Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
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Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

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  • Posted February 20, 2010

    Good book, still doesn't answer title question

    Willingham covers the cognitive science of why students may think school is difficult. However, he doesn't ever come right out and answer the question in the title. Maybe he intends for readers to surmise their own answer after reading the book.

    All in all, a valuable text with up-to-date, valid information.

    3 out of 3 people found this review helpful.

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  • Posted September 3, 2009

    Worth reading!

    As a 32 year veteran teacher I found this book both informative and innovative. I found the introduction of each chapter giving me the what and why, then the rest of the chapters giving the how to deal with the what and why, in a very useful and understandable manner. So many times in education we get a book that is just the what and why or just the how. Combining both facets into each chapter allows the reader to explore the entire issue and not just bits and pieces.

    I enjoyed the discussion tone the book offered. Sometimes I felt that I could sit and discuss his understandings of how students learn and come up with more useful tools to use in my own classroom. This book is for the teacher who wants a better understanding of how a student learns, techniques to improve that learning and focus on the whole child.

    Mr. Willingham used a variety of examples, not just limiting the "discussion" to one subject area. He provides enough detail to become proficient but not so much that the reader is overwhelmed. I plan on reading this book again so that I can truly grasp the information presented. So much of what he describes as student behavior, is behavior that I have observed in my classroom.

    I would recommend this book for any teacher, new or veteran.

    3 out of 3 people found this review helpful.

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  • Posted July 18, 2009

    I Also Recommend:

    Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom

    Not Real Practical

    As a teacher for over forty years, I was eager to see what this book with the enticing title contained. What I found was waaaaaaaaaaaay too much information about brain function and too little practical advice for the classroom. My experience has been that teachers want to know what to do to keep kids focused and learning; we don't need the theories about WHY we should do that. After only a few chapters, I realized that the latter pages of each chapter contained the suggestions for practical applications that I was hoping for. I tried reading those pages first for a few chapters and found that skipping the early theory pages really didn't impede my understanding of the "practical suggestions" at the end of each chapter. Unfortunately for this author, I had also purchased FAIR ISN'T ALWAYS EQUAL by Rich Wormeli and found that book significantly more readable and practical, with suggestions for classroom applications I can use immediately.
    I usually pass on good book to my friends. Unfortunately, the title of this one is more engaging than the contents, so I will be very selective about sharing it.

    3 out of 3 people found this review helpful.

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  • Posted May 3, 2009

    A great text for all educational professionals from Pk. through college.

    Dr. Daniel Willingham has written a concise compendium of tips, strategies and teaching methods for any teacher who wants their students to obtain academic mastery, I must report that such mastery would be locked in memory with meaning as so eloquently expressed by Dr. Willingham throughout his text. His focus on learning background knowledge first before commencing critical thinking was well stated over and over as a constant theme. Dr. Willingham used real life examples of how to develop lessons with what the teacher really wants their students to think about. I thoroughly enjoyed reading this text and highly recommend it for any professional educator. Dr. Mike Borders.

    2 out of 2 people found this review helpful.

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  • Anonymous

    Posted December 6, 2009

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    Posted September 6, 2010

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  • Anonymous

    Posted January 11, 2010

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  • Anonymous

    Posted March 28, 2010

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