Learning Skills & Work Habits Report Card Comments Ontario

[Student] consistently fulfils responsibilities and commitments in the classroom, submitting her work on time and taking full ownership of her behaviour and learning choices. As a next step, [Student] is encouraged to mentor peers in planning long-term assignments.

[Student] sometimes completes and submits class work within the given timelines and is developing his ability to take responsibility for his learning choices. With reminders, he follows classroom routines. As a next step, [Student] should use his agenda daily to track assignments and check in with the teacher before due dates.

[Student] usually devises and follows a plan for completing tasks, keeping his materials and digital files in order so he can begin work promptly. As a next step, [Student] is encouraged to break larger projects into smaller steps with his own checkpoints.

[Student] requires ongoing support to establish priorities and manage the time needed to complete tasks, and frequently needs assistance locating her materials. As a next step, [Student] will benefit from a simplified checklist for each work period and a consistent system for storing her work, which we will practise together.

[Student] consistently uses class time appropriately to complete tasks, monitoring her own plan and following instructions with minimal supervision. As a next step, [Student] is encouraged to set her own success criteria before beginning independent tasks.

[Student] sometimes uses class time appropriately and completes independent tasks when expectations are chunked and reviewed with him. As a next step, [Student] should begin tasks by restating the instructions in his own words to confirm understanding before seeking teacher support.

[Student] usually works well with a variety of partners, sharing resources and responding positively to the ideas and opinions of others. She is developing her ability to resolve group disagreements independently. As a next step, [Student] is encouraged to invite quieter group members into discussions.

[Student] rarely shares responsibility during group tasks and often requires teacher mediation to respond constructively to the ideas of others. As a next step, [Student] will practise assigned group roles with clear expectations, beginning with partner work before larger groups.

[Student] consistently demonstrates curiosity and a willingness to take risks in his learning, seeking out new opportunities and approaching extension tasks with enthusiasm. As a next step, [Student] is encouraged to bring his independent interests into class inquiry projects.

[Student] sometimes approaches new tasks with a positive attitude and is beginning to ask questions that extend her learning when prompted. As a next step, [Student] should identify one question of her own at the start of each new unit to investigate.

[Student] usually sets goals for her learning, perseveres through challenging tasks, and seeks clarification or assistance when needed. As a next step, [Student] is encouraged to reflect on which strategies helped her most and record them for future tasks.

[Student] rarely monitors his progress toward goals and often needs adult support to manage frustration during challenging tasks. As a next step, [Student] will practise using the calming strategies in our classroom plan and set one small, achievable goal each week with teacher support.