The Key to Literature: Dialogue and Openness

The Key to Literature: Dialogue and Openness
A Reaction Paper on
“What Literature Teachers Should Know”


“I don’t think I’m gonna enjoy this.” I told this to myself after the MSH-CMAFI offered me to teach Literature to nursing students. I said it not because I did not like literature but because I knew I could not handle a literature class. In college, although I had a lot of literature units, I still was not confident of teaching it. Knowing something is way different from teaching it. This attitude, however, was gradually changed as I continue to teach literature. Then, it has completely changed after I read the article “What Literature Teachers Should Know.” The article opens with the frequently asked questions by literature teachers. Then, it goes on answering each question with elaborate and clear explanations, principles, and examples. Finally, it summarizes the key to achieving an effective literature discussion with two equally significant and important words—dialogue and openness. This article is of great help to new literature teachers like me.
First, this article teaches me the key to teaching literature—dialogue and openness. Before, because of so many approaches and techniques in teaching literature, I had no idea which ones to use or which ones are effective. Now, after reading the article, I have learned the two significant things in teaching literature. The first being dialogue. As a teacher, I should be aware of the two kinds of dialogue: (1) reader-reader dialogue or the student-student/teacher-student dialogue; and (2) author-reader dialogue or the author-student dialogue. These imply that the interpretation differs from each reader depending on the effect or result of the dialogue between students and teacher/co-students, and between author (the text itself) and the students. For this reason, no one can claim of one correct interpretation. Thus, this enlightens me to be open-minded. I should neither introduce my interpretation nor claim of one interpretation—I should accept the different ideas and insights, which my students get from a particular piece (however, I must make sure that these are not too far from the main point).
Then, this article presents answers to questions in a detailed way. Frequently asked questions by literature teachers are presented here. What I like about the authors is that after presenting the questions, answers are provided directly through clear explanations and concrete examples. Among the eight questions, my favorite (because it is one of my problems in class) is number 4 “How do I evaluate interpretation?” The answer is: as a teacher, I should see “what” and “how” my students understand the literary piece. Concerning the “what,” my students should be able to show their creative and critical thinking on the text; while concerning the “how,” my students should be able to express their ideas and opinions clearly in the English language. To make the answer clear, the authors proceed to exemplification. They give examples of students’ interpretation on Humpy Dumpy (Freshman Poetry Class in Ateneo de Manila University). The interpretation, according to the authors, deserve an A grade.
Finally, this article encourages me to conduct my literature class interactively. Being new to teaching, I would rather ask the students to listen as I do the entire lecture. Because of the article, I am reminded that my students have an indispensable function in interpreting the text. Thus, I should show a welcoming gesture and project a friendly tone for them to be encouraged to participate. My students and I, as we continue to exchange ideas, may arrive to a wider and broader understanding and appreciation of a text.
As a new literature teacher, I am greatly helped by the article. I learn about dialogue and openness, I figure out how to evaluate my students’ interpretation, and I realize to direct the class in an interactive way. Clearly, there is not one correct interpretation—neither of the author nor of the teacher. In handling a literature class, the teacher must always bear in mind the key to effective teaching literature: dialogue and openness. Now that I have read the article, if I would again be offered with a literature class, “I’m gonna have real fun—that’s for sure!”