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About Parents Who: Children learn first and foremost from their parents. In this respect all parents are teachers - and very effective teachers they are. Arguably, children learn more from their parents in the first five years of life than they do from their schools in the next ten. This book is about parents who parents and teachers working together to help children with their learning; more specifically, it is about parents who parents co-operating with teachers over their own children's reading. We have chosen the term PACT (Parents, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the parents with whom this partnership is to be formed have their own opinions and feelings, which need into account. Teachers will find it possible to devise a set of guidelines for use by parents which they can feel perfectly confident about parents who sharing. In our experience, though, there are one or two temptations to beware of One is to make your advice to parents much too complex, because of anxiety about parents who parents getting it 'wrong'.See Also Meet Parents:Not that we should ignore the teacher's point of view in all this. It is not always an unmixed pleasure for teachers to have to meet parents in the evening, after a hard day's work, and show the requisite charm and interest. And teachers have their own anxieties as to what parents may have to say about their work, or about the way the school is tackling some issue.Teachers say:Td like to meet parents but I never seem to have the time to get to know them.'
Parents may be able to meet you only at unusual hours - one school suggests dropping in at 9.45 a.m. for a cup of coffee. The telephone should not be forgotten either, though this may be felt to be too invasive by some parents. Where parents cannot speak English, taking the trouble to find an interpreter can make all the difference.
On The Other Hand See Their Parents:Children do have all kinds of pressures put on them parents but in our experience, when the school and hoi work closely together, these pressures can be, relieved. But t school must get its contribution across to parents clearly, aj continue, often over a long period of time, to help tho parents who particularly need its support.
Children whose parents aren't interested Parents who genuinely aren't interested in their parents children education must be quite hard to find; we haven't met any ye though doubtless they must exist. Where the school takes th trouble to contact aJl its parents, the rate of take-up on th home reading schemes we have described is extremely higr.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents as well as children. More than anything else, a good book is something that parents and children can enjoy together. Teachers have undoubted skills and experience that most parents do not have; parents have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus parents' work complements that of teachers - and children receive the benefit of a partnership between what are, after all, the most important adults in their parents lives. |
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