Last Thursday, progress reports were distributed to the students of Innisdale. Approximately three weeks into every semester, these sheets of paper are handed out by first period teachers, filled in, and carried from class to class. They are expected to be brought back scrawled with a parental signature; if one's guardian is so inclined, as well, there is a space for 'Parent's Comments'. With a brief list of learning skills to be checked off by our new educators, it is a somewhat odd system.
The general consensus of why we have these reports is so those at home can see how their offspring are behaving early on. It is true that if a student is problematic, this will make itself evident rather quickly. Regardless, it seems almost premature to judge.The possible judgments are an E for 'excellent', a G for 'good', an S for 'satisfactory', and an N for 'needs improvement'.
With class sizes being what they are, it is very optimistic to assume a teacher is, after a mere three weeks, capable of reporting with complete accuracy. They are expected to relay habits and abilities based on a few vague impressions given.
Since these learning skills are so interlaced with academic performance, metaphorically, they already show up on midterm and final report cards. It could be argued that the time being spent evaluating work habits is rather frivolous when the student and teacher lack the familiarity for these evaluations to be at all in depth.
More importantly: Remember, if you haven't yet, bring back the bottom portion of your progress report to your Period 1 teacher.
