However important we may regard school life to be, there is no gain saying 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 thwart curricular objectives.
Administrators have been aware of the need to keep parents apprised 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 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 and home.
To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent sublimate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics and, at the same time, enjoying the work.
Too often, however,teachers' conferences with parents are devoted to petty accounts of children's misdemeanors, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional adviser, plant side as in parents' minds for the arrangement of the many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters' capacities.
❶. The main idea of the passage is to argue that __________.
A) home training is more important than school training because a child spends more hours at home
B) it's necessary for parents to adopt the new methods used in school to assist teachers' curricular objectives
C) there are many ways in which the mathematics program can be implemented at home
D) parents have a responsibility to help students to do their homework
❷. It can reasonably be inferred that the author __________.
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 lacking in guidance personnel
D) feels that parent - teacher interviews could be made much more constructive than the present one.
❸. A method of communication between parent and teacher mentioned or intimated by the authoris the __________.
A) exchange of letters
B) formal conferences
C) parent-teacher interviews
D) telephone calls from school to student's home
❹. The author implies that __________.
A) participation in interesting activities relating to a subject can improve one's achievement in that area
B) too many children are lazy and have poor work habits
C) school principals do more than their share in interpreting the curriculum to the parents
D) teachers should occasionally make home visits to parents
❺. Teachers' conferences with parents focus on __________ too often.
A) children's mistakes
B) children's good behaviors
C) parents' laziness
D) children's poor habits
【解析】A。推理题。第四段举例说明了家长可以帮学生参加与课程有关的有趣活动，第五段得出结论，如果家长按照第四段所提的建议去做了，孩子可以取得满意的进步。与选项A 所描述的细节是一致的。B 项属于以偏概全，过度推断； C 项属于文章提到内容，不需
推断； D 项文中未提及，找不到依据。
❺. 老师和家长的会谈通常集中在_____ 上。
【解析】A。细节题。第六段说明了教师与家长互动不当的话会如何。其中包括A 项描述的内容。故正确。B 选项未提及。C 不应该是家长。D) 对habits 的限定缺失，原文是work habits