The common problems teachers face during literature circles are not insurmountable. In fact, knowing what you’re likely to face will help you be better prepared. There are so many reasons literature circles are worth the effort, but there are some common problems you need to take into account when you use literature circles in the classroom.
The most common problems teachers face during literature circles.
#1. Students unprepared for the meeting is a common problem during literature circles.
This includes not doing the reading and/or work. To me, these are actually two different issues. If a student doesn’t do the reading, it will be difficult to participate in the discussion, which is really the point of literature circles. If a student doesn’t complete the work pages but has done much of the reading, they aren’t prepared to meet their part of the group work, but they can still participate in the discussion.
Possible solutions: If a student doesn’t complete the reading, you want to figure out why. One common reason is that the student may not “be a reader.” It always surprises me the kids who show up in my 6th-grade classroom and tell me that they’ve never read an entire book.
I try to have audio versions of books, especially for those students who struggle with reading. Also, I will read aloud a chapter or two or three to the student or even the group. This gets them hooked and wanting to talk about the book. It motivates them to read. I may have another adult in the room who can assist with the reading for a student or two. Read this blog post on how to support struggling readers during literature circles.
Here’s what I’ve discovered: Once we’ve held one group meeting and a student has been able to participate in the discussion, this is often motivation enough for them to actually do the reading.
I try to have students do a lot of reading in the classroom, which helps with the motivation issue. We can’t do all of the reading, so during literature circles the only homework I assign is literature circle reading and responses in order to prep for the next meeting.
If a student doesn’t complete the response work, I often have them dictate their response to me and I record it. Additionally, if I see they are struggling, I’ll modify the workload. The bottom line is I want students to participate in the discussion and to be engaged. I’ve noticed that once I record for a student, they’ll frequently take it upon themselves to do the work before the next meeting. I truly believe that there’s nothing wrong with modifying the work for those students who need it, especially if it gets them over a hurdle of the unfamiliar, which literature circles can often be for students.
I’ve created a literature circle resource that’s filled with student and teacher supports. Find the literature circles unit here.
Problem #2: Students reading too far ahead in the book is a common problem during literature circles.
Possible solution: I try to emphasize that this is a group activity, and we don’t want to give away critical parts of the upcoming section. I will specifically say that as much as I love the fact that they’re reading, and I hate to stop them, literature circles are not the time to plow through a book. Make sure that students have an independent reading book so that when they do complete the section for the next meeting, they can pick up their own book.
There are times when a student just can’t help themselves (this I love), and they have to know what happens next. In this case, I ask the student to review the last few pages of the reading goal for the upcoming meeting. I request that they please don’t give away anything that happens beyond that last page. This almost always works.
Problem #3: Discussions straying off-topic is a common problem during literature circles.
This is a very common problem teachers face during literature circles and will most likely happen in the first meeting when students really haven’t experienced what it means to engage in a discussion.
Possible solution:
When I see straying happening, that’s the group I’ll sit with for as long as possible, or until they are demonstrating that the discussion goal is understood. Another solution I try really hard to make happen is getting volunteers to help with meetings. I recruit from the town, the older grades in the school, the librarian, administrators, family members, the senior center, neighbors…you get the idea. I always have at least 2-3 other adults in the classroom if I’m holding all group meetings on the same day. This helps tremendously!
The volunteers are usually reading the book right along with the students. They participate in the discussion just like the kids. I have to tell you that students LOVE having adults take part in the meetings and they LOVE knowing that someone in the community is reading the same book as they are reading and that they actually WANT to TALK about it with them. Read this blog post about how I get volunteers for literature circles.
Problem #4: Immature behavior is a common problem.
This is a bit like #3, but there are some differences. Sometimes a student just doesn’t have the maturity level to step up and participate in a discussion. If this is the case, I’ll do a sort of a mental checklist in my head: Have they done the reading? Do they understand what is happening and why we are doing literature circles? Did they have supports to help them be successful?
Possible Solutions: Make sure the student understands what’s going on. Perhaps they don’t like the book. Assure them that you’ll help them with it for the next meeting and ask that they try their hardest to sit and listen in the current meeting. I let them know that I really want them in the classroom, and that once we’ve completed one meeting, it gets easier.
If the student still seems to struggle, I ask if they’d like to go to another setting for a few minutes to get themselves together and that I’d love them to return at a set time. I give them a note with the time to return and the room number to go to. They can work on their literature circle job or other incomplete work, or read their book if they haven’t completed it.
Most often, the student returns with a different mindset, and they sit with the group. I’ll ask the student if they are comfortable participating. If not, it may be that they listen to the meeting. I count listening as a success because more often than not, this student will want to chime in about something being discussed. If they don’t, they’ve still listened!
Problem #5: Shy students not wanting to speak is a common problem during literature circles.
This is real. It happens. As a shy person, I get it.
Possible solutions: Prep the student ahead of time. Go over their job page and each item they’re supposed to share. Keep an eye on the group meeting and when you see that it’s time for this student to share, quietly lean down and ask if they’d like you to say what they’ve prepared, or if they’re ready to do it. If they’re not yet ready, share what they’ve prepared. Then ask a question of the student that you know they’re prepared for (I try to do this ahead of time). It’s the little successes that lead to taking steps into the uncomfortable zone.
From my experience, the shy student often starts speaking on their own by the 3rd meeting, but I always make an effort to check in with these students as we prepare for meetings.
Problem #6: Schedule changes at school.
Possible Solutions: This common problem during literature circles has fairly simple solutions. Somewhere on campus or in a shared file there’s a calendar of events. Before you plan your literature circle meetings, know what’s on the calendar. This way you’ll at least know the days of rallies, field trips, IEP meetings, fire drills, etc. Plan around them.
When the schedule change happens unexpectedly, you go with the flow and make things work. You may need to use some time during the next day to finish up. Apologize to the students for the interruption to their meeting and assure them that it will all work out.
When you have an idea of the 6 most common problems that arise during literature circles, you’ll be better prepared to confidently address them and move toward increasing engagement and learning for all your students.
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Alison says
I love how you have adaptations for students who just don’t enjoy reading. I was/am that type of person too. I start many books, but rarely finish them. I read for knowledge, not so much for pleasure. Great tips!
Charlene Tess says
Such great tips! We had a literature circle once a week or sometimes twice when I taught creative writing. It is a wonderful teaching tool, and your suggestions were very helpful. Thanks for a great post. I enjoyed reading it.