In a few days' time the book Blind Spots: Why Students Fail and the Science That Can Save Them will be released. I think many of us know students who can become withdrawn or anxious about learning or about attending school. We also may know some students whose bad choices have an effect on their learning.

I appreciate that in an engaging and real-world way Berens teaches problems can be identified, understood, and solved and you can help every child.

I received a copy of this book from Media Relations Consultant Alana Cowan. ( )

I RECEIVED AN ARC FROM THE PUBLISHER IN A PUBLISHERS WEEKLY MAGAZINE GIVEAWAY. THANK YOU.

My Review: There is a class of non-fiction book, driven by an agenda (usually religious or economic), that breaks me out in giant urticaria. People who feel, intensely, that Their Way Is Correct, aren't usually interesting to me. When I received this book, I worried that the problem would be especially strong here because Dr. Berens is a proselytizer for an educational system of her own devising.

The problem sounds obvious, doesn't it....damn near inescapable, really. Not so fast....

Yes, there is a lot here that is self-promotional, and that does indeed make me very uncomfortable. I was willing to keep going because the issue Dr. Berens is attempting to fix is one about which I am passionate as well: EDUCATE MY GRANDCHILDREN don't teach them how to take a damn test. We have forty years of lousy learners whose reading skills are such that comic books and audiobooks and podcasts are literary genres. I am, frankly, appalled by this...you need someone to read a book to you? You need lovely art to look at to make all those dull words come alive?! Is there no silence for you, someone must always be talking, talking, talking? When do you ever *think*?

Such are my concerns...Dr. Berens doesn't address them, but she does address the sad and worsening situation that teachers and students are enmeshed in. The first four chapters of the book clock in at 108 pages. They are the case-making chapters, the ones where we're informed of how we got here. I found them depressing and hard to motivate myself to read because honestly, seeing what's happened to the young people I know, there is such an immense wrong that's been done to them in the name of education that I want to weep.

The establishment sets an arbitrary timeline that teachers and students are expected to follow. Thus, students spend a predetermined amount of time on a particular lesson, get tested on that lesson, receive a grade of some sort, and are pushed on to the next lesson—regardless of the grade received. Grades are viewed as an evaluation of the student, not an evaluation of instruction. Students are expected to raise their hands, sit quietly and attentively in class, and make good grades. When students fail to do these things, that failure is attributed to problems inherent in the student.
...I'm hoping that uncovering your blind spots regarding how learning actually occurs might be the tipping point {to cause action}. ... Educational practices should be based on how learning actually occurs, not on how the establishment believes learning occurs.
Having spent the preceding hundred-plus pages bringing the fallacies and unsupported assumptions to your attention, the next chapter (five, for the detail-oriented) explodes nine myths about learning:

1. All Kids Learn Differently


2. We Should Teach to A Child's Strengths


3. They're Just Not Ready Yet


4. They're Just Not Good at It


5. Curriculum Materials Must Capture Student Interest


6. It's All About Self-Esteem


7. But They're The Experts!


8. Learning and Behavioral Problems are Medical and Often Require Medication


9. It's All About the Brain

...that's pretty comprehensive, isn't it...and the simplest thing about it is the number of times you've nodded your head, and thought (or said out loud, don't front!) "yeah, _____ said that when..." you've interacted with The System. Any parent has, and has heard those very ideas expressed with great confidence. And, it turns out, surprisingly circular intellectual justifications. (That's those first four chapters I had to make myself read.)

Chapter five, then, is about preparing you for chapter six: The Solution. Isn't that a reassuring title? You've made me all verschmekeled about the problem, yes, but here is The Solution. Thirty pages of assertions that I myownself think sound like they can't miss...but, says the Voice of Doubt, what makes these ideas better than the ones we're living the failure of? Chapter seven: The Evidence.

Yep. The structure of the book is a well-designed version of the solution it presents. I'm borderline panicked at the middle-aged people who, during this pandemic, have taken no lessons away from their experience of being forced to be their kids' teachers except "teachers aren't paid enough" (which, true enough, they aren't). The way your own kid looks at you as you're trying to explain a lesson shouldn't fill you with dismay and embarrassment. It should make you goddamned good and mad. This is what school means to them! It's not (just) you, it's the bloody awful things we've done to kids for forty years and called education!

So...do I think you should buy this book and read it? Yes. Yes, I do. I know you won't necessarily like the experience but the information makes me want to urge you, in the strongest possible terms, to read it and share it widely...parent, grandparent, or just citizen of the world these schoolchildren will make for you.

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