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And Parents: Children learn first and parents foremost from their parents. In this respect all parents are teachers - and parents 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 and parents teachers working together to help children with their learning; more specifically, it is about parents co-operating with teachers over their own children's reading. We have chosen the term PACT (Parents, Children and parents Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and parents that the parents with whom this partnership is to be formed have their own opinions and parents 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 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 getting it 'wrong'.See Also That 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 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 lives.
On The Other Hand See Involving Parents In Other:Another group of parents who worry teachers are those continue to use 'wrong' methods, despite advice from school. Such parents are rare when a school has sold its sch< well, but they do exist. Where teachers believe that thi happening, they need to liaise closely with the parents, tr] to persuade them to change over a period of time. What rr never be forgotten is that many parents already hear tl children read;6 by involving parents in other these parents directly with school the worst that can happen is that there is no change the methods they use, so schools have nothing to lose.
By involving parents in other parents in this kind of wholesale way, the school is able to provide a natural meeting-place. Parents themselves can then develop, possibly with the aid of teachers, many different activities from which their children will eventually gain advan¬tage. For example, in an inner-city school with a large pro¬portion of non-English-speaking parents, teachers and parents have organized English language classes. |
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