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Three Parents Currently: Children learn first and foremost from their three parents currently. In this respect all three parents currently are teachers - and very effective teachers they are. Arguably, children learn more from their three parents currently in the first five years of life than they do from their schools in the next ten. This book is about three parents currently and teachers working together to help children with their learning; more specifically, it is about three parents currently co-operating with teachers over their own children's reading. We have chosen the term PACT (three parents currently, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the three parents currently 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 three parents currently 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 three parents currently much too complex, because of anxiety about three parents currently getting it 'wrong'.See Also What Parents Are Chiefly:These functions have an important place; but in our own experience,and in that of the CUES Literacy Project and other surveys, what parents are chiefly interested in is the process of education itself. This is, after all, what their children are at school for. Parents would like to be taken more into a school's confidence about their child's progress, about what actually happens in the classrooms, what exactly is included in the school curriculum, and why. Indeed, there is a strong and growing argument that parents have a right to such information, yet it is still something that few schools offer them in any detail.
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.
On The Other Hand See Meeting With Parents:Most schools launch their schemes by choosing the simplest way of getting a large number of parents together, which is to invite them to a special meeting with parents for the purpose (see chapter 4, page 40). We know that big meeting with parentss between parents and teachers are often unsatisfactory affairs; teachers may be frus¬trated because so few parents turn up, or parents disappointed because the meeting with parents does not deal with the issues they really want to know about. But where the theme is children's learning, and especially where parents know that they are being asked to help with it, there is usually a dramatic increase in attendance and in the degree of participation and enthusiasm during the meeting with parents. Teachers often note with pleasure that the proportion of fathers in the audience is also much higher than usual.
The first letter to parents is likely to be an invitation to a meeting with parents that will start the scheme, since most schools choose to begin in this way. A big meeting with parents like this gives everyone a sense of launching the PACT scheme properly, and not just slipping into it. It suggests an effort by the whole school, saying to parents: 'We're committed: what about you?' Make sure the school is well prepared for such a meeting with parents. You need to have discussed the ideas behind the scheme thoroughly, for at least two good reasons. |
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