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Many Parents: Children learn first and foremost from their many parents. In this respect all many parents are teachers - and very effective teachers they are. Arguably, children learn more from their many parents in the first five years of life than they do from their schools in the next ten. This book is about many parents and teachers working together to help children with their learning; more specifically, it is about many parents co-operating with teachers over their own children's reading. We have chosen the term PACT (many parents, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the many 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 many 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 many parents much too complex, because of anxiety about many parents getting it 'wrong'.See Also Children And Parents In Die:In questions like these, common sense and good teaching coincide. They can also be fun, for parents as well as children and parents in die. More than anything else, a good book is something that parents and children and parents in die 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 and parents in die receive the benefit of a partnership between what are, after all, the most important adults in their lives.
After the survey I held a meeting in the nursery for the parents, at which the headteacher spoke about the importance of parents reading to their children and parents in die. All but three children and parents in die were represented by one or other of their parents. It was stressed that it is never too early to read stories to your children and parents in die, even if they are still 'babes in arms'. Many parents felt that it wasn't necessary to read stories until their child was able to converse fairly fluently and could, therefore, make some comment on whether they liked or disliked a story. By the end of the meeting the parents appeared to understand that, by reading to their children and parents in die, they not only entertained them but were also preparing the ground for the 'learning to read' process.
On The Other Hand See Most Parents See:Children do have all kinds of pressures put on them Most parents see 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 Most parents see clearly, aj continue, often over a long period of time, to help tho Most parents see who particularly need its support.
Children whose Most parents see aren't interested Most parents see 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 Most parents see, the rate of take-up on th home reading schemes we have described is extremely higr.
Another group of Most parents see who worry teachers are those continue to use 'wrong' methods, despite advice from school. Such Most parents see 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 Most parents see, tr] to persuade them to change over a period of time. What rr never be forgotten is that many Most parents see already hear tl children read;6 by involving these Most parents see directly with school the worst that can happen is that there is no change the methods they use, so schools have nothing to lose. |
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