Re: For Jessica
Posted by Teri on 8/22/08
On 8/21/08, L. Swilley wrote:
> On 8/19/08, Jessica wrote:
> I
>> know that there have been some posts on here as to what
>> they [Lit Circles] are, and in reference to their
> efficacy....that is
>> not my question.
>
> [But isn't it. See your remarks below.]
>
>> Additionally, what do they do IN the lit circle? I know
>> that the idea is that they come up with questions and
>> discuss,
>
> *** but how can you be sure they are getting
>> everything they should out of it? And how can you be sure
>> that they are staying on topic and not wasting time??***
>
> [my emphasis].
>
> Answer: You can't. And consider:
>
> Students have come to us ignorant of the knowledge we
> want them to have. Lit circles presume that the students are
> able to provide for themselves that knowledge. (If that is
> so, why is anyone other than a clerk needed to maintain
> discipline in the classroom?)
Lit circles are more for teaching students how to develop their
own ideas than on formal Literature instruction. They are more
appropriate for reading classes than English classes, in my
opinion.
>
> What is the teacher actually teaching in a class where Lit
> circles are in progress? Is he/she teaching only how to
> converse politely? If so, the lit circle can work (and the
> teacher has become merely a disciplinary clerk for the
> event), but if the *subject* of the conversation at the
> tables is important, how can the teacher be assured *that*
> is what is effected? How can he even be sure that common
> sense is governing the discussion? Is the teacher able to be
> a every table constantly? And even it that were possible,
> what *exactly* is the student learning from his neighbor?
> And isn't *exactly* what he is learning the very measure of
> the course?
>
Of course, the teacher should model any and all skills for the
class as a whole before he/she begins Lit Circles. As for
making sure the students are discussing/doing what they're
supposed to...one alternative is to have one circle meet each
day during SSR time. That way the teacher can sit in with each
group--as a group member, not an "expert."
> The teacher is a mind thinking about the subject in a way
> that he should want his students to think about it. He does
> not want his students to think WHAT he thinks, but HOW he
> thinks about it, the advantages and limits of that HOW.
>
> I will appreciate any discussion of the above points.
>
> L. Swilley
>
>
>
>
>
>
>
> 2.
Posts on this thread, including this one
- Lit Circle Schedule and Structure, 8/19/08, by Jessica .
- Re: Lit Circle Schedule and Structure, 8/20/08, by Teri.
- Re: For Jessica, 8/21/08, by L. Swilley .
- Re: For Jessica, 8/22/08, by Teri.
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