In order to make this type of discussion with young students run smoothly, however, I think it is necessary to know the students, understand how they learn, establish rules for discussion, and be prepared to listen carefully to my students in order to guide the discussion. I would present a discussion like this by introducing it using words like "book talk," "conversation," "casual conversation," etc. This would make it seem like less of a task and more relaxed in order to reduce any anxieties - I think students learn best when they are most comfortable in their academic environment.
For my particular classroom, I would have to understand that these students get easily distracted and learn best with a lot of preparation and demonstration. I would probably read a book to the class, asking them to think about who the characters are, what is going on, how they feel, etc. while I am reading. After the story, I would like to have the students do a brainstorm activity such as drawing or writing about the story before the discussion. Then I would have students come to the carpet for discussion, bringing their brainstormed work. This would assist students to keep on track and focused during the discussion. It would also ensure that every student would have something to add to the conversation. I really like the idea of allowing the brainstorming to be about anything that concerns the book - something they liked, didn't like, they're curious about, etc. My reasoning here greatly reflects McGee's article: "children set the agenda for discussion; their comments initiate topics of discussion. Children's comments arise from their unique and personal responses to the books," (McGee, 1996)
Finally, because the first graders are so young and may not have much experience with literature discussions, it is important to establish a rule that they may not speak while someone else is talking. For these discussions to work, listening is key. A quiet group is important for listening. Also, I would have students call on each other, as someone in class session suggested. This way, they are not relying on me to regulate and evaluate the conversation.
As I was reading Colleen's post, I really enjoyed how she layed out the best plan for her particular classroom of students. I also have first graders, and I think her ideas of demonstration are absolutely essential in this young grade. This idea did not even occur to me when considering discussion in my classroom but rather just a considerable amount of scaffolding for them. I agree that with her steps students would stay on task and become more focused for longer periods of time. However, I would be fearful that students would become board of this topic or book. I think a successful and healthy discussion takes place also when student's thinking is fresh and has not been over thought. These sometimes can be the moments where students bring their impulsive ideas and thus can sometimes create a deeper and richer discussion.
ReplyDeleteIn addition, I agree with McGee about students "setting the agenda" and having a discussion that arises from "Children's unique and personal responses to the books." I think Colleen understands that in order for first graders to set their agenda, they must be familiar with the text in which they are working with. I also believe that Colleen is thinking critically about the needs of her students and therefore hopes that their personal responses will play into their discussion. I think having a discussion with this much preparation prior to the actual talk would be beneficial in the early stages of having discussions. However, as students become more familiar with this type of learning, I think I would want impulses and immediate reactions to texts to occur. I think the balance between these two methods is essential to being successful overall in discussions. I am glad that Colleen and I thought differently on how to prepare our students for discussions because it made me analyze my reasons behind my methods and created new ideas for me to reflect upon.