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Tell Parents That: Children learn first and foremost from their tell parents that. In this respect all tell parents that are teachers - and very effective teachers they are. Arguably, children learn more from their tell parents that in the first five years of life than they do from their schools in the next ten. This book is about tell parents that and teachers working together to help children with their learning; more specifically, it is about tell parents that co-operating with teachers over their own children's reading. We have chosen the term PACT (tell parents that, Children and Teachers) to embody this concept.
It cannot be stressed enough that the school is entering into a partnership, and that the tell parents that with whom this partnership is to be formed have their own opinions and feelings, which need into account. Teachers will find it possible to devise a set of guidelines for use by tell parents that which they can feel perfectly confident about sharing. In our experience, though, there are one or two temptations to beware of One is to make your advice to tell parents that much too complex, because of anxiety about tell parents that getting it 'wrong'.
Children do have all kinds of pressures put on them tell parents that but in our experience, when the school and hoi work closely together, these pressures can be, relieved. But t school must get its contribution across to tell parents that clearly, aj continue, often over a long period of time, to help tho tell parents that who particularly need its support.
Children whose tell parents that aren't interested tell parents that who genuinely aren't interested in their children education must be quite hard to find; we haven't met any ye though doubtless they must exist. Where the school takes th trouble to contact aJl its tell parents that, the rate of take-up on th home reading schemes we have described is extremely higr.
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