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Holding On to Good Ideas in a Time of Bad Ones: Six Literacy Principles Worth Fighting For
Tom's new chapter, Speaking Back to the Common Core, is NOW AVAILABLE!
to read. "Holding On to Good Ideas in a Time of Bad Ones is my new favorite book about how to live as a teacher. Finishing it, I experienced what I can only describe as a state of grace-moved, renewed, and grateful that a mind like Tom Newkirk's has been intrigued by classroom matters for almost forty years now."
Nancie Atwell
Author of In the Middle, Second Edition "Classic direct, incisive, and brimming with wisdom."
Harvey "Smokey" Daniels
Coauthor of Comprehension & Collaboration This book is one of the best teacher books ever. I'll be giving copies of it to lots of teacher friends as we find our way back to trusting what we know about kids, about learning, and about teaching writing.
-Gretchen Bernabei
Author of Reviving the Essay Holding On to Good Ideas in a Time of Bad Ones is for every teacher who has struggled under top-down mandates, who ever had to slavishly follow the script of a reading lesson, who ever felt that tests were driving instruction. It is for those whose good, humane, and sensitive ways of teaching literacy are threatened by rigid, mechanical programs. It is for teachers who feel they are losing control of their daily work. Hear a where Tom Newkirk and Nancie Atwell discuss teaching principles worth fighthing for. In Holding On to Good Ideas in a Time of Bad Ones, Tom Newkirk eloquently defends teaching against the "cult of efficiency" that turns classrooms into assembly lines of knowledge. Newkirk goes beyond diagnosing the problem to present six ideas worth fighting for. These transformative practices gently but firmly return instructional decisions to where they with you, our teachers. Newkirk shows how Holding On to Good Ideas in a Time of Bad Ones is affirming, not argumentative. It celebrates the humanity and unpredictability of teaching with Newkirk's blend of humor, passion, and warmth. Let it inspire a search for the things in your teaching that are most worth holding on to.
to read. "Holding On to Good Ideas in a Time of Bad Ones is my new favorite book about how to live as a teacher. Finishing it, I experienced what I can only describe as a state of grace-moved, renewed, and grateful that a mind like Tom Newkirk's has been intrigued by classroom matters for almost forty years now."
Nancie Atwell
Author of In the Middle, Second Edition "Classic direct, incisive, and brimming with wisdom."
Harvey "Smokey" Daniels
Coauthor of Comprehension & Collaboration This book is one of the best teacher books ever. I'll be giving copies of it to lots of teacher friends as we find our way back to trusting what we know about kids, about learning, and about teaching writing.
-Gretchen Bernabei
Author of Reviving the Essay Holding On to Good Ideas in a Time of Bad Ones is for every teacher who has struggled under top-down mandates, who ever had to slavishly follow the script of a reading lesson, who ever felt that tests were driving instruction. It is for those whose good, humane, and sensitive ways of teaching literacy are threatened by rigid, mechanical programs. It is for teachers who feel they are losing control of their daily work. Hear a where Tom Newkirk and Nancie Atwell discuss teaching principles worth fighthing for. In Holding On to Good Ideas in a Time of Bad Ones, Tom Newkirk eloquently defends teaching against the "cult of efficiency" that turns classrooms into assembly lines of knowledge. Newkirk goes beyond diagnosing the problem to present six ideas worth fighting for. These transformative practices gently but firmly return instructional decisions to where they with you, our teachers. Newkirk shows how Holding On to Good Ideas in a Time of Bad Ones is affirming, not argumentative. It celebrates the humanity and unpredictability of teaching with Newkirk's blend of humor, passion, and warmth. Let it inspire a search for the things in your teaching that are most worth holding on to.
208 pages, Paperback
First published February 19, 2009
10 people are currently reading
359 people want to read
About the author
Thomas Newkirk
34 books17 followersThomas Newkirk is a teacher and author who worked for 39 years at the University of New Hampshire.
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Displaying 1 - 30 of 42 reviews
February 10, 2019
As a few other reviewers have pointed out, this book is about theory. So while it does contain the occasional lesson that a teacher could integrate into the classroom, the book better serves as a philosophical guide to English teachers and departments as they re-build outdated curriculum. And as someone who is doing just that, I loved it.
October 14, 2009
Really enjoyed reading this. Newkirk's writing style is so readable-- includes lots of scholarly research interspersed with moving personal anecdotes and student examples. I really liked the section on why we read and write anyway and his description of the mystical state of mind of a reader who is truly engaged. The best description of that I think I have ever read...
His historical perspective was also interesting, brief and to the point.
Made me think about my own history, our current practices and where to go from here...
His historical perspective was also interesting, brief and to the point.
Made me think about my own history, our current practices and where to go from here...
July 31, 2009
An excellent book to remind us of what is important in reading and writing. Newkirk affirms so many beliefs that I have. He talks about the classics and YA lit, grammar, fear of schools to not have students performing where they need to be, the value of silent reading, and reading stamina. This is a book I'll read again and share with my English and reading teachers.
July 15, 2009
Looking at the 50 or so Post-It flags crammed into this short book, it is clear that Newkirk's discussion of those practices that should exist in literacy instruction and those that should disappear, struck a chord. I want to read it again and absorb his grace and clarity into my teaching skin.
September 2, 2009
I can't believe Newkirk had me tearing up while reading a professional book. The last chapter, where he talks about his dad, was just stunning.
July 25, 2009
This is a book that we need to use for a study group! Read it as soon as you can.
x-not-for-me
January 23, 2022Atm, not for me... looks terrific for teachers, esp. curriculum development teams and admin. But I am looking at it for the main title... too bad, imo, that that book isn't this one... I would like 'how to be optimistic while the world is falling apart.'
October 21, 2024
favorite text i’ve read in my teaching credential program so far! the writing style and content just felt very genuine and encouraging even, rather than the conventional stoic prose I would typically expect from a textbook! really enjoyed this one
March 17, 2018
I love this man and his approach to teaching so much. After a long week I sat on the couch and read the whole thing cover to cover because it was so delightful
April 30, 2010
"...Six Literacy Principles Worth Fighting For" reads like a book you'd quote from for a college paper, as its heavily researched, itself, and covers lots of ground. Some of the best ideas from this book come from Newkirk's philosophizing about the humanity inherent in reaching out to students while teaching, and about teachers' ability to be present for, and teach to, each child's needs. Those skills are not easy and usually come with experience. Teaching in the moment, recognizing prescient moments, and adapting and extending to those moments are the hallmark of a good teacher. Newkirk narrowed that focus further to say that "...it has always seemed to me that great teachers are great not because they are constantly engineering revolutions in their classroom-but because they are alert to the small changes, the small victories. This alertness allows them to reinforce and acknowledge those changes, both to the student and to themselves".
I liked Newkirk's treatise on sustained reading for pleasure and loved his descriptions of the state of mind of an engaged reader. He feels textbooks fail to engage in the way novels do, failing in: authorship (too many authors, too many opinions, not enough consistency of thought to engage the reader); form (textbooks are not narratives, and do not promote sustained reading momentum, rather, "...present the reader with a busy page, with sidebars, photographs and captions"; venue (reading text in original form feels like free choice compared to reading text within an anthology, coupled with academic agenda such as comprehension questions, etc.); and duration (to discourage serial books and non-classics fails to take into account the success this type of pleasurable reading has upon promoting even more recreational reading). Reading non-academic material most likely builds the stamina, fluency and confidence to handle extended texts.
Newkirk spoke of the range of discourse inherent in writing: expressive; informational; persuasive; and literary. He thought grade school-aged writers grasped the basic forms of analytical writing, and did not have to be limited to writing less cognitively demanding narratives. Usually, he says, we think students in secondary education are more capable of handling the more demanding genres of exposition and argumentation. My opinion is that all writers, no matter their age, need to be proficient with narratives before they are ready to write expositive, arugmentative pieces.
I loved, and agree with, his theory that "...the reading of literature, particularly narrative fiction, is humanizing...it allows students to enter into the lives and sensibilities of other human beings..." He says if that is so, "...why can't writing do something similar?" I believe this is his argument for all to enjoy creative writing based on narrative fiction and non-fiction.
I liked Newkirk's treatise on sustained reading for pleasure and loved his descriptions of the state of mind of an engaged reader. He feels textbooks fail to engage in the way novels do, failing in: authorship (too many authors, too many opinions, not enough consistency of thought to engage the reader); form (textbooks are not narratives, and do not promote sustained reading momentum, rather, "...present the reader with a busy page, with sidebars, photographs and captions"; venue (reading text in original form feels like free choice compared to reading text within an anthology, coupled with academic agenda such as comprehension questions, etc.); and duration (to discourage serial books and non-classics fails to take into account the success this type of pleasurable reading has upon promoting even more recreational reading). Reading non-academic material most likely builds the stamina, fluency and confidence to handle extended texts.
Newkirk spoke of the range of discourse inherent in writing: expressive; informational; persuasive; and literary. He thought grade school-aged writers grasped the basic forms of analytical writing, and did not have to be limited to writing less cognitively demanding narratives. Usually, he says, we think students in secondary education are more capable of handling the more demanding genres of exposition and argumentation. My opinion is that all writers, no matter their age, need to be proficient with narratives before they are ready to write expositive, arugmentative pieces.
I loved, and agree with, his theory that "...the reading of literature, particularly narrative fiction, is humanizing...it allows students to enter into the lives and sensibilities of other human beings..." He says if that is so, "...why can't writing do something similar?" I believe this is his argument for all to enjoy creative writing based on narrative fiction and non-fiction.
April 6, 2011
Welcome, Tom Newkirk, to my prized teacher-text shelf. I hope you will enjoy yourself there.
Your book, which I was first drawn to because of its oh-so-true title and the praise of Nancie Atwell on its cover, turned out to be exactly what I needed at this very moment. Teaching is a joyful professional; but it is also incredibly hard. As English teachers in particular, we must balance reading and writing goals, student choice and teacher expertise, student product and teacher grading. But Newkirk proves to be an ideal teacher colleague for me; over the course of the 48 hours on-and-off it took me to read this blend of theory-philosophy-memoir-and-practicalities, he simultaneously inspired and challenged me in ways I wasn't expecting. That's a true teacher.
Newkirk isn't as captivating of a writer as other teacher-gurus, the likes of Tom Romano or Donald Murray, nor is he as innovative as Nancie Atwell. But bosh! his book is already essential to me and doesn't have a wasted line in it. It is jam-packed with insightful arguments about the need for expressive writing, a defense of popular culture, the true reason for independent reading, and the importance of teacher sanity and health. It all makes such great sense the way he spins it. Plus, there is no education book that I think strikes a more perfectly right balance between writing and reading than this one. There are, too, moments of wonderful writing all the same--the chapter "Finding a Language for Difficulty," for example.
Grounded in history and not afraid to reveal a sense of vulnerability, Newkirk's book leaves me invigorated, glad to be a teacher, lucky to have the opportunities I have--even though I teach in a school full of "bad ideas." Thank you, Tom.
Your book, which I was first drawn to because of its oh-so-true title and the praise of Nancie Atwell on its cover, turned out to be exactly what I needed at this very moment. Teaching is a joyful professional; but it is also incredibly hard. As English teachers in particular, we must balance reading and writing goals, student choice and teacher expertise, student product and teacher grading. But Newkirk proves to be an ideal teacher colleague for me; over the course of the 48 hours on-and-off it took me to read this blend of theory-philosophy-memoir-and-practicalities, he simultaneously inspired and challenged me in ways I wasn't expecting. That's a true teacher.
Newkirk isn't as captivating of a writer as other teacher-gurus, the likes of Tom Romano or Donald Murray, nor is he as innovative as Nancie Atwell. But bosh! his book is already essential to me and doesn't have a wasted line in it. It is jam-packed with insightful arguments about the need for expressive writing, a defense of popular culture, the true reason for independent reading, and the importance of teacher sanity and health. It all makes such great sense the way he spins it. Plus, there is no education book that I think strikes a more perfectly right balance between writing and reading than this one. There are, too, moments of wonderful writing all the same--the chapter "Finding a Language for Difficulty," for example.
Grounded in history and not afraid to reveal a sense of vulnerability, Newkirk's book leaves me invigorated, glad to be a teacher, lucky to have the opportunities I have--even though I teach in a school full of "bad ideas." Thank you, Tom.
Read
December 8, 2023There’s nothing wrong with this book, in fact there’s a lot right with it. I wanted something different from what I got, hoping for something less (here’s all the things to know, and something more specific). So in a lot of ways, this book is too general for what I wanted from it. It focuses a few key principles for literacy and teaching. I think in general most of what he presents here is (hopefully) gleaned from a few weeks in a classroom: don’t be a snob about pop culture because it can get kids reading, don’t overwhelm kids with reading (especially making the mistake that you’re an English teacher because you love English), etc etc.
The single best thing in this book and something that is not only not talked about enough, it’s pointedly ignored is resisting the notion of the “super teacher” meme. Don’t be on, because you can’t be. You’re going to fail, a lot, and it’s more important to have a framework to process, deal with, and think through (or drink through) that failure because otherwise you’ll burn out by not feeling good enough. I get overwhelmed when I look at cool great things other teachers do, missing that they also had to figure out all the little steps to make it happen or that it came with a lot of missteps and mostly that they’re other people. So on the one hand it’s important to frame your sanity around this notion you can’t be perfect, it’s important politically to understand that people demand too much from teachers and so finding yourself in a position where you have to given literally more than you have to break even is a real possibility. At least understanding your limits and human limits will help you know when you’re failing or when the system is failing.
The single best thing in this book and something that is not only not talked about enough, it’s pointedly ignored is resisting the notion of the “super teacher” meme. Don’t be on, because you can’t be. You’re going to fail, a lot, and it’s more important to have a framework to process, deal with, and think through (or drink through) that failure because otherwise you’ll burn out by not feeling good enough. I get overwhelmed when I look at cool great things other teachers do, missing that they also had to figure out all the little steps to make it happen or that it came with a lot of missteps and mostly that they’re other people. So on the one hand it’s important to frame your sanity around this notion you can’t be perfect, it’s important politically to understand that people demand too much from teachers and so finding yourself in a position where you have to given literally more than you have to break even is a real possibility. At least understanding your limits and human limits will help you know when you’re failing or when the system is failing.
February 11, 2015
Brandish your highlighter when you read this book. There's lots of quotable material in here.
In the world of "No Child Left Behind" and teaching to the test, Thomas Newkirk sees a disturbing trend in language arts instruction today. In this book he makes the case effective for instruction rather than just state mandated instruction. We need to stop thinking about standardized tests and scientific "sameness" in how we teach, and take pleasure in those spontaneous teachable moments that arise from our own students. We need to throw away the state standards that require us to "cover" a ridiculous, unattainable amount of material, and relish in the PLEASURE of expressive writing and independent reading that will motivate students to become lifelong learners rather than resent the institutions of learning.
My only major critique of this book is the large number of typos I came across throughout my reading. It was disappointing because it kind of diminished the power of his message a little bit.
Other than that though, it is a wonderful, career-affirming book to read if you're a language arts teacher.
In the world of "No Child Left Behind" and teaching to the test, Thomas Newkirk sees a disturbing trend in language arts instruction today. In this book he makes the case effective for instruction rather than just state mandated instruction. We need to stop thinking about standardized tests and scientific "sameness" in how we teach, and take pleasure in those spontaneous teachable moments that arise from our own students. We need to throw away the state standards that require us to "cover" a ridiculous, unattainable amount of material, and relish in the PLEASURE of expressive writing and independent reading that will motivate students to become lifelong learners rather than resent the institutions of learning.
My only major critique of this book is the large number of typos I came across throughout my reading. It was disappointing because it kind of diminished the power of his message a little bit.
Other than that though, it is a wonderful, career-affirming book to read if you're a language arts teacher.
September 21, 2014
I love the premise of this book. Look, we've gotten off on the wrong track in education, following all this insane mandates and using standardized tests to measure everything. Beyond that basic premise, though, I didn't find tons that I felt really pertained to me as an elementary teacher. I have a few new ideas to try this yer from reading it, but a lot seemed either obvious or too sophisticated. Also, the author uses quotes extensively. Sometimes they are even quotes of his own writing. It's one thing to present your ideas in the context of a larger community of thinkers and researchers, but when you are quoting whole passages that take up half a page, and then throwing in another quote just as long on the very next page...! I felt a little like I was reading someone's college paper. Also, he needs an editor. I understand that he is an editor himself, but he needs a different editor for his own writing. I cannot believe that a publisher of professional books for teachers would put out something so riddled with errors. It's a bit embarrassing.
June 15, 2009
As I sit down to plan for the fall, Newkirk reminds me to teach what is important in ways that I know work, based on years of professional practice, informed by research and the practice of other professionals. This is a timely invocation of so many advocates of the writing process: Peter Elbow, Donald Murray, Linda Rief, Nancie Atwell, et. al.
I particularly enjoyed his chapters on "Uncluttering the Curriculum" and "Literacy and Pleasure." Teachers in general, and writing teachers in particular, face ever expanding demands to pedal the school cycle harder, farther, and faster. Under such constraints, 'pleasure' is seen as dubious.
This is a great book for any teacher looking to clarify his or her course.
I particularly enjoyed his chapters on "Uncluttering the Curriculum" and "Literacy and Pleasure." Teachers in general, and writing teachers in particular, face ever expanding demands to pedal the school cycle harder, farther, and faster. Under such constraints, 'pleasure' is seen as dubious.
This is a great book for any teacher looking to clarify his or her course.
January 4, 2010
At first I wasn't liking this book too much: he seems to set up a straw man for his argument (I've had over 200 students, but does anyone really have over 400 at once???). He makes some things sound worse than they are to make his point. Once I got past that (and the typos--several in the early chapters), I found his ideas mostly useful and practical--and I guess I agree with many of them, even though I think he is more expressivist than I am. My favorite chapters are the last two, so I guess you could say I read myself into liking the book and its ideas.
May 2, 2011
The author might have some great ideas, but I was having to work too hard to make it to where he hopefully was going to start talking about them. There are simply too many books and too little time. You've got to make things a lot more interesting from the get-go when you're dealing with educational history and a lot of reasearch in order to hold my attention. The "good ideas" should have come a lot earlier in the text. Sorry... maybe later.
June 12, 2011
Thank you, thank you, thank you, Thomas Newkirk! I raced through the first reading, stopping now and then to make notes for things I want to remember to do differently next year, and now I am going back to refine my notes. Holding On is a great book for the end of the school year when you're just remembering all the things you tried to do and are now reflecting on how they went---probably not as well as you'd liked. Newkirk's wisdom is welcome and invaluable.
March 8, 2013
This was an amazingly academic, tough read for me, one I wished I had read more slowly as part of a group. My favorite chapters came after laboring through some of the very dense ones: I liked "Uncluttering the Curriculum" and "Literacy for Pleasure" particularly. This book gave me pause to think about writing instruction as a strong focus (this year I've been very heavy on reading instruction and building reader identity). Food for thought, for sure!
January 26, 2016
a deceptively small book: first impression is "there can't be much there."
deceptively easy reading: should go fast.
Wrong on both: the thoughts are heavy and require a lot of processing. A seriously good book that recognizes the complexities and nuances of the classroom teacher AND of the radical individualization needed to effectively teach -- literacy or writing or other essential knowledge.
deceptively easy reading: should go fast.
Wrong on both: the thoughts are heavy and require a lot of processing. A seriously good book that recognizes the complexities and nuances of the classroom teacher AND of the radical individualization needed to effectively teach -- literacy or writing or other essential knowledge.
March 28, 2009
Not much in the way of practical advice. HOLDING ON is more of a philosophical book told in the folksy, no-nonsense tone we've come to expect from Tom Newkirk. For my money, the best chapter was the one on simplifying the curriculum and saving time. I could read a whole book on that topic -- never mind just a chapter.
March 28, 2009
This is a great way to think about teaching and what matters most. I have so many corners turned down, pages to return to in my thinking, and so many passages underlined to wrestle with later. Tom Newkirk again leads teachers to challenge what they're doing in a framework that is readable and arguable, but anchored in wide research and thought. A great book.
January 6, 2010
More of a thinking teacher book than a doing teacher book. I didn't agree with everything he had to say and thought some of his conclusions were rather bleak. The parts I did agree with were well articulated and made me think. I also noticed the typos, Debbie. It seems like I am seeing more typos lately in published books - I wonder if there is a reason behind it.
October 11, 2010
I wish I could teach with Thomas Newkirk. We are very like-minded on many issues, including the teaching of writing, the importance of reading a variety of texts, the absurdity of the educational "game" supported by most legislators and administrators.
July 10, 2011
Worth reading for the simple reassurance that you're doing good work. Most of his suggestions for what to do are a little lame, but good reminders to have confidence that I'd you're reading this book, you're probably a "good teacher" with "good ideas."
April 19, 2016
This book is excellent for thinking about the role of writing on the classroom. I especially liked the section about using pop culture as a bridge to literacy. The writing could have been more succinct.
June 18, 2009
Great book minus the use of the word "native" on the last page. Tom Newkirk, WTF?
August 7, 2009
A very technical read, but worth reading in terms of deciding what is important enough for me as a teacher to hold on to in my teaching ideas.
September 7, 2009
Newkirk debunks the myths that standardization and automation of teaching is better. I love this man.
January 14, 2010
On kids (particularly boys) who don't like to read...they turn a difficulty into an identity--non-readers p. 105
Displaying 1 - 30 of 42 reviews