Rudimentary Reader Response: Adversarial

Click to see more book art.

Before doing anything else, be sure you’ve carefully read the directions for the adversarial that are outlined in the previous post.

Now use the comments section below to earn points while exploring your Q4 books. Be clear in your choices, and continue to revisit this post to see what your peers have to say.

How Teachers Make Children Hate Reading

The following essay is by an educator named John Holt. Learn more about him here. As a continuation of our discussion of reading in general, read this argument, and then discuss your reactions in the comments section.


How Teachers Make Children Hate Reading | John Holt

When I was teaching English at the Colorado Rocky Mountain School, I used to ask my students the kinds of questions that English teachers usually ask about reading assignments—questions designed to bring out the points that I had decided they should know. They, on their part, would try to get me to give them hints and clues as to what I wanted. It was a game of wits. I never gave my students an opportunity to say what they really thought about a book.

I gave vocabulary drills and quizzes too. I told my students that every time they came upon a word in their book they did not understand, they were to look it up in the dictionary. I even devised special kinds of vocabulary tests, allowing them to use their books to see how the words were used. But looking back, I realize that these tests, along with many of my methods, were foolish.

My sister was the first person who made me question my conventional ideas about teaching English. She had a son in the seventh grade in a fairly good public school. His teacher had asked the class to read Cooper’s The Deerslayer. The choice was bad enough in itself; whether looking at man or nature, Cooper was superficial, inaccurate and sentimental, and his writing is ponderous and ornate. But to make matters worse, this teacher had decided to give the book the microscope and x-ray treatment. He made the students look up and memorize not only the definitions but the derivations of every big word that came along—and there were plenty. Every chapter was followed by close questioning and testing to make sure the students “understood” everything.

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