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Organized Teachers: By involving parents in this kind of wholesale way, the school is able to provide a natural meeting-place. Parents themselves can then develop, possibly with the aid of teachers, many different activities from which their children will eventually gain advantage. For example, in an inner-city school with a large proportion of non-English-speaking parents, teachers and parents have organized teachers English language classes.
Children learn first and foremost from their parents. In this respect all parents are teachers - and very effective teachers they are. Arguably, children learn more from their parents in the first five years of life than they do from their schools in the next ten. This book is about parents and teachers working together to help children with their learning; more specifically, it is about parents co-operating with teachers over their own children's reading. We have chosen the term PACT (Parents, Children and Teachers) to embody this concept.
So parents and teachers may simply not have enough contact with each other even to think of putting into practice the ideas we are advocating. And where diey do try, there can be subtle problems of attitude toward PACT itself to contend with. The worries of some teachers concerning parent involvement have already been touched on. There are still teachers who fear the erosion of 'professionalism' if their skills are shared among untrained people, or who are afraid of parents doing things the 'wrong' way and undoing their own good work.
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