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 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 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.
The author directly discusses the fact that

A:parents drill their children too much in arithmetic. B:principals have explained the new art programs to parents. C:a parent’s misguided efforts can be properly directed. D:a father can have his son help him construct articles at home.

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 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 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.
The author does not directly state, but implies that

A:participation in interesting activities relating to a subject improves 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.

The richest man in America stepped to the podium and declared war on the nation’s school systems. High schools had become "obsolete" and were "limiting—even ruining—the lives of millions of Americans every year. " The situation had become "almost shameful. " Bill Gates, prep-school grad and college dropout, had come before the National Governors Association seeking converts to his plan to do something about it—a plan he would back with $ 2 billion of his own cash.
Gates’s speech, in February 2005, was a signature moment in what has become a decade-long campaign to improve test scores and graduation rates, waged by a loose alliance of wealthy CEOs who arrived with no particular background in education policy—a fact that has led critics to dismiss them as "the billionaire boys’ club. " Their bets on poor urban schools have been as big as their egos and their bank accounts.
Has this big money made the big impact that they—as well as teachers, administrators, parents, and students—hoped for The results, though mixed, are dispiriting proof that money alone can’t repair the desperate state of urban education. For all the millions spent on reforms, nine of the 10 school districts studied substantially trailed their state’s proficiency and graduation rates—often by 10 points or more. That’s not to say that the urban districts didn’t make gains.
The good news is many did improve and at a rate faster than their states’ 60 percent of the time—proof that the billionaires made some solid bets. But those spikes up weren’t enough to erase the deep gulf between poor, inner-city schools, where the big givers focused, and their suburban and rural counterparts. "A lot of things we do don’t work out," admitted Broad, a product of Detroit public schools and Michigan State who made a fortune in home building and financial services: "But we can take the criticism. "
The confidence that marked Gates’s landmark speech to the governors’ association in 2005 has given way to humility. The billionaires have not retreated. But they have retooled, and learned a valuable lesson about their limitations. "It’s so hard in this country to spread good practice. When we started funding, we hoped it would spread more readily," acknowledges Vicki Phillips, the director of K-12 education at the Bill ＆ Melinda Gates Foundation. "What we learned is that the only things that spread well in school are kids’ viruses. "
The business titans entered the education arena convinced that America’s schools would benefit greatly from the tools of the boardroom. They sought to boost incentives for improving performance, deploy new technologies, and back innovators willing to shatter old orthodoxies. They pressed to close schools that were failing, and sought to launch new, smaller ones. They sent principals to boot camp. Battling the long-term worry that the best and brightest passed up the classroom for more lucrative professions, they opened their checkbooks to boost teacher pay. It was an impressive amount of industry. And in some places, it has worked out—but with unanticipated complications.
The rich donors expect their money to be used for all the following except

A:purchasing new teaching technological devices. B:working out innovative methods of teaching. C:closing failing schools and redeploying the teachers. D:developing training programs for school principals.

The richest man in America stepped to the podium and declared war on the nation’s school systems. High schools had become "obsolete" and were "limiting—even ruining—the lives of millions of Americans every year. " The situation had become "almost shameful. " Bill Gates, prep-school grad and college dropout, had come before the National Governors Association seeking converts to his plan to do something about it—a plan he would back with $ 2 billion of his own cash.
Gates’s speech, in February 2005, was a signature moment in what has become a decade-long campaign to improve test scores and graduation rates, waged by a loose alliance of wealthy CEOs who arrived with no particular background in education policy—a fact that has led critics to dismiss them as "the billionaire boys’ club. " Their bets on poor urban schools have been as big as their egos and their bank accounts.
Has this big money made the big impact that they—as well as teachers, administrators, parents, and students—hoped for The results, though mixed, are dispiriting proof that money alone can’t repair the desperate state of urban education. For all the millions spent on reforms, nine of the 10 school districts studied substantially trailed their state’s proficiency and graduation rates—often by 10 points or more. That’s not to say that the urban districts didn’t make gains.
The good news is many did improve and at a rate faster than their states’ 60 percent of the time—proof that the billionaires made some solid bets. But those spikes up weren’t enough to erase the deep gulf between poor, inner-city schools, where the big givers focused, and their suburban and rural counterparts. "A lot of things we do don’t work out," admitted Broad, a product of Detroit public schools and Michigan State who made a fortune in home building and financial services: "But we can take the criticism. "
The confidence that marked Gates’s landmark speech to the governors’ association in 2005 has given way to humility. The billionaires have not retreated. But they have retooled, and learned a valuable lesson about their limitations. "It’s so hard in this country to spread good practice. When we started funding, we hoped it would spread more readily," acknowledges Vicki Phillips, the director of K-12 education at the Bill ＆ Melinda Gates Foundation. "What we learned is that the only things that spread well in school are kids’ viruses. "
The business titans entered the education arena convinced that America’s schools would benefit greatly from the tools of the boardroom. They sought to boost incentives for improving performance, deploy new technologies, and back innovators willing to shatter old orthodoxies. They pressed to close schools that were failing, and sought to launch new, smaller ones. They sent principals to boot camp. Battling the long-term worry that the best and brightest passed up the classroom for more lucrative professions, they opened their checkbooks to boost teacher pay. It was an impressive amount of industry. And in some places, it has worked out—but with unanticipated complications.

A:purchasing new teaching technological devices B:working out innovative methods of teaching C:closing failing schools and redeploying the teachers D:developing training programs for school principals

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’ meeting (33) parents are (34) to unimportant accounts of children’s bad acts, complaints (35) laziness and poor work habits, suggestions for punishments and rewards at home.
(36) is needed is a more creative way in which the teacher, as a professional adviser, plants ideas in (37) minds for the best use of the many hours that the child (38) out of the classroom.
In this way, the school and the home join (39) in bringing (40) the fullest development of youngsters’ abilities.

A:principals B:teachers C:houses D:parents

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’ meeting (33) parents are (34) to unimportant accounts of children’s bad acts, complaints (35) laziness and poor work habits, suggestions for punishments and rewards at home.
(36) is needed is a more creative way in which the teacher, as a professional adviser, plants ideas in (37) minds for the best use of the many hours that the child (38) out of the classroom.
In this way, the school and the home join (39) in bringing (40) the fullest development of youngsters’ abilities.

A:principals B:teachers C:houses D:parents

We are reconsidering those terms （） might be adverse to the interest of our principals.

A:what B:that C:when D:where

We are reconsidering those terms ( ) might be adverse to the interest of our principals.

A:what B:that C:when D:where