Literature Review 4-Yates 1

National University

TED 690

Literature Review 4

M’Laura Yates

27 June 2019
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Abstract

This literature review is based on a peer-reviewed article from the Reading Teacher

Journal about questioning our beliefs about effective learning environments for children.

This article is a dialogue between a teacher and a teacher educator who discusses their

shared experiences in education and attempt to challenge each other and their

uncertainties regarding education. As educators we must continue to question and put at

risk our own beliefs and practices. This ensures a constant process of inquiry into both

areas in order to not remain constrained by any limitations placed by those same beliefs

and practices.
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For a period of several years, both educators have discussed and debated different

ideas about effective learning environments in many different contexts-in university-

school relationships, in a graduate course, and in parent-teacher conferences. Shannon is

a teacher and Susan is a teacher educator. They both agree that language and literacy are

best nurtured in environments that attend to the development of both skills and strategies

in authentic and meaningful contexts. These contexts include valuing and respecting

differences in development, highlighting and building on the strengths of students, and

helping students take risks within a comfortable, safe and secure atmosphere. They

attempt to identify the uncertainties that are embedded in their beliefs about effective

learning environments and how reflecting on those uncertainties can help each of them

conceptualize those same environments in more complex and in-depth ways (Villaume &

Banks, 2000).

One of the first things Shannon and Susan discovered is that in order to create

authentic, meaningful and useful teaching strategies they would have to use curriculum

created by them within their interactions with the students rather than using the

curriculum prescribed by the local school district. When teachers step out of their

comfort zones and share themselves as readers and writers they can then contribute to the

creation of authentic, meaningful and personalized curriculum. This will help students by

not constraining them to a specific set of instructions and strategies, but providing a

context and environment conducive to learning for all. This is an important skill for

teachers to have so that every child, regardless of skill level, has a chance to develop in

their growing spaces.

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The next thing they focus on is how important it is to make visible differences in

language and literacy development. I think that many teachers would agree with

Shannon and Susan that effective learning environments value and respect differences in

language and literacy development. But, how does this theory work in practice? In

general, you don’t make a big deal about differences in ability, but you don’t try to

conceal them as well. All of the students in the classroom will inevitably learn who is the

best reader, writer, etc. As long as you promote a relaxed and secure environment, it is

easier to allow differences to become visible. It is important for teachers to develop the

skill to move students past any criticism given by a fellow classmate and teach them to

move from a critical stance to a supportive, problem-solving one. This can lead to the

creation of a community feel in the classroom where students are thoughtful and caring.

Another great area that is addressed in this article is naming and addressing

growing spaces. This helps teachers emphasize students’ strengths rather than their

weaknesses. According to Villaume & Brandt, “…children need to develop a stance

toward their own language and literacy development that is both confident and

vulnerable” (para. 35). Shannon encourages students to comment on their own

development and name both strengths and growing spaces through the identification of

three stars for strengths and two wishes for growing spaces. This is an important way to

change the dialogue from areas of weakness to positive areas that need growth.

One of the main benefits of this article is that teachers can recognize the need to

conceptualize how to develop their own beliefs and what they are capable of. Children

develop through multiple paths of learning and it is up to the educator how they are going

to present that information. When educators learn to reflect carefully on their own
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teaching and learning experiences, they can create effective learning environments for all

students. This can be developed more fully through collaborations with fellow educators.

Creating growing spaces and challenging students to reach their goals are more attainable

when we are on a constant path of reflection and growth ourselves. Although this is a

difficult road to follow, ultimately more growth will occur from the understanding gained

through this challenge. Professional development will not always be comfortable. When

we have the future in our hands it is worth all of the hard work.
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Reference

Villaume, S., & Brandt, S. (2000). Extending Our Beliefs about Effective Learning

Environments: A Tale of Two Learners. Reading Teacher, 53(4), 322–330.