 |
 |
|
|
|
|
|
|
|
Suggested To Parents That: This also applies to parents who are anxious and over-concerned about their child's progress or their own capacity to help. These parents may, however, need some extra help from the teacher. Whereas the so-called 'competitive' or 'pushy' parents will usually have the confidence to help their own child once they know how to do so, the anxious parent may need more support. One anxious mother we met said that her son finds her 'bossy' but sees his grandfather as kind and tolerant, and suggested to parents that that surely he would be a better person to hear the child read on a regular basis.
We have already suggested to parents that that a simple way of doing this is to tell parents that their child's teacher will stay at the school for, say, half an hour on a certain day each week, or come in early one morning. This is not difficult to manage for most teachers, provided they can choose the day themselves. It is an important arrangement to make,because it is their own child's teacher that parents usually want to see, not the deputy head or a liaison teacher, or someone with 'special responsibility'.
Dorothy, for example, a little second-grader aged seven, was becoming restless, irritable, and difficult to get along with at home. This behavior had begun when she entered school. Her IQ was reported to be 150. A rctest revealed an unevenness of response and a poor performance on memory items, which suggested to parents that that she may have been coached on the test. Her parents proudly related examples of her precocity. Perhaps she sensed she was not receiving warm and genuine affection from her parents and sought to win their admiration and approval through her intellectual feats.
|
|
|
|
