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Persuaded Parents To Write: One such group are those children whose families' first language is not English. Believing it to be important that these children should experience their own home culture in their education, some schools have persuaded parents to write 'books' about their lives in their country of origin. This is not usually an easy task in the first instance, but once some examples are available, many parents agree to become authors. One school in particular devised a successful strategy which is worth giving in some detail.
Encourage parents to comment, of course, but don't forget that some people have difficulty in committing themselves to the written word, and a few parents will be unable to write, or write in English, at all. So it should be made clear that if only the number of pages read, or the length of time spent, is recorded, that in itself is a comment, and a helpful one. Where you know that parents are able to write, but seem to need encouragement to commit themselves to paper, try asking a direct question on the card: 'I think there has been an improvement in the last two weeks - what do you think?' and let the child know what you lave written, saying how interested you will be in the answer. Mways, of course, tell the child what you have written where 'ou believe the parent cannot read, or cannot read English.See Also Usually Parents Are Better:Children learn first and foremost from their Usually parents are better. In this respect all Usually parents are better are teachers - and very effective teachers they are. Arguably, children learn more from their Usually parents are better in the first five years of life than they do from their schools in the next ten. This book is about Usually parents are better and teachers working together to help children with their learning; more specifically, it is about Usually parents are better co-operating with teachers over their own children's reading. We have chosen the term PACT (Usually parents are better, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the Usually parents are better 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 Usually parents are better 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 Usually parents are better much too complex, because of anxiety about Usually parents are better getting it 'wrong'.
On The Other Hand See But Parents:Children do have all kinds of pressures put on them parents But parents in our experience, when the school and hoi work closely together, these pressures can be, relieved. But parents t school must get its contriBut parentsion across to parents clearly, aj continue, often over a long period of time, to help tho parents who particularly need its support.
Children whose parents aren't interested Parents who genuinely aren't interested in their children education must be quite hard to find; we haven't met any ye though doubtless they must exist. Where the school takes th trouble to contact aJl its parents, the rate of take-up on th home reading schemes we have described is extremely higr.
In questions like these, common sense and good teaching coincide. They can also be fun, for parents as well as children. More than anything else, a good book is something that parents and children can enjoy together. Teachers have undoubted skills and experience that most parents do not have; parents have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus parents' 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. |
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