• If ______ will continue to put forth the effort he/she has shown in the past (insert time frame), he/she will receive a great deal from his schooling.

• The following suggestions might improve his/her ______. Attach list of suggestions.
  

• I am hoping this recent interest and improvement by _______ will continue.

• ______ is making progress in the following technical areas. Attach list. He/She is having some difficulty with ______, but if he/she continues to work hard he/she should see improvement soon.

• ______ takes great pride in all of the practice he/she does and always strives to do so with his/her best effort.

• ______  tends to work not focus on what he/she is practicing, which results in many careless errors.
  

• ______ is a very hard worker and has excellent vocabulary skills for his/her age, but sometimes I am not sure he/she is paying complete attention on a lesson.
  

• ______'s excellent attitude is reflected in the work he/she does.
  

• Although ______ tries to do his/her best, he/she seems to be having difficulty keeping up with his/her peers. Can we meet to discuss this?

• I am concerned about ______'s progress this year. He/She has shown some improvement but his/her growth is not where it should be at this point in preparing for the next (test or competition). Please call to schedule a conference so we can discuss this.

• As we discussed in our recent conference, _______'s skills need to be improved to achieve the minimum passing standards for the (insert level) test. I am sure with that more practice time will  result in increased effort and concentration necessary for improvement.

• ______ has great enthusiasm for everything we do on a lesson. However, he/she is having some difficulty with _______. Please consider (attach interventions).

• ______ is strong in _____.

• ______ has earned a very fine report card.

• ______ has a vast background knowledge of _______.

• ______ is a very fine and serious student and excels in ______.

• ______ is working well in all basic skill areas.

• ______ is working above grade level in ______.

• ______ is especially good at ______.

• ______'s low rate of achievement makes it difficult for he/she to meet the schedule of skills required for the (Insert test level) for the test session on (insert date, time, and location).
  

• ______ is capable of achieving a higher average GOE in the areas of (Insert specific elements).

• ______ has had difficulty with learning ______, so in the coming (Insert unit of item) we will focus on ______.

• ______ is capable of achieving much on during his/her practice sessions.

• ______ still needs your support in achieving the following (Insert tasks).

• ______ has the desire to learn and needs the following (Insert extra help) to bring his/her skills to up to the expected performance level to compete in the (Insert level) event in the (Insert Competition) being held (Insert Date and place).

• ______ does not work up to his/her ability.

• ______ has difficulty understanding the material.

• ______ is continuing to acquire artistic skills.
  

• ______ has improved steadily.

• ______ has been consistently progressing.

• ______ has shown a good attitude about trying to improve in ______.

• ______ seems eager to improve.

• ______ has shown strong growth in _______.

• ______ is making steady progress in technical aspects of skating.

• ______'s quality of work is improving.

• ______ has strengthened her skills in ______.

• ______ has shown an encouraging desire to better his/her self in _______.

• ______ would improve if he/she developed a greater interest in _______.

• ______ has made nice progress this month.

• ______ is progressing nicely, and I hope this continues.

• ______'s attitude on lessons shows improvement.

Self-Esteem Activities for Secondary Students

• Building a Healthy Self-Esteem - "I like to learn and try new things."
• Building a Healthy Self-Esteem - "I can take constructive criticism."
• Building a Healthy Self-Esteem - "Sometimes I do things simply because I know they are good for me."
• Building a Healthy Self-Esteem - "I have hopes and dreams."
• Building a Healthy Self-Esteem - "I can weigh the pros and cons of taking a risk and make a good decision."
• Building a Healthy Self-Esteem - "I believe I do things that will make a difference."
• Building a Healthy Self-Esteem - "I can laugh at myself."

General Teaching Methods

• Learner-Centered vs. Curriculum-Centered Teachers: Which Type Are You? The difference between learner-centered and curriculum-centered classrooms is philosophical. Constructivists adhere to learner-centered classrooms. Standards-based teachers adhere to curriculum-centered classrooms.

• Lesson Methodologies There are many different ways in which you can effectively teach your students. Learn about many different methodologies here. New teachers will find this resource particularly valuable when they're determining which method is most effective for them.

• Standards for Good Teaching Learn the ten basic standards for good teaching and how you can be a successful, effective teacher.

• Authentic Assessment An overview of authentic assessments.

• Levels of Questions in Bloom's Taxonomy Challenge your students with all levels of questions as defined by Bloom's Taxonomy. They will be doing higher-level thinking and you will have a more interesting classroom! New teachers will find this resource particularly valuable.

• Your Secret Weapon: Wait Time Give your students time to think about your questions before asking for an answer; this is called "wait time." This professional development advice will prove especially useful to new teachers.

• Problem-Solving Learn about the benefits of problem-solving and how to include it in your teaching. Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.

• Teaching with Cooperative Learning Learn the basics of successfully teaching your class with the cooperative learning method. Group projects are an excellent way to help your students build important communication and teamwork skills. New teachers will find this resource particularly valuable.

• What Is Cooperative Learning, and What Does It Do? Cooperative learning is a successful teaching strategy in which small teams, each with students of different ability levels, use a variety of learning activities to improve their understanding of a subject. By using this method, each of your students will feel that he or she is an important member of the class.

• Cooperative Learning Get information on cooperative learning, an instructional strategy in which small groups of students work together on a common task. This teaching method is an excellent way to allow students to think critically without relying on you for answers.

• More Cooperative Learning Teaching Strategies

Using Technology

• Assistive Technology for Students with Mild Disabilities These simple adaptations can improve the learning experience of many children.

• Stages to Technology Integration  Get advice on integrating technology into your classroom.

• Technology Strategies for Music Education Use technology strategies and activities to attract students into music curriculum. Pages organized by the National Music Standards.

• Integrating Technology Find ways to integrate technology – such as the Internet, DVDs, and TV programs – into your teaching  program.