READING : Head of the Class : READING TIPS AND NOTES / INSIGHTS FROM THE CLASSROOM
For anyone with a child under 12, autumn is a season of pumpkins, pilgrims and parent-teacher conferences. Preoccupied with the first two, we sometimes shortchange the third.
I think this is a mistake. It is also a lost opportunity for real communication between parents and teachers about how well students are learning to read and write.
Typically, carefully scheduled conferences match parents eager to hear about their child’s progress with teachers keen to make a connection to students’ lives.
Compliments are exchanged. Smiles abound. There is nothing wrong with this, but here are some suggestions if you want to make the session more than a brief encounter.
Before the conference date, make a list of questions you would like to ask the teacher. These can be anything from how many minutes of reading children should be doing per night to questions about spelling errors. Try to be as specific as possible. If you think a book that has been assigned is inappropriate, say so.
This is a perfect opportunity for clearing up misunderstandings or sharing ways in which your family’s expectations may differ from the school’s. What is important here is for the adults to share information that can make a difference for the child. Ideally, the teacher will have examples of your child’s schoolwork--such as essays, poems or book reports--for you to examine. Ask to see daily papers as well as finished products. Often rough drafts and incomplete assignments will tell you more about your child’s work habits than the polished pieces on display.
Together, try to identify areas where the child needs to improve. Ask the hard questions. Is he making progress as a reader? Should he be reading aloud every night? What can you do to improve his spelling? Think of the conference as a time when you, the expert on your child, can collaborate with someone with expertise in teaching.
Don’ hesitate to let the teacher know about circumstances in your child’s life that might distract from his schoolwork. Knowing that a family member is ill or the house is about to be remodeled or a treasured pet has died helps a teacher evaluate uncharacteristic behavior.
Also let the teacher know about any learning difficulties you have observed or that teachers in the past have mentioned. Though you may worry that such information could cause an instructor to prejudge your child, the benefits of understanding outweigh the danger of hiding what are probably only interim problems. Finally, know that this one conference need not be the only conference. If you have questions, call and ask for another. Consider bringing the child along this time, not to make him take the stand, but to explore together the areas where he is learning and those where he is struggling. Children have a lot to tell us about what is going on inside their heads. Sometimes neither teachers nor parents find the time to listen.
BOOK EVENTS
* Friday, 7 p.m. Back-to-school readings of “Franklin Goes to School” by Paulette Bourgeois and “Off to School, Baby Duck” by Amy Hest. Barnes & Noble, 4360 E. Main St., Ventura, 339-9170.
* Saturday, 10 a.m. Rise ‘n’ Shine story time. Borders Books and Music, 2940 Thousand Oaks Blvd., Thousand Oaks, 497-8159.
* Saturday, 10:30 a.m. First Book story time featuring “Tacky the Penguin” by Helen Lester. Barnes & Noble, 160 S. Westlake Blvd., Thousand Oaks, 446-2820.
* Saturday, 7 p.m. Pajamamania revisits the century. Each story time will highlight the classics of a decade beginning with 1900. Thousand Oaks Borders Books and Music, 497-8159.
