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Parent- Teacher Collaboration: The ideas we have presented are only a small selection from the variety of present practice involving parents in children's learn¬ing. We hope they demonstrate that the only restraints on parent- teacher collaborationteacher collaboration are the limits of imagination; a formal PACT system, integrated into a school's policy, can lead eventually to parent involvement on a large scale.
This broadening is inevitable when people are actually working together, and we believe it is the mark of good parent- teacher collaborationteacher collaboration. Indeed, in our second example the PACT reading scheme forms only a minor part of the co-operative effort between teachers and the local community.All our contributors work in inner-city schools in which they have had to meet and overcome a wide range of problems, including many that we have already touched on. They work with different age-groups, starting a PACT scheme.See Also The Teacher Struc¬tures:Where learning is based on first-hand experience, the teacher struc¬tures certain activities so that children may explore and experiment (see for example the HMI publications DES 1987,1989a, b, c, d, 1990a). Then, teachers, acting as facilitators, build on that relevant experience and offer a further range of experiences, depending on their assess¬ment of the child's learning needs.
Widespread application of radioactive tracers is being made in locating gas and liquid leak in underground (or otherwise inaccessible) stor¬age and pipeline systems. Ascertaining the pre¬cise location of leaks by measuring the positions of accumulated radioactivity saves much fruitless digging or dismantling of equipment and struc¬tures.
On The Other Hand See Parent- Teacher Partnership:In the end, the success of any PACT scheme is bound to be dependent largely on the effort and enthusiasm the individual parent- teacher partnership is prepared to put into it. A parent- teacher partnership who takes the trouble to enter into a sensitive dialogue with parents will be well rewarded by the sense of partnership and the sharing of responsibility that results. In the next chapter, we explore practical aspects of this partnership in greater depth.
So reading is a common meeting-point for parent- teacher partnerships, parents and children - all have it as a major concern and each can readily understand the concern of the others. Moreover, it is in this area that we have the backing of research findings to show that a partnership between parent and parent- teacher partnership really will give results. |
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