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![‘This means that
Thake… [is
beginning to prepare
himself for Grade 1.]’](https://image.slidesharecdn.com/saaledpresooct2014-141015133733-conversion-gate01/85/Report-Writing-Skills-for-Teachers-37-320.jpg)
Uploaded byTiffany Markman
Report Writing Skills for Teachers
The document is a report from a workshop led by Tiffany Markman on effective report writing for teachers. It emphasizes the importance of tone, content choices, structure, and freshness in writing, offering specific examples and guidelines for improving clarity and engagement in reports. Key strategies include avoiding jargon, being specific, connecting ideas, and using engaging language.
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Similar to Report Writing Skills for Teachers
Report Writing Skills for Teachers
- 2.
- 3. REPORT WRITING forTeachers
- 4. I’m Tiffany Markman Copywriter Columnist & Author Writing Teacher
- 5.
- 6. 1. Tone 2.Content choices 3. Structure 4. Freshness
- 7.
- 8. What’s the righttone?
- 9. Let’s look atregister.
- 11. Bad words Goodwords Lucidity Clarity Peruse Read Ascertain Determine Transpire Happen Obtain Get
- 12. Thomas is alivewire with tons of energy and no fear. Sometimes he turns into a wild animal, bouncing off our class’s walls. Maybe too much sugary food is being packed into his lunch? He has a great vibe with his classmates and is Mr Popular! Especially with the little girls, whose hair he regularly pulls in teasing fun. Thomas is able to sort out issues in his ‘gang’, though he does have trouble sharing the leadership role while playing. He is starting to pick up sad faces around him and will grind his play to a halt to help an unhappy friend.
- 13. A quick wordon jargon
- 14.
- 15. Here are someexamples of useful jargon: Ball skills Perceptual and cognitive development Pre-writing skills Gross Motor skills Fine Motor skills Self-correcting games Numeracy concepts Postural control Auditory memory Physical agility Mathematical problem-solving Hand-eye coordination Pencil control
- 16. Be ruthless about wordiness.
- 17.
- 18. Evaluate as oftenas possible.
- 19. Natalie has made pleasing progress in all areas of her growth and development.
- 20. Natalie has made pleasing progress in all areas of her growth and development.
- 21. Natalie has learnedto manage challenging social interactions with assistance and has increased her circle of friends. She has also built up better immunity and so her general health has improved.
- 22. I am gladthat Kavin has started Occupational Therapy. He loves visiting the OT room for our Gross Motor sessions, where he makes the most of the activities and challenges.
- 23. I am gladthat Kavin has started Occupational Therapy. We can see a noticeable improvement in his climbing, focus and auditory memory in the OT Room.
- 24.
- 25. Alexiya is keento learn (topic) and produces her own research on subjects that interest her (detail); in sharing these with the class she motivates her peers to learn more about the world around them (outcome).
- 26. Jonty is extremelyhelpful (topic): he can always be counted on to take the dishes and containers back to the kitchen (detail).
- 27. Daniel needs tobe encouraged to solve problems independently (first idea) rather than becoming anxious if confronted with a difficulty (second idea). I suggest/I plan to...
- 28. Paige enjoys theself-correcting games, pushing herself to complete all levels (first idea) by... She also sets up cooperative games and invites friends to play (second idea), which demonstrates…
- 29. Quiz yourself on2 fronts.
- 30. 1. Am Ibeing too general?
- 31.
- 32. LET’S try thistogether.
- 33. ‘Thake has new-found confidence and dexterity with regard to Fine Motor skills.’
- 34. 1. Am Ibeing too general?
- 35. Yes. Give specific examples, like: ‘His pencil grip is now correct and he can write his name correctly.’
- 36.
- 37. ‘This means that Thake… [is beginning to prepare himself for Grade 1.]’
- 38. LET’S do anotherone.
- 39. ‘Loago is showing remarkable progress in her Fine Motor skills.’
- 40. 1. Am Ibeing too general?
- 41. Yes. Give specific examples, like: ‘She can tie her own shoelaces, which is an incredible achievement for a four-year-old!’
- 42.
- 43. ‘Wow! Well done Loago.’
- 44.
- 45. General rules for structure
- 46.
- 47. Grade 0 WORKHABITS PERCEPTION LANGUAGE NUMERACY GROSS MOTOR FINE MOTOR CREATIVE SOCIAL / EMOTIONAL
- 48.
- 49.
- 50. Avoid tried andtested phrases.
- 51. BORING PHRASES: Enjoy With ease Different Always Productive Interest
- 52.
- 53. NICE PHRASES: Rich Valuable Beneficial Successful Busy Stimulating Fulfilling Well-balanced
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