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Individual Parents Vere: Britain, the 'school', as we now accept it, is a relatively recent phe¬nomenon. Until the nineteenth century 'education', rather than 'schooling', was much more the result of what individual parents vere able to provide than a national expectation. The class structure ensured that certain values were transmitted across the generations, maintaining a male-oriented, hierarchical system. The Church, part of this power structure as well as a traditional provider of schooling, protected and reinforced its place by selectively passing on knowl¬edge to those who would maintain its position. Parents, if wealthy enough, could choose to tutor at home or pay for public schooling. In both scenarios, parents could be assured generally that the knowl¬edge passed on to their offspring would respect and match their val¬ues and culture.
The first question is best answered by the concept of 'net spreading': if your first 'net' (the initial meeting) fails to 'catch' all the parents, there should be a series of others waiting to be employed. Further letters and a variety of follow-up meetings, contacting parents at die school gate, sending personal mes¬sages through the children, inviting parents to the school for individual talks widi the class teacher or head, asking the school's education welfare officer to call on the parents for a chat about the school's new scheme - all these make for a progressively finer 'mesh'.See Also Difficulty For Parents:While this may be a real difficulty for parents, the possession of a second language can be an advantage for children, and parents should be encouraged to see their mother tongue in this light. We know that what matters most in learning to read is what the child brings to reading: that is, language skills (and implicit in this, conceptual structures) sufficiently developed for the child's understanding to match the writer's intention.
But parents do need con¬siderable support and training because the instructions and rules are very detailed. To this end, home visits can be made, or regular meetings held at the school. A school can reasonably supervise the parents of a limited number of children at a time, but the technique is really only appropriate for those children with some degree of reading difficulty - children who read well could even be inhibited by so structured an approach.
On The Other Hand See Scheme To Parents:The first letter to parents is likely to be an invitation to a meeting that will start the scheme to parents, since most schools choose to begin in this way. A big meeting like this gives everyone a sense of launching the PACT scheme to parents properly, and not just slipping into it. It suggests an effort by the whole school, saying to parents: 'We're committed: what about you?' Make sure the school is well prepared for such a meeting. You need to have discussed the ideas behind the scheme to parents thoroughly, for at least two good reasons.
Pitfield Project provided us with a matrix in which to operate in schools and to be in close touch with parents, teachers and children. We searched for farther evidence and talked with interested people, finally presenting a selected junior school with the evidence we had accumulated and with the suggestion that they themselves might organize co-operation with parents to benefit the children's reading. The school took up the idea; they worked hard and magnificently to produce a scheme to parents which had 98 per cent of parents co-operating within the first two terms of the scheme to parents's operation. |
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