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Asked Parents To Take: This teacher asked parents to take most of the responsibility for teaching the sight vocabulary, while he himself taught the spelling patterns. Parents were given advice and materials to provide and play reading games with their children. This method worked extremely well. It was noticeable, though, that where parents did not attend the supporting reading-workshop session, much less progress was made. This reinforces our view that regular contact between parents and teachers is essential if a PACT scheme is to flourish.
Most schools launch their schemes by choosing the simplest way of getting a large number of parents together, which is to invite them to a special meeting for the purpose (see chapter 4, page 40). We know that big meetings between parents and teachers are often unsatisfactory affairs; teachers may be frustrated because so few parents turn up, or parents disappointed because the meeting does not deal with the issues they really want to know about. But where the theme is children's learning, and especially where parents know that they are being asked to help with it, there is usually a dramatic increase in attendance and in the degree of participation and enthusiasm during the meeting. Teachers often note with pleasure that the proportion of fathers in the audience is also much higher than usual.
There are other possible focuses which can be used to bring parents and teachers together in secondary schools. Discussion groups held for parents can explore the actual subjects taught, as well as more general matters, and sometimes parents can be involved directly in their children's homework. Ebbutt and Barber,30 for example, asked parents to help their first-year children with passages for comprehension covering a range of school subjects, which formed part of a structured programme to help children who had reading difficulties.
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