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Teacher -parent: We have no intention of considering the genera] theme of linking home and school, which is well documented elsewhere,25'26 except to note one point. Namely, that a PACT scheme develops a relationship between parent and teacher -parent which, like all good relationships, needs encouragement in order to be sustained and allowed to grow. Many teacher -parents have commented on improved parent-teacher -parent relationships with the introduction of PACT and they realize how important it is to listen to what parents have to say. Such listening, on both sides, can help develop the relationship. If this is accepted and acted upon, the dialogue between every school and its parents can develop in a variety of different ways, the richness of which we can only speculate on.
The ideas we have presented are only a small selection from the variety of present practice involving parents in children's learning. We hope they demonstrate that the only restraints on parent-teacher -parent collaboration are the limits of imagination; a formal PACT system, integrated into a school's policy, can lead eventually to parent involvement on a large scale.
teacher -parent: 'I couldn't agree with you more. I've sent lan back to choose "something else" (anything else).' Parent: 'A much nicer book, but more difficult.' To the same parent later: 'Quite difficult but lan would like to read it.' Parent: 'lan and I read this book ' together. An interesting story.' News of dentist appointments, special occasions, apologies for lateness, plans to visit school, attend meetings, help with cooking or a play flowed back and forth. Hints were dropped: 'Sorry I didn't see you at the meeting last night', greetings exchanged, and mutual congratulations offered on efforts being made and sustained.
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