"A Response-Based Approach to Reading Literature" by Judith Langer

     Langer first differentiates between two forms of instruction or purposed of instruction. In discursive orientation, students are looking at content for specific information. In literary orientation, they look at the larger world of a work of literature and the parts that make up that world. Their understanding of the text is not guided by questions with correct and incorrect answers but their own questions which prod interpretation. This concept reminds me of our responsibility to allow children to explore. Teacher's want to make sure their students learn and feel that they need a structure in the classroom. If a student learns through individual or group determination, is that less valid than the teacher leading the student to specific conclusions? Often we think someone is wrong in their opinion. As a teacher, we assume students are not looking at all of the evidence or are not thinking critically about their answers. In any argument, both parties rely on different pieces of valid evidence to support their conclusions. So why does a student have to come to the teacher's conclusion. How are they supposed to learn to be explorers and inventors if they are taught to only reach the conclusions of others and never reach beyond that?

     Langer's work with teachers has focused heavily on helping literary students, "to arrive at their own responses, explore possibilities, and move beyond initial understandings toward more thoughtful  interpretations." (5) As students learn about literary styles, they focus their attention on making interpretations and understanding perspectives. In discussion, they have to learn to trust their own instincts and to ask for clearer explanations from others. They learn how to trust their hunches and impressions (part one) in order to discover deeper meanings and applications (part two) of the texts they explore and take a "critical stance." (part three) (7) Teachers learned to allow learning to be lead by the student's questions and ideas. Teachers need to provide students with the room to be thinkers on their own and in groups. In my classroom, we use literature circles a few days a week. As we read a book, I facilitate discussion. Although I know how to lead a discussion at a college level, I find it difficult to not ask questions to get my students to particular answers. I want them to notice all the details I notice that create a whole idea. Instead, I think they rely on me to get them to say what I want them to. I hope that my questions act as a building block to help them read the literature critically, to find the parts that make up the whole. As I work on asking more open ended questions, I hope my detailed question prepare them to think in a way that can support ideas about the world they are exploring.