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223 Copy and Paste Final Report Card Comments

Hey, Teacher! Is it report writing time again?

Hopefully these comments for student report cards will come in helpful.

decorative text that says report card comments for all ages

Copy and paste these report card comments for your students. It’ll save you time and heartache!

Read below for my full list of report card comment ideas:

Positive Comments

Use a few positive comments to show the strengths of the student and how they’ve improved recently.

Positive Attitude to Learning

  • Comes to class every day ready and willing to learn.
  • Has an inquisitive and engaged mind.
  • Is excited to tackle her tasks every day.
  • Likes to come to school and learn with her friends.
  • Has a positive attitude to self-development.
  • Tends to come into the classroom with a big smile and an open mind.
  • Sets herself very high standards and strives to meet them each and every day.

Showing Improvement

  • Is consistently improving.
  • Is developing very well for her age.
  • Has shown strong signs of growth in all learning areas.
  • Has made clear and commendable gains.
  • Improves each and every day.
  • Her hard work and effort has paid off.

Positive Behavior

  • Is always very well behaved during class time.
  • Has a good ability to avoid peers who she sees may be distractions to her learning.
  • Is always willing to listen to instructions.
  • Is a very helpful and respectful student.
  • Never misbehaves in class.
  • Sets a good standard for classmates to follow.
  • Is very good at following the rules.

Read Also: Words to Describe a Student

Shows Respect for Others

  • Has a great deal of respect for all visitors to the classroom.
  • Cares for and respects her classmates.
  • Is always respectful to classroom equipment.
  • Always puts her hand up and follows instructions.
  • Is very considerate of others and often puts others’ needs and interests at the front of her mind.
  • Is a very respectful and responsible classmate.
  • Has proven to be a courteous and polite classmate.
  • Is held in high regard for her kindness to others.
  • Is a very outgoing, positive and upbeat student.
  • Tackles every task with enthusiasm and self-belief.
  • Is building her confidence more and more every day.
  • Has shown remarkable growth in confidence this year.
  • Has reached many achievements this year, which is reflected in her budding confidence.
  • Is a self-assured young learner who is always willing to try something new.
  • Can always be trusted with tasks assigned to her.
  • Conducts herself with honesty and integrity at all times.
  • Is trusted with school equipment including expensive computer technology.
  • Is open, honest and upfront about her thoughts and beliefs.
  • Shares thoughtful and genuine opinions during lessons.
  • Is always willing to self-reflect and provide genuine analyses of her progress.


  • Is a very expressive and confident student.
  • Has a great ability to express thoughts and feelings in writing.
  • Is always willing to express herself in front of the class with a bold and confident voice.
  • Has artistic talent and can articulate her thoughts through drawing and painting very well.
  • Is a very articulate public speaker when talking about issues that she knows well.
  • Is always willing to contribute her own thoughts and beliefs in class discussions.
  • Uses her body and hand movements to express herself artistically.

High Motivation

  • Has a great deal of intrinsic motivation . She’s a real go getter!
  • Has bucket loads of initiative.
  • Has an active mind and is eager to achieve.
  • Comes to class with a huge willingness to participate.
  • Never wants to waste a day in the classroom.
  • Loves to soak up all the information around her.
  • Is an ambitious and proactive student.
  • Knows her goals and strives every day to achieve them.

Strong Communication Skills

  • Projects her voice very well when communicating in class.
  • Is effective at using the written word to express herself.
  • Has a great deal of confidence when speaking to groups.
  • Is very good at clearly and succinctly speaking up when she feels she has a valuable contribution.
  • Consistently provides valuable contributions to class discussion.
  • Is a skilled public speaker.
  • Has shown great strides in written communication skills in recent months.

Is Neat and Tidy

  • Always keeps her belongings neatly organized.
  • Looks after her belongings very carefully.
  • Always has neat book work which shows respect and high regard for her own work.
  • Keeps her desk space very tidy, clean and organized.
  • Takes pride in keeping her work neat, clean and tidy for every submission.
  • Keeps her personal work spaces very well organized.

Good Listening Skills

  • Is an active listener who is always ready to respond with relevant and engaging questions.
  • Listens thoughtfully to other people’s ideas and contributes her own thoughtful ideas.
  • Listens with an open mind to her classmates’ perspectives.
  • Always listens intently with the hope of learning new things.
  • Concentrates and pays close attention during demonstrations to ensure she understands task requirements.
  • Takes directions well and is quick to apply directions to tasks.
  • Is always attentive in class and asks for clarification when required.
  • Is good at working in small groups unaided by a teacher.
  • Listens intently to others and takes their opinions in mind.
  • Excels when given leadership roles in small groups.
  • Appears to thrive in group learning situations.
  • Has developed strong skills in communicating in groups.
  • Works productively in groups of all sizes to get tasks done.
  • Has a knack for managing multiple personalities in group situations.
  • Could work on sharing resources more fairly during group tasks.
  • Needs to work on allowing other group members equal time to speak during group discussions.

Strong Organization and Time Management

  • Always arrives to class on time with her books and is ready to learn.
  • Is exceptionally good at completing tasks in a timely manner.
  • Is a natural organizer and is often seen helping to get her peers organized and ready for tasks.
  • Is always trusted to meet deadlines.
  • Uses color coding and headings in her books effectively to organize her notes.
  • Keeps a neat and organized work space at all times.

Good at Homework

  • Always comes to class with very neat and well written homework.
  • Tends to complete independent homework tasks with ease.
  • Thrives with independent homework tasks, which are always presented in a timely manner.
  • Comes to class with great questions based on the assigned homework tasks, showing thoughtfulness and independence.
  • Can be trusted to complete her homework in time.
  • Often asks for extra homework. She has shown great thirst for knowledge.

Read Also: 27 Pros and Cons of Homework

Strong Participation

  • Is always willing to jump in and participate in any task.
  • Is a great helper, always giving people a hand when she sees they are in need.
  • Participates in all tasks, no matter her skill level. This enthusiasm is laudable.
  • Always comes to class willing to get involved in the daily activities.
  • Is always the first person to put their hand up to volunteer for a task.
  • Loves to learn by getting involved and gaining first-hand experiences.
  • Is beginning to develop her own interest and is eager to learn more about them.
  • Has a strong personal interest in ________ and has been taking the initiative to explore the topic.
  • Is very enthusiastic about ________ and has shown great promise in this area.
  • Has picked a great extracurricular hobby of _____. Her skills learned in this hobby has helped to boost her confidence in the classroom.
  • Shows interest in a variety of different topics which she has been enthusiastically exploring during free study time.
  • Always finds personal interest in topics presented in class.


  • Is showing increasing independence to learn and study without the need for excessive guidance.
  • Is a fiercely independent person who knows what she wants and goes out to get it.
  • Has an independent and free spirited mind.
  • Is not afraid to go against the majority if she is certain of her beliefs and thoughts.
  • Happily goes about her tasks independently but seeks help when required.
  • Shows confidence striking out on her own to do things she is interested in.

Strong Learning and Thinking Skills

  • Is very resourceful and uses the internet, books and peers to find new knowledge.
  • Is aware of her learning styles and makes every effort to work to her strengths as a student.
  • Uses higher-order thinking strategies like analysis and critique to question assumptions.
  • Knows when she needs help and asks for it willingly.
  • Thinks deeply about her responses before providing them.
  • Is very good at reflecting on her weaknesses and working on them to grow as a person.
  • Is great at solving problems using her own initiative.

Good Attention to Detail

  • Pays close attention to the details of a tasks so that she doesn’t miss anything.
  • Is very systematic about going about her tasks so she can complete them thoroughly.
  • Is great at identifying small and nuanced mistakes in her own work.
  • Always creates very presentable and professional looking pieces of work.
  • Has great self-reflection skills , being able to identify her own strengths and weaknesses.
  • Can pause and look at her own work to identify areas for improvement.
  • Has the ability to stop and change course when she identifies areas for improvement.
  • Is very good at identifying and repairing errors in drafts.
  • Has exercised great thoughtfulness about her own capabilities.
  • Has shown the ability to empathize with classmates and show great compassion.

Perseverance and Determination

  • Shows great determination when is set a challenging task.
  • Perseveres through difficulties to achieve her goals.
  • Is resilient in the face of significant challenges and problems presented.
  • Will always work through struggles and come out the other end more confident and skilled.

Constructive Comments

Present constructive comments to show the areas for improvement for the student. Carefully craft the comments so they’re not overly upsetting or impersonal.

Negative Attitude to Learning

  • Occasionally needs special assistance to stay on task.
  • Requires some coaxing to complete tasks.
  • Is at times distracted or uninterested in learning.
  • Is working on paying more attention to her tasks.
  • Has some off days where she is uninterested in learning.
  • Is easily distracted by friends.
  • Will often come to class unwilling to contribute to group discussions.

Needs Improvement

  • Needs to work on focus and concentration during class time.
  • Has improved in some areas, but continues to slip behind in others.
  • Is showing some lack of focus and is slipping behind in some subjects.
  • There is still a lot of room for growth and we are working on improving her focus and drive in coming months.
  • It would be great to see some improvement in her weakest subjects in the future.
  • I would like to see her asking for help when stuck on tasks.

Disruptive Behavior

  • Can occasionally disrupt her friends and classmates.
  • Is at times a distraction to other students.
  • Can be unsettled when entering the class after breaks.
  • Can be talkative during quiet times and individual tasks.
  • Could work on being more considerate to other classmates.
  • Has had a difficult time getting comfortable in class this year.
  • Has at times sought undue attention and distracted the flow of lessons.

Read Also: 13 Best Classroom Management Theories

Low Motivation

  • Sometimes struggles to engage in class discussions.
  • Requires a lot of external rewards to get focused.
  • Works well below her capabilities due to lack of motivation to do her best.
  • Relies heavily on extrinsic motivation. It would be great to see more intrinsic desire to succeed in coming months.
  • Struggles to find things she is interested in.
  • Has trouble getting engaged and interested in class topics.
  • Will respond well to rewards but struggles to use initiative.
  • Needs to dig deep and find greater motivation to learn in coming months.

Is Not Neat and Tidy

  • Occasionally presents work that is messy and difficult to read.
  • I would like to see her paying more attention to neatness in her writing.
  • It would be great to see her showing more care for her workspace to ensure all her belongings are well cared for.
  • At times comes to class disheveled and disorganized.
  • Presents homework that is untidy and appears to have been rushed.
  • Needs to work on ensuring her work is presentable, neat, and error-free.

Weak Communication Skills

  • Speaks very softly. An area for improvement is speaking up in class discussions.
  • Could work some more on communicating her opinions during discussions.
  • Is often shy and intimidated when asked to speak up in class discussions.
  • Needs coaxing to share her thoughts in class.
  • Can work on being clearer when expressing her thoughts in writing.
  • I look forward to seeing further development in expressing her thoughts in class.

Poor Listening Skills

  • Has had some trouble paying attention to others during class discussions.
  • Has some trouble listening to peers and teachers.
  • Is easily distracted during class discussions.
  • Is a good talker but needs to work on pausing and listening to others more attentively.
  • Is often fidgety and distracted when spoken to.
  • Is often resistant to make eye contact and be responsive when spoken to.
  • Has trouble repeating and remembering instructions.

Read Also: 47 Best Classroom Rules for Middle and High School

Weak Organization and Time Management

  • Tends to leave tasks to the last minute.
  • Often submits incomplete drafts due to poor time management.
  • Is often disorganized and forgets important school supplies.
  • Has submitted homework late on several occasions.
  • Could work on using her time more efficiently to complete tasks in allotted time periods.
  • I would like to see her working on her organizational skills in coming months so she can use her class time more efficiently.

Bad at Homework

  • Will often skip assigned homework tasks.
  • Regularly forgets to bring homework to school.
  • Her homework is often brought to class incomplete and rushed.
  • Is often seen completing homework tasks the morning before they are due.
  • I would like to see her working on setting aside more time for homework in the coming months.
  • Is good at class work, but needs more initiative to complete her weekly homework in a timely manner.

Poor Attention to Detail

  • Could be getting higher grades if she edited her work more carefully before submission.
  • Will sometimes make mistakes due to distractedness and carelessness.
  • Has started to let carelessness seep into his work for the past few months.
  • Often does not pay enough attention to test questions, leading to small unforced errors.

Preschool and Kindergarten Comments

Here are some great comments specifically for children in the early years of their development.

Play Based Learning – Strong

  • Plays well with other children.
  • Shares resources with her peers during play time.
  • Has begun to develop cooperative play skills such as sharing and taking turns.
  • Is a creative and imaginative learner.
  • Engages in strong exploratory and discovery play behaviors without prompting.
  • Is enthusiastic and engaged when given developmentally appropriate resources to play with.
  • Thrives in unstructured play environments where she can explore, learn and discover in her own time.
  • Has started to use extended vocabulary well during play scenarios.
  • Is great at taking measured risks during play which reveals great self-confidence for her age.

Play Based Learning – Needs Improvement

  • Plays in parallel with other children, but needs to start developing cooperative play strategies in the coming months.
  • Is good at solitary play, but needs more practice sharing and playing with other students.
  • Is curious about playing with others, but often sits back due to shyness.
  • Needs encouragement to use more language skills during play-based learning .
  • Struggles to take turns when playing with others.

Strong Development

  • Is developing in an age appropriate way and continues to show good progress.
  • Has visibly developed fine and gross motor skills during class sessions.
  • Is using language at an age appropriate level.
  • Is starting to move out of her comfort zone to explore more and more new challenges.
  • Is socially, cognitively and physically on track for transition to school.


  • Has shown remarkable strides in communication skills at preschool.
  • Plays well with others.
  • Is a thoughtful and kind student who plays well with others.
  • Always shares and thinks about others during play scenarios.
  • Is a popular student who finds it very easy to make friends with other children.
  • Has been seen to show some great emerging leadership skills during play scenarios.
  • Is very happy to play in groups and learn from peers .

Final Thoughts

I will often start with a comment bank like the one above. For each student, I’ll copy four or five of the most suitable statements.

But, I will also follow-up my generic comment from the comment bank with a specific example for the parents to read.

Parents do like to see that you have provided specific and thoughtful statements – so don’t forget to use the student’s name and specific anecdotes as much as possible.

I do hope this comment bank for report card comments has come in handy for you.

Remember to also maintain a positive but honest and constructive voice when writing.

If there is serious concern that might be difficult to express in writing, you should arrange for a parent-teacher conference to have a discussion and see how things progress.

Good luck with your report card writing!

About The Author: Hi, I’m Chris Drew (Ph.D) and I run things around here. I’m an Education expert and university professor.


Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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school report writing comments

Having difficulty with writing positive and constructive feedback on student report cards and progress reports? Use our ideas.

  • The learner takes an active role in discussions.
  • Learner consistently cooperates with the teacher and other students.
  • Learner listens well and shares ideas frequently.
  • The learner works democratically with peers.
  • Learner shows self-confidence in…
  • The learner works well in groups, planning and carrying out activities.
  • Learner follows directions well.
  • The learner is an enthusiastic learner who enjoys school.
  • Learner tackles new challenges with a positive attitude.
  • The learner has a positive attitude about school.
  • Learner consistently makes good choices during the school day.
  • Learner shows respect for peers and teachers.
  • Learner transitions easily between classroom activities and is not a distraction to others.
  • The learner is sensitive to the thoughts and opinions of others.
  • The learner is a leader and positive role model for students .
  • The learner is enthusiastic about participating.
  • The learner takes an active part in discussions about (topic).
  • Learner speaks with confidence.
  • Learner volunteers often.
  • The learner has a great sense of humor and enjoys our class assignments.

Needs Improvement

  • The learner has difficulty staying focused and on task. · Needs to actively participate in classroom discussion.
  • The learner needs to work on not distracting others during class.
  • The learner is learning to be careful, cooperative, and fair.
  • The learner needs to work on…
  • One area for improvement is…
  • The learner is eager to participate in class but needs to raise their hand.
  • The learner is becoming more independent when completing class assignments.
  • The learner needs frequent reminders to stay focused throughout the day.
  • Learner, when motivated, does well on class assignments.
  • The learner needs to work on following written and oral directions.
  • Needs to actively participate in classroom discussions.
  • The learner has frequent absences that are affecting (name’s) schoolwork.
  • The learner needs to work on treating others with respect.
  • The learner needs to work on completing homework assignments on time.
  • Learner frequently comes to class unprepared .
  • Learner often seems tired at school.
  • The learner gets upset quickly when (topic).
  • Although _____________’s growth in social skills and maturity is continuing, it is not consistent.
  • _______ continues to make progress this year concerning their attitude in the classroom and on the playground.

Time Management/Work Habits

  • The learner uses class time wisely.
  • The learner is a self-motivated student.
  • Learner completes work on time.
  • The learner is very organized.
  • Learner demonstrates problem-solving skills and is persistent.
  • The learner has done a great job facing and overcoming significant challenges this year.
  • The learner is very responsible and turns in work on time.
  • The learner is flexible and adapts to changes quickly .
  • The learner has made improvements in the area of…
  • The learner has strengthened their skills in…
  • The learner does not complete assignments on time. Seems unable to finish.
  • The learner is encouraged to use time wisely to finish tasks in the time required.
  • Learner struggles to stay organized and find appropriate materials (paper/pencil).
  • The learner needs to slow down to improve the quality of their work.
  • The learner is not working to their full potential.
  • The learner is easily distracted.
  • The learner needs to listen and follow directions more carefully .
  • The learner needs more opportunities to…
  • Learner grades are suffering because of missed assignments.
  • The learner would benefit from…

Growth Mindset

  • The learner has demonstrated excellent progress this year.
  • The learner is learning how to be a better listener and takes direction well.
  • The learner has worked very hard this year and has made substantial gains in the area of ______.
  • The learner has shown significant improvement with ______.
  • The learner is progressing nicely and shows consistent improvement in many areas of schoolwork, including ______.
  • The learner is learning to be cooperative when working in groups.
  • The learner is developing more positive ways to interact with others.
  • The learner is listening to directions more carefully.
  • The learner has continued to make steady progress with…
  • The learner has shown noticeable improvement in…

General Subject Area Comments

  • The learner has good reading and decoding skills.
  • The learner is reading well at level…
  • The learner uses reading strategies to increase their reading comprehension.
  • The learner is reading smoothly and with good expression.
  • Learner struggles with reading comprehension.
  • The learner needs to read for 15 minutes each night.
  • The learner is choosing books that are too simple for their level.
  • The learner has difficulty using reading strategies to decode new words.
  • The learner needs to learn essential sight words to improve decoding skills.
  • The learner needs to build reading vocabulary.
  • The learner uses various strategies to solve one- and two-step word problems.
  • Learner demonstrates a good understanding of math concepts.
  • Learner demonstrates problem-solving skills.
  • The learner has strengthened their critical thinking and problem-solving skills.
  • The learner has difficulty understanding/solving word problems.
  • The learner understands skills and strategie s but has a difficult time explaining processes.
  • The learner would benefit from memorizing math facts.
  • The learner has difficulty solving multi-step problems.
  • The learner needs to slow down and check work.
  • Learner memorizing basic math facts would be helpful to…
  • The learner is willing to learn new writing skills and quickly applies these skills within their writing.
  • The learner understands and applies the correct use of punctuation within the writing.
  • Learner writing is clear and follows grammar and punctuation rules.
  • Learner enjoys writing stories and can construct unique and exciting sentences.
  • The learner can create precise and compelling writing that is interesting to read and easy to comprehend.
  • The learner has shown significant improvement with their writing skills and consistently increases their writing comprehension and techniques.
  • The learner has difficulty writing clear and understandable sentences.
  • Learner words are often misplaced throughout their writing.
  • Learner frequently displays grammatical errors within their writing.
  • The learner needs to slow down and review their writing.

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Free end-of-year letter templates to your students 📝!

168 Sample Report Card Comments (Plus a Printable Version)

Help has arrived just in time for report cards!

"Your child has come so far in math! Focusing on two-digit addition is the next step."

Each progress report and report card provides an opportunity for you to give parents insight into their child’s performance beyond a letter or numerical grade for conduct or academics. Parents want to know how their child is doing, but they also want to know that you get their child. Report cards also help students understand what they are doing well … as well as areas where they could improve. The best way to get these points across is via meaningful comments. Need help? We’ve got dozens of sample report card comments below that are sorted for students at every level: emerging, developing, proficient, and extending standards, plus comments that address behavior, social skills, and more.

Get a free Google Slide version of these comments by submitting your email.

school report writing comments

Tips for report card comments

Before using the list below, it’s important to know that teacher comments should be accurate, specific, and personal. The comments below are structured to allow you to fill in the blank for a particular subject or behavior, and then expand the comment. Sometimes you might require an action like a meeting with the parent. Other times you may be encouraging the student to do something in school or at home to improve on a skill or get more practice. Either way, these sample report card comments will establish the how that attaches to the what of any number or letter grade you are documenting.

Sample report card comments for students with emerging skills

It’s often difficult to know the cause of why a student’s skills are still emerging. In these situations, parents can often help you get to the bottom of it. Be specific about areas of difficulty in these comments, and don’t be afraid to ask for a parent’s help. Here are some ideas:

  • Your student could use some extra practice in [subject]. Please have them study [skill] for [time] each night.
  • Your student hasn’t yet had the chance to master [specific skill]. Review sessions are available [time frame].
  • Your student may need additional assistance with [skill/subject]. Completing classwork and homework is the first step to improving.

Your student may need additional assistance with [skill/subject]. Completing classwork and homework is the first step to improving.

  • Your student needs more practice with [specific skill]. Please check that they have completed their homework each evening.
  • We will continue focusing on reinforcing your student’s positive efforts.
  • Your student should put more effort into [subject area] to avoid incorrect or incomplete assignments.
  • Your student would benefit from more active participation in small-group activities.
  • This semester/trimester, I would like your student to work on …

Sample report card comments to encourage a follow-up phone call

We can think of many situations where a report card comment can be the first step in scheduling a phone call or meeting to discuss a concern. Write something positive about the child’s personality while requesting a parent meeting or phone call. Some examples are:

  • Your student is always respectful, but I am concerned about their work. When can we meet?
  • Your child is inquisitive and engaged in class, but they have quite a bit of missing work. Please call me to discuss some strategies.
  • Your child has a wonderful sense of humor/is helpful/is kind but fails to turn in their assignments. Let’s meet to come up with a plan to move forward.

Your child has a wonderful sense of humor/is helpful/is kind but fails to turn in their assignments. Let’s meet to come up with a plan to move forward.

  • Let’s work on strategies that will help your student follow through on their assignments.

Sample report card comments about (negative) behavior

Parents want to know how their child has behaved, even if they are not surprised by the behavior. Behavior can be even more difficult to write about than academics. Be careful to avoid personal attacks or statements that can make the parent or child feel judged. For difficult behaviors, stick to statistics and/or basic descriptions. Try things like:

  • Your student struggles with [DESIRED behavior]. We will continue to work on this behavior at school.
  • Your child struggles with [UNDESIRABLE behavior] and needs to focus on [DESIRED behavior].
  • When your student is focused, they are a pleasure to have in class. Let’s meet to discuss strategies to keep them on track.
  • Your student often struggles to focus in class, which harms their ability to engage well with class activities and assignments.
  • [Student] is working on independent work production and staying on task.
  • [Student] often struggles to focus in class, which impacts their ability to engage in class activities.
  • I encourage [student] to use time wisely to finish tasks in a timely manner.
  • I encourage [student] to be more responsible in completing tasks without frequent reminders.
  • I encourage [student] to show that they are properly engaged in learning by improving quality of work and use of class time. Please support this at home by [idea here].
  • Your student needs to slow down in order to produce quality/carefully done work.

Report card comment: Your student needs to slow down in order to produce quality/carefully done work.

  • Your student needs to follow classroom rules more closely throughout the school day.
  • Your student has exhibited [UNDESIRABLE behavior]. We will continue to reinforce appropriate behaviors.
  • Your student exhibited [UNDESIRABLE behavior] [this many] times this quarter. Let’s work to reduce the incidence of this behavior to [goal] times.
  • [Student] is encouraged to demonstrate more responsible attitudes and behaviors in the classroom.
  • [Student] is working on using appropriate language at all times.
  • [Student] requires encouragement to listen attentively during group instruction.
  • [Student] requires frequent reminders to remain attentive during instruction.
  • [Student] is working on voicing feelings and opinions and listening to others.

Sample report card comments for students with developing skills

For students who are still developing, focus on any improvement while also providing suggestions to keep the momentum going. Try these comments:

  • Your student has come so far in [subject]! Focusing on [important skill] is the next step.
  • Your student has made so much progress! They still struggle with [important skill], so that should be our next focus.
  • Your child has done well, but I am concerned that their lack of [listening/focus/motivation] has contributed to a lower grade than I know they could achieve.
  • Let’s work on motivating your student to reach their potential.
  • I would like to see your student pay closer attention to [subject/topic] in order to get a better grade.

I would like to see your student pay closer attention to [subject/topic] in order to get a better grade.

  • If your student works as hard on [important skill] as they have worked on [improved subject], then they will be caught up in no time!
  • Your child is very engaged during whole-group [subject instruction] but struggles to work independently.
  • Your student’s persistence is exemplary.
  • When motivated, your child does well on class assignments. We need to extend that motivation further.
  • Your child has improved significantly but still needs to slow down and check their work to make sure that all answers are correct.
  • Your student is struggling to understand new concepts in [subject]. Paying closer attention to the assigned reading and class lecture would be beneficial.
  • The hard work is paying off! Let’s keep it up when we start working on [next skill].
  • Your child is enthusiastic but still doesn’t understand [topic]. Additional work on this topic would be incredibly helpful.

Report card comment: Your child is enthusiastic but still doesn’t understand [topic]. Additional work on this topic would be incredibly helpful.

  • Your child requests a great deal of adult assistance when completing school work. Let’s work on encouraging independent work.

Sample report card comments for students with proficient skills

Let the parent know all the positives about their child and perhaps encourage students to dig just a little bit deeper.

  • Your student comes to school each day prepared to work hard.
  • I appreciate that your student does their best every single day.

I appreciate that your student does their best every single day.

  • Your student is an enthusiastic member of the class and shows a willingness to learn.
  • I enjoy how invested your child is in their learning.
  • I appreciate your child’s dedication to their studies in my class.
  • Not only is your student strong academically, but they are also a leader in the classroom.
  • I appreciate that your student is always committed to doing their best.
  • Your student understands the material well. Let’s find a way to help them shine.
  • Your child has the potential to be at the top of the class.
  • With a little more effort, your child could move up to the advanced group in [the subject where effort is lacking].

Report card comment; With a little more effort, your child could move up to the advanced group in [the subject where effort is lacking].

  • Your child puts in great work in [preferred subject]! If they apply those skills to [non-preferred subject], there’s no stopping them.
  • Your child excels at applying what they learn in the classroom to real-world and real-life situations. With a little more work, they could really go far!

Sample report card comments for students with advanced skills

Positive behaviors deserve just as much (if not more) attention as negative behaviors. These comments can be the most fun to write. Begin with a simple stem and then fill in the personal details that will make the parent smile. Example sentence starters are:

  • Your child exhibits exceptional focus and diligence in their work.
  • Your student is excellent at taking ownership of their learning.
  • I appreciate that your child is committed to doing their best.
  • Your student seeks new challenges.
  • Your child has a fantastic work ethic.
  • Your child exceeds expectations on a regular basis.
  • Your student avoids careless errors through attention to detail.

Report card comments: your student avoids careless errors through attention to detail.

  • Your child sets high standards for themself and achieves them.
  • Teaching your child is always an adventure! I love it when they …
  • Your child conducts themself with maturity.
  • Your child is able to focus and stays on task during independent work times.
  • Your student uses instincts to deal with matters independently and in a positive way.
  • I have enjoyed your child’s sense of humor in our classroom, as well as …
  • Your child has an impressive understanding and knowledge about their interests.

Sample report card comments to showcase students’ strengths

Students who excel at helping out others deserve to have their skills mentioned in comments!

  • [Student] is confident, positive, and a great role model for their classmates.
  • [Student] is a valuable part of class. They are among the first to help and mentor classmates.
  • [Student] has shown an ability to set goals and work to achieve them.
  • [Student] is engaged and able to set their own learning targets.
  • [Student] is an active participant. They listen attentively and make an effort to avoid distractions that could disrupt their learning.
  • [Student] is accountable for their actions and takes opportunities to improve.
  • [Student] relates well to classmates and appreciates peers’ perspectives.
  • [Student] demonstrates emotional maturity and responds appropriately to feedback.
  • [Student] always looks for ways to be helpful in the classroom.
  • [Student] is dependable and reliable and follows through on commitments.
  • Your student relates well to classmates and is appreciative of different perspectives and experiences.

Report card comments: Your student relates well to classmates and is appreciative of different perspectives and experiences.

  • It is a joy teaching your student! I can always count on them to …
  • Your child makes the classroom a brighter place. They often …
  • Your student’s conduct is exemplary. They …
  • Your student works well with classmates and often takes a leadership role.
  • Not only is your child a strong student, but they are also a wonderful human being.
  • Your student displays good citizenship by assisting other students.
  • Your child demonstrates responsibility daily by caring for the materials in our classroom conscientiously.
  • Your child is exceptionally organized and takes care of their things.
  • Your child is thoughtful and kind in their interactions with others.
  • Your student plans and carries out group activities carefully.
  • Your child is a very special student and one that I will never forget. I will miss them next year!

While all of these comments can supplement the grades on a report card, you don’t have to wait to use them. Sending notes home between progress reports and report cards with little comments like these can bolster the parent-teacher relationship. Write them in communication folders or on postcards for that extra school-home connection.

Sample report card comments to highlight positive behavior

Sometimes you’ll have a lot to say about a student’s positive behaviors. Parents love to hear that their kids are model citizens. Here are comments that communicate all the good behaviors you see in class.

  • [Student] works well with classmates on group work and often takes a leadership role.
  • [Student] shows a positive attitude when working with peers. They take and give suggestions and directions effectively.
  • [Student] excels at applying what they learn to real-world situations.
  • It is a pleasure to have [student]’s enthusiasm and maturity in class.
  • [Student] is an enthusiastic member of class and shows a willingness to learn.
  • [Student] shows responsible behavior, works well in a group, and shows appreciation for classmates’ efforts.

[Student] shows responsible behavior, works well in a group, and shows appreciation for classmates’ efforts.

  • [Student] is focused during class activities and participates in discussions.
  • [Student] works on independent work with focus and confidence.
  • [Student] has overcome big challenges this year.
  • [Student] follows directions promptly and accurately.
  • [Student] transitions easily between classroom activities without distraction.
  • [Student] is polite and uses good manners in the classroom.
  • [Student] responds appropriately when corrected.
  • [Student] takes classroom jobs seriously and demonstrates responsibility when completing them.

Sample report card comments for math

Providing specific information about how a child is doing in core subjects helps parents know exactly what to expect on the grades portion of the report card. And providing a positive statement about a subject can help you lead into a statement about what the child needs to work on.

  • [Student] has a good understanding of math concepts taught this year. They continue to complete work correctly and enjoy math activities.
  • [Student] has a positive attitude toward math but has trouble in a few key areas [list here]. Practicing every night at home will help them improve in these areas.
  • [Student] demonstrates a good understanding of math concepts and communicates clearly and with strong justification.
  • [Student] seems to need continuous encouragement in math. They continue to struggle with foundational math concepts for [grade level].

[Student] seems to need continuous encouragement in math. They continue to struggle with foundational math concepts for [grade level].

  • [Student] is having a difficult time with certain concepts in math. Areas in need of extra work include [list here].
  • [Student] is struggling to maintain pace in math. They could benefit from [practice activity here].
  • [Student] is easily distracted during math and this impacts their learning.
  • [Student] does well on math assignments but struggles with tests. Please make sure they study and prepare for tests as they approach.

Sample report card comments for reading and writing

Just like with math, it’s good to comment on the specific aspects of academics that students are doing well and those that they can work on. Use these comments to explain where a student is in their reading and writing progress.

  • [Student] has made great improvements in [spelling, comprehension, reading] and could use support in [spelling, comprehension, reading]. Please reach out if you need supplemental learning materials to use for practice at home.
  • [Student] always puts effort into their writing work.

[Student] always puts effort into their writing work.

  • [Student] is able to take new skills and apply them to writing assignments.
  • [Student] is able to offer responses to text and supports ideas with sound reasoning and examples.
  • [Student] reads with fluency and comprehension.  
  • [Student] is working on reading fluency. They would benefit from reading aloud at home.
  • [Student] is able to understand and discuss text read aloud.
  • [Student] consistently reads grade-level material.
  • [Student] is able to choose books to read that they really enjoy.
  • [Student] uses editing skills to edit writing to improve grammar and punctuation.
  • [Student] organizes writing well and organizes thoughts into complete paragraphs.

[Student] organizes writing well and organizes thoughts into complete paragraphs.

  • [Student] is able to analyze character actions and story plots and make inferences from what they read.
  • [Student] is thoughtful and insightful in class discussion and written work. They express their ideas clearly.

Sample report card comments about social skills

As much as school is about academics, parents also worry about social skills and how their child is doing in terms of fitting in, making friends, and managing social situations. For some kids, this will be a strength and for some it will be an area of focus, but make sure to include whatever information parents need to know.

  • [Student] has made many friends in the classroom.
  • [Student] is well liked by classmates.
  • [Student] treats other students with empathy and fairness.

[Student] treats other students with empathy and fairness.

  • [Student] handles disagreements with peers appropriately.
  • [Student] appears comfortable in new situations.
  • [Student] chooses to spend free time with friends.

Sample report card comments about communication

Communication is another important skill that students are learning and honing in school that you can report on. Particularly for kids whose communication skills are either a strength or something they need help with, a comment about this can be very helpful to parents.

  • [Student] has a well-developed vocabulary.
  • [Student] expresses their ideas clearly.
  • [Student] has a vibrant imagination and uses their imagination in storytelling and writing.
  • [Student] always participates in whole-group discussions.
  • [Student] can make a logical and persuasive argument in oral discussion or in writing.

[Student] can make a logical and persuasive argument in oral discussion or in writing.

  • [Student] listens to the comments and ideas of others without interrupting.
  • [Student] is working on participating in class. Please encourage them to raise their hand or engage in group discussion.
  • I would love to hear from [student] more. Please encourage them to participate in class.
  • [Student] is working on using their words to solve problems/communicate well with peers.

Sample report card comments about group work

Group work gets at a child’s ability to work with peers, solve problems, and communicate. It’s also often a barometer for social skills. Giving comments about group work can tell parents a lot about how their child is able to succeed in teamwork and if there are any red flags.

  • [Student] offers constructive suggestions to peers.
  • [Student] accepts recommendations of peers and acts on them when appropriate.
  • [Student] takes various roles in group work as assigned or as needed.
  • [Student] welcomes leadership roles in groups.
  • [Student] shows fairness in distributing group tasks.
  • [Student] plans and carries out group activities carefully.

[Student] plans and carries out group activities carefully.

  • [Student] works democratically with peers.
  • [Student] encourages peers during group work.
  • [Student] is working on accepting their share of the work during group assignments.

Sample report card comments about time management

Managing time is a skill that gets more and more important as kids move through school, and it is something that all parents can help with at home. Help parents know how their child is doing managing time with these comments.

  • [Student] approaches classroom assignments, tasks, and group work in an organized way.
  • [Student] is on time and prepared for class each day.
  • [Student] works at an appropriate pace.
  • [Student] is able to pace their work for long-term assignments.

[Student] is able to pace their work for long-term assignments.

  • [Student] completes makeup work in a timely fashion.
  • [Student] is working on using time wisely.
  • [Student] is working on managing time, especially when there are multiple tasks to complete during a work period.
  • [Student] is working on organizing their materials and using organization to support work completion.

Sample report card comments about work habits

Same as time management, comments about work habits are helpful for parents because they explain how a student is approaching their work and how their academics are impacted because of these habits.

  • [Student] is self-motivated.
  • [Student] exceeds expectations with the quality of their work.
  • [Student] readily grasps new concepts or ideas.
  • [Student] produces neat and careful work.

[Student] produces neat and careful work.

  • [Student] checks work thoroughly before submitting it.
  • [Student] pays attention to work and submits work that does not have errors.
  • [Student] is working on producing neat work.
  • [Student] is working on checking work thoroughly before submitting it.
  • [Student] is working on submitting work that does not have errors. They frequently require additional review to ensure that all errors are corrected.

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100+ Great End of Year Report Card Comments Teachers Can Use In Every Classroom – Encouraging & Appropriate Tips

school report writing comments

Every parent wants to know how their child is doing at school. End of year report card comments is valuable insights on how the teacher assessed the child for that year. These card comments tell parents, and students, about their performances, accomplishments, and required improvements.

Table of Contents

Great ideas for how to make it easier to write appropriate report card comments, general concepts to remember when writing report card comments for students.

  • Report Card Comments on Student’s Strengths, Skills, Achievements or Positive Habits & Attitude

Negative Report Card Comments Focused on Potential Areas of Improvement

Free downloadable report card comments for students, final report card comments for the end of the year, eo year report card comments for good reading comprehension, project based learning, a positive growth mindset, excellent attitude and participation.

Communication skills, language attention and student behavior and wellbeing all go together great during the year. Whether distance learning or in community classroom, perseverance for children is key.

For Math, History, Vocabulary, Writing and other homework

Praises desire to improve and build great habits, thoughtful negative feedback for homework mistakes and social skills improvement to build confidence in classrooms.

We will cover end of year report cards creative motivation in classroom comments for all years. Library year report cards, solution-focused thinking and curriculum, emotional social skills and worksheets. Comment when improvement is difficult, learning directions and discussions makes great writing strategy for others.

Difficulty in grade school, middle school and high school

The average college professor isn’t an online prodigy – they have a variety of lifestyle skills and character traits.

Teachers know the value of report card comments, and they don’t take writing it lightly. Despite knowing how important report card comments are, few teachers look forward to writing it.

We’ve created a list of ideas for comments that teachers can use as inspiration and adapt for each student.

Often writing report card comments are at the bottom of the end-of-year to-do-list. There are so many other things that need to happen at the same time, and good report card comments take time to write. It’s not something that can be rushed.

By making notes throughout the year, the teacher will have ready-to-use data to draw from.  These notes help to remember specific achievements or memorable things the student did or said.

Create a databank of comment ideas that you can adapt for a specific student. A list of comment ideas may inspire and help to say similar things differently.

Begin with the card comments of students that you know what to write. Writing the easy comments first starts the process and makes it easier to continue.

If stuck, create a list of adjectives that describe the student. Then use these words to write the report card comments.

Report card comments are often focused on direction to work, enthusiastic vocabulary phrases to learn how effort shows quickly developing improved potential completing independent daily respectful activities. Role models in an organization like high school language arts are participating in teaching around subject matter which requires other students to consistently throughout proofread their report card. Recess is motivation and classroom reward for above helpful responsible developed willing literature.

Before you start, make sure you are familiar with the school’s rules regarding writing report card comments. Does the school prefer a personalized comment, or do they use general comments?

If left to the last minute, errors could occur. Write the comments with enough time available to proofread for any grammatical or spelling errors. Proofreading also helps to make sure the comment says what the teacher meant to say and that it is clearly understood by the reader. Make sure the student’s name is spelled correctly and that letters in words weren’t interchanged like “ot” instead of “to.”

Here is a checklist of things to look out for when creating comments.

  • Always write the truth.
  • Be specific.
  • Write clear, simple, and concise.
  • Avoid educational jargon and terms.
  • Use synonyms instead of repeating the same words.
  • Write sentences of different lengths.

Generally, comments should be in line with the student’s grades. The comments should be in context to the rest of the assessment. Explaining the student’s grade may be helpful to the parents to know why the child did so well, improved or why they underachieved.

100 Report Card Comment Ideas

Report card comments includes the student’s best achievements, strengths or attributes; their areas of success; and where they need improvement.

Report Card Comments on Student’s Strengths, Skills , Achievements or Positive Habits & Attitude

  • I enjoyed having _____ in my class
  • It was wonderful to have ___ in my class
  • It was a pleasure to have ____ in my class. He/she positively contributed to group activities
  • It was wonderful to have ___’s enthusiasm in the class
  • ____ helped make the year a pleasant one
  • ____ is a pleasant addition to any class with his/her friendly and cooperative attitude
  • ____has a pleasant personality and makes friends easily
  • ____ is friendly and sincere
  • ____’s friendly and fair manner makes him//her good at mediating conflict
  • ____’s friendly and polite manner made him/her a popular member of the __ grade.
  • ____ is eager to help and mentor classmates
  • ____is willing to help
  • ____volunteers regularly
  • ____ is anxious to please
  • ____ showed a willingness to learn with an enthusiastic and positive attitude
  • ____ works well in a group
  • ____ showed appreciation for the contribution and efforts of classmates
  • ____ comfortably takes a leadership role and works well in a team
  • ____ effectively makes and receive suggestions in group activities
  • ____ has a positive attitude toward classmates
  • ____ looks for ways to be helpful in the classroom
  • ____ comprehends quickly
  • ____ enthusiastically participates in
  • ____ is focused in class and eagerly participates
  • ____ is willing to participate in the class and group discussion
  • ____has improved steadily throughout the year
  • ____ accepts responsibility and owns up to his/her mistakes
  • ____’s work habits improved greatly
  • ____ is ready to accept more responsibility
  • ____ has a positive attitude in improving
  • ____ has earned a fine report card
  • ____ progressed consistently
  • ____ pays attention in class and follows directions carefully
  • ____ listens and follows instructions well
  • ____ listens attentively, wants to learn, and tries to avoid distractions
  • ____ listens attentively and follows instructions accurately
  • ____learned to listen better and paying attention in class
  • ____ participates actively in classroom discussions. He/she has matured so much this year and now eagerly raises his/hands
  • ____ follows directions precisely
  • ____ responsible and accountable for his/her actions. He/she admits mistakes and is eager to improve. He/she listens to suggestions on how to improve.
  • ____ communicates maturely with classmates
  • ____ uses his/her time wisely and finishes assignments on time
  • ____ expresses ideas clearly
  • ____ exhibits organizational skills
  • ____ does neat and thorough work
  • ____ is a willing worker who takes a keen interest in all his/her work
  • ____ has great potential and diligently works toward achieving his/her goals
  • ____ is a conscientious worker
  • ____ demonstrates leadership skills
  • ____ performs well in everything he/she undertakes
  • ____ is a hard worker and performed solidly this year with growth in
  • ____ matured nicely this year, academically and socially
  • ____ demonstrates maturity in solving problems and challenging situations
  • ____ has grown in so many ways this year and worked hard to meet
  • ____ manages emotions maturely with appropriate responses to feedback
  • ____ has matured nicely and is no longer so shy but participates enthusiastically and easily in social situations
  • ____ has done wonderfully in overcoming challenges this year. Thank you for your help and cooperation in supporting him/her
  • Thank you for your assistance at home with _________
  • Thank you for the help I know you have given him/her
  • Thank you for your cooperation

Writing the truth isn’t always that easy. Here are card comments ideas to write negative traits or achievements positively.

  • ____ could benefit from
  • ____ could benefit from reading more/many library books
  • ___ needs help with organizational skills, such as
  • ___ could benefit from improving his/her work habits such as
  • ___ needs repetition to retain information
  • ___ would benefit from improving self-control skills
  • Please continue this summer with as many reading experiences as possible
  • ___ has done well in facing challenges this year. Please continue to encourage this behavior over the summer
  • ___ needs to listen more attentively during lessons and group sharing times
  • ___ needs frequent reminders to be attentive during
  • ___ needs to be more attentive during
  • ___ would benefit from contributing and participating more actively in class
  • ___ would benefit from cooperating more in group activities. He/she could work on how to listen to others and voicing his/her opinions
  • ___ would benefit from working more independently and asking assistance only when needed.
  • ____ needs to improve using time wisely when completing assignments
  • ____ needs more practice in completing assignments on time
  • ____ grasps difficult concepts but needs to work faster
  • ____ is encouraged to be responsible in
  • ____ would benefit from practicing ____ this summer. His/her eagerness to do the right thing will help him/her to improve in
  • ____ is encouraged to focus more on completing work within the time frame.
  • ____ would benefit more in engaging in the learning process with improved quality of work and using time wisely
  • ____ needs to work on increasing his/her speed in completing tasks
  • ____ has shown improvement in ____ He/she will benefit more by practicing these skills during the summer
  • ___ sometimes takes too long in completing assignments. With additional practice to working faster, he/she will accomplish even more
  • ___ needs to develop a more mature sense of responsibility
  • ____ will benefit if he/she improves his/her work habits
  • ____needs to listen more attentively to directions
  • ____ has difficulty in retaining
  • ____ needs more practice to complete
  • ____ will benefit if he/she is more consistent in his/her efforts, especially in
  • ____ needs to finish assignments
  • ____ will benefit from practicing his/her handwriting
  • ____ needs the motivation to complete tasks
  • ____ does not work according to his/her ability
  • ____ needs to proofread his/her work before handing in assignments
  • ____’s assignments aren’t neat
  • ____ needs to spend more time on assignments
  • ____ needs to learn to be less sensitive about
  • ____ needs to learn to listen and wait until someone has finished talking and not interrupt them
  • ___ will benefit from applying his/her skills to all work, especially

Great Year End Report Card Extras For Kindness, Respect, Extra Time Preschool Social Skills – Quality Report Card Comments

End of term development of time management – end messages – ending comments for grades, hard work habits and skills.

If you’d like a Free Downloadable copy of this list, we now have that available. Just click the button below to download the pdf file of these report cards for students.

Bryan Bigari is the current editor of Fractus Learning. As a father of three, Bryan has a passion for helping kids to both excel in school and have fun with friends and parents. He has worked on education issues at the state and federal level, and is looking forward to sharing his first hand education and toy knowledge with you.

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107 Report Card Comments to Use and Adapt

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Written by Justin Raudys

Reviewed by Sarah Tino, M.Ed.

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With Prodigy's reports, teachers can easily track student progress and see their strengths and growth opportunities – all while the student has fun playing Prodigy Math!

  • Teacher Resources

Learning skills (positive comments)

Learning skills (needs improvement), addition and subtraction, skip counting, place value, comparing numbers, addition with regrouping.

  • Word problems
  • Language (general)

Reading responses

Reading comprehension, response journal, note taking, distance learning.

  • Tips for writing effective report cards
  • Key considerations for effective end-of-year report cards

Just about every teacher agrees: report card comments are important to provide insights and next steps to students and families. But there are few who actually look forward to writing them.

Because every instructor knows working under tight deadlines to create upwards of 20 unique and detailed reports at the end of the year or term isn’t exactly straightforward (or particularly fun). That's especially true in the era of distance learning.

And while no one at your school knows your students better than you do, writing valuable report card comments for each of them can be a huge challenge.

That’s why we created a list of 107 sample report card comments — starters to help you find ideas, inspiration, and insights while writing your own report cards.

The 107 report card comments in this list will help you:

  • Instill a  growth mindset in students
  • Build stronger home-to-school connections
  • Write stronger leads and use livelier language
  • Choose the right phrasing when writing positive and constructive report card comments

Report card comment starters

You'll notice that the report card comments below can act as a springboard for more fully developed ones. But don't worry, using them you'll be able to take some of these one-liners and turn them into insightful and actionable next steps!

For example, you'll be able to take a 1st grade number sense comment like "Your child is able to add and subtract numbers up to 20 using various manipulatives" and transform it into:

Your child is able to add and subtract numbers up to 20 using various manipulatives. This was evident when he was working independently to solve a real-world problem by adding toys in the classroom toy bin. As a next step, they should continue to add to larger numbers to encourage his skills. You can support him by asking him to add his own toy piles at home.

Or taking a responsibility-related learning skill comment from "Your child is able to take responsibility for her own actions both in and out of the classroom" to:

Your child is able to take responsibility for her own actions both in and out of the classroom. She often checks her agenda and day planner to make sure she has all of the necessary materials to complete work at home before leaving. During indoor recess, she takes time to tidy up everything she was playing with.

Notice the difference?

Compared to a single number or letter grade, report card comments can provide even more value to your students and their families. In other words, a number or letter or grade captures the what , while an accompanying comment captures the how .

Depending on the age group or grade level you teach, a letter or grade letter might be enough. However, research in Phi Delta Kappan, the professional journal for educators, suggests:

Comments that identify what students did well, what improvements they need to make, and how to make those improvements, provided with sensitivity to important contextual elements, can guide students on their pathways to learning success and ensure that all learn excellently.

Gather insights into student performance all year long and make report card writing easier with Prodigy, the adaptive math game that students love.

  • ________ is confident, positive and a great role model for his/her classmates.
  • ________ is frequently among the first to help and mentor other classmates. He/she is a valuable part of the classroom.
  • ________ has shown excellent ability to set goals and be persistent in achieving them.
  • ________ is interested in his/her own learning, listens attentively, and makes a solid effort to avoid distractions that could interrupt the learning process.
  • ________ is accountable and responsible. He/she makes smart decisions, admits mistakes and listens to opportunities to improve.
  • ________ relates well to classmates and is appreciative of different perspectives and experiences.
  • ________ manages his/her emotions maturely and responds to feedback appropriately.
  • ________ always looks for ways to be helpful in the classroom.
  • ________ is dependable and reliable, follows directions effectively, and follows through on his/her commitments to him/herself and others.
  • ________ is thoughtful, insightful and thorough in written and verbal communication, and has a talent for expressing his/her ideas clearly.
  • ________ works well with classmates in group work and often takes a leadership role.
  • ________ shows a positive attitude with classmates in group projects and activities, and both takes and gives suggestions and directions effectively.
  • ________ shows maturity when solving problems with classmates and uses good communication.
  • ________ excels at applying what he/she learns in the classroom to real-world and real-life situations.
  • It has been a pleasure to have _______'s enthusiasm, positivity and maturity in my class.
  • ________ is an enthusiastic member of the class and shows a willingness to learn.
  • ________ shows responsible behavior, works well with a group and shows appreciation for the efforts of classmates.
  • ________ is focused during classroom activities and willingly participated in class discussions.
  • ________ performs independent work with confidence and focus.
  • ________ works independently and takes pride in work done well.
  • ________ is focused in class and willingly participates in group discussion.
  • ________ is very conscientious and shows excellent effort and care with daily work.
  • ________ demonstrates a willing and conscientious effort in his/her daily work.
  • ________ shows a conscientious effort to learn.
  • ________ has done a great job facing and overcoming big challenges this year. Please continue to nurture and encourage this behavior over the summer.
  • ________ shows responsibility and follows directions whenever they are given.
  • ________ listens to and follows directions precisely and attentively.
  • ________ follows directions promptly and accurately.
  • ________ is an active participant in class.
  • ________ is a hard worker who calmly perseveres through challenging topics.
  • ________ is encouraged to demonstrate more responsible attitudes and behavior in the classroom.
  • ________ needs to show more appropriate behavior when interacting with classmates.
  • ________ needs to pay attention to the use of appropriate language at all times
  • ________ requires encouragement to listen attentively during group sharing times.
  • ________  needs to listen to directions more attentively during lessons.
  • ________ would benefit from showing a greater desire to contribute ideas in class.
  • ________ needs frequent reminders to be attentive during instructions and lessons.
  • ________ needs to improve his/her cooperation in group settings. He/she should work on voicing feelings and opinions and listening to others.
  • ________ needs to improve his/her work with others. He/she must ensure to accept a share of the work when participating in a group assignment.
  • ________ needs to improve on working independently and be sure to ask for assistance only when it is needed.
  • ________ often struggles to focus in class, which harms his/her ability to engage well with class activities and assignments.
  • ________ is encouraged to use time wisely to finish tasks in the time required.
  • ________ is encouraged to be more responsible in completing tasks without needing regular reminders.
  • ________ needs to show by the quality of work and use of class time that he/she is properly engaged in the learning process.
  • ________ consistently needs reminders to focus on time management.
  • ________ needs to follow classroom rules more closely throughout the school day.

Math (general comments)

  • ________ is having considerable difficulty with math. I recommend he/she work on studying ________ and ________. This extra practice will help him/her feel more relaxed when doing math in the classroom. Please contact me if you need materials to get him/her started.
  • ________ has a good understanding of all math concepts taught so far this year. He/she continues to turn in excellent assignments and especially enjoys hands-on math activities.
  • ________  has a positive attitude towards math but continues to have trouble in a few key areas. He should practice every evening at home. Areas that need extra attention are ________  and ________ .
  • ________  demonstrates a good understanding of all math concepts studied and communicates with clarity and good justification of reasoning.
  • ________ needs to work on increasing his/her speed in math facts. He/she should continue with daily practice with a focus on addition, subtraction, multiplication and division.
  • ________ seems to need continuous encouragement in math. He/she continues to struggle with basic math concepts for his/her grade level.
  • ________ is having a difficult time in certain areas of math. Areas in need of extra work are ________ . Working on these problem areas every night would help improve his/her learning outcomes.
  • ________ is struggling to keep up in math. He/she could benefit from practicing the multiplication table and should also continue to practice the long division process.
  • ________ is easily distracted during math lessons and behavioral issues are interfering with his/her learning. We will be working on more difficult subjects and he/she will struggle if he/she does not pay attention in class.
  • ________ is having trouble with math tests. He/she does well on assignments, but does not seem to retain information for tests. I always give a week’s notice before tests, so please be sure ________ studies and adequately prepares for them as they approach.
  • ________ is able to calculate addition and subtraction facts to 18 with confidence and accuracy.
  • ________  is becoming more able to calculate addition and subtraction facts to 18 with confidence and accuracy.
  • ________  requires more time and practice in calculating addition and subtraction facts to 18
  • ________ needs to put more effort into learning to calculate addition and subtraction facts to 18.
  • ________  is able to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns.
  • ________  is learning to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns.
  • ________  needs practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns.
  • ________  needs considerable practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns.
  • ________  is able to demonstrate place value concepts to give meaning to numbers from zero to 1000, identifying ones, tens, and hundreds.
  • ________  is developing an understanding of place value concepts to give meaning to numbers zero to identifying ones, tens, and hundreds.
  • ________  requires more time and practice to demonstrate place value concepts to give meaning to numbers 0 to 1000, identifying ones, tens, and 100s.
  • ________ is able to compare numbers to 1000 using terms such as greater or less and greatest or least.
  • ________ is learning to compare numbers to 1000 using terms such as greater or less and greatest or least.
  • ________ requires support to compare numbers to 1000 using terms such as greater or less and greatest or least.
  • ________ demonstrates a limited understanding in comparing numbers to 1000 using terms such as greater or less and greatest or least.
  • ________ can demonstrate and explain the process of addition of whole numbers up to 100, with and without regrouping.
  • ________ requires ongoing support to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping.
  • ________ requires considerable attention and individual instruction to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping.

Word problems (math)

  • ________ is able to complete word problems using one- and two-digit addition, showing his/her work and writing a full sentence answer.
  • ________ is becoming more confident in his/her ability to complete word problems using one- and two-digit addition, showing his/her work and writing a full sentence answer.

As we move into language and literacy, the following sections include starter report card comments which cover reading, writing, oral communication and critical thinking skills.

Language arts (general)

  • ________ ’s (comprehension, spelling, reading) has greatly improved, but he/she still needs extra work in (comprehension, spelling, reading). Please contact me if you need supplemental learning materials to use at home for practice.
  • ________  is conscious of putting care into his/her daily writing work, and frequently goes beyond the minimum requirements for assignments.
  • ________ has trouble with his handwriting. I believe he/she can form letters well, but has to slow down and take a little more time. Neater handwriting will improve his/her schoolwork overall.
  • ________ makes a good effort to make his/her handwriting legible. He/she is able to print on the lines, use good spacing, and form letters correctly.
  • ________ needs to focus on her spelling. More improvement is needed in the areas of (dictation, weekly spelling tests, sentence structure). Daily practice at home will help improve his/her results.
  • ________ shows the ability to quickly use spelling, punctuation and grammar rules that were recently taught. He/she is able to quickly learn new skills and is eager to apply them to his/her writing.
  • ________ is having considerable difficulty with reading, particularly with fluency and comprehension.
  • ________ speaks well in front of the class, but requires improvement in written language. He/she is having trouble with (dictation, copying words correctly, story writing, creating logical sequences). Further practice is needed in this area.
  • ________ continues to make excellent progress in spelling and reading. He/she works hard to submit work that is free of grammatical errors.
  • ________ has difficulty remembering previously discussed writing skills and often makes errors with punctuation, grammar, and overall sentence structure. Basic writing skills need improvement.
  • ________ is able to offer direct responses to his/her readings and supports ideas with sound reasoning and specific examples.
  • ________ is learning to offer more direct responses to her reading experiences supported by reasons, examples, and details.
  • ________ needs frequent support to offer direct responses to his/her reading experiences supported by reasons, examples, and details.
  • ________ shows good ability when completing reading comprehension tests.
  • ________ would benefit from extra practice with reading aloud and discussion of content.
  • ________ consistently demonstrates comprehension of short spoken texts by answering questions, and explaining the events described.
  • ________ consistently reads grade-level material independently.
  • ________ uses good editing skills and correctly places capitals, quotation marks, question marks, apostrophes, commas, and periods.
  • ________ is doing a good job of breaking a story into paragraphs
  • ________ determines various forms of writing and identifies important ideas through the development of insightful questions and answers.
  • ________ is able to analyze character actions, story plots, and shows strong fluency with reading.
  • ________ uses correct spelling, grammar and punctuation when writing simple sentences.
  • ________ is encouraged to show increased attention to the use of correct spelling, grammar and punctuation with general writing skills.
  • ________ needs more time and practice in the use of correct spelling, grammar and punctuation with general writing skills.
  • ________ requires considerable assistance to achieve the correct spelling, grammar and punctuation when writing simple sentences.
  • ________ shows an excellent understanding of note taking from lectures and readings in preparation for tests and assignments.
  • ________ requires ongoing support to develop an understanding of note taking from lectures and readings in preparation for tests.
  • ________ was very engaged and focused during distance learning activities, and participated in class discussions.
  • ________ stayed motivated to complete assignments during distance learning, and turned in all required materials on time. 
  • ________ needed some extra prompting to stay engaged during online lessons, but participated well in discussions when called upon. 
  • ________ modeled good online learning behavior for other students.
  • ________ was disruptive during online learning and did not meaningfully participate in class discussions.
  • ________ handled technical problems well and was always prepared.
  • Although he/she couldn’t always access a device, _________ consistently completed online assignments and asked thoughtful questions.
  • ________ should ask more questions during online discussions to avoid confusion later.
  • ________’s attendance during online lessons was infrequent and assignments were not always completed.
  • ________ worked well independently and in a group setting during distance learning activities.
  • ________ is excellent at completing distance learning activities independently, but struggled to engage with his/her classmates during breakout sessions or class discussions.
  • ________ is a technology superstar! He/she rarely needed assistance and even helped other classmates troubleshoot issues.
  • ________ asks good questions and always reaches out proactively when he/she needs help with an assignment or lesson.

Tips for teachers to write more effective student report card comments

1. give yourself extra time and start writing comments early.

Teacher at desk writing with paper and pen.

Somewhere around the halfway point to your deadline for report cards, you make your best effort to use time at the end of each week to reflect — and jot down notes — about your students’ performance and class week.

What are their strengths and weaknesses? How are their social skills developing with classmates? How is their class participation - are they an enthusiastic learner? Have they shown great improvement in one particular subject area? Are homework assignments getting done? Have any new challenges come up that affect learning?

Even just a few minutes of note-taking in the weeks preceding report card deadlines will help to ease your stress when the time comes to write your final comments.

Moreover, having a dated log of information detailed throughout the school year will help you remember how students are performing throughout each week, which can be valuable information come parent-teacher conference time.

This will also help to engage and reassure parents who want relevant and detailed commentary about their child’s performance at school.

2. Use free, curriculum-aligned apps for teachers

Prodigy Math screenshot.

Use Prodigy to write insightful report cards with a minimum of hassle. Prodigy Math is an engaging math adventure for students where success depends on correctly answering adaptive math questions. 

As students play, you’ll get insights into:

  • Which skills students are practicing
  • How far they’ve progressed through the curriculum
  • What they’ve mastered and where they need more support

Use one of Prodigy’s eight reports to track student progress throughout the year. When the time comes to write report card comments, you’ll have detailed reports on all your students’ achievements.

Just getting started with Prodigy? No problem! The first time students explore the world of Prodigy Math, they’ll start completing the Placement Test — without even knowing. Once they’re done, you’ll have a snapshot of the grade level they’re at, what they know and specific skills they still need to work on.

Five middle school students sitting at a row of desks playing Prodigy Math on tablets.

Spend more time teaching and less time grading

Prep for standardized tests, deliver adaptive skill practice or test students on a new skill — all while they play Prodigy Math, Prodigy English, or both!

3. Be encouraging, informational and professional

Teacher writing at desk.

Although every report card cannot be glowingly positive, do strive to write in an encouraging and informational tone. As you write constructive report card comments, use encouraging language that focuses on the student’s opportunity for improvement.

For example, instead of describing a student struggling with listening as a “bad listener,” remark that the student “would benefit from listening more carefully.”

If appropriate, frame a negative comment in terms of what students are doing well -- and consider how this more successful characteristic can help them bolster performance in other areas.

4. Use a consistent format

Two teachers walking together in hall.

Lead your report card comments with the positive comments, followed by areas that need more attention.

Choosing the right format for reporting information will simplify the entire process, while resulting in a clearer and more organized final product.

If you are unclear about your school’s format for report cards, request samples or consult with other teachers or staff members to clarify.

5. Be honest

Teacher using tablet with student in class.

Being open and honest about a student’s performance requires tact and consideration with regard to how you  express  those comments. Be transparent, and remain mindful that your goal is to improve your students’ learning experience.

Openness and honesty are key to ensuring that experience is the best it can be. If possible, discuss what  intervention strategies  you can use to help improve the student’s learning outcomes. 

As elementary teacher Donna Donaghue remarks in her book  A Guide for Beginning Elementary Teachers: Getting Hired and Staying Inspired :

If there is a problem, most parents will be grateful to you for telling them and will want to help you correct it as soon as possible. Many problems that show up at school are also problems noticed at home, so your comments will not surprise parents. Ideally, at some point prior to receiving the progress report, parents have already discussed the problem with you.

6. Move on if you get stuck

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If you get stuck completing the comments for a particular student, move on to your other students and return to it later. You will likely have more trouble completing comments for students who have multiple areas needing further improvement and attention.

Feel free to move on and return to those students periodically or as you find the right language to express your insights.

7. Keep parents and guardians in mind

Teacher sitting with student in class.

While every report card comment is ultimately about your student, think of your students’ parents or guardians as much as possible and offer suggestions for their participation.

In fact, if you can, keep parents up to date on an ongoing basis. This will help ensure they don't get caught off guard by any of your comments.

As you make note of your students’ strengths and weaknesses, endeavor to include practical insights into how parents can involve and support their child at home. If possible, make reference to how you use  differentiated instruction  to support the student in question.

Simple examples of tips for parents include:

  • "Encourage your child to read. It doesn't have to be on your own either. Dedicating time before bed to read together can help make it seem like less of a chore."
  • "Find homework help for your child if needed. Myself and other parents who are also getting homework help for their child are great resources to get started."
  • "Ensure that your child completes their homework by creating a homework routine with your family where incentives like TV or computer time come after homework."
  • "Help your child with organization skills at home. If a room in your house could be tidier, try using that as an opportunity to sort things like toys or dishes and utensils."
  • "Help your child prepare for math tests by focusing their skills in addition and subtraction. If they don't like studying with traditional worksheets, try a digital game-based learning tool to help get them excited about the process."

As high school educator and teaching comprehension expert Anne Goudvis writes in her book Strategies That Work:

It is important that you include the parents in your comment so they know the child’s education is a joint mission. Sometimes you need to sound firm so that parents know you need their help and that you will not allow their child to continue inappropriate behavior.

8. Try not to repeat yourself

Teacher writing report card comments on desk.

It is unlikely that your students or parents will compare their report card comments, but it is still a best practice to aim for unique commentary for each student that reflects each, individual learning outcome.

9. Proofread, even if you don’t want to

Report card time is perhaps your busiest period of the year, and it is understandable that you want to simply get them over with.

Despite this, you should make sure to double check all your comments before hitting print and handing them out. All your communications to parents are a reflection of you as a teacher, and should mirror the care and attention you show your students in class.

10. Notify parents

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Make use of your school’s parent portal or email system to let parents know — as needed — that report card time is coming up.

This will help parents be prepared, and will also ensure that any important questions they may have are addressed before the final report cards are delivered.

Did you know?

If you're using Prodigy Math in your classroom, you can connect parents to follow their child's progress. A free parent account comes with a monthly report card and insights into classroom learning, helping them stay informed of how their child is doing in class. They can also send their child an encouraging message to cheer their child on as they play and practice skills in Prodigy!

11. Use specific examples with the help of direct observation

Student and teacher working together in class.

Record and use classroom anecdotes in your assessments. No matter how involved you are in your students’ progress, it can still be difficult to produce specific examples related to their performance if you haven’t recorded them along the way.

When you notice a positive or negative skill, ability, strength, or weakness in a class activity or assignment, be sure to note it down so that you may refer to it in your report card comments. Likewise, consider noting a sample of a student’s work every week or two.

To help with ease of access, keep ongoing files of this work in a personal folder or use a digital tool such as a Google Doc.

Putting this into practice is a time-saver and helps prevent last-minute stress. A strategy like direct observation and note-taking (as soon as possible) is far more reliable than trying to recall information and behaviors from weeks or months prior.

12. Try using tech to help

Writer's block happens to all of us, including teachers. If the report card comments in this article didn't help, fear not, there are still plenty of tools and resources to give you a helping hand.

One new option for teachers is using artificial intelligence (AI) to assist with report card ideas. For example, teachers can use tools like ChatGPT to generate examples for their specific needs.

When using chat technology, try to keep your prompt concise and easy to follow. A good template prompt to follow is:

"Write [number] report card comments for students studying [subject] in [grade]."

Here are some more specific examples to help get you started:

  • Write 50 report card comments for students studying social studies in 5th grade.
  • Generate 20 report card remarks commending a student for a positive attitude to learning.
  • Create 10 report card comments that focus on a student needing to improve their attitude to learning.

Alternatively, you can use spreadsheets and report card builders to manually piece together a report card based on a template of comments.

Important tip: When using AI chat technology, make sure you don't submit any personal details about you or your students. Instead let the tool use a placeholder like "Student".

Key considerations for report card comments at the end of the year

Report card comments should aim to deliver feedback to students and parents that is  personalized, detailed,  and  meaningful .

Teacher looking stressed at desk.

Writing report card comments doesn’t have to be stressful. Use these strategies to create livelier, more meaningful evaluations.

Effective report card comments emphasize and discuss:

  • The specific, notable strengths that a student has shown and should attempt to continue to show
  • The specific elements of knowledge, skills, and other outcomes recognized in the curriculum that are the most pertinent to a student’s achievement or development in the period of assessment
  • The major next steps for improvement that will: identify the student’s most important learning needs, offer next steps for students and offer specific recommendations for how parents and guardians can help the student’s learning habits and skills (or the development of those habits and skills)

Effective report card comments are personalized – customized to each, individual student – and discuss:

  • The student’s learning preferences, willingness to learn, and interests
  • Detailed evidence of learning or skill-development gathered from in-class observations, and/or student assignments

Effective report card comments are expressed with clear and simple phrasing, using:

  • An encouraging and/or positive tone
  • Language that is easy to understand for both students and parents, as opposed to educational jargon used from the curriculum

Report Card Comments: Final Thoughts

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Common Sense Education observes that "effective parent communication is crucial in helping students learn. But, for busy teachers it can be challenging just to keep up... Transparency and equity are key to managing any communication between home and school."

Personalized report card comments that are clear, precise, and meaningful are essential for informing students and their parents about what students have learned, what their strengths are and how they can effectively progress.

Among the pressure and deadlines of writing report cards, it can be helpful to keep these key goals in mind.

Get inspired by the report card comment examples — and strategies for success — above to ensure that precision, clarity, and meaning shine through in your report card comments.

When it comes time to hand out your report cards, you can do so with the full confidence that you are doing yourself — and each of your students — the justice your hard work deserves.

Gather student insights on Prodigy

Create or log in to your free teacher account on Prodigy — a standards-aligned, game-based learning platform that assesses student progress and performance as they play. Use Prodigy to motivate student learning, control the questions they answer as they play and collect student learning insights all year long.

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Report Writing Comments Bank - general attitude, effort & contribution comments for reports

Report Writing Comments Bank - general attitude, effort & contribution comments for reports

Subject: Whole school

Age range: 7-11

Resource type: Assessment and revision

AWalkerEducation's Shop

Last updated

22 February 2018

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100 Sample Report Card Comments and 5 Strategies for Simplifying Report Cards

April 7, 2020 by Evan-Moor | 1 Comment

100 Sample Report Card Comments and 5 Strategies for Simplifying Report Cards

I don’t know any teacher who looks forward to doing report cards. This time always seems to be packed to the max with additional testing days and long to-do lists. Despite this, report cards are an important tool that schools employ to show parents how their child is progressing in school and should be completed with careful consideration.

Report card comments should be personalized for each student and provide meaningful feedback to help parents understand their child’s progress. The most important concept to remember when writing report card comments is to frame each statement in encouraging and positive language.

Here are a few tips to help you provide honest and valuable feedback while being encouraging and professional, including 100 sample report card comments that you can use today.

Download a free PDF of 100 Report Card Comments here! 

5 strategies for simplifying report cards, 1. employ the sandwich feedback technique:.

  • Always begin with a positive comment and end with a positive comment. This approach can help parents receive any negative feedback with the understanding that you “see” their child and are approaching his or her learning with a “growth mindset” and not criticism.

2. Highlight areas of growth

  • Every student has areas of growth throughout the school year. Find an area he or she has improved on and mention it. It could be in a field of study such as reading comprehension, fluency, math facts, handwriting, asking important questions or a personal attribute such as persevering, helping others, leadership in the classroom, etc.

3. Expand on areas of improvement

  • Highlight important areas for improvement and provide practical advice/examples of how to work on this at home. Provide simple strategies that parents can implement that will give them a tangible tool to help their child at home. Even if you think the parent won’t or isn’t interested, it is a good idea to provide documented options for your school files.

4. Be transparent

  • Being honest about students’ progress takes careful consideration. Be tactful in your comments and back up your observations with specific examples. (I recommend taking notes on students’ progress throughout the semester and using this documentation during report card time.) This is also a great time to include helpful strategies/ resources and offer advice on how parents can support their student at home.

5. Proofread

  • Always proofread your reports before sending them. Report cards reflect you as a teacher and should be treated with the same consideration you show your students in the classroom.

100 Report Card Comments


  • Takes an active role in discussions.
  • Consistently cooperates with the teacher and other students.
  • Listens well and shares ideas frequently.
  • Works democratically with peers.
  • Shows self-confidence in…
  • Works well in groups, planning and carrying out activities.
  • Follows directions well.
  • An enthusiastic learner who enjoys school.
  • Tackles new challenges with a positive attitude.
  • Has a positive attitude about school.
  • Consistently makes good choices during the school day.
  • Shows respect for peers and teachers.
  • Transitions easily between classroom activities and is not a distraction to others.
  • Is sensitive to the thoughts and opinions of others.
  • Is a leader and positive role model for students.
  • Is enthusiastic about participating.
  • Takes an active part in discussions about (topic).
  • Speaks with confidence.
  • Volunteers often.
  • Has a great sense of humor and enjoys our class assignments.

Needs Improvement

  • Has difficulty staying focused and on task. · Needs to actively participate in classroom discussion.
  • Needs to work on not distracting others during class.
  • Is learning to be careful, cooperative, and fair.
  • I would like to see him/her work on…
  • One area for improvement is…
  • Eager to participate in class but needs to raise his/her hand.
  • Is becoming more independent when completing class assignments.
  • Needs frequent reminders to stay focused throughout the day.
  • When motivated, does well on class assignments.
  • Needs to work on following written and oral directions.
  • Needs to actively participate in classroom discussions.
  • Frequent absences are affecting (name’s) schoolwork.
  • Needs to work on treating others with respect.
  • Needs to work on completing homework assignments on time.
  • Frequently comes to class unprepared.
  • Often seems tired at school.
  • Gets upset easily when (topic).
  • Although _____________’s growth in social skills and maturity is continuing, it is not consistent.
  • _______ continues to make nice progress this year concerning his/her attitude in the classroom and on the playground.

Time Management/Work Habits

  • Uses class time wisely.
  • Is a self-motivated student.
  • Completes work on time.
  • Is very organized.
  • Demonstrates problem-solving skills and is persistent.
  • Has done a great job facing and overcoming big challenges this year.
  • Is very responsible and turns in work on time.
  • Is a flexible learner and adapts to changes easily.
  • Has made improvements in the area of…
  • Has strengthened his/her skills in…
  • Does not complete assignments on time. Seems unable to finish.
  • Is encouraged to use time wisely to finish tasks in the time required.
  • Struggles to stay organized and find appropriate materials (paper/pencil).
  • Needs to slow down to improve the quality of his/her work.
  • Is not working to full potential.
  • Is easily distracted.
  • Needs to listen and follow directions more carefully.
  • Needs more opportunities to…
  • Grades are suffering because of missed assignments.
  • Would benefit from…

Growth Mindset

  • Has demonstrated very good progress this year.
  • Is learning how to be a better listener and takes direction well.
  • Has worked very hard this year and has made strong gains in the area of ______.
  • Has shown great improvement with ______.
  • Is progressing nicely and shows consistent improvement in many areas of schoolwork, including ______.
  • Is learning to be cooperative when working in groups.
  • Is developing more positive ways to interact with others.
  • Is listening to directions more carefully.
  • Has continued to make steady progress with…
  • Has shown noticeable improvement in…

General Subject Area Comments

  • Has good reading and decoding skills.
  • Is reading well at level…
  • Uses reading strategies to increase his/her reading comprehension.
  • Is reading smoothly and with good expression.
  • Struggles with reading comprehension.
  • I would like to see (name) read for 15 minutes each night.
  • Is choosing books that are too simple for his/her level.
  • Has difficulty using reading strategies to decode new words.
  • Needs to learn basic sight words to improve decoding skills.
  • Needs to build reading vocabulary.
  • Uses various strategies to solve one- and two-step word problems.
  • Demonstrates a good understanding of math concepts.
  • Demonstrates strong problem-solving skills.
  • Has strengthened his/her critical thinking and problem-solving skills.
  • Has difficulty understanding/solving word problems.
  • Understands skills and strategies but has a difficult time explaining processes.
  • Would benefit from memorizing math facts.
  • Has difficulty solving multi-step problems.
  • Needs to slow down and check work.
  • Memorizing basic math facts would be helpful to…
  • Is willing to learn new writing skills and quickly applies these skills within his/her writing.
  • Understands and applies the correct use of punctuation within writing.
  • Writing is clear and follows grammar and punctuation rules.
  • Enjoys writing stories and can construct unique and interesting sentences.
  • Is able to create clear and effective writing that is interesting to read and easy to comprehend.
  • Has shown great improvement with his/her writing skills and is consistently increasing his or her writing comprehension and techniques.
  • Has difficulty writing clear and understandable sentences.
  • Words are often misplaced throughout his/her writing.
  • Frequently displays grammatical errors within his/her writing.
  • (Name) needs to slow down and review his/her writing.

Report cards are used to show parents what students have learned, areas they excel in, and areas for improvement. Although report card grades reflect how well a student is performing against a set of standards, I would refrain from any comparisons on report cards. Every student matures and develops at a different rate, and it is important not to focus on how well children compare to their classmates, but rather to highlight how they are excelling in their personal goals/growth.

school report writing comments

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325 amazing report card comments and remarks to save your time!

teacher giving report card comments

What's more difficult than creating your student report cards? Writing unique and meaningful report card comments. Creating report card comments and remarks can be a daunting and tedious task for teachers.

Every teacher will agree that writing unique report card comments is important as it helps the parents to understand their child's progress, they can take necessary action by understanding the report card comments.

We have made your task easier by providing a list of report card comments for every feedback category and applicable to all grades. Just copy and paste the comment, insert the student's name and you are good to go! You can edit and modify the comments as you like.

  • Save your time.
  • Help parents understand the feedback in a better way.

Achievement and Improvement - General Comments:

  • If _____ continues to put out the effort he has demonstrated in the last two reporting periods, he will benefit greatly from his education.
  • The following ideas might help him enhance his _____.
  • I'm hoping that the current level of enthusiasm and progress will continue.
  • In all academic disciplines, _____ is improving. She's having a hard time with____.
  • She has a long way to go, but if she works hard enough, she will see results soon.
  • _____ takes tremendous pride in his work and always completes it neatly.
  • _____ is a frequent volunteer who makes significant contributions to the class. She has a tendency to work too rapidly, which leads to a lot of unintentional mistakes. At home and at school, we can assist her in correcting this.
  • For his age, _____ is a hard worker with outstanding vocabulary skills. He likes to read and write.
  • The quality of _____'s work reflects her positive attitude. Thank you for all of your hard work.
  • Despite his best efforts, _____ finds it difficult to keep up with the rest of the class. Can we meet to discuss this?
  • As we mentioned at our latest meeting, ______'s work is not up to par. I am confident that with more effort and concentration, he will quickly improve.
  • _____ is genuinely interested in everything we do in class. She, on the other hand, is experiencing some difficulties with . Please go through this with her every night.

Achievement and Improvement - Academic Achievement:

  • In ______, _____ is quite strong.
  • _____ has received an excellent grade on his report card.
  • ______ is something that _____ knows a lot about.
  • _____ is a bright and hardworking student who excels in_____
  • In all of the fundamental subjects, _____ is performing admirably.
  • In ______, _____ is working over grade level.
  • _____ is particularly skilled at______.
  • Because of her low achievement level, _____ finds it challenging to keep up with the rest of the class.
  • In the domains of ____, _____ is capable of reaching a higher average.
  • We will concentrate on _____ in the coming term because _____ has had problems learning .
  • _____ is capable of doing a much better job.
  • Both you and I must continue to guide and assist _____.
  • To get her up to _____ grade level, _____ has been really cooperative and only needs to improve her social studies skills.
  • _____ has been getting poor grades on quizzes and tests.
  • _____ does not work to her full potential.
  • The material is tough for _____ to comprehend.

Achievement and Improvement - Improvement:

  • The independence of _____ is increasing.
  • _____ has steadily improved.
  • _____ has been steadily improving.
  • In ______, _____ has demonstrated a positive attitude toward wanting to improve.
  • _____ appears to be eager to learn more. In _______, _____ has experienced rapid expansion.
  • Academically, _____ is making steady progress.
  • The quality of _____'s work is improving.
  • _____ has improved her _____ abilities.
  • _____ has demonstrated a positive desire to improve herself in _____.
  • If he were more interested in _______, his performance would increase.
  • This reporting period, _____ has made significant progress.
  • I'm pleased to see that _____ is maturing well, and I hope that this trend continues.
  • The classroom attitude of _____ has improved.

Work habits - General Report Card Comments:

  • As I have stated in my reports, _______ does not manage his time effectively in class. Please explain to him that we study in class and play only at particular times during the school day.
  • When ______ is able to relax, she produces considerably better results. She does, however, frequently seek the attention of her peers, which causes everyone to be distracted.
  • _________ must continue to improve his work habits, as we mentioned in earlier meetings. We need to encourage him to take his work much more seriously.
  • ______ enjoys participating in artistic pursuits. However, I am concerned about how much time she spends painting when she has other responsibilities. Could we possibly meet to explore methods for assisting ________ in resolving this problem?
  • _______ is now working on grade-level material. I am confident, though, that he is capable of producing superior work. I'm confident that his work will improve as his attention improves.
  • ______ wastes a lot of his work time daydreaming and then fails to finish on time. He is capable of doing the work in the time provided, and he needs to get started.
  • _______ has done some good work, but it hasn't been consistent. She is a very gregarious and restless person who frequently does not complete her assignment on time. Thank you so much for your assistance at home. Please keep working with her on this matter.
  • _______ is very eager to do her work, yet she can be a nuisance to the other pupils. Despite the fact that she has made improvement in this area over the last month, she still has work to do.
  • ______ is having trouble because he frequently speaks out loud, disrupting the other pupils. He's working on changing this unhealthy behaviour, and he's made some progress in the last several weeks.
  • _________ needs to continue to improve his work habits, as we mentioned in earlier meetings. We must motivate him to take his task more seriously.
  • _______ has done some excellent work, but it hasn't been consistent. She is a social butterfly who is often agitated and frequently fails to complete her tasks on time. I appreciate your assistance at home. Continue to collaborate with her on this matter.
  • _______ is very eager to do her work, yet she can be a nuisance to the other pupils. She has made progress in this area over the last month, but she still has work to do.

Work habits - listening skills:

  • _____ is improving her ability to pay attention to directions.
  • _____ is working on improving her listening skills.
  • ______  is learning to listen and share.
  • _____ pays close attention to what is being said.
  • _____ is a hard worker who listens carefully.
  • _____ assesses what she hears.
  • All instructions must be followed by _____.
  • Directions are tough for _____ to follow.

Work habits - Quality of work:

  • The handiwork of _____ is superb.
  • _____ appreciates doing nice, meticulous work.
  • The work of _____ is tidy and precise.
  • _____ creates vibrant and intriguing artwork.
  • Work well done is something that _____ is proud of.
  • _____ is prone to making careless mistakes.
  • _____ is untidy.
  • Proofreading is something that _____ must do.

Work habits - Time management:

  • _____ is learning to use his free time wisely.
  • _____ is always efficient with her time.
  • _____ never finishes assignments in the time provided.
  • During work hours, _____ is getting more dependable.
  • _____ is on the verge of being self-sufficient.
  • _____ is growing more self-sufficient.
  • On assignments, _____ works autonomously.
  • _____ is unable to do individual assignments.
  • _____ is a good listener, but she needs to work faster.
  • _____ needs to be pushed.
  • _____ lacks self-sufficiency.
  • _____ is prone to being easily distracted.
  • _____ operates at a slow pace.
  • _____ does not finish assignments in the time allotted.
  • _____ appears unable to complete the required work.
  • _____ frequently completes work ahead of schedule.
  • _____ is indifferent about the value of time.
  • In his written work, _____ sacrifices accuracy for the sake of speed.

Work habits - Work potential and effort report card comments:

  • _____ has a lot of potential and is working hard to realise it.
  • _____ is performing to the best of his or her ability.
  • _____ is a dependable and conscientious worker.
  • _____ is enthusiastic about his or her job in general.
  • _____ is looking for information.
  • _____ is a dedicated student.
  • _____ is very conscientious.
  • _____ is a pleasant and responsible student.
  • _____ is a dedicated worker.
  • During the ___ period, _____ is a hard worker.
  • _____ is a respectful and conscientious student.
  • If _____ is to gain the fundamentals required for ____ grade work, he must improve his work habits.
  • _____'s efforts are inconsistent, particularly in ____.
  • When not directly supervised, _____ makes little effort. _____ is eager to please.

Personality and Attitude - General report card comments:

  • Although ______'s attitude toward his schoolwork has improved, it has not been consistent. Throughout the rest of the school year, he will require consistent guidance from both home and school.
  • This report card reflects _______'s attitude toward school. He could do better if he worked harder and cooperated more.
  • This reporting quarter reflects ______'s attitude toward our school rules, other students, and myself. She has the potential to be a successful student if she works hard enough.
  • As my previous reports have shown, _____ does not complete his schoolwork. He can do better if he makes the decision to work harder and finish his assignments.
  • Although _____'s attitude toward her classmates has improved, she still needs to be reminded to be respectful on a regular basis.
  • As we discussed in our last meeting, _______ has a negative attitude toward basic skills. Please continue to do a nightly review with her, focusing especially on .
  • Thank you for your enthusiasm for our class. I am pleased to report that ______ is improving in terms of his attitude in our classroom.
  • ______ has made great strides this year in terms of her attitude in the classroom and on the playground.
  • If ______ is to overcome her attitude and social difficulties, I will continue to need your assistance and support. If she can make a positive effort in this area, she will find school much more enjoyable.
  • ________'s attitude has improved over time. Thank you for your cooperation and support.

Personality and Attitude - Attitude:

  • _____ has a fantastic attitude.
  • _____ has a great attitude toward school.
  • _____ maintains a positive attitude toward school.
  • _____ takes responsibility well and has a pleasant demeanour.
  • _____ takes the initiative and thinks things through on his own.
  • _____ is changing his attitude toward __ grade.
  • _____ must improve his or her classroom demeanour.

Personality and attitude - Personality:

  • _____ is a nice student to work with.
  • _____ is an exceptionally thoughtful student.
  • _____ has a pleasant demeanour.
  • _____ is a pleasant and friendly person.
  • _____ is cooperative and content.
  • _____ is courteous and cooperative.
  • _____ has a friendly attitude.
  • _____ is a joy to be around.
  • _____ is a pleasant and helpful person.
  • _____ is a pleasant and cooperative youngster.
  • _____ is a cheerful, well-adjusted child, but_____.
  • _____ is self-assured and well-mannered.
  • We all enjoy _____'s sense of humour.
  • _____ is amusing and enjoys the stories we read.
  • _____ is easily disturbed.
  • _____ is prone to crying.
  • _____ appears tired a lot at school.
  • Although ____________'s social maturity is increasing, it is inconsistent.

Personality and Attitude - Participation:

  • _____ is excited about taking part.
  • _____ contributes significantly in class.
  • _____ is a frequent volunteer.
  • _____ is eager to participate in all classroom activities.
  • _____ is enthusiastic about what we do.
  • _____ contributes significantly.
  • _____ participates actively in discussions about ____
  • _____ responds nicely.
  • _____ addresses the group with confidence.
  • _____ takes turns speaking.
  • Participating in conversations and discussions is something that _____ enjoys doing.
  • In class, _____ should take an active role in the discussion.

End of Year - General Report Card Comments:

  • This year has seen a significant improvement in ______'s study habits. Please keep working on these abilities over the summer.
  • Thank you for your interest in this year's schoolwork of _____ . Her work will provide her with a great deal of satisfaction if she continues to put forth the effort.
  • ______ is a good citizen who works hard. I've had a great time having him in my class this year. Have a fantastic summer!
  • This year, ______ has matured nicely. His progress over the last three months has been impressive. I'm hoping that this effort and attitude will continue into the next school year.
  • Thank you for your interest in our class this year and for your support. ______ is a diligent student who should do well in the ____ grade.

End of Year - Phrases:

  • This year, both academically and socially, ______ has matured nicely.
  • ______'s friendly, genuine demeanour has made him a popular member of the __ grade.
  • This summer, ______ would benefit from reading a lot of library books.
  • If ______ is to succeed in the _____ grade, he must improve his reading speed and comprehension.
  • As the year progressed, ______ continued to bloom.
  • ______ made my year more enjoyable.
  • ______ is a very pleasant and willing worker who takes a keen interest in all of her work. It's been great having her in my room.
  • Thank you for the assistance I'm sure you've provided her.
  • Please continue with _____ review and as many reading experiences as possible over the summer.
  • Thank you for your interest in ______'s personality.
  • I'm sorry I couldn't meet you this year.
  • Thank you for your help.
  • With her friendly, cooperative demeanour, ______ will always be a welcome addition to any class.
  • I've had a good time being associated with ______.
  • I had a great time having ______ in my class.
  • It was a pleasure having ______ in my class.

Language Arts and Reading - Report Card Remarks:

  • ______'s reading has improved significantly over the course of the year. Please continue to read with her every night.
  • ______ is an excellent public speaker. Her written work, on the other hand, could be much better. With more effort, progress should be made gradually.
  • ______ has made significant progress in her creative writing. She's gotten better at using more colourful words.
  • ______ is making great strides in her reading of sight words. Please keep practising with him every night.
  • Since the beginning of the school year, ______'s spelling scores have significantly improved. The fact that he studies his spelling words every night has made a significant difference. Thank you for your assistance.
  • ______ is having trouble writing clear, fluent sentences, despite her best efforts. Is it possible for us to meet to discuss some useful strategies?

Language Arts and Reading - Listening:

  • ______ pays close attention to stories.
  • ______ can tell the difference between sounds in words.
  • ______ has trouble differentiating between sounds in words.

Language Arts and Reading - Reading and Vocabulary report card comments:

  • ______ picks up new words rapidly.
  • ______ needs to improve his reading speed and comprehension.
  • _______ has a well-developed reading vocabulary.
  • ______ is a voracious reader.
  • ______ is now aware of and proficient in the use of ____ consonant and vowel sounds.
  • The sounds ____ and ____ are mixed up by _____ .
  • ______ may blend short words without help by utilising the vowel(s) .
  • ______ is working on attacking words on his own.
  • The reading of ______ is.. (smooth, jerky, hesitant, rapid, irregular, or fluent).
  • ______ understands what she is reading.
  • ______ enjoys reading and is passionate about literature.
  • ______ is able to read and follow instructions.
  • _____ sight words are now recognised by ____ .
  • ______ enjoys reading.
  • To retain reading vocabulary, ______ requires a lot of repetition and practise.
  • ______ continues to mix up words that appear to be the same.
  • ______ is starting to read phrases and groupings of words.
  • The reading of ______ is getting habitual.
  • The reading of ______ is still not automatic.
  • ______ enjoys talking about the stories we've been reading.
  • ______ can read his sentences back

Language Arts and Reading- Speaking:

  • ______ uses entire sentences when speaking.
  • ______ expresses himself clearly.
  • (Pronouns, verbs) are difficult for ______ to correctly use.
  • Dramatization is something that ______ appreciates.
  • ______ possesses a strong oral vocabulary.
  • ______ employs proper punctuation.
  • When speaking, ______ utilises a lot of colourful words.
  • When speaking, ______ utilises (complicated, basic) sentences.
  • ______ takes part in a group storytelling session.

Language Arts and Reading - Writing:

  • ______ must use his or her abilities in all written work.
  • ______ is a fantastic writer of creative stories and poetry.
  • ______ can accurately arrange periods and question marks.
  • In his writing, ______ employs a variety of colourful words.
  • In her work, ______ employs (complicated, simple) sentences.
  • ______ can now compose a complete sentence on his own.
  • ______ can compose a two- to four-sentence original tale.
  • ______ arranges words in the correct sequence.
  • In writing, ______ demonstrates self-assurance.
  • ______ can put together a number of similar sentences.
  • ______ is working on expanding his spelling vocabulary.
  • To look up unusual words, ______ consults a dictionary.
  • ______ enjoys learning new words to spell.
  • ______ has an easy time learning to spell words.
  • ______ has a tendency of reversing letters in words.
  • ______ has trouble memorising non-phonetic word spellings.
  • To recall spelling, ______ makes use of hand or body motions.

General and Handwriting - General Report Card Remarks:

  • ______'s basic skills are all on grade level, but he is not working to his full potential.
  • Over the last quarter, ______'s schoolwork has improved. I sincerely hope that this work will continue.
  • ______'s actions are still inconsistent. She continues to struggle with obeying school rules and treating other pupils with respect. Please call to schedule a meeting. Thank you for your unwavering support and assistance from home. It's clear that you've been spending extra time with ______ on his schooling.
  • Since our last meeting, ______ has improved. I recommend that you keep working on ______ every night.
  • ______ is a well-mannered and vigilant ____ grader. He needs to be encouraged to engage in class because he is a quiet boy. Any assistance you can provide from your own home would be really valuable.
  • ______ has made a good transition to her new school. Could you please contact me as soon as you have moved into your new home to arrange a meeting?
  • ______ is becoming more self-assured.
  • ______ is adhering to grade-level standards.
  • ______ does a fantastic job in everything he does.
  • ______ is a hard worker who excels in all areas.
  • ______ is a person who thinks clearly.
  • ______'s thoughts are well-organized.
  • It is important to encourage ______ to .
  • ______ requires a lot of encouragement.
  • ______ is a creative person.
  • ______ is a frequent latecomer.
  • ______ takes a lot of time off.
  • ______ has not completed her makeup work.
  • ______ is a bright student who appears to ponder deeply.
  • ______ is quick to pick up on new concepts.
  • ______ is a person who talks a much.
  • ______ should devote more time to his or her allotted job.
  • ______ does not devote enough time to his or her homework.
  • ______ has to work on his or her self-control.
  • A meeting has been requested.
  • Please call to schedule a meeting.
  • Your unwavering cooperation and assistance are greatly appreciated.
  • It is conceivable for ______ to achieve higher grades than expected.

General and Handwriting - Handwriting:

  • The handwriting of ______ needs to be improved.
  • ______'s motor skills are good/ bad/ fine.
  • ______ can print along the lines.
  • ______ appropriately spaces letters and words.
  • The work of ______ is untidy.
  • ______ does not properly form letters.
  • Although some of ______'s printing is excellent, it is frequently clumsy in daily assignments.

Category wise:

  • Demonstrates perseverance in distance learning and serves as a role model for other students.
  • TEAMS is used to submit class assignments and communicate with teachers and classmates.
  • Has done an excellent job of navigating new technology and troubleshooting technical issues.
  • Completes asynchronous and autonomous work and always meets deadlines.
  • When it comes to completing learning assignments, she goes above and beyond in terms of detail and quality.
  • With online learning, ____ has successfully maintained his/her class demeanour and work habits.
  • _____ is methodical in his approach, thinks things through for himself, and is a quick and eager student.
  • _____ is fascinated by the nature of learning and always puts in his or her best effort to find the greatest available solutions.
  • _____ is a focused and enthusiastic participant in the online learning session, and works with zeal and determination.
  • _____ is able to reach his or her full potential, as evidenced by his or her contributions to conversations and work submitted.
  • Maintains focus in online learning despite technological challenges and changes associated with remote learning.
  • ___ enthusiastically engages in class discussions and works effectively with peers.
  • ___ takes charge of his or her own education and always asks for support when needed.
  • Always arrives on time for class and is a dedicated student.
  • ___ was usually well-prepared, well-organized, and enthusiastic about making the most of online classes.
  • ___ is a dedicated student who participates actively in class. His/her suggestions are useful and entertaining.
  • ___ takes an active interest in his or her own learning, pays close attention, and makes a concerted effort to avoid distractions that could disrupt the learning process.
  • ___ is a person who takes responsibility and accountability seriously. He or she makes sound decisions and is open to new ideas.
  • ___ gets along well with his peers and values varied viewpoints and experiences.
  • ___ is constantly looking for ways to assist in the classroom.
  • ___ is dependable and trustworthy, follows instructions well, and keeps his or her promises to himself and others.
  • In written and verbal communication, ___ is thoughtful, insightful, and comprehensive, and has a talent for clearly conveying his or her ideas.
  • When solving problems with students, ___ displays maturity and exhibits good communication skills when sharing thoughts and ideas about a certain topic/concept.
  • ___ excels at transferring classroom knowledge to real-world and real-life circumstances.
  • It's been a delight having ____'s energy, optimism, and maturity in my class.
  • ____ is a classmate who is eager about learning and willing to try new things.
  • During class, ____ is focused and willing to provide ideas.
  • With confidence and determination, ____ completes solo work.
  • ____ is a self-starter who takes pride in her job.
  • In class, ____ is attentive and eager to engage in discussions.
  • ____ is a very conscientious worker who puts in a lot of effort and attention on a daily basis.
  • In his or her daily labour, ____ makes a willing and conscientious effort.
  • ____ makes a conscious effort to study new things and improve his or her knowledge.
  • This term, ____ has done an outstanding job confronting and overcoming significant obstacles. Throughout the summer, please continue to foster and support this behaviour.
  • When given instructions, ____ takes responsibility and follows them.
  • ____ has trouble keeping on task and finishing his or her assignment.
  • He or she must pay close attention to directions in order to learn to operate autonomously.
  • Reminders about the regular classroom schedule are required. It would be beneficial to talk about the classroom routine at home.
  • Turns in incomplete work or no homework on a regular basis. Encouraging ____ to complete his or her work on time and according to the timetable and timeline set, so enhancing his or her organisational skills.
  • Does not actively participate in group activities; therefore, is encouraged to put forth effort in order to improve communication skills as well as attention and confidence.
  • ___ was an active participant in online learning sessions, but she needed to be reminded from time to time to allow other students to share their work and ideas as well.
  • ___ participates enthusiastically in online group activities, but finds it difficult to work independently.

Below Average:

  • During class, ___'s engagement and behaviour are inconsistent and disengaged.
  • ___ is having trouble grasping concepts. It would be useful to pay more attention to the required tasks and to attend the online classes on a regular basis.
  • When it comes to schoolwork, ___ needs a lot of help from adults. She has trouble grasping simple concepts and is unable to work on her own.
  • In the online learning environment, ___ struggled to engage and participate in discussions and activities.
  • ___ has not worked hard enough to satisfy the grade level objectives. It would be great to have regular work habits, active engagement, and the ability to clarify doubts.
  • ___ needs to pay greater attention to guidance throughout lessons in order to apply concepts learned and complete given assignments.
  • ___ would benefit from demonstrating a stronger desire to participate in class discussions.
  • ___ needs to be reminded to pay attention during instructions and lessons on a regular basis.
  • ___ has trouble focusing in class, which hinders his or her ability to participate fully in class activities and tasks.
  • ___ is encouraged to make good use of his or her time in order to finish things on schedule.
  • ___ is encouraged to take greater responsibility for completing chores without the need for frequent reminders.
  • ___ must demonstrate that he or she is engaged in the learning process through the quality of his or her work and the efficient use of class time.

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, reporting to parents, report comments.

Parents want to know what was taught and how well their child has learnt it, as well as where improvement is needed and how that can be achieved. This means that report comments should be written in plain English, giving parents and carers a clear picture of their child’s progress and achievement against clearly defined syllabus standards (See example comments below for recommendations).

The Curriculum Planning and Programming, Assessing and Reporting ( CPPAR ) policy states that report comments for each subject or KLA should include:

areas of student strength and learning progress

areas for further development and what can be done to support their learning growth.

Report comments should be at least three sentences long .

Generally, sentences should be short and no longer than 15-20 words. Writing in long sentences makes it harder for parents to understand your message.

Comment banks or pre-prepared comments

The use of comment banks and pre-prepared comments is a school-based decision. Report comments should be based on an informed individualised professional judgement to a parent/carer regarding their child’s areas of strength and areas for development. It is important to ensure that the comments are personalised for each student.

Student’s name

Students official name should be used in a comment, unless approved by the parent/carer and the school principal. As they are legal documents, official names are required.

General comments

General report comments are not mandated in the CPPAR policy. This is a school-based decision.


Reports do not need to undergo a buddy-check. However, schools may choose to implement internal systems to review reports prior to the distribution to parents. These systems will need to clearly outline the role of the buddy-checker in the reporting process.

Comments should be addressed to the parent or carer rather than the student and written in a formal manner. Comments need to be written from a positive perspective, while still ensuring that the parent or carer, and the student, is clear about what areas need improvement. First-person closing sentences such as “Congratulations, Dari!” should be avoided.

Comment guidelines

Teachers’ comments describe the skills and knowledge demonstrated by the student as evidence of academic progress. As such, reports should refrain from discussing student behaviour unless it is relevant to identifying areas of strength and development, or the student’s commitment to learning. The comment should not contain critical information which has not been previously communicated to parents.

Written comments are based on the evidence that informs the overall judgement and grade (A-E) assigned to the student.

Comments should be personalised, constructive and contain statements about:

  • the student’s achievement and progress (either overall or in specific tasks)
  • effort and participation in the KLA/subject/course
  • at least one area for improvement and how it can be achieved.

Comments should:

use the student’s official given name

contain specific information relevant to the student

use plain English, avoiding syllabus specific jargon

be expressed in clear and succinct language

be written in the third person

start with a positive comment

reflect the student’s A-E grade or equivalent

refer to specific outcomes achieved and/or work completed

give positive and achievable guidance about what the student can do to improve

avoid predictions about future performance. For example, use ‘could’ or ‘may’ instead of ‘should’ and 'will' .

Comment samples

Daria has applied herself well to all topics and activities this semester. She identified, located and described natural, built and heritage sites within Australian State and National Parks. She explained their significance and management and discussed the importance of caring for and conserving them. Daria represented data by constructing simple tables, graphs and maps. She can read maps to determine location, direction and distance. Daria now needs to interpret the data using geographical terminology and to draw conclusions to her findings. We will continue to work on those areas next semester in our Geography lessons.

In English, Mohammad contributes enthusiastically to class discussions about texts and presents his opinions with growing confidence. He continues to increase his knowledge of more complex letter-sound relationships and shows sound skills in blending these to read and write multisyllabic words. Mohammad reads aloud with developing expression and adequate volume. He has many interesting ideas for writing. His handwriting, however, makes his writing difficult for others to read. Effective pencil grip and appropriate letter size, shape and formation will continue to be a focus area for Mohammad.

Renae is a highly motivated student who has achieved strong results in all assessment tasks including her project on natural disasters. This project highlighted her ability to combine information from a variety of sources and use visuals, including graphs and diagrams, to support her findings. To further develop the sophistication of her writing, Renae should incorporate more precise and subject-specific vocabulary. This can be achieved by identifying words that could be improved as part of the editing process.

Amir demonstrates safe practices when creating and producing design solutions in the workshop. He understands the design process and is developing his skills in technical drawing. He is always happy to help classmates and offers up his ideas in class discussions. Amir finds it challenging to follow detailed instructions. Consequently, he has not completed projects within the allocated timeframes. Amir’s accompanying portfolio could have been improved with more detail and description of the manufacturing steps. With greater concentration and focus on teacher instructions during practical lessons, Amir can improve these results.

Additional KLA specific sample comments (staff only)

English as an additional language/dialect 

Primary example.

This sample report comment demonstrates how a Year 5 teacher has included their English as an additional language/dialect (EAL/D) English language proficiency reporting requirements in the general comment at the end of the report.

Mabior’s English language proficiency has been assessed using the EAL/D Learning Progression at the Developing phase. To support his English language development in the classroom, Mabior has been provided with bilingual texts and word walls to support his understanding of new topics. He has also worked enthusiastically with a buddy during literacy activities to provide him with a language model for engaging with tasks. Mabior’s English language has improved steadily over the term, whereby he can follow instructions and explanations. He is using his expanding vocabulary of common words to describe events and present short, prepared speeches.

Secondary example

This sample comment demonstrates how a science teacher has reported a Stage 4 EAL/D student’s English language progress in science. The overall EAL/D phase was reported on in the first page of the report.

Idaa’s English language in science has progressed. She regularly uses topic vocabulary to explain her ideas and her sentences show increases confidence, correct grammatical structure and mostly accurate use of subject-specific vocabulary. To support Idaa’s English language development in the classroom, she has been provided with diagrams, flowcharts and modelled texts which support her to understand and make connections between key ideas and topics. Idaa has a bilingual dictionary which helps her connect and clarify key words and concepts in her first language to her study of English language

Students with disability

This sample comment demonstrates how a teacher could report on the adjustments made to support a student with disability in the primary setting.

Blake has enthusiastically participated in PD/H/PE this semester demonstrating increased confidence when working in a group. Throughout the ‘Everybody Active’ initiative, Blake explored a wider range of movements leading to improved flexibility and strength, which he used to great effect in his class performance at the whole school assembly this term. This commitment to increasing his fitness, also contributed to him representing the district in the multiclass shot put and discus events for the first time. Using the speech-to-text function on his iPad, Blake has been able to complete his project on being active every day. Blake needs to use his self-regulation strategies every day to manage his emotions when feeling overwhelmed in the playground. By practising these strategies, (for example., counting to 10, 3 deep breaths or moving to a quiet zone), he would then be able to use these when he begins to feel anxious.

This sample comment demonstrates how a teacher could report on the adjustments made to support a student with disability in the secondary setting.

Adelaide has shown consistent effort and application in science this semester. She has investigated ‘Chemical Change and Ecology’ and made a positive start in her student research project. She has a sound understanding of the concepts taught in science, including the properties of different elements and the physical states of matter. Working with school support staff and visual aids, Adelaide can safely conduct an experiment and report her findings to the class. She should continue to use Auslan to develop and support her understanding of concepts, particularly as she finds verbal conversations exhausting. Adelaide reads for meaning and often asks for clarification on subject matter and/or vocabulary that she is not familiar with. Adelaide would benefit from continuing to use all available resources to build her knowledge of scientific terms.

VET hospitality

Paulina collaborates effectively with peers to complete tasks to a high standard in the kitchen environment. She has demonstrated her outstanding knowledge of hygiene and safety standards, and coffee preparation and assists her peers while serving coffee. Paulina needs to keep working on developing her skills in planning the order of her food preparation, as this will assist her in achieving a more efficient delivery. She has completed the written components of the course to a satisfactory standard, however, needs to ensure she includes all relevant information to reflect her industry knowledge.

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Business Unit:

  • Educational Standards

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The White House 1600 Pennsylvania Ave NW Washington, DC 20500

Remarks by President   Biden in Press   Conference

4:02 P.M. EST

THE PRESIDENT:  Hello, folks.  Thanks for being here. 

Well, good afternoon, everyone.  Tomorrow will mark one year since I took office.  It’s been a year of challenges, but it’s also been a year of enormous progress.

We went from 2 million people being vaccinated at the moment I was sworn in to 210 million Americans being fully vaccinated today. We created 6 million new jobs — more jobs in one year than at any time before.

Unemployment dropped — the unemployment rate dropped to 3.9 percent.

Child poverty dropped by nearly 40 percent — the biggest drop ever in American history.

New business applications grew by 30 percent — the biggest increase ever.

And for the first time in a long time, this country’s working people actually got a raise — actually got a raise.  The people — the bottom 40 percent saw their income go up the most of all those that got a raise.

We cut health insurance premiums for millions of American families.  

And we just made surprise medical bills illegal in this country.  You know those bills you get that you don’t expect — up to $2,000 or $5,000 — from a hospital, beyond what you thought you were going to have to owe because of the consultation you weren’t told was going to cost that much?  No more.  They’re now illegal.

Thanks to the American Rescue Plan and other actions we’ve taken, we’ve seen record job creation and record economic growth in the past year.

Now, thanks to the Bipartisan Infrastructure Bill, we’re about to make a record investment in rebuilding America to take us to be the number-one best infrastructure in the world.  Well, now we’re way below that.

We’ll be creating better jobs for millions of people modernizing our roads, our bridges, our highways, our ports, our airports — everything from making clean water; lead — removing lead pipes that every American can turn on — every American can turn on a faucet and drink clean water — urban and rural and suburban communities.

It’s going to make affordable high-speed Internet available to every American in urban, rural, and suburban areas.  We’ve never done that before.  Now we are.  We’re in the process of that getting that done.

Still, for all this progress, I know there’s a lot of frustration and fatigue in this country.

And we know why: COVID-19.  Omicron has now been challenging us in a way that — it’s the new enemy.

But while it’s cause for concern, it’s not cause for panic.

We’ve been doing everything we can, learning and adapting as fast as we can, and preparing for a future beyond the pandemic.

While I know that after almost two years of physical, emotional, and psychological weight of this pandemic, and has — the impact it’s had on everyone, for many of us, it’s been too much to bear.  We’re in a very different place now, though.

We have the tools — vaccines, boosters, masks, tests, pills — to save lives and keep businesses and schools open.

Seventy-five percent of adults are fully vaccinated.  We’ve gone from 90 million adults with no shots in arms last summer down to 35 million with no shots as of today.  And we’re adding about 9 million more vaccinations each week.

We’re going to stick with our vaccination efforts because vaccinations work.  So, get vaccinated, please.  And get your booster.

Look, we’re also increasing testing.  Should we have done more testing earlier?  Yes.  But we’re doing more now.  We’ve gone from zero at-home tests a year ago to 375 million tests on the market in just this month.  If you buy a test at a store, your insurance will reimburse you. 

On top of that, we’re making 1 billion — 1 billion at-home tests available for you to order and be delivered to your home for free.  Just visit to know how to get that free test kit to your home.

In addition, there are 20,000 sites where you can get tested in person for free, now. 

And now we have more treatments that people can — that — for people — to keep people out of the hospital than any other point in the pandemic, including lifesaving antiviral pills.  We purchased 20 million of these new Pfizer pills — more than any country in the world. 

The bottom line on COVID-19 is that we are in a better place than we’ve been and have been thus far, clearly better than a year ago.  We’re not going back — we’re not going back to lockdowns.  We’re not going back to closing schools.  Schools should stay open.

Because of the American Rescue Plan, we provided the states $130 billion — $130 billion to keep our students and educators safe and schools open: funding for ventilation systems in schools, social distancing, hygiene for classrooms and the school buses.  In addition, we’ve added another $10 billion for COVID-19 tests to be able to be administered at schools.

And many states and school districts have spent this money very well.  Unfortunately, some haven’t. I encourage the states and school districts that use the funding to protect our children and keep their schools open: Use it. 

COVID-19 is not going to give up and accept things — you know, it’s just — it’s not going to go away immediately.  But I’m not going to give up and accept things as they are now.

Some people may call what’s happening now the “new normal.”  I call it a job not yet finished.  It will get better.  We’re moving toward a time when COVID-19 won’t disrupt our daily lives; where COVID 19 won’t be a crisis but something to protect against and a threat [treat].

Look, we’re not there yet, but we will get there.

Now, the second challenge we’re facing are prices.  COVID-19 has created a lot of economic complications, including rapid price increases across the world economy.  People see it at the gas pumps, the grocery stores, and elsewhere. 

So, here’s what we’re going to do:

A critical job in making sure that the elevated prices don’t become entrenched rests with the Federal Reserve, which has a dual mandate: full employment and stable prices.

The Federal Reserve provided extraordinary support during the crisis for the previous year and a half. 

Given the strength of our economy and the pace of recent price increases, it’s appropriate, as the Federal Chairman, Chairman Powell — the Fed Chairman, Powell, has indicated — to recalibrate the support that is now necessary.

I respect the Fed’s — the Fed’s independence.  And I’ve nominated five superb individuals to serve on the Federal Board of Governors — men and women from a variety of ideological perspectives.  They’re eminently qualified, historically diverse, and have earned bipartisan praise.  And I call on the United States Senate to confirm them without any further delay.

And here at the White House and for my friends in Congress, the best thing to tackle high prices is a more productive economy with greater capacity to deliver goods and services to the American people, and a growing economy where folks have more choices and more small businesses can compete and where more goods can get to market faster and cheaper.

I’ve laid out a three-part plan to do just that.

First, fix the supply chain.  COVID-19 has had a global impact on the economy.  When a factory shuts down in one part of the world, shipments to shops and homes and businesses all over the world are disrupted.

COVID-19 has compounded that many times over.

A couple of months ago, in this very room, we talked — we heard dire warnings about how these supply chain problems could create a real crisis around the holidays.  So, we acted.  We brought together business and labor, and that much-predicted crisis did not occur.

Ninety-nine percent of the packages were delivered on time, and shelves were stocked.  And notwithstanding the recent storms that have impacted many parts of our country, the share of goods in stock at stores is 89 percent now, which is barely changed from the 91 percent before the pandemic.

I often see empty shelves being shown on television.  Eighty-nine percent are full, which is only a few points below what it was before the pandemic. 

But our work is not done.  My infrastructure law will supercharge our effort, upgrading everything from roads and bridges to ports and airports, railways and transit, to make our economy move faster and reduce prices for families.

Second thing: My Build Back Better plan will address the biggest costs that working families face every day.  No other plan will do more to lower the costs for American families.  It cuts the cost of — for childcare.

Many families, including the people sitting in this room, if they have children and they’re working full-time — many families pay up to $14,000 a year for childcare in big cities, less than that in smaller ones.  My plan cuts that in half.

That will not only be a gamechanger for so many families’ budgets, but it will mean so much for the nearly 2 million women who — women who’ve left the workforce during the pandemic because of things like childcare.

My Build Back Better plan cuts the price of prescription drugs.  So, insulin that today costs some people as much as $1,000 a month will cost no more than $35 a month.

It cuts the cost of eldercare.  It lowers energy costs.  And it will do all of this without raising a single penny in taxes on people making under $400,000 a year or raising the deficit.  In fact, my plan cuts the deficit and it boosts the economy by getting more people into the workforce.

That’s why 17 Nobel prize winners for economics say it will ease long-term inflationary pressure.

The bottom line: If price increases are what you’re worried about, the best answer is my Build Back Better plan.

Third thing we’re going to do: promote competition.

Look, in too many industries, a handful of giant companies dominate the market in sectors like meat processing, railroads, shipping, and other areas. 

This isn’t a new issue.  It’s not been the reason we’ve have high inflation today.  It’s not the only reason.  It’s been happening for a decade.

But over time, it has reduced competition; squeezed out small businesses and farmers, ranchers; and increased the price for consumers.

We end up with an industry like the meat-processing industry where four big companies dominate the markets, pay ranchers less for their cattle they grow, charge consumers more for beef — hamburger meat, whatever they’re buying.  Prices are up.

Look, I’m a capitalist.  But capitalism without competition

is not capitalism, it’s exploitation. 

So I signed an executive order to tackle unfair competition in our economy, and we’re going to continue to enforce it, along with working with Congress where we can.

I’ll close with this: We have faced some of the biggest challenges that we’ve ever faced in this country these past few years — challenges to our public health, challenges to our economy.  But we’re getting through it.

And not only are we getting through it, we’re laying the foundation for a future where America wins the 21st century by creating jobs at a record pace.  Now we need to get inflation under control.

We have developed ex- — an extraordinarily effective booster shots and antiviral pills.  Now we need to finish the job to get COVID-19 under control.

I’ve long said it’s never been a good bet to bet against the American people or America.  I believe that more than ever today.

We’ve seen the grit and determination of the American people this past year.  But the best days of this country are still ahead of us, not behind us. 

Now I’m happy to take questions.

Q    Thank you, Mr. President.  I know some of my colleagues will get into some specific issues, but I wanted to zoom out on your first year in office.

Inflation is up.  Your signature domestic legislation is stalled in Congress.  In a few hours from now, the Senate — an effort in the Senate to deal with voting rights and voting — voting reform legislation is going to fail.  COVID-19 is taking the lives of 1,500 Americans every day.  And the nation’s divisions are just as raw as they were a year ago.  Did you overpromise to the American public what you could achieve in your first year in office?  And how do you plan to course-correct going forward?

THE PRESIDENT:  Why are you such an optimist?  (Laughter.)

Look, I didn’t overpromise, but I have probably outperformed what anybody thought would happen.  The fact of the matter is that we’re in a situation where we have made enormous progress.  You mentioned the number of deaths from COVID; well, it was three times that not long ago.  It’s coming down.  Everything is changing.  It’s getting better.

Look, I didn’t overpromise, but I think if you take a look at what we’ve been able to do, you’d have to acknowledge we made enormous progress. 

But one of the things that I think is something that — one thing I haven’t been able to do so far is get my Republican friends to get in the game of making things better in this country.  For example, I was reading the other day — and I — I wrote the quote down so I don’t misquote him — a quote from Senator Sununu, when he decided that he wasn’t going to — excuse me, Governor Sununu — when he decided he wasn’t going to run for the Senate in New Hampshire. 

Here’s what he said: “They were all, for the most…” — quote — “They were all, for the most part, content with the speed at which they weren’t doing anything.  It was very clear that we just had to hold the line for two years.  Okay, so I’m just going to be a roadblock for the next two years?  That’s not what I do,” Sununu said. 

He went on to say, “It bothered me that they were okay with that.”  And then he goes on to say, “I said, okay, so we’re not going to get stuff done if we win the White House back” — “if we win the White House back.”  “Why didn’t [we] do [anything] in 2017 and 2018?” 

And then, he said — how did the Republicans Sununu spoke to answer the challenge?  He said, “Crickets.  Yeah, crickets.  They had no answer.”

I did not anticipate that there’d be such a stalwart effort to make sure that the most important thing was that President Biden didn’t get anything done.  Think about this: What are Republicans for?  What are they for?  Name me one thing they’re for. 

And so, the problem here is that I think what happens — what I have to do, and the change in tactic, if you will: I have to make clear to the American people what we are for.  We’ve passed a lot.  We’ve passed a lot of things that people don’t even understand what’s all that’s in it, understandably.

Remember when we passed the Affordable Care Act and everybody thought that — you know, and it really was getting pummeled and beaten?  And it wasn’t until after you’re out of office, and that next campaign when — that off-year campaign.  And I went into a whole — I wasn’t in office anymore.  We were in a whole bunch of districts campaigning for Democrats in Republican districts who said they wanted to do away with — with healthcare, with Obamacare.

And I started pointing out that if you did that, preexisting conditions would no longer be covered.  And they said, “Huh?  We didn’t know that.  We didn’t know that.”  And guess what?  We won over 38 seats because we explained to the people exactly what, in fact, had passed.

And one of the things that I remember saying — and I’ll end this — I remember saying to President Obama, when he passed the Affordable Care Act — I said, “You ought to take a victory lap.”  And he said, “There’s so many things going on, we have don’t have time to take a victory lap.”

As a consequence, no one knew what the detail of the legislation was.  They don’t know a lot of the detail of what we passed.  So, the difference is, I’m going to be out on the road a lot, making the case around the country, with my colleagues who are up for reelection and others, making the case of what we did do and what we want to do, what we need to do.

And so, I don’t think I’ve overpromised at all.  And I’m going to stay on this track.

You know, one of the things that I remember — and I’ll end this with — I was talking with, you know, Jim Clyburn, who was a great help to me in the campaign in South Carolina.  And Jim said — and when he would endorse me — and there was a clip on television the last couple days of Jim.  And it said that we want to make things accessible and affordable for all Americans.  That’s healthcare, that’s education, that’s prescription drugs, that’s making sure you have access — access to all the things that everybody else has.  We can afford to do that.  We can’t afford not to do it.

So, I tell my Republican friends: Here I come.  This is going to be about “what are you for” — “what are you for” — and lay out what we’re for.

Mary Bruce, ABC.

Q    Thank you, Mr. President.  You mentioned your Republican colleagues.  But right now, your top two legislative priorities — your social spending package and voting rights legislation — are stalled, blocked by your own party, after months of negotiation.

You are only guaranteed control of Washington for one more year before the midterms.  Do you need to be more realistic and scale down these priorities in order to get something passed?

THE PRESIDENT:  No, I don’t think so.  When you say “more realistic,” I think it’s extremely realistic to say to people, because — let me back up.  You all really know the politics in this country, and your networks and others.  You’ve spent a lot of time, which I’m glad you do, polling this data, determining where the — what the American people’s attitudes are, et cetera.

The American people overwhelmingly agree with me on prescription drugs.  They overwhelmingly agree with me on the cost of education.  They overwhelmingly agree with me on early education.  They overwhel- — and go on the list — on — on childcare.

And so, we just have to make the case what we’re for and what the other team is not for.

Look, we knew all along that a lot of this was going to be an uphill fight.  And one of the ways to do this is to make sure we make the contrast as clear as we can. 

And one of the things that I think is — we’re going to have to do is just make the case.  I don’t think there’s anything unrealistic about what we’re asking.  I’m not trying to — I’m not asking for castles in the sky; I’m asking for practical things the American people have been asking for for a long time — a long time.  And I think we can get it done.

Q    You say, though, that you’re not going to scale down any of these priorities.  But, so far, that strategy isn’t working.  You haven’t been able to get some of these big legislative ticket items done.

THE PRESIDENT:  Oh, I got two real big ones done.  Better than any president has ever gotten in the first year.  (Laughs.)

Q    But currently, Mr. President, your spending package, voting rights legislation, they’re not going anywhere.

THE PRESIDENT:  That’s true.

Q    So, is there anything that you are confident you can get signed into law before the midterm elections?

THE PRESIDENT:  Yes, I’m confident we can get pieces — big chunks of the Build Back Better law signed into law.

And I’m confident that we can take the case to the American people that the people they should be voting for — who are going to oversee whether your elections, in fact, are legit or not — should not be those who are being put up by the Republicans to det- — to determine that they’re going to be able to change the outcome of the election.  So whether or not we can actually get election — and by the way, I haven’t given up.  We haven’t finished the vote yet on what’s going on — on the — on voting rights and the John Lewis bill and others.  But so, look, this is — I’ve been engaged a long time in public policy.  And I don’t know many things that have been done in one fell swoop.  And so, I think the be- — the most important thing to do is try to inform — not educate — inform the public of what’s at stake, in stark terms, and let them make judgments and let them know who’s for them and who’s again [against] them, who’s there and who’s not there, and make that the case.  And that’s what I’m going to be spending my time doing in this off-year election.

Q    And just very quickly, you mentioned Republicans and reaching out to them.  Some Republicans who may be open to major changes on voting rights — for instance, like Mitt Romney — he says he never even received a phone call from this White House.  Why not? THE PRESIDENT:  Well, I like Mitt — look, Mitt Romney is a straight guy.  He’s — and one of the things that we’re doing, I was trying to make sure we got everybody on the same page in my party on this score.  And I didn’t call many Republicans at all.  The fact is that there — I do think that Mitt is a serious guy.  I think we can get things done.  I think — I predict to you they’ll get something done on the electoral reform side of this.  But rather than judge what’s going to get done and not get done, all I can say is I’m going to continue to make the case why it’s so important to not turn the electoral process over to political persons who are set up deliberately to change the outcome of elections.  The — Allison Harris, please.

Q    Thank you, Mr. President.  Speaking of voting rights legislation, if this isn’t passed, do you still believe the upcoming election will be fairly conducted and its results will be legitimate?

THE PRESIDENT:  Well, it all depends on whether or not we’re able to make the case to the American people that some of this is being set up to try to alter the outcome of the election.  And it’s one thing — look, maybe I’m just being too much of an optimist.  Remember how we thought not that many people were going to show up to vote in the middle of a pandemic?  We had the highest voter turnout in the history of the United States of America. Well, I think if, in fact — no matter how hard they make it for minorities to vote, I think you’re going to see them willing to stand in line and — and defy the attempt to keep them from being able to vote.  I think you’re going to see the people who they’re trying to keep from being able to show up, showing up and making the sacrifice that needs to make in order to change the law back to what it should be.  And — but it’s going to be difficult.  I make no bones about that.  It’s going to be difficult.  But we’re not there yet.  We’ve not run out of options yet.  And we’ll see how this moves.

Q    And on Omicron and education, teachers are in result in some — in revolt in so many places.  Parents are at odds over closing schools and remote learning.  You say we’re not going to go back to closing schools — you said that just moments ago — yet they’re closing in some areas.  What do you say to those teachers and principals and parents about school closings?  And what can your administration do to help make up for learning loss for students?

THE PRESIDENT:  First of all, I’d put in perspective the question you asked.  Very few schools are closing.  Over 95 percent are still open. 

So, you all phrase the questions when people — I don’t think it’s deliberate on your part, but you phrase the question — if anyone watches this on television — “My God, there must be — all those schools must be closing.  What are we going to do?” Ninety-five percent are still open, number one.  Number two, the idea that parents don’t think it’s important for their children to be in school, and teachers know it as well — that’s why we made sure that we had the ability to provide the funding through the Recovery Act — through the act that we — the first act we passed — to be able to make sure schools were able to be safe.  So, we have new ventilation systems available for them.  We have — the way they handle — they scrub down laboratories and — I mean, the lavatories kids go to, to go to the bathroom — cafeterias, buses, et cetera.  That — all that money is there.  There’s billions of dollars made available.  That’s there.  Not every school district has used it as well as it should be used.  But it’s there.  And so, in addition to that, there is now another $10 billion for testing of students in the schools.  So I — I think, as time goes on, it’s much more likely you’re going to see that number go back up from 95 percent, back up to 98, 99 percent.  But the — the outfit of the individuals of the district that says “We’re not going to be open” is always going to get — and I’m not being critical of any of you — it’s always going to get front page.  It’s always going to be the top of the news.  But let’s put it in perspective: 95 — as high as 98 percent of the schools in America are open, functioning, and capable doing the job.  How about Jen Epstein, Bloomberg?

Q    Thank you, Mr. President.  Thank you.  Your top foreign policy advisors have warned that Russia is now ready to attack Ukraine.  But there’s still little unity among European allies about what a package of sanctions against Moscow would look like.  If the U.S. and NATO aren’t willing to put troops on the line to defend Ukraine and American allies can’t agree on a sanctions package, hasn’t the U.S. and the West lost nearly all of its leverage over Vladimir Putin?  And given how ineffective sanctions have been in deterring Putin in the past, why should the threat of new sanctions give him pause?

THE PRESIDENT:  Well, because he’s never seen sanctions like the ones I promised will be imposed if he moves, number one.  Number two, we’re in a situation where Vladimir Putin is about to — we’ve had very frank discussions, Vladimir Putin and I.  And the idea that NATO is not going to be united, I don’t buy.  I’ve spoken to every major NATO leader.  We’ve had the NATO-Russian summit.  We’ve had other — the OSCE has met, et cetera. 

And so, I think what you’re going to see is that Russia will be held accountable if it invades.  And it depends on what it does.  It’s one thing if it’s a minor incursion and then we end up having a fight about what to do and not do, et cetera. 

But if they actually do what they’re capable of doing with the forces amassed on the border, it is going to be a disaster for Russia if they further ingra- — invade Ukraine, and that our allies and partners are ready to impose severe costs and significant harm on Russia and the Russian economy. 

And, you know, we’re going to fortify our NATO Allies, I told him, on the eastern flank — if, in fact, he does invade.  We’re going to — I’ve already shipped over $600 million worth of sophisticated equipment, defensive equipment to the Ukrainians.

The cost of going into Ukraine, in terms of physical loss of life, for the Russians, they’ll — they’ll be able to prevail over time, but it’s going to be heavy, it’s going to be real, and it’s going to be consequential. 

In addition to that, Putin has — you know, has a stark choice: He — either de-escalation or diplomacy; confrontation or the consequences.

And, look, I think you’re going to see — for example, everybody talks about how Russia has control over the energy supply that Europe absorbs.  Well, guess what?  That — that money that they earn from that makes about 45 percent of the economy.  I don’t see that as a one-way street.  They go ahead and cut it off — it’s like my mother used to say: “You bite your nose off to spite your face.”  It’s not like they have all these wonderful choices out there. 

I spoke with the Prime Minister of Finland.  And, you know, we’re talking about concern on the part of Finland and Sweden about what Russia is doing.  The last thing that Russia needs is Finland deciding to change its status.  They didn’t say they’re going to do that, but they’re talking about what, in fact, is going on and how outrageous Russia is being. 

We’re finding ourselves in a position where I believe you will see that there’ll be severe economic consequences.  For example, anything that involves dollar denominations, if they make — if they invade, they’re going to pay; they’re not going — their banks will not be able to deal in dollars. 

So there’s — a lot is going to happen. 

But here’s the thing: My conversation with Putin — and we’ve been — how can we say it?  We have no problem understanding one another.  He has no problem understanding me, nor me him.  And the direct conversations where I pointed out — I said, “You know, you’ve occupied, before, other countries.  But the price has been extremely high.  How long?  You can go in and, over time, at great loss and economic loss, go in and occupy Ukraine.  But how many years?  One?  Three?  Five?  Ten?  What is that going to take?  What toll does that take?”  It’s real.  It’s consequential. 

So, this is not all just a cakewalk for Russia.

Militarily, they have overwhelming superiority, and on — as it relates to Ukraine.  But they’ll pay a stiff price — immediately, near term, medium term, and long term — if they do it.

Umm — I’m sorry.  Okay.  David Sanger, New York Times.

Q    Thank you, Mr. President.  I wanted to follow up on your answer there about Russia and Ukraine.  When you were in Geneva in June, you said to us, about President Putin, “I think the last thing…he wants now is a Cold War.”

Now, since then, of course, you’ve seen him gather these troops — 100,000 troops — around Ukraine.  Your Secretary of State said today he thought he could invade at any moment.  You’ve seen the cyberattacks.  And you’ve seen the demand that he have a sphere of influence in which you would withdraw all American troops and nuclear weapons from what used to be the Soviet bloc. 

So, I’m wondering if you still think that the last thing he wants is a Cold War.  And has your view of him changed in the past few months?  And if it has and he does invade, would your posture be to really move back to the kind of containment policy that you saw so often when you were still in the Senate? 

THE PRESIDENT:  The answer is that I think he still does not want any full-blown war, number one. 

Number two, do I think he’ll test the West, test the United States and NATO as significantly as he can?  Yes, I think he will.  But I think he’ll pay a serious and dear price for it that he doesn’t think now will cost him what it’s going to cost him.  And I think he will regret having done it. 

Now, whether or not — I think that — how can I say this in a public forum?  I think that he is dealing with what I believe he thinks is the most tragic thing that’s happened to Mother Russia — in that the Berlin Wall came down, the Empire has been lost, the Near Abroad is gone, et cetera.  The Soviet Union has been split.

But think about what he has.  He has eight time zones, a burning tundra that will not freeze again naturally, a situation where he has a lot of oil and gas, but he is trying to find his place in the world between China and the West.

And so, I’m not so sure that he has — David, I’m not so sure he has — is certain what he’s going to do.  My guess is he will move in.  He has to do something. 

And, by the way, I’ve indicated to him — the two things he said to me that he wants guarantees of it: One is, Ukraine will never be part of NATO.  And two, that NATO, or the — there will not be strategic weapons stationed in Ukraine.  Well, we could work out something on the second piece (inaudible) what he does along the Russian line as well — or the Russian border, in the European area of Russia.

On the first piece, we have a number of treaties internationally and in Europe that suggest that you get to choose who you want to be with.  But the likelihood that Ukraine is going to join NATO in the near term is not very likely, based on much more work they have to do in terms of democracy and a few other things going on there, and whether or not the major allies in the West would vote to bring Ukraine in right now. 

So there’s room to work if he wants to do that.  But I think, as usual, he’s going to — well, I probably shouldn’t go any further.  But I think it will hurt him badly.

Q    Mr. President, it sounds like you’re offering some way out here — some off-ramp.  And it sounds like what it is, is — at least in the informal assurance — that NATO is not going to take in Ukraine anytime in the next few decades.  And it sounds like you’re saying we would never put nuclear weapons there.  He also wants us to move all of our nuclear weapons out of Europe and not have troops rotating through the old Soviet Bloc.

Do you think there’s space for there as well?

THE PRESIDENT:  No.  No, there’s not space for that.  We won’t permanently station.  But the idea we’re not going to — we’re going to actually increase troop presence in Poland, in Romania, et cetera, if in fact he moves because we have a sacred obligation in Article 5 to defend those countries.  They are part of NATO.  We don’t have that obligation relative to Ukraine, although we have great concern about what happens in Ukraine. 

Maureen, USA Today.

Q    Thank you, Mr. President.  I wanted to follow up on your comment on Build Back Better and also ask you a question about the pandemic. 

You said that you’re confident you can pass “big chunks” of Build Back Better this year.  Does that wording mean that you are thinking about — you’re looking at breaking the package up into individual portions? 

And then, on the pandemic: Now that the Supreme Court has blocked the vaccination-or-test rule for larger businesses, are you reconsidering whether to require vaccines for domestic flights as a way to boost vaccination rates?

THE PRESIDENT:  No, look, first of all, on the last part of the question: The Supreme Court decision, I think, was a mistake.  But you still see thousands and thousands of people who work for major corporations having to be tested as a consequence of the decision made by the corporation and not by the standard I set that is there.  I think you’ll see that increase, not decrease — number one. 

What was the first part of your question?

Q    On your comment that you made that you’re confident —


Q    — that major chunks of Build Back Better —


Q    — can pass.  Are you breaking it up?  Does that mean —

THE PRESIDENT:  Yes.  Well, it’s clear to me that — that we’re going to have to probably break it up.  I think that we can get — and I’ve been talking to a number of my colleagues on the Hill — I think it’s clear that we would be able to get support for the — for the 500-plus billion dollars for energy and the environmental issues that are there — number one.

Number two, I know that the two people who’ve opposed, on the Democratic side at least, support a number of the things that are in there.  For example, Joe Manchin strongly supports early education, three and four years of age.  Strongly supports that.  There is strong support for, I think, a number of the way in which to pay for these — pay for this proposal.

So, I think there is — and I’m not going to — I’m not going to negotiate against myself as to what should and shouldn’t be in it, but I think we can break the package up, get as much as we can now, and come back and fight for the rest later. 

Ken, the Wall Street Journal.  Ken Thomas. 

Q    Thank you, Mr. President.  I wanted to ask you about the economy.  As you said earlier, Americans are feeling the squeeze —


Q    — of inflation.  Oil prices have been at about a seven-year high recently.  How long should Americans expect to face higher prices when they’re at the grocery store or when they’re at the gas pump?  Is this something that they’re going to see into the summer, into next fall? 

And separately, you know, you talk about the importance of the Fed, but isn’t that an acknowledgment that you’re limited in what you can do if you — if you’re relying on the Fed to make decisions and you’re unable to get a Build Back Better proposal through, aren’t you simply limited in what you can do to deal with inflation?

THE PRESIDENT:  Well, look, as you know, Ken, the inflation has everything to do with the supply chain.  And I think what you’re seeing is that we’ve been able to make progress on speeding up the access to materials.  For example, one third of the co- — of the increase in cost of living is the cost of automobiles.

The reason automobiles have skyrocketed in price is because of the lack of computer chips.  So we have the capacity, and we’re going to do everything in our power to do it to become self-reliant on the computer chips that we need in order to be able to produce more automobiles.  That’s underway. 

We’ve already passed, within the context of another bill, money for that in the — in the House of Representatives.  It’s before the House of Representatives now.  But I think there’s a way we can move to — if we can move to get, for example, that one thing done, it can make a big difference in terms of the cost of — the total cost of living.

Now, with regard to the whole issue of energy prices, that gets a little more complicated.  But you saw what happened when I was able to convince everyone from — including China, India — a number of other countries — to agree with us to go into their version of the — of their petroleum reserve to release more into the market so that — that brought down the price about 12, 15 cents a gallon in some places, some places more. 

There’s going to be — there’s going to be a reckoning along the line here as to whether or not we’re going to continue to see oil prices continue to go up in ways that are going up now, relative to what is going to — what impact that’s going to have on the producers. 

And so, it’s going to be hard.  I think that’s the place where most middle-class people, working-class people get hit the most.  They pull up to a pump and, all of a sudden, instead of paying $2.40 a gallon, they’re paying $5.00 a gallon.  And that’s going to be really difficult.

But — so we’re going to continue to work on trying to increase oil supplies that are available.  And I think there’s ways in which we can be of some value added in terms of the price of gas — natural gas and the like — to take the burden off of European countries that are now totally dependent on Russia.  But it’s going to be hard.  It’s going to be very hard.  But I think that we have to deal with — for example, like I said, you have a circumstance where people are paying more for a pound of hamburger meat than they ever paid.  Well, one of the reasons for that is you don’t have that many folks out there that are ones that are — we’ve got the Big Four controlling it all. And so you’re going to see, more and more, we’re going to move on this competition piece to allow more and more smaller operations to come in and be able to engage in providing — buying and providing the access to much cheaper meat than — than exists now.  But it’s going to be a haul.  Now, and as you — I assume the reason you said if I can’t get Build Back Better is it relates to what those 17 Nobel laureate economists said: that if, in fact, we could pass it, it would actually lower the impact on inflation, reduce inflation over time, et cetera.  So, there’s a lot we have to do.  It’s not going to be easy, but I think we can get it done.  But it’s going to be painful for a lot of people in the meantime.  That’s why the single best way — the single best way to take the burden off middle-class and working-class folks is to pass the Build Back Better piece that are things that they’re paying a lot of money for it now.  If you get to trade off higher gas as — you’re putting up with a higher price of hamburgers and gas, versus whether or not you’re going to have to — you’re going to be able to pay for education and/or childcare and the like, I think most people would make the trade.  Their bottom line would be better in middle-class households. 

But it’s going to be hard.  And it’s going to take a lot of work.

Q    If I may follow, sir: You mentioned China.  Do you think the time has come to begin lifting some of the tariffs on Chinese imports?  Or is there a need for China to make due on some of its commitments in the Phase One agreement?  Some business groups would like you to begin raising — lifting up those tariffs on China. THE PRESIDENT:  Well, I know that, and that’s why my Trade Rep is working on that right now.  The answer is uncertain.  It’s uncertain.  I’d like to be able to be in a position where I can say they’re meeting the commitments, or more of their commitments, and be able to lift some of it.  But we’re not there yet.

Nancy, CBS.  Q    Thank you so much, Mr. President.  This afternoon, the Senate Minority Leader, Mitch McConnell, said that the midterms elections are going to be a report card on your progress on inflation, border security, and standing up to Russia.  Do you think that that’s a fair way to look at it?  And if so, how do you think that report card looks right now? THE PRESIDENT:  I think the report card is going to look pretty good, if that’s where we’re at.  But look, the idea that — Mitch has been very clear he’s going to do anything to prevent Biden from being a success.  And I get on with Mitch.  I actually like Mitch McConnell.  We like one another.  But he has one straightforward objective: make sure that there’s nothing I do that makes me look good in the mind — in his mind with the public at large.  And that’s okay.  I’m a big boy.  I’ve been here before.  But the fact is that I think that the — I’m happy to debate and have a referendum on how I handle the economy, whether or not I’ve made progress on when — look, again — how can I — I’m taking too long answering your questions.  I apologize.

I think that the fundamental question is: What’s Mitch for?  What’s he for on immigration?  What’s he for?  What’s he proposing to make anything better?  What’s he for dealing with Russia that’s different than I’m proposing and many of his Republican friends or his colleagues are supporting as well?  What’s he for on these things?  What are they for?

So, everything is a choice — a choice. I think they — look, I’ve laid out a proposal on immigration that if we passed it, we’d be in a totally different place right now.  But we’re not there because we don’t have a single Republican vote.  My buddy John McCain is gone.

So, I mean, it’s just — it’s going to take time.  And again, I go back to — I go back to Governor Sununu’s quote.

How long — I mean — a rhetorical question.  I don’t — I know this is not fair to ask the press a question; I’m not asking you.  But think about — did you ever think that one man out of office could intimidate an entire party where they’re unwilling to take any vote contrary to what he thinks should be taken for fear of being defeated in a primary? I’ve had five Republican senators talk to me, “bump into me” — quote, unquote — or sit with me, who’ve told me that they agree with whatever I’m talking about for them to do.  “But, Joe, if I do it, I’m going to get defeated in a primary.”

We got to break that.  That’s got to change.

And I doubt — you’re all — I’m not be- — it sounds like I’m being solicitous — you’re all bright as hell, well informed — more informed than any group of people in America.  But did any of you think that you’d get to a point where not a single Republican would diverge on a major issue?  Not one? Anyway. Q    Can you tell us who those five Republican senators are? THE PRESIDENT:  Sure.  No.  (Laughs.)  Are you kidding me?

I maintain confidentiality. 

Q    On voting rights —

THE PRESIDENT:  But I’m sure you’ve spoken to some.  (Laughs.) Q    On voting rights, sir — THE PRESIDENT:  Yes. Q    At your first press conference, 10 months ago, I asked you if there was anything you could do beyond legislation to protect voting rights.  And at that time, you said, “Yes, but I’m not going to lay out a strategy before you and the world now.”  Now that legislation appears to be hopelessly stalled, can you now lay out your strategy to protect voting rights?

THE PRESIDENT:  Well, I’m not prepared to do that in detail, in terms of the executive orders I may be able to engage in and other things I can do.  But one of — the things we have done: We have significantly beefed up a number of enforcers in the Justice Department, who are there to challenge these unconstitutional efforts, in our view — unconstitutional efforts on the part of the Republicans to stack the election and subvert the outcome. 

We have begun to organize in ways that we didn’t before in communities beyond the civil rights community to make the case to the rest of American people what’s about to happen, what will happen if, in fact, these things move forward.

If I had talked to you — not you; I’m using “you” in a total sense.  If I had talked to the public about the whole idea of subversion of elections by deciding who the electors are after the fact, I think people would’ve looked at me like, “Whoa.” 

I mean, I caugh- — taught constitutional law for 20 years — a three-credit course on the separation of powers.  And — on Saturday mornings, when I was a senator.  And I never thought we’d get into a place where — where we were talking about being able to actually —

What they tried to do this last time out is send different electors to the state legislative bodies to represent who won the election, saying that I didn’t win but a Republican candidate won. 

I doubt that anybody thought that would ever happen in America in the 21st century, but it’s happening. 

And so, I think — I guess what I’m saying is, Nancy — is that I think there are a number of things we can do, but I also think we will be able to get significant pieces of the legislation — if we don’t get it all now — to build to get it so that we get a big chunk of the John Lewis legislation, as well as the fair elections (inaudible).

Q    Sir, on COVID, if you don’t mind: You touted the number of Americans who are now fully vaccinated with two shots.  But even some of your own medical advisors say that people aren’t fully protected unless they have that third shot —


Q    — a booster.  Why hasn’t this White House changed the definition of “fully vaccinated” to include that third booster shot?  Is it because the numbers of fully vaccinated Americans would suddenly look a lot less impressive?

THE PRESIDENT:  No, it’s not that at all.  It’s just — it’s just — this has become clearer and clearer, and every time I speak of it, I say: If you’ve been vaccinated, get your booster shot.  Everybody get the booster shot.  It’s the obl- — the optimum protection you could have.  You’re protected very well with two shots, if it’s the Pfizer — anyway, you’re protected.  But you are better protected with the booster shot. 

Q    But you won’t change the definition right now?

THE PRESIDENT:  I’m following what the — the answer is, yes.  Get the booster shot.  It’s all part of the same thing.  You’re better protected.

Okay.  Alex Alper, Reuters.

Q    Thank you, Mr. President.  I wanted to follow up briefly on a question asked by Bloomberg.  You said that Russia would be “held accountable if it invades” and “it depends on what it does”; “it’s one thing if it’s a minor incursion and… we end up having to fight about what to do and what not to do.” 

Are you saying that a minor incursion by Russia into Ukrainian territory would not lead to the sanctions that you have threatened?  Or are you effectively giving Putin permission to make a small incursion into the country?

THE PRESIDENT:  (Laughs.)  Good question.  That’s how it did sound like, didn’t it? 

The most important thing to do: Big nations can’t bluff, number one.

And number two, the idea that we would do anything to split NATO, which would be a — have a profound impact on one of — I think prominent impact — on one of Putin’s objectives is to weaken NATO — would be a big mistake. 

So, the question is: If it’s a — something significantly short of a significant invasion — or not even significant, just major military forces coming across — for example, it’s one thing to determine that if they continue to use cyber efforts, well, we can respond the same way, with cyber. 

They have FSB people in Ukraine now trying to undermine the solidarity within Ukraine about Russia and to try to promote Russian interest.  But it’s very important that we keep everyone in NATO on the same page.  And that’s what I’m spending a lot of time doing.  And there are differences.  There are differences in NATO as to what countries are willing to do depending on what happens — the degree to which they’re able to go.

And I want to be clear with you: The serious imposition of sanctions relative to dollar transactions and other things are things that are going to have a negative impact on the United States, as well as a negative impact on the economies of Europe as well, and a devastating impact on Russia.  And so, I got to make sure everybody is on the same page as we move along.

I think we will, if there’s something that is — that — where there’s Russian forces crossing the border, killing Ukrainian fighters, et cetera — I think that changes everything.  But it depends on what he does, as to the exact — to what extent we’re going to be able to get total unity on the Rus- — on the NATO front.

Q    If I may ask a quick one on Iran, I just wanted to get your sense of whether the Vienna talks are making any progress, if you still think it’s possible to reach a deal for both sides to resume compliance with the Iran nuclear deal, or if it’s time to give up on that.  Thank you.

THE PRESIDENT:  I’ll do it in reverse.  It’s not time to give up.  There is some progress being made.  The P5+1 is on the same page.  But it remains to be seen.

Okay.  Kristen, NBC.

Q    Thank you, Mr. President.  Very quickly on Russia — I do have a number of domestic policy issues, but I’m — on Russia very quickly: It seemed like you said that you have assessed, you feel as though he will move in.  Has this administration, have you determined whether President Putin plans to invade or move into Ukraine, as you’ve said?

THE PRESIDENT:  Look, the only thing I’m confident of is that decision is totally, solely, completely a Putin decision.  Nobody else is going to make that decision; no one else is going to impact that decision.  He’s making that decision. 

And I suspect it matters which side of the bed he gets up on in the morning as to exactly what he’s going to do.  And I think it is not irrational, if he wanted to, to talk about dealing with strategic doctrine and dealing with force structures in Europe and in — in the European parts of Russia.

But I don’t know if he’s decided he wants to do that or not.  So far, in the three meetings we’ve had — OSCE and –anyway — have not produced anything because the impression I get from my Secretary of State, my National Security Advisor, and my other senior officials that are doing these meetings is that there’s a question of whether the people they’re talking to know what he’s going to do. 

So, the answer is — but based on a number of criteria as to what he could do — for example, for him to move in and occupy the whole country, particularly from the north, from Belarus, it’s — he’s going to have to wait a little bit until the ground is frozen so he can cross.

To move in a direction where he wants to talk about what’s going — we — we have — we’re continuing to provide for defense capacities to the — to the Ukrainians.  We’re talking about what’s going on in both the Baltic and the Black Sea, et cetera.  There’s a whole range of things that I’m sure he’s trying to calculate how quickly he can do what he wants to do and what does he want to do. 

But I — he’s not — he’s an informed individual.  And I’m sure — I’m not sure — I believe he’s calculating what the immediate, short-term, and the near-term, and the long-term consequences of Russia will be.  And I don’t think he’s made up his mind yet. 

Q    I want to ask you about your domestic agenda.  You’ve gotten a lot of questions about voting rights, Mr. President. But I want to ask you about Black voters — one of your most loyal constituencies.


Q    I was in Congressman Clyburn’s district yesterday in South Carolina.  You opened this news conference talking about him.  I spoke to a number of Black voters who fought to get you elected, and now they feel as though you are not fighting hard enough for them and their priorities.  And they told me they see this push on voting rights more as a last-minute PR push than it is a legitimate effort to get legislation passed. 

So what do you say to these Black voters who say that you do not have their backs, as you promised on the campaign trail?

THE PRESIDENT:  I’ve had their back.  I’ve had their back my entire career.  I’ve never not had their back.  And I started on the voting rights issues long, long ago.  That’s what got me involved in politics in the first place. 

And I think part of the problem is — look, there’s — there’s significant disagreement in every community on whether or not the timing of assertions made by people has been in a most timely way.  So I’m sure that there are those who are saying that, “Why didn’t Biden push the John Lewis bill as hard as he pushed it the last month?  Why didn’t he push it six months ago as hard as he did now?

The fact is that there is — there’s a timing that is not of one’s own choice; it’s somewhat dictated by events that are happening in country and around the world as to what the focus is. 

But part of the problem is, as well: I have not been out in the community nearly enough.  I’ve been here an awful lot.  I find myself in a situation where I don’t get a chance to look people in the eye, because of both COVID and things that are happening in Washington, to be able to go out and do the things that I’ve always been able to do pretty well: connect with people, let them take a measure of my sincerity, let them take a measure of who I am.

For example — I mean, as I pointed out in South Carolina, you know, last time, when I was chairman of the Judiciary Committee, I got the Voting Rights Act extended for 25 years, and I got Strom Thurmond to vote for it.  That’s what I’ve been doing my whole career.  And so, the idea that I — that I didn’t either anticipate or because I didn’t speak to it as fervently as they want me to earlier.

In the meantime, I was spending a lot of time — spent hours and hours and hours talking with my colleagues on the Democratic side, trying to get them to agree that if, in fact, this occurred, if this push continued, that they would be there for John Lewis and — anyway. 

So — but I think that’s — that’s a problem that is my own making by not communicating as much as I should have.  Yet, you find that when you deal with members of the Black Caucus and others in the United States Congress, I still have very close working relationships. 

So it’s like every community.  I’m sure that there are those in the community, in — I’m a — I’m a big labor guy.  I’m sure there’s people in labor saying, “Why haven’t they been able to do A, B, C, or D?”

So, it’s just going to take a little bit of time. 

Q    You put your — you put Vice President Harris in charge of voting rights.  Are you satisfied with her work on this issue?  And can you guarantee — do you commit that she will be your running mate in 2024, provided that you run again? 

THE PRESIDENT:  Yes and yes.

Q    Okay.  You don’t care to expand?

THE PRESIDENT:  Pardon me?

Q    Do you care to expand —

THE PRESIDENT:  No, there’s no need to.

Q    — on voting?

THE PRESIDENT:  I mean, I asked the — he — she is going to be my running mate — number one.  And number two, I did put her in charge.  I think she’s doing a good job. 

Q    Let me ask you — big picture: Particularly when you think about voting rights and the struggles you’ve had to unify your own party around voting rights, unity was one of your key campaign promises.  In fact, in your inaugural address, you said your “whole soul” was in “bringing America together, uniting our people…”  People heard the speech that you gave on voting rights in Georgia recently in which you described those who are opposed to you to George Wallace and Jefferson Davis, and some people took exception to that. 

What do you say to those who are offended by your speech?  And is this country more unified than it was when you first took office? 

THE PRESIDENT:  Number one: Anybody who listened to the speech — I did not say that they were going to be a George Wallace or a Bull Connor.  I said we’re going to have a decision in history that is going to be marked just like it was then.  You either voted on the side — that didn’t make you a George Wallace or didn’t make you a Bull Connor.  But if you did not vote for the Voting Rights Act back then, you were voting with those who agreed with Connor, those who agreed with — with —

And so — and I think Mitch did a real good job of making it sound like I was attacking them.  If you’ve noticed, I haven’t attacked anybody publicly — any senator, any — any congressman publicly.  And my disagreements with them have been made to them — communicated to them privately or in person with them. 

My desire still is — look, I underestimated one very important thing: I never thought that the Republicans — like, for example, I said — they got very upset — I said there are 16 members of the present United States Senate who voted to extend the Voting Rights Act.

Now, they got very offended by that.  That wasn’t an accusation; I was just stating a fact.  What has changed?  What happened?  What happened?  Why is there not a single Republican — not one?  That’s not the Republican Party. 

Q    But, Mr. President —

THE PRESIDENT:  So, that’s not an attack.

Q    — is the country more unif- — is the country more unified than when you first took office?

THE PRESIDENT:  The answer is: Based on some of the stuff we’ve got done, I’d say yes, but it’s not nearly unified as it should be. Look, I still contend — and I know you’ll have a right to judge me by this — I still contend that unless you can reach consensus in a democracy, you cannot sustain the democracy.

And so this is a real test — whether or not my — my — my counterpart in China is right or not when he says autocracies are the only thing that could prevail because democracies take too long to make decisions and countries are too divided.

I believe we’re going through one of those inflection points in history that occurs every several generations or even more than that — even more time than that, where things are changing almost regardless of any particular policy.

The world is changing in big ways.  We’re going to see — you’ve heard me say this before — we’re going to see more change in the next 10 years than we saw in the last 50 years because of technology, because of fundamental alterations and alliances that are occurring not because of any one individual, just because of the nature of things. And so I think you’re going to see an awful lot of transition.  And the question is: Can we keep up with it?  Can we maintain the democratic institutions that we have, not just here but around the world, to be able to generate democratic consensus of how to proceed?  It’s going to be hard.  It’s going to be hard, but it requires — it requires leadership to do it.  And I’m not giving up on the prospect of being able to do that.  Thank you.

Q    Mr. President, thank you, sir.  There are deep questions among Americans about the competence of government, from the messy rollout of 5G this week, to the Afghanistan withdraw, to testing on COVID.  What have you done to restore Americans’ faith in the competence of government?  And are you satisfied by the view of the competence of your government? THE PRESIDENT:  Look, let’s take Afghanistan.  I know you all would like to focus on that, which is legitimate. 

We were spending a trillion dollars a week — I mean, a billion dollars a week in Afghanistan for 20 years. 

Raise your hand if you think anyone was going to be able to unify Afghanistan under one single government.  It’s been the graveyard of empires for a solid reason: It is not susceptible to unity, number one. So, the question was: Do I continue to spend that much money per week in the state of Afghanistan, knowing that the idea that being able to succeed — other than sending more body bags back home — is highly, highly unusual? My dad used to have an expression.  He’d say, “Son, if everything is equally important to you, nothing is important to you.” There was no way to get out of Afghanistan, after 20 years, easily.  Not possible no matter when you did it.  And I make no apologies for what I did.  I have a great concern for the women and men who were blown up on the line at the airport by a terrorist attack against them.  But the military will acknowledge — and I think you will, who know a lot about foreign policy — that had we stayed and I had not pull those troops out, we would be asked to put somewhere between 20- and 50,000 more troops back in.  Because the only reason more Americans weren’t being killed — and others — is because the last president signed an agreement to get out by May the 1st, and so everything was copacetic. Had we not gotten out — and the acknowledgement is we’d be putting a lot more forces in.  You know, am I — do I feel badly what’s happening to — as a consequence of the incompetence of the Taliban?  Yes, I do. But I feel badly also about the fistulas that are taking place in the Eastern Congo.  I feel badly about a whole range of things around the world — that we can’t solve every problem. And so I don’t view that as a competence issue. 

The issue of whether or not there’s competence, in terms of whether or not we’re dealing with 5G or not: We don’t deal with 5G.  The fact is that you had two enterprises — two private enterprises — that had one promoting 5G and the other one are airlines.  They’re private enterprises.  They have government regulation, admittedly.  And so, what I’ve done is pushed as hard as I can to have 5G folks hold up and abide by what was being requested by the airlines until they could more modernize over the years so that 5G would not interfere with the potential of the landing.  So, any tower — any 5G tower within a certain number of miles from the airport should not be operative.  And that’s — and so I understand.  But anything that happens that’s consequential is viewed as the government’s responsibility.  I get that. Am I satisfied with the way in which we have dealt with COVID and all the things that — that go along with it?  Yeah, I am satisfied.  I think we’ve done remarkably well. You know, the idea that —

Q    On testing, sir.

THE PRESIDENT:  On testing, we’ve done — we should have done it quicker, but we’ve done remarkable since then.  What we have is: We have more testing going on than anywhere in the world.  And we’re going to continue to increase that. Did we have it at the moment exactly when we should have moved, and could we have moved a month earlier?  Yeah, we could have.  But with everything else that was going on, I don’t view that as somehow a mark of incompetence. Look, think of what we did on COVID.  When — when we were pushing on AstraZeneca [Pfizer] to provide more vaccines — well, guess what?  They didn’t have the machinery to be able to do it.  So I physically went to Michigan, stood there in a factory with the head of the — of AstraZeneca [Pfizer], and said, “We’ll provide the machinery for you.  This is what we’ll do.  We’ll help you do it so that you can produce this vaccine more rapidly.”  I think that’s pretty hands-on stuff. We also said, right now, when people — the hospitalizations are — are overrunning hospitals and you have docs and nurses out because of COVID — they have COVID — we put thousands of people back in those hospitals.  Look at all the mari- — all the military personnel we have there, first responders. Nobody has ever organized — nobody has ever organized a strategic operation to get as many shots in arms by opening clinics and keeping — and being able to get so many people vaccinated. What I’m doing now is not just getting significant amounts of vaccines to the rest of the world, but they now need — the mechanical way is how they get shots in arms.  So we’re providing them the know-how to do that. Now, should everybody in America know that?  No, they don’t necessarily know that; they’re just trying to figure how to put three squares on the table and stay safe.  But — so I — I do think the place where I was a little disappointed — I wish we could have written it differently — is when we did the legislation to provide the funding for COVID and the money we provided for the states to be able to deal with keeping schools open.  Some of them didn’t do a very good job.  Some are still holding the money.  I don’t have the authority to do anything about that.  I think that’s not particularly competent.  There’s things that could and should have been done, that could have moved faster. So I — I understand the frustration.  You know, I remember — I think it was — I forget which Cabinet member was saying to Barack Obama — something was going on, and he said, “Well, you can be sure, Mr. President, of the millions of employees you have out there, somebody is screwing up right now.  Somebody is screwing up.”

So, it’s — you know, it’s just a — but I think you have to look at things that we used to look at it on balance.  What is the trajectory of the country?  Is it moving in the right direction now?

I don’t know how we can say it’s not.  I understand the overwhelming frustration, fear, and concern with regard to inflation and COVID.  I get it.  But the idea — if I told you, when we started, I told you what I’m going to do — “The first year, I’m going to create over 600 — or 6 million jobs.  I’m going to get unemployment down to 3.9 percent.  I’m going to generate…” — and I named it all, you’d look at me like, “You’re nuts.”  Maybe I’m wrong.

Q    Sir, there’s never been a President, at least in our recent memory, with this much Washington experience as you have entered this office with, but yet, after we sit here for more than an hour, I’m not sure I’ve heard you say if you would do anything differently in the second year of your term.  Do you plan to do anything differently?  It could be —

THE PRESIDENT:  Yeah, look, the thing I have to do —

Q    — are you satisfied with your team here at the White House, sir?

THE PRESIDENT:  I’m satisfied with the team. 

There’s three things I’m going to do differently now that I will — now that I’ve gotten the critical crises out of the way, in the sense of it moving — knowing exactly where we’re going.

Number one, I’m going to get out of this place more often.  I’m going to go out and talk to the public.  I’m going to do public fora.  I’m going to interface with them.  I’m going to make the case of what we’ve already done, why it’s important, and what we’ll do if — what will happen if they support what else I want to do.

Number two, I’m bringing in more and more — now that I have time — I mean, literally, like you, it’s — I’m not complaining.  It’s, you know, 12, 14 hours a day.  No complaints.  I really mean that sincerely. 

But now that certain of the big chunks have been put in place and we know the direction, I’m also going to be out there seeking the — more advice of experts outside, from academia, to editorial writers, to think tanks.  And I’m bringing them in, just like I did early on, bringing in presidential historians to get their perspective on what we should be doing.  Seeking more input, more information, more constructive criticism about what I should and shouldn’t be doing.

And the third thing I’m going to be doing a lot more of is being in a situation where I am able to bring — I’m going to be deeply involved in the off- — these off-year elections.  We’re going to be raising a lot of money.  We’re going to be out there making sure that we’re helping all of those candidates. 

And scores of them have already asked me to come in and campaign with them, to go out and make the case in plain, simple language as to what it is we’ve done, what we want to do, and why we think it’s important.

(Cross-talk by reporters.)

How — how many more hours am I doing this?  I’m happy to stick around.

You always ask me the nicest questions. 

Q    All right, I got a whole binder full.

THE PRESIDENT:  I know you do.

Q    All right —

THE PRESIDENT:  None of them make a lot of sense to me, but I —

Q    Well, let’s — let’s try —

THE PRESIDENT:  Fire away.  Come on.

Q    A new year.

Why are you trying so hard in your first year to pull the country so far to the left?

THE PRESIDENT:  Well, I’m not.  I don’t know what you consider to be too far to the left if, in fact, we’re talking about making sure that we had the money for COVID, making sure we had the money to put together the Bipartisan Infrastructure, and making sure we were able to provide for those things that, in fact, would significantly reduce the burden on the working-class people but make them — they have to continue to work hard.  I don’t know how that is pointed to the left.

If you may recall, I — you guys have been trying to convince me that I am Bernie Sanders.  I’m not.  I like him, but I’m not Bernie Sanders.  I’m not a socialist.  I’m a mainstream Democrat, and I have been.  And mainstream Democrats have overwhelmingly — if you notice, the 48 of the 50 Republi- — Democrats supported me in the Senate on virtually everything I’ve asked.

Q    Thank you, sir.  I just wanted to clarify: A moment ago, you were asked whether or not you believed that we would have free and fair elections in 2022 if some of these state legislatures reformed their voting protocols.  You said that it depends.  Do you — do you think that they would in any way be illegitimate?

THE PRESIDENT:  Oh, yeah, I think it easily could be — be illegitimate. 

Imagine — imagine if, in fact, Trump has succeeded in convincing Pence to not count the votes. 

Q    Well, I — 

THE PRESIDENT:  Imagine if —

Q    In regard to 2022, sir — the midterm elections.

THE PRESIDENT:  Oh, 2022.  I mean, imagine if those attempts to say that the count was not legit.  “You have to recount it and we’re not going to count — we’re going to discard the following votes.”

I mean, sure, but — I’m not going to say it’s going to be legit.  It’s — the increase and the prospect of being illegitimate is in direct proportion to us not being able to get these — these reforms passed.

But I don’t think you’re going to see — you’re not going to see me and I don’t think you’re going to see the Democratic Party give up on — coming back and assuming that the attempt fails today.

Q    And then, one more, sir.  You know, you campaigned and you ran on a return to civility.  And I know that you dispute the characterization that you called folks who would oppose those voting bills as being “Bull Connor” or “George Wallace,” but you said that they would be sort of in the same camp.

THE PRESIDENT:  No, I didn’t say that.  Look what I said.  Go back and read what I said and tell me if you think I called anyone who voted on the side of the position taken by Bull Connor that they were Bull Connor.

Q    And —

THE PRESIDENT:  That is an interesting reading of English.  You — I assume you got into journalism because you liked to write.

Q    So did you expect that that would work with Senators Manchin or Sinema — that argument?

THE PRESIDENT:  No, here’s the thing: There’s certain things that are so consequential you have to speak from your heart as well as your head.

I was speaking out forcefully on what I think to be at stake.  That’s what it is.

And, by the way, no one — no one forgets who was on the side of King or — versus on — or Bull Connor.  No one not — does not.  The history books will note it. 

And what — I was making the case, “Don’t think this is a freebie.  You don’t get to vote this way, and then somehow it goes away.  This will be — stick with you the rest of your career and long after you’re gone.”

Q    And, Mr. President, if —

THE PRESIDENT:  Folks, I’m —

Q    Sir, what does the new normal look like?

THE PRESIDENT:  Okay.  Whoa, whoa, whoa, whoa, whoa.  Hang on, guys.  We’ve only gone an hour and 20 minutes.  I’ll keep going.

But I’m — but I’m going to go — let me get — let get something straight here: How long are you guys ready to go?  You want to go for another hour or two?

Q    Yes.

Q    Until we all get called on, sir.

Q    Until we all get a chance.

THE PRESIDENT:  Okay.  I’m going to go — I’ll tell you what, folks: I am going to go another 20 minutes, until a quarter of.  Okay?

Q    Thank you, President Biden.  President Biden, on the — thank you.  On — I’ll wait for the microphone.

President Biden, on the  —

THE PRESIDENT:  I want to thank my Communications staff for their great help here.  (Laughter.)

Q    Well, President Biden, on the coronavirus, we’re tragically approaching nearly 1 million Americans who died.  And I’d like to ask you why it is during your three-and-a-half-hour virtual summit in November with the Chinese President you didn’t press for transparency and also whether that has anything to do with your son’s involvement in an investment firm controlled by Chinese state-owned entities.

THE PRESIDENT:  The answer is that we did — I did raise the question of transparency.  I spent a lot of time with him.  And he — the fact is that they’re just not — they’re just not being transparent.

Q    You raised this: transparency on the coronavirus origins?

Q    And — you did, during the virtual summit?

Q    Is there a reason your press staff was unaware of that?  And what did you say to the Chinese President?

THE PRESIDENT:  Well — and they weren’t with me the entire time.  Look, I made it clear that I thought that China had an obligation to be more forthcoming on exactly what the source of the virus was and where it came from.

Q    Mr. President, I would like to ask you about foreign policy: One of the first priority that you declared when you came to office was to end the war in Yemen — the catastrophic war in Yemen.  You appointed a special envoy. 

Today, one of your allies — the United Arab Emirates — is asking your administration to put back the Houthi rebels or militias back on the terror list.  Are you going to do that? 

And how are you going to end the war in Yemen, sir?

THE PRESIDENT:  The answer is: It’s under consideration.  And ending the war in Yemen takes the two parties to be involved to do it.  And it’s going to be very difficult.

Q    Thank you very much for this honor.  James Rosen with Newsmax.  I’d like to — I’d like to raise a delicate subject but with utmost respect for your life accomplishments and the high office you hold: A poll released, this morning, by Politico/Morning Consult found 49 percent of registered voters disagreeing with the statement, “Joe Biden is mentally fit.”

THE PRESIDENT:  (Laughs.)  Well —

Q    Not even a majority of Democrats who responded strongly affirmed that statement.

THE PRESIDENT:  Well, I’ll let you all make the judgment whether they’re correct.  Thank you.

Q    Well, so, the question I have for you, sir, before — if you’d let me finish — is: Why do you suppose such large segments of the American electorate have come to harbor such profound concerns about your cognitive fitness?  Thank you. 

THE PRESIDENT:  I have no idea. 

Q    Thanks, Mr. President.  I appreciate it.  I wanted to sort of address — or ask about a tension that has sort of been in this — in this press conference on unifying the country, because you campaigned on two things.  One of them is being able to accomplish big things, and the other is the ability to unify the country.  And even today, you’ve talked about sort of a different posture with Republicans.  And I — I wonder if you still think it’s possible to do both of those things?

THE PRESIDENT:  We have to.  We have to.  And let me — I’m not — as long as I hold public office, I’m going to continue to attempt to do both things.

Q    One more follow-up.  Last — around this time last year when you were campaigning in Georgia, I think one of the things you told people was, “The power is literally in your hands.”  You know, if voters give Democrats the House and the Senate and the presidency that all these big things can get accomplished.  And, you know, we’ve seen stalemate.  We’ve seen things being stymied.  Why should folks believe you this time around?

THE PRESIDENT:  Can you think of any other President that has done as much in one year?  Name one for me. 

Q    I’m asking you.  I mean —

THE PRESIDENT:  I’m serious.  You guys talk about how nothing has happened.  I don’t think there’s been much on any incoming President’s plate that’s been a bigger menu than the plate I had given to me.  I’m not complaining.  I knew that running in.

And the fact of the matter is, we got an awful lot done — an awful lot done, and there’s more to get done. 

But, look, let’s — let me ask you a rhetorical question.

No, I won’t.  Anyway.  (Laughter.)

Thank you. 

Q    (Inaudible.)

Q    Thank you very much, Mr. President. 

Do I need the — the —

(White House aide trips.)

THE PRESIDENT:  Be careful.  Don’t get hurt, man.

Q    No, no, I’m — I’m going to take care.

Mr. President, thank you.  Sebastian Smith from AFP.  Another question on Ukraine.  Ukraine borders four NATO member countries.  How concerned are you?  Are you concerned that a real conflagration in Ukraine — if the Russians really go in there — that it could suck in NATO countries that are on the border and you end up with an actual NATO-Russia confrontation of some kind?

And, secondly, are you entertaining the thought of a summit with Vladimir Putin as a way to perhaps try and put this whole thing to bed, address their concerns, and negotiate a way out of this?

THE PRESIDENT:  The last part — to the last question, yes.  When we talked about whether or not we’d (inaudible) the three meetings we talked about.  And we talked about: We would go from there, if there was reason to, to go to a summit.  We talked about a summit as being before the Ukraine item came up in terms of strategic doctrine and what the strategic relationship would be.  So, I still think that is a possibility, number one.

Number two, I am very concerned.  I’m very concerned that this could end up being — look, the only war that’s worse than one that’s intended is one that’s unintended.  And what I’m concerned about is this could get out of hand — very easily get out of hand because of what you said: the borders of the — of Ukraine and what Russia may or may not do. 

I am hoping that Vladimir Putin understands that he is — short of a full-blown nuclear war, he’s not in a very good position to dominate the world.  And so, I don’t think he thinks that, but it is a concern.  And that’s why we have to be very careful about how we move forward and make it clear to him that there are prices to pay that could, in fact, cost his country an awful lot. 

But I — of course, you have to be concerned when you have, you know, a nuclear power invade — this has — if he invades — it hasn’t happened since World War Two.  This will be the most consequential thing that’s happened in the world, in terms of war and peace, since World War Two.

Q    Mr. President?

Q    Thank you, Mr. President.  Thank you.  Nearly two years have passed since the beginning of the global coronavirus outbreak.  And you again today acknowledged that Americans are frustrated and they’re tired.  Based on your conversations with your health advisors, what type of restrictions do you imagine being on Americans this time next year?  And what does the new normal look like for social gatherings and travel to you?

THE PRESIDENT:  Well, the answer is: I hope the new normal will be that we don’t have — still have 30-some million people not vaccinated.  I hope the new normal is people have seen — and what their own interest is — and have taken advantage of — of what we have available to us. 

Number two, with the pill that is prob- — that appears to be as efficacious as it seems to be — that you’re going to be able to deal with this virus in a way that, after the fact, you have the ability to make sure you don’t get sel- — you don’t get very sick. 

Number three, I would hope that what happens is, the rest of the world does what I’m doing and provides significant amounts of the vaccine to the rest of the world.  Because it’s not sufficient that we just have this country not have the virus or be able to control the virus, but that — you can’t build a wall high enough to keep a new variant out. 

So, it requires — one of the things that I want to do and we’re contemplating — figuring out how to do — not — we are contemplating how to get done — and that is: How do we move in a direction where the world itself is vaccinated? 

It’s not enough just to vaccinate 340 million — fully vaccinate 340 million people in the United States.  That’s not enough.  It’s not enough to do it here.  We have to do it, and we have to do a lot more than we’re doing now. 

And that’s why we have continued to keep the commitment of providing vaccines and available cures for the rest of the world as well.

Q    And if I could, sir — and I should have said this before: Francesca Chambers, McClatchy — how do you plan to win back moderates and independents who cast a ballot for you in 2020 but, polls indicate, aren’t happy with the way you’re doing your job now?

THE PRESIDENT:  I don’t believe the polls. 

Q    Mr. President?

THE PRESIDENT:  Well, why don’t you just go down the row there.

Q    Thank you, Mr. President.  To follow up on some of the questions about the vaccination program — you’ve given dozens of speeches this year urging Americans to get vaccinated.  You’ve talked to reluctant Republicans.  You’ve said it’s people’s patriotic duty. 

There have been very few mentions of the fact that young children under the age of five still, in the third year of this pandemic in this country, don’t have access to the vaccine.  Can you speak to frustrated parents a little bit about why that continues to be the case and when that might change?

THE PRESIDENT:  Because the science hasn’t reached a point where they’re convinced that, in fact, it is safe.  So that’s what they’re doing now.  You could have asked me that — I got asked that question about three months ago, about people between the ages of, you know, 7 and 12.  Well, they finally — they’ve got to the point where they felt secure in the number of tests they had done and the tests they had run that it was safe.  So it will come.  It will come.  But I can’t — I’m not a scientist; I can’t tell you when.  But it is really very important that we get to that — that next piece.

Q    Just one more follow-up on Build Back Better: When you said it’s going to likely be broken up into chunks — you mentioned that the climate pieces seem to have broad support, you mentioned Senator Manchin is a supporter of early childcare — you left out the Child Tax Credit.  And I wonder if it’s fair to read between the lines and assume that that is a piece, given Senator Manchin’s opposition to it, that the extension of that is likely one of those components that may have to wait until sometime down the line. THE PRESIDENT:  There’s two really big components that I feel strongly about that I’m not sure I can get in the package: one is the Child Care Tax Credit and the other is help for cost of community colleges.  They are massive things that I’ve run on, I care a great deal about, and I’m going to keep coming back at in whatever fora I get to be able to try to get chunks or all of that done.  Yes, sir.  Next man — next to your left.

Q    Thank you, Mr. President.  My name is Pedro Rojas.  I’m with Univision National News.  This is actually my first press conference here.  It is good to meet you in person.

THE PRESIDENT:  We always have long press conferences like this.  (Laughter.) Q    Awesome.  Awesome.

I got a couple of questions for you.  Number one, you said that you want to convey your message by getting out there in the country.  I wonder if you’re planning on traveling also to South America and other countries in the Western Hemisphere, given the fact that China has gained a lot of influence in the region?  And the second question is: What would be your message for residents in this country that are struggling every time they go to the gas station, every time they go to the grocery store and see the prices going high in the pharmacy?  I happen to come from South Texas.  What I saw a lot of — a lot of people struggling financially in the last few months.  And so I think you — I wonder what is the message you want to spread to them?

THE PRESIDENT:  Well, I try to express — I’ve asked — I’ve tried to answer that seven different ways today about how to deal with inflation.  But let me answer the first question. 

I’ve spent a lot of time in South America and in Latin America.  When I was Vice President, I spent the bulk of my eight years basically in Europe and/or in Latin America.  I’m in contact with the leaders of the countries in South America, and we’re working closely with making sure that we do everything — for example, with the — to deal with helping the countries in question, particularly those in Central America, to be able to help them with their ability to deal with the inter- — People don’t sit around in Guatemala and say, “I got a great idea: Let’s sell everything we have, give the money to a — to a coyote, take us across a terribly dangerous trip up through Central America and up through Mexico, and drop us — sneak us across the border, drop us in the desert.  Won’t that be fun?”  People leave because they have real problems.  And one of the things that I’ve done, when I was a Vice President, and got support with — although I don’t have much Republican support anymore — is provide billions of dollars to be able to say to those countries, “Why are people leaving?  And how are you going to reform your own system?”  And that’s what we’ve worked on a long time.  It still needs a lot more work.  And we’re focusing on that.  I also believe — I’ve spent a lot of time talking about and dealing with policy having to do with Maduro, who is little more than a dictator right now, and the same thing in Chile and Af- — not the same thing, but with Chile, as well as Argentina.  So, look, I made a speech a while ago, when I was Vice President, saying that if we were smart, we have an opportunity to make the Western Hemisphere a united — not united — a democratic hemisphere.  And we were moving in the right direction under our — under the last administration — the Obama-Biden administration.  But so much damage was done as a consequence of the foreign policy decisions the last president made in Latin America, Central America, and South America that we now have — when I call for a summit of the democracies — I called that, and a number of nations showed up for this Summit of Democracy — what is it that’s going to allow us to generate — we’ve actually had a reduction in the number of democracies in the world.  And it seems to me there’s nothing more important.

We used to talk about, when I was a kid in college, about “America’s backyard.”  It’s not America’s backyard.  Everything south of the Mexican border is America’s front yard.  And we’re equal people.  We don’t dictate what happens in any other part of that — of this continent or the South American continent.  We have to work very hard on it. 

But the trouble is: We’re having great difficulty making up for the mistakes that were made the last four years, and it’s going to take some time. Yes.  Gentleman in the back.  And then I’ll go to this side, okay?

Q    Thank you, Mr. President.  Alexander Nazaryan, Yahoo News.  And thank you for holding this press conference.  I hope there’s more of them.

THE PRESIDENT:  Anytime you have an extra three hours, we can do it.  (Laughter.)

Q    We’ll stay for a couple more.  You said you were surprised by Republican obstruction of your agenda.  But didn’t the GOP take exactly the same tactic when you were Vice President to Barack Obama?  So why did you think they would treat you any differently than they treated him?

THE PRESIDENT:  Well, first of all, they weren’t nearly as obstructionist as they are now, number one.  They stated that, but you had a number of Republicans we worked with closely, from John McCain — I mean, a number of Republicans we worked closely with.  Even, back in those days, Lindsey Graham.  And so the difference here is there seems to be a desire to work — and I didn’t say “my” agenda; I’m saying, what are they for?  What — what is their agenda?  They had an agenda back in the administration when — the eight years we were president and vice president, but I don’t know what their agenda is now.  What is it? The American public is outraged about the tax structure we have in America.  What are they proposing to do about it?  Anything?  Have you heard anything?  I mean, anything.  I haven’t heard anything.  The American public is outraged about the fact that we’re the — the state of the environment — the vast majority of the public.  What have they done to do anything to ameliorate the climate change that’s occurring, other than to deny it exists?  So, what I’m saying is the difference between then and now is not only the announcement that was made: “Anything to stop Barack Obama.”  I get that part.  But what eventually happened?  We were able to get some things done.  We were able to work through some things.  On the stuff that was really consequential, in terms of ideologically divisive, it was a real fight. 

But so — but I don’t think there’s a time when I — I mean, I wonder what would be the Republican platform right now. What do you think?  What do you think their position on taxes are?  What do you think their position on — on human rights is?  What do you think their position is on whether or not we should — on what we should do about the cost of prescription drugs?  What do you think?

I mean, I just — I, honest to God, don’t know what they’re for, yet I know a lot of these senators and congressmen, and I know they do have things they want to support, whether they’re things I want or not.  But you don’t hear much about that.

And every once in a while, when you hear something where there’s a consensus — it’s important, but a small item, and it doesn’t get much coverage at all where it occurs.  I’m not meaning “coverage.”  I mean, there’s not much discussion about it.

So I just think it’s a different — and I don’t know that no matter how strongly one supports, as a Republican, and/or supports the president — the former president of the United States — I don’t know how we can’t look at what happened on January 6th and think, “That’s — that’s a problem.  That’s a real problem.”

Q    One more question, Mr. President.  There’s been a —

THE PRESIDENT:  By the way, it’s a quarter of, guys, so I’m going to do this — just let’s — if you manage to make easy questions, then I’ll give you quick answers. 

Q    There’s an increasing concern, I think among some Democrats, that even if schools do continue to open — and I get that most of them are now open — Republicans will weaponize this narrative of you — of you and other leading Democrats allowing them to stay closed in the midterms next year and that — you know, obviously, that issue has a lot of traction with suburban parents, as I think you saw in Virginia —

THE PRESIDENT:  What do you mean “allowing”?  I’m confused by the question.  I’m sorry.

Q    Well, that — could school reopenings or closures become a potent midterm issue for Republicans to win back the suburbs?

THE PRESIDENT:  Oh, I think it could be, but I hope to God that they’re — that — look, maybe I’m kidding myself, but as time goes on, the voter who is just trying to figure out, as I said, how to take care of their family, put three squares on the table, stay safe, able to pay their mortgage or their rent, et cetera, has — is becoming much more informed on the motives of some of the political players and some of the — and the political parties.  And I think that they are not going to be as susceptible to believing some of the outlandish things that have been said and continue to be said.

You know, every — every president, not necessarily in the first 12 months, but every president in the first couple of years — almost every president, excuse me, of the last presidents — at least four of them — have had polling numbers that are 44 percent favorable.

So, it’s this idea that — but you all — not you all — but now it is, “Well, Biden is at — one poll showed him at 33 percent.  The average is 44 — 44, 45 percent.  One polled him at 49 percent.” 

I mean, the idea that — the American public are trying to sift their way through what’s real and what’s fake.  And I don’t think as — I’ve never seen a time when the political coverage — the choice of what political coverage a voter looks to has as much impact on as what they believe; they go to get reinforced in their views, whether it’s MSNBC or whether it’s Fox or whatever. 

I mean — and one of the things I find fascinating that’s happening — and you all are dealing with it every day — and it will impact on how things move — is that a lot of the speculation in the polling data shows that the — that the cables are heading south; they’re losing viewership.  You know? 

Well, Fox is okay for a while, but it’s not gated.  And a lot of the rest are predicted to be not very much in the mix in the next four to five years.  I don’t know whether that’s true or not. 

But I do know that we have sort of put everybody in — put themselves in certain alleys.  And they’ve decided that, you know, how many people who watch MSNBC also watch Fox, other than a politician trying to find out what’s going on in both places?  How many people —

Again, I’m no expert in any of this.  But the fact is, I think you have to acknowledge that what gets covered now is necessarily a little bit different than what gets covered in the past. 

I’ve had a couple — well, I shouldn’t get into this. 

But the nature not — the nature of the way things get covered — and this is my observation over the years I’ve been involved in public life — changed.  And it’s changed because of everything from a thing called the Internet.  It’s changed because of the way in which we have self-identified perspectives based on what channel you turn on, what — what network you look at — not network, but what cable you look at.  And it’s — it’s never quite been like that.

Q    On behalf of the Correspondents’ Association, thank you very much for —

THE PRESIDENT:  And then I’ll go to you.

Q    — for standing for our questions.  We hope the public has found it as enlightening as those of us in the room have.

I want to ask you, sir, about one of the —

THE PRESIDENT:  You mean, I can still stand?  It’s amazing. 

Q    Right.  We appreciate it.  We very much do.

So, the question I want to ask you gets to accountability, sir, on one of the top public concerns, of course, which is the coronavirus and the government’s response to it. 

Whether it’s confusion over what style of mask to wear, when to test, how to test, where to test — you know, the public is confused, sir, and you see that in the drop-off in the polling on this question. 

Why did you tell Jeff that you were satisfied with your team?  Why are you not willing to make or interested in making any changes, either at the CDC or other agencies, given the fact that the messages have been so confusing?

THE PRESIDENT:  Well, first of all, the messages, to the extent they’ve been confusing, is because the scientists — they’re learning more.  They’re learning more about what’s needed and what’s not needed. 

And so, the fact is that the one piece that has gotten a lot of attention is the communications capacity of the CDC. 

Well, she came along and said, “Look, I’m not a…” — I mean, “I’m a scientist.  And I’m learning.  I’m learning how to deal with stating what is the case that we’ve observed.”

But, look, I think that it’s a little bit like saying — when we went through the whole issue of how to deal with polio and the polio shots, what was said in the beginning was, “Oh, no, it’s changed a little bit.  We moved this way and that way.” 

Or when we dealt with anything else. 

I mean, it’s — this was a brand new virus, a brand-new phenomenon.  Some of it was deadly, other was more communicable. 

This is this is an unfolding story.  It’s the nature of the way diseases spread.  We’re going to learn about it in a lot of other areas, not just COVID-19.

And so, I think — you know, I look at it this way: Think about how astounding it was within the timeframe that it took to be able to come up with a vaccine.  You used to write about that.  Pretty amazing how rapidly they came up with a vaccine that saved hundreds of thousands of lives.

Did everything get right?  No. 

And, by the way, the idea whether we — anyway.  I’m talking too much.

Q    Thank you, Mr. President.

THE PRESIDENT:  Yes, ma’am.

Q    I have two really simple questions.  I promise.  You campaigned on canceling $10,000 in student loans.  Do you still plan to do so, and when?

And then, my second question is: Now that you’ve clarified the Bull Connor comments, do you plan to reach out to Republicans like Mitt Romney to talk about reforming the Electoral Count Act?

THE PRESIDENT:  Yes, I’m happy to speak out.  I’ve — I’ve met with — I’ve talked to Mitt on other occasions. 

And, by the way, I reached out to the Minority Leader as well at the time that he made his speech.

And so, I have no reluctance to reach out to any Republican and anyone who — and I’ve made it clear.

Look, I’ve now had the opportunity to travel because of funerals and eulogies I’ve made and attended — and congressmen and senators who have come along with me.  I don’t — don’t hold me to the number, but somewhere between 20 and 25 senators and congresspersons have traveled with me.

And I find you should get the list of them and ask what — how we, you know, sat for the two, three, four, five hours that we’ve flown together — sit back in the — in that conference table and talk to them, ask them questions; they ask me questions.  I learned a heck of a lot.

But as President, you don’t quite have that ability to do that as often as I’d like to be able to do it.

And one of the things that I do think that has been made clear to me — speaking of polling — is the public doesn’t want me to be the “President Senator.”  They want me to be the President and let senators be senators.

And so, if I’ve made — and I’ve made many mistakes, I’m sure.  If I made a mistake, I’m used to negotiating to get things done, and I’ve been, in the past, relatively successful at it in the United States Senate, even as Vice President.  But I think that role as President is — is a different role.

Folks, it is now almost 6:00.  With all due respect, I’m going to see you at the next conference.  Okay?  Thank you.

5:53 P.M. EST

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Opinion Putin conquers Russia’s history textbooks

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What will Russia look like after President Vladimir Putin’s ruinous war against Ukraine? Mr. Putin has used the war to drive the Russian state and society deeper into dictatorship. This legacy will be long-lasting, and now Mr. Putin is rewriting high school history textbooks to convey his many lies and fabrications to a new generation.

Schoolbooks have long been a battleground over ideology and historical memory. Mr. Putin, the former KGB officer who came to power in 2000, has repeatedly revised them to glorify Russia’s history as a single, unbroken thousand-year feat and to dress up the story of his own rule. He’s now overseeing a rewrite of the narrative of the war in Ukraine, too. The question is whether it will stick.

As The Post’s Mary Ilyushina reports, one new textbook is aimed at 17-year-olds in 11th grade and covers the period from 1945 until now; another is a new edition for 16-year-olds in 10th grade covering World War II. In the 11th-grade book, chapters covering Russian and Soviet history between the 1970s and 2010s have been substantially rewritten. New material has been added about the war against Ukraine, described in the introduction as “the return of our historical lands.” The book repeats the untruth that “Russia did not start any military actions but is trying to end them.” The text blames the war on the United States’ military support for Ukraine.

The revised 11th-grade book is critical of both Mikhail Gorbachev’s reforms in the late 1980s and Boris Yeltsin’s drive for a market democracy in the 1990s, saying that neither worked, while under Mr. Putin, a “vertical of power” was established and Russia experienced a “revival” and renewed respect in the world.

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In Soviet times, history was reinterpreted, distorted and erased to better fit Marxist theory and ensure the political dominance of the Communist Party. High school history texts often closely paralleled Soviet leader Joseph Stalin’s infamous “Short Course” of 1938, glorifying the Communist Party and sweeping the rest of Soviet history under the rug. To keep control of the historical narrative, the Soviet Union sent schools a party-approved unified text, allowing no space for alternative views, just as censors scoured every printed word.

The Soviet-era texts suffered from glaring omissions . A 10th-grade history text used in the 1970s skipped altogether the secret protocols to the Molotov-Ribbentrop Pact of Aug. 23, 1939, in which Stalin and Adolf Hitler agreed to carve up Poland and the three Baltic states. Soviet leaders at the time insisted no such pact existed, although in truth, the original was locked in Soviet vaults.

Mr. Gorbachev’s glasnost, or openness, policy in the late 1980s led to many new disclosures about the dark corners of Soviet totalitarianism. While new history textbooks were commissioned, they could hardly keep up with the breathtaking revelations. After the Soviet collapse, authors in the 1990s wrote honest school textbooks, including one by historian Igor Dolutsky that reprinted direct passages of the Molotov-Ribbentrop Pact. (The original text was put on display in a Moscow museum.) This trend of a plurality of textbooks continued into Mr. Putin’s first decade in power. A 2011 report found that Russian secondary school history teachers felt free to select books for their classrooms from year to year, and that history classes offered very little space for propaganda.

Mr. Putin seeks to reverse this. He has suggested going back to a single, unified history curriculum, as in Soviet days. The recent rewrite was a crash effort during the war in Ukraine, edited by Vladimir Medinsky, an ultranationalist conservative and former culture minister who has helped advance Mr. Putin’s drive to reshape the telling of Russian history. Mr. Medinsky has been a Putin assistant since 2020.

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For many years, Kremlin indoctrination plans seemed to carry little weight. Students enjoyed high-quality internet access and were exposed to powerful Western influences such as video games and pop culture. The 2011 report , in the journal Pro et Contra, found that teenagers regarded school, teachers and textbooks as among the least important sources of information about 20th-century history — TV and movies came first.

But the war has plunged Russians into greater isolation. Strict new laws prohibit criticism of the military, and Mr. Putin has moved to close historical repositories such as the group Memorial. Independent news media are shuttered. The father of a 13-year-old Russian girl was arrested and jailed because of her antiwar sketch at school . The youngest students today are growing up in a tightly controlled, xenophobic atmosphere. Should Mr. Putin remain in power for years ahead, so will his besieged, fortress mentality.

This is why it remains so important to penetrate the cordon and provide Russians with honest, straightforward news. Some news outlets, such as Meduza, TV Rain and others, are doing this, and they deserve support. Desperate for independent information during the June mutiny of mercenary boss Yevgeniy Prigozhin, Russians sought out Radio Free Europe/Radio Liberty’s Russian service, which saw YouTube views leap by a factor of 31 times , and Current Time TV, which saw views multiply five times. All these channels can be a vital counterweight to Mr. Putin’s lopsided history lessons.

The Post’s View | About the Editorial Board

Editorials represent the views of The Post as an institution, as determined through discussion among members of the Editorial Board , based in the Opinions section and separate from the newsroom.

Members of the Editorial Board: Opinion Editor David Shipley , Deputy Opinion Editor Charles Lane and Deputy Opinion Editor Stephen Stromberg , as well as writers Mary Duenwald, Shadi Hamid , David E. Hoffman , James Hohmann , Heather Long , Mili Mitra , Eduardo Porter , Keith B. Richburg and Molly Roberts .

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Here is what Stormy Daniels testified happened between her and Donald Trump

A sketch shows Susan Necheles cross-examining Stormy Daniels as former President Trump looks on.

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Porn performer Stormy Daniels took the witness stand Tuesday in the hush money case against former President Trump, who looked on as she detailed their alleged sexual encounter and the payment she got to keep it quiet.

Prosecutors allege Trump paid Daniels to keep quiet about the allegations as he ran for president in 2016. Her testimony aired them very publicly as the presumptive Republican presidential nominee seeks to win the White House again.

Trump denies having sex with Daniels , and his lawyers unsuccessfully pushed for a mistrial midway through her testimony.

It was a major spectacle in the first criminal trial of a former American president, now in its third week of testimony in Manhattan.

Here are some takeaways from Daniels’ testimony:

Who is Stormy Daniels?

Stormy Daniels walks through barricades out of court.

The case centers on a $130,000 payment to Daniels from Trump’s then-lawyer, Michael Cohen, in the final weeks of Trump’s 2016 campaign. Prosecutors say it was part of a scheme to illegally influence the campaign by burying negative stories about him.

In this courtroom sketch, Stormy Daniels testifies on the witness stand as Judge Juan Merchan looks on in Manhattan criminal court, Tuesday, May 7, 2024, in New York.. A photo of Donald Trump and Daniels from their first meeting is displayed on a monitor. (Elizabeth Williams via AP)

Stormy Daniels describes meeting Trump in occasionally graphic testimony

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His lawyers have sought to show that Trump was trying to protect his reputation and family — not his campaign — by shielding them from embarrassing stories about his personal life.

Daniels, whose real name is Stephanie Clifford, told jurors that she started exotic dancing in high school and appearing in adult films at age 23, eventually moving to direct more than 150 films and winning a roster of porn industry awards.

FILE - Former President Donald Trump attends jury selection at Manhattan criminal court in New York, April 15, 2024. Trump's criminal hush money trial involves allegations that he falsified his company's records to hide the true nature of payments to his former lawyer Michael Cohen, who helped bury negative stories about him during the 2016 presidential campaign. He's pleaded not guilty. (Jeenah Moon/Pool Photo via AP, File)

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Meeting Trump

Daniels testified she first met and chatted with Trump at a 2006 Lake Tahoe celebrity golf outing where her studio was a sponsor.

He referred to her as “the smart one” and asked her if she wanted to go to dinner, she said. Daniels testified that she accepted Trump’s invitation because she wanted to avoid dinner with her co-workers and thought it might help her career. Trump had his bodyguard get her number, she said.

When they met up later in his penthouse, she appreciated that he seemed interested in the business aspects of the industry rather than the “sexy stuff.” He also suggested putting her on his TV show, “The Apprentice,” a possibility she hoped could help establish her as a writer and director.

She left to use the bathroom and was startled to find Trump in his underwear when she returned, she said. She didn’t feel physically or verbally threatened but realized that he was “bigger and blocking the way,” she testified.

“The next thing I know was: I was on the bed,” and they were having sex, Daniels recalled. The encounter was brief but left her “shaking,” she said. “I just wanted to leave,” she testified.

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Payments for silence

Daniels was asked if Trump ever told her to keep things between them confidential, and said, “Absolutely not.” She said she learned in 2011 that a magazine had learned the story of their encounter, and she agreed to do an interview for $15,000 to make money and “control the narrative.” The story never ran.

In 2016, when Trump was running for president, Daniels said she authorized her manager to shop the story around but did not initially receive interest from news outlets. She said that changed in October with the release of the “Access Hollywood” tape in which Trump bragged about grabbing women sexually without asking permission . She said she learned that Cohen wanted to buy her silence.

Former President Donald Trump reacts while meeting with construction workers at the construction site of the new JPMorgan Chase headquarters in midtown Manhattan, Thursday, April 25, 2024, in New York. Trump met with construction workers and union representatives hours before he's set to appear in court. (AP Photo/Yuki Iwamura)

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Mistrial push

Midway through her testimony, Trump’s lawyers moved for a mistrial.

Defense lawyer Todd Blanche argued that Daniels’ testimony about the alleged encounter and other meetings with him had “nothing to do with this case,” and would unfairly prejudice the jury.

The judge rejected it, and he faulted defense attorneys for not raising more of their objections while she was testifying.

Before Daniels took the stand, Trump’s lawyers had tried to stop her from testifying about the encounter’s details, saying it was irrelevant in “a case about books and records.”

Prosecutors countered that Daniels’ testimony gets at what Trump was trying to hide and they were “very mindful” not to draw too much graphic detail. Before Daniels took the stand, they told the judge the testimony would be “really basic,” and would not “involve any details of genitalia.”

While the judge didn’t side with Trump’s lawyers, he acknowledged that some details were excessive. The objections could potentially be used by Trump’s lawyers if he is convicted and they file an appeal.

FILE - In this photo taken from video provided by the Russian Defense Ministry Press Service on Tuesday, Jan. 25, 2022, The Russian army's Iskander missile launchers take positions during drills in Russia. The Russian Defense Ministry said that the military will hold drills involving tactical nuclear weapons – the first time such exercise was publicly announced by Moscow. (Russian Defense Ministry Press Service via AP, File)

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Trump’s lawyers tried to attack Daniels’ credibility, suggesting she was motivated by money and that her account has shifted over the years.

“Am I correct that you hate President Trump?” defense lawyer Susan Necheles asked Daniels at one point. Daniels acknowledged she did.

“And you want him to go to jail?” the lawyer asked.

“I want him to be held accountable,” Daniels said. Pressed again whether that meant going to jail, she said: “If he’s convicted.”

The defense pressed Daniels on the fact that she owes Trump hundreds of thousands of dollars in legal fees stemming from an unsuccessful defamation lawsuit, and on a 2022 tweet in which she said she “will go to jail before I pay a penny.” Daniels dug in at times in the face of pointed questions, forcefully denying the idea that she had tried to extort money from Trump.

Trump whispered frequently to his attorney during Daniels’ testimony, and his expression seemed to be pained at one point as she recounted details about the dinner she says they shared. He shook his head and appeared to say something under his breath as Daniels testified that Trump told her he didn’t sleep in the same room as his wife.

On the way out of the courthouse, Trump called it “a very revealing day.” He didn’t address Daniels’ testimony explicitly but claimed the prosecutors’ case was “totally falling apart.”

Red Bull Racing's Dutch driver Max Verstappen drives during the third practice session of the Saudi Arabian Formula One Grand Prix at the Jeddah Corniche Circuit in Jeddah on March 8, 2024. (Photo by Giuseppe CACACE / AFP) (Photo by GIUSEPPE CACACE/AFP via Getty Images)

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Jarring split screen

Trump’s appearance in court Tuesday, like all other days he’s stuck in the courtroom, means he can’t be out on the campaign trail as he runs for president a third time. It’s a frequent source of his complaints, but Daniels’ testimony in particular might underscore how much of a distraction the trial is from the business of running for president.

While Trump was stuck in a Manhattan courthouse away from voters and unable to speak for much of the day, President Biden was attending a Holocaust remembrance ceremony and condemning antisemitism .

It’s an issue Trump has sought to use against Biden in the campaign by seizing on the protests at college campuses over the Israel-Hamas war .

Associated Press writer Price reported from New York, Whitehurst from Washington. AP writers Michael Sisak, Jennifer Peltz, Jake Offenhartz and Alanna Durkin Richer contributed to this story.

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President Joe Biden speaks at the Asian Pacific American Institute for Congressional Studies' 30th annual gala, Tuesday, May 14, 2024, in Washington. (AP Photo/Alex Brandon)

Biden administration is moving ahead on new $1-billion arms sale to Israel

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Handwriting Report Card Comments & Phrases

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Handwriting Report Card Comments & Phrases

Our comprehensive guide on handwriting report card comments is designed to help educators effectively communicate their students' progress in handwriting. With a balance of positive recognition and constructive feedback, we aim to make the process of writing report card comments a little easier and more efficient. Let's dive in!

Positive handwriting report card comments

  • _______ has good fine motor skills.
  • _______ can print on the lines.
  • _______ spaces letters and words correctly.
  • Some of _______'s printing is excellent.
  • _______'s handwriting is consistently neat.
  • _______'s letter formation is excellent.
  • _______ has made great strides in improving his/her handwriting.
  • _______ takes pride in the neatness of his/her work.
  • _______'s penmanship is a joy to read.
  • _______ consistently writes legibly and clearly.
  • _______'s handwriting shows strong attention to detail.
  • _______ can maintain neatness even when writing quickly.
  • _______'s cursive writing is smooth and fluid.
  • _______ shows excellent control of the pencil when writing.
  • _______'s handwriting is clear and easy to read.
  • _______ has demonstrated great improvement in his/her penmanship.
  • _______'s careful attention to detail is evident in his/her handwriting.
  • _______ consistently forms letters and numbers correctly.
  • _______ does an excellent job of maintaining consistent spacing between words and letters.

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Needs improvement handwriting report card comments

  • _______'s handwriting needs to be improved.
  • _______ has poor fine motor skills.
  • _______'s work is not neat.
  • _______ does not form letters correctly.
  • _______ often reverses letters when printing, such as __, __, etc.
  • _______'s daily assignments are often untidy.
  • _______'s handwriting lacks consistency in size and spacing.
  • _______ often rushes, leading to messy handwriting.
  • _______ struggles with maintaining neatness throughout an entire assignment.
  • _______'s letter formation lacks precision.
  • _______ frequently mixes up lowercase and uppercase letters.
  • _______ needs to work on alignment of letters and words.
  • _______'s writing often slants inconsistently.
  • _______ tends to crowd words and letters together.
  • _______'s cursive writing lacks fluidity and can be difficult to read.
  • _______ often forgets to use proper punctuation, affecting the readability of his/her writing.
  • _______ struggles with writing on a straight line without guidelines.
  • _______'s handwriting often fades or becomes lighter, suggesting a lack of control over the writing instrument.
  • _______'s penmanship lacks clear ascenders and descenders, making it difficult to distinguish between certain letters.
  • _______ needs to work on the neatness of numbers as well as letters.
  • _______'s writing speed affects the legibility of his/her work.

General report card comments

  • All of _______'s basic skills are at grade level, but he is not working to the best of his ability.
  • _______'s school work has shown improvement over the past quarter. I hope this effort will continue.
  • _______'s behavior continues to be inconsistent. She is still having difficulty following the school rules and respecting the other students. Please call to set up a conference.
  • _______ is a polite and alert _____ grader. Because he is a quiet boy, he needs to be encouraged to participate in class. Any help you can give from home would be very beneficial.
  • _______ has adjusted nicely to her new school environment. Could you call to set up a meeting as soon as you are settled into your new home?
  • _______ is gaining more self-confidence.
  • _______ is maintaining grade-level expectations.
  • _______ performs well in everything he undertakes.
  • _______ is doing strong work in all areas.
  • _______ is a clear thinker.
  • _______ has good organization of thoughts.
  • _______ should be encouraged to _____.
  • _______ needs frequent encouragement.
  • _______ exhibits creativity.
  • _______ has excessive tardiness.
  • _______ has excessive absences.
  • _______ has failed to turn in makeup work.
  • _______ is a good student who appears to be a deep thinker.
  • _______ grasps new ideas promptly.
  • _______ talks excessively.
  • _______ needs to spend more time on assigned tasks.
  • _______ does not put enough time into the assignments.
  • _______ needs to improve self-discipline
  • A conference is requested.
  • Please call to set up a conference.
  • Your constant cooperation and help are appreciated.
  • It is possible for _______ to exceed grade expectations.

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Ukraine war latest: Russia's troops 'partially pushed back' from key town, Ukraine claims - as Putin's offensive 'appears to slow'

The Ukrainian president has cancelled visits to Spain and Portugal after Moscow's forces began a new offensive in the northeast of the country. Submit your question on the war for our experts to answer in the box below.

Wednesday 15 May 2024 18:21, UK

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  • Ukraine 'partially pushes back' Russian troops from Kharkiv town
  • Russian offensive in Ukraine 'going to plan', Putin says
  • Analysts say Russian offensive 'appears to have slowed'
  • Situation there 'extremely difficult'
  • Zelenskyy postpones all foreign visits due to 'situation in Kharkiv'
  • US announces $2bn in extra aid for Ukraine
  • Russia downs missiles launched at Crimea
  • Analysis:  Putin's 'baffling' reshuffle explained
  • Live reporting by Lauren Russell

Ask a question or make a comment

We're pausing our live coverage for the day, but we'll be back with more updates tomorrow. 

 By Ivor Bennett , Moscow correspondent 

You've heard of the transatlantic Special Relationship. 

This is the "no limits" partnership - a term coined when Vladimir Putin visited Beijing in February 2022.

It was just days before he ordered the full-scale invasion of Ukraine.

A lot's changed for Russia since then, of course. It’s now an international pariah. One thing that hasn’t changed, though, is China’s support.

Why? For one, Presidents Xi and Putin share a similar outlook. Both oppose external "interference" in domestic affairs, and long for a "multipolar" world.

There are economic benefits for both, too. But this is not an equal partnership. The power lies with Beijing.

"Because of the war, Russia is in desperate need of any kind of partnership", said Alexandra Prokopenko, a Berlin-based fellow at the Carnegie Russia Eurasia Center, adding that Beijing had provided "a real lifeline" for Moscow.

"China is not only a market for Russian oil and gas, which is the major source of the currency for the Russian budget, but also China’s become a very important source of imports to Russia," she said.

Putin won't like being the junior partner, but it’s a role he’s clearly willing to accept, given the benefits.

Last year, trade between the two nations soared to $240 billion - an increase of more than 25%.

Cheap energy flows one way; cars and telephones come back. But the West fears that's not all Russia’s importing.

The US and others believe Chinese products and dual-use goods, like machine tools and microelectronics, are also fuelling the Kremlin's war machine, by filling critical gaps in its military-industrial.

China denies supplying any actual weaponry, and maintains a neutral stance on Ukraine.

But the assertions have done little to dampen suspicions with US secretary of state Antony Blinken reiterating his "deep concern" today.

Putin's entourage might also raise eyebrows. He’ll be accompanied by his new defence minister, Andrei Belousov, with Putin widely expected to push for more support for Russia's militarised economy.

But despite the "no limits" characterisation of the relationship, analysts say it does have boundaries.

"China knows red lines," Prokopenko said, referring to Washington’s concerns over the extent of Beijing's support.

In her view, the partnership between Xi and Putin should be viewed "as part of a big, big game between the US and China".

In that sense, then, this visit is likely to be more symbolic than anything else. It's the first foreign trip of Putin's new presidential term and signals his priorities.

But in terms of the optics - two strongmen leaders defying Western pressure - one of them is clearly stronger than the other.

These images show Vladimir Putin chairing a security council meeting. 

Former defence minister and new secretary of the council Sergei Shoigu was in attendance - pictured in the first image next to chief of the general staff Valery Gerasimov.

Earlier today, Volodymyr Zelenskyy postponed all foreign trips due to the situation in the Kharviv region.

Russia has also claimed to have taken three more settlements in the country - two of which are in the Kharkiv region.

The offensive by Moscow started at the end of last week, and today our military analyst Michael Clarke says Russia has already achieved some of what it intended to do. 

He says by targeting the Kharkiv region Moscow's main goal is to "draw Ukrianian forces from elsewhere". 

"The Russians are trying to stretch the Ukrainian forces all the way round the front.

"If the Russians get to the village of Lyptsi then they can put Kharkiv under artillery barrage, because it is within range of normal artillery weapons.

"More importantly, the village of Vovchansk, may mark the beginning of a bigger offensive that could go southwards or maybe eastwards to link up with other forces."

Despite fierce fighting in Vovchansk, Clarke says the Ukrainians have slowed Russian advances down, by redirecting their best units from the south.

"Parts of their best brigades have been sent north to stem the tide," he says.

"But the Russians have already achieved what they wanted, which is to draw off some of the best troops and equipment which are fighting in Chavis Yar down in the south, which really mattered to the Ukrainians."

Watch Clarke's full analysis here:

Finland will change its legislation to allow thousands of reservists to patrol the country's border with Russia, should there be a sudden wave of migrants. 

"With the changed security situation, we need to complement existing methods with new ways to maintain border security," defence minister Antti Hakkanen said in a statement.

Finland, which joined NATO in April last year, has accused Moscow of weaponising migration against the Nordic nation, which the Kremlin denies. 

Finland shut its 1,340km-long border with Russia late last year amid a growing number of arrivals from countries such as Syria and Somalia via Russia.

Away from Kharkiv, and Ukraine has denied Russian claims of progress in the Zaporizhzhia region. 

The Ukrainian military dismissed reports that Moscow's forces had taken control of the village of Robotyne in the southern part of the region. 

"This information is not true," military spokesman Dmytro Pletenchuk was quoted by Ukrinform agency as saying.

Volodymyr Zelenskyy has condemned the assassination attempt on Slovakian Prime Minister Robert Fico. 

Russia's offensive in northern Kharkiv has been the focus of much of the reporting on the war in Ukraine over recent days.

Sky News military analyst Michael Clarke has said the aim of Moscow is to draw Ukraine's forces to that area from the south, thus stretching the country's military resources.

And the latest analysis from US thinktank the Institute for the Study of War suggests that the pace of the offensive "appears to have slowed over the past 24 hours".

The group's experts said the pattern of Russian offensive activity in the area was consistent with assessments that Vladimir Putin's forces are prioritising the creation of a "buffer zone" in the international border area over a deeper penetration of Kharkiv Oblast.

It said several Ukrainian military officials reported yesterday that they believed the situation in Kharkiv Oblast was slowly stabilising.

"Drone footage purportedly from Vovchansk shows Russian foot mobile infantry operating within the settlement in small squad-sized assault groups, consistent with Ukrainian reports," the analysis added.

Two people have been killed after a Russian air attack on infrastructure in the Ukrainian city of Dnipro, the regional governor has said.

Serhiy Lysak said on  Telegram that there were a number of people who had been injured, but gave no other details.

Dnipro is Ukraine's fourth-largest city, it sits on the Dnipro River  and is around 300 miles from Kyiv.

Within the last hour, the UK's House of Commons addressed an urgent question on "Russia's aggression relating to Ukraine and the situation in Georgia".

Ukraine has come under vast assault from Russia in recent days, while in Georgia there have been riots as Russia asserted its influence to see a controversial "foreign agents" law passed.

The question was tabled by Jim Shannon, a Democratic Unionist Party politician, and answering on behalf of the government was armed forces minister Leo Docherty.

He noted today was "day 811 of Putin's 'special military operation' - an operation that was supposed to last three days, and he has failed in all his objectives".

But the minister went on to say the conflict was "evolving", and confirmed Russia's latest assault on the Kharkiv region, which was "almost certainly" a bid to "divert Ukrainian resources away from other parts of the front line and to threaten Kharkiv - the second-largest city in Ukraine".

He declared the UK would "not be diverted from our commitment to provide Ukraine with the support they need to prevail", pointing to the vast package announced in January and ongoing efforts to support the Ukrainian military.

Turning to Georgia, the minister said the government was observing events "with concern".

"The United Kingdom, along with our partners, is of course committed to the right of peaceful protest, as we are concerned by the introduction of the law" on foreign influence, he said.

He added that the UK was "a close friend of Georgia" and called for "calm and restraint on all sides".

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