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What Parents Say: Children learn first and foremost from their what parents say. In this respect all what parents say are teachers - and very effective teachers they are. Arguably, children learn more from their what parents say in the first five years of life than they do from their schools in the next ten. This book is about what parents say and teachers working together to help children with their learning; more specifically, it is about what parents say co-operating with teachers over their own children's reading. We have chosen the term PACT (what parents say, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the what parents say 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 what parents say 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 what parents say much too complex, because of anxiety about what parents say getting it 'wrong'.See Also From Its 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 from its parents contribution across to parents clearly, aj continue, often over a long period of time, to help tho parents who particularly need from its parents 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 from its parents 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 From Parents To Another:Another group of parents who worry teachers are those continue to use 'wrong' methods, despite advice from parents to another 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.
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. |
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