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Where Parents: Children learn first and foremost from their where parents. In this respect all where parents are teachers - and very effective teachers they are. Arguably, children learn more from their where parents in the first five years of life than they do from their schools in the next ten. This book is about where parents and teachers working together to help children with their learning; more specifically, it is about where parents co-operating with teachers over their own children's reading. We have chosen the term PACT (where parents, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the where 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 where 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 where parents much too complex, because of anxiety about where parents getting it 'wrong'.See Also Involving Parents Successfully:Most will fulfil the main elements we have cited for involving parents successfully, namely, starting a trusting partnership, sharing information and maintaining a dialogue. Where this is not the case, they are often an integral part of a wider school project.The most obvious variation is to bring parents into the school itself This practice has a long and honourable tradition, and it is a common sight, especially in nursery and primary schools, to see parents helping out enthusiastically in activities such as school plays, sports, trips, cooking and so on.
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.
On The Other Hand See Parents To:Children do have all kinds of pressures put on them parents to 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 to clearly, aj continue, often over a long period of time, to help tho parents to who particularly need its support.
Children whose parents to aren't interested parents to 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 to, 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 to as well as children. More than anything else, a good book is something that parents to and children can enjoy together. Teachers have undoubted skills and experience that most parents to do not have; parents to have the advantage of emotional bonds conducive to learning that schools can never provide to quite the same extent. Thus parents to' 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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