O individual student report is a document whose purpose is to show students' performance throughout the academic year, semester or bimester. This may differ by school) and in this post we have selected a Individual Student Report Template to serve as “NORTH” when making yours.
See also:
Before, it is IMPORTANT to remember that:
To monitor the teaching work, we suggest a class observation form which can help the Pedagogical Coordinator to assess the classroom management carried out by the teacher.
Index
The student is excellent, independent and performs all activities.
The student is very good, but he needs to consult the teacher.
The student has difficulty, is dependent on the teacher, but performs despite being very slow.
The student has difficulty, is extremely dependent on the teacher, cannot do anything alone and does not show willingness to learn.
The student is participative.
The student is participative, but gets too excited, which sometimes gets in the way.
The student participates only when requested.
The student does not participate in the class. Shows apathy.
The student is distracted, talks and even disturbs the others.
The student cannot correct the errors (clips) alone, he needs the teacher to guide him during the correction, whether in the notebook or the workbook, as he is very easily distracted.
The student is excellent. You can identify and correct your mistakes (clips) without the help of the teacher, whether in the notebook or handout.
The student does not correct certain of the blackboard, as he is visually impaired.
Student does not correct right of slate due to lack of attention.
Relates well to all colleagues.
He doesn't get along well with his colleagues, he likes to isolate himself.
He doesn't get along well with his colleagues, he's aggressive.
Likes to do group work.
Demonstrates resistance to doing teamwork.
The student is excellent, has beautiful handwriting, is capricious and has no mistakes.
The student is excellent, but because he wants to be the first in the class to finish, he ends up leaving something to be desired in terms of whimsy and lyrics.
The student has good handwriting, but with many errors.
Student has bad handwriting but no errors.
The student has a very nice handwriting without errors, but it takes a long time to copy.
The student needs to do calligraphy (notebook).
The student does not need to do calligraphy.
The student exhibits excellent behavior both in the classroom and in line.
The student shows excellent behavior in the classroom, but in the queue, it leaves something to be desired.
The student talks, but obeys the rules of the room. A reminder is enough.
The student is undisciplined, and it is up to the teacher to call his attention at many times.
The student does not need parallel reinforcement.
The student needs reinforcement and attends everyone.
The student needs reinforcement, but does not attend due to the resistance of the parents or the student.
The student attends reinforcements, but resists performing the proposed activities (he asks to go to the bathroom; drink water, easily distracted, talk, play).
The student does the homework with a whim.
Student does homework without whimsy.
Student does not do homework.
The student brings all the necessary materials.
The student forgets his school supplies.
The student reads with adequate fluency and intonation.
Student reads but does not respect punctuation marks.
The student has difficulty reading words.
The student does not read.
The student does not wear glasses.
The student wears glasses normally.
The student shows resistance to using the glasses, so the teacher has to constantly ask them to use them correctly.
there is still a lot to do and they are hindering his learning.
the student is not absent, unless strictly necessary.
the student should not be absent, he is with excessive absences.
student is unable to put classroom content in order due to number of absences.
organizes with the help of teachers and inspector.
organizes with complete independence.
can't organize.
often forgets materials in the room.
frequently loses materials in the room.
I also recommend: Ideas for Filling Out Reports: Early Childhood Education
During this period, Analice had a good performance, getting involved with interest in the proposed activities.
She continues to establish a very friendly relationship with her peers and teachers. She is very attentive in class and tries to help her classmates whenever possible.
She collaborates in strengthening friendship and respecting the rules of coexistence at the School. In oral language, it can express itself with clarity and a logical sequence of ideas. In written language she can read and write simple words and sentences. In the area of logical thinking she does not present difficulties, skillfully performing addition and subtraction.
Most of the time, whether in carrying out activities, presentations and others, Analice shows herself enthusiastic encouraging colleagues to actively participate in the activities proposed by me or their pairs.
Regarding homework, she continues to show a lot of responsibility and whimsy. It is necessary for the family to continue encouraging her, encouraging her to carry out the activities and guiding her in whatever is necessary. Likewise, it is necessary to value her achievements so that she can overcome her difficulties.
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 condition/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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teacher's signature
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