teacher comments on assignments

Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will be and

attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique
 

always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly

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How to Give Positive Feedback on Student Writing

If your corrective feedback is very detailed but your positive comments are quick and vague, you may appreciate this advice from teachers across the country.

“Nice work.” “Great job.” “Powerful sentence.” Even though I knew they wouldn’t mean much to students, these vague and ineffective comments made their way into my writing feedback recently. As I watched myself typing them, I knew I was in a rut. My critical comments, on the other hand, were lengthy and detailed. Suggestions and corrections abounded. I realized that I was focused too much on correcting student work and not enough on the goal of giving rich positive feedback.

As a writer, I know how hard it is when the negative feedback outweighs the positive. We all have things to work on, but focusing only on what to fix makes it hard to feel that our skills are seen and appreciated. My students put so much work into their writing, and they deserve more than my two-word positive sentences.

I wanted out of the rut, so I turned to my favorite professional network—teacher Twitter—and asked for help . “What are your favorite positive comments to make about student writing?” I asked. Here are some of the amazing responses and the themes that emerged from more than 100 replies from teachers.

Give a Window Into Your Experience as the Reader

Students typically can’t see us while we’re experiencing their writing. One genre of powerful positive comments: insights that help students understand how we responded as readers. Teacher Amy Ludwig VanDerwater  shared these sentence stems, explaining that “commenting on our reading experience before the craft of writing is a gift”:

• This part really moved me.
• I laughed out loud when I read this line.
• Your writing makes me think...
• You opened up a door in my mind.
• Now I am questioning...
• Now I am connecting to...
• Now I am remembering...

On a similar note, Virginia S. Wood  shared: “I will tell them if I smiled, laughed, nodded my head, pumped my fist while reading their work, and I’ll tell them exactly where and why.”

I used Wood’s advice recently when I looked through a student’s project draft that delighted me. I wrote to her, “I have the biggest smile on my face right now. This is such an awesome start.”

Giving students insight into our experience as readers helps to connect the social and emotional elements of writing. Positive comments highlighting our reading experience can encourage students to think about their audience more intentionally as they write.

Recognize Author’s Craft and Choices

Effective feedback can also honor a student’s voice and skills as a writer. Pointing out the choices and writing moves that students make helps them feel that we see and value their efforts. Joel Garza shared, “I avoid ‘I’ statements, which can seem more like a brag about my reading than about their writing.” Garza recommends using “you” statements instead, such as “You crafted X effect so smoothly by...” or “You navigate this topic in such an engaging way, especially by...” and “You chose the perfect tone for this topic because...”

Similarly, seventh-grade teacher Jennifer Leung suggested pointing out these moments in this way: “Skillful example of/use of (transition, example, grammatical structure).” This can also help to reinforce terms, concepts, and writing moves that we go over in class.

Rebekah O’Dell , coauthor of A Teacher’s Guide to Mentor Texts , gave these examples of how we might invoke mentor texts in our feedback:

• “What you’re doing here reminds me of (insert mentor text)...”
• “I see you doing what (insert mentor writer) does...”

O’Dell’s advice reinforced the link between reading and writing. Thinking of these skills together helps us set up feedback loops. For example, after a recent close reading activity, I asked students to name one lesson they had learned from the mentor text that they could apply to their own writing. Next time I give writing feedback, I can highlight the places where I see students using these lessons.

Another teacher, Grete Howland , offered a nonjudgmental word choice. “I like to use the word ‘effective’ and then point out, as specifically as I can, why I found something effective. I feel like this steers away from ‘good’/‘bad’ and other somewhat meaningless judgments, and it focuses more on writing as an exchange with a reader.”

Celebrate Growth

Positive feedback supports student progress. Think of positive comments as a boost of momentum that can help students continue to build their identity as writers. Kelly Frazee  recommended finding specific examples to help demonstrate growth, as in “This part shows me that you have improved with [insert skill] because compared to last time…” As teachers, we often notice growth in ways that our students may not recognize about themselves. Drawing out specific evidence of growth can help students see their own progress.

Finally, I love this idea from Susan Santone , an instructor at the University of Michigan: When students really knock it out of the park, let them know. Santone suggested, “When my students (college level) nail something profound in a single sentence, I write ‘Tweet!’ ‘Put this onto a T-shirt!’ or ‘Frame this and hang it on a wall!’—in other words, keep it and share it!”

These ideas are all great starting points for giving students meaningful positive feedback on their writing. I’ve already started to use some of them, and I’ve noticed how much richer my feedback is when positive and constructive comments are equally detailed. I’m looking forward to seeing how these shifts propel student writing. Consider trying out one of these strategies with your students’ next drafts.

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Teaching Resources

Commenting on Student Writing

Resource overview.

Instructors who require their students to write papers dedicate many hours each semester to reading, commenting on, and grading student writing, and they often wonder if the time they have spent translates into improvements in their students’ writing skills. For their part, students want constructive feedback on their writing and often express frustration when they find their instructors’ comments on their papers to be mysterious, confusing, or simply too brief.

Tips to improve and help you respond to your students’ writing:

These tips focus on the process of writing comments on students’ papers (whether on rough drafts or final drafts), rather than on the process of grading papers. Grading and commenting on papers are certainly interconnected processes. However, while instructors often think of writing comments on papers as simply a means to justify grades, that purpose should be secondary to helping your students improve their writing skills.

These tips are organized into four categories:

Course Planning

Writing comments in the margins, writing final comments, what else can you do.

Before the course begins, think about what kind of writing you will assign, and how you will respond to that writing.

• Design each writing assignment so that it has a clear purpose connected to the learning objectives for the course. Craft each assignment as an opportunity for students to practice and master writing skills that are central to their success in the course and to academic achievement in your discipline. For example, if you want them to learn how to summarize and respond to primary literature or to present and support an argument, design assignments that explicitly require the skills that are necessary to accomplish these objectives.
• Sequence your writing assignments to help students acquire skills incrementally, beginning with shorter, simpler writing assignments to longer, more complex papers. You might also find it helpful to develop a sequence for writing comments. In other words, decide ahead of time which aspects of the writing you will focus on with each assignment. For example, you may decide to focus your comments on the first assignment on the writing of the thesis statement, then focus comments on later papers on the success with which the students deal with counter-arguments. Sequencing your comments can help make the commenting process more efficient. However, it is essential to communicate to students before they turn in their papers which aspects of the writing you are going to focus on in your feedback at which points in the semester (and why).
• Develop and communicate clear grading criteria for each writing assignment. These criteria will help you be as consistent and fair as possible when evaluating a group of student papers. Developing and using criteria is especially important when co-teaching a course or when asking TAs to grade papers for the course. Distribute the grading criteria to students (or post the criteria on the course Web site) so that they will know how you will evaluate their work. While there are shared criteria for “good writing” that apply across academic disciplines, each discipline also has certain standards and conventions that shape writing in the discipline. Do not expect that students will come into your class knowing how to write the kind of paper you will ask them to write. For example, a student who has learned how to write an excellent analytical paper in a literature course may not know how to write the kind of paper that is typically required for a history course. Give students a written list of discipline-specific standards and conventions, and explain these in class. Provide examples of the kind of writing they will need to produce in your course.
• Develop a process for writing comments that will give students a clear idea of whether they have or have not achieved the course’s learning objectives (and with what degree of success). Students should be able to see a clear correlation among 1) written comments on a paper, 2) the grading criteria for the assignment, and 3) the learning objectives for the course. Thus, before you start reading and commenting on a stack of papers, remind yourself of the grading criteria, the learning objectives, and which aspects of the writing you want to focus on in your response.
• The first time you read through a paper, try to hold off on writing comments. Instead, take the time to read the paper in its entirety. If you need to take some notes, do so on another piece of paper. This strategy will prevent you from making over-hasty judgments, such as faulting a student for omitting evidence that actually appears later in the paper. (In such cases, it may be appropriate to tell the student that you expected that evidence to be presented earlier–and the reason why). While you may expect this strategy to take more time, it can actually save you time by allowing you to focus your feedback on the most important strengths and weaknesses you want to bring to the writers’ attention (see “Writing Final Comments,” below).
• Respond as a reader, not as a writer. Do not tell students how YOU would write the paper. Instead, tell them how you are responding to each part of the paper as you read it, pointing out gaps in logic or support and noting confusing language where it occurs. For example, if a sentence jumps abruptly to a new topic, do not rewrite the sentence to provide a clear transition or tell the student how to rewrite it. Instead, simply write a note in the margin to indicate the problem, then prompt the student to come up with a solution. This strategy is especially important to follow when a student asks you to respond to a draft before the final paper is due; in this case, your aim should be to help the student identify weaknesses that he or she should improve and NOT to do the student’s thinking and writing for them. Of course, in some instances, it is necessary and appropriate to give the student explicit directions, such as when she or he seems to have missed something important about the assignment, misread a source, left out an essential piece of evidence, or failed to cite a source correctly.
• Ask questions to help students revise and improve. One way to ensure that your comments are not overly directive is to write questions in the margins, rather than instructions. For the most part, these questions should be “open” rather than “closed” (having only one correct answer.) Open questions can be a very effective way to prompt students to think more deeply about the topic, to provide needed evidence, or to clarify language. For ideas on how to phrase open questions, see Asking Questions to Improve Learning.
• Resist the temptation to edit. Instead, mark a few examples of repeated errors and direct students to attend to those errors. Simply put, if you correct your students’ writing at the sentence level, they will not learn how to do so themselves, and you will continue to see the same errors in paper after paper. Moreover, when you mark all mechanical errors, you may overwhelm your students with so many marks that they will have trouble determining what to focus on when writing the next draft or paper.
• Be specific. Comments in the margin such as “vague,” “confusing,” and “good” do not help students improve their writing. In fact, many students find these comments “vague” and “confusing”–and sometimes abrupt or harsh. Taking a little more time to write longer, and perhaps fewer, comments in the margin will help you identify for students exactly what they have done well or poorly. Information about both is crucial for helping them improve their writing.

Here are some examples of specific comments:

Rather than  “vague”

• “Which research finding are you referring to here?”
• “I don’t understand your use of the underlined phrase. Can you rewrite this sentence?”
• “Can you provide specific details to show what you mean here?”

Instead of “ confusing ,” “ what? ” or “ ??? ”

• “I lost the thread of your argument. Why is this information important? How is it related to your argument?”
• “You imply that this point supports your argument, but it actually contradicts your point in paragraph 3.”

Rather than “ good ”

• “This excellent example moves your argument forward.”
• “Wonderful transition that helped clarify the connection between the two studies you are summarizing.”
• “An apt metaphor that helped me understand your argument about this historical metaphor.”
• Begin by making positive comments; when pointing out weaknesses, use a descriptive tone, rather than one that conveys disappointment or frustration. Give an honest assessment, but do not overwhelm the writer with an overly harsh or negative reaction. For example, do not assume or suggest that if a paper is not well written, the writer did not devote a lot of time to the assignment. The writer may have in fact struggled through several drafts. Keep in mind that confusing language or a lack of organized paragraphs may be evidence not of a lack of effort, but rather of confused thinking. The writer may therefore benefit from a few, targeted questions or comments that help them clarify their thinking.
• Limit your comments; do not try to cover everything. Focus on the 3-4 most important aspects of the paper. Provide a brief summary of 1) what you understood from the paper and 2) any difficulties you encountered. Make sure that whatever you write addresses the grading criteria for the assignment, but also try to tailor your comments to the specific strengths and weaknesses shown by the individual student. While you may think that writing lots of comments will convey your interest in helping the student improve, students–like all writers–can be overwhelmed by copious written comments on their work. They may therefore have trouble absorbing all the comments you have written, let alone trying to use those comments to improve their writing on the next draft or paper.
• Distinguish “higher-order” from “lower-order” issues. Typically, “higher-order” concerns include such aspects as the thesis and major supporting points, while “lower-order” concerns are grammatical or mechanical aspects of the writing. Whatever you see as “higher” in importance than other aspects should be clear in your grading criteria. Whatever you decide, write your comments in a way that will help students know which aspects of their writing they should focus on FIRST as they revise a paper or write the next paper. For example, if a paper lacks an argument or a main point in an assignment in which either an argument or main point is essential (as is usually the case), address that issue first in your comments before you note any grammatical errors that the student should attend to.
• Refer students back to comments you wrote in the margins. For example, you might comment, “Your argument loses focus in the fourth paragraph (see my questions in margin).” You might also note a frequent pattern of mechanical error, then point them to a specific paragraph that contains that type of error.
• Model clear, concise writing. Before you write final comments, take a moment to gather and order your thoughts.
• Provide opportunities for revision. If you want students to improve their writing, give them an opportunity to apply what they have learned from your comments to a new, revised draft. Note: You should decide before the course begins whether you will allow students to revise their papers and, if so, when such revisions must be turned in (e.g., one week after papers handed back) and how you will grade the revision (e.g., average the grade of the revision with the grade earned on the original paper). If you decide not to allow students to revise papers, consider rewarding improvement from one paper to the next (e.g., the grade on the second paper is worth a greater percentage of the final course grade than the grade on the first paper).
• If students are struggling with their writing, suggest a meeting during office hours. Often, students who are struggling to write clearly are also struggling to clarify what they think about the course material. Ask questions that help them figure out what they think and how to put those thoughts into a well organized, effective paper.
• Recommend that students seek tutorial help at The Writing Center. At  The Writing Center , students can meet with writing tutors who will read their papers and provide feedback. Writing Center tutors are trained to provide students with feedback on the clarity of their writing in a general way and will not necessarily be familiar with the criteria you are using to grade papers, unless you or the student have shared those criteria. However, seeking such feedback can be very helpful to students as they learn to write for academic audiences.

Bean, J. C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd ed. San Francisco: Jossey-Bass.

Gottschalk, K. and K. Hjortshoj (2004). “What Can You Do with Student Writing?” In The Elements of Teaching Writing: A Resource for Instructors in All Disciplines. Boston: Bedford/St. Martin’s.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies  in higher education ,  31 (2), 199-218.

“Responding to Student Writing.” (2000). Harvard Writing Project Bulletin. The President and Fellows of Harvard College.

Straub, Richard. (2000). The Practice of Response: Strategies for Commenting on Student Writing. Cresskill, NJ: Hampton Press.

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A Guide to Writing Meaningful Report Card Comments: Tips & Samples

Simran Agarwal

Simran is a writer here at Suraasa and has formerly worked as a Teacher. She is passionate about learning and making a difference through her words.

What Are Report Card Comments?

Importance of report card comments, 10 tips for writing meaningful report card comments, 50 quick report card comments based on grade, 30 quick report card comments based on situation, 5 great tips for writing negative report card comments with examples, 10 examples of how to write negative report card comments, wrapping up, additional resources, free template for you.

Picture this: It's the end of the term, and you’re sitting at your desk, surrounded by a mountain of report cards. You’ve taught, inspired, and supported your students through weeks of learning. Now comes the daunting task of encapsulating their progress in a few lines.  As teachers, we know that writing meaningful report card comments can sometimes feel like searching for a needle in a haystack.  How do you capture a student's journey, their triumphs, and areas for growth, all while being concise, clear, and supportive?

We’ve all been there—staring at a blank space, wondering how to transform our observations into report card comments that are not only informative but also encouraging and motivating.  The struggle is real! But we’ve got you covered. We’re here to help you navigate this challenge with ease and confidence. In this blog, we’ll dive into the art of writing report card comments that resonate with students and parents alike.  Whether you need 50 quick report card comments, tailored feedback for preschool, kindergarten, or primary school, or strategies for delivering constructive feedback, we’ve everything.  So, bookmark this blog, get comfortable, and let’s turn this task into an enjoyable and rewarding experience!

Report card comments provide insights into a student's academic performance, behavior, and overall development throughout the term. These are in a nutshell, teachers' remarks on the report card that act as a vital communication tool between teachers, parents, and students. 

Unlike grades which offer a quantitative measure of achievement, report card comments offer qualitative feedback that paints a fuller picture of a student's progress. Imagine you're a parent eagerly opening your child's report card. The grades are there, but it's the report card comments that tell the real story.  They explain why a child excels in math but struggles with reading, or how their confidence has grown in social settings. 

These comments bridge the gap between home and school—fostering a collaborative environment where everyone is working towards the common goal of the student's success. 

Whether you're writing a few lines or a detailed paragraph, these comments have the power to inspire, guide, and support each student's unique learning journey.

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Want to make a lasting impact on your students?

Report card comments are a cornerstone of effective education and communication. They are the unsung heroes of student feedback, offering a deeper insight into each learner's journey.  Here’s why they’re so essential:

1. Personalized Insights into Student Progress

Grades alone can't capture the nuances of a student's performance.  Imagine telling Neha, "Your creativity in solving math problems is outstanding! " or informing Joseph, "Your curiosity in science class makes you a budding young scientist."  ‍ Personalized feedback like this recognizes each student's unique talents and areas for growth, providing a clearer picture than grades alone ever could. They address individual strengths, weaknesses, and unique characteristics. It helps students and parents understand the full scope of the student's progress.

2. Motivation through Recognition

Think about the smile on a student's face when they read, "Great job on your recent history project, Sarah! Your research skills are impressive."   Comments like these can inspire students to keep pushing forward, knowing their efforts are noticed and appreciated. Positive reinforcement acknowledges their hard work and achievements, encouraging them to keep striving for success.

‍ 3. Constructive Guidance for Growth

Constructive feedback highlights areas where students can improve and offers specific suggestions for how to do so For instance, you might write, "Mischelle, you've made great strides in reading. To keep improving, try to read aloud at home for 10 minutes each day." This guidance is crucial for helping students understand what they need to work on and how they can achieve their goals.

4. Trust and Rapport for Parent-Teacher Partnerships

Clear communication builds trust and collaboration. When parents read, "Lily is doing well in math but sometimes rushes through her work. Encouraging her to take her time at home could help."   They gain valuable insights and can better support their child's learning at home. In short, it helps facilitate a partnership that supports the student's overall educational journey. ‍

5. Progress Tracking Over Time

Report card comments provide a written record of a student's development over time.  For instance, comments like, "Over the year, Alex has grown more confident in sharing his ideas in class discussions," help track long-term progress. This documentation is also valuable for identifying trends and making informed decisions about future educational strategies.

6. Holistic View of Student Development

Academic performance is just one piece of the puzzle.  Beyond academics, report card comments can address social skills, behavior, and emotional development.  For example, "Sophia is a great friend to her classmates and always helps others when they need it."  This holistic view ensures that all aspects of the student's growth are considered and supported. By crafting thoughtful and detailed report card comments, teachers not only support their student's academic growth but also contribute to a positive and encouraging learning environment.

It’s all about painting a complete picture of each student’s unique journey, celebrating successes, and providing the guidance they need to thrive.

Crafting effective report card comments requires a thoughtful approach that balances encouragement with constructive feedback. Here’s how you can make your comments impactful:

Tip #1: Be Specific and Detailed

Instead of vague statements, get specific about a student's achievements. For instance,  ❌ "Samantha did well in math." ✅ "Samantha consistently applies creative problem-solving strategies in math, which has led to noticeable improvements in her understanding of fractions."

Tip #2: Use Positive Language

Highlight strengths first to set a positive tone. For instance,  ❌ "John struggles with organization." ✅ "John has shown significant improvement in organizing his assignments, which has helped him complete tasks more efficiently."

Tip #3: Link to Learning Objectives

Connect your comments directly to what students are learning in class. This shows how the feedback relates to the curriculum and educational goals. For example,  ❌ "Emily can analyze historical events.” ✅ "Emily's ability to analyze historical events demonstrates a deep understanding of our unit on World War II."

Tip #4: Provide Actionable Feedback 

Include suggestions for improvement that are clear and achievable. Give suggestions that students can act on. For example,  ❌ "Sarah needs to Improve her reading comprehension.” ✅ "To improve reading comprehension, Sarah could try reading aloud for 10 minutes each day. This practice can help strengthen her understanding of complex texts."

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Tip #5: balance areas of growth.

Acknowledge areas where students excel while gently addressing areas needing development. This helps maintain a balanced perspective on their progress. For example,  ❌ ”Nisha needs to work on her ideas to contribute to the discussions.” ✅ "Nisha is a confident speaker in class discussions but could work on elaborating more on her ideas to deepen her contributions."

Tip #6: Personalize Each Comment

Tailor your comments to reflect each student's unique qualities and learning journey.  This personalized approach demonstrates that you understand and appreciate their individual efforts and challenges. For example, ❌ “Ella’s is a creative child.” ✅ "Ella’s creativity shines through in her artwork, where she consistently experiments with new techniques and styles."

Tip #7: Consider the Student's Perspective

Write comments that respect the student's efforts and progress. Positive reinforcement and constructive advice should inspire students to strive for improvement. For instance, ❌ "Simran needs to improve her writing skills. Her essays lack organization and depth." ✅ "Simran has been working hard to improve her writing skills. With continued practice in organizing her ideas and expanding on key points, she will see further improvement."

Tip #8: Be Professional and Encouraging

Maintain a professional tone while also conveying encouragement and support. Your comments should inspire students to continue striving for improvement. For example, ❌ "Matthew struggles with math. He often gets stuck on difficult problems and takes too long to finish assignments."

✅ "Matthew is making progress in math. He demonstrates dedication to understanding complex concepts and applies a thorough problem-solving approach during class activities."

Tip #9: Invite Parent Involvement

Encourage parents to discuss the comments with their child and ask questions if needed. This fosters a collaborative effort in supporting the student's learning both at school and at home. For example, ❌ ”Khush is often distracted during science experiments. He needs to focus more and participate actively."

✅ "Feel free to ask Khush about his progress in science experiments; he’s shown a keen interest in exploring scientific concepts during our hands-on labs."

Tip #10: Proofread and Edit

Before finalizing, review your comments to ensure they are clear and supportive. Your comments should effectively communicate how students are progressing toward their learning goals. By following these tips, you'll create report card comments that not only inform parents but also motivate students to continue growing and learning. It’s all about recognizing achievements and guiding them toward even greater success!

We’ve understood, that writing report card comments is a valuable opportunity to provide meaningful feedback to students and their families.  Effective comments should be specific, encouraging, and relevant to each student's academic progress and personal development.  Here are quick comments tailored for each grade level to help communicate achievements and areas for growth effectively.

1. Pre-School

A. Tips for Writing Quick Report Card Comments for Preschoolers

• Focus on Developmental Milestones: Highlight progress in social skills, motor skills, and early learning concepts. ‍
• ‍ Use Simple Language: Ensure comments are easy for parents to understand and reflect preschool-specific achievements.
• ‍ Celebrate Individuality: Acknowledge each child’s unique strengths and areas for growth.
• ‍ Provide Examples: Use specific examples of activities and behaviors to illustrate progress.
• ‍ Encourage Further Development: Suggest activities parents can do at home to support learning and development. ‍

B. 50 Quick Report Card Comments for Preschoolers

Check out 50 quick report card comments for preschoolers below:

• Emily is making great strides in developing her social skills, actively participating in group activities, and sharing with peers.
• Jack has shown improvement in motor skills, confidently using scissors and crayons to create detailed artwork.
• Sophie demonstrates a strong grasp of early learning concepts, showing interest in letters, numbers, and basic shapes.
• James is progressing well in developing fine motor skills, such as stacking blocks and manipulating small objects.
• Lily shows enthusiasm in exploring sensory activities, which helps enhance her tactile and cognitive development.
• Noah is improving in his ability to follow classroom routines and transitions, which supports his social and emotional growth.
• Ava has made noticeable progress in developing language skills, expanding her vocabulary, and expressing herself more clearly.
• Emma demonstrates good listening skills during storytime and group discussions, which are essential for early literacy development.
• Lucas shows interest in exploring different textures and materials during sensory play, which promotes sensory integration.
• Isabella is developing empathy and understanding of others' emotions, contributing positively to classroom dynamics.
• Liam is becoming more independent in completing tasks and taking responsibility for his belongings.
• Mia has shown improvement in her ability to wait for her turn and share toys with classmates.
• Noah demonstrates curiosity and asks questions to understand new concepts during lessons.
• Sophia is developing strong friendships with peers and enjoys cooperating with others in group activities.
• Ethan shows enthusiasm for exploring nature and learning about animals and plants in science lessons.
• Olivia is becoming more confident in using scissors and crayons to create artwork independently.
• Benjamin demonstrates good self-control and follows classroom rules consistently.
• Grace participates actively in physical activities and shows coordination in movement tasks.
• Lucas enjoys listening to stories and shows understanding by answering questions about the plot.
• Isabella demonstrates creativity in her artwork, using different colors and materials to express herself.
• Emily enjoys playing with her friends and is learning to take turns and share toys.
• Jack loves listening to stories and is starting to recognize familiar words in books.
• Sophie is doing well with counting and identifying numbers up to 10.
• James is practicing holding a pencil correctly and enjoys drawing shapes and simple pictures.
• Lily participates eagerly in circle time activities and follows simple directions.
• Noah is learning to use words to express his needs and feelings more effectively.
• Ava shows curiosity about nature and enjoys exploring the outdoor environment.
• Emma likes singing songs and rhymes, which helps with language development.
• Lucas is learning new words and using them in short sentences.
• Isabella shows interest in sorting objects by color and size during classroom activities.
• Liam enjoys building with blocks and shows creativity in designing structures.
• Mia is developing a love for books and enjoys looking at picture books independently.
• Noah demonstrates understanding of basic math concepts such as counting and sorting.
• Sophia is learning to write her name and recognizes letters in the alphabet.
• Ethan enjoys playing with musical instruments and shows rhythm in his movements.
• Olivia participates in group activities and cooperates with peers during games.
• Benjamin shows interest in science experiments and asks questions to learn more.
• Grace enjoys participating in art projects and shows enthusiasm for creative activities.
• Lucas follows classroom routines and transitions with ease, showing readiness for learning.
• Isabella demonstrates kindness towards classmates and shares materials during activities.
• Emily demonstrates creativity in her artwork, often incorporating unique ideas into her projects.
• Jack shows a keen interest in building structures with blocks, showcasing his spatial awareness.
• Sophie has a natural curiosity about insects and enjoys learning facts about them.
• James has a great sense of humor that brightens up the classroom environment.
• Lily shows empathy towards classmates, always willing to help others who are struggling.
• Noah demonstrates resilience in tackling challenging tasks and shows determination in completing them.
• Ava expresses her emotions through artwork, using colors to convey different feelings.
• Emma demonstrates leadership skills by organizing group activities and guiding peers.
• Lucas shows initiative in exploring new topics and asking questions to learn more.
• Isabella demonstrates a love for storytelling and enjoys creating narratives during playtime.

2. Kindergarten

A. Tips for Writing Quick Report Card Comments for Kindergarten Kids

• Highlight Foundational Skills: Comment on progress in literacy, numeracy, and social-emotional development.
• Acknowledge Curiosity: Mention the child’s curiosity and enthusiasm for learning.
• Note Growth Areas: Identify specific areas where the child has shown improvement throughout the year.
• Include Positive Language: Start with strengths before addressing areas for improvement.
• Prepare for Transition: Discuss readiness for first grade and any areas to focus on for continued growth. ‍

B. 50 Quick Report Card Comments for Kindergarten Kids

Check out 50 quick report card comments for Kindergarten Kids below:

• Aisha is making impressive progress in developing early literacy skills, showing enthusiasm for learning new letters and sounds.
• Mateo demonstrates strong numeracy skills, confidently counting and recognizing numbers up to 20.
• Mei-Ling shows excellent social-emotional development, building friendships and showing empathy towards classmates.
• Malik has shown significant improvement in fine motor skills, which is evident in his neat handwriting and precise drawings.
• Priya actively participates in classroom activities, showing growth in following instructions and completing tasks independently.
• Emeka's curiosity about the natural world is evident in his enthusiastic participation in science experiments and nature walks.
• Aaliyah shows a keen interest in learning about different cultures and traditions, sharing her discoveries with excitement.
• Jamal's curiosity drives his exploration of books and stories, where he eagerly asks questions to learn more.
• Sofia demonstrates a curious mind, often exploring new ideas and concepts during play and group discussions.
• Javier's curiosity about how things work is reflected in his hands-on approach to building and creating in the classroom.
• Zara has made remarkable progress in her ability to write her name and simple words, showing improved letter formation.
• Anand has shown growth in his social skills, becoming more confident in interacting with peers and sharing during group activities.
• Leila has made strides in her ability to share and take turns, contributing positively to classroom harmony.
• Jayden has improved his fine motor skills, which is evident in his ability to cut shapes and manipulate small objects.
• Layla has grown more comfortable expressing herself verbally, participating actively in class discussions and sharing ideas.
• Elias consistently demonstrates a positive attitude toward learning, approaching challenges with enthusiasm and determination.
• Nia's enthusiasm for learning new concepts is infectious, inspiring her classmates to engage more actively in lessons.
• Kwame shows resilience in the face of challenges, always willing to try again and learn from mistakes.
• Aisha is a kind and caring classmate, often helping others and fostering a supportive classroom environment.
• Mateo's creativity shines through in his artwork and storytelling, bringing joy to his peers and teachers alike.
• Mei-Ling is well-prepared for first grade, demonstrating strong foundational skills in both literacy and numeracy.
• Malik shows readiness for first grade by consistently meeting academic expectations and showing independence in his work.
• Priya is eager to take on new challenges in first grade and has shown readiness in adapting to new learning environments.
• Emeka's positive social interactions and love for learning indicate a smooth transition to the expectations of first grade.
• Aaliyah's growth in self-regulation and enthusiasm for learning prepare her well for the challenges of first grade.
• Jamal has developed a strong sense of responsibility and accountability, essential traits for success in first grade.
• Sofia's creativity and imagination will enhance her learning experiences as she enters first grade.
• Javier's ability to work well with peers and contribute positively to group activities prepares him for collaborative learning in first grade.
• Zara demonstrates resilience in overcoming challenges, which will help her adjust to the academic demands of first grade.
• Anand's progress in problem-solving and critical thinking will support his transition to more complex learning tasks in first grade.
• Leila's positive relationships with peers and teachers create a supportive environment for learning, setting a strong foundation for first grade.
• Jayden's growth in expressing ideas verbally and listening attentively prepares him for the interactive learning environment of first grade.
• Layla's enthusiasm for exploring new concepts and asking questions will contribute to her success in first grade.
• Elias demonstrates a love for reading and shows readiness for more complex literacy tasks in first grade.
• Nia's ability to manage transitions and adapt to new routines indicates readiness for the structure of first grade.
• Kwame shows an eagerness to learn new vocabulary and demonstrates comprehension skills that will benefit him in first grade.
• Aisha's ability to work independently on tasks and seek help when needed prepares her for the responsibilities of first grade.
• Mateo's curiosity about the world around him and willingness to explore new ideas will enrich his learning experiences in first grade.
• Mei-Ling's development in problem-solving and reasoning skills positions her well for the academic expectations of first grade.
• Malik's growth in self-confidence and willingness to take on challenges indicates readiness for the next academic year.
• Priya's positive attitude and willingness to learn make her well-prepared for the challenges of first grade.
• Emeka's ability to problem-solve and think critically will support his transition to more advanced learning in first grade.
• Aaliyah's growth in expressing ideas verbally and listening attentively prepares her for the interactive learning environment of first grade.
• Jamal's enthusiasm for exploring new concepts and asking questions will contribute to his success in first grade.
• Sofia's positive relationships with peers and teachers create a supportive environment for learning, setting a strong foundation for first grade.
• Javier's growth in social skills and emotional maturity prepares him well for the increased independence of first grade.
• Zara's enthusiasm for learning new concepts and exploring ideas will be an asset in first grade classrooms.
• Anand demonstrates a strong foundation in early literacy and numeracy, setting a solid base for continued academic success.
• Leila has made significant progress in listening and following instructions, crucial skills for a successful transition to first grade.
• Jayden's progress in problem-solving and critical thinking will support his transition to more complex learning tasks in first grade.

‍ 3. Primary School

A. Tips for Writing Quick Report Card Comments for Primary School Students

• Be Subject-Specific: Provide comments tailored to each subject area (e.g., math, reading, science).
• Highlight Progress: Note improvements in skills such as reading comprehension, math fluency, and critical thinking.
• Encourage Effort: Recognize effort and perseverance in tackling challenging tasks.
• Address Social Skills: Comment on interactions with peers and participation in classroom activities.
• Set Goals: Discuss goals for the next term or year and how parents can support their child’s learning. ‍

B. 50 Quick Report Card Comments for Primary School Students

Check out 50 quick report card comments for Primary School Students below:

• Emily has shown excellent progress in understanding addition and subtraction concepts.
• Noah demonstrates strong reading comprehension skills, often summarizing stories accurately.
• Olivia's curiosity in science is evident in her enthusiastic participation in experiments.
• Liam has improved his ability to solve word problems and shows a good grasp of multiplication.
• Aisha's ability to read aloud with expression has greatly enhanced her fluency.
• Ethan has significantly improved his reading comprehension, now able to infer meanings and themes from texts.
• Sophia has become more confident in her math skills, particularly in understanding fractions.
• Lucas has shown a deeper understanding of the scientific method and can now design simple experiments.
• Mia's writing has improved, with more detailed descriptions and better sentence structure.
• Ahmed has made great strides in his ability to solve multi-step problems.
• Jacob's perseverance in tackling challenging books is commendable, and he never gives up.
• Olivia consistently puts in great effort to understand new math concepts and doesn't hesitate to ask questions.
• Ethan's effort in completing his science projects on time is impressive, showing dedication and hard work.
• Aisha always gives her best effort in writing assignments, even when faced with difficult prompts.
• Lucas shows great determination in improving his math skills and practices regularly at home.
• Mia is a positive influence in class discussions, often encouraging her peers to participate.
• Liam works well in group activities, always ready to help and share ideas with his classmates.
• Emily shows respect towards her teachers and peers, fostering a positive classroom environment.
• Noah collaborates effectively with his peers during group projects, showing good leadership skills.
• Sophia is always willing to help classmates who are struggling, showing empathy and kindness.
• For the next term, let's focus on expanding Ethan's vocabulary by reading a variety of genres.
• Olivia should work on improving her speed and accuracy with math facts to enhance her fluency.
• Jacob's goal for the next term is to participate more actively in class experiments and discussions.
• Aisha should aim to develop her writing by using more descriptive language and varied sentence structures.
• Lucas can benefit from practicing problem-solving strategies to build his confidence in tackling difficult problems.
• Maria is progressing well in her reading skills, particularly in identifying main ideas and supporting details.
• Jayden has shown improvement in understanding geometric shapes and their properties.
• Emily’s enthusiasm for science is reflected in her detailed and accurate science journal entries.
• Ahmed's creativity shines through in his storytelling, creating engaging and imaginative narratives.
• Mia has a strong grasp of basic arithmetic and is beginning to understand more complex concepts.
• Noah has made noticeable progress in his ability to decode unfamiliar words and read fluently.
• Olivia's improvement in solving division problems is commendable.
• Liam has shown growth in his ability to hypothesize and draw conclusions from experiments.
• Ethan’s use of punctuation and grammar has improved significantly.
• Sophia’s ability to explain her math thinking processes has greatly enhanced.
• Jacob's continuous effort to improve his reading speed and accuracy is admirable.
• Maria consistently works hard on her math homework and classwork, demonstrating a strong work ethic.
• Jayden shows great effort in participating in class discussions and sharing his ideas.
• Olivia’s dedication to revising her writing assignments shows her commitment to improvement.
• Emily puts forth great effort in learning new math concepts and regularly practices at home.
• Ahmed actively participates in class discussions and always has thoughtful contributions.
• Mia works well with her peers during group activities, showing strong teamwork skills.
• Ethan consistently shows respect for his teachers and classmates, contributing to a positive classroom environment.
• Sophia collaborates effectively in group projects, often taking on a leadership role.
• Liam displays empathy towards his classmates and is always willing to lend a helping hand.
• For the next term, let’s encourage Noah to read more challenging texts to enhance his critical thinking skills.
• Olivia should focus on mastering multiplication and division facts to improve her math fluency.
• Maria’s goal for the next term is to participate more in class experiments and contribute to discussions.
• Jayden should aim to expand his vocabulary and use more descriptive language in his writing.
• Emily can benefit from practicing word problems to strengthen her problem-solving skills.

4. Middle School

A. Tips for Writing Quick Report Card Comments for Middle School Students:

• Acknowledge Growth: Comment on academic progress and maturity in handling more complex subjects.
• Focus on Study Skills: Discuss organizational skills, time management, and study habits.
• Encourage Independence: Recognize independent thinking and decision-making skills.
• Discuss Extracurricular Involvement: Highlight participation in clubs, sports, or community service.
• Prepare for High School: Mention readiness for high school and areas to strengthen before transitioning. ‍

B. 50 Quick Report Card Comments for Middle School Students

Check out 50 quick report card comments for Middle School Students below:

• Emma has shown remarkable growth in her ability to handle more complex math concepts, demonstrating a deeper understanding and confidence.
• Jacob's progress in writing is evident in his well-structured essays and thoughtful arguments.
• Aisha has matured significantly in her approach to science, showing greater curiosity and initiative in experiments.
• Mateo has improved his reading comprehension, tackling more challenging texts with ease.
• Leila's growth in social studies is impressive, as she demonstrates a better grasp of historical contexts and critical thinking.
• Ethan has developed excellent organizational skills, keeping his assignments and notes well-organized.
• Mia has shown improvement in time management, balancing her academic workload more effectively.
• Lucas demonstrates strong study habits, regularly reviewing notes and completing homework on time.
• Nia's dedication to her studies is evident in her thorough preparation for tests and quizzes.
• Ahmed has improved his focus in class, actively participating and taking detailed notes.
• Olivia has shown great independence in her projects, often going above and beyond in her research and presentation.
• Jayden's ability to make thoughtful decisions in group work highlights his independent thinking skills.
• Sophia consistently demonstrates independent problem-solving abilities, tackling difficult assignments with confidence.
• Malik's initiative in seeking help when needed shows his growing independence and responsibility.
• Ava's independent study sessions have paid off, resulting in noticeable academic improvement.
• Emma's participation in the school choir has enhanced her teamwork and leadership skills.
• Jacob's dedication to the soccer team is commendable, balancing sports and academics effectively.
• Aisha's involvement in the art club showcases her creativity and commitment to extracurricular activities.
• Mateo's participation in community service projects demonstrates his dedication to helping others.
• Leila's role in the debate team highlights her strong communication and critical thinking skills.
• Ethan's readiness for high school is evident in his strong academic foundation and effective study habits.
• Mia should continue to develop her time management skills to ensure a smooth transition to high school.
• Lucas is well-prepared for high school, demonstrating maturity and a solid grasp of core subjects.
• Nia's dedication to her studies will serve her well in high school, where she will encounter more rigorous coursework.
• Ahmed's focus on improving his organizational skills will be beneficial as he transitions to high school.
• Isabella has shown significant growth in her critical thinking skills, particularly in social studies.
• Michael's progress in science is evident in his increased participation in lab activities and discussions.
• Emily has improved her writing skills, crafting more coherent and insightful essays.
• Daniel's growth in math is impressive, as he tackles more advanced problems with confidence.
• Grace's ability to analyze literature has matured, leading to deeper understanding and interpretation of texts.
• Liam's diligent note-taking and regular review sessions have improved his academic performance.
• Chloe has shown improvement in managing her study schedule, balancing multiple subjects effectively.
• Noah's consistent homework completion and active class participation are commendable.
• Ava's ability to plan and execute study sessions has led to better test scores and overall understanding.
• Jamal's focus on developing good study habits is paying off, with noticeable academic improvement.
• Maria's independent research projects are well-executed and demonstrate her curiosity and initiative.
• Ethan's ability to work independently on assignments has improved, resulting in higher quality work.
• Olivia's self-motivation and drive to succeed are evident in her academic achievements.
• Jayden's thoughtful decision-making in group projects showcases his independent thinking.
• Leila's initiative in seeking additional resources for her studies highlights her growing independence.
• Sophia's leadership in the student council demonstrates her commitment to the school community.
• Malik's participation in the school band shows his dedication and teamwork skills.
• Jacob's involvement in the robotics club highlights his interest in technology and engineering.
• Aisha's role in the environmental club showcases her passion for sustainability and community involvement.
• Mateo's commitment to the drama club reflects his creativity and teamwork abilities.
• Emma's readiness for high school is evident in her academic achievements and responsible behavior.
• Jacob should continue to focus on improving his study habits to ensure success in high school.
• Aisha's solid understanding of core subjects and extracurricular involvement prepare her well for high school.
• Mateo's focus on balancing academics and extracurricular activities will benefit him as he transitions to high school.
• Leila's growth in critical thinking and study skills indicates a strong foundation for high school success.

5. High School

A. Tips for Writing Quick Report Card Comments for High School Students

• Prepare for Future Goals: Comment on academic achievements and alignment with future aspirations.
• Provide College/Career Readiness Feedback: Discuss skills and experiences that prepare the student for post-secondary education or career paths.
• Discuss Academic Challenges: Address any challenges faced and strategies for improvement.
• Highlight Leadership and Responsibility: Recognize leadership roles, responsibilities, and contributions to the school community.
• Encourage Reflection: Suggest areas for self-reflection and growth in preparation for future endeavors. ‍

B. 50 Quick Report Card Comments for High School Students

Check out 50 quick report card comments for High School Students below:

• Maria's dedication to her studies in biology aligns well with her aspiration to pursue a career in medicine.
• Ahmed's excellent performance in mathematics and physics prepares him for a future in engineering.
• Sophia shows a keen interest in literature, which will benefit her as she plans to major in English.
• Jacob's strong analytical skills in history demonstrate his potential for a future in law or political science.
• Mia's creativity and talent in the arts align perfectly with her goal of becoming a graphic designer.
• Ethan has developed strong research skills that will be invaluable in his future college studies.
• Olivia's participation in debate has enhanced her public speaking and critical thinking abilities, crucial for a career in law.
• Leo's consistent work in computer science courses shows he is well-prepared for a career in technology.
• Ava's leadership in group projects and extracurricular activities demonstrates her readiness for college-level collaboration.
• Noah's ability to manage his time effectively between academics and sports will serve him well in balancing future responsibilities.
• Isabella has faced challenges in chemistry this semester but shows determination in seeking help and improving her understanding.
• Michael has struggled with essay writing but is making progress with additional tutoring and practice.
• Emily finds algebra challenging but has shown improvement through consistent effort and attending extra help sessions.
• Daniel has had difficulty with time management, but he is working on developing better organizational strategies.
• Grace has faced obstacles in mastering foreign language skills but is making steady progress with extra practice.
• Lucas has shown exceptional leadership as the captain of the soccer team, motivating and guiding his teammates.
• Emma's role as president of the student council highlights her strong leadership and organizational skills.
• Ethan's involvement in community service projects demonstrates his commitment to giving back and taking on responsibility.
• Chloe has taken on a leadership role in the school newspaper, showcasing her ability to manage and inspire her peers.
• Liam has shown great responsibility in his role as a peer tutor, helping others improve their academic performance.
• Olivia should reflect on her study habits and consider how they impact her overall academic performance.
• Jayden is encouraged to think about his approach to group work and how he can contribute more effectively.
• Ava should consider her time management skills and how she can balance extracurricular activities with academic responsibilities.
• Jacob is advised to reflect on his participation in class discussions and how he can engage more actively.
• Mia should think about her career goals and seek out additional opportunities to gain relevant experience.
• Ethan's strong interest in environmental science supports his goal of working in sustainability.
• Sophia's excellence in foreign languages positions her well for a future in international relations.
• Ahmed's consistent performance in economics aligns with his aspiration to pursue a career in finance.
• Maria's passion for creative writing is evident in her outstanding essays and will benefit her in pursuing a degree in journalism.
• Liam's dedication to physical fitness and health sciences prepares him well for a career in sports medicine.
• Olivia's critical thinking skills developed through her history coursework will be crucial in her future academic pursuits.
• Jacob's proficiency in coding and software development showcases his readiness for a career in computer engineering.
• Ava's involvement in science fairs and research projects demonstrates her preparedness for college-level scientific study.
• Michael's ability to analyze and interpret data in statistics will be beneficial in his future career in data science.
• Emma's effective communication skills, honed in her leadership roles, will serve her well in any professional environment.
• Lucas has encountered difficulties in physics but is showing progress through additional study and support.
• Mia has found geometry challenging but is improving by seeking help and practicing regularly.
• Daniel has struggled with maintaining focus in class but is working on strategies to stay engaged.
• Grace has had challenges in understanding historical contexts but is making strides with extra reading and research.
• Ethan has faced obstacles in his writing assignments but is making steady improvements with consistent feedback and effort.
• Sophia has demonstrated leadership in her role as a mentor for younger students, helping them adjust to high school life.
• Maria's organization of school events shows her ability to take on significant responsibility and manage tasks effectively.
• Ahmed's leadership in the math club highlights his ability to inspire and guide his peers towards academic success.
• Jacob's commitment to the school's environmental club demonstrates his leadership in promoting sustainability.
• Emma's role as the editor of the yearbook showcases her leadership and dedication to preserving school memories.
• Michael is encouraged to reflect on his study techniques and how they can be improved for better academic outcomes.
• Lucas should consider how his participation in extracurricular activities affects his academic performance and seek a balance.
• Grace is advised to reflect on her class participation and find ways to contribute more to discussions.
• Daniel should think about his long-term goals and how his current academic efforts align with them.
• Isabella is encouraged to reflect on her learning strategies and seek new methods to enhance her understanding of challenging subjects.

These comments provide specific feedback on each student's progress, efforts, social skills, and goals for future improvement, helping to guide both students and parents in supporting continued growth and learning.

When it comes to report card comments, tailoring them to specific situations can make a world of difference. Imagine giving feedback that truly resonates with your student, offering clear insights and actionable advice.  By focusing on positive performance, identifying areas for improvement, and noting behavioral observations, you can paint a comprehensive picture of each student's journey. In the section below, you'll find examples of encouraging comments, constructive feedback, and observations on social skills and classroom behavior.  These detailed and personalized comments are designed to provide a balanced view of your students’ progress, celebrate their achievements, and guide their future growth. Let’s dive in!

1. Positive Performance: Examples of Encouraging Report Card Comments

Highlighting positive performance is essential to encourage students and acknowledge their hard work and achievements. 

Here are some detailed and personalized examples: ‍

• ‍ Academic Excellence “Ava consistently demonstrates exceptional understanding of math concepts, particularly in algebra and geometry. Her ability to solve complex problems with ease and accuracy is truly impressive." ‍
• ‍ Creativity "Ethan’s creativity shines in his writing, where he uses imaginative ideas to craft engaging stories. His recent narrative about space exploration was captivating and showed great attention to detail." ‍
• ‍ Class Participation "Olivia actively participates in class discussions, contributing thoughtful insights and encouraging her peers to engage. Her questions often lead to deeper exploration of the topics we cover."
• ‍ Improvement "Jacob has made significant progress in reading comprehension, showing a deeper understanding of the material. His ability to summarize and analyze texts has notably improved since the beginning of the term."
• ‍ Leadership "Sophia has shown outstanding leadership skills in group projects, guiding her team to successful outcomes. Her ability to delegate tasks and support her peers is commendable."
• ‍ Persistence "Lucas demonstrates perseverance, tackling challenging tasks with determination and never giving up. His efforts in mastering multiplication have paid off, and he now completes problems with confidence."
• ‍ Collaboration  "Mia works well with her classmates, always ready to help and share ideas, fostering a collaborative environment. Her teamwork skills were particularly evident during our recent science project."
• ‍ Subject Expertise "Ahmed’s enthusiasm for science is contagious, and he often leads by example in lab activities. His curiosity drives him to ask insightful questions and explore topics beyond the curriculum."
• ‍ Growth "Emily has made great strides in her reading fluency, now reading aloud with confidence and expression. Her recent book report on 'Charlotte's Web' was thorough and insightful." ‍
• ‍ Budding Talent "Jayden’s artistic talent is evident in his detailed and creative artwork, which adds vibrancy to our classroom. His recent drawing of the school garden was particularly impressive." ‍

2. Areas for Improvement: Examples of Constructive Feedback Report Card Comments 

Constructive feedback is crucial for guiding students on how to improve and achieve their full potential. 

Here are some detailed and personalized examples:

• ‍ Attention to Detail "Ava would benefit from taking more time to review her work for accuracy before submitting assignments. Encouraging her to double-check her math calculations could prevent small errors."
• ‍ Improvement of Skills "Ethan should focus on practicing his multiplication tables to improve his math fluency. Regular practice at home using flashcards or math games could be beneficial." ‍
• Class Participation "Olivia is encouraged to participate more in class discussions to share her valuable insights. Her contributions are always thoughtful, and hearing more from her would enrich our discussions." ‍
• Practice Requirement "Jacob could benefit from reading more diverse genres to expand his vocabulary and comprehension skills. Exploring different types of books, such as historical fiction or science fiction, could enhance his reading experience." ‍
• Time Management "Sophia should work on managing her time more effectively to ensure all assignments are completed on schedule. Using a planner to keep track of homework and deadlines might help her stay organized." ‍
• Focus in Class "Mia is encouraged to stay focused during lessons to better grasp the material being taught. Sitting closer to the front of the classroom might help minimize distractions." ‍
• Organization :  "Ahmed would benefit from organizing his notes and assignments to keep track of his progress more efficiently. A dedicated binder for each subject could help him stay organized." ‍
• Effort Requirement "Emily is encouraged to put more effort into her science experiments and ask questions when she needs clarification. Partnering with a classmate who excels in science could provide additional support." ‍
• Homework Completion "Jayden should ensure he completes all his homework assignments on time to reinforce his learning. Setting a regular homework routine at home could improve his consistency." ‍
• Active Listening "Liam would benefit from improving his active listening skills during lessons. Encouraging him to make eye contact with the speaker and avoid distractions can help him retain information better." ‍

3. Behavioral Observations: Examples of Social Skills and Classroom Behavior Report Card Comments

Behavioral observations provide insights into a student’s social interactions and conduct in the classroom. 

• ‍ Respectfulness "Ava consistently shows respect towards her teachers and classmates, contributing to a positive classroom environment. Her polite demeanor and willingness to listen to others set a great example." ‍
• Teamwork "Ethan works well in group settings, always willing to listen to others and collaborate effectively. His ability to mediate and ensure everyone’s voice is heard is particularly noteworthy." ‍
• Empathy "Olivia demonstrates empathy towards her peers, often helping those who are struggling. Her kind actions, such as assisting a classmate with their reading, create a supportive atmosphere." ‍
• ‍ ‍ Self-Control "Jacob has shown improvement in self-control, staying focused and calm during class activities. His ability to manage distractions has positively impacted his learning experience." ‍
• Classroom Conduct "Sophia maintains excellent classroom behavior, following rules and setting a good example for her peers. Her respectful attitude and readiness to participate make her a model student." ‍
• Initiative "Lucas takes initiative in class, often volunteering for tasks and leading by example. His proactive approach to learning inspires his classmates to be more engaged." ‍
• Peer Relationships "Mia has built strong relationships with her classmates, showing kindness and cooperation. Her friendly nature and willingness to include others in activities are admirable." ‍
• Conflict Resolution "Ahmed handles conflicts maturely, often mediating disputes and finding peaceful solutions. His ability to understand different perspectives helps resolve issues amicably." ‍
• Positive Attitude "Emily brings a positive attitude to class every day, which is infectious and motivates her peers. Her enthusiasm for learning creates a lively and dynamic classroom environment." ‍
• Listening Skills "Jayden is a good listener, always attentive during lessons and respectful when others are speaking. His ability to absorb information and respond thoughtfully is a valuable asset." ‍

By addressing these different aspects of student performance and behavior, you can provide comprehensive feedback that supports student growth and development in both academic and social areas. Interested in implementing modern teaching methods that inspire and motivate students to achieve their best? Connect with a Suraasa mentor and see the difference in your teaching effectiveness.

4. Students with High Potential but Low Motivation: Examples of Inspirational Report Card Comments

Students with high potential but low motivation often require thoughtful encouragement to fully apply themselves. By recognizing their natural abilities and providing targeted motivation, teachers can help these students unlock their full capabilities. Here are some detailed and personalized examples:

• Recognizing Potential  "Ava demonstrates a strong understanding of complex concepts, but she sometimes lacks the drive to consistently apply herself. Encouraging her to set small, achievable goals could help her maintain focus and maximize her potential."
• Encouraging Effort  "Jacob’s aptitude for writing is evident, though his enthusiasm varies. By finding topics that ignite his interest and setting personal challenges, he could fully harness his talent and produce outstanding work."
• Setting Goals   "Olivia has shown flashes of brilliance in her science projects, yet she occasionally struggles with motivation. Setting specific academic goals and tracking her progress could help her maintain her momentum and achieve great things."
• Positive Reinforcement   "Ethan has exceptional problem-solving skills but sometimes needs encouragement to fully engage. Recognizing and celebrating each small success could help boost his motivation and lead to consistent effort."
• Inspiring Growth  "Sophia’s creativity is remarkable, though she occasionally needs a push to fully explore her ideas. Encouraging her to take pride in her progress and challenge herself further could unlock even greater achievements."
• Encouraging Initiative   "Lucas has a natural grasp of the material, but he sometimes waits for direction rather than taking the initiative. Challenging him to explore topics that interest him could help reignite his enthusiasm for learning."
• Promoting Self-Motivation "Mia’s talent shines during group activities, but she struggles with self-motivation when working independently. Setting personal rewards for completing tasks might help her develop a more consistent work ethic."
• Highlighting Potential Impact   "Ahmed has the ability to excel across subjects, but his inconsistent motivation holds him back. Encouraging him to consider the long-term benefits of his hard work might inspire him to apply himself more fully."
• Encouraging Reflection  "Emily’s work often reflects deep insight, but she doesn’t always apply herself fully. Reflecting on how much more she could achieve with consistent effort might help her realize the full extent of her abilities."
• Offering Support   "Jayden shows flashes of brilliance in his work, but maintaining that level of engagement has been a challenge. I’m here to support him in finding new ways to stay motivated, whether through setting goals or exploring new, exciting topics." ‍

By addressing these different aspects of student motivation and potential, you can provide comprehensive feedback that encourages students to strive for excellence and fully develop their talents.

Writing negative report card comments can be challenging, but it’s important to provide constructive feedback that helps students improve.  The goal is to be honest yet supportive, guiding students towards better performance while maintaining a positive tone.  Here are some tips to help you craft thoughtful and effective negative comments:

Tip #1:  Be Specific and Objective

Avoid generalizations and focus on specific behaviors or areas where improvement is needed. This makes the feedback clear and actionable. Example:

Tip #2: Balance the Negative with Positive

Start with a positive observation before addressing the negative issue. This helps soften the feedback and keeps the student motivated. Example:

Tip #3: Offer Solutions and Next Steps

Provide specific suggestions for improvement. This gives students a clear path to follow and shows them that improvement is possible. Example :

Tip #4: Keep the Tone Encouraging

While it's important to address issues, maintaining an encouraging tone can make the feedback more palatable and constructive. Example :

Tip #5: Address Behavior Separately from Academics

If the issue is behavioral, address it separately from academic performance. This clarifies that the behavior, not the student as a whole, is the concern. Example :

Here are some detailed and comprehensive examples of negative report card comments, using the tips above:

• ‍ Attention to Task "Sarah has great potential but often has difficulty staying on task. Setting clear goals and providing short breaks might help her maintain focus during assignments." ‍
• Homework Completion "Michael is a bright student but has struggled to complete his homework consistently. Creating a dedicated study space at home could help him develop better homework habits." ‍
• Class Participation "Lily has insightful ideas but is often hesitant to participate in class discussions. Encouraging her to share her thoughts more often could boost her confidence." ‍
• Time Management "James needs to work on his time management skills. He frequently submits assignments late. Using a planner to keep track of deadlines might help him stay organized." ‍
• Behavior in Class "Noah often talks to his friends during lessons, which disrupts the class. Reminding him of classroom rules and the importance of respecting others' learning time could improve this behavior." ‍
• Effort in Subjects "Ella shows a lot of enthusiasm for her favorite subjects but tends to put less effort into areas she finds challenging. Encouraging her to tackle difficult tasks with the same energy could help her improve overall." ‍
• Listening Skills "Mason sometimes struggles to follow instructions the first time they are given. Encouraging him to ask questions if he's unsure and repeating instructions might be helpful." ‍
• Group Work "Sophia excels in individual tasks but finds group work challenging. Working on her collaboration skills through structured group activities could be beneficial." ‍
• Test Preparation "Ethan's test scores suggest he may not be preparing effectively. Helping him develop a study schedule and practice test-taking strategies might improve his performance." ‍
• Respect for Others "Avery occasionally has difficulty respecting her classmates' opinions during discussions. Encouraging her to listen actively and consider different perspectives can enhance her social skills." ‍

By addressing negative feedback with specificity, balance, and encouragement, you can help students understand their areas for growth while motivating them to improve.

And there you have it—your guide to writing effective report card comments. 

From understanding the purpose and significance of report card comments to practical tips and examples tailored for every grade level and situation, you’re now equipped to deliver feedback that inspires growth and fosters collaboration. Remember, each comment you write is a chance to celebrate achievements, guide improvements, and strengthen partnerships. Whether highlighting progress or addressing challenges , your words hold the power to make a meaningful impact on each student’s educational journey. As you continue to craft personalized feedback with care and insight, you're not just documenting progress but actively shaping futures.  Here’s to creating a supportive and encouraging learning environment where every student can thrive. Happy writing, and all the best for your future report card comments!

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Good comments or teachers' remarks on report cards are specific, constructive, and personalized to each student. They should highlight strengths, and areas of improvement, and provide clear guidance for future growth. Examples include praising effort and progress, acknowledging achievements, and offering actionable feedback.

A good remark for a student focuses on their individual qualities and achievements. It should be encouraging, specific, and reflect a teacher's genuine observations. Effective remarks highlight strengths, academic progress, positive behavior, and contributions to the classroom environment.

To write positive remarks, start by acknowledging the student's strengths or achievements. Use specific examples to illustrate their progress or positive behavior. Emphasize their efforts, attitude towards learning, and any improvements they have made. End with encouragement for continued success.

Positive comments for students struggling academically should still focus on their efforts and any improvements observed. Acknowledge their persistence and any specific areas where they have shown progress. Offer support and strategies for improvement, while maintaining a supportive and encouraging tone.

To write a good comment or teachers remarks on report card, be specific and objective. Focus on observable behaviors or achievements. Balance positive feedback with areas for improvement. Provide clear suggestions or next steps for the student. Use language that is supportive, constructive, and tailored to the student's needs.

When writing teachers remarks on report card consider the student's overall performance and behavior. Start with positive observations or achievements. Address any areas where improvement is needed with constructive feedback. Use examples to illustrate your points and offer specific recommendations for growth. Ensure the remarks are clear, and respectful, and encourage parent-teacher collaboration.

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100 Sample Report Card Comments and 5 Strategies for Simplifying Report Cards

April 7, 2020 by Evan-Moor | 1 Comment

I don’t know any teacher who looks forward to doing report cards. This time always seems to be packed to the max with additional testing days and long to-do lists. Despite this, report cards are an important tool that schools employ to show parents how their child is progressing in school and should be completed with careful consideration.

Report card comments should be personalized for each student and provide meaningful feedback to help parents understand their child’s progress. The most important concept to remember when writing report card comments is to frame each statement in encouraging and positive language.

Here are a few tips to help you provide honest and valuable feedback while being encouraging and professional, including 100 sample report card comments that you can use today.

Download a free PDF of 100 Report Card Comments here! 

5 strategies for simplifying report cards, 1. employ the sandwich feedback technique:.

• Always begin with a positive comment and end with a positive comment. This approach can help parents receive any negative feedback with the understanding that you “see” their child and are approaching his or her learning with a “growth mindset” and not criticism.

2. Highlight areas of growth

• Every student has areas of growth throughout the school year. Find an area he or she has improved on and mention it. It could be in a field of study such as reading comprehension, fluency, math facts, handwriting, asking important questions or a personal attribute such as persevering, helping others, leadership in the classroom, etc.

3. Expand on areas of improvement

• Highlight important areas for improvement and provide practical advice/examples of how to work on this at home. Provide simple strategies that parents can implement that will give them a tangible tool to help their child at home. Even if you think the parent won’t or isn’t interested, it is a good idea to provide documented options for your school files.

4. Be transparent

• Being honest about students’ progress takes careful consideration. Be tactful in your comments and back up your observations with specific examples. (I recommend taking notes on students’ progress throughout the semester and using this documentation during report card time.) This is also a great time to include helpful strategies/ resources and offer advice on how parents can support their student at home.

5. Proofread

• Always proofread your reports before sending them. Report cards reflect you as a teacher and should be treated with the same consideration you show your students in the classroom.

100 Report Card Comments

Participation/behavior/attitude.

• Takes an active role in discussions.
• Consistently cooperates with the teacher and other students.
• Listens well and shares ideas frequently.
• Works democratically with peers.
• Shows self-confidence in…
• Works well in groups, planning and carrying out activities.
• Follows directions well.
• An enthusiastic learner who enjoys school.
• Tackles new challenges with a positive attitude.
• Has a positive attitude about school.
• Consistently makes good choices during the school day.
• Shows respect for peers and teachers.
• Transitions easily between classroom activities and is not a distraction to others.
• Is sensitive to the thoughts and opinions of others.
• Is a leader and positive role model for students.
• Is enthusiastic about participating.
• Takes an active part in discussions about (topic).
• Speaks with confidence.
• Volunteers often.
• Has a great sense of humor and enjoys our class assignments.

Needs Improvement

• Has difficulty staying focused and on task. · Needs to actively participate in classroom discussion.
• Needs to work on not distracting others during class.
• Is learning to be careful, cooperative, and fair.
• I would like to see him/her work on…
• One area for improvement is…
• Eager to participate in class but needs to raise his/her hand.
• Is becoming more independent when completing class assignments.
• Needs frequent reminders to stay focused throughout the day.
• When motivated, does well on class assignments.
• Needs to work on following written and oral directions.
• Needs to actively participate in classroom discussions.
• Frequent absences are affecting (name’s) schoolwork.
• Needs to work on treating others with respect.
• Needs to work on completing homework assignments on time.
• Frequently comes to class unprepared.
• Often seems tired at school.
• Gets upset easily when (topic).
• Although _____________’s growth in social skills and maturity is continuing, it is not consistent.
• _______ continues to make nice progress this year concerning his/her attitude in the classroom and on the playground.

Time Management/Work Habits

• Uses class time wisely.
• Is a self-motivated student.
• Completes work on time.
• Is very organized.
• Demonstrates problem-solving skills and is persistent.
• Has done a great job facing and overcoming big challenges this year.
• Is very responsible and turns in work on time.
• Is a flexible learner and adapts to changes easily.
• Has made improvements in the area of…
• Has strengthened his/her skills in…
• Does not complete assignments on time. Seems unable to finish.
• Is encouraged to use time wisely to finish tasks in the time required.
• Struggles to stay organized and find appropriate materials (paper/pencil).
• Needs to slow down to improve the quality of his/her work.
• Is not working to full potential.
• Is easily distracted.
• Needs to listen and follow directions more carefully.
• Needs more opportunities to…
• Grades are suffering because of missed assignments.
• Would benefit from…

Growth Mindset

• Has demonstrated very good progress this year.
• Is learning how to be a better listener and takes direction well.
• Has worked very hard this year and has made strong gains in the area of ______.
• Has shown great improvement with ______.
• Is progressing nicely and shows consistent improvement in many areas of schoolwork, including ______.
• Is learning to be cooperative when working in groups.
• Is developing more positive ways to interact with others.
• Is listening to directions more carefully.
• Has continued to make steady progress with…
• Has shown noticeable improvement in…

General Subject Area Comments

• Has good reading and decoding skills.
• Is reading well at level…
• Uses reading strategies to increase his/her reading comprehension.
• Is reading smoothly and with good expression.
• Struggles with reading comprehension.
• I would like to see (name) read for 15 minutes each night.
• Is choosing books that are too simple for his/her level.
• Has difficulty using reading strategies to decode new words.
• Needs to learn basic sight words to improve decoding skills.
• Needs to build reading vocabulary.
• Uses various strategies to solve one- and two-step word problems.
• Demonstrates a good understanding of math concepts.
• Demonstrates strong problem-solving skills.
• Has strengthened his/her critical thinking and problem-solving skills.
• Has difficulty understanding/solving word problems.
• Understands skills and strategies but has a difficult time explaining processes.
• Would benefit from memorizing math facts.
• Has difficulty solving multi-step problems.
• Needs to slow down and check work.
• Memorizing basic math facts would be helpful to…
• Is willing to learn new writing skills and quickly applies these skills within his/her writing.
• Understands and applies the correct use of punctuation within writing.
• Writing is clear and follows grammar and punctuation rules.
• Enjoys writing stories and can construct unique and interesting sentences.
• Is able to create clear and effective writing that is interesting to read and easy to comprehend.
• Has shown great improvement with his/her writing skills and is consistently increasing his or her writing comprehension and techniques.
• Has difficulty writing clear and understandable sentences.
• Words are often misplaced throughout his/her writing.
• Frequently displays grammatical errors within his/her writing.
• (Name) needs to slow down and review his/her writing.

Report cards are used to show parents what students have learned, areas they excel in, and areas for improvement. Although report card grades reflect how well a student is performing against a set of standards, I would refrain from any comparisons on report cards. Every student matures and develops at a different rate, and it is important not to focus on how well children compare to their classmates, but rather to highlight how they are excelling in their personal goals/growth.

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How to Give Positive Feedback to Students (With Examples From Teachers)

Written by Natalie

Fostering a love for learning is the goal at the core of every teacher’s pedagogy. Ensuring your students feel they can confidently navigate their learning journey’s ups and downs is a big part of that, making it incredibly important to help your students feel safe while challenging themselves and making mistakes. Teachers can achieve this in so many ways! One of the best ways to do this is by offering positive feedback when students make a mistake and supporting them to learn from this experience.

If done carelessly, correcting students can do more bad than good. Blunt phrases such as “That’s wrong”, “No”, and “That’s a mistake” do little to help students learn from their mistakes and can damage their self-belief and confidence to try new things. It can also harm the teacher-student relationship, an important building block in the educational process.

The teachers on the Teach Starter team have dug through the educational research to bring you this guide to providing positive feedback to your students that can help build them up without over-praising. Read on for teacher tips on how to ensure your feedback is constructive, and how to inspire students to try again.

Check out dozens of teacher-made resources for goals and feedback  to find brand-new ways to build kids up.

Giving Positive Feedback

To help get you started giving positive feedback, our teacher team has put together a few tips and helpful resources!

Remind your students that it’s OK to make mistakes by printing this “In this class” poster and hanging it proudly (bonus, it’s free!).

Don’t get us wrong. We’re not telling you that you should  only  give feedback when students get something right! We all know that correcting students is essential for understanding and also for building resiliency. Providing constructive, critical feedback to our students is important, but  how we deliver  our feedback is vital. You want your students to feel supported, and you want your feedback to help them modify their behaviors in appropriate ways.

The Importance of Constructive ‘Positive’ Feedback

So how can you be strategic about how you dole out feedback and make sure you are helping your students?

Make the Feedback Immediate

Kids need a lot of reassurance along the way, and there’s evidence that the sooner they get to hear from you, the better. One research project completed at the University of Minnesota shows that immediate feedback was linked to students better understanding the task at hand.

Let Parents Hear the Positive

Do you dread making those phone calls home? That’s probably because a whole lot of those calls are about something negative going on. Most of us just don’t have the time to make calls every time a student does something great.

The solution? Print out a parent note template , and jot off a quick bit of positive feedback for their child. That way they can pick up where you’ve left off!

Explore more parent communication resources !

Give Students the Confidence to Make Mistakes

Failure should always be an option in your classroom, and it’s important to foster a classroom environment where kids can feel comfortable getting it wrong at least some of the time. Some students don’t even want to attempt tricky questions for fear of looking stupid for not knowing the correct answer. Help your students see their ideas are still valid, even if they aren’t the answers you’re looking for.

Role model being honest when you make a mistake, and keep your responses to “wrong” answers constructive, directing students to keep going rather than seeing an incorrect solution as a stopping point. You might say:

“Thank you for that idea! How about…?” “That’s a tricky one isn’t it?”

If you acknowledge that some questions will be tricky for students, they will feel less pressure to get it right the first time.

Inspire Students to Embrace Their Mistakes and Try Again

With that in mind, it’s important to make sure kids do feel like trying again! Being told when they are incorrect can lead students to think that the work is too hard. They may want to give up and stop trying.

Instead, saying things like:

“That’s a really great start, but perhaps you could…” “You’re on the right track, but you’re not quite there yet.”

Positive phrases such as these help students see that learning is a journey, and there will be some speed bumps along the way! This is part and parcel of developing a growth mindset , but it’s not easy at first, so remember to be gentle.

We’ve created a resource featuring some common phrases that you can apply to any lesson. It is ideal to use when giving students positive feedback when they need guidance in their learning. It’s so handy that you can put it into your teacher planner or display it on the wall next to your desk for quick reference throughout the day!

Teach Starter Teacher Tip: Each of the phrases on our  Verbal Corrections for Students – Teacher Guide  can be used to help teach your students lessons about resilience and working through their mistakes.

Make Sure Students Feel Supported in Their Learning

It’s a proven fact: Students who feel supported and empowered in the classroom will be more likely to take risks with their learning.  Helping students feel supported doesn’t take much effort at all. Showing them that you value their input and see their effort is a great way to do this.

“Thanks for that idea! How about…?” “Can anyone add to what __ said to help us get to the right answer?” ” I love your suggestion!”

Combining their suggestions with those from other students will also help them feel a part of the team even more.

Help Students Learn From Their Mistakes

Correcting students when they make mistakes is only half the job. Once they know they’ve made a mistake, help them learn why and how not to make the same mistake again .

• “Can you tell me more about how you figured that out?”
• “How did you arrive at your answer?”

Phrases such as the ones above encourage students to dissect their answers. Sometimes they’ll reach an understanding of where they went wrong without you having to tell them!

Encourage Students to Remember Their Prior Learning

Finally, positive feedback that encourages students to access their prior understanding and knowledge is vital in moving learned knowledge to the long-term memory banks.

• “Do you remember how we did this last time?”
• “You’re on the right track, but you’re not quite there yet.”
• “Did you think about…?”

Remind students about previous lessons, and encourage them to search back through their journals to jog their memory. Teach them to think back, and before you know it, they’ll be doing it without thinking.

Looking for more help providing student with feedback? Explore our favorite classroom management resources and activities from teachers around the US.

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Teaching Students About the Diagram of the Human Body

Teaching students about organic form, teaching students about justinian and theodora, michael williams, u.n.c. reports declines in black and hispanic enrollment, educationusa higher education fair 2024, internationalisation experts debate approaches to war in gaza, campus sustainability, research and teaching excellence, smart space optimization, 100 report card and progress report comments that teachers can use today.

Having difficulty with writing positive and constructive feedback on student report cards and progress reports? Use our ideas.

• The learner takes an active role in discussions.
• Learner consistently cooperates with the teacher and other students.
• Learner listens well and shares ideas frequently.
• The learner works democratically with peers.
• Learner shows self-confidence in…
• The learner works well in groups, planning and carrying out activities.
• Learner follows directions well.
• The learner is an enthusiastic learner who enjoys school.
• Learner tackles new challenges with a positive attitude.
• The learner has a positive attitude about school.
• Learner consistently makes good choices during the school day.
• Learner shows respect for peers and teachers.
• Learner transitions easily between classroom activities and is not a distraction to others.
• The learner is sensitive to the thoughts and opinions of others.
• The learner is a leader and positive role model for students .
• The learner is enthusiastic about participating.
• The learner takes an active part in discussions about (topic).
• Learner speaks with confidence.
• Learner volunteers often.
• The learner has a great sense of humor and enjoys our class assignments.

Needs Improvement

• The learner has difficulty staying focused and on task. · Needs to actively participate in classroom discussion.
• The learner needs to work on not distracting others during class.
• The learner is learning to be careful, cooperative, and fair.
• The learner needs to work on…
• One area for improvement is…
• The learner is eager to participate in class but needs to raise their hand.
• The learner is becoming more independent when completing class assignments.
• The learner needs frequent reminders to stay focused throughout the day.
• Learner, when motivated, does well on class assignments.
• The learner needs to work on following written and oral directions.
• Needs to actively participate in classroom discussions.
• The learner has frequent absences that are affecting (name’s) schoolwork.
• The learner needs to work on treating others with respect.
• The learner needs to work on completing homework assignments on time.
• Learner frequently comes to class unprepared .
• Learner often seems tired at school.
• The learner gets upset quickly when (topic).
• Although _____________’s growth in social skills and maturity is continuing, it is not consistent.
• _______ continues to make progress this year concerning their attitude in the classroom and on the playground.

Time Management/Work Habits

• The learner uses class time wisely.
• The learner is a self-motivated student.
• Learner completes work on time.
• The learner is very organized.
• Learner demonstrates problem-solving skills and is persistent.
• The learner has done a great job facing and overcoming significant challenges this year.
• The learner is very responsible and turns in work on time.
• The learner is flexible and adapts to changes quickly .
• The learner has made improvements in the area of…
• The learner has strengthened their skills in…
• The learner does not complete assignments on time. Seems unable to finish.
• The learner is encouraged to use time wisely to finish tasks in the time required.
• Learner struggles to stay organized and find appropriate materials (paper/pencil).
• The learner needs to slow down to improve the quality of their work.
• The learner is not working to their full potential.
• The learner is easily distracted.
• The learner needs to listen and follow directions more carefully .
• The learner needs more opportunities to…
• Learner grades are suffering because of missed assignments.
• The learner would benefit from…

Growth Mindset

• The learner has demonstrated excellent progress this year.
• The learner is learning how to be a better listener and takes direction well.
• The learner has worked very hard this year and has made substantial gains in the area of ______.
• The learner has shown significant improvement with ______.
• The learner is progressing nicely and shows consistent improvement in many areas of schoolwork, including ______.
• The learner is learning to be cooperative when working in groups.
• The learner is developing more positive ways to interact with others.
• The learner is listening to directions more carefully.
• The learner has continued to make steady progress with…
• The learner has shown noticeable improvement in…

General Subject Area Comments

• The learner has good reading and decoding skills.
• The learner is reading well at level…
• The learner uses reading strategies to increase their reading comprehension.
• The learner is reading smoothly and with good expression.
• Learner struggles with reading comprehension.
• The learner needs to read for 15 minutes each night.
• The learner is choosing books that are too simple for their level.
• The learner has difficulty using reading strategies to decode new words.
• The learner needs to learn essential sight words to improve decoding skills.
• The learner needs to build reading vocabulary.
• The learner uses various strategies to solve one- and two-step word problems.
• Learner demonstrates a good understanding of math concepts.
• Learner demonstrates problem-solving skills.
• The learner has strengthened their critical thinking and problem-solving skills.
• The learner has difficulty understanding/solving word problems.
• The learner understands skills and strategie s but has a difficult time explaining processes.
• The learner would benefit from memorizing math facts.
• The learner has difficulty solving multi-step problems.
• The learner needs to slow down and check work.
• Learner memorizing basic math facts would be helpful to…
• The learner is willing to learn new writing skills and quickly applies these skills within their writing.
• The learner understands and applies the correct use of punctuation within the writing.
• Learner writing is clear and follows grammar and punctuation rules.
• Learner enjoys writing stories and can construct unique and exciting sentences.
• The learner can create precise and compelling writing that is interesting to read and easy to comprehend.
• The learner has shown significant improvement with their writing skills and consistently increases their writing comprehension and techniques.
• The learner has difficulty writing clear and understandable sentences.
• Learner words are often misplaced throughout their writing.
• Learner frequently displays grammatical errors within their writing.
• The learner needs to slow down and review their writing.

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66 Fantastic Teacher Comments for Progress Reports

• Suzanne Kelley
• October 12, 2021
• No Comments

It’s that time again for most of us…completing Progress Reports! I don’t know about you, but it is a struggle sometimes to capture the correct teacher comments to add to each child’s report. We want to stay positive, but we need to concisely and accurately paint a portrait that truly reflects each child. And, sometimes, we need to report some pretty tough stuff about someone’s baby.

Progress Report comments have consistently been huge threads social media groups. Teachers asking other teachers, what should my comment be for this particular behavior? We noticed, and we have now compiled 66 Fantastic Teacher Comments for Progress Reports from these great advice threads. I find myself using #8 a lot.

But, before I hop into all of the comments you can easily cut and paste into your progress reports and report cards, I have two questions for you…

• Do you give out practice packets for your students?
• Do you have parents that ask for practice activities during conferences?

I have  thousands of no prep printables you can quickly download and put into packets to help your students practice and master any skills they need help with. 

Teacher Comments for Work Habits

• Works well with classmates; is a strong leader; motivates others to complete work.

2. They remain focused during independent work without frequent reminders.

3. Independent effort is evident in their work. Not afraid to try and willing to work on mistakes

4. Needs reminders to remain focused during independent work; requires teacher support to stay focused during independent work.

5. They need to listen to the directions more closely before engaging in school work.

6. They rely heavily on teacher support for most work completion.

7. Lacks some confidence to initiate and complete work, asking for teacher support rather than making attempts.

8. Needs assistance to use time wisely during work activities.

Teacher Comments for Classroom Behavior

9. Shows good manners and kindness to others in the classroom

10. Accepts redirection appropriately.

11. Follows most classroom rules.

12. They remain focused and on-task , minimally distracted.

13. Regularly participates in and contributes to class discussions.

14. Cooperates with the teacher and other staff.

15. They demonstrate responsible use of personal and classroom materials.

16. Needs to follow classroom rules and directions throughout the school day.

17. Consistently needs reminders to be quiet and not distract others.

18. Requires frequent directions to be in place at desks, tables, or centers.

19. They need to work on using respectful, kind language with peers and teachers.

20. Needs to work on maintaining personal space while keeping body parts and materials off of others.

21. Struggles with impulsive behaviors.

22. Often becomes silly and has difficulty returning to work.

Character Traits

23. Requires additional support to interact in positive ways with classmates.

24. Is great at reminding others of behavioral expectations.

25. The student will benefit from focusing on their decision-making.

26. The student is learning to/requires adult support to differentiate between reporting and tattling.

27. It has truly been a pleasure getting to know your child.

28. Your child arrives at school every day with a smile, ready to learn.

29. Is eager to help others and help around the classroom.

30. Your child is an essential part of our classroom and school community .

31. Very expressive with opinions and emotions.

32. Your child is a strong listener to others’ ideas and opinions.

33. Frequent absences continually impact their ability to access all of the learning that takes place daily in our classroom.

34. Your student works well below their potential due to a lack of motivation and attention to work.

Some Academic Teacher Comments to Share

35. They have strengthened their ______skills since the beginning of the quarter.

36. Has made slight progress in ________this quarter/trimester but continues to need work.

37. Continues to make progress in all academic areas due to hard work and determination.

38. Tends to be very talkative during quiet work periods, which disrupts classmates’ work as well.

39. Struggles to remain organized with materials even though systems are in place for them.

40. Works fast, often making careless mistakes. They would benefit greatly from slowing down and checking their work.

41. Is very responsible with their belongings and turns assignments in on time.

Social Skills and Socialization Teacher Comments

42. Consistently puts forth their best effort, showing pride in their work.

43. Requires additional practice and repetition to master necessary skills in _______.

44. Has a positive attitude towards work but continues to struggle with retaining taught information.

45. Needs to improve abilities to work with others in a group setting, listening to perspectives and ideas of others.

46. Continues to have difficulty with their willingness to share and take turns in a group setting.

47. Is genuinely concerned about the feelings of their peers.

48. Perseveres on challenging tasks with a positive attitude.

49. Expresses himself clearly with teachers and classmates.

50. Difficulty problem-solving with classmates.

Academic Skills Teacher Comments

51. Displays self-discipline.

52. Is an enthusiastic reader.

53. Is good at attacking unknown words.

54. They would benefit from daily reading and sight word practice .

55. Is reading at/above/below grade level for this time of year.

56. Needs additional support at home to practice addition and subtraction facts.

57. Needs to put more effort into ________.

58. Does well on assignments but struggles with testing.

59. Requires additional attention for their academics beyond what we would expect for a ____ (grade).

60. Struggles with remembering previously taught skills that are necessary for advancement in the subject area.

61. Consistently completes grade-level books with stellar comprehension skills.

62. Is constantly engaged in their lessons until completed.

63. They struggle with transitions between subject areas within the classroom, delaying their work start time.

64. Reads at grade level, but struggles with recalling information about what they have read.

Two Biggies–Use with Caution

65. I have concerns about your child’s behaviors in the classroom and feel we should meet to discuss some strategies for improvement.

66. I have concerns regarding your child’s progress in academic areas. Let’s talk soon to share more details, and we can make a firm plan for improvement.

Did you find one or two comments that will fit perfectly into your Progress Reports this year? We hope so! Or, are you holding on to this list like me with a tight grip to not misplace it by Progress Reports time? Either way, we appreciate our Facebook members who shared many of these comments and would love to add your ideas to the list. Comment below with some of your teacher comments. Who knows, they might make the updated list for next year!

WRITTEN BY: SUZANNE KELLEY

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50 Report Card Comments

Report card comments have to be written carefully. As a teacher, you have to take a lot of points into consideration. Especially when it comes to writing report card comments for struggling students in your classroom, it is hard and can be challenging.

Your comments need to be honest and must in no way kill the spirits of the children or their parents. You must keep in mind that there is always scope for growth and betterment. Today, we will be looking at some report card comments that you can use as remarks on report cards so that it reflects what you are trying to say and at the same time reaffirms faith and confidence. We have divided the comments into five different sections.

I. Report Card Comments Based on Student Success

Success needs to be appreciated . No matter how big or small it is, you have to acknowledge and appreciate the efforts of students. Based on student success, here are a few report card comments that you can give:

• *Name* has shown outstanding progress in grade. Keep up the great work.
• Has been consistent, has exceeded expectations, and created a mark for himself/herself. It has been a pleasure teaching him/her.
• Amazed at the improvement and growth. Way to go.
• Have to appreciate his/her quality work and motivation to do better every day. Thoroughly enjoyed being his/her teacher.
• Teaching him/her was an absolute pleasure. He/she is focused, driven, and enthusiastic.
• I don’t have fingers to count his/her victories. Passionate, helpful, and super creative.
• Happy to see that he/she sets high standards for himself/herself and achieves them.
• Well deserved grades. Happy to see his/her success.
• Super creative, talented, and helpful. A perfect student!
• Has shown marked improvement in terms of grades and skills. Truly commendable.

II. Report Card Comments for students who need improvement

When you are writing comments for students who need improvement, make sure not to be too harsh and yet, convey things that they should know. They can improve only when they know where they are falling behind.

• There’s scope for improvement. You can do better.
• More focus is required. Have the potential to grow
• I would say he/she is using only half of his/her potential
• Great things are waiting for you. You will reach them if you put in a little more effort.
• I would like to see him/her ask for help when he/she is struggling to understand the concepts or the work assigned.
• It has been noticed that he/she often struggles to remember lessons that have been covered in class and it would be great if you put some extra practice at home.
• I would like to see him/her apply consistent effort to his/her work.
• With more focus and attention, you can do great things.
• Is not using his/her full capacity. A little nudge is necessary.
• I would like to see him/her to be an active participant in his/her learning.

III. Report Card Comments for students who need assistance

Again, don’t be too harsh. Keep your comments positive and to the point.

• Is determined to do things on own. However, it would be beneficial if he/she gets some extra help at home.
• Don’t be afraid to ask for assistance when required.
• A little extra effort is expected from a student with such potential.
• Spend more time reading the concepts at home.
• He/ she is not yet able to work in small groups as he/she struggles to focus and engage with his/her classmates.
• A little extra push is needed.
• A good kid. Needs assistance with teamwork and confidence.
• Great efforts, keep asking for assistance.
• Would benefit from slowing down and reading the set questions carefully.

IV. Report Card Comments Based on Behavior

• Studies well but needs to be more active in the classroom. Teamwork is required.
• Calm and composed, yet active at the same time. A perfect student.
• Need to improve focus and be a little less distracted during classes.
• Great improvement. She/he is learning how to listen to instructions better.
• When he/ she slows down and carefully completes his/her classwork, he/she creates neat work.
• Can improve concentration.
• Great composure. Mingles well with other students.
• Is respectful and helpful to others.
• Great behavior in class.
• Keep up the good work. Can interact more with classmates.

V. General Comments

Here are some general comments that you can use as positive remarks on report cards.

• There’s nothing that I would want him/ her to change. Great kid.
• Don’t be disappointed with the low grades, keep working.
• He/ she is starting to gain the confidence to contribute to classroom activities and actively takes part in discussions.
• He/ she not only works well with his/her classmates but is a natural leader.
• Keep rocking.
• He/ she is doing an excellent job overall this year.
• The perfect student that any teacher would love to have in the classroom,
• His/ her improvement is commendable. Participation in activities can be better.
• Truly a talented and blessed kid.
• He/ she has an excellent attitude and is always willing to learn new things.

We hope these report card comments and remarks for report card makes your job a tad bit easier. Staying positive and conveying the things that you want to is important when it comes to report card comments. As mentioned, you have to critically appreciate your students and criticize them without crushing their spirits.

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Teachers and students have a special bond, a bond that exists beyond the walls of a classroom. Both teachers and students are labelled by the connection between the two, and teachers are expected to be a source of inspiration and motivation to the latter. Hence, in a system where grades do have a certain significance, it is up to the teacher to commend or encourage using specific remarks for weak students.

Listed below are 50 quick report card comments for the upcoming semester.

Report Card Comments acknowledging success:

Good performers deserve to hear good words. Here are a few suggestions.

• Good progress. Keep it up!
• He/She is a consistent performer in all subjects. Great job!
• He/She has made a considerable improvement throughout this grade.
• Shows attention to detail in all work. He/She has a good desire for improvement.
• An all-rounder inside and out of the classroom. Good!
• Well-deserved success this academic year. Hope to keep seeing a great performance in the future.
• Creativity knows no bounds, and this is proven by him/her.
• Great skill in communication and leadership. He/She is the ideal student.
• I have greatly enjoyed having him/her in my class this year.
• Focused, driven and determined. Great job.

Report Card Comments acknowledging the need for improvement:

When writing remarks for weak students, choosing the right words can be difficult. Here are a few suggestions.

• Good effort but practice makes perfect.
• There is a great potential to grow. Just be patient.
• He/She is not using their full capacity. More effort is needed!
• Passive approach towards learning. Not enough.
• Maybe some help at home is needed for him/her to ace the upcoming exams.
• Just a bit more effort! Teachers are always here for extra help.
• Needs a little nudge to actively participate in class.
• Improvement is needed in hygiene and maintaining the dress code.
• He/She is not making proper use of study time. Needs to chat less.
• Great things are ahead, just need a bit more practice!

Report Card Comments acknowledging the need for assistance:

Everybody needs a little push from time to time. Here are a few to-the-point suggestions for report card comments.

• He/She needs to speak up in class if concepts are not understood.
• Not every student is built the same- it's okay to ask for help.
• A little extra push goes a long way!
• Make sure to get your basics covered, then move on to harder problems.
• Needs assistance making friendships in class, and is often left out of social events.
• He/She is recommended to regularly show up for remedial lessons.
• Struggles to focus during lectures. Needs a little assistance.
• Scope for improvement- just needs to apply themselves.
• Spend more time reading and reviewing the text. Don’t be afraid to ask for help.
• Good overall performance just need to focus more time on academics.

Report Card Comments acknowledging behaviour:

The school monitors not just academics but also behaviour. Here are a few suggestions addressing that.

• Studying is not the only aspect of student life. Be sure to actively participate in school events.
• He/She is a great listener and is obedient in class.
• He/She is a bit inactive. Make sure to submit projects on time.
• He/She shows the patience and respect needed to be a good leader.
• Is helpful to teachers, students and cleaning staff. Overall good personality.
• Can benefit from mingling more with students outside of friend groups.
• Neat work, patience shows in homework done.
• Kind, cheery and composed. A perfect student!
• He/She needs to learn how to follow instructions.
• He/She remains quiet in class and does not show interest in lessons.

Remarks according to percentage.

• Students consistently demonstrate exceptional understanding and application of concepts. Their work is consistently outstanding.
• Students consistently excel in all areas of study, demonstrating a deep understanding and mastery of the material.
• Students are a model student, consistently producing work of the highest quality and demonstrating a strong commitment to learning.

4. Student's consistently perform well, demonstrating a solid grasp of the material and consistently producing quality work.

5. Student's show strong understanding and application of concepts, with occasional areas for improvement.

• 6. Students demonstrate proficiency in most areas, with occasional lapses in attention to detail.

7. Student's show potential and are capable of achieving higher grades with more consistent effort and focus. These students are good, they just lack in some areas where they have to improve by noticing their mistakes.

8. Student's demonstrate a basic understanding of the material but may benefit from additional practice and support.

9. Student's show improvement in certain areas but may need additional assistance in others to fully grasp the material.

10. Students are showing signs of improvement but may need more support and guidance to reach their full potential.

11. Students have shown some progress but continue to struggle in certain areas, requiring additional attention and effort. This group of students can improve themselves by some extra struggle and hard work

12. Students demonstrate effort but may need more practice and focus to improve their grades.

13. Students are experiencing significant challenges and may require a personalized approach to address their academic needs. These student need to focus more on hardwok.

14. Students require immediate intervention and support to address academic difficulties and improve performance.

15. Students are facing considerable academic challenges and would benefit from a comprehensive plan to address their needs and support their learning.

Remarks according to percentage gives a better clarity on whether the student is good on studies or not. Percentage gives us the average of how the student is performing. Remarks according to percentage helps the parents to understand how their child is performing and how they can improve their performance.

Generalised Report Card Comments:

General comments are hard to make because not everyone perceives things the same way. Here are a few suggestions to end the list of 50 quick report card comments.

• He/She shows creativity in their answers. Keep up the good work!
• He/She is a perfect addition to my class.
• Truly an individual capable of many good things in life.
• He/She participates thoroughly in class and shows an attitude of leadership.
• He/She is an obedient student and has a strong sense of commitment to studies.
• Good job! Hope to have you in my class next year as well.
• Keeping up with this semester sure has been challenging, but you have done quite well!
• Always willing to learn new things, he/she is the perfect student!
• Has shown excellent performance throughout the year.
• Room for growth, hope to see this positive attitude going strong next year!

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Writing Comments on Student Work

Your written comments on students’ work should be used to help them understand the strengths and weaknesses of their work, and to make clear how their work has or has not achieved the goals and standards set in the class. Here are some suggestions on how to make your comments meaningful to students. For more detailed advice about writing comments on papers, see Commenting on Student Papers .

• Think about the sorts of comments that you find helpful and unhelpful. For example, avoid one-word comments such as “good,” “unclear,” or “awkward.” If you think that something is good, unclear, or awkward you should explain in concrete terms why you think so (“You develop the implications very effectively here”) or propose an alternative (“Did you mean x ?”).
• Think about the extent to which you want to comment on each aspect of the assignment. For example, how important are punctuation and spelling? Is it enough to have one or two comments on grammar or syntax, or would more extensive comments be appropriate?
• Don’t overwhelm the student with a lot of different comments. Approximately one to three comments per page will be enough. Focus on a couple of major points rather than comment on everything.
• Write specific comments in the margin and more general comments at the end of the assignment. General comments give the students an overall sense of what went right or wrong and how they might improve their work in the future. Specific comments identify particular parts of the assignment that are right or wrong and explain why.
• What has been omitted from the paper or exam response is as important as what has been included. Ask questions to point out something that’s missing or to suggest improvements. Try to give the students a good overall sense of how they might improve their work.
• Don’t comment exclusively on weaknesses. Identify strengths and explain them. This helps students know their progress, and helps them build their skills. Write as many comments on good work as on bad work. In addition to commenting on things the student does well, think about how the student might work to improve his or her writing even further.
• Write legibly or type your comments.
• Don’t be sarcastic or make jokes. What seems funny to you may be hurtful to students and not provide the guidance they need for improvement.
• Discuss difficult cases with other GSIs or the instructor in charge.
• Keep a record of common problems and interesting ideas to discuss in class.
• Make sure you have adequately explained the reason for the grade.

Questions to Ask Yourself When Writing Comments

• What are the strengths in this piece of work? What are the weaknesses? What stands out as memorable or interesting?
• Does the work have a clear thesis or main point, either explicit or implicit? Is it clear what point the author is trying to make and why? Are the main points and ideas clear? Are they specific enough? Are they clearly related to the assignment?
• Does the author provide sufficient evidence or argumentative support?
• Is the writing clear, concise, coherent, and easy and interesting to read? Are the grammar and syntax acceptable? Is the writing style appropriate? Does the author understand all of the words and phrases that they are using?
• Does the work have a clear, logical structure? Are the transitions clear? Is there one main point per paragraph?
• Are the factual claims correct?
• Does the author provide the appropriate citations and bibliographical references?

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• Commenting on Student Writing

Commenting on student writing is among the most important tasks for any instructor who uses writing. Whether the writing is short or long, formal or informal, a work-in-process or finished product, students learn both course content and writing habits through the process of revising their own writing. 

Focused written feedback is the most effective way to promote students’ continued development as writers and learners. The function of commentary is to ask students to think about and consider their choices as writers and to promote a dialogue between student writers and their instructor/readers. When instructor comments are successful, students report that these opportunities for dialogue are influential on their learning and motivation.

Comments can include marginal notes on a paper document, an endnote paragraph, comments and changes using review tools in a word processing application, audio and video commentaries, or the conversation with a student in a one-to-one conference . Unlike grading, commenting on student writing can happen at any time in the writing process. In fact, earlier formative feedback is most likely to lead to revision and improved student performance (whether from peers, teaching assistants or primary instructors). ( Graham et al. 2011 ) By contrast, providing summative feedback early in the writing process—such as assigning a grade to a preliminary draft—can have demotivating effects on student writing. ( Mizak )

Ways to comment on student writing

What types of comments should I use?

Guidelines for effective commentary

Commenting on sentence-level errors

Audio and video feedback

When asked about what they prefer from faculty comments on writing, students most often mention detail and specificity. Given the time pressures on faculty and instructors, how might we meet this demand without spending hours on each student draft?

Not all comments are created equal, and different contexts might demand different strategies for commentary. This list identifies a variety of strategies of commentary and provides examples from four concrete assignment contexts.

Open-ended questions: In the early stages of a draft, open-ended questions provide students with indications of a reader’s reaction and can encourage writers to tailor their written work to audience needs and add detail and specificity. Open-ended questions should prompt ideas and additional consideration of a topic, and should not point to an easy or obvious answer.

Examples: How do examples of conflict in other relational contexts (like workplaces, parent relationships, or sibling relationships) differ from conflicts between intimate partners?

How did you manage the functional requirements of this garment’s sleeves with aesthetic considerations?

Why might opponents of excise taxes also be critical of state-run lotteries and gaming?

Given the reaction you observed in this context, what effects would you expect oxygenation to have on other organometallic compounds?

Coaching: Coaching comments typically isolate a particular feature of a text and offer recommendations or suggestions for revision. A coaching comment often combines a statement of observation with a recommendation for another iteration or attempt.

Examples: You make an important connection here between the intersections of power and authority in social relationships and the dynamics of relational conflict. You could develop this argument as part of the larger argument.

You’ve picked up on the common term “sin tax” to describe excise taxes on items considered to be luxury items. How might you distinguish these from excise taxes on necessary items (like food or medicine)?

Praise: Effective praise combines two facets: noticing something praiseworthy about the text and describing what makes it a successful attempt. The goal of praise is both to affirm effort and to encourage the repetition of the successful choice. Praise that lacks specificity (such as good job! Or This is key!) may not provide enough information to students to help promote effective writing strategies.

Examples: I really appreciate your choice to vary the textile on your sleeve as you describe the project. Not only does it offer greater freedom of movement, but it also adds visual interest.

This figure is great. The title describes the important findings that it represents rather than simply restating the variables under consideration.

Explanation or clarification: Explanation or clarification comments typically identify an error, misconception, or incomplete understanding in a student’s writing and provide correct or complete information. If you notice a student has a misconception or is making an analytical error, an explanation provides additional information or reiterates an important point from instruction. Explanations and clarifications typically identify an error or omission and furnish a better alternative.

Examples: Remember that “intimate partner” can describe both persons currently engaged in a romantic relationship and the relationships between people who have suspended or ended their relationship. Thus, conflicts with ex-spouses can still be considered intimate-partner conflicts even if they no longer cohabitate.

It’s worth noting that while vendors collect excise taxes, the collection of taxes is actually an added expense for retailers and wholesalers. They are acting as agents of the government when they collect taxes and have to expend time and resources to transfer payment, but they don’t receive direct compensation for that work.

Closed-ended questions: Closed-ended questions often demand a specific answer. Close ended questions often solicit specific information that has been omitted, and students will often consider a simple answer as sufficient.

Examples: Is the outer shell of the garment connected to the lining with adhesive?

What was the yield of the reaction?

Criticism: Criticism typically identifies a flaw or weakness related to a textual feature. Much like praise, effective criticism usually identifies and describes a noteworthy textual feature and explains the challenge, issue, or problem associated with it. Criticism that lacks specificity (such as “this section needs revision) does not supply enough information for students to revise strategically.

Examples: In your description of intimate-partner conflict, you often refer to “the man” and “the woman.” It’s important to remember that while gender is a salient feature of intimate partner conflict, we should not presume that the behaviors you describe are necessarily connected to gender expression.

In this paragraph, you use “sales tax” as a synonym for excise tax. While excise taxes are associated with the sale of particular goods, sales tax can apply to any purchase. Thus, a local option sales tax that applies to all transactions would not be an excise tax.

Commands: Commands are comments that demand a student make changes to a text. They might address sentence-level features, elements of document format, or larger issues or concerns. Students may revise in response to commands, but may not know why such revisions are prudent or necessary. Note: some close-ended questions are simply commands in disguise. When a student is instructed to make a change through a command, they will often comply, but rarely will this lead to a change in subsequent writing.

Examples: Indent your block quotation.

Cite this source using APA format.

Move this paragraph to the top.

Corrections: Corrections are changes a reader or assessor makes in a text. This often occurs with sentence-level errors, issues of style and word choice, but can also apply when a reader crosses out or removes sentences. Unlike a criticism, which identifies and explains a troublesome feature of a text, or a command that requires students to comply with an assessor’s directive, a correction eliminates it without any intervention from the student. While students may make changes based on corrections or accept corrections recorded in track changes, they are not revising their own writing.

For formative feedback, the most effective strategies to encourage student revision include open-ended questions, specific praise, and coaching. Open-ended questions provide meaningful opportunities for students to think more deeply. Specific praise promotes the features of good writing in your field and encourages good choices in the future. Coaching involves offering recommendations for a change of technique along with a justification for the change.

Where and how instructors comment has profound effects on students’ decisions to revise. In general, an endnote comment will address overarching issues in a document and will help a student writer set priorities for revision. These can often be organized as a letter to a student describing what is going well and how a student might make additions or changes to improve their writing. Comments in the margins of student writing (or comments added using a word processing ‘Comment’ feature) typically identify the precise location of an issue, problem, or opportunity for revision. When using commenting or track changes in a word processor, the presence of many marginal comments can make it hard to focus on crucial issues and to set priorities. 

The closer the document is to its end stage, the more likely an instructor will use commands and corrections in the manner of a copy editor. Comments of these types emphasize perfecting and polishing the final product, not offering students an opportunity to reconsider their own work. It may be that after providing multiple opportunities for earlier learning, commands and corrections can help a student meet conventions of written discourse.

Limit the number of comments you make. Emphasize the priorities that are the most important to the student’s learning. It may help to focus a commenting session by referring to the assignment’s objectives or grading criteria. Even in cases where you encounter numerous problems, students perform more effective revision when the feedback is not overwhelming.

Spread writing activity over numerous assignments. Working through a sequence of shorter assignments (and sets of comments) provides students with opportunities to improve their writing, and allows you to return papers faster. A little bit of formative feedback and a short endnote will often be more effective than a long endnote on a single assignment.

Ask students to reflect on their work. As a writer, you are often aware of what you could do to improve a draft, but you just haven’t done it yet. Asking students to attach answers to these questions can save time: What is your purpose in this paper? What do you know you need to revise? Where would you like me to focus my reading and response?

Provide structured opportunities for peers to respond to drafts before you see them. For more information, see the Benefits of Peer Response page.

Respond digitally. You may find that you can say more—and say it more clearly and efficiently—if you use digital tools to respond (e.g. sending text by email, creating a Word document, sharing a Google Doc, recording spoken comments or a video response).

It is important to distinguish commenting on errors from correcting errors: A comment on an error makes the writer aware of a potentially troublesome feature of a sentence. A correction assumes a troublesome feature is a mistake and provides an alternative. While spelling and grammar errors can be obvious, choices in style and usage can be much more challenging to diagnose. Experienced readers may know that a sentence doesn’t sound right, but may not have a vocabulary to explain why their correction would be preferred.

Focus on patterns of error, not individual mistakes: All writers make sentence-level errors. It is not necessary in all cases to identify the ‘cause’ of an error, nor is it wise to assume any particular error is evidence of some root cause or problem (like inattention, lack of knowledge, or second language intervention). As copy editors become rarer and the pace of publication cycles becomes faster, sentence-level errors emerge even in published writing.

Use a minimal marking strategy. When making a note of a sentence-level error, it is unwise to spend time correcting it. Multiple research studies (in 1990 , 2004 , and 2015 ) have shown that making a checkmark at the end of a line that includes an error should be enough to draw a student’s attention to the error and promotes self-correction (so long as you have announced what your checkmark means). Some students may have difficulty identifying some errors, but wholesale correction does not produce better writers. In the event that a student has error identification issues, a brief conference will often help.

If you know something is wrong, but aren’t sure what the error is called, respond as a reader and start a conversation. Drawing a wavy line beneath garbled sentences or making a margin comment of “I can’t understand you here,” will put the responsibility on the writer to find a way to clarify. Asking an open ended question can usually begin a conversation about the writer’s choices and lead to changes or revisions.

Turn common issues into teaching ideas. You will certainly see patterns and repeated issues in any set of submissions. Rather than repeating every comment for every student, consider consolidating your comments. This consolidated response could be delivered as a handout with an explanation, demonstration, or discussion in class.

Research on audio and video feedback

Audio and video feedback are well-studied practices for responding to writing. While no single type of feedback is more effective in all cases, students report that they appreciate the level of detail and personalization that comes from audio and video feedback (McCarthy, 2015). In addition, students also perceive greater social presence from instructors using video feedback (Borup, West, Thomas, & Graham, 2015). While audio and video feedback are especially valuable in online and distance contexts, they can be a useful addition to any course context, as long as all students’ access needs are taken into account.

Recording audio or video feedback

When instructors use the “Assignments” feature of Canvas to create student tasks and gradebook entries, the Speedgrader tool has built-in capability for recording brief audio and video feedback. Under the text box for the comment feature, three buttons provide options for attaching files and recording video and audio: (Image description: screenshot of the instructor view of a Canvas assignment web page. On the lower right, the instructor view includes a text box labeled “Assignment Comments,” with three buttons below, each with its own icon: a paperclip, a video icon, and an audio icon.)

Selecting the video or audio buttons will prompt Canvas to request access to camera and microphone options. After granting permission, an instructor can easily record feedback with the press of a button. The recording is available for preview, prompting the instructor to save the recorded comment or to start over to rerecord.

Canvas also affords the option to upload audio or video files using the same buttons.  The second tab offers upload options and supports a variety of file types: (Image description: Canvas’s Record/Upload Media Comment window with two tabs. The first tab, “Record Media,” is not selected; the second tab, “Upload Media,” is selected and shows options labeled “Select Audio File” and “Select Video File”.)

Remember students’ access needs: Addressing accessibility is crucial for using audio and video feedback, both for students who receive accommodations for disabilities and for students who may have limited access to technology. As with any online instructional activity, some activities may need to be modified or changed to serve students equitably. Advice and assistance are available through the Accessible U website.

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168 Sample Report Card Comments (Plus a Printable Version)

Help has arrived just in time for report cards!

Each progress report and report card provides an opportunity for you to give parents insight into their child’s performance beyond a letter or numerical grade for conduct or academics. Parents want to know how their child is doing, but they also want to know that you get their child. Report cards also help students understand what they are doing well … as well as areas where they could improve. The best way to get these points across is via meaningful comments. Need help? We’ve got dozens of sample report card comments below that are sorted for students at every level: emerging, developing, proficient, and extending standards, plus comments that address behavior, social skills, and more.

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Tips for report card comments

Before using the list below, it’s important to know that teacher comments should be accurate, specific, and personal. The comments below are structured to allow you to fill in the blank for a particular subject or behavior, and then expand the comment. Sometimes you might require an action like a meeting with the parent. Other times you may be encouraging the student to do something in school or at home to improve on a skill or get more practice. Either way, these sample report card comments will establish the how that attaches to the what of any number or letter grade you are documenting.

Sample report card comments for students with emerging skills

It’s often difficult to know the cause of why a student’s skills are still emerging. In these situations, parents can often help you get to the bottom of it. Be specific about areas of difficulty in these comments, and don’t be afraid to ask for a parent’s help. Here are some ideas:

• Your student could use some extra practice in [subject]. Please have them study [skill] for [time] each night.
• Your student hasn’t yet had the chance to master [specific skill]. Review sessions are available [time frame].
• Your student may need additional assistance with [skill/subject]. Completing classwork and homework is the first step to improving.

• Your student needs more practice with [specific skill]. Please check that they have completed their homework each evening.
• We will continue focusing on reinforcing your student’s positive efforts.
• Your student should put more effort into [subject area] to avoid incorrect or incomplete assignments.
• Your student would benefit from more active participation in small-group activities.
• This semester/trimester, I would like your student to work on …

Sample report card comments to encourage a follow-up phone call

We can think of many situations where a report card comment can be the first step in scheduling a phone call or meeting to discuss a concern. Write something positive about the child’s personality while requesting a parent meeting or phone call. Some examples are:

• Your student is always respectful, but I am concerned about their work. When can we meet?
• Your child is inquisitive and engaged in class, but they have quite a bit of missing work. Please call me to discuss some strategies.
• Your child has a wonderful sense of humor/is helpful/is kind but fails to turn in their assignments. Let’s meet to come up with a plan to move forward.

• Let’s work on strategies that will help your student follow through on their assignments.

Sample report card comments about (negative) behavior

Parents want to know how their child has behaved, even if they are not surprised by the behavior. Behavior can be even more difficult to write about than academics. Be careful to avoid personal attacks or statements that can make the parent or child feel judged. For difficult behaviors, stick to statistics and/or basic descriptions. Try things like:

• Your student struggles with [DESIRED behavior]. We will continue to work on this behavior at school.
• Your child struggles with [UNDESIRABLE behavior] and needs to focus on [DESIRED behavior].
• When your student is focused, they are a pleasure to have in class. Let’s meet to discuss strategies to keep them on track.
• Your student often struggles to focus in class, which harms their ability to engage well with class activities and assignments.
• [Student] is working on independent work production and staying on task.
• [Student] often struggles to focus in class, which impacts their ability to engage in class activities.
• I encourage [student] to use time wisely to finish tasks in a timely manner.
• I encourage [student] to be more responsible in completing tasks without frequent reminders.
• I encourage [student] to show that they are properly engaged in learning by improving quality of work and use of class time. Please support this at home by [idea here].
• Your student needs to slow down in order to produce quality/carefully done work.

• Your student needs to follow classroom rules more closely throughout the school day.
• Your student has exhibited [UNDESIRABLE behavior]. We will continue to reinforce appropriate behaviors.
• Your student exhibited [UNDESIRABLE behavior] [this many] times this quarter. Let’s work to reduce the incidence of this behavior to [goal] times.
• [Student] is encouraged to demonstrate more responsible attitudes and behaviors in the classroom.
• [Student] is working on using appropriate language at all times.
• [Student] requires encouragement to listen attentively during group instruction.
• [Student] requires frequent reminders to remain attentive during instruction.
• [Student] is working on voicing feelings and opinions and listening to others.

Sample report card comments for students with developing skills

For students who are still developing, focus on any improvement while also providing suggestions to keep the momentum going. Try these comments:

• Your student has come so far in [subject]! Focusing on [important skill] is the next step.
• Your student has made so much progress! They still struggle with [important skill], so that should be our next focus.
• Your child has done well, but I am concerned that their lack of [listening/focus/motivation] has contributed to a lower grade than I know they could achieve.
• Let’s work on motivating your student to reach their potential.
• I would like to see your student pay closer attention to [subject/topic] in order to get a better grade.

• If your student works as hard on [important skill] as they have worked on [improved subject], then they will be caught up in no time!
• Your child is very engaged during whole-group [subject instruction] but struggles to work independently.
• Your student’s persistence is exemplary.
• When motivated, your child does well on class assignments. We need to extend that motivation further.
• Your child has improved significantly but still needs to slow down and check their work to make sure that all answers are correct.
• Your student is struggling to understand new concepts in [subject]. Paying closer attention to the assigned reading and class lecture would be beneficial.
• The hard work is paying off! Let’s keep it up when we start working on [next skill].
• Your child is enthusiastic but still doesn’t understand [topic]. Additional work on this topic would be incredibly helpful.

• Your child requests a great deal of adult assistance when completing school work. Let’s work on encouraging independent work.

Sample report card comments for students with proficient skills

Let the parent know all the positives about their child and perhaps encourage students to dig just a little bit deeper.

• Your student comes to school each day prepared to work hard.
• I appreciate that your student does their best every single day.

• Your student is an enthusiastic member of the class and shows a willingness to learn.
• I enjoy how invested your child is in their learning.
• I appreciate your child’s dedication to their studies in my class.
• Not only is your student strong academically, but they are also a leader in the classroom.
• I appreciate that your student is always committed to doing their best.
• Your student understands the material well. Let’s find a way to help them shine.
• Your child has the potential to be at the top of the class.
• With a little more effort, your child could move up to the advanced group in [the subject where effort is lacking].

• Your child puts in great work in [preferred subject]! If they apply those skills to [non-preferred subject], there’s no stopping them.
• Your child excels at applying what they learn in the classroom to real-world and real-life situations. With a little more work, they could really go far!

Sample report card comments for students with advanced skills

Positive behaviors deserve just as much (if not more) attention as negative behaviors. These comments can be the most fun to write. Begin with a simple stem and then fill in the personal details that will make the parent smile. Example sentence starters are:

• Your child exhibits exceptional focus and diligence in their work.
• Your student is excellent at taking ownership of their learning.
• I appreciate that your child is committed to doing their best.
• Your student seeks new challenges.
• Your child has a fantastic work ethic.
• Your child exceeds expectations on a regular basis.
• Your student avoids careless errors through attention to detail.

• Your child sets high standards for themself and achieves them.
• Teaching your child is always an adventure! I love it when they …
• Your child conducts themself with maturity.
• Your child is able to focus and stays on task during independent work times.
• Your student uses instincts to deal with matters independently and in a positive way.
• I have enjoyed your child’s sense of humor in our classroom, as well as …
• Your child has an impressive understanding and knowledge about their interests.

Sample report card comments to showcase students’ strengths

Students who excel at helping out others deserve to have their skills mentioned in comments! ADVERTISEMENT

• [Student] is confident, positive, and a great role model for their classmates.
• [Student] is a valuable part of class. They are among the first to help and mentor classmates.
• [Student] has shown an ability to set goals and work to achieve them.
• [Student] is engaged and able to set their own learning targets.
• [Student] is an active participant. They listen attentively and make an effort to avoid distractions that could disrupt their learning.
• [Student] is accountable for their actions and takes opportunities to improve.
• [Student] relates well to classmates and appreciates peers’ perspectives.
• [Student] demonstrates emotional maturity and responds appropriately to feedback.
• [Student] always looks for ways to be helpful in the classroom.
• [Student] is dependable and reliable and follows through on commitments.
• Your student relates well to classmates and is appreciative of different perspectives and experiences.

• It is a joy teaching your student! I can always count on them to …
• Your child makes the classroom a brighter place. They often …
• Your student’s conduct is exemplary. They …
• Your student works well with classmates and often takes a leadership role.
• Not only is your child a strong student, but they are also a wonderful human being.
• Your student displays good citizenship by assisting other students.
• Your child demonstrates responsibility daily by caring for the materials in our classroom conscientiously.
• Your child is exceptionally organized and takes care of their things.
• Your child is thoughtful and kind in their interactions with others.
• Your student plans and carries out group activities carefully.
• Your child is a very special student and one that I will never forget. I will miss them next year!

While all of these comments can supplement the grades on a report card, you don’t have to wait to use them. Sending notes home between progress reports and report cards with little comments like these can bolster the parent-teacher relationship. Write them in communication folders or on postcards for that extra school-home connection.

Sample report card comments to highlight positive behavior

Sometimes you’ll have a lot to say about a student’s positive behaviors. Parents love to hear that their kids are model citizens. Here are comments that communicate all the good behaviors you see in class.

• [Student] works well with classmates on group work and often takes a leadership role.
• [Student] shows a positive attitude when working with peers. They take and give suggestions and directions effectively.
• [Student] excels at applying what they learn to real-world situations.
• It is a pleasure to have [student]’s enthusiasm and maturity in class.
• [Student] is an enthusiastic member of class and shows a willingness to learn.
• [Student] shows responsible behavior, works well in a group, and shows appreciation for classmates’ efforts.

• [Student] is focused during class activities and participates in discussions.
• [Student] works on independent work with focus and confidence.
• [Student] has overcome big challenges this year.
• [Student] follows directions promptly and accurately.
• [Student] transitions easily between classroom activities without distraction.
• [Student] is polite and uses good manners in the classroom.
• [Student] responds appropriately when corrected.
• [Student] takes classroom jobs seriously and demonstrates responsibility when completing them.

Sample report card comments for math

Providing specific information about how a child is doing in core subjects helps parents know exactly what to expect on the grades portion of the report card. And providing a positive statement about a subject can help you lead into a statement about what the child needs to work on.

• [Student] has a good understanding of math concepts taught this year. They continue to complete work correctly and enjoy math activities.
• [Student] has a positive attitude toward math but has trouble in a few key areas [list here]. Practicing every night at home will help them improve in these areas.
• [Student] demonstrates a good understanding of math concepts and communicates clearly and with strong justification.
• [Student] seems to need continuous encouragement in math. They continue to struggle with foundational math concepts for [grade level].

• [Student] is having a difficult time with certain concepts in math. Areas in need of extra work include [list here].
• [Student] is struggling to maintain pace in math. They could benefit from [practice activity here].
• [Student] is easily distracted during math and this impacts their learning.
• [Student] does well on math assignments but struggles with tests. Please make sure they study and prepare for tests as they approach.

Sample report card comments for reading and writing

Just like with math, it’s good to comment on the specific aspects of academics that students are doing well and those that they can work on. Use these comments to explain where a student is in their reading and writing progress.

• [Student] has made great improvements in [spelling, comprehension, reading] and could use support in [spelling, comprehension, reading]. Please reach out if you need supplemental learning materials to use for practice at home.
• [Student] always puts effort into their writing work.

• [Student] is able to take new skills and apply them to writing assignments.
• [Student] is able to offer responses to text and supports ideas with sound reasoning and examples.
• [Student] reads with fluency and comprehension.  
• [Student] is working on reading fluency. They would benefit from reading aloud at home.
• [Student] is able to understand and discuss text read aloud.
• [Student] consistently reads grade-level material.
• [Student] is able to choose books to read that they really enjoy.
• [Student] uses editing skills to edit writing to improve grammar and punctuation.
• [Student] organizes writing well and organizes thoughts into complete paragraphs.

• [Student] is able to analyze character actions and story plots and make inferences from what they read.
• [Student] is thoughtful and insightful in class discussion and written work. They express their ideas clearly.

Sample report card comments about social skills

As much as school is about academics, parents also worry about social skills and how their child is doing in terms of fitting in, making friends, and managing social situations. For some kids, this will be a strength and for some it will be an area of focus, but make sure to include whatever information parents need to know.

• [Student] has made many friends in the classroom.
• [Student] is well liked by classmates.
• [Student] treats other students with empathy and fairness.

• [Student] handles disagreements with peers appropriately.
• [Student] appears comfortable in new situations.
• [Student] chooses to spend free time with friends.

Sample report card comments about communication

Communication is another important skill that students are learning and honing in school that you can report on. Particularly for kids whose communication skills are either a strength or something they need help with, a comment about this can be very helpful to parents.

• [Student] has a well-developed vocabulary.
• [Student] expresses their ideas clearly.
• [Student] has a vibrant imagination and uses their imagination in storytelling and writing.
• [Student] always participates in whole-group discussions.
• [Student] can make a logical and persuasive argument in oral discussion or in writing.

• [Student] listens to the comments and ideas of others without interrupting.
• [Student] is working on participating in class. Please encourage them to raise their hand or engage in group discussion.
• I would love to hear from [student] more. Please encourage them to participate in class.
• [Student] is working on using their words to solve problems/communicate well with peers.

Sample report card comments about group work

Group work gets at a child’s ability to work with peers, solve problems, and communicate. It’s also often a barometer for social skills. Giving comments about group work can tell parents a lot about how their child is able to succeed in teamwork and if there are any red flags.

• [Student] offers constructive suggestions to peers.
• [Student] accepts recommendations of peers and acts on them when appropriate.
• [Student] takes various roles in group work as assigned or as needed.
• [Student] welcomes leadership roles in groups.
• [Student] shows fairness in distributing group tasks.
• [Student] plans and carries out group activities carefully.

• [Student] works democratically with peers.
• [Student] encourages peers during group work.
• [Student] is working on accepting their share of the work during group assignments.

Sample report card comments about time management

Managing time is a skill that gets more and more important as kids move through school, and it is something that all parents can help with at home. Help parents know how their child is doing managing time with these comments.

• [Student] approaches classroom assignments, tasks, and group work in an organized way.
• [Student] is on time and prepared for class each day.
• [Student] works at an appropriate pace.
• [Student] is able to pace their work for long-term assignments.

• [Student] completes makeup work in a timely fashion.
• [Student] is working on using time wisely.
• [Student] is working on managing time, especially when there are multiple tasks to complete during a work period.
• [Student] is working on organizing their materials and using organization to support work completion.

Sample report card comments about work habits

Same as time management, comments about work habits are helpful for parents because they explain how a student is approaching their work and how their academics are impacted because of these habits.

• [Student] is self-motivated.
• [Student] exceeds expectations with the quality of their work.
• [Student] readily grasps new concepts or ideas.
• [Student] produces neat and careful work.

• [Student] checks work thoroughly before submitting it.
• [Student] pays attention to work and submits work that does not have errors.
• [Student] is working on producing neat work.
• [Student] is working on checking work thoroughly before submitting it.
• [Student] is working on submitting work that does not have errors. They frequently require additional review to ensure that all errors are corrected.

Do you have sample report card comments to add? Share them in our We Are Teachers Helpline group on Facebook!

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Commenting on and Grading Student Writing

To learn more about how to maximize the feedback you give your students without putting an undue burden on your time, click on items in the list below.

• Focusing your commenting energies

Handling grammar

• Using a grading sheet
• Citation Information

Focus your Commenting Energy

No matter how much you want to improve student writing, remember that students can only take in so much information about a paper at one time. Particularly because writing is such an egocentric activity, writers tend to feel overloaded quickly by excessively detailed feedback about their writing.

Moreover, because most writing can be considered work in progress (because students will continue to think about the content and presentation of their papers even if they don't actively revise), commenting exhaustively on every feature of a draft is counter-productive. Too many comments can make student writers feel as if the teacher is taking control of the paper and cutting off productive avenues for revision.

Focusing your energy when commenting achieves two main goals:

• It leaves students in control of their writing so that they can consider revising--or at least learning from the experience of having written the paper.
• It gives teachers a sense of tackling the most important elements of a paper rather than getting bogged down in detail that might just get ignored by the student.

Typically, we recommend that teachers comment discursively on the one or two most important features of a paper, determined either by your criteria for the assignment or by the seriousness of the effect on a reader of a given paper.

If you assign write-to-learn tasks, you won't want to mark any grammatical flaws because the writing is designed to be impromptu and informal. If you assign more polished pieces, especially those that adhere to disciplinary conventions, then we suggest putting the burden of proofreading squarely where it belongs--on the writer.

You don't need to be an expert in grammar to assign and respond effectively to writing assignments. Click on the list below to read some points to consider as you design your assignments and grading criteria:

Don't Edit Writing to Learn

Editing write-to-learn (WTL) responses is counterproductive. This kind of writing must be informal for students to reap the benefits of thinking through ideas and questioning what they understand and what confuses them. Moreover, most WTL activities are impromptu. By asking students to summarize a key point in the three minutes at the end of class, you get students to focus on ideas. They don't need to edit for spelling and sentence punctuation, and if you mark those errors on their WTL writing, students shift their focus from ideas to form. In other words, marking errors on WTL pieces distracts students from the main goal--learning.

Make Students Responsible for Polishing Their Drafts

Formal drafts do need to be edited, but not necessarily by the teacher. The most efficient way to make sure students edit for as many grammatical and stylistic flaws as they can find is to base a large portion of the grade on how easy the paper is to read. If you get a badly edited piece, you can just hand it back and tell the student you'll grade it when the errors are gone. Or you can take 20-30% off the content grade. Students get the message very quickly and turn in remarkably clean writing.

If a student continues to have problems editing a paper, you can suggest visiting the Writing Center to get some one-on-one help with a writing consultant.

Think of Yourself First as a Reader

Some teachers think that basing 20-30% of the grade on grammatical and stylistic matters is unfair unless they mark all the flaws. We approach this issue from the perspective of readers. If you review a textbook and find editing mistakes, you don't label each one and send the text back to the publisher. No, you just stop reading and don't adopt the textbook. Readers who are not teachers just don't keep reading is a text that is too confusing or if errors are too distracting. Readers who are teachers are perfectly justified in simply noting with an X in the margin where a sentence gets too confusing or where mistaken punctuation leads the reader astray. Students are resourceful (they can get help from an on-campus writing center office or a writing center website) and will figure out the problem once a reader points out where the text stumbles. That's really all it takes.

Use Peer Editing

Perhaps the most helpful tool in getting clean, readable papers from students is the peer editing session. Most students are better editors of someone else's paper than proofreaders of their own, so having students exchange papers and look for flaws helps them find many more glitches than they'll find on their own.

View More about Student Peer Review

Try a Time-Saving Shortcut

If you feel compelled to mark grammatical and stylistic flaws, work out a shorthand for yourself and give students a handout explaining your marks. Most teachers can get by with one symbol for a sentence that gets derailed or confused, another for faulty punctuation of all sorts, and a third for inaccurate words (spelling or meaning). Save your time and energy for commenting on substance rather than form.

Sample Policies on Grading Grammar versus Content

Outdoor Resources 1XX (excerpts)

(Although we don't recommend assigning points for errors (because then you have to mark and count them all), this teacher was clear about expectations.)

Your paper should contain from 1,500 to 2,000 words, or about five to seven pages. The paper must be typewritten, double spaced, and bound. Neatness is essential.

A Check List of Points to Consider:

I. Mechanics

Neatness. Is your report clean, neatly organized, with a look of professional pride about it?

Spelling. Two points will be deducted for each misspelled word.

Grammar and punctuation. Five points will be deducted for each sentence which uses improper grammar or punctuation.

Outline. Did you follow the course outline?

Form. Is your paper in the proper form?

Bibliography. Are the references properly cited?

Binding. Use a cover binding with a secure clasp.

II. Content . . . .

Use a grading sheet

Grading comment sheets or checksheets give teachers and students two advantages over free-form grading:

• Grading sheets of some sort assure that teachers will give students feedback about all the major criteria they set out on the assignment sheet. Even if you decide to use a simple checksheet that ranks students' performance on each criterion on a 1-10 scale, students will be able to see quickly where their strengths and weaknesses are as writers for this assignment.
• Grading sheets, particularly checksheets, typically save teachers time. Even composition teachers don't comment exhaustively about each criterion for each assignment; so, too, disciplinary teachers should be aware that they can comment at some length on just one or two points (typically the major strength and the major weakness) and then rely on the checksheet to fill in for less crucial areas of the paper. If students are concerned about getting more feedback than the checksheet provides, you can encourage them to come to your office hours or send you an e-mail query.

Resource: Sample Grading Sheets

Four sample grading sheets are provided:

• Introductory Composition
• Science Project

Sample Grading Sheet

Composition 1xx Grading Sheet

Grade for essay: ___________

Revision Instructions:

Sample Report Evaluation

Name: _________________

Subject: _________________

__ total points

DETAILED REPORT EVALUATION

Title page:

Table of contents:

Bibliography:

Information page:

Oral presentation:

Sample Evaluation of Written Report

Evaluation of Written Report

Sample Science Project Checksheet

Science Project checksheet

GENERAL 50 POINTS

1. Correct form (15)

Reference list (3)

Citation of sources(2)

Mechanics (order, table of contents, list of tables, list of figures, cover) (5)

2. Composition skills (10)

Spelling (5)

Grammar (5)

3. Log book used to record experimental data, ideas, etc. (10)

4. Abstract (10)

5. Acknowledgments (5)

TOTAL GENERAL: _________

EXHIBIT 50 EXTRA CREDIT POINTS

1. Summarized project well (30)

Problem and hypothesis easy to understand (5)

Experimental method clearly stated (10)

Results summarized in graphs/tables (10)

Conclusion presented (5)

2. Eye appeal (10)

Neat lettering (3)

Pleasing placement of parts (2)

Good use of color (3)

Sturdiness (2)

3. Creativity (10)

TOTAL EXHIBIT POINTS: _______

TOTAL PROJECT: ______

Resource: Sample grading criteria

General Grading Criteria: Composition 1xx

Kate Kiefer, Donna LeCourt, Stephen Reid, & Jean Wyrick. (2018). Commenting on Student Writing. The WAC Clearinghouse. Retrieved from https://wac.colostate.edu/repository/teaching/guides/commenting/. Originally developed for Writing@CSU (https://writing.colostate.edu).

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100 Report Card Comments You Can Use Now

When teachers talk about the joys of teaching, I’m pretty sure they aren’t talking about report card writing. It may just rank right up there with indoor recess, yard duty, and staff meetings. But report cards don’t have to be such a pain.

Here are a few report card general principles, followed by my handy dandy list of editable go-to phrases…

Three Report Card Comment Principles

1. Be Truthful but Kind

A report card’s main purpose is to inform parents about their child’s progress. While there should be no major surprises ( BIG/major issues should have already been discussed with the child’s parents/guardians ), regardless of how well the child is doing or how poorly, the report card should be an honest reflection of that child’s performance.

Having said that, of course, we want to word things in a way that is as positive as we can be and in a way that is encouraging, offering suggestions for improvement, rather than discouragement.

2. Follow the Magical Report Card Comment Format

If the child is doing well overall… you are golden!!! An easy report card is one that I LOVE to do. Unfortunately, not all students are Einsteins or angels, and we have to mention some areas that need improvement. That’s when we use the magical format, which is…

A. Start with a compliment… you might have to dig deep here and get creative, while still being genuine. Remember, every student has attributes we can praise, even the most challenging ones. You might mention the child’s attitude, personality, social skills, sense of humor, willingness or desire to help, special skill in art/music, etc.

B. Next, add a line or two about what is challenging the child , and how he/she struggles in a certain area. Don’t include a laundry list of 20 things to work on. Prioritize the list and highlight the MOST important issues. Also, do make sure to offer a solution or suggestion that is practical and helpful .

C. End on a positive note. Again, a compliment is a nice touch any time of the year, and for the end of the year report card, a best wishes for ____ grade or have a wonderful summer, or I’m so glad to have been ____’s teacher this year, and so on works well.

3. Proofread and Check, then Proofread Again

Report card time is crunch time, and when we’re trying to speed through things and get them done, those nasty little typos pop up where we least expect them.

Do make sure to double-check everything before you hit enter/print to send them home. All communication with parents is seen as a reflection of ourselves as teachers and should be as perfect as we can make it.

Now that the principles are out of the way, here is my list of 100+ report card comments (updated to include 150 comments!).

I’ve included a wide variety of comments for the wide variety of ability levels and behavioral challenges of the students that we teach in our classrooms..

Want your own set of 150 comments in three formats – Printable PDF, editable PowerPoint, and Editable Digital? Click here to take a peek!

OPENING / CLOSING – POSITIVE:

• _____has worked very hard this semester/year, and I am proud of all of his/her accomplishments.
• ______ is making/has made good/excellent/wonderful/outstanding progress in _____ grade.
• _____ has done a(n)/fantastic/exemplary/wonderful/excellent job this year/semester in _____ grade and has worked so very hard.
• I appreciate _____’s quality work/motivation to do well/attitude, and I am enjoying/have enjoyed being his/her teacher.
•  ______ arrives at school each day with a positive/cheerful/happy attitude, ready to learn.
• _____ is an excellent _____ grader, and he/she has made our classroom a better place.
• _____ is doing/has done an(a) excellent/ outstanding/wonderful/ great/ fantastic job overall this semester/year.
• _______has made good/excellent/extraordinary/fantastic/outstanding progress in all academic areas.
• _____ is bright, motivated, and hard-working and can be proud of his/her accomplishments this semester/year.
• _____ is intrinsically motivated and strives to please/produce top-quality/excellent work. I am enjoying/have enjoyed being his/her teacher.
• _____ seems to enjoy school, and his/her positive attitude brightens up our classroom.
• _____is a bright and inquisitive student who enjoys learning. He/she is a pleasure to have in class.
• _____ has learned a great deal this semester/year and has shown particular progress/improvement in _____.
• _______ is a(an) hard-working/attentive/determined student and is working/doing well in all subject areas.
• _____ is a very polite/hard-working/bright student and a pleasure to be around. I am enjoying/have enjoyed being his/her teacher.
• _____is a(n) awesome/wonderful/amazing/fabulous ____ grader, and I have enjoyed getting to know him/her this year.
• I am so proud of _____ and wish him/her well for _____ grade and beyond.
• I have truly enjoyed being _____’s teacher and will miss him/her next year.
• I have enjoyed teaching ______ this year. He/she loves to learn and has shown growth throughout the year. Wishing him/her continued success.
• _____ has been a wonderful_____ grader, and I’m so glad to have him in class. His/her great attitude/strong work ethic/hard work/determination are to be admired. He/she has a bright future ahead.
• _____ is a hard-working/bright/likable/motivated student. I have thoroughly enjoyed having him/her in class this year. Have a wonderful summer!

ACADEMIC – POSITIVE :

• _______has made good/excellent/wonderful/fantastic/outstanding progress in all academic areas.
• _______ is a(an) hard-working/attentive/determined student and is working well in all subject areas.
• _____ shows strong knowledge/strengths in the area of _____.
• _____ has exceeded expectations in ______.
• _____ demonstrates superior work in ______. I appreciate his/her dedication and effort.
• _____ consistently puts forth his/her best effort in _____, which is wonderful/lovely/great to see.
• _____ shows special/unique/particular strengths in the area of social studies/science/reading/writing/math… and has done very well this trimester/year.
• _____ seems to enjoy reading/writing/math/science/social .. and has done an excellent/amazing job this year.
• _____ has a good understanding/sense of theme/the main idea/ characters/ plot/ inferences, which strengthens his/her reading ability.
• _____ reads smoothly and with good expression.
• _____ is able to use data from graphs and charts/use a compass successfully/convert measurements correctly.
• _____ uses reading strategies such as _____ effectively, which increases his/her reading comprehension.
• _____ has a large/extensive/rich vocabulary, which adds to his/her ability to write effectively.
• _____ enjoys poetry/reading/music/science/art… and excels in it.
•  _____ is a very talented artist/writer, and I truly enjoy the detail/attention/ passion he/she puts into his/her artwork/writing.
• _____ excels in creative/narrative/opinion/expository/report writing…
• _____ produces stories/essays/paragraphs/research reports that are well-organized/ developed.
• _____ has strong reading comprehension/math computation skills.
• _____ is a creative student, and I have enjoyed seeing the wonderful writing/art projects/drawings he/she has created/written.
• _____ uses higher-level thinking skills to complete challenging assignments.
• _____ demonstrates a good understanding of math/reading/social studies/science… concepts.
• _____ shows strong problem-solving skills in math/decoding skills in reading/grammar skills in writing/map skills in social studies…
• _____ goes beyond grade-level expectations in _____. He/she often/ consistently sets and meets/exceeds academic goals.
• _____ demonstrates a deep understanding of _____ concepts.
• _____ has an impressive understanding and knowledge of _____.

ACADEMIC PROGRESS SHOWN – POSITIVE:

• ______has strengthened his/her skills in _____.
• ______has made good/excellent/wonderful/fantastic/outstanding progress in all academic areas.
• ______ has made good/great/tremendous/significant improvement in _____.
• _____ has worked hard to raise his/her grade in _____, and I appreciate his/her effort.
• _____ has learned a great deal this semester/year and has shown particular improvement in _____.
• _____ has shown steady progress/strong gains/excellent progress in the area of _____. I’m pleased with his/her effort.
• _____ is making good progress in ______ this semester. Please encourage him/her to continue to ______.
• _____ has shown improvement in _____, which is great to see. Please encourage him/her to continue to _____ each day/in the coming weeks to keep the momentum going.
• _____ is making good progress in ______ but would benefit from ______ to continue showing growth.
• I have been pleased to see that _____ is continuing to grow/consistently progressing/improving steadily in independence in/with ______.
• _____’s quality of work has shown good/great/exceptional growth this semester.

ACADEMIC – IMPROVEMENT NEEDED:

• _____is intelligent but works below his/her capacity/potential due to a lack of motivation/attention to quality work.
• Unfortunately, _____’s grades have suffered from missing assignments.
• _____is gaining confidence in _____ but would benefit from _____.
• Please encourage _____ to _____each day to help him/her improve in _____.
• _____ seems to find _____ challenging and would benefit from reading nightly/practicing math facts/working online…
• _____ is capable of achieving a higher grade in _____ but needs to______ in order to make progress.
• _____ seems to have difficulty at times with reading comprehension/ math computation/writing paragraphs… and would benefit from _____.
• _____ needs to slow down in order to produce quality/carefully done work.
• _____ needs to memorize his/her basic math facts in order to complete complex math problems more easily/efficiently/quickly.
• _____ would benefit from _____ to fully memorize basic math facts.
• Memorizing basic addition/multiplication math facts would be very helpful to _____.
• Science/social studies tests have been very difficult for _____, and he/she would benefit from increasing the time spent studying the material.
• This trimester, I would like to see _____ to work on _____.
• This trimester, it would be helpful for _____ to focus on _____ in order to _____.
• _____ needs lots of repetition and practice in order to retain _____.
• I would like to see _____ pay closer attention to _____ in order to _____.
• When ______ is motivated, he/she does well on class assignments.
• _____ is excelling in many skills but needs to concentrate on ______.
• I would like to see ____ focus on _____ each day/in the coming months.
• _____ shows interest/has enthusiasm/seems motivated for everything we do in class. However, he/she is having some difficulty with ______. It would be helpful if he/she would ______ each night.
• Even with extra help, _____ experiences difficulty with _____. It would benefit ______ to ______.
• _____ rarely asks for help when he/she is confused/doesn’t understand something. We will continue to encourage _____ to ask for assistance whenever it is needed.
• _____ exhibits minimal confidence in his/her ______ skills. It would be helpful to _____.
• _____ is struggling to meet/maintain grade-level expectations in _____. Let’s work together to help _____ be successful in this area.

WORK HABITS AND QUALITY OF WORK – POSITIVE:

• _____ completes his/her work carefully and completely/thoroughly.
• I appreciate _____’s neat work, which is carefully done.
•  _____ is very organized and finds needed materials easily.
• ______ pays attention to detail in his/her assignments, and I appreciate the high quality of his/her work.
• _____ turns in work that is beautifully/carefully/thoroughly done.
• _____ has a strong work ethic and never completes any assignment halfway.
• _____ is very responsible and turns in assignments/homework on time.
• ____ takes tremendous pride in his/her work and completes assignments carefully.
• _____ is focused on creating quality work and completes assignments carefully/thoroughly.
• _____’s attention to detail can be seen in the quality of his/her work. I appreciate the care he/she takes in each assignment.
• _____ takes pride in his/her work and consistently turns in neat and carefully completed work.
• _____’s motivation/attitude is reflected in the work he/she turns in/creates. I am pleased to see his/her well-thought-out/thoroughly completed assignments.
• I appreciate ______’s dedication to his/her learning/studies in class.

WORK HABITS AND QUALITY OF WORK – IMPROVEMENT NEEDED:

• _____ needs to complete his/her work carefully and completely/ thoroughly.
• _____ would benefit by taking responsibility to turn in assignments and/or homework on time.
• I am concerned about _____’s organizational skills and his/her responsibility related to turning in assignments on time.
• ______ struggles with organizational skills in the classroom and needs to keep his/her desk/workspace neater to make his/her day run more smoothly.
• _____ struggles to find needed papers/materials and would benefit from using a folder/a binder/keeping a neater desk…
• _____ tends to work too quickly, often resulting in careless mistakes.
• I would like to see _____ focus on _____ in the coming months.
• This trimester, I would like _____ to work on _____.
• I would like to see _____ pay closer attention to ____ in order to _____.

CLASSROOM BEHAVIOR – POSITIVE:

• _____ follows classroom rules consistently and is a good role model.
• _____ has a positive attitude and is a joy to teach.
•  _____ is on task regardless of the activity.
•  _____ seems to enjoy school, and his/her positive attitude brightens up our classroom.
•  _____ listens attentively to directions, and I appreciate his/her ability to understand the assignment and to start work right away.
•  _____ has an excellent attitude and is always willing to lend a hand.
•  _____ is a(an) wonderful/excellent helper and a classroom leader.
•  _____ is polite to classmates and to all adults on staff at school.
• _____ arrives at school each day with a positive/happy attitude, ready to learn.
• _____ works independently and is able to complete enrichment activities when he/she is finished with required assignments.
• _____ is able to focus and stays on task during independent working times.
•  _____ uses class time constructively/efficiently/wisely.
•  _____ works respectfully during independent work times.
• ____ is a hard-working student who sets goals and reaches them.
• _____ is a dependable/responsible/conscientious student.
• _____ has made great strides this year in terms of _____ in the classroom/on the playground.
• _____ has a strong work ethic and takes responsibilities seriously.
• _____is a very respectful/kind/caring/considerate classmate/student, and I appreciate having him/her in class.
• _____ shows determination/perseverance when faced with a challenging task.
• _____ enjoys participating in class lessons, and his/her background knowledge adds a great deal to our discussions.
• _____ is able to share appropriate and relevant information, which adds to classroom discussions.
• _____ is an active participant in small groups as well as whole-class discussions/activities/projects.
• _____ listens well and takes an active role in class lessons/class discussions/class activities/group work.
• _____’s persistence/determination/hard work in _____ is exemplary.

CLASSROOM BEHAVIOR – IMPROVEMENT NEEDED:

• _____ is intelligent but works below his/her capacity/potential due to off-task behaviors/a lack of motivation/attention to quality work.
• _______ has done well in many areas, but I am concerned that his/her lack of listening/focus/motivation and following directions/working independently/working quietly has contributed to his lower grade in _____.
• _____ struggles with following classroom rules and needs to focus on working quietly/staying in his/her seat…
•  _____ is very talkative during quiet working periods and distracts others around him/her.
•  Working quietly is very difficult for _____, and I would like him/her to focus on his/her work so that he/she, as well as others around him/her, are able to attend to the task at hand/learn more effectively/concentrate…
•  _____ needs to listen and follow directions carefully during class time.
•  I would like to see _____ put more effort into showing respect/kindness/ thoughtfulness to his classmates to strengthen social skills.
•  _____ needs to work on taking turns speaking/working more cooperatively with classmates.
• _____ needs to focus on raising his/her hand to speak/listening to others/waiting for others to finish before speaking/listening skills.
• ______’s listening skills need improvement.
•  This trimester, I would like _____ to focus on _____ in order to _____.
• Academically, _____ is doing well overall. I would like him/her to focus on showing more kindness/respect/cooperation to his/her classmates.
•  _____ needs frequent reminders to stay on task throughout the school day.
• _____ needs to follow school rules at lunchtime and on the playground.
•  _____ gets along well with classmates, but needs to work on staying on task and not socializing.
• _____ is an intelligent student with great potential. However, he/she needs to work on staying focused in class and following directions.
• _____ is very social and is well-liked. His/her conversations during independent work times, though, have made it difficult for _____, as well as those around him/her, to finish work successfully/to create quality work/to concentrate on the task at hand/to learn/ to complete assignments.
• _____ has a social personality, but his/her chatting in class can be disruptive. He/she needs to work on staying focused during class so he/she and others around him/her can complete class assignments/stay on task.
• _____ is often eager to participate in class discussions but needs to remember to raise his/her hand/wait to be called on…
• _____ has made progress with ______ but is still struggling. Let’s continue to encourage ______ to ______.

MOTIVATION – POSITIVE:

• _____ succeeds at whatever task he/she puts his/her mind to.
• _____ sets high standards for himself/herself and reaches them.
• _____ is intrinsically motivated and strives to please/produce top-quality/excellent work.
• _____ enjoys being challenged and would benefit from _____.
• I appreciate _____’s quality work/motivation to do well/positive attitude, and I am enjoying/have enjoyed being his/her teacher.
• _____ is truly/genuinely eager to learn and asks questions appropriately when needed.
• _____ shows interest and enthusiasm for classroom activities and seems to enjoy learning.
• _____ shows determination/perseverance when faced with any task/a challenging task.
•  _____ is a hard-working student who sets goals and reaches them.
• _____ is self-motivated and consistently produces quality work.

SOCIAL SKILLS/CHARACTER – POSITIVE:

• _____ is respectful to his/her classmates and is very well-liked.
•  _____ is helpful and kind and is a pleasure to be around.
• _____ works well with other students.
•  _____ not only works well with his/her classmates but is a natural leader.
• _____ is very compassionate and always shows kindness to others.
• _____ is polite to classmates and to all adults on staff at school.
• _____ is respectful and considerate of others.
•  _____ demonstrates positive character traits in the classroom.
• _____ is positive/confident and is a great role model for his/her classmates.
• _____ is an exceptionally thoughtful student who is consistently considerate/respectful/kind to others.
• _____is a very respectful/kind/caring/considerate classmate, and I appreciate having him/her in class.
• _____ is a likable student with strong social skills. He/she works well with others.
• _____has a positive attitude/is a very polite student and is a joy to teach.
• _____ is a hard-working student who sets goals and reaches them.
• _____ is a problem solver and shows a great deal of persistence.
• _____ displays good citizenship in our classroom.
• _____ has an excellent attitude and is always willing to lend a hand.
• _____ is a(an) wonderful/excellent helper and a classroom leader.
• I am enjoying/have enjoyed _____’s sense of humor in our classroom.
• _____ has a wonderful personality, and his/her sense of humor makes me smile.
• _____ is a flexible learner and adapts easily to new challenges.
• _____ works respectfully during independent work times.
• _____ makes a sincere effort and works hard in class.
• _____ is a kind and caring student who is a good friend to others.
• _____ does his/her best in school each day. I appreciate his/her positive attitude/motivation/determination.
• _____ is an enthusiastic member of the class and comes to school each day ready to learn. I appreciate his/her positive outlook/hard-working attitude/approach to learning.

SOCIAL SKILLS/CHARACTER – NEEDS IMPROVEMENT:

•  _______ is an intelligent student with great potential. He/she needs to work on staying focused in class and following directions.
•  ______ needs frequent reminders to stay on task/focus throughout the school day.
•  _____ is excelling in many skills but needs to concentrate on ______.
• I would like to see ____ focus on/work to improve _____ in the coming months.
• ___ needs to focus on/practice raising his/her hand to speak/listening to others/waiting for others to finish before speaking/listening skills.
• I would like to see _____ put more effort into showing respect/kindness/ thoughtfulness to his classmates to strengthen/improve social skills.
• _____ needs to work on taking turns speaking/working cooperatively with classmates.
• _____ has a wonderful personality but needs to work more respectfully during independent/quiet work times…
• _____ needs to work on showing more respect/kindness/ compassion/ cooperation to his/her classmates.
• _____ needs to practice showing cooperation when working with other students/in small groups/during centers/during specials…

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Sample Positive Comments for Teacher Observations

School accommodations adjust the environment to help students with reading disabilities, impaired vision or hearing, autism, or ADHD access the content of a test.

With a few small changes, you can open the world to students who learn differently and ensure they can flourish with everyone else, no matter their disability. However, you need to take the time to determine each student's issues and the best solution for them. These accommodations are meant to help every student reach their full potential.

What Are School Accommodations?

School accommodations are put into place to reduce or eliminate barriers to learning. Some common barriers include how the information in lessons is presented, how the student is expected to respond, the setting they’re in, and scheduling. For example, some students are more alert in the morning. A child with ADHD may have more focus early in the day, as they've taken their medication in the morning.

Each of these issues can prevent students from learning at their full potential. Essentially, accommodations level the playing field for students without giving them a pass to skip learning.

Adapting the learning environment to the student is not a new idea, but it's more common now to provide accommodations. School administrators now realize how much some students with disabilities struggle. Teachers and school administrators can work with students to adapt their environment and teaching practices so everyone can learn.

• Your instructional strategies effectively engage students, making learning a dynamic and enjoyable experience.
• We greatly appreciate your commitment to creating a positive and inclusive classroom environment.
• Your dedication to professional development contributes to your continuous growth, and this is commendable.
• Clear communication of learning objectives improves student understanding and participation. This is evident in your teaching method and is highly appreciated.
• Your innovative teaching methods spark creativity and curiosity among your students.
• We acknowledge your collaborative spirit with colleagues, as this significantly contributes to fostering a positive and cohesive school community.
• Your classroom management skills create a conducive learning environment for optimal student success.
• We appreciate how your commitment to staying current with educational trends positively influences classroom outcomes.
• It is highly commendable that you adapt diverse learning styles, and this reflects your student-focused approach to teaching.
• Your proactive approach to addressing individual student needs ensures a supportive learning atmosphere for all.
• You build a strong and positive rapport with your students, and your ability to easily connect with students is evident and significantly contributes to a healthy and supportive classroom culture.
• Your attention to detail in lesson planning and execution is evident in the quality of student engagement.
• The thought-provoking discussions in your classroom clearly demonstrate your dedication to promoting critical thinking skills among students. We sincerely appreciate the positive impact your efforts have on fostering students’ intellectual growth.
• Your proactive communication with students’ families strengthens the home-school partnership for student success.
• Your commitment to creating a safe and inclusive space for all students promotes a positive school climate.
• We applaud your use of technology in the classroom to improve the learning experience and prepare students for the digital age.
• Your openness to feedback and your use of reflective practices demonstrate a commitment to continuous improvement.
• You have such contagious enthusiasm for the subject matter, and it greatly contributes to a vibrant classroom atmosphere.
• Very few teachers possess your leadership qualities in extracurricular activities, and this enhances the overall educational experience for our students.
• Your emphasis on student empowerment and self-directed learning is inspiring.

15 Sample Positive Comments for the Struggling Teacher

For teachers facing challenges, offering positive and constructive feedback becomes even more crucial, as it can nudge them toward improvement. Here are 15 sample positive comments tailored to support and encourage struggling teachers. Specific examples added to these samples give direction and can guide the improvement planning process with the teacher.

• Your positive attitude in the face of challenges sets a motivating tone for both students and colleagues.
• Teaching isn’t easy, but your dedication to overcoming classroom challenges is commendable.
• Despite the varied needs of your students, your resilience in adapting teaching strategies to meet these diverse requirements is truly appreciated.
• Your commitment to seeking professional development opportunities demonstrates a proactive approach to growth.
• Being open to feedback and implementing suggested changes demonstrate your admirable commitment to continuous improvement.
• Your efforts to create a supportive classroom environment are evident and valued.
• The way you strive to connect with struggling students individually shows your genuine concern for their success.
• You consistently review your teaching practices, demonstrating a commitment to professional improvement.
• Your creativity in finding alternative solutions to teaching obstacles is commendable.
• We commend your dedicated efforts in cultivating a sense of community among students, contributing significantly to a positive learning environment.
• Your commitment to setting achievable goals for both yourself and your students is a step toward improvement.
• Finding innovative ways to engage students in the learning process can be challenging. Your perseverance in this regard is noteworthy.
• Self-reflection and seeking professional growth are two key areas where you excel. You set a commendable example for your peers.
• Your proactive approach to seeking additional teaching resources and support is a positive step forward.
• Your passion for teaching, even in challenging times, makes a lasting impact on your students.

20 General Positive Comments to Celebrate Teachers

Teachers make sacrifices to ensure students get the best education. Acknowledging their efforts can greatly boost morale and motivate them to continue their hard work. Here are 20 comments for teacher observations that celebrate their dedication and hard work.

• Your unwavering commitment to providing the best for our students is truly commendable. Your sacrifices do not go unnoticed, and they create a positive impact on the entire student learning environment.
• We appreciate how you incorporate cultural diversity into the curriculum; it promotes a rich and inclusive learning environment .
• The sacrifices you make to ensure your students receive quality education are deeply appreciated. Your efforts contribute significantly to the overall success of our school community.
• Your use of student feedback to adjust teaching methods shows a commitment to student-centered learning.
• Using real-world examples in your lessons enhances students’ understanding and application of concepts.
• Your dedication to fostering a personal growth mindset encourages students to embrace challenges and persevere.
• It’s evident that your constructive feedback on assignments is crucial for nurturing students’ academic growth. Your thoughtful comments and specific feedback effectively encourage improvement.
• Your commitment to instilling a love for learning inspires students to explore beyond the curriculum.
• The thoughtfulness you demonstrate in providing constructive feedback supports students’ academic development.
• Your tireless dedication to creating an optimal learning experience for students is evident in every aspect of your teaching. Your commitment sets a high standard and positively influences the entire teaching team.
• Incorporating hands-on activities into your lessons enriches the student learning experience and promotes practical understanding.
• Your commitment to student well-being goes beyond academics, creating a supportive and nurturing classroom community.
• Knowing that you are approachable and ready to help students with challenging material is comforting to your students.
• Your creative approach to incorporating educational games enhances engagement and reinforces key concepts.
• In your dedication to students’ success, you consistently go above and beyond. Your hard work is inspiring, and it reflects in the positive atmosphere of our classrooms.
• The way you encourage student-led initiatives promotes leadership skills and a sense of responsibility.
• Your consistent efforts to celebrate students’ achievements, big or small, contribute to a positive and encouraging classroom culture.
• The organized and inviting classroom environment you maintain positively impacts students’ focus and productivity.
• You brilliantly use formative assessments to ensure a responsive teaching approach tailored to students’ needs. Thank you!
• Students look forward to your classes because you bring captivating energy to the classroom. Thank you for making learning both easy and enjoyable for them.

Equipping administrators with a range of sample positive comments for teacher observations can promote teacher growth. As teachers receive encouraging feedback for their efforts both in and outside the classroom, it encourages them to refine their teaching method.Integrating these comments into the evaluation process, alongside our top-notch Evaluation software, with scripting and built in feedback, amplifies the positive impact on classroom outcomes. Together, these tools contribute to a culture of continuous improvement, enhancing the overall effectiveness of teaching. If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers a large suite of tools that may be able to help. For example, three of our most popular and effective tools are:

• Cardonex, our master schedule software , helps schools save time on building master schedules. Many schools used to spend weeks using whiteboards to organize the right students, teachers, and classrooms into the right order so that students could graduate on time and get their preferred classes. However, Cardonex can now be used to automate this task and deliver 90% of students' first-choice classes within a couple of days.
• Testhound, our test accommodation software , helps schools coordinate thousands of students across all state and local K-12 school assessments while taking into account dozens of accommodations (reading disabilities, physical disabilities, translations, etc.) for students.
• Pathways, our college and career readiness software , helps administrators and counselors create, track, and analyze graduation pathways to ensure secondary students are on track to graduate.
• Evaluation, our teacher evaluation software , which documents every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting, and performance analytics.

Staff Evaluation Software

Document every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting and performance analytics. Get Started →

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