Primary teacher who ran the workshops co-operatively with a colleague in a semi-rural, low-decile school:
Although we were both a little hesitant to start with, we soon relaxed
and began to enjoy what was to become heaps of fun. Our reasons for
being a little hesitant had come from previous programmes which had
turned into 'Why don't you do this?' or 'Children leaving this school
can't do what others can' etc ... We would certainly run this course
again. We found working together was great. It gave us confidence. Since this parents' meeting, Angela has run a workshop in Maths. We can
see opportunities for workshops in written language and spelling as well
as developing oral language skills. Thank you for sharing these
workshops with us. I needed to be shown and encouraged into working with
parents again.
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Māori teacher who ran the workshops for Māori parents in a total immersion school:
The reading programme went off very well. If there were difficulties it
was getting the parents to attend ALL the sessions, which did not happen
for a variety of reasons. Everyone enjoyed the programme and found new
confidence to sit with the children. They were pleased to see the
natural progressions that children went through learning to read. Many
parents learned to be more patient and tolerant with their children.
Consequently they noticed the change in relationships between themselves
and their child. The child was more interested in reading and found it
no longer a task. I'm pleased we went through this exercise.
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Teacher who implemented the workshops for parents in a high-decile rural school:
We are truly delighted with the results, not only in the children's
ability to read and understand what they are reading, but also the
obvious development of self-esteem, handwriting progress, mathematical
progress and oral ability in the classroom. As a teacher I am surprised,
pleased and delighted with the progress children have made. So are
their parents. (This teacher included 'happy mums' and 'happy children'
in the signature on her letter.)
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Teacher who implemented the workshops (with a colleague) for parents in a low-decile city intermediate school:
We ran sessions at our own intermediate school, and we were warned that
parents wouldn't come. Well, they were wrong. We had an overwhelming
response from parents - Fathers took time off work etc. It was
mid-winter and the weather was not always wonderful. We (Clare and I)
ran four sessions from 3.30 - 4.45 pm on Mondays. We had a public
librarian and our own school librarian to promote books to parents. The
feedback was so excellent that we are now going to try to make them a
regular feature of the school and plan to start another course next
term - and another in the first term of next year.
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How did the parents feel about it? They wished they had known earlier
how to help their children, wished this kind of course could be run in
the lower primary school. Apart from a marked improvement in their
children's reading, others said the extra time spent with their child
affected family relationships, that they became more aware of their
(children's) needs. Some parents said their children progressed in
spelling skills, others said the child was practising at reading more.
Some children's behaviour improved at home and school.
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A classroom teacher who implemented the workshop programme in a multicultural city school, as her post-graduate university research study:
The most important things parents reported that they had learned about
helping their children varied from person to person. One parent said
that she had become more generous with my child and not so critical.
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The children were surprisingly keen to have their parents (and
themselves) participate in the programme and three parents mentioned
that their children were enjoying the idea of them going to school.
Certainly in the classroom I had very positive feedback and they were
keen to come to the second workshop and participate with their parents.
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It was interesting to see the parents supporting each other as time went
on. Sometimes I felt like a by-stander as the parents shared ideas with
each other and the real learning was taking place! This is one of the
strengths of the programme.
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Often parents feel that their child is the only one having difficulties and that can be very isolating.
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All parents seemed to think that their children's reading had improved
in some way since starting the programme. Several mentioned improved
confidence as a result or more consistent practice, and a more positive
attitude towards reading. Others commented on the strategies their child
is now able to use to solve a problem with an unknown word, and the
fact that they were now willing to tackle these themselves instead of
deferring straight away to their parent for help. One parent wrote
'Thanks for caring'.
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The post-programme running records showed that all the children had
improved the age level at which they were reading, above what would
normally be expected in a classroom reading programme over that length
of time.
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A teacher who ran the workshops in a large city secondary school for low-decile students:
The workshops were the most satisfying part of my teaching career and
over those 10 or 12 years I wish I had kept a record of how many
parents, volunteer tutors (both adults and senior students) benefited
from the workshops. For some of the women tutors the confidence they
gained helped them get back into the workforce, and the senior students
would have taken those skills of working alongside children into their
many and varied careers. Many went on to become really good primary
teachers. To my mind it is an extremely cost effective way of helping
families relate well together with so few sessions.
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Some parents help other children in their extended families/communities,
e.g. younger siblings are usually reading competently when they arrive
at secondary school - No, I don't need help - mum helps us now.
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Once the programme is established in a school, it grows from there.
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Why would you involve parents at secondary? Because parents are thrilled
to be able to learn a way of helping, they end up helping more than
their own kids, some would join the tutor programme, and then go get a
job somewhere.
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The adult doing the helping often improves their own reading, spelling etc.
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Some had no cars and had to walk but it was surprising how they all turned up. These kids were mostly from low income families.
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