A wonderful book. I would love to read this with my high school class. They would love this book. A great add to your school library.

I found this story fascinating. I especially loved how the author portrayed each child and teen and their unique contributions not just to the "Kid Quixote" play project but to the community. The other major appeal of this title is the actual story--how a burned out teacher recovering from depression (and some may think he should have cut out his personal segments of this book) conceived and started off a project that brought a classic but dated work of literature to students of a wide variety of ages and somehow he and the students not only are successful but the project takes off into insightful areas and use of talents that are phenomenal.

I really enjoyed getting to learn more about the important of Don Quixote de la Mancha. While I am aware of Don Quixote, I was not aware of the signifalllicance culturally.

I really loved this book! I enjoyed the community that was formed by the children (facilitated by their teacher), and the amazing work that came out of it. This shows that all of our students have potential, and as educators, we have to find it. This is a really heartwarming book

This story made me so proud to be a teacher. Although I am sorry that Stephan Haff had a nervous breakdown, what he accomplished because of it shows the power of listening and working together to create not just successful students but lifelong learners as well.

Wonderfully inspiring! The children in this narrative are hungry for learning, reinforcing the need for enthusiastic teachers!

Kid Quixotes showcases everything that is wonderful about reading and discussing books—the art of listening. The program Still Waters In A Storm has taken the classic “Don Quixote” and turned it into a wonderful vehicle for more—to talk about feelings, mental illness, immigration and politics; to draw parallels from words into math, science and music; to turn feelings into plays, drawings and songs; to empower. In a fast-paced world where we all desire answers in 20 minutes or less, we all need a form of Still Waters in our lives, to learn how to listen so that we can move forward together.

Stephen Haff is a teacher on a mission. Disgruntled by the status quo at inner-city Bushwick High School in Brooklyn—where faculty members are instructed to maintain control of their students, the principal interrupts class sessions to broadcast via intercom rules such as no bathroom breaks and instructions for security to “sweep” the halls of kids—the idealistic educator endeavors to make literature relevant to his young charges’ often difficult lives.

However, Stephen must put his career on hold to seek treatment for bipolar disorder in his native Canada. The experience, rather than being a drawback, becomes the catalyst for jump-starting a remarkable new phase of the devoted teacher’s career. Armed with the tools gained from therapy, years of fine-tuning treatment, and discovering what works for him, Stephen returns to Bushwick determined to restore dignity to students denied them by the powers that be. Decrying the state of his beloved career as educators are expected to teach not to help young people learn but to pass standardized tests, he leaves one position after another.

Things begin to change when a student expresses an interest in reading and writing with Stephen and the two meet in the teacher’s apartment. Word spreads about this one on one activity, and families and fellow teachers gradually join. As Stephen’s apartment becomes too small, the group eventually finds a home in a storefront rented and funded by supporters. From these humble beginnings, the idealistic educator embarks on his new calling: Still Waters in a Storm.

Rather than a lengthy and degrading list of rules forced on students in schools, Still Waters has one requirement: everyone listens to everyone. Participants, from young children to teens, share their written works and ideas without fear of criticism or ridicule. (Even Stephen is not above admonishment: when a shy little girl once feels uncomfortable to the point of tears, the teacher receives a penalty from a hockey-loving teen for making her cry.)

Under Stephen’s gentle guidance, the children—from Hispanic families who have migrated in search of more opportunities and a safe haven—make astronomical strides in reading levels. The atmosphere and friendships formed keeps kids coming for homework help for an hour or two after a long school day and all afternoon on Saturday.

The innovative educator comes upon an ingenious plan to share his love of literature and make it relevant to his young charges: provide each child with a Spanish-language copy of Don Quixote by Miguel Cervantes. The classic novel about an idealistic righter of wrongs becomes a vehicle for understanding their world as well as a source for a musical production presenting that understanding to the world outside their circle. And when a new administration brings a renewed fear for the immigrants’ future in this country, Stephen discovers a new role: an advocate and supporter of those whose lives are now intertwined with his.

Stephen Haff’s chronicle of his progression from a Yale-educated high school English teacher to guide and mentor for inner-city Hispanic kids is at the same time down to earth, realistic, entertaining, and uplifting. Rather than telling the story in a strictly chronological fashion, the author intersperses his narrative with flashbacks from the present to past experiences: receiving treatment for depression, mentoring a Shakespeare theater group, and other vignettes from his life. These recollections are a bit disconcerting, as they detract from the flow of the story. (Headings or italicized text might help differentiate between the account’s various facets) Yet, insights into these experiences increase the reader’s understanding of the author’s efforts to reclaim his life and future—and those of the Quixotes.

A note about language: The author makes liberal use of profanity. While this language is a natural part of the speech of many people populating Stephen Haff’s world, its use may limit the book’s suitability for many readers. The questionable language is refreshingly absent from the latter part of the book, as the focus centers on the children’s production of Don Quixote. As there are many published works that make free use of strong language (often to the detriment of the book), it is to the author’s credit that this is not the case here.

The language of Kid Quixotes is a testament to the author’s love of the written word. “We listen to each other in a sacred hush, even as the streets of Bushwick holler all around.” “A girl is born. A sweet and goofy girl. She is born to throw thunderbolts at those who trample down the tenderness of things.” It is this love of words and tribute to their power that makes Stephen Haff’s story unforgettable. Through the author’s eyes, readers discover that the tale is not really his; it is the testament of the brave, smart, and caring children and parents who are the real heroes of Kid Quixotes.