The authors claim that the role of the teacher is central to the process of literature circles, and this role is one of the first main areas of focus that are found in this text. Schlick Noe and Johnson explain that literature circles need to include the elements of student responsibility and choice in a setting where students can respond personally to a text, but too much flexibility creates a problematic and less functional literature group. Schlick Noe and Johnson argue that “The paradox is this: Although decidedly student centered, literature circles only work when the teacher provides effective structure and scaffolding” (x). The authors also warn against providing too much structure for literature circles. I think this is a complicated issue – trying to find the balance between setting structure, but not over-emphasizing structure.
There are three underlying assumptions that the authors describe. The authors claim that these three elements will help teachers create successful literature circles:
1. “My students can learn to love reading and become stronger readers” (x). I think this point relates to something that we have discussed in our LLSS 528 course, the idea that reading can be both enjoyable and constructive.
2. “My classroom is a safe, respectful, and productive place in which everyone’s view counts” (x). I would agree that this type of safe environment is essential in every classroom in which the teacher wants the students to collaborate, share, and learn. I have also read my classmates’ posts about the importance of community – think it’s great that this theme is emerging in some of our blogs.
3. “My students can build the structure with me” (x). I think this might be the area that is more difficult for me to incorporate. As a high school teacher, I spent so much time planning out lesson plans for my students, teaching the plans, and then revising them myself. I have done few projects in which I have let students help build the structure of the lesson or activity. I need to think about including students’ ideas in the process of literature circles.
It is so difficult for us to relinquish roles we have viewed as our responsibilities for so long. Happily, research shows that when students are given jobs that the teacher has traditionally performed - such as creating discussion rules, questions and topics - they often come up with the same lists as the teacher would have developed. The benefit being they feel a part of their education and will "buy into it" a lot more. I am gonna try this when I start these circles.
ReplyDeleteIt sounds like your book has a lot in common with the Harvey Daniels text we are reading. It will be interesting to compare the strategies the two suggest for implementing literature circles. It seems that there is an extremely fine line between offering to much and not enough support. Something that comes with practice I suppose....
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