Pupils' reports need not cause a family crisis

Unlike in the United Kingdom, which divides its academic year into three terms, schools on the Continent split their year into two semesters, which is why pupils here will be getting their reports at the end of this week. According to school psychologist Peter Müller, these do not necessarily have to be the cause of a family crisis.
 
When he was asked by a journalist of the Neue Zuger Zeitung what these reports meant for parents, Müller recognised that they could be the source of some tension but parents should not be unduly concerned if their child's report showed certain shortcomings. Anyway, most parents already knew where their children stood with regard to their achievement at school.
 
Müller said it should be remembered that while a "4" might be a good mark for one pupil, it might be a disappointment for others. Naturally it was important for pupils to exert themselves and good progress should be encouraged by parents, perhaps by making a contribution to whatever the child is saving for.
 
As for pupils who brought unsatisfactory reports home, and whether parents should console or impose sanctions or seek private tuition, Müller said that children knew exactly where they stood in comparison with their fellow pupils. Such reports provided an opportunity for parents to sit down with their children to discuss school in general and long-term aims. "If they have bad marks, ask them about them. It is also a good thing to discuss the matter with the teachers concerned. They will know what to do and what help might be available," he said.
 
When asked how important school reports were for later life these days, Müller said, "I think they are just as important as they were. They make children think about their work. Schools and the school system are more able to push pupils further these days. Marks need not stand in the way of a chosen career but they can indicate in what direction it might go in."
 
When asked what might be done to motivate pupils whose marks were not so good, Müller said that all children had interests, hobbies and goals. "In order for a child to learn well, one must link these interests up with learning at school. For example, it might be a good idea for a boy with difficulties in mathematics but who is interested in ice hockey to be given work which involves statistics relating to the EVZ ice hockey club."
 
And what about comments on the pupils' social compentence?
"I think in many ways this is as important as the grades in the individual subjects. It is important that young people learn to show respect, to work with others for a common purpose, to take on responsibility and be able to express an opinion in a constructive way. These are all important aspects which need to be looked at, not least when it comes to the world of work," he said.
 
The psychologist was finally asked he was often consulted about report matters in particular but he said this was not the case, which he felt was proof that teachers were doing a good job and that reports were providing good information about progress made.
 
As to what further help might be available for both parents and children if concerns were raised, Müller said that School Psychological Service was the place to go. "We can advise parents and help them. They need only ring; we are here for them."