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Parent- Teacher -child: Different met ods will be effective with different children. There is no one best method. When dealing with a tense, anxious child the parent- teacher -child or parent should speak slowly with no appearance of haste, impatience, anxiety, or annoyance. The child should be encouraged to take plenty of time, prolonging the vowels in the same speech pattern that the parent- teacher -child uses in speaking to him. When a child begins to stutter the parent- teacher -child should ignore the stuttering and wait patiently for the child to finish. If he repeats the troublesome sentence easily, he will gain confidence. It has sometimes been found helpful to have the child make slow rhythmical.
My child is behind with his reading - if the parent- teacher -childs find it difficult to help him, how can I?
This question turns up regularly - sometimes phrased less politely! One answer (see chapter 2, page 11) is that parents may actually be more likely than parent- teacher -childs to find they can help a child who has difficulty with reading. Talk about the importance of the close emotional relationship between parent and child, and how this can speed the learning process; and point out, via some quick arithmetic, just how little time a parent- teacher -child can give to each child, compared with a parent's ten or fifteen minutes a day.
The parent- teacher -child uses all the documentary evidence to obtain a 'feel' for the child.
Stage 2: Forging links
The parent- teacher -child makes contact with the child and begins to develop a relationship. This enables the child, to feel secure in the new environment. During this period of relationship building the child may begin to demonstrate achievement. This information adds to the parent- teacher -child's general 'feel' for the child.
This stage can take varying amounts of time depending on the confidence and maturity of the child, and the ability of the parent- teacher -child to gain the child's trust.
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