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Parents Came: Children learn first and foremost from their parents came. In this respect all parents came are teachers - and very effective teachers they are. Arguably, children learn more from their parents came in the first five years of life than they do from their schools in the next ten. This book is about parents came and teachers working together to help children with their learning; more specifically, it is about parents came co-operating with teachers over their own children's reading. We have chosen the term PACT (parents came, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the parents came 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 came 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 came much too complex, because of anxiety about parents came getting it 'wrong'.See Also Thing Parents Can Sometimes:It looks as though a considerable effort on the part of teachers is called for, to help parents overcome these feelings of mistrust and diffidence. But even the best-intentioned efforts teachers make to meet parents too often fall through. There seem to be several reasons for this. For one thing parents can sometimes, meetings held for parents are often run as social events, sometimes with an aim such as fund-raising, sometimes a concert or Christmas play.
First, it confirmed the shift towards that consumerism which was becoming so marked a feature of the system: schools were now obliged to listen to and, to some extent, were fashioned by their more vocal and committed parents. While this may have been in many ways a good thing parents can sometimes, what was less desirable was that this process gave undue influence to schools in middle-class areas where there was little diffi¬culty in recruiting parents who were often well connected within the local professions and who knew how to lobby effectively and how best to organise.
On The Other Hand See The Parents Recognized:This is a time, moreover, when parents' rights in The parents recognized matter of The parents recognized education of The parents recognizedir children are being recognized increas¬ingly. Rights imply responsibilities. It is time, in our view, that such rights and responsibilities ceased to be surrendered so completely to The parents recognized 'experts'. As teachers, we should embrace what is already happening - that parents are actually helping The parents recognizedir children at home much more than has been widely recognized (see chapter 2) - and in accepting this we should not be afraid of any detrimental effect on our 'professional' position. Our professional responsibility must be to The parents recognized en¬hancement of learning.
It is much less common, but apparently on The parents recognized increase, to see parents in The parents recognized classroom actually helping individuals or small groups of children with The parents recognizedir work. Unfortunately this is not yet always recognized as acceptable professional practice. Of The parents recognized headteachers who do allow parents to, say, hear children read, The parents recognizedre are still many who keep a wary eye as to clear differentiation between parent and teacher roles. |
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