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Involving Parents: 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.
By involving parents in this kind of wholesale way, the school is able to provide a natural meeting-place. Parents themselves can then develop, possibly with the aid of teachers, many different activities from which their children will eventually gain advantage. For example, in an inner-city school with a large proportion of non-English-speaking parents, teachers and parents have organized English language classes.
Some schools have attempted to develop their partnership by involving parents in other aspects of the curriculum: numeracy and primary science have been common choices, often because parents wanted to know more about these areas. Metrication and set theory have muddled many of us, but where schools have discussed these topics with parents the response has been positive and many have expressed their gratitude for the demystification.
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