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These Parents Had Told: Shortly after this Eleanor told her mum that she had to bring a yel¬low toy to school in the morning. The parents reported that Eleanor always remembered what she had been told by her teacher and that she was very keen to fully participate in school life.
What these parents had told them seemed finally to dispel the myth of working-class apathy over children's learning. Parents from all sections of the community were already working with their children, to an extent largely unsuspected by the children's schools, in all sorts of ways designed to promote die children's educational development, and especially meir reading and literacy. These parents were keen to do far more, and their main reasons for not doing more seemed to be diffidence about their own ability to help children in the right way and reticence in approaching schools and teachers to ask for professional advice.See Also Parents Always:Children learn first and foremost from their parents always. In this respect all parents always are teachers - and very effective teachers they are. Arguably, children learn more from their parents always in the first five years of life than they do from their schools in the next ten. This book is about parents always and teachers working together to help children with their learning; more specifically, it is about parents always co-operating with teachers over their own children's reading. We have chosen the term PACT (parents always, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the parents always 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 always 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 always much too complex, because of anxiety about parents always getting it 'wrong'.
On The Other Hand See Much Parents Want:Children do have all kinds of pressures put on them much parents want 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 much parents want clearly, aj continue, often over a long period of time, to help tho much parents want who particularly need its support.
Children whose much parents want aren't interested much parents want 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 much parents want, 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 much parents want as well as children. More than anything else, a good book is something that much parents want and children can enjoy together. Teachers have undoubted skills and experience that most much parents want do not have; much parents want have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus much parents want' 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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