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Bring Parents And Teachers: 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 and 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 Teachers) to embody this concept.
If a good working partnership between parents and teachers can be started when a child first attends school and maintained throughout his school life, then parents and teachers can feel that they have given that child the fullest possible support. Most of what we have said about partnership is applicable to children of all ages. But when the child reaches secondary school, the focus of co-operation may well need to shift. While the formal PACT reading schemes we have discussed in this book have much to offer children in their first year or so at their new school, we recognize that if all secondary teachers and all parents are to maintain a partnership, more will be needed to bring parents and teachers them together.See Also Other Parents Are Unable:Still other parents are unable to face the fact that they have a handi¬capped child. They insist that nothing is wrong with him. They seize upon even' slight indication of progress as evidence that the child is normal.
These attitudes are so deeply rooted in the personality of the parents that one can do little for the child without, at the same time, working with the parents. In the presence of an experienced and sympathetic lis¬tener, parents feel free to reveal and discuss their real feelings. Gradually they gain a new orientation toward family relations and appreciate the place of the exceptional child in the family structure. Kirk, Karnes, and Kirk (64, 1955) have written a sound, practical guide for the parents of a retarded child.
Still other parents are unable to face the fact that they have a handi¬capped child. They insist that nothing is wrong with him. They seize upon even' slight indication of progress as evidence that the child is normal.
These attitudes are so deeply rooted in the personality of the parents that one can do little for the child without, at the same time, working with the parents. In the presence of an experienced and sympathetic lis¬tener, parents feel free to reveal and discuss their real feelings. Gradually they gain a new orientation toward family relations and appreciate the place of the exceptional child in the family structure. Kirk, Karnes, and Kirk (64, 1955) have written a sound, practical guide for the parents of a retarded child.
On The Other Hand See Which Parents Really: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 parents really need into account. Teachers will find it possible to devise a set of guidelines for use by parents which parents really 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'.
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. |
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