A SPECIAL NOTE TO TEACHERS
          If you are a college trained teacher this chapter will be of special interest to you.  First, we want to tell you what our experience and research tells us.  Unfortunately, teachers have the toughest time with this method of teaching reading.  They have problems because it is very different from what they have become accustomed.  Additionally, when attempting to apply these principles, teachers tend to either add things or they make other adjustments based on their training.  Both practices destroy this program!
          When we first used this method commercially, certified teachers were hired to implement it.  In short order the certified teachers were replaced with people who knew nothing about education.  These tutors did fine.  The problem was that teachers added, subtracted, or otherwise altered these methods.  When they did that, they met with huge failure.  The failures became apparent quickly.  They could not make the adjustment.  Even when loss of employment was evident, teachers could not make the adjustment.
          Of course, we do not see this as an impossible task but we do see this as a tough task.  Our advice to you is simple to state but difficult to implement.  If you use this program, make zero alterations.  If it is not in this book, don't do it, say it, or even think it.
          A good example is how many teachers ask students to look at the book cover and make guesses about the subject of the book.  This is not only a common practice but it is also one that most educators accept as a good thing to do.  We strongly believe that this is a negative practice and would never suggest that a child do this.  We want children to know, not guess.  We think you should leave predicting to the fortunetellers.  As you can see in our method description, guessing about the story or about individual words is NOT allowed.
          There are many other "things" about our program that go against conventional thought.  We believe that is one of the reasons we are so successful.  Teachers are trained in conventional thought.  If you cannot put that training aside, you will not be successful with this program.  That is not a small task.  Teachers must stay on guard at all times to prevent backsliding.
          Another issue of interest to teachers is similar to what was just discussed.  Another trap which teachers fall into is this; once they get this program going "as is", they tend to try to embellish the program thinking that this will only make for larger success.  It just does not work.  Follow this program to the letter, make zero adjustments and be thrilled with the results.  If things are not going well, first look for the minor adjustments you made out of habit, even teeny tiny ones.
          The above is not an indictment of teachers or schools.  It is simply a statement about what works with this method and what does not work with this method.  If what you do is successful then, by all means, continue to do it.  You do not need this book.  If on the other hand, you do need this book, give it an honest try.  It is not like professional development programs you have attended where you take what you want and leave the rest.  This is a complete package.  We have experimented with many combinations of these methods and others.  What remains is what works as a unit.  It should also be noted that what we have developed for schools is different from what we have developed for individuals.  We all know that teaching twenty-five students at a time is far different than teaching one.  Approximately fifty percent of what we do at school is identical to what we suggest that people do one on one.  The other fifty- percent could be used at home but it involves equipment and preparation that is not usually found in the home.