|
|
Teacher To Comment: Record cards (figure 2), by _their nature, do not allow much space for comment, and generally speaking this is a good thing. Too much space could seem like a tacit demand, and take all the pleasure out of keeping the card going backwards and forwards. This card is central to a PACT scheme so writing in it must not be allowed to become a chore, which would be the quickest way to its demise. Most comments are best kept brief and if something longer is necessary, it can be attached to the card as a note. There is. of course, no requirement on either parent or teacher to comment every time - quite often there wiU be little or nothing to say. Even commonplace or repetitive remarks, though, are worth putting down: often it is not the content of what you write, but the fact that you have taken the trouble to say something to eadfother thaFcounts.
To find out, I conducted a survey of my own. This was done through my usual discussions with the twenty-five parents, all of whom bring their children to school. I found the results very interesting to me as the children's teacher. Only three admitted to never reading with their children, mainly because they 'didn't have the time'. Thirteen said they sometimes read, perhaps two or three times a week, and nine read to their children once or twice a day. One parent's comment was: 'She makes my life a misery. She keeps on and on until I read to her!
Although most parents are willing to make some kind of comment, they do need constant encouragement, otherwise they just leave a blank space, or simply write: 'Liked the book'. However, I feel any comment is valuable and an indication of parental support. I try to convey to parents how helpful their comments are, even if they feel rather negative towards a book: 'I think the words of this book are too difficult for R. to understand.' |
|
|
|
|
