A Response-Based Approach to Reading Literature

If someone were to sit down and ask me, “Tyler what, to you, looks like the perfect English classroom?” My most simple answer would be the main focus of this research. To me, a discussion based English classroom where students are reading, building their own interpretations, discussing them, and then formulating more complex ideas from the discussion, is how the classroom should function. I especially liked the breakdown of Horizon of Possibilities (responding to literature through a human emotional/psychological connection) and Point of Reference (a sense of topic and the points being made) are not different, but are connected in our reading. These are great methods for building on discussion in the classroom, then using that to lead into critical thinking about the text. The importance of comfortable discussion is heavily focused on in the article because there is so much to gain from multiple interpretations of the text from students of various backgrounds and cultures. I especially enjoyed the section on maintaining a center of focus; as the teacher we must foster a community in which students are comfortable sharing their ideas, therefore we must validate their initial interpretations which, in turn, helps the students validate their understanding of the text. This will create and environment for thoughtful discussion and instruction based on response and help, rather than giving information. 

There were some issues I found with the research. I would like a more in-depth understanding on how one could teach literary concepts (setting, tone, ect.) to the class whilst maintain a community driven classroom. I would also like to understand what form of assessment would go into this type of response-based instruction. I assumed it would mostly be formative, since the class is so discussion focused, however there would have to be some summative assessment to help understand whether or not students are meeting standards. One other issue I was thinking of was the issue of students who are simply not interested, not reading or responding, and generally tuned out of discussion. Surely they could be brought in, but if particular members of the class are more vocal and more willing to give their interpretations other students me develop a feeling of inadequacy for their own ideas. These were all questions I pondered when thinking of how I could implement this in my own classroom. With my students this would certainly not work all the time, but I think they would enjoy response-based instruction much more than a teacher led classroom.