Sorry for the spamming, just wanted to stir things up a bit here in the pedagogy realm: I suggest reading the entire article although here's a snippet. (and i think parallels can be drawn with physical activity) http://www.alfiekohn.org/teaching/nonreaders.htm My experiences as a recent graduate of a pretty good urban public school system support the points of this snippet (I haven't read the whole article); my negative academic experiences were often due to the techniques and situations described. However, I feel that this article is biased in favor of more precocious and advanced students. Making a kid who already reads for 10 hours a week read 30 minutes every night is silly and potentially destructive to said kid's love of reading. But what about the kids who don't read at all, or can't read at grade level? My brother teaches at a charter school with a student population that's almost entirely low income, and a large proportion don't speak English at home. He makes his kids do this shit, and they make substantial gains in literacy. (I know that charter school student performance is a hotly debated topic; he teaches at one of the better charter schools in the country, MATCH in Boston.) The same approach is clearly not optimal for all students. In diverse classrooms, approaches that would benefit some students may be detrimental to the learning of others. I and most of my friends were rarely challenged intellectually in public elementary and middle schools. At the same time, other students couldn't handle the material. Since tracking seems to be unpopular, what are teachers with a diverse class to do?