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Children Of Parents Who: children of parents who learn first and foremost from their parents. In this respect all parents are teachers - and very effective teachers they are. Arguably, children of parents who 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 of parents who with their learning; more specifically, it is about parents co-operating with teachers over their own children of parents who's reading. We have chosen the term PACT (Parents, children of parents who and Teachers) to embody this concept.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents as well as children of parents who. More than anything else, a good book is something that parents and children of parents who 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 of parents who receive the benefit of a partnership between what are, after all, the most important adults in their lives.See Also Many Parents Whose:It cannot be stressed enough that the school is entering into a partnership, and that the many parents whose 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 many parents whose 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 many parents whose much too complex, because of anxiety about many parents whose getting it 'wrong'.
Children do have all kinds of pressures put on them many parents whose 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 many parents whose clearly, aj continue, often over a long period of time, to help tho many parents whose who particularly need its support.
Children whose many parents whose aren't interested many parents whose 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 many parents whose, the rate of take-up on th home reading schemes we have described is extremely higr.
On The Other Hand See Support For Parents:2. Recall someone you have known well, and who did not turn out so well as you were led to expect by your observations of his parents and of him as a child. What are some of the possible reasons why this child became so different from his parents?
3. If parents are above average in some characteristics, what would you expect of their children in this respect?
4. Are all men created free and equal? Discuss.
5. Are qualities that parents develop during their lifetime transmitted to their children? Find evidence to support for parents your statement.
Possibly a more common problem is the child who isn't interested. Here teachers - and parents - will be on familiar territory. In fact, though, where a school PACT scheme is working well, children tend to be swept along in the general enthusiasm, and the child who really does not want to read with his or her parents, at least occasionally, is a rarity. Where a child continues to be reluctant, the responses of parents and teachers will be dependent upon their knowledge of the individual child and the particular circumstances but this time at least they will have each other for support for parents. Bear in mind also that there may be times (for instance, among top juniors) when it is quite appropriate to rebel against the idea of working closely with one's parents. Children who feel like this often find it acceptable, though, to have their parents read the same book separately and talk about it afterwards. |
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