Teachers face time crunches like never before. Curriculum content is heavy, making it difficult for teachers to keep up with ongoing changes. PPIP greatly reduces a teacher’s preparation time because of its turnkey nature. They know that the instruction is of great quality and can be assured that they are providing the best they could give to their students. The amount of time it would take to design this instruction outstrips the amount of time they have to do so. Teachers simply wouldn’t have the time to design a program as one that is as thoroughly designed as PPIP.

The program is supported by an array of relevant activities correlated to each unit. Teachers are spared the time required to design them and thus alleviating their workload. 

The program also enhances a teacher’s ability to manage their student’s learning. The number of sounds taught during a school year is manageable in number and logical in its presentation. As a result, a teacher’s classroom management skills are greatly improved by this program.

If students are experiencing difficulties or challenges with certain phonemes, activities can be sent home, involving parents in the education process. Should this avenue fail to produce results, a special education teacher can step in to provide additional help. This greatly enhances the educational system’s ability to identify and respond to weak students, providing a more in depth intervention earlier in a child’s education.

Teachers benefit from a program that is easy to teach. It takes a significant number of years for young, inexperienced teachers to become effective within a grade level. This program provides teachers with a tool that rapidly moves them up the steep learning curve they face. 

Here are a few examples of how this program can be of benefit to students and teachers:

• The program is incremental in its design. Students are not expected to perform beyond their capabilities. Student reading performance is based on what they have learned. This reduces the risk of failure to perform, ensuing discouragement and low self esteem
• The program’s ease of use means that parents or tutors can assist in homework reinforcement activities and in intervention activities of poor performers.
• Chronic poor performers can be identified and receive school support if parental intervention fails to bring about improved performance.
• The program can be used with older students for remedial purposes.
• Ideal program for classes with new Canadians who are in a situation of learning English as a second language.
• Cursive writing
• Early exposure provides ample opportunity to develop legible handwriting;
• Going from finger tracing of large letters to actual handwriting gives many opportunities to spot and correct poor penmanship;
• Practices fine motor skills directly linked to a literacy objective;
• In cursive writing, the writing instrument never leaves the page; this dovetails nicely with young children who already naturally do curvy-linear lines;
• Explicit nature reduces preparation time, allowing teachers to focus on other activities, increasing their overall performance.
• Program adaptations can be made where specific activities can be added for students struggling with learning disabilities such as dyslexia.
• Classroom management aspects:
• Teacher is positioned to single out students that are performing poorly and provide an early intervention to correct poor performance
• Number of sounds learned during a school year is easy to manage for teachers, who by decoding a given word, will know whether or not a student can read the word
• Explicit instructions translate into consistent application of program throughout all grade levels and between schools.