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A Mind at a Time
"Different minds learn differently," writes Dr. Mel Levine, one of the best-known education experts and pediatricians in America today. And that's a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. As a result, these children struggle because their learning patterns don't fit the schools they are in.
In A Mind at a Time, Dr. Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure.
Different brains are differently wired, Dr. Levine explains. There are eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Using examples drawn from his own extensive experience, Dr. Levine shows how parents and children can identify their strengths and weaknesses to determine their individual learning styles.
For example, some students are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some students are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Drawing on his pioneering research and his work with thousands of students, Dr. Levine shows how parents and teachers can develop effective strategies to work through or around these weaknesses.
"It's taken for granted in adult society that we cannot all be 'generalists' skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good at everything. They are expected to shine in math, reading, writing, speaking, spelling, memorization, comprehension, problem solving...and none of us adults can" do all this, observes Dr. Levine. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. This frustration can be avoided if we understand that not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr. Levine, so that we can maximize children's learning potential. In A Mind at a Time he shows us how.
In A Mind at a Time, Dr. Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure.
Different brains are differently wired, Dr. Levine explains. There are eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Using examples drawn from his own extensive experience, Dr. Levine shows how parents and children can identify their strengths and weaknesses to determine their individual learning styles.
For example, some students are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some students are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Drawing on his pioneering research and his work with thousands of students, Dr. Levine shows how parents and teachers can develop effective strategies to work through or around these weaknesses.
"It's taken for granted in adult society that we cannot all be 'generalists' skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good at everything. They are expected to shine in math, reading, writing, speaking, spelling, memorization, comprehension, problem solving...and none of us adults can" do all this, observes Dr. Levine. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. This frustration can be avoided if we understand that not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr. Levine, so that we can maximize children's learning potential. In A Mind at a Time he shows us how.
352 pages, Hardcover
First published January 1, 2002
123 people are currently reading
1066 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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Displaying 1 - 30 of 117 reviews
December 9, 2008
EVERY TEACHER SHOULD READ THIS BOOK!!! I am happiest (professionally-speaking) when I am doing these types of assessments and diagnostics on kids. It "floats my boat" so to speak! ;) I LOVE figuring out what makes kids tick--which is why I went back to graduate school...and will be going back again someday. It is so exciting to me to watch a once struggling, worn-down student understand how his/her brain works, and then feel some sense of success in the classroom because of that understanding! SO REWARDING! This author does an AMAZING job sharing personal journeys of select families as they try to figure out how best to help their low-performing children navigate through today's school system. He offers compassion, humor, insight, and ANSWERS! I LOVE THIS BOOK! It made me miss my little consulting business...
December 3, 2008
Good social skills information and learning styles. Megan Scatena went to a school district sponsored seminar by the author of this book and recommended the book to me. Additionally, Jason's school sponsors talks by the author. I am two chapters into the book and finding it very interesting! It talks about the different ways in which students and children process information and where different breakdowns may occur. It also presents quite a bit of information on social skill issues.
October 30, 2014
It's always sad to read about those students who don't get enough of the teacher's time... I just can't figure out how to give each student in the class of 25-35 sufficient time. Reduce class sizes? Nonsense- that would be too expensive. Let's just guilt the teachers because they aren't teaching the special ed students all of the individual ways that they should be taught.
November 26, 2024
I would recommend this book for anyone interested in raising children, or simply learning more about their own strengths and weaknesses. I know nothing about neurodevelopment, and this book was an accessible and solution-focused approach to building upon developmental strengths and weaknesses at all levels. I have great appreciation for how Levine doesn't simplify symptoms to diagnoses like ADHD or Dyslexia, but rather focuses on the specific skills or abilities that are under-developed and techniques to improve in these areas. This book has impacted how I look at my own strengths and weaknesses and how I look at those of my students.
March 22, 2020
This book is a product of its time, and as such, has incredibly incorrect information/beliefs in it. We know more about how people learn because of the advances made by the neuroscience community, most of which disprove Levine's beliefs that are primarily predicated on his anecdotal experiences.
My first qualm with reading this book is simply the writing style. Levine's writing style is both informal - childish, even - and pompous. I couldn't connect with him as an author primarily because the writing style felt alienating.
My second qualm with this book is the insidious racism injected in some of the paragraphs. In one paragraph, he describes certain popular music that children like to listen to as "grammatically and semantically impoverished," as a means of supporting his belief that lyricists no longer have work (a false narrative). Read: he's talking down to music primarily produced by black folks.
My third qualm was the fact that, in his opinion, children should be assessed for their strengths and challenges and have their strengths bolstered while their challenges just "addressed". This medical-model style diagnostic process disgusted me, quite frankly, as I believe in Dweck's growth mindset. I do not believe that people are one-dimensional with simple-to-categorize strengths and weaknesses. I believe that people are on a spectrum of expertise when it comes to specific skills and knowledge and that anyone can build upon their knowledge and practice skills until they are mastered.
I could keep going with my qualms, but you get the point. I couldn't finish this book to save my life because reading it was so stressful and uncomfortable because of how outdated it was and how it wasn't supported via empirical evidence.
My first qualm with reading this book is simply the writing style. Levine's writing style is both informal - childish, even - and pompous. I couldn't connect with him as an author primarily because the writing style felt alienating.
My second qualm with this book is the insidious racism injected in some of the paragraphs. In one paragraph, he describes certain popular music that children like to listen to as "grammatically and semantically impoverished," as a means of supporting his belief that lyricists no longer have work (a false narrative). Read: he's talking down to music primarily produced by black folks.
My third qualm was the fact that, in his opinion, children should be assessed for their strengths and challenges and have their strengths bolstered while their challenges just "addressed". This medical-model style diagnostic process disgusted me, quite frankly, as I believe in Dweck's growth mindset. I do not believe that people are one-dimensional with simple-to-categorize strengths and weaknesses. I believe that people are on a spectrum of expertise when it comes to specific skills and knowledge and that anyone can build upon their knowledge and practice skills until they are mastered.
I could keep going with my qualms, but you get the point. I couldn't finish this book to save my life because reading it was so stressful and uncomfortable because of how outdated it was and how it wasn't supported via empirical evidence.
May 24, 2017
I was very sad when Dr. Levine shot himself when accused of pedophilia, because I had found his work to be brilliant and extremely helpful. In my recent book, the editor recommended that I remove a reference to him, because of the accusation.
Yes, that's an odd introduction to the book, but I wanted to put it out in the open. It's creepy, but this is a wonderful book. If you can get past the history, Levine was one of the best minds in the world of helping LD children. An absolute tragedy.
Yes, that's an odd introduction to the book, but I wanted to put it out in the open. It's creepy, but this is a wonderful book. If you can get past the history, Levine was one of the best minds in the world of helping LD children. An absolute tragedy.
July 31, 2015
Ugh. "Every child has strengths. No exception." Is there SERIOUSLY any teacher in America who does NOT believe this? Three hundred plus pages of anecdotes with no scientific theory or backing that boils down to "Poorly performing students are not lazy nor dumb. They need to be educated in a different way." Perhaps this was ground-breaking and Oprah worthy in 2002, but c'mon....it's common sense stuff!
March 28, 2016
I should probably give it four stars, because some passages and chapters went on a bit long for my poor mental capacity, but overall, seriously good stuff in this book.
I like that he uses his experience with kids instead of an attitude of, "Because I'm the doctor and I know better than common sense".
It was interesting to go through and match issues of the people in the book with my kids.
I like that he uses his experience with kids instead of an attitude of, "Because I'm the doctor and I know better than common sense".
It was interesting to go through and match issues of the people in the book with my kids.
March 4, 2009
I loved this book for the understanding it gave me of the breadth of different learning styles. It confirms my belief that everyone's smart in their own way and gives me greater resolve to try harder to recognize others' specific strengths and acknowledge them. I wish every parent and school teacher would read this book.
March 29, 2020
A quote from early in the book gives the background for the rest: “ When children grow up, they can practice their brains specialties; in childhood, they will be ruthlessly evaluated on how well they do everything.” This makes me think of the old slogan - a mind is a terrible thing to waste. A second quote from parents about their young man who succeeded after much difficulty in school- “ Seeing how proud he is tells me how pained he was.”
The premise for all the neurological systems later elaborated is: identify students’ strengths to fight their weaknesses and to let them know that sometimes their brain functions can’t keep up with the demands of school. Assessment can give understanding (identifying a difficulty with working memory, attentiveness, problem-solving, etc). This leads to learning how to adapt and cope and grow stronger and also need to identify strengths. “Insight is liberating -and forgiving.” Levine’s research and expertise have come from students who have parents and teachers advocating for them and a big part of teaching and parenting is helping children make it through times of feeling inadequate. He emphasizes that kids’ minds come into their own at their own pace and that succeeding at school does not mean succeeding in a career. Often struggles kids have in elementary school may lead to strengths in adulthood and grades do not determine success in a child’s career. Teachers and parents must find things to praise in a struggling child and always be on a quest to find buried treasure in children.
Genes, family life and stress levels, cultural factors, friends, health, emotions and temperamental factors, educational experience, environmental influences all play a part in the development of neurological constructs. ( electronic experiences, home life, an unsophisticated language in music, sleep deprivation, after school jobs and extra-curricular activities, drugs and alcohol).
The book is organized around learning about 8 systems of the mind or 8 neurodevelopmental constructs and how they work together. These include:
Attention Control System –(the administrative bureau of brain
The Memory System- school days tax this more than most careers
Language System- those with good language skills often make it through school with flying colors.
The Spatial Ordering System
Organizing skills, ability to think with pictures,
The Sequential Ordering System -often goes with the spatial ordering system. Time management difficulties and reasoning skills.
Higher Thinking System
Social Thinking System -able to behave in an appropriate way with peers.
Each of these systems works together.
This book is valuable for parents and educators, coaches and all who work with youth and it is a beginner training for teachers to help understand and deal with differences in learning. All kinds of minds need to be understood and well educated. However, it is not practical in how to carry these ideas out within a regular classroom! Author Mel Levine advocates close observation and accurate description leading to individualized help with the purpose of identifying and celebrating strengths! Students and their families need to know it is never too late to strengthen and improve a mind. Students with attention struggles ( as well as their families) need to be told that there is a reason for their struggles and given the tools to help strengthen their attention while teachers need to have strong alliances with these children rather than adversarial relationships. 0ften students who struggle with language need to develop their language skills in a subject that they are passionate and expert about ( cars, fashion, etc). The Minds over Time section and Practical Considerations at the conclusion of each chapter were most helpful and summarized what to look for neurologically as children develop from elementary, middle, and high school and how to support these developments or lack thereof. Teachers need to be aware of the different neurological functions to collaborate with parents and schools need to be places that celebrate children’s strengths and allow children to differ. After reading the book, I researched the author and sadly found he was accused of sexually abusing children in his practice and soon after committed suicide.
The premise for all the neurological systems later elaborated is: identify students’ strengths to fight their weaknesses and to let them know that sometimes their brain functions can’t keep up with the demands of school. Assessment can give understanding (identifying a difficulty with working memory, attentiveness, problem-solving, etc). This leads to learning how to adapt and cope and grow stronger and also need to identify strengths. “Insight is liberating -and forgiving.” Levine’s research and expertise have come from students who have parents and teachers advocating for them and a big part of teaching and parenting is helping children make it through times of feeling inadequate. He emphasizes that kids’ minds come into their own at their own pace and that succeeding at school does not mean succeeding in a career. Often struggles kids have in elementary school may lead to strengths in adulthood and grades do not determine success in a child’s career. Teachers and parents must find things to praise in a struggling child and always be on a quest to find buried treasure in children.
Genes, family life and stress levels, cultural factors, friends, health, emotions and temperamental factors, educational experience, environmental influences all play a part in the development of neurological constructs. ( electronic experiences, home life, an unsophisticated language in music, sleep deprivation, after school jobs and extra-curricular activities, drugs and alcohol).
The book is organized around learning about 8 systems of the mind or 8 neurodevelopmental constructs and how they work together. These include:
Attention Control System –(the administrative bureau of brain
The Memory System- school days tax this more than most careers
Language System- those with good language skills often make it through school with flying colors.
The Spatial Ordering System
Organizing skills, ability to think with pictures,
The Sequential Ordering System -often goes with the spatial ordering system. Time management difficulties and reasoning skills.
Higher Thinking System
Social Thinking System -able to behave in an appropriate way with peers.
Each of these systems works together.
This book is valuable for parents and educators, coaches and all who work with youth and it is a beginner training for teachers to help understand and deal with differences in learning. All kinds of minds need to be understood and well educated. However, it is not practical in how to carry these ideas out within a regular classroom! Author Mel Levine advocates close observation and accurate description leading to individualized help with the purpose of identifying and celebrating strengths! Students and their families need to know it is never too late to strengthen and improve a mind. Students with attention struggles ( as well as their families) need to be told that there is a reason for their struggles and given the tools to help strengthen their attention while teachers need to have strong alliances with these children rather than adversarial relationships. 0ften students who struggle with language need to develop their language skills in a subject that they are passionate and expert about ( cars, fashion, etc). The Minds over Time section and Practical Considerations at the conclusion of each chapter were most helpful and summarized what to look for neurologically as children develop from elementary, middle, and high school and how to support these developments or lack thereof. Teachers need to be aware of the different neurological functions to collaborate with parents and schools need to be places that celebrate children’s strengths and allow children to differ. After reading the book, I researched the author and sadly found he was accused of sexually abusing children in his practice and soon after committed suicide.
February 7, 2021
Everyone can learn something from this book. Wether you are a student, a parent, a teacher - or just someone who has a brain. The perspectives and teaching and message throughout this book about how the brain works and differentiates, and how it’s our jobs as citizens, teachers, parents to create a conducive environment and structures that further the growth, exploration and healthy maturation and expression of all minds - not to constrict, limit, or standardize the minds of our children and our citizens.
Levine comes with many case examples throughout and these stands as case in points and reflections about how no matter what we know or study about the brains and neuropsychology, these brains belong to real people, who are living real lives, and who are having real struggles. And as educators or people in help professions or otherwise it is our job to use our knowledge to fit the need of the person, not the person to try to be fitted to what we know (or think we know). Levine also stays humble and uses himself and his own intrinsic workings and idiosyncrasies as examples, and this gives the whole book a nice humble, human touch and fresh breath of relief! If even the master himself has a brain that is wired a certain way and has his own limitations and geniuses, then there is certainly hope :)
The book is written in a way that speaks to most, and even if I can’t remember it all I’m left with the message that all minds hold potential, that all minds can and should be nurtured, and that the learning structures we create should be created on this premise and find ways to accommodate this - and that to me is absolutely the best and most needed message that I wholeheartedly support!
Levine comes with many case examples throughout and these stands as case in points and reflections about how no matter what we know or study about the brains and neuropsychology, these brains belong to real people, who are living real lives, and who are having real struggles. And as educators or people in help professions or otherwise it is our job to use our knowledge to fit the need of the person, not the person to try to be fitted to what we know (or think we know). Levine also stays humble and uses himself and his own intrinsic workings and idiosyncrasies as examples, and this gives the whole book a nice humble, human touch and fresh breath of relief! If even the master himself has a brain that is wired a certain way and has his own limitations and geniuses, then there is certainly hope :)
The book is written in a way that speaks to most, and even if I can’t remember it all I’m left with the message that all minds hold potential, that all minds can and should be nurtured, and that the learning structures we create should be created on this premise and find ways to accommodate this - and that to me is absolutely the best and most needed message that I wholeheartedly support!
December 23, 2024
I did like this book would it be a book about learning and how the different ways people can learn from their childhood and how it affects now that they're an adult and how the different ways or pathways that someone can take when it comes to their learning capabilities and overcoming the obstacles that comes with learning and dealing with your strengths and weaknesses all about you guessed it! Learning..
but one thing that i do wanted to point out in this book is that for it being a book about learning this is really really good but it's just for me this book claims to think that learning is what all life gives and if you didn't learn that much stuff in schools or in your everyday experiences that you've like failed in life in which i totally disagree, just because you haven't learned from something doesn't mean that you already like failed in life. This book claims (indirectly and gives many hints to it) that to live a wonderful life you have to master every single part of your self, your inner self and your outer self, and if you didn't achieve that why you gotta work hard even more to just achieve it to achieve "eternal learning capabilities" because everything is all about " learning" now. Sorry but people have many things to live for other than "learning".
but one thing that i do wanted to point out in this book is that for it being a book about learning this is really really good but it's just for me this book claims to think that learning is what all life gives and if you didn't learn that much stuff in schools or in your everyday experiences that you've like failed in life in which i totally disagree, just because you haven't learned from something doesn't mean that you already like failed in life. This book claims (indirectly and gives many hints to it) that to live a wonderful life you have to master every single part of your self, your inner self and your outer self, and if you didn't achieve that why you gotta work hard even more to just achieve it to achieve "eternal learning capabilities" because everything is all about " learning" now. Sorry but people have many things to live for other than "learning".
January 28, 2021
A semi-interesting read with lots of anecdotes for the layperson, but pretty boring and nothing too new for anyone with a background in psychology, especially in learning and memory psychology.
If you are just dipping into these issues for the first time, I can imagine it’s very informative. If you are very deeply concerned with furthering your understanding of these topics, I would recommend broadening your search to heavier material.
It’s also a bit outdated to be relying on professionally, when research on learning difficulties is alive and well in the 2020’s.
PS. Take this with a grain of salt as I was required to read this on unpaid time for an employer (as you can imagine, many of us did not finish reading it in this scenario...). If you are reading for general interest, without an academic background in psychology, you may like it much much more!
If you are just dipping into these issues for the first time, I can imagine it’s very informative. If you are very deeply concerned with furthering your understanding of these topics, I would recommend broadening your search to heavier material.
It’s also a bit outdated to be relying on professionally, when research on learning difficulties is alive and well in the 2020’s.
PS. Take this with a grain of salt as I was required to read this on unpaid time for an employer (as you can imagine, many of us did not finish reading it in this scenario...). If you are reading for general interest, without an academic background in psychology, you may like it much much more!
December 9, 2022
This was an excellent book that every teacher should read. As I listened to the author describe different struggles of various kids, I could picture students I have had throughout my career who had similar struggles. It would be amazing to actually find ways to support each student who struggles in ways that the author describes. Although I listened to the audio recording, I would actually like to have a paper copy of this book to reference and refresh on the different areas of development covered in each section.
December 4, 2024
I am glad I finished this book. The content and information was excellent. The book was a lot to wade through, much like a college textbook. This was published in 2002. The author has since died. I wish I had read the book when I was teaching and my daughters were going to school. The author talks about how important it is for teachers, parents, students, and schools to be well versed in neurodevelopmental functions to help learners succeed in school. Schools need to be havens that celebrate neurodevelopment diversity among its students. He advocates that schools are less judgmental of students, they refuse to label students, there is an educational plan for all learners, and all students are respected for their uniqueness, among many other things. I believe this book is still relevant for today's teachers, parents, and students.
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September 19, 2019I absolutely love this book and it affected how I look at students and people in general. Each person has their own way of learning and teaching needs to incorporate different methods so that we reach all kids.
August 16, 2023
I need books that talk about children and look at the heart behind their actions. While this Dr is working with children considered to be disordered, he sees the complexity of human behavior and motivation. I deeply appreciate perceptive examinations of the brain and how it plays out in behavior.
May 8, 2017
Very helpful as I try to advocate for my child with a learning disability. I wish we could meet Dr. Levine. He should speak to teachers. There are a few close minded ones who could learn from him.
November 8, 2017
Listened to this book: good 'how kids learn'; not so much on how to use that info.
March 6, 2018
It's hard for me to separate the content of this book from the awful things the author was subsequently later discovered to have done. Nonetheless, the content really is valuable.
December 13, 2018
This book is great for educators in the special education setting. It gives a story like perspective of several students who have learning differences.
June 9, 2019
الكتاب جيد للمعلمين وللامهات والاباء
ما اكملته، لكني رغم اني مو معلمة ولا أم استفدت صراحة منه
ما اكملته، لكني رغم اني مو معلمة ولا أم استفدت صراحة منه
July 26, 2020
This guy is a evil pedder ass. He killed himself after getting another law suit from boys he had molested. He was an evil Godless monster!
November 14, 2021
One of the most influential books of my life, how every brain is different. Ideas of how to identify and address to foster strengths for learning.
May 24, 2023
A phenomenal book I wish I had when my son was just in Kindergarten. But it's never too late to apply the principles enshrined in this book. Will definitely recommend this to my local school board and introduce this to a local psychologist to develop a local school program that would adopt the principles found in this book.
March 3, 2017
interesting re-read with good ideas and interesting synthesis.
July 15, 2008
Dr. Mel Levine helps parents and teachers recognize the strengths that children have first, then work with the weaknesses. It is important for teachers to recognize that all students do NOT have to be treated the same because all minds are different and need choices. Teachers' jobs are to help students raise self-esteem and make way for their strengths.
If I currently had a child with issues, I would call Dr. Levine's staff, get on a plane with my child, and get moving to receive the best "profile" of each child possible. Parents know when something is wrong, both academically and socially. Dr. Levine helps children understand their strengths, then helps them strategize to ameliorate their weaknesses.
I wish Dr. Levine had delved more into the strategies teachers could use to help children. He certainly hit home that teachers need to be less rigid with their approaches. My two children would have benefitted from some less rigidity when it came to homework or written projects. Schools are now training teachers to think about children more, and create differentiating material to meet children's needs.
I like the fact that Dr. Levine does not lump children's needs together. Each mind needs to be looked at carefully. There are specific difficulties that one needs to recognize. There are so many specific difficulties that is can be mind-boggling for a teacher to untangle them! Even a team at the elementary level does not look as closely as Dr. Levine's team has been trained to do.
This book was not easy reading. There are lots of details and important information to store in one's memory. I wish Dr. Levine would come a do a series of faculty meetings for our school!
If I currently had a child with issues, I would call Dr. Levine's staff, get on a plane with my child, and get moving to receive the best "profile" of each child possible. Parents know when something is wrong, both academically and socially. Dr. Levine helps children understand their strengths, then helps them strategize to ameliorate their weaknesses.
I wish Dr. Levine had delved more into the strategies teachers could use to help children. He certainly hit home that teachers need to be less rigid with their approaches. My two children would have benefitted from some less rigidity when it came to homework or written projects. Schools are now training teachers to think about children more, and create differentiating material to meet children's needs.
I like the fact that Dr. Levine does not lump children's needs together. Each mind needs to be looked at carefully. There are specific difficulties that one needs to recognize. There are so many specific difficulties that is can be mind-boggling for a teacher to untangle them! Even a team at the elementary level does not look as closely as Dr. Levine's team has been trained to do.
This book was not easy reading. There are lots of details and important information to store in one's memory. I wish Dr. Levine would come a do a series of faculty meetings for our school!
November 6, 2014
This is more of a graduate level diagnostic manual if used correctly. Could use it to assess problem areas with different kids and why they fail in some areas.
Certain attributes are may hide problems and show up as dysfunctions
This is a good book to use as a guide for troubleshooting specific behavior issues related to low functionality; although the more time I spend with kids the more I start to believe that it is not the kids who are low functioning, it is the school system within which they are forced to participate in that is causing the problems. Authors and researchers like Mr. Levine are searching for a cure all by delving into brain science, when the cure would be to allow each child to be the brilliant individuals that they truly are - not standardized robots who all perform the same tasks at the same rate.
Page 248 begins to identify the areas that may arise in which you can start more in depth probing
Page 279 is a self evaluation kit for the kids to fill out concerning their own evaluations
He talks about the 8-neurodevelopment systems:
Attention Control
Memory
Language
Spatial Ordering
Sequential Ordering
Motor
Higher Thinking
Social
Each of these can lead to problems that chart further down a path with specific issues and treatments
Certain attributes are may hide problems and show up as dysfunctions
This is a good book to use as a guide for troubleshooting specific behavior issues related to low functionality; although the more time I spend with kids the more I start to believe that it is not the kids who are low functioning, it is the school system within which they are forced to participate in that is causing the problems. Authors and researchers like Mr. Levine are searching for a cure all by delving into brain science, when the cure would be to allow each child to be the brilliant individuals that they truly are - not standardized robots who all perform the same tasks at the same rate.
Page 248 begins to identify the areas that may arise in which you can start more in depth probing
Page 279 is a self evaluation kit for the kids to fill out concerning their own evaluations
He talks about the 8-neurodevelopment systems:
Attention Control
Memory
Language
Spatial Ordering
Sequential Ordering
Motor
Higher Thinking
Social
Each of these can lead to problems that chart further down a path with specific issues and treatments
October 7, 2014
Dr. Levine's approach to learning is both refreshing and inspiring. He believes that each child is unique and therefor each child's learning style is unique. In the book he outlines the major neurological functions that are key to learning, how they function, why they are important, and where breakdowns can occur, as well as provides methods to circumvent these breakdowns while working to repair them. He also emphasizes the fact that not everyone has to be good at everything - strengths AND weaknesses are what makes people who they are and that strengths need to be recognized, nurtured, and promoted.
One of the concepts I most liked was personal accountability. When a child is allowed a concession for weakness X, like the ability to make an oral report on tape instead of a written report if he has graphomotor function issues, the child is expected to give payback Y in an area of strength. "Everyone is expected to be a highly productive student but they do not all need to be turning out the same products."
The best line of the book..."In truth, it is normal to be different."
One of the concepts I most liked was personal accountability. When a child is allowed a concession for weakness X, like the ability to make an oral report on tape instead of a written report if he has graphomotor function issues, the child is expected to give payback Y in an area of strength. "Everyone is expected to be a highly productive student but they do not all need to be turning out the same products."
The best line of the book..."In truth, it is normal to be different."
March 5, 2010
I like Levine's compassion, acceptance, and understanding of all kids, with all different sorts of minds.
This book was very packed with information. Certainly the kind of book you would want to keep handy as a reference because there is no way to digest and remember all the information shared. That being said, it was a good overview to many various learning functions and dysfunctions, and if nothing else, it helped me see that there is a lot of hope for every child, no matter their mind.
Levine offers some specific ideas to help with various dysfunctions such as social, memory, and motor dysfunction, to name a few. When I found parts that applied to me and my children, I wished he would go deeper and give more information, but I realize it is not possible to go into that kind of depth in one book. What I did find valuable was the basic explanations of these many dysfunctions so now I can recognize them as legitimate, and possibly follow up with another book, or a local professional to go deeper into the specifics.
This book was very packed with information. Certainly the kind of book you would want to keep handy as a reference because there is no way to digest and remember all the information shared. That being said, it was a good overview to many various learning functions and dysfunctions, and if nothing else, it helped me see that there is a lot of hope for every child, no matter their mind.
Levine offers some specific ideas to help with various dysfunctions such as social, memory, and motor dysfunction, to name a few. When I found parts that applied to me and my children, I wished he would go deeper and give more information, but I realize it is not possible to go into that kind of depth in one book. What I did find valuable was the basic explanations of these many dysfunctions so now I can recognize them as legitimate, and possibly follow up with another book, or a local professional to go deeper into the specifics.
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