What are some strategies that would encourage a successful parent-teacher reading partnership that would benefit the child? Discuss
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If it is possible, individual meetings with parents to address concerns should be implemented. Many parents have no contact at all with teachers, and so their concerns are never heard, and children often want to avoid conflict entirely.
Communication is vital to the development of children; if parents want to know about and influence their child's education, they should take an active role in homework and study.
My daughter's school has a "caught you reading" program which encourages parents to take pictures of the child or parent and child reading. The pictures are then sent to school and posted in the classroom. It is neat for the kids to see their family reading together on a daily basis. The school is also hosting a family reading night at school. Families will come in and read together in the classroom and then have a cookies and milk treat! Small efforts like these remind parents of the importance of reading with their kids.
A weekly sign-off sheet where the parent is given a list of classroom assignments that were given out in the past week might work to keep parents informed.
Maintaining an engagement from parents is the most critical goal here, I think.
In our family there are a number of things that we do that have been successful. Firstly, we get our eldest to read to our two youngest with adult supervision. He is a lot more happy to read to his younger sisters than to us. Secondly we have a book that we read to the two eldest and a book that we read to the two youngest, and we try and look at some of the themes in that book or investigate it further to get them more interested in it. Lastly, we do paragraph about, where the parent reads one paragraph and then the child the other. This helps us both feel that we are ino the book. The key really is to make sure that you show that you are enjoying the book just as much as they are.
I wonder if (tape) recording readings aloud would be helpful, especially if parent and child read together and could provide taped evidence that they had done so.
It would also be great if local business could somehow be involved in offering prizes to parents who could provide evidence that they had read with their children. For instance, everyone who entered tapes could then be entered in a drawing for some very nice gifts. Or all people who entered could be given free tickets to a local sporting event, such as a baseball or football game. Getting behind a community reading project, and perhaps involving a local television station to help promote it, would be great publicity for all involved -- the schools, the sponors, and the station.
One of the best strategies is to read yourself. In light of this, if teachers gave a selection of books that parents could read (which would be relevant to their children), then children would see that adults read as well. In other words, children learn a lot by copying others, especially adults. Moreover, parents, teachers, and students could also discuss similar literature. This would undoubtedly make reading fun.
Any type of final goal that is appealing to the child could be adopted for use in a cooperative program. Development of a standard recordkeeping format would allow for teacher to record minutes read at school (or student to record time as directed by the teacher) and for parent(s) to record minutes read at home. Upon reading the required number of minutes, family might engage in a special activity to celebrate, teacher might grant extra recess or extra privileges - whatever gets the student excited about reading!
Before we can know what "other" strategies to pursue, we would need to know what strategies are already in use.
One strategy is to encourage the reading of books by the whole family. For example, a school could select one book early in the year (and perhaps even give a copy to every student) and have assignments for what pages should be reached by various dates. This would allow the parents and children to share a book in common and could lead them towards more collaborative reading as the year continues.
Setting a target which is supported by parent and teacher is a sensible idea. My school has a 'read around the world' project whereby students get points for reading, and the points translate to miles travelled round a globe. The information regarding progress is shared daily by homework diary contact, and parents and children decide on their 'target' destinations together. Some even choose to read about the places they set out for, or books and stories from those countries.
The key here is anything which gets the three parties communicating and excited about reading progress benefits the student.
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