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The Myth of Laziness
“When we call someone lazy, we condemn a human being,” writes Mel Levine, M.D. In The Myth of Laziness, the bestselling author of A Mind at a Time shows that children dismissed as unproductive or “lazy” usually suffer from what he calls “output failure”—a neurodevelopmental dysfunction that can continue to cause difficulties into adulthood if left unchecked.
The desire to be productive is universal, says Dr. Levine, but that drive can often be frustrated by dysfunctions that obstruct output or productivity. Drawing on his clinical experience and using real-life examples of both children and adults he has worked with, Dr. Levine shows how to identify and remedy these dysfunctions. A child suffering from language production dysfunction, for example, may be incapable of clearly expressing or explaining his thoughts, thereby leading to low productivity in school. A child who has difficulty making choices may wait until it is too late to complete a project or may act impulsively, creating a pattern of bad judgments. Similarly, a child with memory weaknesses may be unable to draw on his accumulated knowledge for an assignment. In each of these cases, as Dr. Levine shows, writing skills are often the key to diagnosing specific causes of output failure.
Practical, wise, and compassionate, The Myth of Laziness offers parents and teachers day-to-day strategies and support to prevent output failure and, when necessary, to help children overcome dysfunction and become productive, successful adults.
The desire to be productive is universal, says Dr. Levine, but that drive can often be frustrated by dysfunctions that obstruct output or productivity. Drawing on his clinical experience and using real-life examples of both children and adults he has worked with, Dr. Levine shows how to identify and remedy these dysfunctions. A child suffering from language production dysfunction, for example, may be incapable of clearly expressing or explaining his thoughts, thereby leading to low productivity in school. A child who has difficulty making choices may wait until it is too late to complete a project or may act impulsively, creating a pattern of bad judgments. Similarly, a child with memory weaknesses may be unable to draw on his accumulated knowledge for an assignment. In each of these cases, as Dr. Levine shows, writing skills are often the key to diagnosing specific causes of output failure.
Practical, wise, and compassionate, The Myth of Laziness offers parents and teachers day-to-day strategies and support to prevent output failure and, when necessary, to help children overcome dysfunction and become productive, successful adults.
288 pages, Paperback
First published January 1, 2002
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826 people want to read
About the author
Mel Levine
48 books19 followersMel Levine, M.D., was professor of pediatrics at the University of North Carolina Medical School and director of its Clinical Center for the Study of Development and Learning. He was the founder and cochairman of All Kinds of Minds, a nonprofit institute for the understanding of differences in learning, and the author of two previous national best-selling books, A Mind at a Time and The Myth of Laziness.
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September 17, 2015
It's been a while since I read this, but I believe the crux of it was "get off your ass" and now I'm embarrassed for not having gotten around to doing a proper review for it...
July 23, 2008
I was watching Oprah while feeding Mighty Mouse when I first heard Dr. Mel Levine speak. A renown American pediatrician, Dr. Levine had written a book, A Mind at a Time, about the the varying neurodevelopmental systems involved in learning and how relative strengths and weaknesses can effect a child's ability to succeed. Given that I had a newborn in my arms, I was strangely alert--more so than I'd been in weeks. I prayed that Emma would keep sleeping until the interview was over. She did. Days later I bought the book and spent the subsequent weeks reading snippets between feedings, play groups, diaper changes, and naps. When I was done, I broke the news to the Captain.
"I think I want to teach."
The Myth of Laziness, a second book by Dr. Levine, focuses on neurodevelopmental dysfunctions which contribute to a person's inability to get work--particularly written work--done. As the title states clearly, the doctor believes that laziness does not exist, that every person possesses an inherent need to contribute and succeed. It is his theory that success deprivation leads to avoidance behaviours which we, in turn, label as laziness.
Through eight case studies, Levine illustrates how varying combinations of neurological glitches can result in an individual's inability to produce and, when addressed, how a person can rise on the wind of his own success. The deficits discussed include: graphomotor dysfunction, impaired memory feed into output, poor active working memory, difficulty converting thought into language, poor organization, impaired mental energy controls, weak impulse control, and insatiability.
Some cases evoke more sympathy than others: the first case--a boy with significant graphomotor dysfunction among other conditions--breaks my heart; the teenaged multi-millionaire playboy with weak attention controls, not so much. In all cases, reading is not an issue, with difficulties in output typically arising during the middle school years (ages 9 to 12) when demand for written work escalates dramatically. According to Levine, identification of a neurodevelopmental difference is neither a label, nor a get-out-of-work-free pass. Accommodations and pointed interventions at the neurological break down points can help, but won't without the commitment of the child and the child's family and educators.
So, am I convinced? Is laziness a myth? Do all humans have an inherent need to contribute, to succeed? I believe they do, but I must temper this by saying that not all persons can be successful at all things. For instance, I cannot play tennis. My eye-hand coordination is abysmal. No, really. With practice, I might improve, but only marginally and likely not enough to experience adequate emotional or financial payback to warrant the effort. Luckily, I can easily avoid the sport. I need not return a volley in order to keep my children clothed or fed. The impact of this skill deficit is negligible. Now, let's say that, instead of tennis, I was poor at writing. (No snide comments, please!) Writing forces a person to organize her thoughts into words, then sentences and, finally, into a story or argument. What if, through no fault of my own, I couldn't do it? Would I have finished high school, let alone university? Would I have had the ability to identify my strengths in the face of such a flagrant weakness? What would I think of myself? What other means would I use to feel the same pleasure and satisfaction that success affords? How would that shape my personal ethics and values? It's my suspicion that a person's neurodevelopmental profile is a large contributor to the attitude and behaviour we call laziness, but it isn't the only one.
"I think I want to teach."
The Myth of Laziness, a second book by Dr. Levine, focuses on neurodevelopmental dysfunctions which contribute to a person's inability to get work--particularly written work--done. As the title states clearly, the doctor believes that laziness does not exist, that every person possesses an inherent need to contribute and succeed. It is his theory that success deprivation leads to avoidance behaviours which we, in turn, label as laziness.
Through eight case studies, Levine illustrates how varying combinations of neurological glitches can result in an individual's inability to produce and, when addressed, how a person can rise on the wind of his own success. The deficits discussed include: graphomotor dysfunction, impaired memory feed into output, poor active working memory, difficulty converting thought into language, poor organization, impaired mental energy controls, weak impulse control, and insatiability.
Some cases evoke more sympathy than others: the first case--a boy with significant graphomotor dysfunction among other conditions--breaks my heart; the teenaged multi-millionaire playboy with weak attention controls, not so much. In all cases, reading is not an issue, with difficulties in output typically arising during the middle school years (ages 9 to 12) when demand for written work escalates dramatically. According to Levine, identification of a neurodevelopmental difference is neither a label, nor a get-out-of-work-free pass. Accommodations and pointed interventions at the neurological break down points can help, but won't without the commitment of the child and the child's family and educators.
So, am I convinced? Is laziness a myth? Do all humans have an inherent need to contribute, to succeed? I believe they do, but I must temper this by saying that not all persons can be successful at all things. For instance, I cannot play tennis. My eye-hand coordination is abysmal. No, really. With practice, I might improve, but only marginally and likely not enough to experience adequate emotional or financial payback to warrant the effort. Luckily, I can easily avoid the sport. I need not return a volley in order to keep my children clothed or fed. The impact of this skill deficit is negligible. Now, let's say that, instead of tennis, I was poor at writing. (No snide comments, please!) Writing forces a person to organize her thoughts into words, then sentences and, finally, into a story or argument. What if, through no fault of my own, I couldn't do it? Would I have finished high school, let alone university? Would I have had the ability to identify my strengths in the face of such a flagrant weakness? What would I think of myself? What other means would I use to feel the same pleasure and satisfaction that success affords? How would that shape my personal ethics and values? It's my suspicion that a person's neurodevelopmental profile is a large contributor to the attitude and behaviour we call laziness, but it isn't the only one.
October 3, 2010
So i loved reading this book. I felt so smart and like I was learning Sooo much. He has this whole philosophy that people aren't lazy but just have output failure. This is when they have a "wiring" such as "low mental energy, disorganization, language dysfunction, impoverished ideation, ineffective motor output, insufficient memory, weak production control, insatiability and social distractibility" that is keeping them from producing at the rate they want to be. When we condemn people to laziness it is just showing we don't understand them. I really am glad I read this book and feel it will really help me with my teaching, parenting, and self improvement. Recommended for everyone!
February 18, 2023
یکی از بهترین کتابهایی که در حوزهی روانشناسی تربیتی خواندهام. در هر فصل دربارهی کودک یا نوجوانی که از یک نارسایی رنج میبرد و بر تعامل او با کودکان دیگر، درس و زندگی آنها تاثیر میگذارد صحبت میکند و به دنبال آن راهکارهایی را ارائه میدهد. این کودکان در مدرسه یا خانه ممکن است به اشتباه تنبل یاد شوند و خود کودک هم به این باور برسد که تنبل است و توانایی یادگیری ندارد، اما نویسنده یادآوری میکند که این اصطلاحیاست که به غلط جا افتاده و گاهی خود معلمان و والدین هم به دلیل ناآگاهی مشوق این دیدگاهاند.
این کتاب حتا به بزرگسالان کمک میکند که دلیل برخی ناکارآمدیهای زندگی خود را با وجود تلاشهای زیاد پیدا کنند و بشناسند.
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پ.ن: کتاب از انتشارات پیکبهار منتشر شده و مترجم هاش هم الهه رضوی و فرح اژدریه، کتاب رو خیلی ناگهانی از فرازمند رشت پیدا کردم و خیلی هم بابت خریدنش خوشحالم.
این کتاب حتا به بزرگسالان کمک میکند که دلیل برخی ناکارآمدیهای زندگی خود را با وجود تلاشهای زیاد پیدا کنند و بشناسند.
_
پ.ن: کتاب از انتشارات پیکبهار منتشر شده و مترجم هاش هم الهه رضوی و فرح اژدریه، کتاب رو خیلی ناگهانی از فرازمند رشت پیدا کردم و خیلی هم بابت خریدنش خوشحالم.
February 1, 2014
"أسطورة الكسل" يبدو الاسم جذّابًا، ويعد بالكثير، خاصةً مع الجملة التي كتبت على غلافه " خبير من أبرز خبراء التعليم الأمريكي يبين في هذا الكتاب كيف يستطيع الآباء والأمهات والأولاد أن يكونوا منتجين".
حينما ابتعته ظننت أني أضيف لمكتبتي كتاب آخر مِن كتب التنمية البشرية، التي كدت أحفظ ما يردده معظم خبرائها –لازلت أحب قرائتها مع ذلك- لكن الكتاب خالف توقعاتي، ومنذ الفصل الأول أدركت أن هذا كتاب علم نفس تربوي بامتياز، وكل ما يمت بصلة لعلم النفس يُثير اهتمامي بشدة.
مؤلف الكتاب طبيب أطفال، يحكي لنا في كل فصل حكاية أحد الطلاب الذين واجهوا مشكلة ما فيما يتعلق بمردودهم الدراسي، ومع الفصل الأول عرفت أن هذا الكتاب سيترك في نفسي انطباعًا قويًّا ويُغيّر نظرتي لكثير مِن الأشياء، تمامًا كما فعل الفيلم الهندي "taare zameen par / Like Stars on Earth" الذي كان يحكي لنا قصة طفل مُصاب "بعسر القراءة / Dyslexia " تلك الكلمة التي لم أكن أعرف سوى اسمها بالعربيّة والإنجليزيّة لأني درستها في التيرمنولوجي، لكن الفيلم أضاف لها بعدًا آخر في مُخيلتي.
نعود للكتاب، الذي يبين لنا في كل فصل قصة بتفاصيلها عن أحد الأطفال، ويبيّن لنا أن كثير من الأطفال المتهمين زورًا بالكسل يوجد احتمال كبير أنهم يُعانون مِن مشكلة ما في تركيب أعصابهم أو دماغهم تجعلهم يواجهون هذه المشكلة، لكن المدرسة والوالدين والمجتمع وبالطبع الطفل المسكين نفسه لا يدركون هذا، وتبدأ الصورة الذاتيّة للطفل بالاهتزاز، ناعتًا نفسه بالتخلف أو الكسل، مُتخليًا عن كل طموحاته، راكنًا إلى الكسل الذي اتُهِم به.
"إن الأطفال الذين يعانون من هذه الصعوبات هم ضحايا أبرياء لتركيبة عقولهم ذاتها. فلديهم قصور نوعي في مناطق معينة مِن الدماغ تسيطر على الذاكرة أو اللغة أو الانتباه أو الوظائف الحركيّة أو النواحي الأخرى الضروريّة للنجاح في المدارس. تدعى الفجوات في هذه المناطق باسم الاختلالات الوظيفيّة العصبية التطورية. ويكون بعضها منذ الولادة والآخر مكتسبًا بسبب الجينات أو لأسباب بيئية معينة. ولكن أغلب الاختلالات الوظيفيّة غامضة ومجهولة السبب."
فالطفل الأول "راسل" كان يعاني مِن مشكلة أنّ الأعصاب في عضلاته الصغير "الأصابع" لا تقوم بعملها كما يجب، يُعاني مِن عسر كبير جدًا في الكتابة، لأن أصابعه لا تتلقى أو ترسل الإشارات العصبية كما يجب.
نعرف أيضًا قصة فتاة أخرى لديها مشكلة في تنظيم الطاقة الذهنيّة فتارة هي غاية في الذكاء تكتب بأسلوب منمق، وتارة أخرى تختفي تلك القدرة. وقصص أخرى يحكيها لنا في أسلوب شيّق مع تشخيص دقيق وشرحِ واف.
ويختم آخر فصلين بالتوقعات الممكنة لكل حالة، وبكثير مِن النصائح وطرق التعامل، بل وبجداول ملحقة تُعين المرء على اكتشاف القصور الذي يُعاني منه الطفل. يذكر الكتاب أيضًا أن كثير مِن الكِبار لازالو يُعانون مِن نفس المشاكل وإن كان معظمهم تفاداها باختيار وظيفة أو مجال يُظهر نقاط قوته وليس نقاط ضعفه، وبعضهم لازال يُعاني مِن نفس المشكلات، بل في بعض الأحيان تكون مشكلة الطفل تلك وراثيّة.
في ختام الكتاب وضح لنا الكاتب أن كتابه هذا ليس لتبرير موقف ذوي المردود القاصر، بل هو لإلقاء الضوء على مشكلاتهم حتى لا يكون لهم عذرًا لتحقيق ما يريدونه، ويقول أيضًا "الكسل يكمن في عقل الذي يتّهِم غيره بهِ. ولنأمل أن المتهم بهذه التهمة لا يخصع لها ويستسلم لقصور المردود فيجعل الاتهام حقيقة واقعة. وعندما تقول لشخصِ ما أنه كسول، فإنك تعترف بعجزك عن فهمه."
لشدّ ما أريد إعطاء ذلك الكتاب لكل مُدّرس أو ناظر مدرسة، أو أي مهتم بالتعليم أو التدريس، فالكتاب بيَّن لي كيف أن مجتمعنا – العربي بشكل خاص- يظلم كثير مِن الأطفال، دون حتى محاولة فهم مشكلتهم، وبدلاً مِن تذليل الصعاب لهذا الطفل أو ذاك، هم فقط يُمعنون في تعذبيه وإذلاله، واتهامه بالكسل!
حينما ابتعته ظننت أني أضيف لمكتبتي كتاب آخر مِن كتب التنمية البشرية، التي كدت أحفظ ما يردده معظم خبرائها –لازلت أحب قرائتها مع ذلك- لكن الكتاب خالف توقعاتي، ومنذ الفصل الأول أدركت أن هذا كتاب علم نفس تربوي بامتياز، وكل ما يمت بصلة لعلم النفس يُثير اهتمامي بشدة.
مؤلف الكتاب طبيب أطفال، يحكي لنا في كل فصل حكاية أحد الطلاب الذين واجهوا مشكلة ما فيما يتعلق بمردودهم الدراسي، ومع الفصل الأول عرفت أن هذا الكتاب سيترك في نفسي انطباعًا قويًّا ويُغيّر نظرتي لكثير مِن الأشياء، تمامًا كما فعل الفيلم الهندي "taare zameen par / Like Stars on Earth" الذي كان يحكي لنا قصة طفل مُصاب "بعسر القراءة / Dyslexia " تلك الكلمة التي لم أكن أعرف سوى اسمها بالعربيّة والإنجليزيّة لأني درستها في التيرمنولوجي، لكن الفيلم أضاف لها بعدًا آخر في مُخيلتي.
نعود للكتاب، الذي يبين لنا في كل فصل قصة بتفاصيلها عن أحد الأطفال، ويبيّن لنا أن كثير من الأطفال المتهمين زورًا بالكسل يوجد احتمال كبير أنهم يُعانون مِن مشكلة ما في تركيب أعصابهم أو دماغهم تجعلهم يواجهون هذه المشكلة، لكن المدرسة والوالدين والمجتمع وبالطبع الطفل المسكين نفسه لا يدركون هذا، وتبدأ الصورة الذاتيّة للطفل بالاهتزاز، ناعتًا نفسه بالتخلف أو الكسل، مُتخليًا عن كل طموحاته، راكنًا إلى الكسل الذي اتُهِم به.
"إن الأطفال الذين يعانون من هذه الصعوبات هم ضحايا أبرياء لتركيبة عقولهم ذاتها. فلديهم قصور نوعي في مناطق معينة مِن الدماغ تسيطر على الذاكرة أو اللغة أو الانتباه أو الوظائف الحركيّة أو النواحي الأخرى الضروريّة للنجاح في المدارس. تدعى الفجوات في هذه المناطق باسم الاختلالات الوظيفيّة العصبية التطورية. ويكون بعضها منذ الولادة والآخر مكتسبًا بسبب الجينات أو لأسباب بيئية معينة. ولكن أغلب الاختلالات الوظيفيّة غامضة ومجهولة السبب."
فالطفل الأول "راسل" كان يعاني مِن مشكلة أنّ الأعصاب في عضلاته الصغير "الأصابع" لا تقوم بعملها كما يجب، يُعاني مِن عسر كبير جدًا في الكتابة، لأن أصابعه لا تتلقى أو ترسل الإشارات العصبية كما يجب.
نعرف أيضًا قصة فتاة أخرى لديها مشكلة في تنظيم الطاقة الذهنيّة فتارة هي غاية في الذكاء تكتب بأسلوب منمق، وتارة أخرى تختفي تلك القدرة. وقصص أخرى يحكيها لنا في أسلوب شيّق مع تشخيص دقيق وشرحِ واف.
ويختم آخر فصلين بالتوقعات الممكنة لكل حالة، وبكثير مِن النصائح وطرق التعامل، بل وبجداول ملحقة تُعين المرء على اكتشاف القصور الذي يُعاني منه الطفل. يذكر الكتاب أيضًا أن كثير مِن الكِبار لازالو يُعانون مِن نفس المشاكل وإن كان معظمهم تفاداها باختيار وظيفة أو مجال يُظهر نقاط قوته وليس نقاط ضعفه، وبعضهم لازال يُعاني مِن نفس المشكلات، بل في بعض الأحيان تكون مشكلة الطفل تلك وراثيّة.
في ختام الكتاب وضح لنا الكاتب أن كتابه هذا ليس لتبرير موقف ذوي المردود القاصر، بل هو لإلقاء الضوء على مشكلاتهم حتى لا يكون لهم عذرًا لتحقيق ما يريدونه، ويقول أيضًا "الكسل يكمن في عقل الذي يتّهِم غيره بهِ. ولنأمل أن المتهم بهذه التهمة لا يخصع لها ويستسلم لقصور المردود فيجعل الاتهام حقيقة واقعة. وعندما تقول لشخصِ ما أنه كسول، فإنك تعترف بعجزك عن فهمه."
لشدّ ما أريد إعطاء ذلك الكتاب لكل مُدّرس أو ناظر مدرسة، أو أي مهتم بالتعليم أو التدريس، فالكتاب بيَّن لي كيف أن مجتمعنا – العربي بشكل خاص- يظلم كثير مِن الأطفال، دون حتى محاولة فهم مشكلتهم، وبدلاً مِن تذليل الصعاب لهذا الطفل أو ذاك، هم فقط يُمعنون في تعذبيه وإذلاله، واتهامه بالكسل!
September 5, 2014
I highly recommend this to all educators and principals whether they think they have special needs children in their classrooms or not.
Mel Levine equips us with categories for investigating student output failure, disarming our too-often knee-jerk reaction to attribute all struggles to character flaws. Yet, he's not creating cop-outs for strugglers. He says, "I believe that once an individual understands the sources of her output failure, she can be held more accountable, not less so" (p. 225)
I love his use of case-studies to help us grasp what textbooks often merely theoretically label and describe. Most useful is his insistence that once we have discovered the source of output failure, that we "demsytify" it for the student. Another message of hope that he offers struggling learners (and humbles educational institutions) with is "Real life as an adult is easier than life in school." Surprising? After 18 years in education, I agree all the more. Read the book.
Below is an outline of the 8 types of struggles and the questions we might ask to investigate them.
Ineffective Motor Output
o In which activities does the student move especially slowly or clumsily?
o Do you observe the same kinds of difficulties in fine motor as well as gross motor activities?
Insufficient Memory
o Does the student forget processes, facts, or both?
o Does the student routinely forget the same kind of information? (Aural, Verbal, Numerical, Visual, Spatial, other)
Language Dysfunction
o In which language art (listening, speaking, reading, writing) does the student seem deficient
o In which of the six traits does the student score low.
o Which step of the writing process mystifies the student.
Impoverished Ideation
o In what subjects does the student get “stuck”?
o During what kinds of activities?
Low Mental Energy
o Does this occur during a certain time of day?
o Does it occur during certain subjects?
o Does it occur on certain days?
Weak Production Control
o Previewing – Can the student foresee the final product?
o Options – Can the student think about choices for accomplishment?
o Pacing – Does the student regulate the speed of work?
o Quality – Does the student monitor quality during work?
o Reinforcement – Does the student reflect on the product in order to improve the process the next time?
Insatiability and/or Social Distractibility
o Does the student’s attention shift to whatever is most exciting?
o What does the student pay attention to?
o When can the student concentrate?
Disorganization
o Materials
o Tasks (priorities)
o Time
Mel Levine equips us with categories for investigating student output failure, disarming our too-often knee-jerk reaction to attribute all struggles to character flaws. Yet, he's not creating cop-outs for strugglers. He says, "I believe that once an individual understands the sources of her output failure, she can be held more accountable, not less so" (p. 225)
I love his use of case-studies to help us grasp what textbooks often merely theoretically label and describe. Most useful is his insistence that once we have discovered the source of output failure, that we "demsytify" it for the student. Another message of hope that he offers struggling learners (and humbles educational institutions) with is "Real life as an adult is easier than life in school." Surprising? After 18 years in education, I agree all the more. Read the book.
Below is an outline of the 8 types of struggles and the questions we might ask to investigate them.
Ineffective Motor Output
o In which activities does the student move especially slowly or clumsily?
o Do you observe the same kinds of difficulties in fine motor as well as gross motor activities?
Insufficient Memory
o Does the student forget processes, facts, or both?
o Does the student routinely forget the same kind of information? (Aural, Verbal, Numerical, Visual, Spatial, other)
Language Dysfunction
o In which language art (listening, speaking, reading, writing) does the student seem deficient
o In which of the six traits does the student score low.
o Which step of the writing process mystifies the student.
Impoverished Ideation
o In what subjects does the student get “stuck”?
o During what kinds of activities?
Low Mental Energy
o Does this occur during a certain time of day?
o Does it occur during certain subjects?
o Does it occur on certain days?
Weak Production Control
o Previewing – Can the student foresee the final product?
o Options – Can the student think about choices for accomplishment?
o Pacing – Does the student regulate the speed of work?
o Quality – Does the student monitor quality during work?
o Reinforcement – Does the student reflect on the product in order to improve the process the next time?
Insatiability and/or Social Distractibility
o Does the student’s attention shift to whatever is most exciting?
o What does the student pay attention to?
o When can the student concentrate?
Disorganization
o Materials
o Tasks (priorities)
o Time
December 28, 2014
As an educator, it is clear there are kids whose stories tug at the heart strings. They go home to unsteady care for a variety of reasons. They come from abandonment, abuse, neglect, divorce, death, and the list goes on. I don't disagree with the thesis. There are kids who simply do not have the ability or wherewithal to achieve. Their lack of ambition or work ethic stems from this or outside influences. But this book just leaves the educator ever more disheartened. Providing examples and a laundry list of suggestions without actual success stories doesn't help. Each person Levine sites is barely heard from again and what snippets he does provide hardly encourages hope. Although follow through seems beyond his purview, for this book, it would have behooved him and his readers to do so. On another note, I did appreciate some of his thoughts on how we teach. Every teacher thinks his/her subject is the most important and that the students must ingest every facet because, of course, how could they not love the subject you hold so near and dear. However, in real life, it is true that, on a daily basis, you do not have to be experts in multiple fields or have hours of homework in addition to your daily grind. The value of education is in the skill building and not all of the content knowledge but sometimes, just sometimes, we need that little reminder.
P.S. The allegations against him and subsequent suicide also call into question any work he has done.
P.S. The allegations against him and subsequent suicide also call into question any work he has done.
August 14, 2011
I think every single teacher of any subject should read this - learned so much about students and learning issues!!
August 23, 2016
Although Mr. Levine focuses on pediatrics, the book gives great insight into how the brain functions.
May 19, 2014
Teacher: Mel Levine shares the myth of Sisyphus as an introduction to his book, The Myth of Laziness. Sisyphus not only had to push a massive boulder up a mountain, but he was doomed to repeat this effort for eternity because the boulder kept rolling back down. Sisyphus could push and push, but he would never succeed, no matter how many times he tried. In Chapter 1, “Getting the Mind to Work,” Levine then introduces the term “output failure” to describe what some children experience in school. How is a child’s experience of output failure analogous to Sisyphus’ fate?
Colleague: Like Sisyphus, the child with hidden disabilities exerts extreme effort only to have that effort miss the goal or the “success point.” Often, like Sisyphus, the child must start over, and in fact, for the child whose hidden disability is not recognized, the school years must seem like an eternity of pushing boulders, with no success. For example, perhaps the child is presented with an assignment to write a summary of story he read. The child begins pushing by reading the story, and as Levine points out, may read quite well so the reading proves easily completed by the child. The child finishes the story, and like Sisyphus, has his boulder just about to the top of the mountain, but then when he sits down to write the summary, it’s as if he never read a word…and the proverbial boulder rolls back down the mountain. Thus, the child experiences “output failure” –he was able to receive the input of the language, but unable to demonstrate his understanding through a well-written summary.
Teacher: If the student reads well and understands the text, why is he unable to write a summary? It seems that a summary is a relatively simple writing assignment requiring only the time it takes to decide three to five main points and to then write them out in a paragraph. If the child focuses and he does indeed understand the story, why can’t he write the assigned summary?
Colleague: Levine presents several possible reasons for this child’s “output failure” and in fact, Levine states that “difficulty with writing is far and away the most telling sign of output failure during the childhood and teenage years.” Levine lists the number of processing activities that must take place, almost simultaneously, within the child’s brain in order to write. If there is even slightest “miswiring,” the child will not be able to wrangle all of the muscles and brain’s regions into one cohesive working unit — “output failure” will occur as the child is unable to gather the materials he needs (pencils, reference books, or computer equipment), as well as his time, generate good ideas, organize his thoughts, encode his ideas into clear language, remember many things at once (such as spelling, rules of punctuation, facts, and instructions), coordinate his fingers so they can keyboard or form letters, plan and monitor the quality of his work, and complete the assignment with a neat, well-written product — again, the proverbial boulder rolls back down the hill with each effort to write. Levine asserts that “Writing is the largest orchestra a kid’s mind has to conduct.” If like Sisyphus, the child repeatedly experiences this type of failure to complete the task well, he will most likely come to hate writing. Later in the book, Levine explains this, saying, “When you commit an error in reading, your miscue evaporates into the atmosphere, but when you mess up in writing, you leave behind a permanent document of your inadequacy.” Some children will come to simply refuse to write, producing the bare minimum on paper, and as a result, their teachers will consider them lazy. Other children will continue to try and try and try, but the process is so labor-intensive, they literally will experience physical pain — much like Sisyphus must have felt pushing that boulder up the mountain time and time and time again.
Teacher: Okay, so if the child’s inability to complete the summary isn’t due to laziness, which would be the assumed cause, why is the inability to write caused by this “output failure?”
Colleague: First, we want to distinguish between cause and effect here. True, if a child were lazy, that would cause him to neglect or put off or ignore the writing assignment. In the case of “output failure,” however, failure to complete the assignment, this “output failure,” is the effect, not the cause. We are seeing the effect of one or more hidden disabilities. For example, these disabilities may affect the child’s ability to physically grasp a pencil correctly (graphomotor control), or impede his ability to store information in long-term memory for later retrieval when needed, or impact his mental stamina rendering him unable to focus long enough to meet the cognitive demands of writing. These hidden issues are actually called neurodevelopmental dysfunctions. Some children are born with these dysfunctions, others acquire them. Some dysfunctions are genetically caused and others occur due to environmental factors. Because we often don’t know the exact cause, we sometimes make assumptions about a child’s motives and abilities rather than considering what may be happening neurologically. This is especially true when the child takes in information without difficulty, such as through reading. For this reason, the dysfunction is not a processing issue, but a production issue. To make a long answer short: “output failure” is misidentified as laziness, but unlike laziness, it is not a cause of weak writing; it is an effect of neurological dysfunctions which impact writing ability.
Teacher: Well, clearly this means a paradigm shift for me as a teacher. I may never have told a child that I believe he’s lazy, but I’m sure that I’ve thought it and communicated it indirectly. In my defense, however, if these dysfunctions are neurological and do not manifest themselves as visibly as say, a reading disorder where the child clearly cannot sound out words for example, how am I supposed to know whether or not the child who doesn’t write well struggles with “output failure” or with a lack of motivation?
Colleague: That’s an understandable concern. But the very fact that you’re asking the question will lead to the answer. These children need teachers who recognize the need for that paradigm shift; they need teachers who will care enough to seek answers to why the child can take in and process information well but cannot produce; why the child continues guaranteeing and expecting to do things, yet can’t seem to deliver on the promises; why the child can read much better than he can compose; and why he can translate information, yet can’t put what they figure out to use in written format. We look for clues such as does the child hold the pencil awkwardly or seem to experience pain after writing. During in-class writing activities, we note how the child begins – does he have a system for brainstorming ideas or does he just sit because he doesn’t know how to gather the ideas in his brain and collect them onto paper. Does he start writing and then suddenly wad up the paper and start over, repeatedly (like Sisyphus and the boulder)? And of course, assessments can reveal clues; does the child express insights and understanding during class discussion, but fail to write such lucid and meaningful responses on written tests. When we look for these clues, we will see the signs, and though we may not know the exact neurological cause, we will certainly be able to avoid making negative judgments. Levine says it best when he admonishes us that “when we call someone lazy, we condemn a human being.” This first chapter “Getting the Mind to Work” enables us to make that paradigm shift allowing us to look for clues with Levine as we read the case studies, and to see his application of the understanding of the difference between laziness and “output failure.”
Teacher: When we recognize “output failure,” do we excuse the child from writing so that we don’t continue the Sisyphus-effect of repeated failure?
Colleague: Writing provides so many benefits beyond simply meeting the needs of a specific assignment, so we do want the child to write. Writing aids in developing and maintaining the brain circuitries that connect various functions such as language, memory, and motor control. We do not want to hinder this development by excusing the child from writing. Instead, we want to help the child by providing instruction in specific skills so that the child can better deal with the neurological miswiring – that’s why Levine’s book is so important. He hasn’t just “demystified” the problem of perceived laziness for us, he also provides specific guidance for working with children affected by output failure. For example, if the issue seems to be related to motor control, Levine shares specific interventions that can be used to assist the child with pencil grip and the physical act of writing; or if the problem lies in the area of language, Levine offers strategies for working with the child in the area of spelling. The book actually contains 7 case studies, each of which demonstrates Levine’s work with a child to determine the nature of the production failure, the possible interventions, and results. The final chapters present specific strategies for working specifically on writing output, breaking the task of writing into manageable tasks that the child can learn to do independently after practicing with his teacher. As a result, we can work with our children so that they can enjoy positive experiences with writing and move that boulder up the mountain with confidence.
If you’re looking for a quick, yet impactful book to add to your summer reading list, I highly recommend Mel Levine’s The Myth of Laziness!
Colleague: Like Sisyphus, the child with hidden disabilities exerts extreme effort only to have that effort miss the goal or the “success point.” Often, like Sisyphus, the child must start over, and in fact, for the child whose hidden disability is not recognized, the school years must seem like an eternity of pushing boulders, with no success. For example, perhaps the child is presented with an assignment to write a summary of story he read. The child begins pushing by reading the story, and as Levine points out, may read quite well so the reading proves easily completed by the child. The child finishes the story, and like Sisyphus, has his boulder just about to the top of the mountain, but then when he sits down to write the summary, it’s as if he never read a word…and the proverbial boulder rolls back down the mountain. Thus, the child experiences “output failure” –he was able to receive the input of the language, but unable to demonstrate his understanding through a well-written summary.
Teacher: If the student reads well and understands the text, why is he unable to write a summary? It seems that a summary is a relatively simple writing assignment requiring only the time it takes to decide three to five main points and to then write them out in a paragraph. If the child focuses and he does indeed understand the story, why can’t he write the assigned summary?
Colleague: Levine presents several possible reasons for this child’s “output failure” and in fact, Levine states that “difficulty with writing is far and away the most telling sign of output failure during the childhood and teenage years.” Levine lists the number of processing activities that must take place, almost simultaneously, within the child’s brain in order to write. If there is even slightest “miswiring,” the child will not be able to wrangle all of the muscles and brain’s regions into one cohesive working unit — “output failure” will occur as the child is unable to gather the materials he needs (pencils, reference books, or computer equipment), as well as his time, generate good ideas, organize his thoughts, encode his ideas into clear language, remember many things at once (such as spelling, rules of punctuation, facts, and instructions), coordinate his fingers so they can keyboard or form letters, plan and monitor the quality of his work, and complete the assignment with a neat, well-written product — again, the proverbial boulder rolls back down the hill with each effort to write. Levine asserts that “Writing is the largest orchestra a kid’s mind has to conduct.” If like Sisyphus, the child repeatedly experiences this type of failure to complete the task well, he will most likely come to hate writing. Later in the book, Levine explains this, saying, “When you commit an error in reading, your miscue evaporates into the atmosphere, but when you mess up in writing, you leave behind a permanent document of your inadequacy.” Some children will come to simply refuse to write, producing the bare minimum on paper, and as a result, their teachers will consider them lazy. Other children will continue to try and try and try, but the process is so labor-intensive, they literally will experience physical pain — much like Sisyphus must have felt pushing that boulder up the mountain time and time and time again.
Teacher: Okay, so if the child’s inability to complete the summary isn’t due to laziness, which would be the assumed cause, why is the inability to write caused by this “output failure?”
Colleague: First, we want to distinguish between cause and effect here. True, if a child were lazy, that would cause him to neglect or put off or ignore the writing assignment. In the case of “output failure,” however, failure to complete the assignment, this “output failure,” is the effect, not the cause. We are seeing the effect of one or more hidden disabilities. For example, these disabilities may affect the child’s ability to physically grasp a pencil correctly (graphomotor control), or impede his ability to store information in long-term memory for later retrieval when needed, or impact his mental stamina rendering him unable to focus long enough to meet the cognitive demands of writing. These hidden issues are actually called neurodevelopmental dysfunctions. Some children are born with these dysfunctions, others acquire them. Some dysfunctions are genetically caused and others occur due to environmental factors. Because we often don’t know the exact cause, we sometimes make assumptions about a child’s motives and abilities rather than considering what may be happening neurologically. This is especially true when the child takes in information without difficulty, such as through reading. For this reason, the dysfunction is not a processing issue, but a production issue. To make a long answer short: “output failure” is misidentified as laziness, but unlike laziness, it is not a cause of weak writing; it is an effect of neurological dysfunctions which impact writing ability.
Teacher: Well, clearly this means a paradigm shift for me as a teacher. I may never have told a child that I believe he’s lazy, but I’m sure that I’ve thought it and communicated it indirectly. In my defense, however, if these dysfunctions are neurological and do not manifest themselves as visibly as say, a reading disorder where the child clearly cannot sound out words for example, how am I supposed to know whether or not the child who doesn’t write well struggles with “output failure” or with a lack of motivation?
Colleague: That’s an understandable concern. But the very fact that you’re asking the question will lead to the answer. These children need teachers who recognize the need for that paradigm shift; they need teachers who will care enough to seek answers to why the child can take in and process information well but cannot produce; why the child continues guaranteeing and expecting to do things, yet can’t seem to deliver on the promises; why the child can read much better than he can compose; and why he can translate information, yet can’t put what they figure out to use in written format. We look for clues such as does the child hold the pencil awkwardly or seem to experience pain after writing. During in-class writing activities, we note how the child begins – does he have a system for brainstorming ideas or does he just sit because he doesn’t know how to gather the ideas in his brain and collect them onto paper. Does he start writing and then suddenly wad up the paper and start over, repeatedly (like Sisyphus and the boulder)? And of course, assessments can reveal clues; does the child express insights and understanding during class discussion, but fail to write such lucid and meaningful responses on written tests. When we look for these clues, we will see the signs, and though we may not know the exact neurological cause, we will certainly be able to avoid making negative judgments. Levine says it best when he admonishes us that “when we call someone lazy, we condemn a human being.” This first chapter “Getting the Mind to Work” enables us to make that paradigm shift allowing us to look for clues with Levine as we read the case studies, and to see his application of the understanding of the difference between laziness and “output failure.”
Teacher: When we recognize “output failure,” do we excuse the child from writing so that we don’t continue the Sisyphus-effect of repeated failure?
Colleague: Writing provides so many benefits beyond simply meeting the needs of a specific assignment, so we do want the child to write. Writing aids in developing and maintaining the brain circuitries that connect various functions such as language, memory, and motor control. We do not want to hinder this development by excusing the child from writing. Instead, we want to help the child by providing instruction in specific skills so that the child can better deal with the neurological miswiring – that’s why Levine’s book is so important. He hasn’t just “demystified” the problem of perceived laziness for us, he also provides specific guidance for working with children affected by output failure. For example, if the issue seems to be related to motor control, Levine shares specific interventions that can be used to assist the child with pencil grip and the physical act of writing; or if the problem lies in the area of language, Levine offers strategies for working with the child in the area of spelling. The book actually contains 7 case studies, each of which demonstrates Levine’s work with a child to determine the nature of the production failure, the possible interventions, and results. The final chapters present specific strategies for working specifically on writing output, breaking the task of writing into manageable tasks that the child can learn to do independently after practicing with his teacher. As a result, we can work with our children so that they can enjoy positive experiences with writing and move that boulder up the mountain with confidence.
If you’re looking for a quick, yet impactful book to add to your summer reading list, I highly recommend Mel Levine’s The Myth of Laziness!
June 12, 2011
The highlight of this book is Levine’s examination of writing and output. Levine argues that writing is a test of output capacity and that “there’s no other requirement that demands the coordination and integration of so many different neurodevelopmental functions and academic subskills” (7). He explains the many simultaneous skills used when writing and reminds us that “it takes energy and fortitude to complete a term paper. Intense focus is called for in answering an essay question as well” (7). Levine says it best when he compares writing as “the largest orchestra a student’s mind has to conduct” (7).
This book’s overall argument of the laziness myth has its points, but is not entirely convincing. Levine has it right when he argues we are born with a “drive to produce” and that we are shaped into the individuals we become. While I understand his output approach, I still can’t get past the fact that there are undoubtedly kids (and adults) who just don’t want to work at anything. Call it what you want. Identify the causes. Analyze the reasons. But the act of not putting effort into anything is still defined as lazy. Levine also endorses a rigorous teacher plan to help children, which shifts the weight on teachers, but isn’t this essentially insinuating that it’s the teachers who are lazy and aren’t doing their jobs? This seems like the same “blame the teacher, pat the child on the back” ideology we’ve seen everywhere the past several decades. However, Levine does go on to endorse heavy continuous drills, which sets him apart from the rest of the education establishment.
I definitely recommend the book to teachers, (especially English teachers), administrators, and parents,
This book’s overall argument of the laziness myth has its points, but is not entirely convincing. Levine has it right when he argues we are born with a “drive to produce” and that we are shaped into the individuals we become. While I understand his output approach, I still can’t get past the fact that there are undoubtedly kids (and adults) who just don’t want to work at anything. Call it what you want. Identify the causes. Analyze the reasons. But the act of not putting effort into anything is still defined as lazy. Levine also endorses a rigorous teacher plan to help children, which shifts the weight on teachers, but isn’t this essentially insinuating that it’s the teachers who are lazy and aren’t doing their jobs? This seems like the same “blame the teacher, pat the child on the back” ideology we’ve seen everywhere the past several decades. However, Levine does go on to endorse heavy continuous drills, which sets him apart from the rest of the education establishment.
I definitely recommend the book to teachers, (especially English teachers), administrators, and parents,
March 16, 2013
I really learned a lot; I read about two-thirds of this book. I had to constantly stop to digest what he said and how it applied to myself and my children. We have seven children and among us all, some of the mental issues he talks about are present in every one of us. Where he considers these issues a problem, though, I have trouble with. Some are simply the fact that not everyone has the same strengths, and by the time we reach adulthood most of us have learned to work to our strengths and fill in for our weaknesses or work around them. Mel Levine works with children who have had trouble in the school system, which my children are not in. He manages to stress that the demands of public schools on children are very high, sometimes to the point of being unreachable, and he says that teachers and administrators need to work with parents and children. He manages never to condemn the system, never to say that there's something wrong with a system that demands so much writing and memorizing from every kid at young ages. So I had to mentally draw what was useful and ignore the rest; a great deal of what he's talking about as problems, I feel, could be greatly reduced by individual attention and working to each child's strengths, instead of trying to cram every square peg into the same round holes. I also think that maturity, without condemnation for having been unable to accomplish these things at younger ages, would allow young people to come into their more-balanced brains during the teen years without the mental baggage and self-esteem issues.
April 15, 2009
This is another great book about working with kids that we can't seem to get anything out of. the author is a medical doctor and the book is divided up into case studies of students who are seemingly bright, but who don't produce quality work or achieve. The students are all different ages and the author walks us through what exactly is happening in each student's brain.
Also, the author introduced me to the concept of demystification, which basically sitting the student down and explaining to the student exactly what his or her "label" is, what it means, and what the student can do about it. That's why I don't sugar coat things for my sped students. It's actually more empowering for them to know that they have an LD or an MR label and what that means so they can own it and make it theirs, instead of just thinking that they are lazy or stupid.
This book does take a while to work through, since a lot of it is in medical jargon, but it is well worth the read.
Also, the author introduced me to the concept of demystification, which basically sitting the student down and explaining to the student exactly what his or her "label" is, what it means, and what the student can do about it. That's why I don't sugar coat things for my sped students. It's actually more empowering for them to know that they have an LD or an MR label and what that means so they can own it and make it theirs, instead of just thinking that they are lazy or stupid.
This book does take a while to work through, since a lot of it is in medical jargon, but it is well worth the read.
July 6, 2008
For me this book was amazing, because I have a son who is the prime example of what this book is about. He has output problems, stemming mostly from his trouble writing and spelling.
This book gives me hope and examples of how to help D. succeed in his education. I was able to talk to D about his strengths and his weaknesses and talk about how we can work around them.
For instance he is starting a keyboarding class on Monday. In this book I learned that often kids who struggle with writing, struggle also with learning keyboarding, but it is so worth it.
So I let Devon know, you will have to work hard to learn keyboarding, but you can do it and it will have long reaching benefits.
If you have a child struggling with dysgraphia or spelling, this is a must read!
This book gives me hope and examples of how to help D. succeed in his education. I was able to talk to D about his strengths and his weaknesses and talk about how we can work around them.
For instance he is starting a keyboarding class on Monday. In this book I learned that often kids who struggle with writing, struggle also with learning keyboarding, but it is so worth it.
So I let Devon know, you will have to work hard to learn keyboarding, but you can do it and it will have long reaching benefits.
If you have a child struggling with dysgraphia or spelling, this is a must read!
August 28, 2009
Okay, I am on pg. 73. I feel like this guy is knowledgeable, although, when reading a non-fiction for the sake of gaining career related knowledge, I really turn on my "skimming". He is a bit wordy, in that I could care less whether or not the case study student's toe nailpolish matches her shirt...I also wish he would not have combined student personalities into one. I feel like some of it is a bit unrealistic. That said, I do like some of the recommendations/accommodations/treatment options. I took some notes and buy into a lot of them. Particularly the ones related to memory. I will definitely be suggesting some of these. Can't wait to discuss it w/ my colleague when I get home! I know she loved it...
January 16, 2011
I was glad that I read this book. Levine is smart and insightful. Basically he says that there is no laziness...everybody wants to succeed. Everybody wants to produce and get good grades and be at the top of her game, but there is something in the way for many. From the pediatrician's point of view he goes through 8 case studies and identifies some of the learning disabilities/social impediments/physical limitations. From the layman point of view I think he gets too technical. He also doesn't give me quite enough concrete ways to "fix" the problems I see. However, this was extremely helpful to me to look at my children and stop finding what I don't like about them and identify what is good and how we build on that.
July 7, 2010
So i loved reading this book. I felt so smart and like I was learning Sooo much. He has this whole philosophy that people aren't lazy but just have output failure. This is when they have a "wiring" such as "low mental energy, disorganization, language dysfunction, impoverished ideation, ineffective motor output, insufficient memory, weak production control, insatiability and social distractibility" that is keeping them from producing at the rate they want to be. When we condemn people to laziness it is just showing we don't understand them. I really am glad I read this book and feel it will really help me with my teaching, parenting, and self improvement. Recommended for everyone!
June 29, 2012
This book is an invaluable aid for educators and parents dealing with any learning challenge in the classroom or at home. The neurodevelopmental constructs, presented in place of generalized labels such as ADD, are an aid to understanding, talking about, and responding to children’s learning differences. In terms of struggles with orientation in the environment and other spatial tasks, the section on spatial processing explains this cognitive function as well as the ways in which it is important in school. Levine’s strategy of shared management, which is fully explained in Educational Care, then provides a flexible framework for effective response to the individual child’s needs.
July 20, 2013
I just finished the book and I am in awe. Very informational, meticulous, and a fun read. Throughout the read, the author gave out plethora of examples from his own clients on how they can (or their children) can improve on their "laziness", more like what he calls an output failure. Most solutions are directed to parents on how to overcome their kids output failure, but why not apply it to an adult (or yourself) as well? Again, Levine stresses out that every individual is different, one may find productiveness during the day and another may find it during at night. Never give up in discovering what works for you, brainstrorm and be creative! Good read.
January 29, 2016
The Myth of Laziness by Mel Levine is a thought provoking book. It has a collection of stories about children with issues involving productivity. There are eight basic issues that a child or adult could have and this book lists those issues. Following that section it contains helpful advice and hints on things necessary to build a better brain as it were. Dr. Levine states that there is no such thing as laziness, hence the title of the book, and all people have a yen to produce and be productive.
I only wish that I had found this book earlier on in my life.
I only wish that I had found this book earlier on in my life.
August 20, 2016
An interesting book I picked up for a work book club:
As a teacher this made me angry at times that kids who are called "lazy" actually were kids who had fallen through the cracks and had either undiagnosed special needs or learning disabilities. How could these kids go so long without being diagnosed. Alas, it does happen. BUT, Dr. Levine leaves us with the idea that kids aren't lazy and instead they have output issues. No, Dr. Levine. As a veteran teacher of 15 years, I can say with certainty that there ARE kids who don't have other extenuating circumstances and are just plain lazy.
As a teacher this made me angry at times that kids who are called "lazy" actually were kids who had fallen through the cracks and had either undiagnosed special needs or learning disabilities. How could these kids go so long without being diagnosed. Alas, it does happen. BUT, Dr. Levine leaves us with the idea that kids aren't lazy and instead they have output issues. No, Dr. Levine. As a veteran teacher of 15 years, I can say with certainty that there ARE kids who don't have other extenuating circumstances and are just plain lazy.
July 7, 2010
تكفيني منه تلك العباره الأكثر من رائعه.. الكسل يكمن في عقل الذي يتهم غيره به.. وعندما تقول عن شخص ما بأنه كسول فإنك تعترف بعجزك عن فهمه.. فكل شخص يطمح إلى أن يكون منتج في هذه الحياه مثلما تريد أنت ويريد غيرك.. فلا تتناول أحد بحكم الكسل لكن تفهم هذا الشخص وأعرف لما هو بإنتاج متندي..
كتاب جداً قيم يحمل فكره قيمه نحتاج لها في كل مؤساياتنا التعليمية
وددت لو كل مدرس يقوم بقراءته ويطبق ما به
كتاب جداً قيم يحمل فكره قيمه نحتاج لها في كل مؤساياتنا التعليمية
وددت لو كل مدرس يقوم بقراءته ويطبق ما به
June 22, 2012
This book had some great interventions and areas to explore before labeling someone who is showing behavior indicative of a lack of drive or motivation. At times I did find the case studies a little more drawn out than I usually like but that is a personal opinion . Overall it was a good book .
July 1, 2017
Throughly enjoyed reading this book. Dr. Levine highlights the issues associated with output failure. This book deals with how to reframe your judgements of "lazy" students as students who have some form of output issue. It is a very thought provoking read and I hope that its contents will pay off in my classroom.
July 22, 2018
I wish I read it when my children were still in school so that I could see where the problems were or seek professional help at the time when it was needed. I also realize that some of my friends could benefit from it when they faced the challenge of their teen kids.
It is a great book for parents who struggle with teenage children. Highly recommend it.
It is a great book for parents who struggle with teenage children. Highly recommend it.
January 2, 2008
This may not apply to everyone, but I encourage parents and teachers to browse through the case studies and last few chapters for ideas on accommodations or modifications for any child who seems to be struggling in school.
January 9, 2008
One of the first books from which I understood that teaching was going to be so much about learning about myself as a learner, with the hopes of passing that knowledge on, because it's been really useful to me!!
April 11, 2008
This book explores neurodevelopmental dysfunction and how it is often mis-described as laziness. The author, Mel Levine, MD uses his experiences to show the readers how to identify and help children with these crippling difficulties. Very informative.
November 11, 2010
I am so glad I read this book about 5 years ago. It has helped me recognize skills our children need to succeed in school. I recommmend this wholeheartedly to parents of school children--even if they are not "lazy."
December 11, 2010
This is a pretty basic text. Nothing fancy here, but it is an idea that sure needs to catch on. It's exciting to think about what could be accomplished if the phrase "he's just unmotivated," were eliminated entirely.
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