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Number Of Parents Together: Most schools launch their schemes by choosing the simplest way of getting a large number of parents together, which is to invite them to a special meeting for the purpose (see chapter 4, page 40). We know that big meetings between parents and teachers are often unsatisfactory affairs; teachers may be frus¬trated because so few parents turn up, or parents disappointed because the meeting does not deal with the issues they really want to know about. But where the theme is children's learning, and especially where parents know that they are being asked to help with it, there is usually a dramatic increase in attendance and in the degree of participation and enthusiasm during the meeting. Teachers often note with pleasure that the proportion of fathers in the audience is also much higher than usual.
Even where parents are welcomed as part of the school community, and perhaps work in the classrooms, it is rare to find them entrusted with anything other than strictly 'non-academic' activities. And, at the other extreme, a number of schools treat parents as though their child were simply not their concern during school hours. Parents withdraw from a situation where they can so easily feel themselves inferior partners and the myth of an exclusive teachers' expertise is perpetuated. The training and skills of teachers must not be ignored in all this, but what must be acknowledged is parents' undoubted ability to help their children to learn effectively.See Also Involving Parents In This: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 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 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 Parents May:Children learn first and foremost from their parents may. In this respect all parents may are teachers - and very effective teachers they are. Arguably, children learn more from their parents may in the first five years of life than they do from their schools in the next ten. This book is about parents may and teachers working together to help children with their learning; more specifically, it is about parents may co-operating with teachers over their own children's reading. We have chosen the term PACT (parents may, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the parents may 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 may 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 may much too complex, because of anxiety about parents may getting it 'wrong'. |
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