Abstract
Record keeping in one form or another has long been an integral part of most teachers’ work. When presented colourfully and simply in the form of easily read charts displayed on classroom walls, they prove to be appealing to the children and a useful stimulant to further efforts. Records can be divided into two groups (a) those accessible to the class and usually on display on the class room walls and (b) those of a far more specialized, individual and confidential nature. The keeping of records in the form of classroom display charts is familiar to all teachers. In reading, the recording would cover attainment in diagnostic reading, comprehension work, books read both in and out of school and so on. The object of the public display of records is for each child to see his own progress visually and to stimulate him to increased efforts to improve subjects in which his backwardness is serious.
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