Report Card

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 Elementary Report Card Comments
I used to spend hours and hours writing uniquely different reports for each student, before a
principal told me I was making the whole reporting process too difficult on myself! She
reminded me that I was the only one who would read every report, so they were allowed to
share similar phrases. I have included over 125 of my favourite, most used comments and
phrases in this package.

When I am writing character reports for my students, I follow a sort of formula. The report
begins positively, then talks about where the student is struggling or where he or she needs to
improve.

I always start my reports by listing TRUE, positive adjectives for each student. I tend to
choose 2 or 3 adjectives that get to the heart of the student. After the initial comment, I talk
about positive work habits that the student demonstrates. (For the second or third reporting
period, I like to comment on improvement that I have seen.)

After that, I talk about the social skills of the student, positive or negative, and finish off with
where the student can improve. I always include a list of goals (academic, social,
organizational, etc.) that are generated by me and the student him or herself.

I hope these phrases and comments are helpful to you.

Initial Comments
 _____ is a polite, sensitive, and respectful student
 _____ is an enthusiastic and energetic member of our class
 _____ is a creative, polite, and good-hearted student
 _____ is an energetic, friendly, and positive student
 _____ is an outgoing and responsible student
 _____ is a cheerful, polite, and enthusiastic learner
 _____ is a kind, respectful, and co-operative student
 ______ is a respectful, helpful, and energetic student
 ______ is an enthusiastic, respectful, and responsible student
 _____ is a kind-hearted, intelligent, and self-confident student
 _____ is an honest, good-hearted boy/girl
 _____ is a charming, creative, and happy student
 _____ is a mature, respectful, and thoughtful student
 _____ is a sweet, good-hearted, and friendly student
 It is a pleasure to have _____ in our class. He/She arrives at school each day with a
smile, ready to learn.
 It is a pleasure to have _____ in our class. He/She arrives at school each day with a
positive attitude.
 Positive Work Habits
 puts consistent effort into his/her work
 completes assignments with quality in mind.
 follows classroom rules and routines
 regularly contributes to classroom discussions
 works well in activities when there is a lot of structure and positive reinforcement
 works well both independently and in groups
 works well independently
 works well in groups
 is careful in his/her work
 takes the time to check over his/her answers
 completes all assignments on time and with great thought and detail
 should be commended for his/her hard work and focus
 enthusiastically participates in class discussions
 has a positive attitude toward school
 takes pride in his/her work
 is self-reliant and takes initiative in his/her own learning
 asks questions when he/she does not understand a question
 asks questions when assignments or expectations are unclear, and adjusts his/her
work accordingly
 often checks in with the teacher to make sure he/she is on the right track
 does neat, thorough work and expresses his/her ideas clearly
 occupies his/her time constructively
 demonstrates a mature learning style
 takes time to complete assignments well, checking back to criteria to make sure all
instructions have been followed
 during lessons, ______ listens and follows directions well
 his/her attention to detail is to be celebrated
 is a self-motivated and self-disciplined student
 completes daily assignments carefully
 work is of a consistently high quality
 demonstrates a positive attitude
 Work Habits Show Improvement
 is becoming more self-reliant, and is beginning to ask questions when he/she is
unclear on an instruction or expectation
 requires fewer reminders to follow classroom rules
 requires fewer reminders to stay on task
 has become more attentive during class discussions
 has made an effort to complete all assignments and projects to the best of his/her
ability
 has made an effort to complete all assignments and on time
 improvement is due, in part, to his/her increased participation in classroom activities
and discussions
 has been more accepting of adult help and will ask questions and seek out support if
he/she is unclear in an assignment or activity
 has kept on top of handing in assignments on time and making sure instructions are
followed
 has made an effort to contribute to small group discussions
 is able to work more independently in class, when he/she has few distractions
 has shown tremendous growth in maturity and achievement this term
 is a consistent worker and is making steady progress

Leadership Skills
 His/her positive, energetic, and respectful nature makes him//her a role model for
his/her classmates
 can be trusted to take on important roles in the school
 consistently takes on important jobs in the school, such as office monitor, and is a
good role model for the younger students in the school
 other students look up to ____ as a role-model and try to seek his/her approval
 demonstrates initiative and relishes any chance that he can be a positive leader in our
school
 has a strong leadership potential and he needs to make an effort to use his/her
influence in a positive way
 is eager to help out around the class and often volunteers for special jobs around the
school
 often volunteers to take a leadership role in small groups
 is eager to be a leader and a role-model in the school
 asks for responsibilities in the classroom and the school, and follows through
 Work Habits Need Improvement
 needs constant supervision and direct support to begin assignments and stay on task
 is easily distracted in class
 often becomes distracted during independent work time
 needs direct supervision to complete most tasks
 Although _____ completes his/her work quickly and is achieving good marks, his/her
socializing at times prevents others from using their class time effectively.
 can sometimes become disruptive in whole class discussions
 frequently becomes disruptive in whole class discussions
 sometimes becomes distracted during lessons and engages in disruptive behaviour
 constantly disrupts others with inappropriate behaviour
 frequent absences result in several missing assignments, and he/she does not take the
initiative to catch up when he/she returns to school
 is quiet and rarely asks questions when he/she is unclear, often leading to
misunderstanding and confusion in classroom and homework expectations
 struggles with impulsiveness
 has a difficult time staying calm during instruction or group discussions
 requires support in organization and attention
 often needs reminders to focus on the task at hand
 needs consistent reminders to begin assignments and stay on task
 needs frequent reminders to follow our classroom rules
 needs reminders to hand in assignments on time
 needs constant reminders to listen during instructional times
 needs reminders to do his/her best work, rather than rushing through assignments just
to get them finished
 time in class is not always used productively
 more concentration and self-regulation are needed to improve the quality of the work
submitted
 often reacts negatively when asked to redirect his/her behaviour
 has a close group of friends and sometimes forgets the difference between work times
and socializing times
 will not take the initiative to ask questions if he doesn’t understand something, resulting
in him/her consistently falling behind in assignments
 needs to be encouraged to work more slowly and accurately
 usually begins assignments with zeal, and then quickly loses interest
 without adult direction, his/her assignments remain incomplete or not turned in
 quickly loses interest in his school work and chooses to socialize rather than
concentrate on the task at hand
 Social Skills
 Socially, _______ is well-liked by his/her peers
 Socially, _______ is accepted by his/her peers
 Socially, _______ is isolated from his/her peers
 communicates well with his/her peers and solves problems effectively
 is friendly and kind to other people and looks for ways to help or include his/her
classmates
 has a great sense of humour and is well-liked by his/her peers
 communicates well with both his/her peers and the adults in the school
 is polite when communicating with students and teachers
 while interacting with his/her friends, ____ often becomes silly and plays in unsafe
ways
 tends to hang back and wait for others to initiate conversation
 is easy-going and seems happy to be grouped with anyone
 can be selective about who he/she is willing to work with
 tends to shut down in groups if not paired with his/her close friends
 tends to play with only one friend at a time and isolate other children
 while interacting with peers, _____ often tries to impress his/her friends, resulting in
silly and unsafe behaviour
 when interacting with friends, ____ tends to get overexcited and engages in silly and
sometimes unsafe behaviour
 She is excited and eager to please and this sometimes overwhelms his/her peers
 Although academically _____ is excelling, his/her impulsivity impacts him/her socially
 Although academic concepts come easily to _____, he/she sometimes needs
reminders that other students struggle to understand these concepts, and to be tactful
when interacting with them
 listens carefully to other people’s opinions and accepts group decisions even if it isn’t
his/her first choice
 struggles with accepting group decisions if the chosen option isn’t his/her first choice
 when he/she is not in the leadership role in the group, _____ often becomes frustrated
and tries to take over control
 When working in small groups, _____ would benefit from remembering that although
other opinions and ideas may be different from his/hers, they may also be valid and
worthy
 requires support to interact with classmates in a positive way
 demonstrates poor cooperative skills and a lack of respect for others in class
 struggles to connect empathetically with peers
 is developing more positive ways to interact with his/her peers
 has a dominant personality and he/she knows what he/she wants, sometimes leading
to conflict with his/her peers
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