The Myth of Laziness by Mel Levine
The Myth Of Laziness
A professor of pediatrics at the University of North Carolina Medical
School, Mel Levine received acclaim for his previous book, A Mind at a
Time, which argued that children’s different learning capabilities demand
diverse teaching strategies. In The Myth of Laziness, Levine isolates
another group of kids--so-called lazy children who aren’t working up to
their potential in school--and explores the causes of their low performance.
Levine scoffs at the perception that any child is lazy, stating that everybody
yearns to be productive. These children, according to Levine, are simply
experiencing output failure due to different neuro-developmental
weaknesses. Levine produces case studies of seven children and adults
who have been labeled lazy and identifies internal sources that are
undermining their production. Many of their output issues revolve around
difficulties with writing, as is the case with Russell, who is hindered by his
low motor skills, or Clint, whose long-term memory lapses prevent him
from expressing himself well. Other weaknesses, such as poor or al
language ability, mental energy dysfunction, poor idea generation, and
organizational problems, plague the individuals in these case studies.
Levine talks briefly about external factors that contribute to low output,
such as socioeconomic background, family life, and negative role models.
In the profile for Scott Murray, Levine even has the humility to admit that
he was unable to reach this young man. External influences--namely,
Scott’s privileged upbringing--were too pervasive in causing his output
failure. The last few chapters are devoted to suggestions for what
parents and teachers can do to foster productive output in their children
and students and how to detect a problem that is internal rather than
environmental. Tips on how to cultivate writing skills, set up an organized
home office, and assist with homework are aimed at parents while
teachers are encouraged to consider individuality among their students’
learning styles. Finally, the appendices offer two worksheets to help
students plan stories and reports. Two additional worksheets help pinpoint
whether output problems are the cause of poor schoolwork. This is a
valuable book that will give parents some guidance in solving their
children’s productivity issues and preparing their children suc cessfully for
adulthood. --Cristina Vaamonde
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Since I work with students who have a variety of learning differences tha t
hinder their output, I was very encouraged by this book. It is so useful to
have someone methodically lay out different case studies so you know
what to look for, then provide the keys to overcoming those deficits. Only
a few of my students fit the profile of output failure as described by Dr.
Levine; however, his methods for assisting students to get organized
(notes, schedules, school supplies) and for developing stories and reports,
meet many of my students needs.
I especially like the demystification process, not only for the student, but
also for the parents. Good grades are a source of very high pressure, and
students with language learning differences, such as those on my
caseload, usually earn Cs when they are working their absolute hardest
and have accommodations. Rather than admit that their child has difficulty
learning, many parents believe the children are lazy, and therefore assign
more work or insist on an additional class. This book provides tools to
explain to parents how they can best benefit their child by being an
advocate and the best cheerleader on the childs team, not the childs
harshest critic. Dr. Levine advises appropriate breaks from work, so I too
recommend a balance of life. He also provides a checklist for parents to
cultivate output.
There is so much new information coming out regarding diverse ways to
remediate, accommodate, and compensate for learning differences, and
Dr. Levine is at the forefront of this movement. I especially appreciate that
his work comes from his heart. His ambition in the field of pediatrics is
driven by his genuine concern and compassion for his patients. This
inspires me to be more ambitious in my reading and research as I seek to
find the best teaching methods to match up with each of my students
individual needs. Dr. Levine reminds us that what works for one doesnt
necessarily work for someone else, so in order to serve my students best, I
need to be creative in my search for strategies, open-minded to change,
and above all, patient in awaiting long-lasting results.
On the flip side, Dr. Levine maintains that there is no harm in giving
rewards, but I disagree. If a child is doing what is right in order to get a
reward (or to avoid punishment), he is extrinsically motivated and he is no t
being truly responsible for his choices and actions. Giving rewards infers
that doing right just for the sake of doing right is not enough. This
philosophy is important because it not only affects a students output or
behavior but also his self-esteem, his sense of satisfaction with life, and his
feelings of self-control and empowerment in all areas. I encourage my
students to consider their choices and do what is right and appropriate at
all times, whether anyone is noticing or not. I teach them that their lives
are the sum total of their choices. I hope this type of thinking will keep
them safe and on the right track no matter where they are or what they
may be tempted to do, because their motivation will be intrinsic. This is a
minor point. I would wholeheartedly recommend Dr. Levines book.
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