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Parent- Teacher Initiatives: These classes would never have been viable, in terms of attendance or success, if they had not arisen from groups of parents themselves getting together and discussing the need for them, and how they could successfully operate. Many such parent- teacher initiativesteacher initiatives exist, and they nearly always arise from the needs of children, whose parents as a group wish to help them more.
But this report, and the fact that (as far as we can n« find) no serious initiatives have been taken in the direction of :K parent involvement by education authorities or other major il educational bodies until very recently, does tell us just how far 'official' thinking has been from the idea of encouraging parents and teachers to co-operate in helping children with their learning.See Also Meeting-point For Teacher:So reading is a common meeting-point for teachers, 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 teacher really will give results.
Eleanor had visited her class on three occasions during the Summer term. She had met her teacher, NNEB nursery nurse, other members of her class and had explored her classroom. The teacher had noted that Eleanor played alongside other children, that she had a good con¬centration span, enjoyed stories and had a good singing voice. Preschool records were with the parents and to be handed over at the beginning of the Autumn term. Eleanor and her parents had a meet¬ing with the teacher in the week before she started school. During this meeting Eleanor was able to confidently talk about the pictures she had drawn and the picture sequencing she had done.
On The Other Hand See Individual Teacher Prepared:In the end, the success of any PACT scheme is bound to be dependent largely on the effort and enthusiasm the individual teacher is prepared to put into it. A teacher 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.
The foregoing, we hasten to add, applies only where the whole school has decided to become involved. We certainly would not want to discourage an individual teacher prepared to run his or her own PACT class scheme, which we have seen done very successfully where the school as a whole was not yet ready to run a full scheme. |
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