 makes me blue.

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Lesson Feedback Records (LFRs)

Below you can view my lesson feedback records (LFRs). It might help to click here, in order to have my timetable open in a new tab.

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Year 7

• YEAR 7
• YEAR 8
• HW_OB_of_sgn_8.1_L6_8F_1

  14/10/25 TUESDAY

  PDF
• HW_OB_of_sgn_8.1_L6_8F_2

  14/10/25 TUESDAY

  PDF
• HW_OB_of_sgn_8.1_L6_8A
  PDF
• HW_OB_of_sgn_8.2_L1_8F

  06/11/25 THURSDAY

  Period 5
  PDF
• HW_OB_of_sgn_8.2_L1_8A

  07/11/25 FRIDAY

  Period 1
  PDF
• HW_OB_of_sgn_8.2_L1_8C

  07/11/25 FRIDAY

  Period X
  PDF
• HW_OB_of_sgn_8.2_L2_8F

  11/11/25 TUESDAY (SECOND WEEK BACK)

  Period 4 CODE BREAKING
  PDF
• HW_OB_of_sgn_8.2_L2_9B

  11/11/25 TUESDAY

  Period 5
  PDF
• HW_OB_of_sgn_8.2_L2_8A

  13/11/25 THURSDAY

  Period 3
  PDF
• HW_OB_of_sgn_8.2_L2_8C

  14/11/25 FRIDAY

  Period 4
  PDF
• HW_OB_of_sgn_8.2_L3_8F

  20/11/25 THURSDAY

  Period 5
  PDF
• HW_OB_of_sgn_8.2_L3_8C

  21/11/25 FRIDAY

  Period 4
  PDF
YEAR 9
• HW_OB_of_sgn_9.1_L6_9B
  PDF
• HW_OB_of_sgn_9.1_L6_9F
  PDF
• HW_OB_of_sgn_9.2_L1_9F

  07/11/25 FRIDAY

  Period 3
  PDF
• HW_OB_of_sgn_9.2_L2_9D

  13/11/25 THURSDAY I think Y9 did Lucid Recall again this lesson because it didn't work the first time. This is the second week back at school.

  Period 5
  PDF
• HW_OB_of_sgn_9.2_L2_9B

  18/11/25 TUESDAY

  Period 5
  PDF
• HW_OB_of_sgn_9.2_L2_9D

  20/11/25 THURSDAY

  Period 4
  PDF

Link to SSY OneNote

My mentor SSY organises feedback into OneNote files.

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ENTRYddd-dd/mm/yy

This is template text. This is template text. This is template text.

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ENTRY002-16/10/25

Briefly explain how expectations are established, modelled, and reinforced.