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Holt wrote several books that have greatly influenced the unschooling movement. His writings have influenced many individuals and organizations, including the Evergreen State College, [[Caleb Gattegno]], Americans for a Society Free from Age Restrictions, the [[National Youth Rights Association]], and the Freechild Project. |
Holt wrote several books that have greatly influenced the unschooling movement. His writings have influenced many individuals and organizations, including the Evergreen State College, [[Caleb Gattegno]], Americans for a Society Free from Age Restrictions, the [[National Youth Rights Association]], and the Freechild Project. |
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Holt did not have a teaching degree, which many believe{{who|date=January 2021}} allowed for his work in the private school sector to make way for him to have a more objective opinion on the American school system. Being new to the environment, it is thought that he was able to make more objective distinctions than other educators as to what the schools said they were doing and what they were actually doing. For the first many years of his teaching career, he maintained the belief that schools overall were not meeting their missions due to using the wrong methods and pedagogical approaches, and that these failures were the cause for rendering young scholars as children who were less willing to learn and more focused on avoiding the embarrassment and ridicule of not learning.<ref name="Lant">Lant, J. L. (76/77). Considering John Holt [Electronic version]. Educational Studies, 7(4), 327-335</ref> |
Holt did not have a teaching degree, which many believe{{who|date=January 2021}} allowed for his work in the private school sector to make way for him to have a more objective opinion on the American school system. Being new to the environment, it is thought that he was able to make more objective distinctions than other educators, as to what the schools said they were doing and what they were actually doing. For the first many years of his teaching career, he maintained the belief that schools overall were not meeting their missions due to using the wrong methods and pedagogical approaches, and that these failures were the cause for rendering young scholars as children who were less willing to learn and more focused on avoiding the embarrassment and ridicule of not learning.<ref name="Lant">Lant, J. L. (76/77). Considering John Holt [Electronic version]. Educational Studies, 7(4), 327-335</ref> |
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As Holt wrote in his first book, ''How Children Fail'' (1964) "...after all, if they (meaning us) know that you can't do anything, then they won't blame you or punish you for not being able to do what you have been told to do." This notion led him to make changes within his own classroom to provide an environment in which his students would feel more comfortable and confident. With the support of his colleague Bill Hull, Holt began putting less emphasis on grades and tests, and began taking steps to decrease the notion of ranking the children. He focused on his students being able to grasp concepts, rather than having them work for the correct answer. Instead of using the typical methods to determine students' progress, he adopted a more student-centered approach. Patrick Farenga paraphrased Holt's distinction between good and bad students: "a good student is careful not to forget what he studied until after the test is taken."<ref name="Farenga">Farenga, P. (1999, January). John Holt and the Origins of Contemporary Homeschooling. PATHS OF LEARNING: Options for Families and Communities</ref> Eventually, his new methods for teaching caused him to be terminated from his position, which he claimed was due to the school wanting to maintain "old 'new' ideas not new 'new' ideas."<ref name="Lant" /> |
As Holt wrote in his first book, ''How Children Fail'' (1964) "...after all, if they (meaning us) know that you can't do anything, then they won't blame you or punish you for not being able to do what you have been told to do." This notion led him to make changes within his own classroom to provide an environment in which his students would feel more comfortable and confident. With the support of his colleague Bill Hull, Holt began putting less emphasis on grades and tests, and began taking steps to decrease the notion of ranking the children. He focused on his students being able to grasp concepts, rather than having them work for the correct answer. Instead of using the typical methods to determine students' progress, he adopted a more student-centered approach. Patrick Farenga paraphrased Holt's distinction between good and bad students: "a good student is careful not to forget what he studied until after the test is taken."<ref name="Farenga">Farenga, P. (1999, January). John Holt and the Origins of Contemporary Homeschooling. PATHS OF LEARNING: Options for Families and Communities</ref> Eventually, his new methods for teaching caused him to be terminated from his position, which he claimed was due to the school wanting to maintain "old 'new' ideas not new 'new' ideas."<ref name="Lant" /> |
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