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
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, she can express herself 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.
in this third quarter (child's name) she performed well by actively involving herself in the proposed activities. She continues to establish a pleasant relationship with her peers and the teacher is a very intelligent, sweet and sensitive child. He is capricious, knows and knows how to use colors in his painting drawings.
(Child's name) she goes to the bathroom alone, arranges what she uses in order, offers to help the teacher when necessary, for example, to deliver a book to her colleague. She knows how to run errands.
She pays attention to the classes, performs what was asked with ease, has difficulty in working with clippings and word research, and only does it in the presence of the teacher. She doesn't like to participate in the directed activities, nor to answer orally what was proposed.
(Child's name) it evolved in a gratifying way, but it has difficulty in identifying some letters of the alphabet, thus hindering a better performance. In the logico-mathematician it identifies the pairs, geometric shapes. She has difficulty identifying and sequencing numbers.
In Nature and Society, the importance of air for our survival, and for all living beings on earth, distinguishes between living beings and lifeless beings.
In this period (Child's name) she performed excellently, continues to establish a pleasant relationship with her peers and teacher, is very intelligent and polite. In oral language she is able to express herself 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 math does not have difficulty performing addition skills, knows and follows the numbers.
(Child's name) she is agitated during class, impairing her concentration, in activities such as games, she doesn't know how to lose when this happens, she is sad, and often aggressive. I talk to her showing that everyone in a game has to win or lose and that the important thing is learning, which intertwines the same.
In Nature and Society, the importance of air for our survival, and for all living beings on earth, distinguishes between living beings and lifeless beings.
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 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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