Rating: 
Summary: What?
Review: This book was awful. Mr. Holt talks about these children as if they were some of the numbers on one of his off-the-wall math tests. He was rude and very uncaring. He used words like:"Stupid", "Ignorant", "Foolish." These are words that I would never use to describe anyone; adult or child! I was very angered, especially about his description of a "retarded child." He stated,"What first struck me about this child, as so often is the case with seriously retarded children, was the extraordinary ugliness of her face." What? Since when can anyone control the way they look; and to think that this child was handicapped. Now I am all for someone having and forming their own opinion, but in no way would I take my uneducated views and published them in a book, then place a title on it that had the words,"Children" and "Fail" in it. I do not recommend this book.
Rating: 
Summary: Facing Our Demons
Review: This book with its simple format and language has opened my eyes to possibilities and perspectives that I simply never thought of. As an educator, I think everyone in the world of education should read. From policy-makers to administrators to teachers to school psychologists, and very specially, parents, we all owe it to our children and to ourselves to become informed and critical about the efficiency (or the lack thereof) of our educational system. Especially at times, such as now, when our children seem to be failing more than ever. Holt's observations, although limited to private schools, provide one with a solid view of what is happening in the world of teaching accross the board. Holt makes and answers questions that are not only relevant to his subject but vital to the development of better teaching. Holt's idea that we don't know enough about student-teacher relationships could not be more accurate. I know this because I am an educator. I agree with Holt when he says that it is time that we look beyond ourselves and our own interest and begin looking at students with respect. As an insider, I couldn't help blushing while reading the reasons that Holt gives for children's failure in school. I was only able to nod my head positively when he said that teachers aren't listening to their students because they are only listening to what they want to hear. Another reason children fail, according to Holt, is that they are not being intellectually challenged enough at school. The conclusion made by Holt makes plenty of sense. Teachers definitely need to make every effort to free their teaching from ambiguity, confusion and self-contradiction. Besides teachers, the pointing finger also points to standardized exams. Standardized exams, I agree with the author, do not make our children more knowledgeable. Holt's final verdict is clear and pungent: Students are failing because adults-teachers, administrators, parents, policy-makers, etc.-are not doing their jobs. Although not a pleasant thing to hear (especially for those of us who have chosen to dedicate our lives to the education of our young), I am personally grateful to Mr. Holt for taking a bold stand to face us with our demons.
Rating: 
Summary: How Children Fail
Review: This is a very good book for Special Education classes. However, I found it a very poor book because it was very repetitive and detailed. It would talk about Cuisenaire rods and detail different ways to use them on many different days as well as making it sound like they spent hours on just that activity. There was also a balance beam idea that was good. The book was written in the form of daily notes and not chapters and was just very hard to follow.
Rating: 
Summary: Absolutely essential to any teacher
Review: Written in the mid-to-late Fifties, but still incredibly relevant today, "How Children Fail" was originally a series of memos composed by teacher John Holt to his fellow faculty at the primary school where he taught math. Holt was bothered by certain trends he noticed in the classroom -- among both the teachers and the students -- and started analyzing what he saw over the course of several years. Eventually his notes grew to the point where his fellow teachers persuaded him to edit and publish the book, and it has since become a cornerstone of educational theory. Regrettably, its lessons are all too often mouthed rather than taken to heart.Holt's contentions are simple: Children are born learners. This is not even a particularly controversial observation; Piaget was showing that children are inclined to learn more about their world from day one. But there was little or nothing in the current educational system -- designed for the training of factory-workers and desk jockeys, not thinkers and builders -- that supported actual learning. Obviously, Holt has plenty to say about rote learning, which to him is mostly useless when dealing with things like mathematics, where creative approaches are not only needed but urgently desired. One of the best examples of this comes when he gives his class a number of math problems to solve and says, "You've never seen problems like these before, and I don't care how you go about solving them, but try them out." The class eagerly got to work and did some real learning... until Holt was leaned on by the administration to "pick up the pace". This is the second thing that Holt notices: the sometimes subtler ways in which children are kept from learning. One is the pace and size of modern education. The other is the endless farrago of half-baked strategies which are little more than the same old recipes in disguise. Holt takes a moment, for instance, to talk about New Math, and shows that it doesn't matter how good the New Math is when it's just the Bad Old Math in disguise: "cook-bookery," as he puts it; a mindless set of recipes for getting right answers. Holt's contempt for the church of right answers is clear through the book. What is annoying is how his anger has since been misappropriated by people who did not understand that Holt's anger was directed at the emotional fetishism attached to right answers, not the right answers themselves. Holt very obviously wanted children to learn and use their minds -- something which modern outcome-based education, derived at least in part from books like these, does not allow. Holt should really not be blamed for the development of educational fads that would have sickened him. On top of everything else, the book is also a grand work of classroom sociology. The way kids interact with each other and their teachers, the way they do one thing and say another (and why) is dissected and shown up. And Holt also takes the time to show how parents do stupid things like use homework as punishment (a great way to kill a kid's curiosity). The most remarkable thing about the book is how after thirty years it is still relevant, timely, accurate, readable, and indispensible.
Rating:
Summary: Absolutely essential to any teacher
Review: Written in the mid-to-late Fifties, but still incredibly relevant today, "How Children Fail" was originally a series of memos composed by teacher John Holt to his fellow faculty at the primary school where he taught math. Holt was bothered by certain trends he noticed in the classroom -- among both the teachers and the students -- and started analyzing what he saw over the course of several years. Eventually his notes grew to the point where his fellow teachers persuaded him to edit and publish the book, and it has since become a cornerstone of educational theory. Regrettably, its lessons are all too often mouthed rather than taken to heart. Holt's contentions are simple: Children are born learners. This is not even a particularly controversial observation; Piaget was showing that children are inclined to learn more about their world from day one. But there was little or nothing in the current educational system -- designed for the training of factory-workers and desk jockeys, not thinkers and builders -- that supported actual learning. Obviously, Holt has plenty to say about rote learning, which to him is mostly useless when dealing with things like mathematics, where creative approaches are not only needed but urgently desired. One of the best examples of this comes when he gives his class a number of math problems to solve and says, "You've never seen problems like these before, and I don't care how you go about solving them, but try them out." The class eagerly got to work and did some real learning... until Holt was leaned on by the administration to "pick up the pace". This is the second thing that Holt notices: the sometimes subtler ways in which children are kept from learning. One is the pace and size of modern education. The other is the endless farrago of half-baked strategies which are little more than the same old recipes in disguise. Holt takes a moment, for instance, to talk about New Math, and shows that it doesn't matter how good the New Math is when it's just the Bad Old Math in disguise: "cook-bookery," as he puts it; a mindless set of recipes for getting right answers. Holt's contempt for the church of right answers is clear through the book. What is annoying is how his anger has since been misappropriated by people who did not understand that Holt's anger was directed at the emotional fetishism attached to right answers, not the right answers themselves. Holt very obviously wanted children to learn and use their minds -- something which modern outcome-based education, derived at least in part from books like these, does not allow. Holt should really not be blamed for the development of educational fads that would have sickened him. On top of everything else, the book is also a grand work of classroom sociology. The way kids interact with each other and their teachers, the way they do one thing and say another (and why) is dissected and shown up. And Holt also takes the time to show how parents do stupid things like use homework as punishment (a great way to kill a kid's curiosity). The most remarkable thing about the book is how after thirty years it is still relevant, timely, accurate, readable, and indispensible.
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