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However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and frustrate curricular objectives.
Administrators have been aware of the need to keep parents informed of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing and developmental mathematics.
Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils’ progress, can significantly aid in achieving a harmonious interplay between school an
A. is satisfied with present relationships between home and school.
B. feels that the traditional program in mathematics is slightly superior .to the .developmental program.
C. believes that schools are woefully lacking in guidance personnel.
D. feels that parent-teacher interviews can be made much more constructive than they are at present.
However important we may regard school life to be, it cannot be denied that children spend more time at home than in the classroom. (21) ,the great influence of parents cannot be (22) or disregarded by the teacher. They can become (23) supporters of the school personnel or they can consciously or unconsciously interfere (24) the goals of the programs.
Teachers have been aware (25) the need for the newer methods used in schools. Many principals have (26) classes showing such matters (27) the reading, writing, and mathematics pro grams.
Moreover, the classroom teacher, with the permission of the principal, can also play an important (28) in helping parents. The many interviews carried (29) during the year as (30) as new ways of reporting pupils’ progress, can significantly aid (31) achieving a good inter-reaction between school and (32) .
Too often, however, teachers&rs
A. like
B. of
C. as
D. in
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