Individual Student Report Template: The individual student report is a document whose purpose is to show the student's performance during a year, semester or academic bimester (varying according to the educational institution), check this post for an Individual Report Template of the Student:
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Index
O (Student's name) he is an intelligent, observant, and perceptive boy. This semester he stood out even more in the field of Arts. He is very fond of drawing and creating characters for his games; he can easily enter the world of the imaginary, without getting caught up in it, as he distinguishes the difference between the world of his dreams and reality. He has a good artistic and logical development. He has increasingly improved his visual field, dimension, proportion, laterality, notions of perspective and strategy. He elaborates his artistic production well, using all possible means to express himself clearly through it. He doesn't like to color his drawings, as he already wants to start another perfected drawing. He is detail-oriented in his artistic productions, but it doesn't seem that way with other disciplines, most of the time he just does what he likes. After beginning the psychopedagogical monitoring, he felt more secure and able to interact with his colleagues and feeling able to carry out activities through artistic skills. Before this follow-up, he had serious difficulties in interacting with everyone at school, always silent and alone. He went through an intermediate process, sometimes he was silent and closed, sometimes he burst into jokes and called the attention of all his colleagues, making it almost impossible to continue the class. His attitudes at these times were very detrimental to his cognitive development, but productive for his emotional intelligence. As he is a student who is very fond of the arts, he was elected along with another fellow student, to help art teacher organizing and setting up the exhibition of artwork from the entire class for the event Cultural. Now that it has found its balance it has returned to full development. He is a comical child who likes to tease his peers. But you are learning and respecting each other's differences and playing with everyone without hurting.
NOTE: This report is an example of a record that the teacher can make to place in the School's Learning Portfolio. With it, the next teachers will have elements to analyze the competences that the student has already developed and those that should be developed. The periodicity can be bimonthly, semiannual and annual. Remember that each teacher builds their own according to the needs of their students. This one is just an example.
XXXXX has made progress in its learning process through the Who cants your evils amaze project. She has been developing her sociability and exercising her ability to abide by the rules of group coexistence, she presented psychomotor development compatible with his age and acquired concepts of logical-mathematical content counting the objects in the classroom at the time of wooden blocks and games of snap.
He is a very observant and curious child, he liked outdoor activities, running, jumping, in short, being always on the move, XXXXX joked with friends and his favorite games are always collective, where he can interact with the group, sharing toys with his friends.
He took the initiative in group activities and liked to be in the spotlight, liked to help, is helpful and is very happy when the helper of the day is chosen.
Pedro Henrique did not like to have his will contradicted, and is impatient, when he has to wait his turn to participate, on these occasions we try to talk to him and explain that everyone will have their turn, their opportunity to to participate.
Pedro Henrique was very creative and showed all his creativity, not only in the constructions of dolls, cars, dinosaurs and houses with building games, as well as in their drawings, which are always very colorful .
At meals she eats well.
At rest, sleep peacefully.
He is always very talkative, reporting his experiences outside of school. Sometimes he uses a lot of imagination, when reporting situations that occurred with friends during activities outside the classroom, and sometimes, assistance is needed. individualized to redirect the focus of your attention and an incisive request to interrupt your "speech" this behavior sometimes harms your performance.
During the activities carried out by the project: Que Canta, his evils amaze, he really enjoyed playing with the musical instruments, he used the flute to accompany some songs such as “the cockroach says it has” and “it was at the Master andre". He managed to identify some noises through the CD "Sons of Nature" sounds such as: Bird, rain, car and horn. In the activities that used music such as Pintinho Amarelinho, A Canoa Turned and Soup of the Word sung, the child performed them very well, sang and pasted the objects that the music called for music in the poster.
In stories told where different types of sounds were used, such as treble and bass, he had fun picking up the puppets from the Cachinhos de Ouro story and imitating the characters' voices.
On the Friday cultural we presented the musical “A cheapa says que tem” and he stayed with the flute, played and danced to the rhythm of the song spontaneously in the way we rehearsed.
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XXXX in this third quarter, she was calm all the time, establishing friendly relationships among her colleagues, lent toys and shared materials. If offended, she just cries, without communicating her suffering, it was necessary for the teacher to guide her, if when something happened that way it was necessary for her to communicate it. XXXX's communication was encouraged by the teacher, who always invited her to speak, to participate through incentives and questions. The child showed quiet, showing a predilection for some friends such as Vitória and Maria Eduarda. She moved through music (dance), games in the classroom and on the patio, demonstrated development of large muscles and fine motor coordination. She showed interest during the activities carried out, as she was attentive to the stories and answered the questions asked.
XXXXX presented a creative child and her creativity, is observed when she plays with blocks, when she said she had done her homework by stacking one block on top of another.
At meals she eats well.
At rest she slept peacefully.
We took a trip to Flamboyant Park and to the Farm, where the children had contact with the nature, with toys, with other children, they played soccer, played in the pool, walked and ran by the grass. XXXX participated in all the activities developed, it was a different day for the child.
During the project “Who Canta seu Males amaze”, XXXX was very interested, mainly in the story of “Cachinhos de Ouro”. She even risked retelling the story holding the puppets. In the use of musical instruments, she gave preference to coquinhos, because of Macaquinho's music:
She sang the song beating the coconuts together. It was noticed that this project came to contribute to the expansion of vocabulary, in auditory perception and in interaction, knowing instruments, recognizing sounds of musical instruments and music varied.
In Institutional Assessment XXXX hardly contributed. Some evaluation activities were through interviews and as much as we encouraged her, they did not respond the questions asked by the teacher (What food do you like best in daycare?) (What's your game favorite? ). In this activity, she had a lot of difficulty, but the child managed to express herself in her own way.
In Nossa sixth Cultural “A cheapo says he has” XXXXX was happy in the rehearsals and made a beautiful presentation. He sang and played his musical instrument as taught by the teacher.
The child also became familiar with the Christmas songs we are rehearsing for the Christmas cantata.
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(Child's Name) is an active and participative child. We observed a significant development in several languages worked in this bimester, communicates with colleagues and teachers clearly exposing their opinions and preferences in games and in various activities, in the conversation circle he talks about his day-to-day spontaneously, always and asked to transmit messages to the teacher due to the ease of expressing herself, she is solidary with her companions, always helping when they see them sad or in need. of something. He plays with his play partners Bob and Stuart where they create various games, mainly tag-along, running with agility. In the park, explore and observe the plants and small insects that live on the lawn. In the classroom, he is always attentive to explanations at various times in his routine.
Student's Final Report:
This student has great difficulty in communication, does not socialize with colleagues, initially in February (beginning of classes) he was received at the class at very low level of performance – pre-syllabic with a lot of learning difficulty, did not identify letters or match sound/word.
During classes, the activities proposed for the class were dispensed by the student, he did not show interest or encouragement in solving them, the student also did not bring home activities resolved.
The teachers tried together with playful classes, home visits, meetings, individual conversations, tutoring, change the student's picture/diagnosis a little so that he/she feels inserted in the class.
Little by little there was a significant change in socialization, he started to participate more in the actions, he talked during reinforcement individual and could for a few moments read stabilized words of at most three simple syllables, in addition to learning the name complete.
He remains at the end of the school year, recognizing all the letters, formulating some words with the help of the teacher, speaking and writes the numbers and demonstrates possibilities for improvement, but not enough to act with writing or reading autonomy yet.
We believe that with a more constant and differentiated professional and family follow-up, the student can improve and advance in learning throughout the literacy cycle.
December 2017
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