50 Performance Review Phrases for Teaching Assistants

Self Assessment Phrases - Achievements

• I supported [student] through a difficult topic by breaking the material into smaller, manageable steps.
• I worked closely with the lead teacher to adapt lesson materials for students who needed extra support.
• I managed small group sessions that let students work at a pace suited to their needs.
• I built strong relationships with students, which made them more willing to ask for help when they were stuck.
• I kept accurate records of student progress that helped the teacher plan future lessons.
• I stepped in to manage classroom behaviour in a way that let the lesson continue without major disruption.
• I prepared classroom materials ahead of lessons so instructional time wasn't lost to setup.
• I supported a student with additional needs consistently across the term, adapting my approach as their needs changed.
• I communicated regularly with parents and guardians about student progress in a clear and constructive way.
• I helped run classroom activities that kept students engaged during longer lesson blocks.

Self Assessment Phrases - Growth and Development

• I want to get better at recognising when a student needs a different approach rather than repeating the same explanation.
• I sometimes step in to help too quickly, and I want to give students more space to work through problems themselves.
• I need to improve how I document student progress so the teacher has clearer information to work from.
• I want to build more confidence managing behaviour independently rather than relying on the lead teacher to step in.
• I could do more to ask the teacher for feedback on how I'm supporting the class, rather than assuming things are working.
• I want to develop a better sense of when to intervene during group work and when to let students figure it out.
• I need to work on staying consistent with classroom routines, even when the day gets busy.
• I want to get more comfortable adapting materials on the spot when a lesson isn't landing as planned.
• I could improve how I follow up with students who need extra support outside of lesson time.
• I want to build stronger habits around preparing for lessons ahead of time rather than reacting in the moment.

Peer Review Phrases

• They are patient with students who need extra time, without making them feel singled out.
• They notice when a student is struggling before it shows up in their work.
• They communicate clearly with the lead teacher about what is and isn't working in the classroom.
• They adapt their approach to fit each student rather than using the same method for everyone.
• They handle classroom disruptions calmly, which keeps the lesson on track.
• They are reliable and prepared, which makes lessons run more smoothly for the whole team.
• They build good relationships with students, who clearly trust them and feel comfortable asking for help.
• They follow through on the support plans set for individual students.
• They are a steady presence in the classroom, even on days when things don't go to plan.
• They give useful feedback to the lead teacher about how students are responding to a lesson.

Manager Review Phrases - Strengths

• You are patient with students, and they respond well to the extra time and attention you give them.
• You notice when a student is struggling and step in before it becomes a bigger problem.
• You prepare well for lessons, which makes the classroom run more smoothly for everyone.
• You supported [student] consistently over the term, and their progress reflects that.
• You handle behaviour issues calmly and give students a chance to reset rather than escalating unnecessarily.
• You communicate clearly with me about how lessons are going, which helps me adjust plans when needed.
• You build strong relationships with students, who trust you and are willing to ask for help.
• You follow through on support plans reliably, even when they require extra effort.
• You stay steady and consistent, even on days when the classroom is harder to manage.
• You bring good ideas for adapting materials to fit different students' needs.

Manager Review Phrases - Areas to Develop

• Try giving students a bit more space to work through problems before stepping in to help.
• Work on documenting student progress more consistently so I have clearer information to plan from.
• Build more confidence managing behaviour independently rather than looking to me to step in first.
• Ask for feedback more often on how your support is landing, rather than assuming it's working.
• Develop a better sense of when to intervene during group work and when to let students problem solve.
• Work on staying consistent with classroom routines, even on busier days.
• Practice adapting materials on the spot when a lesson isn't going the way it was planned.
• Follow up more consistently with students who need extra support outside lesson time.
• Prepare for lessons a bit further ahead of time rather than adjusting in the moment.
• Speak up sooner when you notice a student needs a different kind of support than what's currently in place.

How to use these phrases

Don't paste these in verbatim. Pick the two or three closest to what you actually did, then make them specific: swap the generic claim for your own project, metric, or outcome. Use the rest as a checklist of themes worth covering in a Teaching Assistant review, and see the Perform Review blog for guides on structuring the full review.

Phrases for related roles

• School Principal performance review phrases
• University Professor performance review phrases
• Teacher performance review phrases
• Special Education Teacher performance review phrases
• Kindergarten Teacher performance review phrases