The format you select for discussions will depend on many things:  your style, your students' ages and abilities, and needs that are specific to your classroom.  You will certainly discover what best meets your needs as you and your students gain experience.  Each of the formats described below has different benefits and challenges as the teacher assumes different roles:

Format	Teacher Role	Benefits	Challenges
One group meets at a time; other students work on reading, journal writing, extension projects   Click here for a picture	Facilitator	Control   Opportunity to teach strategies for conversation and response May be an easier format for beginning literature circles	Students tend to talk to teacher, not each other   Students not in discussion need to be able to work independently
One group meets at a time	Group member	Control   Opportunity to model conversation and response Manageable for beginning literature circles	Students tend to talk to teacher, not each other   Students not in discussion need to be able to work independently
One group meets at a time   Click here for a picture	Removed observer	Control   Opportunity to observe students' growth in discussion and response	Teacher's observation  needs to be unobtrusive so that conversation is not stifled   Students not in discussion need to be able to work independently
Two or more groups meet at a time   Click here for a picture	Observer and guide	Flexibility   Opportunity to observe students' growth in discussion and response Greater input for discussion debriefing	Higher noise levels   Possibility for chaos,  unproductive behavior Less opportunity for in-depth assessment

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First grade teacher Vicki Yousoofian and her students at St. Joseph's School in Seattle, Washington. 

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    When Janine King first started literature circles, one group met at a time and she sat near them and took anecdotal notes on their discussions.   As shown in Figure 3.7, Janine sat close enough to hear her sixth graders' conversation, but far enough away so that the students did not rely on her to run the group.  She kept this format all year, even though her students became independent enough for several groups to meet at once.  She felt strongly that this format allowed her to observe how the groups worked together, as well as gave her a wealth of insight into students' responses to the books.  "I would miss out on so much rich discussion if I wasn't there," she said.

Sixth grade teacher Janine King at St. Joseph's School in Seattle, Washington

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    In Lori Scobie's fourth grade classroom, all groups meet at the same time for their discussions (Figure 3.8) because this is what seems most manageable to her.  She can plan a set time each week when she knows that all groups will discuss.