Using Small Discoveries To Enhance Literacy Learning

"One of the greatest ways to build effective practice is talking - teacher -to-teacher- about the discoveries we make in our daily work with students." (p. 546).

Throughout ten years of practitioner research, Margaret Taylor Stewart found that small discoveries in her classroom led to a more effective practice. By observing and listening to her students, she was able to gain a more in depth knowledge of her students which resulted in a positive classroom environment and a deeper, more productive way of learning. Stewart's discoveries also led to an enhanced relationship between the school and the community, as well as a peer support between other teachers. By conducting this study Stewart (2003) was able to build a body of knowledge to inform successful literacy instruction, engage students in "real" learning and enhance literacy learning.

Looking for the Positives

In a classroom that focus on positives, students are made to feel respected and thought of as important individuals with worthwhile contributions (Allen & Mason, 1989). Ways in which teachers focus on the positives are by having higher expectations, tailoring teaching to student's needs, being aware of cultural backgrounds and recognizing the strengths in each student. The result of focusing on the "positives" is that students become engaged and benefit from academic learning.

An example Stewart used in focusing on the positives with her students was to look for the "good things" in the classroom. She would engage her students to talk, write, draw, or take pictures of daily events that were good. This led to the class working together and participating in photography and make a class book with the pictures that had been taken of the good things each student did in the classroom. The students would take turns bringing the book home to share with their family which became a public relations tool that improved the relations between the school and the community. (p. 541).

Observe

Observation of students is important in order to know each student to tailor teaching to meet their needs. By observing students and finding their strengths, teachers can comment on their abilities which make them better leaders in their area of expertise. Stewart found that when she would find the strengths in her students and comment on them, her comments became "contagious," in that other students would then see the good in each other and learn from each other. (p. 543).

Communication

Encouraging children's conversation leads to teachers becoming more aware of how students process information and we are able to gain insight on their learning. By actively listening to both verbal and non-verbal messages, children will open up and learn from teachers who want to listen and learn from them. Brooks and Goldstein (2001) maintain that "it is virtually impossible to engage children in effective communication if we do not first listen to what they are saying." Also, talk between peers is another way to relate new information to their existing knowledge and builds a classroom community.

Small discoveries were made in the classroom by Stewart when she would actively listen to her students. She found that by listening to her students she would learn what they need from her. An example given was a child in her classroom was given a writing assignment and he had only written a few words. She had asked him what he had needed and he wanted her to be his "designated writer." She found that this child was a powerful storyteller and illustrator and worked better when he had a grown up around him. Later, he began teaming up with another student and they would work together collaboratively and they were productive.

Interaction with peers

Perspectives on teaching

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