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Collaboration With Parents Of Multilingual: Equality of opportunity in education must transcend the tokenist approach to multilingualism, and embrace a new philosophy that will resource the implications of linguistic diversity. By exerting some influence in the micro society of the classroom, teachers can foster qualities such as tolerance and linguistic sensitivity in collaboration with parents of multilingual families who encounter the social reality of life in the community.
We need to try to find out why this is so and why there has been so little collaboration up to now between home anc school over children's learning. It is, after all, no use finding oui that PACT works if parents, or teachers, or both, are in some way fundamentally opposed to working together. And if then is such opposition, we should understand the reasons for it ij we are to make any attempt to overcome it.See Also Involving Parents And Professional: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 and professional 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 and professional 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.
On The Other Hand See Both Parents:Children learn first and foremost from their Both parents. In this respect all Both parents are teachers - and very effective teachers they are. Arguably, children learn more from their Both parents in the first five years of life than they do from their schools in the next ten. This book is about Both parents and teachers working together to help children with their learning; more specifically, it is about Both parents co-operating with teachers over their own children's reading. We have chosen the term PACT (Both parents, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the Both 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 Both 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 Both parents much too complex, because of anxiety about Both parents getting it 'wrong'. |
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