GUIDE FOR WRITING TERMINAL REPORTS

The purpose of this guide is to assist members of the staff in expressing themselves correctly
and in assessing the boy acurately.
As a general rule, reference hould be made to things which are of credit to the boy. If adverse
comments have to be made, they should not include a word given under the heading "Extremely
Undesiarable", unless the writer of the report believes that the use of such a word is likely to result in eventual benefit to the boy.
-----is a very obedient boy. He can be relied upon for any task. He has showed his worth in the field
of co-curricular activities as well. His conduct and behaviour throghout the term is very impressive.
He is an active member of the house. --- enjoys games and plays with energy and enthusiasm.
Those in authority find him a pleasant boy. He is a good influence on other boys.
He is a disciplined, well mannered boy of the house. He is yet to prove his worth in the field
of extra curriculur activities. Due to his amicable nature he is liked by everyone both in and outside the
house.
Quiet and well behaved boy, --- takes interest in all the activities of the house. He enjoys games
and took part in the Annual House Concert of the House, held in this term. His conduct and
behaviour throughout the term has been satisfactory.
An active member of the House, --- takes interest in all the activities of the school. He enjoys
games and took part in the Annual House Concer of the House. His behaviour and conduct
throughout the term has been satisfactory.
SCHOLASTIC
Acievement:
He is a (quick, slow) worker.
His standard of achievement in (all, most, some, a few, no)subjects is (excellent, satisfactory,
unsatisfactory).
He seems to be (highly, fairly) intelligent.
His intelligence is only average.
He seems to be (highly, fairly) intelligent.
He (seems, continues) to have special difficulty with _________.
He has made (good, steady, limited, little) progress.
His work is (always, usually, rarely) (well, badly) written and (neatly, untidily) presented.
It is doubtful if he is capable of doing any better.
He is handicapped by his weakness in ______.
He has a (Lively, poor) imagination.
Effort:
He (always, usually, rarely) works his hardest.
He is a (steady, erratic) worker.
He works well with very little supervision.
He has not yet learnt how to work without supervision.
He seems to take (great, little) interest in (all, any) subjects (s).
He is (always, usually, rarely) through in his work.
He is a (lively, quiet) member of the class.
I think he could try harder.
He is inclined to be careless.
He is almost too (quiet, lively).
He seems to find it (easy, difficult) to concentrate.
He has a (retentive, poor) memory.
He is good at working things out for himself.
He is rather a dreamer.
He is (quick, slow) to respond.
NON-SCHOLASTIC
Social Characteristics
Amongst Equals:
He gets on well with boys of his own age
He does not mix easily.
He often associates with younger boys.
He often associates with older boys.
He is inclined to be a bully.
He is inclined to be bullied.
He has one or two special friends.
He has no special friends.
He is often teased.
He does not mind being teased.
He objects to be teased.
He tends to take the lead.
He is easily influenced.
His development is progressing without great difficulty.
His present stage of development seems to be a difficult one.
His influence on other boys is a good one.
His influence on other boys is not a good one.
He has not yet adapted himself to boarding school life.
He is inclined to seek popularity.
Under Authority
He submits easly to authority.
His relationships with the staff are easy and natural.
He is popular with those in authority.
Those in authority find him a difficult boy.
His behaviour causes no great problems.
He volunteers for extra jobs.
He tries to avoid extra jobs.
He uses his initiative.
He usually waits to be told what to do.
He has opinions of his own.
He is prepared to admit failure.
He is prepared to accept blame.
He can be relied to carry out a job assigned to him.
He appears to resent having to confrm to school discipline.
He is quiet and well behaved.
He is ready to undertake responsibility.
Personal Characteristics
Desiarable or Acceptable:
Serious
Jolly
Humourous
Tidy
Cautious
Considerate
Idealistic
Patient
Punctual
Resourceful
Lively
Quiet
Truthful
Independent
Responsive
Observant
Sensitive
Imaginative
Reliable
Confident
Friendly
Polite
Reserved
Frank
Sensible
Modest
Determined
Courageous
Helpful
Good tempered
Conscientious
Inquiring
Adaptable
Adventurous
Undesirable
Mildly Undesirable:
Bossy
Careless
Diffident
Interfering
Irresponsible
Lifeless
Rowdy
Selfish
Thoughtless	Timid
Unenterprising
Unhelpful
Unresourceful
Untidy
Day dreamer
Extremely Underiable:
Aggressive
Bad tempered
Deceitful
Disobedient
Insolent
Obstinate
Lazy
Untrustworthy
Untruthful
Extra Curricular Activites:
Games:
He enjoys games
He does not enjoy games.
He is outstandingly good at games/atheletics.
He is fairly good at games/atheletics.
He is not good at games/atheletics.
He plays with energy and enthusiasm.
He is quick and agile.
He is particularly good at _____
He is not an atheletic type.
He is promising at _____
Art, Crafts, Hobbies:
He takes part in ________
He enjoys _________
He is (outstandingly, fairly) good at _______
He seems to have little talent for ________
His private hobbies are _______
He shows particular interest in ________
He is a very talented boy.
He has not shown any special talent.
These expressions may be also found useful:
It is (no longer, still) true to say that _______
He has (developed, lost, maintained) (an ability, a tendency) to _______
He ought to pay particular attention to ______
He shoould not be unduly discouraged by _____
He deserves praise for _______
I am (hopeful, apprehensive) about his future.
He can draw (encouragement, satisfaction) from _____
He should try to put in some extra work during the holidays.
He has clearly made (excellent, steady, little) progress.
He has made something of  name for himself (at, as) ________
He is inclined to be (over confident, unnecessarily diffident).
His all round performance has been (encouraging, disappointing).
His performance at _________ has been particularly (good, poor).
His couldn't careless attitude for (studies, personal turn out) is causing concern.
He did not take any interest in the co-curricular activites this term.
His behaviour and conduct throughout the term has been satisfactory.
Some expressions, particularly the language teachers may find useful
in evaluating child's efforts and achievement in the subject:
He (seems, continues) to have special difficulty with____
His work is (always, usually, rarely) (well, hardly) written and (neatly untidily) presented.
He is handicapped by his weakness in ______
He seems to take (great, little) interest in (all, any) subject (s).
He is (always, usually, rarely) thorough in his work.
He seems to find it (easy, difficult) to concentrate.
He has a (retentive, poor) memory.
He is (quick, slow) to respond.
It is (no lonnger, still) true to say that _____
He has (developed, lost, maintained) (an ability, a tendency) to _______
He ought to pay particular attention to _______
There is, however, no room for complacency, I hope he will keep up the good work.
He has worked hard in the subject and been mildly successful though there is room for improvement.
It is elating to see him driving himself to do better in the subject.
He lacks the power of expression
He should pay particular attention to his (hand writing, spelling).
Although intelligent, but he doesn't seem to (apply himself, make enough efforts) to learn the subject.
He (always, rarely) enjoys reading books other than his text books.