“interesting so far.”regine monestime wrote this review Saturday, April 20, 2013. ( reply | permalink ) Was this review helpful? Yes | No
“Teaching number, letter, and other cognitive skills is essential. But what about teaching kids social/'character' skills? How does that happen? How much can we control it? Do these non-cognitive teachings have a bigger bearing on the 'success' of a childs life? Yes? PERSISTENCE - NOT OUTCOME!”Dan Spurgin wrote this review Sunday, August 4, 2013. ( reply | permalink ) Was this review helpful? Yes | No
“This book outlines the antecedence of success and more importantly how they can be changed. The biggest takeaways from the book were that IQ is not the predictor of success but a concept know as grit. The characteristic of grit is the greatest determinant of happiness, income and general success in life. Fortunately this characteristic can be built.
While this book is great at describe how grit is built it is a little short on the specifics of how to build the characteristics of grit. ”
“Paul Tough's main point is that grit, curiosity, and character are as important—maybe more important—to a person's success in life as are intelligence and aptitude at taking tests. Intelligence is important, but the determination and stamina to develop that intelligence is more important. That makes sense.
I kept putting off reading this book even though I'm interested in this subject and felt the book would be important. I was afraid it would be overflowing with the most recent scientific studies by psychologists and sociologists looking, from numerous angles, at the education problem in the United States. It was. I grow weary of all the research studies sited in books like this. Sometimes it's like the story Seven Blind Mice by Ed Young. Six blind mice go out independently to determine what a new Something near their pond is. Each discovers a different part of the Something and returns with a vastly different description. The seventh mouse explores the whole and figures out the Something is an elephant. I'm not saying the research studies aren't important, it's just that it's dangerous to loose site of the big picture. Frequently when we look at the big picture, common sense provides an answer. Unfortunately, because common sense isn't scientific, it is often rejected by the scientific establishment. Paul Tough is trying to play the role of the seventh mouse, and he does it fairly well.
Tough also states that research (here we go again), in the form of opinion polls, indicates a considerable majority of Americans want the government to do something about the education problem. He seems to agree with that sentiment. Yet he explains that over the last six decades the government's war on poverty, which goes hand in hand with the education crisis, has been expensive and ineffective. The percent of the population living in poverty has gone up slightly despite all the money and effort the government has thrown at it. Why do we love the idea of our government being the solution to all our problems?”
“To start out with the book is well written. I really liked where I thought the writer was going in the first few chapters, but he ended up going somewehere else at the end.
He reviewed recent psychology and science regarding children and what factors make them succeed. I hoped he was going to give recommendations that anyone who has or works with kids could use to help them develop. But he spent the last part of the book talking more specifically about the challenges faced by low income and disadvantaged children.
I'm all for helping those kids, but I don't live near inner city of New York or Chicago. So there weren't easy takeaways for my work with kids in a rural community.”
“Grit, determination, the will to succeed, hard work. These are the skills that determine future success. Not IQ, not test scores. Just don't look to this book to teach you how to teach children these necessary "character" traits.”Patrick McCullough wrote this review Tuesday, March 12, 2013. ( reply | permalink ) Was this review helpful? Yes | No
“Narrated by Dan John Miller. Thought-provoking and commonsense, this should urge adults working with youth, and adults who have children of their own, to look at how they can help all kids develop cognitively and non-cognitively with the aim of their becoming productive and successful adults. Reader Miller uses a straight and scholarly tone that took me a bit to settle in with. Unfortunately he chose to use a soft southern accent when voicing the black youth. It seems a tepid effort so it comes off awkwardly.”Salsabrarian wrote this review Thursday, March 7, 2013. ( reply | permalink ) Was this review helpful? Yes | No
“Quite interesting but a bit long-winded in places”Gaby Longsworth wrote this review Tuesday, March 5, 2013. ( reply | permalink ) Was this review helpful? Yes | No
“This book was amazing. I enjoyed it much more than Tough's other one about Harlem schools. Here are two of my favs:
"What MCII amounts to is a way to set rules for yourself. And as David Kessler, the former commissioner of the FDA, notes in his recent book The End of Overeating, there is a neurobiological reason why rules work, whether you're using them to avoid fried foods (as Kessler was) or the lire of American Idol (as our imaginary KIPP math student might have been). When you're making rules for yourself, Kessler writes, you're enlisting the prefrontal cortex as your partner against the more reflexive, appetite-driven parts of your brain. Rules, Kessler points out, are not the same as willpower. They are a metacognitive substitute for willpower. By making yourself a rule ("I never eat fried dumplings"), you can sidestep the painful internal conflict between your desire for fried foods and your willful determination to resist them. Rules, Kessler explains, "provide structure, preparing us for encounters with tempting stimuli and redirecting our attention elsewhere." Before long, the rules have become as automatic as the appetites they are deflecting."
And, ". . . standardized -test scores were predicted by scores on pure IQ tests and that GPS was predicted by scores on tests of self-control."
As the dumb person in the family who nevertheless has (had?) quite a work ethic, I was pleased with a lot of his conclusions.
He also mentioned Carol Dewck's research in Mindset, about the power of believing in a growth mindset rather than a fixed one, which I happen to agree with completely. I really enjoyed both his summaries of current research and their applications to different types of schools.
Also, I kept hearing a voice in my head talking about the disintegration of the family bringing terrible consequences. This book gives prime evidence for that.”