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Touch With Parents: Pitfield Project provided us with a matrix in which to operate in schools and to be in close touch with parents, teachers and children. We searched for farther evidence and talked with interested people, finally presenting a selected junior school with the evidence we had accumulated and with the suggestion that they themselves might organize co-operation with parents to benefit the children's reading. The school took up the idea; they worked hard and magnificently to produce a scheme which had 98 per cent of parents co-operating within the first two terms of the scheme's operation.
Schools have found no replacement for this card as the central means of communication, but it needs to be sup¬plemented by opportunities for direct contact as well. It is very important that parents and teachers know they can easily meet each other when they want to, and some teachers make themselves available at a regular time each week - say, for half an hour after school on a particular evening, or before school one morning. Other opportunities occur where schools hold follow-up meetings, focusing on difficulties or issues that have arisen during home reading. And letters, booklets and infor¬mation sheets keep parents in touch with teachers, and up to date about what is happening in the school.See Also Parents And Teachers: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.
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 for the purpose (see chapter 4, page 40). We know that big meetings 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 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. Teachers often note with pleasure that the proportion of fathers in the audience is also much higher than usual.
On The Other Hand See All Parents Have Been:It cannot be stressed enough that the school is entering into a partnership, and that the 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 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 parents much too complex, because of anxiety about parents getting it 'wrong'.
Children do have all parents have been 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. |
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