Abstract:

Bill Ferriter, a North Carolina NBCT, describes how Levine recharacterizes laziness as “output failure” attributed to: language dysfunction, impoverished ideation, ineffective motor output, insufficient memory, weak production control, insatiability and/or social distractibility, low mental energy and disorganization.

Citation: Levine, M. (2003). The myth of laziness. New York: Simon and Schuster Publishing.

Full Text:

Mel Levine, M.D.
Simon and Schuster Publishing
ISBN: 0-7432-1367-X

Reviewed by Bill Ferriter
Dillard Drive Middle School
Raleigh, North Carolina

How many lazy students do you have in your classroom (or in your family) this year? You know the type...never turning in homework, barely starting projects, and generally apathetic when it comes to school. The truly LAZY student!

Are you ready to stand convicted? Dr. Mel Levine, pediatrician and Director of the Center for Development and Learning in Chapel Hill, North Carolina, contends that, "Laziness is in the mind of the accuser...when you say someone is lazy, you admit that you don't understand him!"

In his 2003 book, The Myth of Laziness, Levine attempts to refocus parents and teachers on the real reasons for the struggles of low performing students. "Everybody yearns to be productive. Every kid would prefer to do his homework and be praised for its quality...Therefore, when someone's output is too low, we shouldn't accuse or blame that individual. Instead, we should wonder what could be thwarting that person's output, obstructing his or her natural inborn inclination to produce."

Redefining low performance as "output failure," Levine goes on to examine "eight common forms of mind miswiring that contribute to output failure." These struggles include:

Language Dysfunction

Impoverished Ideation

Ineffective Motor Output

Insufficient Memory

Weak Production Control

Insatiability and/or Social Distractibility

Low Mental Energy

Disorganization

Levine develops eight case studies, based on children that he has worked with throughout his career, that will sound strikingly similar to the low performing students in our classrooms. He outlines a path for seeing through the perceived laziness and identifying the true source of output struggles. He then offers suggestions for addressing these weaknesses in each case study.

The second portion of this book is dedicated to examining the impact of external factors such as affluence, poverty, and family role models on a child's output. Internal factors such as motivation, ambition, optimism and initiative are also discussed. Throughout, Levine contends that children must be taught to recognize the influence of these factors on their own circumstances. Without this knowledge, "their productivity may be chronically inadequate, miscalculated, and misdirected."

The final section of The Myth of Laziness concentrates on ways to "cultivate productivity" in struggling students. Complete with checklists and rubrics outlining characteristics of common output issues, Levine provides the knowledge base for teachers and parents to begin understanding the real struggles of children. Also included are practical suggestions for addressing these issues, both in the classroom and at home.

At the conclusion of his text, Levine states that, "When a kid (or an adult) is licking the wounds inflicted by her output failure, important people in her life should come to the rescue and provide well-informed, sensitive care." "Demystifying" struggling students is critical. Helping children to recognize and to understand the real issues affecting their performance is the key to improving productivity and their sense of self-worth.

So before labeling a student (or your child) as "lazy," make the commitment to being the important person in her life who is truly interested in helping her to succeed. Reading The Myth of Laziness will change your perspective on low performing students!

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