Changing the Classroom Climate with Literature Circles

Burns, Bonnie. “Changing the Classroom Climate with Literature Circles.” Journal of Adulescent and Adult Literacy. Newark: 1998. Vol. 42, Iss. 2; pg 124-130.

The aim of this article was to prove that using literature circles in the classroom would motivate students to take greater academic risks. This teacher chose six novels with a specific theme, and students were allowed to choose one of the six to read and discuss in the smaller group setting. While reading in the groups, the classroom climate became more “cooperative, responsible, and pleasurable.” The article covered several aspects of the lit circle project, from implementing to assessment, and was largely student dialogue. This author would follow every claim that was made with quotes from students in her classroom. Things that stood out were that the students enjoyed the choice that this assignment offered and that everyone in the group had an opportunity to speak in the small group setting. They seemed to like being in charge of the learning that was taking place: setting their own schedules and assigning their own roles in the group. The article goes on to mention that literature circles should be used in conjunction with other teaching methods to change the climate in a classroom. Whole group and independent reading should not be tossed by the wayside and replaced by literature circles.

The only issue I had with this author’s experience was that she was teaching a relatively heterogeneous population. She was in an upper middle class suburb teaching above average to gifted students, so that, to me, casts a shadow on her findings. I can’t say that all classes could be as successful as hers.

I believe this will be relevant to my research in that this is the only article I’ve seen so far that includes other methods of teaching in addition to literature circles. Whole group instruction – not mini lessons – is still important according to this author.