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However important we may regard school life be, there is no gainsaying to the feet 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 informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils9 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 channel. 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, teaches' conferences with parents are devoted to petty accounts of children's misdemeanors, complaints about laziness and poor work habits, and suggestion for penalties and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional adviser, plants ideas in parents' minds for the best utilization 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.
What's this article mainly about?
根据文章第一段提到的 “the great influence of parents cannot be ignored or discounted by the teacher...become strong allies of the school personnel.. .consciously or unconsciously hinder and thwart curricular objectives 可 知学校不能忽视父母对孩子的影响，父母可以成为学校的同盟，因为他们可以促进也可以阻碍学生达到学校的教学目标。在接下来的段落中，作者讨论了家长如何帮助孩子巩固其学习成果，如何与学校进行良性互动。由此可知文章主要讨论了老师应该帮助家长进一步了解学校的教学目标，以便发挥其积极作用。故选 B。
It can reasonably be inferred that the author________.
文章第三段提到了 “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 and home”，由此可知作者认为“家长和学校老师之间应该进行非正式的交流，或者其它可以用来交流学生情况的方式，以便促进学生更进一步地发展”。故选C。
Which method is NOT mentioned in me parent-teacher interplay?
根据文章第二段提到的“Many principals have conducted workshops”，可知许多校长已经开设了讲习班来帮助家长了解相关知识。故 B 正确。根据文章第三段提到的“The informal tea and the many interviews... ” 可知非正式的茶话会和面对面的交流沟通也会促进学校和家长之间的良性互动。故 A、C 正确。故选 D 。
What can be inferred from the 4th and 5th paragraph?
根据文章第四段可知“家长可以让孩子参与讨论家庭的预算，购买食物，调钟表，以及安排出行，通过这些生活中的活动帮助孩子更好地运用在学校学到的知识”。故选A。
What is the author's expectation for future?
根据文章最后一段提到的 “In this way, the school and the home join forces in fostering the fullest development of youngsters' capacities”，可知作者重在强调“ 学生的学校和家庭应该加强合作，促进学生潜能的充分发挥”。故选 B。