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Push Parents Into Doing: In her case she was absolutely right, and while she heard him read occasionally, he went most of the time to his grandfather. Perhaps as he becomes a more competent reader he will out up with his mother's 'bossiness'. Needless to say, it is not helpful for teachers to try to push parents into doing something they feel they cannot do; en-:ourage by all means, or look for other solutions, but pushing nay only make a parent feel more incompetent.
Children learn first and foremost from their parents. In this respect all parents are teachers - and very effective teachers they are. Arguably, children learn more from their parents in the first five years of life than they do from their schools in the next ten. This book is about parents and teachers working together to help children with their learning; more specifically, it is about parents co-operating with teachers over their own children's reading. We have chosen the term PACT (Parents, Children and Teachers) to embody this concept.See Also Parents Can Readily:Most important of all, there is space for parents can readily and teachers to make comments about how the reading is going, or anything else they want to say. Both book and card travel in a stout and readily identifiable folder, with the child's name and the address of the school on it, in case of forgetfulness on the bus.
So reading is a common meeting-point for teachers, parents can readily 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.
On The Other Hand See From Parents Diat:Suggestions for interviews widi the educational psychologist, an appointment at a child guidance clinic, a placement in die 'nurture group', came from parents diat parents to us, since diey had become aware through talking widi other parents, staff and neighbours diat these were positive and frequently successful ways of gaining help widi problems diat were concerning diem. This was a development diat we had noted with pleasure and enthusiasm.
We connected widi some parents well; widi most intermittendy; but widi a fair proportion never. We realized diat we were not responding sufficiendy to die real, if usually unexpressed, concern of all the parents: the desire to continue to be effective in their children's intellectual development and daily learning. All the work at fairs and jumble sales did not advance diis need one iota and we had seemed, traditionally, content to leave it so. |
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