Listening to and talking about literature enhances both processes. Children learn to think, to question, to reflect on what they write, read, and listen to in a classroom that allots a significant amount of time to the interaction and practice of these skills. Children make choices as to what to read, what to write, and how to approach a task. These children who make their own decisions take ownership of their learning and are better able to make meaning within their world. Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers.
Peers also learn to make enabling responses in a literate community.
My hope is that when children leave school, they will be well on their way to full participation as citizens. I hope as individuals, they will be caring, compassionate, respectful and understanding of social and cultural diversity. In more specific terms, I hope as readers and writers that they become individuals who find pleasure and satisfaction in reading and writing. I hope that they make these activities an important part of their everyday lives, voluntarily engaging in reading and writing for their intrinsic social and personal values. I hope that they use language to understand themselves and others to make sense of their world and as a means of reflecting on their lives.