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Regard To Parents Seeking: There is also a message of hope for primary schools with regard to parents seeking a school for their child.
it is worth remembering two points. The first is that not all parents are able or willing to choose a school that is not the nearest one, so only some parents will make use of the assessment-based evaluation or per¬formance indicators. Second, many parents are not looking for assess¬ment results as the main or only criterion for choice of school.
Parents of DCD children may well want to know what is the matter with their daughter or son, and they may welcome a diagnosis or labelling which explains the precise nature of difficulties. This does not necessarily imply that they are 'searching for a cure', but rather that they are seeking good quality educational and therapeutic provision and support. If at times this 'seeking' is seen as unrealistic or inap¬propriate by professionals, it should je remembered that many par¬ents have regularly encountered professional opinions which have not properly acknowledged their concerns, or have been simply wrong.See Also Parents Think:Children learn first and foremost from their parents think. In this respect all parents think are teachers - and very effective teachers they are. Arguably, children learn more from their parents think in the first five years of life than they do from their schools in the next ten. This book is about parents think and teachers working together to help children with their learning; more specifically, it is about parents think co-operating with teachers over their own children's reading. We have chosen the term PACT (parents think, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the parents think 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 think 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 think much too complex, because of anxiety about parents think getting it 'wrong'.
On The Other Hand See His Parents:Children do have all kinds of pressures put on them his parents but in our experience, when the school and hoi work closely together, these pressures can be, relieved. But t school must get its contribution across to his parents clearly, aj continue, often over a long period of time, to help tho his parents who particularly need its support.
Children whose his parents aren't interested his 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 his 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 his parents as well as children. More than anything else, a good book is something that his parents and children can enjoy together. Teachers have undoubted skills and experience that most his parents do not have; his parents have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus his 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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