Report Cards - A Positive Approach

For many religious school teachers, it's report card time. The synagogue-based religious school where I teach uses the term, "Progress Report," which is a more accurate description of this document in the context of a two-day-a-week religious education program. Unlike the grade and behavior oriented report cards of a secular school or Jewish day school, a progress report is designed to answer the question, "How well is the student using his/her capabilities to progress on the path of life long Jewish learning?"

On the progress report form that our school is using this year, there are no letter or numerical grades. Instead, the various skill areas are evaluated using the terms, "Needs Improvement," "Satisfactory," "Above average," and "Outstanding." Since we're viewing the progress report as an element in the process of life long learning, I believe that it's important to consider the future impact of these evaluative words. When a student looks back and remembers that he/she received a "needs improvement" in "Prayer Hebrew," for example, does that memory diminish interest in communal worship or further study?
I've come to the conclusion that it doesn't. "Needs Improvement" is a dynamic assessment. We educators can provide students with immediate concrete steps toward the necessary improvement. We can ensure that the next progress report will reflect that improvement. In short, "Needs Improvement" is a form of optimistic evaluation which won't become an impediment to future Jewish learning.
You might use a similar process to examine the evaluation terminology on the report card forms that your school is using.

Some report card forms require the teacher to comment on each student's progress. Here is another opportunity to be candidly positive. (All names in the examples that follow are fictitious.) Say "Doris is being encouraged to carefully review her Hebrew vocabulary cards at home," rather than "Doris is having difficulty remembering her Hebrew vocabulary." Aim for a positive approach while still calling attention to a skill that needs to be developed or strengthened.

The best advice I ever received regarding report card comments was to always begin with a completely positive statement. All of our students, including the most "challenging" have many positive qualities. It's our responsibility as Jewish educators to provide opportunities for all students to succeed in some form at Jewish learning. This may involve modifying learning activities to accomodate different learning styles or having students demonstrate their Judaic knowledge through art, music, or drama as well as writing projects.
In this way, at report card time, there will be many examples of positive student participation to comment upon. "Suzy's creative Hanukkiah design enhanced our Hanukkah display." "Saul's puppet skit helped us to better understand the Torah Portion, Shemot."

And don't overlook a student's social skills or even a good attendance record. "Morris works very constructively on group projects." "Marcy is to be commended on her near perfect attendance at Hebrew School."

As we read over the comments we've written, we might imagine the reaction of our students should they come upon their religious school report cards five, ten, twenty years from now. Let's make certain that they say, "Those were good times. I'm glad I've continued my Jewish learning." and not, "I was so glad when that religious school stuff was over!"

A few well-chosen words can make a positively huge difference.