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Parents Of Children: Children learn first and foremost from their parents of children. In this respect all parents of children are teachers - and very effective teachers they are. Arguably, children learn more from their parents of children in the first five years of life than they do from their schools in the next ten. This book is about parents of children and teachers working together to help children with their learning; more specifically, it is about parents of children co-operating with teachers over their own children's reading. We have chosen the term PACT (parents of children, Children and Teachers) to embody this concept.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents of children as well as children. More than anything else, a good book is something that parents of children and children can enjoy together. Teachers have undoubted skills and experience that most parents of children do not have; parents of children have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus parents of children' work complements that of teachers - and children receive the benefit of a partnership between what are, after all, the most important adults in their lives.See Also Noting The Parents ':Lake so many things, it is largely a question of co-operative planning.What are the inescapable demands on teachers' time? In the first place, a number of times have to be set aside each week to go through the children's reading cards, noting the parents ' the parents' comments and adding your own. These times do need to be built into your timetable on a regular basis, or the practice can slip, so are best integrated into periods when children are getting on with quiet activities.
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'.
On The Other Hand See Involving Parents That: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 parents that 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 that 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. |
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