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Them Parents: Children learn first and foremost from their them parents. In this respect all them parents are teachers - and very effective teachers they are. Arguably, children learn more from their them parents in the first five years of life than they do from their schools in the next ten. This book is about them parents and teachers working together to help children with their learning; more specifically, it is about them parents co-operating with teachers over their own children's reading. We have chosen the term PACT (them parents, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the them 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 them 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 them parents much too complex, because of anxiety about them parents getting it 'wrong'.See Also For Parents:Children do have all kinds of pressures put on them 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 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.
On The Other Hand See Group Of Parents Who:Our parents have organized a Parents, Teachers and Friends Group. They felt that, to be more effective, a formal group should exist, with a committee. Thus die PTFG was formed and is now fully active, involving itself with the running of the school, organizing meetings, creches, arranging fetes and other fund-raising events. Even as individuals, parents have now learnt that they can make suggestions or question any practice or decision made by the staff They are actively encouraged to do this, and are sure of a chance for discussion or a listening ear.
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 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. |
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