The development of a positive relationship between the home and the school is a rewarding opportunity for all parties involved in the educational process of a child. It is important to remember that school should be a beneficial and purposeful use of time for the learner.

Going to School is Important

• Encourage your child to be part of school every day.

• Keep your child home only when they are sick.

• Advise the school of any absence.

• See the doctor and dentist outside school time.

Friends are Important

• Show an interest in your child's friends.

• Invite friends to come and play.

• Encourage your children to play with other children.

• Teach your child to share.

• Play with your child and their friends..

Be Involved Yourself

• Meet with your child's teacher.

• Let the teacher and the school know you are interested.

• Read notices from school and reply on time.

• Listen to your child read.

• Assist with your child's homework.

• Look for the good things you child is doing and give praise.

• Attend P&C Meetings

• Read the school newsletter.

Other Suggestions

• Play board games with your child.

• Go on family outings, picnics or barbecues.

• Get involved in local community activities.

• If your child is not happy at school, talk to the teacher or the school counsellor.

• Make sure your child has a good night's sleep.

• Make sure your child get up early enough to have a healthy breakfast.

• Get lunch and morning teas organised early and provide a variety of nutritious foods.

• Make sure you leave home on time to get to school before classes commence.

• Be organised.

• Help your child to pack their school bag for the next day. eg homework.

...study

The development of good study habits in a child's daily routine is a positive approach to ensuring long term success in education. The following is a brief list of successful strategies that parents may consider when developing positive study habits for their child.

• Acknowledge what your child can do, rather than concentrate on what they cannot do.

• Read to your child.

• Use informal activities to make learning fun.

• Have dinner time discussions about topics that are useful and of interest to them.

• Ask them to help read the street map or find the address when you are driving somewhere.

• Encourage your child to write letters to friends or relatives.

• Let them write out birthday cards.

• Join a library with your children and make regular visits together to borrow books.

• Listen to a variety of music with them.

• Discuss everyday situations with them as they arise.

• Give them the opportunity to care of a pet or take responsibility for a particular task.

• Have the family work together as a team on a specific task.

• Play games that help to develop coordination such as bat and ball skills.

• Ask your children about their day at school.

• Ask your child to check their bags for homework.

• Ask questions that start with "Show me...", "Tell me...", "How was..." or "What did..." to encourage your child to talk about school.

• Spend some time each day listening to them read, helping them learn their spelling words etc.

• Praise your child when they are successful.

• If your child is not doing well at something talk to your child's teacher.

• Encourage them to keep doing their best.

• Help your child select regular time for studying.

• Encourage them to keep to the timetable.

• Help your child be prepared for the next day by making sure homework is done and packed in the school bag.

• Set aside time for regular breaks when doing homework and study during the school week.

• Provide your child with a suitable homework and study area, table and comfortable chair, good lighting.

• Have school equipment such as folders, paper; pens and pencils readily available.

• Try to keep noise and distractions to a minimum. If possible, turn off the TV.

• Remember that children need relaxation time and that homework should never rob a child of enthusiasm or a time to relax and enjoy family activities.

...with their homework

Homework can range from reading, spelling, math exercises to detailed research topics and projects. The purpose of the homework will depend on the age and ability of the student as well as the purpose for which it was assigned.

Homework is given:

• to reinforce lessons taught during class time;

• to give students extra time in an area where they may need practice;

• to provide students with extension or remediation activities;

• to teach students to organise their time;

• to help students develop self-reliance and good study habits;

• to enable parents to see their children's progress;

• to give experience in research techniques;

• to strengthen the ties between home and school, particularly when parents can help in some way with assignments.

There are many ways in which parents can help with homework; these include:

• providing a quiet, regular place to work

• ensuring that there is time set aside for homework;

• taking an active interest in your child's homework

• helping their children organise their time for assignments

• providing suggestions and knowledge for projects;

• alert the teacher to any domestic or extra curricular activities which may need to be taken into consideration when homework is being set or marked.

Too much help, however, may make a child dependent and slow to mature. Parents must decide the limits of assistance so that children can develop personal responsibility for completing homework on their own. The support and interest of parents will have a large influence on students' attitudes toward homework.

...with self esteem

The issue of how a child perceives their world and how they interact within that world will have a direct impact on their self-esteem and self image. As much as we, as parents attempt to nurture, encourage and protect our children, we must also recognise that they must also have self-confidence and a belief within and of themselves if they are to thrive within society. An individual's self-esteem is based on how they feel about themselves not about how others perceive them.

Research and experience tells us that when a child has low self-esteem then the child is more likely to be negative, not willing to try, socially withdrawn, experience failure on a more regular basis and be very insecure. On the other hand, a child who has a positive self-image or high self-esteem is willing to try new learning experiences, does not display negative social attitudes to school or life, is both confident and happy and enjoys life.

If there was a recipe for establishing a child's positive self-image or developing an individual's self-esteem it would no doubt be universally accepted by all parents and educators. Unfortunately, there is no one "cure all" in the area of self-esteem. However, we do know that self-esteem incorporates self-discipline, resilience, self worth and how we manage with life's successes, challenges and learning experiences.

Self-esteem is inseparable from the experience of encouragement, praise, success and the recognition of achievement, both by others and oneself.

Furthermore, the approval by others, is a potent force in developing an individual's self-esteem. This approval is best manifested in encouragement, be it so simple as a "pat on the back", a wink, a few positive words or something much more extrinsic as a reward. As adults, both parents and teachers must recognise that true heartfelt praise or encouragement is the best tool we have to develop a child's self-esteem.

We encourage our children by actions, words and deeds to allow them to develop their own self-image.

A child's self-image has a tremendous influence on the child's educational success, behavior and overall social and emotional development.

How you can help ?

As adults, there is much that we can do - and can avoid doing - to ensure that our children develop confidence and respect for themselves.

When we feel a sermon coming on - we can switch it off. Turn the discussion back to the child

When we are tempted to declare how "wrong" a child is - we can ask the child to clarify or to explain what she / he is thinking or feeling . Children will express themselves more freely if they do not feel the threat of a judge's sentence.

When a "nagging session" threatens - we can try humour.

When strong emotional stress is evident - we can talk about the problem later. Strong emotion makes productive dialogue impossible. Let the emotion subside before tackling the problem.

We can say things like:

• "What do you think.?"
• "That's the best job you've done yet."
• "We're really proud of you."
• "You're the family expert on this..."
• "Thank you."
• "Let's do it together"

We can avoid saying things like:

• "That's ridiculous."
• "When will you ever learn?"
• "You're too young to understand."
• "Can't you do anything right?"
• "Don't get in my way, I'm busy."
• "When I was a child, I was lucky to haveÉ."

By following these few guidelines, we can reinforce our children's positive efforts, whether in education, social activities or in attitudes toward others. We will be contributing to the development of their self-esteem - a precious reward for our efforts.

As parents we have all experienced the heartbreak of watching a child's struggle but we must also realise that how we manage that experience will also greatly affect the child's perception of the situation. If you are negative then it is most likely that the child will also be negative, if you focus on the positive outcomes of the experience then it is most likely so will the child. Remember there is no one cure to boost a child's self-esteem but you are the role model for your child's reaction and interpretation of all their successes and challenges.

Everyone should have someone cheering for them in life.

As children mature different strategies need to be adopted to support a child's self-esteem and resilience. The following strategies may help older children in developing a positive self-image.

• Set achievable goals.
• Encourage opportunities and challenges for the child.
• Provide support but place the responsibility with the child.
• Avoid over protecting your child.
• Do not compare siblings or friends.
• Assist your child to develop resolution strategies for "no win" situations.
• Do not allow your child to 'put him/her self down". Positive talk has a positive impact.
• Praise your child for their efforts.
• Do not confuse your feelings about your child with your feelings about their behaviour.

If you have concerns regarding your child's self-esteem or self-image please discuss these issues with your child's class teacher or make an appointment to see the school counsellor.

...with mathematics

What mathematics will students learn?

The content of Mathematics K-6 Syllabus is divided into three strands:

Number, Space and Measurement

Number is about learning number facts, like tables; solving number problems; counting and understanding our number system; understanding fractions, especially decimals; understanding our money system; estimating answers when appropriate.

Space is about drawing everyday objects and geometrical shapes on paper; solving problems about shapes;reading, understanding and using maps, plans and diagrams; making and understanding graphs.

Measurement is about understanding length, area, volume, mass, temperature and time; using simple measuring tools, such as rulers and thermometers; solving measurement problems; estimating the size of common objects.

The Mathematics K-6 syllabus describes mathematics as

• a search for patterns and relationships
• a way of thinking
• a powerful and precise means of communication
• a creative activity

Why should mathematics be taught?

The Mathematics K-6 syllabus points out that mathematics is:

• useful in our everyday lives;
• an important part of our culture;
• an interesting leisure-time pursuit.

What are the aims of mathematics education?

Mathematics K-6 has been designed to develop students'

• knowledge, understandings and skills in the areas of number, space and measurement.
• confidence and enjoyment in doing mathematical activities.
• awareness of the place of mathematics in solving problems of every day life and in contributing to the development of our society.

How will students learn mathematics?

Problem Solving

Mathematics outside school usually involves solving problems. As schools strive to make mathematics more relevant, students will be increasingly involved in solving real-life problems. Students might be asked to work out how much money is needed for an excursion or how to arrange furniture in their classroom to make the best use of the room. Students will learn to have more confidence in their own ability to solve mathematical problems that arise naturally in their daily lives.

Concrete Material

Students learn mathematics best when they are actively involved and are using "hands-on" materials to help them learn. These materials include everyday objects, or structured materials such as pattern blocks.

Language

Mathematics, like all areas of learning, involves using language. Mathematics K-6 encourages teachers to let students discuss and write about mathematics both during and after mathematical investigations.

Technology

Calculators and computers are used in most workplaces and many homes. They are being used more and more in primary schools.

Research has shown that calculators assist students to remember number facts.

Positive Attitudes

Although most people believe that mathematics is important, many people lack confidence in this area. Developing positive attitudes to mathematics is something parents and teachers need to work at together.

WHAT RESEARCH and EXPERIENCE TELL US

• Today's emphasis is on problem solving and understanding mathematical processes, rather than on speed of calculation or learning by heart.
• The best primary school mathematics lessons require children to use objects -concrete materials - rather than work through textbook exercises.
• In today's schools, the emphasis is on mathematics programs tailored to the needs of children. Rarely will all the children be found to be working on exactly the same material at the same time.
• Children do still learn 'tables' but the emphasis is on understanding and practising these calculations in real life situations.
• Today the best teaching strives to develop in children a love of mathematical inquiry and a mastery of the ordered process of reasoning.

WHAT PARENTS CAN DO

DO praise your children's efforts at measuring, counting, calculating.

DO Emphasise positive aspects, such as enjoyment, satisfaction, "having a go".

DO encourage children to make discoveries for themselves and to talk about them.

DO listen to children "talking" mathematics as they play shops or schools, use construction toys or play games. This will give you insight into how they think through problems and calculations.

DO encourage discussion about how things work, e.g. kitchen scales, thermometers.

DO encourage girls as well as boys to play and build with blocks and everyday objects.

DO ask for a guess or estimate of amounts or distances.

DO play games with your children to show that mathematics related activities are fun for everyone and can be shared.

DO keep lots of everyday material on hand for projects and model building, e.g. empty milk cartons, cereal packets, cotton reels, straws, margarine tubs, orange juice bottles.

DO have a calculator in the house and encourage the use of games that lead to the discovery of some of the exciting properties of number.

DO involve your child in real mathematical experiences at home, such as adding shopping lists, estimating costs, counting out change, measuring ingredients for cooking, setting the table, and looking for patterns in floor and wall tiles.

DO encourage all children to be involved in spare time activities that require 'hands on" mathematical skills e.g. making models and assembling kits.

...with reading

Reading has always been an important skill. In our modern world it is more important than ever. Children learn about the importance of reading as they watch family members use reading for everyday purposes.

Remember how excited you were when you started school? At last, you were going to learn to read - the world would be yours !

But it didn't happen overnight. There was a lot of hard work that came first. Although many things may have changed in school, it still takes a great deal of effort to learn how to read. As a parent you can make it a little easier and a lot more enjoyable.

Most important of all, read to your children regularly even before they start school. Find a good, thick book full of interesting stories and make a habit of reading a few pages aloud to your children every night. Sometimes, as they learn to read, let them take over the reading and keep them on their toes by asking a few questions.

Set an example yourself. Children learn by example and seeing their parents reading is the best example possible. Make a habit of visiting the local public library to let your children pick out some interesting books.

There is a wealth of children's stories today to fire the imagination and excite the mind. With a few minutes of your time every day you can help your child by providing a positive reading environment.

WHAT RESEARCH and EXPERIENCE TELL US

• Really, reading begins at home amidst all the print and talk that surround a child in the years before going to school.
• Parents who tell interesting stories and read interesting books to (and with) their children are giving them the best chance tobecome keen readers.
• There is no one method, no cure-all, that holds the key to teaching reading. Indeed, quite a number of children have 'picked up reading' at home - they have made a good start before they go to school.
• Articles in the media sometimes present 'phonics' as such a cure-all. It is a system which relates letters to sounds (e.g. 'ph is sounded as f'). Most early teaching does make use of phonics but along with many other strategies.
• Children learn to read in different ways, at different times, and at different rates - as is true of every other human skill. So teachers try to relate their teaching of each child's individual interests, abilities, and language background.
• Let's remember that, both at home and in class, the best guarantee of reading improvement is reading matter that interests or delights the child.

WHAT PARENTS CAN DO:

Be confident that your child will learn to read.

• Read aloud to your child every day
• Talk about a book before you start reading it to a young child.
• Ask older children about their current reading.
• Buy a bed-lamp and encourage reading each night before going to sleep.
• Praise every effort in reading, especially if confidence is low.
• Be seen reading for pleasure yourself.
• When choosing a video read the cover.
• Tell and re-tell stories of all kinds.
• Play games such as "l Spy".
• Ask your child to read out simple recipes while you cook together.
• Read comics, magazines, short stories, poems and rhymes.
• Read newspapers together.
• Read computer instructions together.
• Do crosswords and other word puzzles together.
• Read the TV guide before watching a program.
• Read directions and signs when driving and shopping.
• Read and write notes and letters to family members.
• Play board games together and read the rules.
• Listen to your child read every day, even for a short time.
• Give books as treats and presents.
• Discuss the meaning of stories and words.
• Encourage your child to read anywhere and at any time.

It is important to read to your child in your home language if your first language is not English. Experience shows that using your home language will help your child to learn to read in English

Try not to let television intrude on reading time. Make a special time for reading with your child away from interruptions.

HINTS FOR LISTENING TO YOUR CHILD READ

* After reading a story ask questions.

* When reading a harder book together, take turns.

* One successful strategy to assist when your child experiences a new word while reading is "Pause, Prompt, Praise".

PAUSE

On finding an unknown word:

• Give your child time to work out the words

PROMPT

• Try again, go back to the beginning of the sentence or read on to the end.
• Ask the child to look for a picture clue.
• Ask the child to look at the first letter and think about what the word could be
• Ask, "Does this make sense?"
• Try to sound out the word for your child.
• If necessary tell your child the word.
• Discuss the meaning of the word.

PRAISE

• Be positive.
• Even if mistakes are made praise your child for trying.

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