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Most Parents: Children learn first and foremost parents 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.
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 need into account. Teachers will find it possible to devise a set of guidelines for use by 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 parents much too complex, because of anxiety about parents getting it 'wrong'.See Also Most Parents Are Willing: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.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents as well as children. More than anything else, a good book is something that parents and children can enjoy together. Teachers have undoubted skills and experience that most parents are willing 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 receive the benefit of a partnership between what are, after all, the most parents are willing important adults in their lives.
On The Other Hand See Parents Of Helping:The researchers, struck by what they had heard and seen hey found ample evidence of ways in which parents of helping really rere helping their children and not just talking about it), went ito the local schools to talk to the teachers of these parents of helping' lildren. They found that the teachers were largely unaware of ie efforts parents of helping were making to help their children's learning home. Many were surprised at the degree of interest and volvement shown in some homes so disadvantaged that it as difficult to imagine where the parents of helping found the necessary lergy and enthusiasm.
10 Ways forward parents of helping are now helping in many more areas of the curriculum, and perhaps learning skills themselves need to be looked at more closely in the light of parent-teacher co¬operation. Some schools feel they are reaching quite different levels of operation because of the involvement of parents of helping. Where does this take us in planning the future? |
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