Editorial Review
Recognizing each child's intellectual, emotional, and physical strengths--and teaching directly to these strengths--is key to sculpting "a mind at a time," according to Dr. Mel Levine. While this flashing yellow light will not surprise many skilled educators, limited resources often prevent them from shifting their instructional gears. But to teachers and parents whose children face daily humiliation at school, the author bellows, "Try harder!" A professor of pediatrics at the University of North Carolina Medical School, Levine eloquently substantiates his claim that developmental growth deserves the same monitoring as a child's physical growth.
Tales of creative, clumsy, impulsive, nerdy, intuitive, loud-mouthed, and painfully shy kids help Levine define eight specific mind systems (attention, memory, language, spatial ordering, sequential ordering, motor, higher thinking, and social thinking). Levine also incorporates scientific research to show readers how the eight neurodevelopmental systems evolve, interact, and contribute to a child's success in school. Detailed steps describe how mental processes (like problem solving) work for capable kids, and how they can be finessed to serve those who struggle. Clear, practical suggestions for fostering self-monitoring skills and building self-esteem add the most important elements to this essential--yet challenging--program for "raisin' brain." --Liane Thomas
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Customer Reviews
The Best Book on the Market for Your Struggling Learner 
2007-10-20
Dr. Levine's book, A Mind at a Time, is so comprehensive that it is challenging to pare it down to a few essential ideas. He begins by telling the reader why he is "a pediatrician with a mission". He endeavors to accurately describe the struggles of unsuccessful children, to explain the brain's working and dysfunctions which we all experience and see in others, and to provide a "road map" for parents and teachers to knowledgeably observe their children's cognitive development. This observation by a trained eye allows for early detection of breakdowns in learning as well as necessary identification of a child's cognitive strengths, overall assets, and consuming passions. Interestingly, research into problematic learning is also a study of all learning, and how the brain is supposed to function. Only when we are equipped with accurate information regarding a child's diverse kind of mind can we begin to explain why they are struggling and how they can best conquer or compensate for these challenges. It is vital that this knowledge be openly shared with young developing minds so that they know from the start that they are not what they feared, but rather free to grow stronger given the knowledge and help they need to succeed.
Dr. Levine's text covers an overview of the ways of learning, and how lifestyle choices can help or hurt an individual's learning styles. He then goes on to detail the eight neurodevelopmental systems, chapter by chapter: the Attention Control System, the Memory System, the Language System, the Spatial Ordering System, the Sequential Ordering System, the Motor System, the Higher Thinking System, and the Social Thinking System. These systems develop at diverse paces, but must be utilized to grow strong and to stay strong. Although complex and detailed, this book is written in terms a layperson can understand with some thoughtful reading and perhaps a little rereading.
Chapter 10 is devoted to helping the educator or parent pinpoint the areas of breakdown based on evidence from past productivity, behaviors, and learning difficulties. Dr. Levine has divided these areas of breakdown into particular profiles based upon recurring patterns that occur with particular types of brain wiring. He explains each profile, giving case studies to better illustrate what may be typical of each profile. He also details different emotional mindsets that can interfere with a child's achieving his or her potential, and provides strategies to overcome those negative behaviors. Finally, he addresses the benefits and possible detriment of testing, and the outcomes in adulthood.
Dr. Levine adds several additional chapters to provide even more tools for working with different kinds of minds. He discusses the management of a profile, which is broken down into stages: demystification, accommodations, interventions at the breakdown points, strengthening strengths and affinities, protection from humiliation, and using professional therapies. He devotes a whole chapter to provide parents with best methods for nurturing these children at home. He also devotes a chapter to the teacher's role and what types of policies are practiced in "a humane school".
I especially appreciate Dr. Levine's kind heart, which is evident throughout this book. He encourages parents and educators who know a child with a brain that is not meeting necessary demands not to give up on that child, and don't allow them to give up on themselves either. He reminds us that our minds are not stagnant, but come into their own with time. School is the hardest thing that many of these kids are ever going to have to face, because it focuses so intensely on particular skills, such as math and language, while devaluing other important skills, such as interpersonal abilities and creativity. He also reminds us that report cards are notoriously poor predictors of a child's potential. Throughout the numerous case studies, Dr. Levine is an encourager, an empowering force, the voice of hope and predictor of success. His position, experience, and knowledge of current research lend weight to his optimistic determination. Later, at the end of each chapter detailing the neurodevelopmental systems, Dr. Levine lists strategies, a tool box of helpful, practical information to help students, their teachers, and their parents in ways that are immediate and useful. He considers these children to be heroes and heroines, distinctively different in their learning styles, but valiantly courageous in their ability to cope, their resilience, and their will to overcome.
Dr. Levine has covered his topic completely, with every avenue of possibility addressed appropriately and in the most humble, helpful manner. I have worked with a developmental pediatrician who trained under Dr. Levine, and I can say without any hesitation, if I was younger, I would jump at the chance to train under Dr. Levine myself.
Instruction manual 2007-09-15
Thank you Dr. Levine for this instruction manual about the mind!!! I have read this book several times already and learn something new each time I read it. I continue to use it as a reference for when I am stumped about either my own behavior or a child's behavior.
Informative - should be read by all parents and teachers! 2007-03-28
This book clearly defines how different minds learn and process the vast amounts of information encountered on a daily basis in school and in everyday life. The author is clearly at the top of his field and can very easily communicate his findings in a way that is easy to comprehend, extremely informative and interesting to read.
A Mind at a Time 2006-11-05
This book provides an excellent explanation of the frustrations that some kids face on a day to day basis. This book should be required reading for all teachers, parents, and any other profession which works with children.
Thank you Dr. Levine 
2006-08-31
I loved this book because I believe that every child is unique and I appreciate being reminded about the complexity of the brain and why it should be expected that we all have little quirks. Educators can sadly have blinders to differences in learning style. Mel Levine's work reminds me of Howard Gardner's in many ways. I sense that he truly cares about kids and I like that he supports what is best practice in education. Levine says he can learn more about a child by getting to know that child than by reading a list of test scores........let's hear it for that! Levine says, "sometimes you fix a weakness by pursuing strengths." I support that positive approach. To enhance my teaching I found many great quotes perfect for Back to School night and parents who have borrowed his book have enjoyed it immensely.
An eye-opener and food for thought 2006-05-03
Recognizing each child's intellectual, emotional, and physical strengths--and teaching directly to these strengths--is key to sculpting "a mind at a time," according to Dr. Mel Levine. While this flashing yellow light will not surprise many skilled educators, limited resources often prevent them from shifting their instructional gears. But to teachers and parents whose children face daily humiliation at school, the author bellows, "Try harder!" A professor of pediatrics at the University of North Carolina Medical School, Levine eloquently substantiates his claim that developmental growth deserves the same monitoring as a child's physical growth.
Tales of creative, clumsy, impulsive, nerdy, intuitive, loud-mouthed, and painfully shy kids help Levine define eight specific mind systems (attention, memory, language, spatial ordering, sequential ordering, motor, higher thinking, and social thinking). Levine also incorporates scientific research to show readers how the eight neurodevelopmental systems evolve, interact, and contribute to a child's success in school. Detailed steps describe how mental processes (like problem solving) work for capable kids, and how they can be finessed to serve those who struggle. Clear, practical suggestions for fostering self-monitoring skills and building self-esteem add the most important elements to this essential--yet challenging--program for "raisin' brain." --Liane Thomas
Mel Levine is an idiot 
2006-04-23
I found this book to be insulting to children and to educators. This man obviously has no idea what he is talking about, his ideas are strictly from the deficiency model of student underachievement which has been shown to be a faulty method of explanantion. Any educator who reads this book and takes it seriously should be relieved of their jobs ASAP.
In addition, his physical descriptions of his patients are bordering on perverted.
A page at a time 
2005-08-20
I bought this book because I saw Dr. Mel Levine speak at a conference recently. He is an excellent speaker with really intriguing theories; many of which he details in the book "A Mind at a Time."
While Dr. Levine is an enthusiastic and dynamic speaker with riveting anecdotes about his patients, his writing tends to be a little drier than his "in person" delivery. When he is telling these anecdotes and others in the book, it is gripping. The reader feels like they know the exact kid he is talking about, but a lot of the rest of the book is rather dry in its delivery.
I love the message Dr. Levine has about each of us having learning differences and that learning to approach them and strategize a "work around" is the real solution, not labeling and medicating.
I still plan on using this book for a study group in my school. I am hoping that as a group, we can cheer each other through the tougher sections. After the first 100 pages, I had to slot a day and time when I would read this book so that I didn't just put it down and never pick it up again.
If you ever get the opportunity to hear Dr. Levine speak, jump at it.
Good reading to understand how a mind works 2005-07-14
The book illustrates how the mind of a child works and learns. It is clear and well written and can be also entertaining. It applies to children with or without learning disabilities. The main thesis is that for better or worse, everybody is afflicted by a learning disability, even if that can be minor and didn't give rise to any problem at school. Defects can be unnoticeable and go undetected. Sometimes those problems lies in unexpected places. We can develop, consciously or unconsciously, strategies to come around those little difficulties. However, the book does not provide practical guidance to detect those difficulties or to cope with them. It provides an useful background but not a roadmap. Sometime the author comes up with commonsensical advise. However, it is a very good starting point.
1 2005-06-15
I do not usually write reviews in Amazon.com as I am not really comfortable with the English language. I am not an expert either as Mr. Daniel T. Willingham the reviewer below. I am writing this because I think the review by Mr. Willingham is unfair toward Mr. Levine and his book. Mr. Willingham mentions how Mr. Levine gets a great many things wrong,(when he mentions only two points that are connected) as if cognitive psychology gets all things right and is the yardstick for theorizing for the brain. I am wondering if Mr. Willingham had read evolutionary psychology their theories about the brain, e.g. mass modularity of the brain, and their confrontation with cognitive psychology. I could not help myself from writing this review when I read "Many of the "processes" that Levine discusses appear nowhere in the scientific literature." What does this mean? If there is not in the scientific literature he cannot write about his thoughts and maybe be correct too (at least for the most part).
Next he writes:
"Levine seems to think that he can intuit these fundamental processes through case studies. This is exactly the method used by Freud, and the results are about the same. Freud at least had the excuse that there was not a world of research on the subject that he was systematically ignoring."
If Mr. Willingham thinks that Levine and Freud follow the same methods he could read some books on Freud's life and ideas complemented with books from philosophy of science.
Where is the world on research on the subject Mr. Willingham? I would take everything back if you give us prior research on this specific subject.
Is this a review from a doleful professor that thinks something like this? I read all the theory, I did all by the book, I did not put any original theory forward not because I could not think anything new, I have thought a lot of new interesting things but I am still waiting the back up of scientific literature.
:-( So why Levine is so famous and successful and not myself, I just proved with my review that I am smarter and more careful than Levine.)
Myself I am not a professor but I am not close-minded either and because this book was very helpful to me I gave it 5 stars.
