Teacher Watching: Examining Teacher Talk in Literature Circles

Short ,Kathy, et al. “Teacher Watching: Examining Teacher Talk in Literature Circles.” Urbana: May 1999. Vol. 76, Iss. 5; pg. 377

This research project examined the importance of teacher interaction and instruction in the reading process. It claims that “…children learn about the nature of text, appropriate ways to discuss and respond to books, and come to define themselves as particular kinds of readers” through teacher-child interactions. In order to test their theory, the authors examined test groups of literature circles when teachers were present and not present. They found several types of teacher talk: facilitating social interaction which interfered with discussion, providing additional information, restating comments, conversational maintenance, and challenging student responses. When observed without a teacher present, students did many of these things themselves, suggesting that teachers jump in too early when they think a group is struggling. Teachers were also observed as mediators, active listeners, and participants in the groups. All roles that the teacher played in the group led to teacher-domination of the group. When students led their groups independently, they imitated the teacher-talk, right down to the types of questions teachers ask about a book. One interesting find was that students spent longer discussing a topic when a teacher was not present, proving to the researchers that students need time to work through things on their own without teachers present.

This paper was a fascinating look at what kids can do one their own – which is supposed to be one purpose of literature circles. The writers documented their sources well and had qualitative data presented in an understandable format. I wish they had given more quantitative data, as there were a lot of “most of the students,” and “many of the students” types of descriptions. I’d also like to know what their sample size was. I will definitely be using this as a guide and in my research as I explore my role in the project and observations.