Many researchers have laid classroom talk as the foundation for literature discussion groups (Barnes, 1992; Barnes & Todd, 1995; Daniels, 2002; Gilles, 1993; Peterson & Eeds, 2007; Pierce & Gilles, 2008; Short & Pierce, 1990; Wells, 1999). Exploratory talk, characterized by Barnes (1992) as that which has “frequent hesitations, rephrasings, false starts, and changes of direction” (p. 28) is an avenue for students to try out and develop their thoughts about a text, and the supportive social environment of a small group encourages students to share ideas and understandings. Barnes (1992) suggests when students are given opportunities to converse about their learning, each person’s ideas contributes to a greater insight of the concept than if he or she attempted to comprehend it alone. The variety of backgrounds and perspectives of all members leads to a co-construction of knowledge, thus enhancing the students’ overall understanding.
The role of the teacher in literature discussion groups is essential to their success. Students are more likely to engage in productive and successful literature discussions if their teachers create a supportive learning environment where all ideas and opinions are heard (Barnes, 2008; Short, 1990). Many students have never been taught how to participate in a productive discussion, so the teacher should model appropriate conversation behaviors to ensure the discussions are meaningful and productive.
After these expectations have been set, teachers have to find the balance between their roles as instructors and group participants. Teachers may choose to scaffold their students’ learning and ask questions to help them think deeply about the text (Gallimore & Tharp, 1990; Langer, 1992; O’Flahavan, 1994/1995; Vygotsky, 1978). Vygotsky (1978) believed that a teacher’s role in assisting students’ learning was to provide scaffolding with the understanding that they would eventually be able to master the task on their own. The Zone of Proximal Development (ZPD) is the zone between what students can do alone and what they can do with the assistance of a more learned peer or teacher (Vygotsky, 1978). As the student becomes more knowledgeable, the scaffolding the peer or teacher provides lessens until the student becomes independent. Students need to be taught how to interact in small groups, and teachers should anticipate the difficulties students could face so they can be addressed.
Teachers should be mindful of the types of questions they ask during literature discussion groups. Hynds (1992) found many literature teachers “concentrate on meaning-making processes, rather than more ‘reader-centered’ processes such as engagement or personal evaluation” (pp. 81-82). Comprehension is important to students’ understanding of the text; however, if it is the sole purpose of the discussion, teachers risk restricting what their students learn from literature. Hynds (1992) noted “teacher-controlled activities, including study questions, often undercut the reader’s creative meaning-making processes” (p. 85). Instead of giving students the opportunity to explore the text’s meaning on their own, study questions often require one correct answer. As a result, reading becomes more of a chore than a pleasurable experience. According to Hynds (1992), “teachers’ questions not only affect students’ literary responses and interpretation processes; they affect the stances students take towards texts and toward reading in general" (p. 92). Uninspiring and one-dimensional questions deter students from reading rather than promote it. Therefore, the kinds of questions teachers ask are paramount to how students view the act of reading.
Investigating a Teacher's Role in a High School Literature Discussion Group
by Shannon Cuff
Resourceful Research
A Balancing Act:
44