Guiding Children Successfully Educational Guides
Program 3. Teachers and Parents Working Together
Hiam Ginott observed that “nature always sides with the hidden flaw.
Teachers [and parents] have the opposite role: to side with the hidden
asset, to minimize a child’s deficiencies, intensify [the] experience, and
enlarge [the child’s] life”
1. Keep the end in mind: Help children become good people and active
learners.
To help children be ready to learn, they should be rested, nourished, and
relatively peaceful 9as opposed to anxious, worried or upset). What can we
do to relate to children when they are ready to learn? (Wait for a better
time; assure that child gets enough rest, etc)
Much of our talk with children is filled with accusation rather than
support. What are some ways you can approach children that are more
supportive? (Do you listen well? Do you already talk with the child about
the day’s new adventure?)
Are you already good at seeing the best in children? If there is a child
who is especially difficult for you, make an effort to notice that child’s
good intentions, appreciate his or her effort and express appreciation to
him or her. You might also talk with other people who enjoy the child you
find to be difficult.
2. Be partners in a common cause. Cultivate cooperation.
How can you work cooperatively with other adults in children’s lives to
be more helpful?
Are there additional adults who can help you discover and cultivate the
child’s strengths?
3. Support learning at home
How well does your family read together, use TV wisely (and sparingly),
and set up family routines? What adjustments should you make to be more
effective?
What can you do to build excitement for learning in you home (or
classroom)?
For background information and additional reading, see web units at
www.arfamilies.org .
Of particular relevance to this program are:
Family Reading;
Understanding Circumstances and Children; and
Empathy and Understanding Help Children.
Back to
Educational Guides
|
