Your Name
Watson 1
Instructor’s Name
English Composition I
28 August 2013
A Response to “How Teachers Make Children Hate Reading”
Summary: John Holt is a former teacher who shares personal anecdotes in his essay
“How Teachers Make Children Hate Reading.” Holt remembers taking a traditional
approach to teaching as a beginning elementary school teacher. He initially thought
that quizzing students over assigned readings and requiring them to use a dictionary
to look up unfamiliar words was a best practice. However, a conversation with his
sister challenges him to think critically about the effectiveness of his style, and he
realizes his “methods were foolish” (359). An avid reader, Holt recalls he never
looked up words in a dictionary as a child, but the lack of a dictionary did not make
him any less intelligent or appreciative of language. He, like many other literate
people he met, developed his vocabulary by encountering the same words “over and
over again, in different contexts” (359). Holt’s understanding of what it takes to
nurture a love of reading in children from an early age evolves throughout the essay.
He argues that reading would be a more enjoyable experience for children if parents
and teachers allowed children to read stories that interest them and not expect them
to understand every word or interpret every meaning behind it.
Critique: I discovered several strengths and weaknesses in Holt’s argument. I agree
with him that it is unrealistic to expect children to look up words in a dictionary to
appreciate words. Holt is not against using a dictionary as long as the reader uses it
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practically to look up words that interest him or her. To look them up in order to
fulfill a assignment, however, will not promise vocabulary development. It is possible
that forcing words upon a beginning reader will do more harm than good. For most
children, learning how to read is similar to learning a new language, and this skill set
improves with practice and patience. I also agree when he says we must be careful
not to embarrass students if they make mistakes; this method usually causes the
student to give up altogether.
However, Holt’s argument at times seems biased and overgeneralized. For example,
he asserts “that for most children school was a place of danger, and their main
business in school was staying out of danger as much as possible” (360). His
implication that children hate reading because they fear making mistakes is valid, but
I disagree that most of them view their teachers as literary predators. Children’s
attitudes about reading and education in general are affected by a number of factors
such as learning styles, personality, the acquired habits, and intrinsic and extrinsic
motivation. To place the blame on “us” teachers in his inclusive comments about how
we humiliate and shame children through our teaching methods is unfair because I
can think of several examples where this is not always true or was not necessarily true
during the time he wrote the essay. His suggestions about how teachers should assess
and evaluate student writing contradicts many of the modern teaching guides I have
read, which posit that holistic grading includes teacher and student feedback.
Application: Holt’s essay allowed me to think critically about my own teaching
methods and reflect on what has worked successfully in the classroom and what has
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not. Many college students take English because it is a requirement and their
attitudes toward writing are much like the freshman that Holt describes in the
conclusion of the article. They are very anxious about their writing even if they are
strong writers, and they seldom write for pleasure rather than for necessity. Holt
discourages teachers from using reading as a tool for public humiliation and promotes
student-centered learning, which I advocate. While I realize there are students who
depend on being told exactly what to do for each assignment they are given, I have
observed that most students thrive when they have control over what they learn and
discover new ideas independently and collectively. This is type of learning is
supported by positive reinforcement. Rather than settling on any one way to motivate
students, I realize that effective learning comes from an array of different
approaches, and sometimes old-school teaching methods still are useful.
Works Cited
Holt, John. “How Teachers Make Children Hate Reading.” The Norton Reader. Eds.
Peterson, Linda et. al. 13th edition. New York: W.W. Norton & Company, 2012.
pg. 358 - 366.
Writing a Summary and Response: Some Definitions
• Summary: a short statement in your own words of the reading’s main points
(without your opinion, evaluation or judgment).
• Paraphrase: a restatement of a passage using your own words and sentences.
• Quotation: a noteworthy expression or statement in the author’s exact words,
presented in quotation marks and correctly cited.
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• Personal response: a statement and explanation of your reaction to the reading.
• Critique: your evaluation of the strengths and weaknesses of the reading.
• Application: a connection between the reading and your experience.
• Question: a point of curiosity or uncertainty that you wish the writer had covered.