dialogue between teacher and student about assignment

Write a Conversation Between Teacher and Student [3 Examples]

Conversation Between Teacher and Student: In this article, you will learn how to write a conversation or dialogue between teacher and student. Here, we’ve provided 3 examples for your convenience. So, let’s begin.

1. Conversation between teacher and student about exam preparation

Student : Good morning, sir.

Teacher : Good morning.

Student : Sir, my examination is round the corner. Can you give me some instructions as to how I should prepare?

Teacher : Certainly! But at first, get rid of your mobile. That is a major distraction.

Student : Ok, sir.

Teacher : Read your texts thoroughly, for you must have all the information while you study.

Student  : Sir, I have a problem in memorizing.

Teacher : Instead of learning, try to understand it. Try to concentrate on one major theme at a time until you grasp it well.

Student : Sir, a few of my friends were planning to do group study. Will it be useful?

Teacher : Yes, definitely. You also must solve old question papers because those will help you get acquainted with the format of the questions.

Student  : Thank you, sir.

Teacher : If you need anything else, let me know.

Student : Sure, sir.

2. Conversation between teacher and student about homework

Teacher : Show me your homework notebook.

Student : Sorry, sir. I forgot to complete my homework.

Teacher : It is not the first time. You often don’t do your homework properly. Let me call your parents and tell them about this.

Student : Please sir, don’t tell my parents about this.

Teacher : When will you do your homework properly?

Student : Sir, from onwards I’ll do my homework regularly.

Teacher : Promise?

Student : Yes sir.

Teacher : Okay, this is the last time I am pardoning you. If you either do this mistake I’ll call your parents. Do you understand me?

Student : Yes sir. Thank you very much.

3. Dialogue between teacher and student about importance of English

Student : Ma’am, can I talk to you for a minute?

Teacher : What is it, my boy?

Student : l am very weak in English and that’s why my classmates laugh at me. I don’t know how to improve my English.

Teacher : Well, you mustn’t feel bad about this. Just keep in mind that learning English is essential nowadays as it is the key to success.

Student : Ma’am, kindly give me some suggestions on how I can improve.

Teacher : Well, start with reading English newspapers. The Telegraph would be an easy one for you.

Student : Will it be enough?

Teacher : Not really. You must watch English news and English movies too. Try to communicate in English with your friends. That will help you the most.

Student : Thank you, ma’am.

Teacher : Remember, learning English properly, will help you to expand your knowledge. It will help you in higher studies too and most importantly, it will help you to score more in the job interviews.

Student : Thanks a lot, ma’am. I really didn’t know all these.

Teacher : Welcome, my boy! Now you go and attend your classes.

Student : From today onwards, I’ll try to learn English accurately.

Teacher : Very good. Don’t hesitate to come to me if you ever face any problem.

Student : No, ma’am. I won’t.

Teacher : That’s like a good boy!

Also Read: Conversation Between Doctor and Patient in English

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• Conversation Between Teacher And Student

Conversation between Teacher and Student in English

If you are a student, you would definitely know the kind of conversations that happen between teachers and students. The common topics that are discussed include homework, tests, assessments, projects, examinations, enquiries, doubt clarifications and discussions about random topics. You will find a few examples of such conversations between a teacher and a student in this article. Check them out and try analysing the kind of words, and the language as a whole, used in such situations.

Table of Contents

Sample conversation 1 – conversation between teacher and student about future plans, sample conversation 2 – conversation between teacher and student about homework, sample conversation 3 – conversation between teacher and student about taking leave, sample conversation 4 – conversation between a teacher and a student meeting after a long time.

Teacher – Good morning, Nancy. How are you?

Nancy – Good morning, Ma’am. I am fine. How are you?

Teacher – I am doing fine. What are your plans after the Class 12 Boards examination?

Nancy – Well, Ma’am, I am planning to pursue English Literature.

Teacher – I thought so! I know how much you love English. So, did you decide from which college you want to pursue English Honours?

Nancy – Yes, Ma’am, I have made a list of a few colleges; they are quite good. But ultimately, it will depend on how much I manage to score in my Board exams.

Teacher – I am sure you will fare well in the exams, and I’m also pretty sure that you’ll score the highest mark!

Nancy – I hope so, Ma’am.

Teacher – I wish you all the best for your Board results and future too.

Nancy – Thank you for your encouragement.

Teacher – Good Morning, students. I hope everyone has completed the History homework I had given yesterday?

Raj – Good Morning, Ma’am. I could not complete my homework.

Teacher – Raj, what happened? Why haven’t you completed your homework?

Raj – I am sorry, Ma’am; I had a severe headache yesterday.

Teacher – Well, I will excuse you for today. Try to take your friend’s help and complete it by the end of day, latest by tomorrow morning.

Raj – Okay Ma’am, I’ll try to complete the homework by recess.

Teacher – Make sure you do not repeat this, Raj. All these will count for your internal marks.

Raj – I am sorry, Ma’am. I will not repeat this again. Thank you so much for understanding.

Anjali – Good Afternoon, Sir. May I come in?

Teacher – Good Afternoon, Anjali. What brings you here at this time?

Anjali – Sir, I wanted to find out if I could take leave for a few days in the next week.

Teacher – How many days of leave do you want and why?

Anjali – I need leave from Wednesday to Friday as my elder sister is getting married.

Teacher – Oh, is it? I wish her all the best on her new journey, but don’t you have your half-yearly examination starting next week?

Anjali – Yes, Sir, but we don’t have exams on the days I need leave.

Teacher – Okay. Do you think you will get enough time to study amidst the wedding?

Anjali – I have completed all my revisions beforehand so that I won’t have to miss my sister’s wedding functions, and I’m fully prepared for the remaining exams.

Teacher – Good, that is impressive. Please write a letter mentioning the reason and the dates on which you require leave. I’ll forward it to the Principal. Once she signs it, you can go ahead and take leave.

Anjali – Okay Sir. I will write the letter and bring it to you tomorrow. Thank you for your time.

Teacher – You are welcome.

Dhruv – Good evening, Ma’am.

Teacher – Good evening. I know you. Aren’t you Dhruv Sehgal of batch 2012?

Dhruv – Yes! Ma’am, I am so happy that you recognise me! How are you?

Teacher – I am good. What about you? Where are you these days? What are you doing?

Dhruv – I am doing good, Ma’am. Just came home a few days back for a family function. I’m working in Canada for a foreign bank.

Teacher – Oh, wow! That’s so good to hear. I knew you would land up in some banking jobs as you were so good with numbers.

Dhruv – It is all your constant guidance back in school that motivated me to take up the job. Thank you for all your love and support.

Teacher – Isn’t that what a teacher does? If you are staying for this weekend, you can come and join us for the Annual Function of our school.

Dhruv – Sure, Ma’am, I would love to attend. I will surely try to make time to come.

Teacher – Great talking to you. See you.

Dhruv – See you soon, Ma’am.

Frequently Asked Question (FAQ)

What are the points to be remembered when writing a conversation.

When you start writing a conversation, see to it that you know fully well about what is being discussed. Understand the characters and the relationship between them. Make the conversation casual or formal based on the scenario. Use language wisely to convey what is discussed in the conversation along with the emotion with which it is communicated.

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Love You English

Dialogues Between a Teacher and a Student

Hello everyone!

In this lesson, we are going to read 4 short  English conversations between a teacher and a student.

These conversations will help you in your small talk with your teacher. Pay attention to the phrases and questions .

As these two elements add color to your  conversation . 

Let’s get started.

Conversation between a teacher and a student -1

Teacher: Good morning! How are you today?

Student: Good morning, I’m doing alright, thanks. Just a bit tired.

Teacher: I see. Well, I hope you can wake up a bit as we dive into today’s lesson. Did you manage to review the material we covered last time?

Student: Yeah, I went over it a couple of times. I think I got most of it.

Teacher: That’s good to hear. Today, we’re going to build on that foundation and delve deeper into the topic. If you have any questions along the way, feel free to ask.

Student: Okay, sounds good. I’ll try to keep up.

Teacher: Great attitude! So, let’s start with a quick recap. Can you tell me what you remember from our last lesson?

Student: Um, we talked about the causes of World War II and the aftermath, like the formation of the United Nations and the division of Germany.

Teacher: Exactly. Now, today we’ll focus more on the impact of the war on different countries and how it shaped global politics. We’ll also discuss some key events and figures during that period.

Student: Okay, got it. I’ll take notes as we go along.

Teacher: Perfect. Let’s begin by examining the economic effects of World War II on Europe…

Read more conversations:

• English Dialogues: Friendly Business Meetings
• English Dialogues Practice: The Doctor’s Office
• English Dialogues: Friendly Conversations in a Retail Store
• English Dialogues: A Visit to the Post Office
• English Dialogues: A Friendly Social Gathering

Conversation between a teacher and a student -2

Teacher: Good afternoon! How are you doing today?

Student: Hi, I’m alright, thank you. Just a bit stressed about the upcoming exams.

Teacher: I understand, exams can be nerve-wracking. But remember, you’ve been preparing diligently, so have confidence in yourself. Is there anything specific you’re feeling unsure about?

Student: Well, I’m struggling with the concept of quadratic equations. I keep getting confused with the different methods of solving them.

Teacher: Ah, quadratic equations can be tricky at first, but once you grasp the methods, it becomes much easier. Let’s go over it again. Do you have any specific problems you’d like to discuss?

Student: Yes, I’ve been having trouble with factoring quadratic expressions . I never seem to get it right.

Teacher: Factoring can indeed be challenging, but with practice, it will become second nature . Let’s work through a few examples together, shall we?

[The teacher proceeds to explain the concept of factoring quadratic expressions , breaking down each step and providing guidance as the student attempts to solve problems.]

Student: I think I’m starting to understand it better now. Thanks for your patience, teacher.

Teacher: You’re welcome! Remember, it’s completely normal to struggle with new concepts. The important thing is to keep practicing and asking questions when you need clarification. I’m here to help you every step of the way.

Student: Thanks, teacher. I’ll make sure to practice more before the exams.

Teacher: That’s the spirit! You’re capable of achieving great things. Keep up the hard work, and don’t hesitate to reach out if you need further assistance.

• English Conversation Practice: At the Coffee Shop
• English Conversation Practice: At a Wedding
• English Conversation: A Casual Talk

Conversation between a teacher and a student -3

Student: Good morning, I’m doing well, thank you. I’m excited about the science fair coming up.

Teacher: That’s great to hear! I’m glad you’re enthusiastic about it. Have you decided on a project idea yet?

Student: Yes, I’m thinking of doing something related to renewable energy. Maybe an experiment to demonstrate the effectiveness of different types of solar panels.

Teacher: That sounds like a fantastic idea! Renewable energy is such an important topic, and a project like that would be both educational and impactful. Do you need any help planning or executing your experiment?

Student: Actually, I was wondering if you could help me gather some materials and set up the experiment. I’m not sure where to start.

Teacher: Of course, I’d be happy to help. Let’s sit down and discuss what materials you’ll need, how to set up the experiment, and any safety precautions we should take. We can also brainstorm ways to collect and analyze the data effectively.

[The teacher and student spend the next few minutes discussing the experiment in detail, outlining the materials needed, the procedure to follow, and how to ensure accurate results.]

Student: Thank you so much for your help, teacher. I feel much more confident about my project now.

Teacher: You’re welcome! I’m glad I could assist you. Remember, if you have any questions or run into any challenges along the way, don’t hesitate to ask for help. I’m here to support you every step of the way.

Student: Thanks again, teacher. I’ll make sure to keep you updated on my progress.

Teacher: I look forward to seeing how your project turns out. I have no doubt it will be a success!

Conversation between a teacher and a student -4

Teacher: Good afternoon! How are you today?

Student: Hi, I’m doing okay, thank you. I’m just a bit overwhelmed with all the assignments and projects we have lately.

Teacher: I understand, this time of the semester can be challenging. Is there anything specific you’re struggling with that I can help you with?

Student: Well, I’m having trouble understanding the concept of mitosis in biology. It seems so complex, and I’m afraid I’ll never get it.

Teacher: Mitosis can be a bit tricky to grasp at first, but I’m confident that with some guidance, you’ll understand it better. Let’s start by breaking it down into simpler terms. Do you know the basic stages of mitosis?

Student: Um, I think there’s prophase, metaphase, anaphase, and telophase, right?

Teacher: That’s correct! Those are the four main stages of mitosis. Now, let’s go through each stage step by step and I’ll explain what happens during each one.

[The teacher proceeds to explain the process of mitosis, using diagrams and visual aids to help the student understand. They discuss the significance of each stage and how it contributes to cell division.]

Student: Okay, I think I’m starting to get it now. It’s still a bit confusing, but I’ll keep reviewing and asking questions if I need to .

Teacher: That’s the spirit! Mitosis can be a challenging topic, but with perseverance and practice, you’ll master it in no time. Remember, I’m here to help you whenever you need it.

Student: Thanks, teacher. I really appreciate your patience and support.

Teacher: You’re welcome! Don’t hesitate to reach out if you have any more questions or need further clarification. Together, we’ll tackle this topic and any others you find difficult.

_____________________________________

Check out these awesome English dialogue books I recommend:

• 101 Conversations in Intermediate English
• Advanced English Conversation Dialogues: Speak English Like a Native Speaker
• American English Slang: Dialogues, Phrases, Words & Expressions
• English Dialogues: A Textbook of Spoken English with Dialogues
• English Conversation Made Natural: Engaging Dialogues to Learn English

Teacher and Student – ESL Conversation Questions and Speaking Lesson

Welcome to our ESL discussion session on the importance of English language skills !

In today’s world, English proficiency is crucial for communication, education, and career opportunities .

Let’s explore how mastering English can open doors to new possibilities and enhance your language abilities.

Are you ready to dive into this engaging conversation and improve your English skills together?

20 Conversation Questions About Teacher and Student

50 Conversation Questions About Teacher and Student:

• What qualities do you think make a great teacher?
• How can teachers help students succeed in their studies?
• What challenges do students face in the learning process?
• How important is the relationship between a teacher and a student?
• What motivates students to actively participate in class?
• How can teachers adapt their teaching methods to meet students’ needs?
• Why is it important for students to ask questions in class?
• How can open communication benefit the teacher-student relationship?
• What role does feedback play in student learning?
• How can teachers create a supportive learning environment for students?
• In what ways can students contribute to a positive classroom atmosphere?
• How can teachers encourage critical thinking skills in students?
• What impact does student engagement have on academic performance?
• How can teachers promote active learning in the classroom?
• Why is it important for students to express their thoughts and opinions?
• How can teachers help students overcome academic challenges?
• What strategies can teachers use to enhance student learning?
• How does collaboration between teachers and students improve the learning experience?
• What’re the benefits of student-centered learning approaches?
• How can teachers inspire students to become lifelong learners?

Conversation Dialogue:

Teacher: Good morning, everyone! Today, let’s discuss the importance of English language skills. How do you think English proficiency can benefit your future careers?

Student 1: I believe English language skills are crucial for global communication and career opportunities.

Teacher: Absolutely! What’re some ways you can improve your English language skills outside of the classroom?

Student 2: Watching English movies and practicing conversations with native speakers can be helpful.

Teacher: Great suggestions! How has improving your English skills impacted your confidence in speaking and writing?

Student 1: I feel more comfortable expressing myself in English, both verbally and in written assignments.

Teacher: That’s wonderful to hear! Remember, practice makes perfect. Keep engaging with the language to continue improving.

Words for Conversation:

• Fluency – the ability to speak or write a language easily and accurately.
• Proficiency – a high degree of competence or skill; expertise.
• Communication – the act of conveying information or exchanging ideas.
• Dialogue – a conversation between two or more people.
• Vocabulary – a collection of words known or used by a person in a language.

So, as you can see, discussing topics related to teachers and students can be a great way to practice English conversation skills .

By asking engaging questions and sharing personal experiences, both teachers and students can improve their language proficiency and communication abilities.

Remember to keep the dialogue flowing and enjoy the process of learning and growing together in the classroom setting .

Keep up the great work!

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Conversation Between Teacher and Student in English | Simple Conversations Between Student and Teacher

March 13, 2023 by Prasanna

Conversation Between Teacher and Student: A general discussion on the conversation between teacher and student has been given here in this article. The topic for conversation between student and teacher could be anything such as related to future, exams, any subject, coming late to the class, being a good or poor performer in the class, regarding homework, etc. The goal of the conversation is to communicate. The use of communication is to unite with others. Our relationship with others can happen without conversation and often talk can stop with the attachment.

Conversation Between Student and Teacher About Future

Teacher: What are you planning to do after passing your matric? Student: Sir, it would depend on what marks I get. Teacher: Ok, so what have you planned if you secured good marks in matric? Student: I will haunt pre-medical groups in F.S.C. Otherwise, I shall join I.C.S. Teacher: Why did you deem medical groups? Student: I think that several people die due to inadequate medical aid. They cannot afford substantial medical costs. I shall help them without exerting any charges. Teacher: Your statements are false because each student shows pity first, but does not work upon his promise and grows materialistic. Student: I would not be in that evil group. My grandmother was very ill, and we could not get here appropriately treated because we were destitute. My purpose in life is to be a doctor, and I shall serve the people as a good citizen and help the needy free of cost. Teacher: Ok, then. Hope You will get succeeded in your life. Student: Thank you, sir.

Conversation Between Student and Teacher After a Long Time

Teacher: Good Morning Students! Student: Good Morning, Teacher! Teacher: How were the holidays? Did you have a nice time? Student: Yeah! It was fantastic Madam; I went to Jammu and Kashmir with my family. Teacher: That’s excellent. So you have to write about your vacation to Jammu and Kashmir. Student: Sure Madam. Teacher: I hope you gave some time to your studies during your vacation. Student: Yes Madam, I would dedicate one hour to my studies. Teacher: That’s good, have you finished the work which I had asked you to do? Student: I nearly finished it; however, I am facing a problem in understanding a few concepts. Teacher: Let me know which area needs more explanation? Student: In the last session, you taught me Adjectives. I have found that few adjectives are ending with ‘ed’ and few of them finishing with ‘ing’, but I am incapable know which Adjective is used at what place? Teacher: The ‘ed’ adjectives are used to define our feelings and ‘ing’ adjectives represent the property of a person or a thing. Student: So, when I say, I am confused, is it correct? Teacher: No, Confused is the word because if it’s your feeling, then you need to add ‘ed’ to confuse and it becomes your feeling. Student: Now I have learned, thank you so much, Madam. Teacher: You are always welcome.

Conversation Between Student and Teacher About Exam Preparation

Teacher: Hello, Rohan. Have you started preparing for the exam? Rohan: No Sir. I will start from tomorrow onward. Teacher: The exam is too near Rohan. Do you remember your marks in the last exam.? It would be best if you improved this time and why are you still saying tomorrow. Rohan: I will study from today, Sir. Teacher: You don’t look like interested still. Rohan: Sir, actually maths is too tough for me. I think I have to upgrade my basics. Otherwise, I couldn’t study well alone. That’s why I’m still confused. Teacher: why you haven’t told me this before. I would have helped you before. And now you don’t worry. I will help you with the basics. Come to the office evening at 4 o’clock after class and tell your friends also that I am going to take a class for Maths and ask them to come if they are interested. Rohan: thank you so much, Sir. Teacher: You are welcome and it’s my duty.

A Conversation Between Student and Teacher About Not Doing Homework

Teacher: (With anger) Why you have not completed your homework? Student: Sir, I had a critical headache yesterday after I left home from school. Teacher: Do not lie to me. Student: No, Sir, I am not lying. Teacher: May I contact your parents and tell them about this? Student: No, Sir. (students speak with low sound). Please don’t say to my parents. Teacher: Then, when will you do the homework properly? Student: Sir, from now onwards I will finish it without any obstruct. Teacher: if you have any difficulties regarding homework, ask me, and I will clarify your doubts. Student: Ok sir, I will ask my doubts from now. Teacher: And do not repeat this. Is it clear? Student: Yes, Sir, I will not repeat this.

FAQ’s on Conversation Between Teacher and Student

Question 1. What is a simple conversation?

Answer: A conversation is when two or more people talk about something. It is natural, usually unplanned, though the people may have concerns in common. Conversations are one of the primary types of human communication.

Question 2. How can I be a good student dialogue?

• Perform well at school.
• Be obedient.
• Speak in English
• Always be present in the class.
• Do the homework regularly.
• Cultivate self-discipline.
• Maintain your time.

Question 3. What is teacher talk time?

Answer: Teacher talk time (TTT) is the time spent by the teachers talking in class, rather than students. One key component of many contemporary procedures is to decrease the amount of TTT as much as possible, to allow students opportunities to talk, and learn from talking.

Question 4. What is a conversation with an example?

Answer: The definition of a conversation is a distribution of views and ideas. An example of a conversation is two friends talking while having tea together.

Question 5. What are the types of conversation?

Answer: There are Four Types of Conversation:

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How Dialogue Journals Build Teacher-Student Relationships

August 21, 2016

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Listen to my interview with Liz Galarza ( transcript ):

How well do we know our students? They sit in our classrooms five days a week, we certainly spend lots of time with them, but how well do we really know them? How well do we know their thoughts, their worries, the things they obsess about? And how well do they ever get to know us beyond our role as a teacher?

Liz Galarza

I’ve been hammering away at the importance of the teacher-student relationship for about as long as Cult of Pedagogy has been a thing, but every now and then I come across a method or approach that can really help build those relationships more effectively.

My friend Liz Galarza, who teaches middle school writing in New York, has been telling me for ages about the dialogue journals she uses with her students and how transformational they have been in building relationships. The journals had such a profound impact that Galarza made them the focus of her doctoral dissertation.

What are Dialogue Journals?

A dialogue journal is any kind of bound notebook where students and teachers write letters back and forth to each other over a period of time. This is very similar to the kinds of journals described in Smokey and Elaine Daniels’ book, The Best Kept Teaching Secret , but since Galarza has had such powerful experiences with these journals, I thought another post was merited.

In Galarza’s class, students purchase whatever kind of journals they want, “as long as it’s going to withstand a year’s worth of back and forth,” she says. “Most of them use the marble composition notebooks. I ask them to decorate with pictures or quotes, and it really does show their personality.”

How Dialogue Journals Work

The first entry.

In the first few days of school, Galarza gets to know her students through intake forms (not included in the journals) where she asks students to tell her five things about themselves that she wouldn’t be able to tell by looking at them or their school records. Next, she goes into the journals and writes the first entry, starting with a very general welcome, then beginning to connect with students based on things they wrote on their intake forms.

Although many teachers begin these kinds of journals by having students write the first entry, Galarza has had more success by starting them herself. “I think the kids who have less confidence when it comes to writing would feel paralyzed by that. So I try and make it very, very open.”

In the sample letter below, Galarza connects with this student about her love of reading and writing, softball, and pets. “The first letter I ask more questions than any other time, but I get them to see that I’m human. We have commonalities. I’m interested in you. You’re important to me. This is going to be fun.”

Student Responses

Once the teacher’s first letter is written, students write back. In this sample, Nick responds to Galarza’s opening letter, where she mentioned Derek Jeter leaving the Yankees. “In his intake sheet, every single thing he wrote about was about baseball and the Yankees,” so Galarza made sure she mentioned that in her first letter.

Time and Grading

As the school year progresses, the journals go back and forth between teacher and student. Galarza asks students to write one letter a week, although some students write more often than that. About once a week, Galarza will ask each class period to hand in their journals, staggering these on different days so she only has one class period per day to respond to. She takes about an hour to respond to a single class set of journals, so if it’s a busy season, she may end up only collecting them every two weeks, rather than once a week.

As for grading, students are simply given credit for completion. Even if they don’t write a lot, they get credit for doing it. And that’s it. Galarza does not mark errors or evaluate the work for any kind of score. Because this journal is about building a relationship, Galarza doesn’t want to take away its appeal by assigning a grade to it. “The more often you put a grade on something,” she says, “the less empowering you’re making it for the students.”

Benefits of Dialogue Journals

Shifting the Power Differential: Because dialogue journals allow students to see their teachers as people, they shift the teacher from the “all powerful” role and create a stronger, more meaningful connection between teacher and student. “As a teacher we always have that authoritative stance: We’re the teacher, and they’re the student, and they know that,” Galarza explains. “I think the more you use that as leverage, the less you’re going to get out of students.”

Writing Fluency: When students write in dialogue journals, there’s no pressure to fulfill an assignment or construct perfect sentences. Students just write. And the more a person writes, the more confident they become and the better their writing gets. If the teacher can identify topics that are important to the student, this can inspire far more writing than a student would ever produce for an assignment. Nick, the student above who wrote about Derek Jeter, initially told Galarza he hated to write. After their first exchange about the Yankees, Galarza says the topic stayed with them for the rest of the year, and Nick ended up filling more pages than any other student that year.

Formative Assessment:  Although the journals are not designed for this purpose, having students write regularly allows the teacher to spot errors or weaknesses that can inform teaching. “I can use the multiple language errors that I find in many of the journals as a basis for my mini-lessons,” Galarza explains. “So if I see that many of my students are not using commas when they’re offsetting a list, that might become a grammar mini-lesson.”

Individualized Instruction: “You can literally teach them something within the journal without anyone knowing that you’re doing it,” Galarza says. “I’ve said something like, ‘You know, you can use a semicolon in your sentence’ … I might even highlight it. ‘You know in this sentence up here? You don’t need a period there. You could use a semicolon.’ I’ll just throw in a little grammar instruction as we’re going along only if I think that they would be receptive to it.”

Mentor Texts: As the teacher and student go back and forth, students pick up on the teacher’s style of writing, and the teacher’s letters effectively become mentor texts. For example, when Galarza responds to her more advanced writers, “I might use a more complex sentence structure. I might combine sentences or use phrases and just more sophisticated language.” Often she notices students using these same structures in their own responses.

Funds of Knowledge: Keeping dialogue journals with students over time helps teachers discover students’ unique funds of knowledge, areas of expertise they might not have known about otherwise.  “I had this student this year who was into taxidermy and hunting,” Galarza says. “I was so interested in it, so I asked him to give me information on it, and he really did. Like technical. Like it belongs in a book. And then he drew pictures.” She asked him if he ever thought about writing a comic book about hunting or taxidermy, and in his response, he considered it:

Relationships: Ultimately, the most important benefit of the journals is the relationships they build. When students feel they have a trusted adult in school, when they feel heard and seen, that makes school a place they want to come to.

“I don’t look at teaching the way many people do,” Galarza says. “I know that they could learn anything they need to learn from their homes with a device on their lap still in their pajamas. They don’t need me to learn. They need me to care.” ♦

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Categories: Classroom Management , Instruction , Podcast

Tags: English language arts , English learners , Grades 3-5 , Grades 6-8 , Grades 9-12 , Grades K-2 , teacher-student relationships , whole child

116 Comments

Very interesting! I am saving every Friday for journaling this year with my high school science students. Maybe this is where I should start; it could be once a month with the other journaling in between.

I would love to hear your feedback!

I like your ideas. I am a veteran teacher. I used dialogue journaling during the whole language trend during the 90’s. It is a wonderful tool for connecting with students and the content areas. My students loved this activity and so did my parents. I am surprised but happy to see some of the better trends recycled.

After reading this, I’m definitely going back to them this year!

Great idea! I have a smaller class than I’ve ever had this year, and this looks like a wonderful way to encourage writing and build relationships.

Dear Mrs. Garza, I love this idea! I can not wait in getting my degree and being able to do journals. Your philosophy about education is very much like mine. I am thankful for educators like you!

I love this idea, but I worry about being able to keep up with it, and wonder if starting, then not following through would do more harm than good.

I do a TGIF journal with my students where they write home to a parent or aunt every Friday and tell them about the week, what we’ve studied, etc. Parents are then asked to write back. Most do, some don’t. I like the idea of switching it up and some weeks writing home and some weeks writing to the teacher, another week a peer.

This is how I’ll mix it up as I know I couldn’t keep it up. Have a great teaching year.

Writing to a parent is a great idea! Thanks for sharing. Let me know how it works to change things up. Have a great school year!

I’m worried about keeping up as well! I have 50 students, and I’d have to figure out a rotation. Any suggestions on management?

I have tried it many different ways, but what has worked best is receiving about 10 books a week. I post a schedule and the student knows when they must submit. This way you are only answering 10 a week, but are constantly receiving books. I hope that makes sense!

Time management was my concern as well, but the idea of only 10 at a time works. It’s January, but I think I am still going to try this with my 5th graders. Thanks for sharing!

I would bet that once you start writing with your students, you will not want to stop!

I do not think it would be harmful. As a suggestion, you could start with everyone and then just continue with the students that really WANT to do it. This way, you will not feel overwhelmed. I would be interested in hearing how that works.

Enjoy the school year!

Liz and Jen,

I’m so impressed by the dedication and care put into dialogue journals.

This reminds me of literature letters, which my teaching methods professor, Jim Mahoney, had us write during one of my final college classes. Each week, students wrote a letter to each other about one of the class readings, and every few weeks, each student was responsible for writing a letter to Mr. Mahoney. The casual dialogue between students and student to teacher about the course content and life in general deepened the class experience so profoundly.

I can only imagine that the dialogue journals have the same impact on you and your students.

Thanks for a great post.

Thanks for your comment! I am sure the experience that you had in that methods class had a significant effect on your learning. When you build trusting, caring relationships, students and teacher engage more authentically and REAL learning takes place.

Love this! My kids keep “day books” and some of their journal entries are like the dialogue journals. I respond to their entries with comments, but I love the idea of a teacher’s reply as a mentor text. I will definitely keep that in mind as I begin this new year. Thank you for sharing.

Thanks so much for your comment! I would love to hear how the journals work in your class.

Have a great school year!

Thank you for the great listen. I’m dying to try it, but . . . five more hours per week (five classes of 30 or so) – how can I do it? I can’t. I am hoping for ideas on how to do them in less time. Thank you! 🙂

Thanks for the feedback. You can try it with just one class and see how it goes. Stagger the submission so you are only receiving about 10 books a week. This may be doable Let me know!

Thank you for sharing this idea. I also wonder about the time investment, but the benefits you write about are inspiring – individualized instruction, ongoing assessment, and teacher letters as mentor texts. And of course, relationship building.

Thanks for your comment. Yes! The benefits are awesome. I hope you consider trying it. Keep me posted!

Liz and Jen, I SO appreciate the depth of this topic you’ve presented here. Thanks for the models/examples provided because it makes educators more likely to adopt this activity with students when they see the process.

Thanks so much, Leanna! Please share your experience with the journals and have a wonderful school year!

Liz and Jen In the 1980’s, Leslee Reed taught across the hall from my classroom – and saved my sanity by sharing dialogue journals for use in my multilingual-cultural sixth grade class in downtown Los Angeles. Their personal and classroom relationships supported academic learning at all levels in this class of diverse students. In subsequent duties in 4th, K, 1st, remedial reading groups, and then ESL classes in Roatan, dialogue journals remained crucial lifelines. I’m grateful that their use still sustains learners in this number crazed data era.

Oh, WOW!!! I am so glad to hear from you, Sarah! I wish I could speak to Leslee Reed. I have read so much about her while doing my research. I feel the same way with regard to the present academic climate. But..it is possible to use these types of classroom practices even with our data driven profession.

I listed to your podcast yesterday on my way to and from school. I had my students bring 2 comp books this year, but I had decided not to do a project that we have used one of them for. I’ve been trying to figure out a way to utilize these, and your dialogue journals may be just the ticket. I had my kids write me a letter the first day of school, so I’m going to use those over the Labor Day holiday weekend to try and get these started. I’d love to see a sample of one of your first entries. Do you have any of these posted anywhere online? Thanks for the great tips. I can’t wait to get started

It was a great idea to have the kids write you the first letter! There is a sample of a first letter in the blog post. I hope you are enjoying using dialogue journals with your students!

I was recently hired as an ESE (special ed) support facilitator in a middle school and will be working with my caseload in regards to behavior and what they need to do to be successful in class. I am definitely going to incorporate this. I have used a mailbox in the past to let kids write to me about whatever they wanted to, but I like the consistency of the dialogue journal. Thanks!

I would love feedback on how they are working for you!

Do you think this would work if it was digital? Email rather than journals, or would that take something away from the experience?

Hi Shelley,

Opinions definitely vary on this. Some people feel we don’t get nearly enough time putting pen to paper, and that we lose some intimacy when we go digital. I see the validity of this point, but I also think you can gain so much by doing dialogue journals digitally that it may be worth the trade-off. If I were to do a digital version of this, I don’t think I’d do it through email; I would just have each student start a Google Doc, and we would go back and forth in that same document. Here are some advantages of doing dialogue journals this way:

(1) Accessibility: You could catch up on dialogue journals at work or at home, or on a smartphone or tablet. This would be much easier than hauling crates full of journals home with you.

(2) Commenting system: With Google Drive’s comment system, you and the student would be able to comment on individual parts of each other’s letters by highlighting a particular word or section and adding a margin comment. While this is possible in a physical journal, it could get messy quick, and you’d be limited in how much space you’d be able to use. With Google Docs, you could do margin comments AND a separate letter that follows the student’s entry, which could offer a lot of different ways to interact.

(3) Hyperlinking: In a digital environment, both you and the student could hyperlink to other resources and media that connects to the topics you’re discussing. These could range from a quick lesson on mechanics (if you notice a student attempting a sophisticated sentence structure but not quite getting it) to a link to a song or video one of you wants to share. Over time, each student’s dialogue journal would be a rich, layered, personal collection of multimedia they’ve built with you.

What do you think?

Sorry that I did not see this earlier!

I agree with everything you said above, Jen, and I LOVE the hyperlinking idea. I think it is a personal decision, and you should do what works best for you.

I kept the journals in written form even after I was using Google Classroom and assigning everything else in my class through Google. There is something very special about using your own handwriting and being able to draw, paste in pictures (I know this could be done electronically) and decorate the cover. It was my preference, but I do not think there would be negative effects if they were done digitally.

The most important reason to use dialogue journals is to create authentic connections with students.

I created on line journals (courtesy of Alice Keeler) and put them in the google classroom. I think I will concentrate on including the dialogue aspect to them. I do comment on their entries each time, but something more personal would be a great addition.

I have utilized dialogue journals in my classroom and LOVE them! I am interested in moving to a digital platform. Could you explain what you loaded to google classroom? I’ve thought about starting a google doc but was wondering about other options available. Thanks!

Hi, Has there been success with this in the elementary classroom? Mel

Hi Mel! Yes! Yes! Yes! I used dialogue journals in my 5th and 1st grade classrooms — LOVED them! They were absolutely a great means for relationship building — my favorite part was writing back — validating and empathizing and laughing in response to their messages. I also came to realize I was able to naturally differentiate and nudge writing progress with each entry by crafting responses with intention. Kids eagerly looked forward to my responses, paying attention to how I wrote back…noticing crafty use of punctuation, changes in text size or line spacing, and purposeful word choices. They also got to know me better on a personal level. We know the power of modeling. Dialogue journals give kids of all ages an opportunity to get that bit of personal attention from their teacher through the art of written communication. I gave up dialogue journals one year because there was so much other stuff to do…that was about 15 years ago…still remember it and still regret it.

Thanks for posting that comment, Debbie. It sounds like you really enjoyed writing with your students in dialogue journals. Too bad there is so much time spent on things that don’t yield such positive results! Did you give them another try?

Thanks so much, Liz!!! Oh, yes — after that year when I didn’t implement dialogue journals, I absolutely went back to them every year after that! I don’t know what convinced me to let them go that one year since I’d been using them for years and years prior to that. I vaguely recall thinking their Response Journals could serve the same purpose, but they didn’t. Not even close. The silver lining was that it just confirmed what I knew all along – their power. And I agree with you … in many cases, so much time is spent on things that don’t have nearly the impact. Thanks for all your insight!

Hi Debbie. I have been using “Seed Journals” (Writing grows throughout the year as a seed would) with my first graders for the past five years. I absolutely love it. Occasionally, some of my firsties can’t read my response so I tell them to ask a friend. However, some of the kids write personal information and don’t want others to see it. I have no problem reading it to them but then it creates a “Monkey See, Monkey Do” scenario. As a result, I have a line of 24 kids wanting me to read their responses as well. Any suggestions? Thanks! Vicki

Yes — some little ones struggle reading our replies, especially at the beginning of the year. Because of that, I tried keeping in mind what I knew about them as readers and writers. My goal was to reply with a meaningful message they could likely read with independence. That meant differentiating by strategically using mostly known words and including just one or two unknown words they could solve using context or reading strategies.

Having said that, I still had a system in place to avoid those long lines from developing. Usually, I returned journals to tables in the morning before school started (or before leaving the night before). When kids arrived, I was busy making connections, circulating the room and touching base with everyone. After they took care of their morning routines, they’d go to their table to read their journal. They knew I’d be coming by and if they wanted my help, they’d need to be prepared. That meant telling me exactly what they needed help with and what they already tried to do on their own. This led to some self-direction, accountability and eventually more confidence. On my end, it also served as a bit of a formative assessment. If a student wasn’t prepared, I just told them I’d swing back if there was time. These norms were set from the beginning. We decided it was a respect thing. I was already talking to someone and besides, I was a really bad multitasker! I also told them I’d never want to waste their time, having them wait in line for me. That wouldn’t be nice. So again, a respect thing.

What if time ran out and I didn’t get to everyone? Kids knew they could bring their journal to a Readers or Writers Workshop conference, or they could put a post-it on their journal, requesting a conference. Then I would meet with them at my convenience. Another thing I did sometimes: return just a handful of journals a day, trying to make sure no more than 1-2 would need help. I think the main thing is to find some sort of system that assures the kids that there’s a system in place and options for meeting, but standing in line just isn’t one of them.

Hope there’s something here that might be of help!

I teach Prek at a public school and love this idea, however my students often forget what they write or draw. Do you think I could do this, but have the parents help with the students’ responses? How often do you write to each student?

Hi Sue, Yes, I think you can do this! Go for it and see what happens! Here’s my advice…check out Matt Glover’s book Engaging Young Writers as well as Already Ready by Matt Glover and Katie Wood Ray. I know it’s so tempting to want to write for kids, but there’s a couple of really good points that Matt makes that helped me understand why we don’t want to really do that. We want kids to truly see themselves as writers. If we write for them, using conventional writing, Matt points out that that won’t help a child reread what they wrote anyway. If we write for them, we aren’t going to find out what they are able to do on their own and we won’t know what they are ready to do next. If we write for them, then we run the risk of jumping developmental stages and sending the message that children aren’t really writers…only adults are writers. If kids are forgetting what they drew, then we can look closely at what they are doing, honor their approximations and teach them a strategy that will nudge them to that next step.

How often did I write back? Once a week. I intentionally crafted my responses so kids could “read” my pictures and see something in my writing that they might want to try in theirs. Hope this helps…and check out those books…they’re great!

Sorry, Mel! I did not see this until now!

YES! Debbie Sachs explained it just as I would. Along with building trusting relationships with students, the writing your students do is a formative assessment. Debbie explains that beautifully! The modeling aspect that was mentioned is also key. They are seeing a correctly written letter with possibly new vocabulary, sentence structure and punctuation. It is almost like a private lesson without explicit instruction. I did create mini lessons based on “errors” that I saw within letters, but I never corrected or graded the journals. Although time consuming, it is time well spent!

Absolutely! I start my year by writing to my 4th graders. They write back to me once a week. It has been really foundational in building relationships and a great preassessment strategy. Plus I love all the amazing things they know and share.

As a side benefit, it has really impressed the parents too. I have a class of just under 20 so I can do it each week.

Has anyone used these in a high school biology course, even an AP science course? I’m curious about having the students do a journal where they tell me what they are understanding versus what they are struggling with in class. I wouldn’t be using it to get them to write, but to get a better feel for how they are grasping the material. I love the idea of building trust with my students through journaling. I am able to build an easy rapport with my students, and trust with most of them in class, but it can be hard to get to the students who struggle with the subject. Feedback would be appreciated!

Sorry it took so long to respond! I just saw these comments.

Although what you are proposing is not really a conversation with students, you can still use the concept to ascertain if they are understanding content. You will be able to build rapport, but it will not be an organic conversation. You are directing it. I would try it and tweak it as you go along.

I would be very interested in the results!

I have been thinking of doing something like this with my high school seniors. I would like to replace the Reading Logs ( for my Humanties class) with something that feels more organic to them, but that can also establish a more authentic communication between us and with their readings. Have you used it at the high school level? Do you think it would be successful? Any ideas are vey welcome 🙂

Using dialogue journals to replace reading logs sounds like a great idea! It would be more like a literary journal or a reading response journal, but connections can be built, for sure! I have not used them at a high school level, but I believe, that if students could buy into it, the timing would be perfect. They are at a transitional time of their lives and need teachers to be authentically available. I would love to hear how they worked!

I really enjoyed reading this. I’ve been keeping weekly Reading Dialogue Journals with my upper primary students for years. We mostly write about books and ourselves as readers (in the style Nancie Atwel described in In the Middle), but the formative writing opportunities and especially the personal connection have always been so beneficial. Recently, due to a wrist injury, I switched over to “video- letters”. With many students, I found they actually ended up sharing a lot more thinking about reading. I was thinking of switching to video – letters next year, but didn’t want to give up the handwritten letters. Now, I’m inspired to have video letters devoted to reading and dialogue journals for any topic – maintaining the personal connection and writing, while getting the most out of our reading conversations. I have a class of 20 fifth graders, so weekly has been doable up until now. Great food for thought!

Thanks so much for your comment, Lauren! I love the “video-letter” idea; it makes it even more intimate!

Talking about books and reading life, a component of readers’/writers’ workshop is very powerful! Nancie Atwell’s book In the Middle explains the importance of these types of journals.

The big difference between literary journals and dialogue journals is that there are no prompts or preconceived ideas about what will be written in the letters. Students choose what they will write about and how they will write it. This is what softens the power differential and leads to mutual reciprocity.

I think that ANY writing with students where they can really get to know you is going to yield positive relationships. Thanks again!

I read this post at the beginning of the school year and was inspired to try it with one of my classes. I’ve been at it for a year now and definitely see the benefits! Dialogue journals have especially helped me to get to know my more introverted students. However, I am still struggling with keeping the dialogue journals more student-centered by not asking questions, as this post suggests. I tried that for awhile, and students would keep coming up to me and telling me that they had nothing to say. I noticed that this problem decreased if I started asking questions, but I definitely saw how asking direct questions also made the activity more centered around me. Any suggestions?

Generating writing topics can be a struggle for a lot of kids. And when it comes to dialogue journals, kids may feel particularly vulnerable because they are sharing a bit of themselves, wondering if the reader is interested in what they have to say. They also might need help understanding that sometimes the littlest things in their lives can be written about in a big way. Here are some things that I did in the classroom (with 1st and 5th graders) that seemed to be effective…first and foremost, I modeled! I shared my own dialgue entries all the time. Sometimes I had entries up on the smartboard as kids walked into the room or at the beginning of a mini-lesson. I shared stories all the time…little stories, in a big way. All the time. Any time. Like how I couldn’t find my car keys that morning. And I’d tell them in a really detailed entertaining way. I shared things I heard on the radio, funny things I saw on tv, and then sometimes I asked their opinion about it. I’d share conversations I overheard that made me think. When engaging in conversation, even during transitions or in passing, I noticed when those struggling writers started engaging back — that’s when I’d get all excited and say, “Ah! Here’s a post it! Jot this idea down really quick and stick this in your journal. You can write about this — I can’t wait to hear more!” Giving kids time to share some of their favorite entries with each other can spark ideas as well. But mostly, I really found that whenever I shared my own entries and whenever I got an idea for my own journal, it helped kids to see their world a little differently…a world that held all kinds of stories. One last thing…give your own journal to a kid and ask them to write back to you. When they read your entries, they’ll see the kinds of things people can talk about. Hope this helps!

Thanks for the specific feedback! I am looking forward to trying these ideas next year!

Joelle, thanks for commenting!

You bring up an important point. How do we get reluctant writers to write a letter to their teacher without directing the conversation with prompts or questions? This is a tough one!

At the very beginning of the year, I ask students to write at least 5 things about themselves that I would not know already. When the conversation starts to lag, I talk about one of those topics. For example, if the student said they were a younger sister, I may write about my older brother. This often gets them writing about their older sibling. Sometimes I go back to earlier letters and restart a conversation. But if asking a question is the only way they will write, then do it!

You know intuitively if it is working. Good luck!

Hello, Liz!

Thank you for sharing Ms. Galarza’s interview. I had come across the blog post prior to listening to the podcast and I am so thankful I took time to listen to the podcast. This will be my 5th year teaching in the classroom. I have been doing dialogue journals with my 9th and 10th graders since my second year of teaching. However, I didn’t realize it was a ‘thing’ until I came across this blog. I, too, have had very similar results and outcomes of cultivating relationships with my students.

What prompted me to leave a reply to your post is what Ms. Galarza had said about “students not needing me to teach them, but for me to care.” Yes! Yes! Yes! Not to get on a huge soapbox, but this is what all of our students need. I’m sure you agree that high school students are just like the younger kids, just in bigger bodies. They want to be loved and accepted too! The more I listened to Ms. Galarza, the more I felt like I had found a kindred spirit. Thank you for providing this venue for teachers to learn, to be inspired, and stay motivated!

Love, ~Tiffani~

Thanks so much, Tiffani! Yes!! You have found a kindred spirit.

I want to commend you. It is not easy to incorporate dialogue journals as a new teacher, and you stuck with it! Bravo! I feel that creating genuine connections with our students is the way to help our youth. They NEED to be seen, heard, tended to, laughed with, and loved. They need adults to trust. They will be much less likely to want to hurt themselves or others if they know that someone (at least one person) cares. Thanks for validating that point for me!

Enjoy the summer! Liz

What a wonderful idea! I am going to try dialogue journals this year with my third graders. Eight-year-olds usually have difficulty writing more than a few sentences, but maybe these journals will encourage them to elaborate. Thank you, Liz!

Thanks so much! Let us know how it is going!

I started using the dialogue journals with my seniors in a Theory of Knowledge class. It has been really powerful in terms of building trust and relationships. One of the places I came up with questions to use is the Vogue magazine “73 questions” videos….these enable me to get to know my students on a more personal level and also them to know me! Thanks for the great idea!

Thanks for that information. I am going to look into that video. I love hearing how the concept and practice of dialogue journals is being used at all levels.

I came across this article on a whim and I love the idea of dialogue journals! This is an idea I’ve been toying with for awhile and just haven’t had the “push” I needed to get them started! Our district has now implemented an Action Research requirement for all teachers and I feel this would be a perfect topic for that! I am most curious to know more about the Student Intake Forms. What kind of questions are on the intake forms and how are they used? Is it possible to share a copy of the intake form you’ve used OR give an example of the questions you pose? Thank you so much for sharing your ideas and suggestions! I am excited to get started!

Hi, Nicole, I am so excited that you will be using dialogue journals with an Action Research project. That sounds awesome. Please let me know how it is going, and if you want to share on Twitter @drlizgalarza.

I do not ask students questions. Instead, I ask them to tell me 5-10 things about themselves that I can not see with my eyes or read about in the cumulative folder. We brainstorm ideas like: hobbies, interests, favorites, special talents, etc. Additionally, I use information that I obtain from a parent questionnaire that is filled out the first week. (sometimes I mail it before school starts) I can explain that further if you want.

I have students ask me questions on that same paper, and I answer the questions as our conversations unfold. I try to keep it as organic as possible; they see through anything that is contrived. They appreciate the authenticity.

I hope I have been clear. If not, please write again and I will break it down further.

Keep us up to date on the project!

I love the dialogue journal and plan to use it this year!

That’s great, Benita! Let us know how it goes!

Thanks very much for this article! I’ve always loved dialogue journals, but I teach pre-readers/writers. What are some suggestions of similar activities that I could facilitate with five-year-olds? We do “writing” a few times/week, when students draw an illustration and write a few words of a sentence telling a story about their lives, but I’m looking for ways to do this more effectively and make more connections during that time (when my strongest students can write just a few words at a time, and my newer students are not able to form words). Thanks a lot!

Hi Madeleine! There’s so much story-telling kids do through their illustrations and different kinds of writing. Here’s an article that I think you might like — Words Don’t Make a Writer: Supporting Emergent Writers Who Are Not Yet Writing Words . I also recommend Matt Glover’s Engaging Young Writers and Already Ready , which he co-wrote with Katie Wood Ray — both are great resources! Hope this helps!

Debbi, these are awesome resources! I agree with you about story- telling in kids’ writing.

Madeleine, If the students knew that they were writing to you, perhaps you could answer their letters through pictures or symbols. Literacy takes on a different look, but you will still be communicating. Hope this helps!

Over the years I have had a number of students who are either selectively mute or extremely shy. Those are the students I usually initiate dialogue journals with. I’ve had some amazing experiences with those students. It has also worked really well in classes where a boisterous few tend to get their voices heard despite classroom management. It allows other student voices to be heard and valued as well.

Caryn, you bring up an excellent point about incorporating dialogue journals into the classroom. ALL voices are “heard” and respected. I found the same thing with my shy students. They had lots to say in the pages of the journal.

I used to include a “back and forth journal” with student teachers when they were with my grade three class. The student teacher would have a journal that they wrote in all week long….and I would also have a journal that I would write in all week long. On Fridays, we swapped journals. Then we would write back to each other on various pages–just a small snippet sometimes or a longer comment. It varied, depending on the connection to new thinking or questioning. On Monday, we’d swap our journals again and ready what each other was thinking about. Sometimes, the grade three crickets would write something in ‘my’ journal for the student teacher to read. Really cool!

Jan, Wow! What a great idea! I’m sure it was interesting to see your classroom and students from another perspective. Thanks for sharing this!

Jan, that is an excellent idea! I am trying to figure out a way to use the dialogue journals with my student teachers. I am their supervisor, so I only see them once a week. I cannot take the journal from them. I considered trying it electronically, but I feel it loses something that way.

I am so confused by how you get this done! I see 180 students a day, and have 30-32 students in a class. Obviously I wouldn’t be able to read a letter and write to 30 students in an hour– the easiest of writing assignments I collect to grade take 2-3 hours per section, and I have 6 sections. How do you manage? I have students write me an email at the beginning of the year (teaching email etiquette!) — kind of like your intake form– but find that it takes me so long to read and respond to each one that I’m often well into the year before I’ve gotten to everyone.

I would love any ideas you have for assignment management, because I love this idea but don’t know how to manage it and keep that work life balance!

Writing back to that many kids seems daunting! I LOVED implementing dialogue journals, but it was enough for me to write back to just 25 kids each week. In the podcast episode, Liz discusses the possibility of using electronic journals and audio feedback as an alternative management system. You might want to check out Kaizena if you’re not familiar with it already. The thing that’s really neat is you can highlight a portion of the student’s text and leave audio feedback which is a big time-saver. You also have the option of providing written feedback, so based on the content you’re responding to, your method of feedback can vary. You can even add a mini-lesson if you want. This is just a general overview – but it might be a good option and worth trying. Hope this helps!

Rachel, I understand how much work that is! I commend you! There is no way that you could effectively write to all of your students. Perhaps you could write to about 45 per semester. Or you could only write one letter a month to each student, while staggering the submissions. Another idea is to only use DJ with one of your six classes. One year I tried having the students write to each other, and then I wrote to both of them once in a while. I did not like that too much, and I lost much of the benefits, but I tried it anyway. I will continue to think of ideas.

I work in a Youth Detention Centre and we have had a focus on reading over the last two years looking at increasing our student’s reading skills / interest etc. We’ve been wanting to move onto writing and not knowing a good way “in”. I think I have found a great place to start! Our students have so few opportunities to write, interact with caring adults or feel that they are worthy of being heard. Thanks for a great idea.

Kate, thanks for the reply! YES! Writing with these young people will have so many benefits. Their writing will improve for sure, but they will also have an opportunity to “voice” their opinions, frustrations, worries and goals. Someone will CARE about what they are saying and respond from one human to another. Please keep us posted on how this is working. Good luck!

I do journaling each day with a more directed topic for them to comment on. What I use for a more personal connection is the website/app ClassCraft. There’s a messaging part where the students can send text like messages directly to me. I’ve learned more about some of them through this than anything else. With teaching middle-schoolers, they are so much more comfortable sharing information through this medium. They ask questions about assignments, questions about what they are supposed to do on homework, and some even send me songs they love that I “have to” listen to. For many of my kiddos I am the only stable adult in their life and I love being able to show them that I care.

I have not heard of that app, Mindy. Thanks for sharing! Teaching middle school is tough, and they need someone like you to really “hear” them.

I am a high school world language teacher and I find that using the target language can be difficult for relationship building, especially for struggling students. Do you think it would be beneficial to do this but have them write in English? Or would that take away from what I’m trying to teach them in class?

Also, I’m afraid of what topics may arise for high schoolers. Nowadays, they can be very open about things that I may be uncomfortable with. I imagine that this could even happen with younger kids. How would you deal with potential issue?

Hello Annie,

As a Spanish teacher myself, I would recommend that you have your students try and stay in the target language as much as possible. One way of supporting them is to provide writing prompts prior to their entries that align with topics and vocabulary you’ve been discussing in class. Depending on their skill level, you could allow them to incorporate various thoughts in English as necessary. Allowing them to use some English could serve a dual purpose of helping them to reflect on their use of the target language (i.e. what specific words or grammar do they need to work on to express their ideas successfully) while also building a positive teacher-student relationship.

I also understand your concern about students bringing up topics you may feel uncomfortable addressing. If this happens, aside from a mandatory reporting scenario, I think it’s fair that you just let them know or respond to another part of their dialogue. The main intention of dialogue journals is to build those relationships. I don’t think we’re trying to necessarily get kids to bring up difficult topics; most kids won’t. They just want to talk to you and know that you care.

Annie, I agree that it would be difficult for students to express themselves if they do not have the vocabulary to do so. You could have them write using both languages (if they know the word in the language you are teaching, they could use it). That may work (and be pretty cool to read).

As far as difficult topics, you need to tell them before you begin that if something comes up that you feel puts them in danger, then you will have to reach out for appropriate help. If I find something disturbing, I ask the student to sit with me privately and we talk about the entry. Often, it gets cleared up in the conversation. Or, I tell them that I will be speaking to the social worker (or principal, or parent, etc). Often, a student writes what they write as a way of calling out for help to someone who they know cares about them.

I use reader’s notebooks, which I learned about in the book, The Book Whisperer, by Donalyn Miller. The concept is kids write at the top of the letter a very brief summary of where they are in a book, and then the rest of the letter is their reaction/response to the story. The first year I did this, I tried it just with my tiny 12th grade Creative Writing. I had 18 kids, and I wrote each of them a letter in return every week. Some weeks, only half the class would submit, so I only had about ten to read, yet it would still take me hours to reply. The kids loved getting my letters, and I feel we got to know each other on a very personal level. However, I found it so difficult to just write a few sentences, and when I wrote a full-length letter, it was extremely time consuming. I never would have been able to keep up if they had all turned them in each week. Nonetheless, I am using them in all of my classes this year with all 148 students. OH.MY.GLORY. Impossible. I resorted to smiley faces and “No way!” type comments in the margins because I could not write 100+ letters every week or even every two weeks. I am completely torn, because I love the idea of kids relating to books of their own choosing and writing about it, and I love sharing in their enthusiasm, but I am dying! I finally resorted to a stamping system. Rather than collecting the notebooks every week, I stamp their letter each Friday. At the end of the quarter, they go back and read all their letters and choose the one they want me to read word for word. They get full credit for writing all the letters (which is a huge grade booster for many of them), but I comment on only one. Even with this process, I am still not writing a full letter in response, which makes me really sad, but I simply don’t have the time with all the other work that must be done.

Hey Casie – doing dialogue journals with large groups of students is definitely a challenge. Check out Debbie’s comment above, which highlights a tool for providing oral feedback to students who complete electronic dialogue journals. I’d also recommend checking out Jenn’s post on Microsoft OneNote Class Notebook . These are some ideas that might help you find a way to manage doing dialogue journals with large groups of students.

Casie, I used to do reading response letters with my 5th graders. They LOVED it and so did I. It was so much work, but well worth it because ALL of my students made so much progress in the reading. I had about 25 students and it was a lot of work. 148? Never. I like the idea of them choosing one for you to respond to. I have been using Voxer (free app) with students. Instead of writing, you could vox them (It’s like a walkie-talkie: asynchronous). Just a thought…

I just listened to this episode today, and found it so interesting. Do you think it’s possible to do something like this electronically? I know you talked about it briefly in the podcast, but I was thinking it might be a good way to teach students how to compose proper emails, and then do a similar idea through email. Have you ever tried anything like that, or heard of anyone doing that? I’d love any thoughts you have on that. Thanks!!

Hey Anoosheh, While there are some definite benefits to doing dialogue journals with pen and paper, a digital format also has its advantages. Check out Jenn’s comment addressing this topic. If you want to give electronic dialogue journals a try, I would say, “Go for it!”

Anoosheh, I think electronic journals would definitely work! I preferred the handwritten journals, but it could be very successful though email. Good luck!

I agree, Eric!

This year, I have really made an effort to maintain individual correspondence with my students. It’s something I’ve always wanted to do, but using physical journals seemed overwhelming to me with 130+ students. At the beginning of the school year, I began looking for an electronic option. I thought about emails, but worried that my inbox would constantly be flooded. I considered using Google slides, but when I explained my plan to a colleague, she mentioned an app called Remind.

Remind isn’t new, in fact many teachers use it to regularly send notices and announcements to students and families. However, I tested it out and discovered that I could sort my students into classes and that signing them up could be done through their school Google accounts. Students must be 13 years old to write back using the app. I teach 8th English, so this was not an issue for my classes.

Now, I communicate with each of my students through the Remind app/website at least once a week. I have one class period assigned to each day and make sure I provide ten minutes at the beginning of class for them to read what I wrote to them, respond, and respond to the week’s prompt or write about something else of their choosing. I find a prompt is helpful for those who “don’t have anything to say.” Some students write one or two words, no matter what. Some write paragraphs. It has been an invaluable tool in getting to know my students, particularly the ones who tend to be more quiet in class. It does take time (30-60 minutes a day) to respond, but I find that being able to type to them has made responding to each student each week actually possible.

Aubrey, This is a great idea! Thank you so much for sharing.

Aubrey, that is such a fantastic idea! It is not as much the method of correspondence as much as the connection itself. How wonderful that you have made this a priority. I am sure the 60 minutes a day is paying off. Thanks for sharing!

I have tried both the Dialogue Journals with my students this year. IT has been a challenge to write to all of my four classes, but I initiated the first letter, and required a response for the first semester. I have had a few kids who have kept up a regular correspondence with me – a letter every few weeks, and a couple of girls write every couple of days. It has been a fun project. I plan to try to continue next year as well. Just last week we had Kindness Week – the perfect chance for the Compliment Project. These two activities have been quite rewarding for me and my students. Thanks for sharing all of the great ideas here on Cult of Pedagogy.

I agree that the Compliment Project aligns well with using dialogue journals. I had the same response. Not everyone buys in. The students that pursue the connection with you truly need it. Thanks for sharing!

I do something very similar. I have a question on the board every day and they are required to write at least 3 sentences to answer the question. Then I have 5 or 6 students stand and read their responses. Sometimes it starts conversation and sometimes I just let them express their opinions. I don’t allow anyone to ridicule or say “that’s dumb!” or anything like that….I try to emphasize that everyone is allowed an opinion. It doesn’t take long before people are raising their hands to contribute to the discussion with their sentences. I honestly could take the whole class period letting them share. It really brings an environment of acceptance in our classroom.

Now that many of us are teaching online-only, and craving human connection more than ever, I plan to start using dialog journals with my Grade 7s.

But so much of what I love in the above examples relates to the fact they are on physical paper and the handwriting and doodles.

I wonder what online tools would best replicate the in-person, hand-written aspects of these journals. Using a text-based chat such as Hangouts loses all that, but does make 48 journals easier to find/respond to. Tradeoffs, especially, these days, have to happen. But if anyone knows of a digital journal option, please share.

Check out Floop . Although I’ve not had a chance to personally use it, I think it looks so cool. There are a lot of features you probably wouldn’t even need to use for dialogue journals, but it would make is super easy for kids to still write in a paper journal and doodle! They just upload a picture of their finished work to Floop and then you can write back. If you give it a try, please let us know how it works!

I really like reading about the Dialogue Journals. I think it is very important to build a relationship with students before attempting to teach them content. They will benefit from this because they learn that I respect them, and they can grow to respect me. It goes both ways. Once I can build relationships we can move onto content. The Dialogue Journal is a safe way to share information about one another without involving the entire class. It make it more personal!

I think that starting school this year is going to be completly different, due to Covid-19. We will have to make a concerted effort to get to know the students even though we will not meet them in person in the classroom at first. Emailing them and asking them to respond could be an easy way to get to know them, and to check on their well-being.

Getting to know how my ED students will learn and interact this year will be a challenge. I will have to find out the best way they like to learn online, and what the are able to do.

Just discovering this post now in 2021! I really love this idea to build more meaningful relationships with students – two questions – one, how are parents involved, if at all? Two – what about kids who don’t turn them in, or aren’t keen on the idea, strategies? Thank you kindly!

I love the Dialogue Journal. I worry about the grading, but I felt the power of writing when I emailed students this year. I felt like I was really connecting better than I ever have. I am definitely trying this idea next year.

I did Dialogue Journals for years and these weren’t something that I ever “graded,” however, I did use them to inform any instruction the students(s) could benefit from. For example, if I noticed a student needed instruction on punctuating sentences, I’d make a note to have a mini-conference with the student during Writer’s Workshop.

I use dialog journals in almost every class and love the strategy. Reading and responding takes a lot of effort. One thing that helps is to use bluebooks bc they are lighter and thinner and can be carried home or to the coffee shop. Students in HS don’t have negative associations w the blue book the way college students might. I sometimes use the time while students are writing to start responding to the journals from last period.

I have used dialogue journals for several years as well to build relationships and grow students’ writing. It is exciting to see by the end of a school year their growth as a writer and elaborating on details. As online education is steadily growing, it would be easy to shift the concept to an online platform. It is an excellent way to model grammar skills to students.

I have done history dialogue journals with students for years. They keep them in a section in their history notebook. I do not grade them, but I write back every time I collect their notebooks and provide feedback and responses to their questions and ideas. We use them a lot when we work on projects; I’ll have students refer back to a day when they have written about a specific topic to use in their project or summary writing. Students really enjoy reading their teachers’ comments on their journals and I find that they are more free with their opinions and ideas when they know it is really private and just between the 2 of us.

Thanks for sharing, Stephanie. You’re right- dialogue journals can be used in so many different ways. It’s great to see that you’ve found them to be effective in your classroom!

I love this idea! Do you have any suggestions on how to make this work with newcomer and beginner ELL students?

Great question, Erica! I actually think that dialogue journals could be a wonderful strategy to build relationships with ELL students. Although it doesn’t explicitly address English Language Learners, the post does have a section that addresses the benefits of dialogue journals, some of which might hold significant value for newcomers and beginner ELL students. For instance, dialogue journals can help to build writing fluency in a low-stakes environment, where the emphasis is on ideas and topics, not grammar and syntax. Also, the journals can help teachers identify common errors to drive subsequent mini-lessons or even individualize instruction tailored to a specific student through journal responses. You might even encourage students to incorporate drawings or other visuals in their journal entries. You may find some other useful ideas for engaging your ELL students in these types of learning activities on CoP’s Teaching English Learners Pinterest board . I hope this helps!

So i don’t want any information all i need is pictures of things kids wrote to their teachers that’s all

Amberly, if you scroll up on this post you’ll see a couple of different images that show examples of what students wrote in their dialogue journals to the teacher, Liz Galarza. I hope this helps!

Im trying to implement a similar type of procedure during my homeroom class. Keeping my students engaged in free reading daily. The connections they make are hilarious, and allow me to discourse with them at a different level

Thanks for sharing, Adam! Glad you’ve been able to find success with a version of this practice.

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Dialogue Writing Between Teacher and Student | Dialogue Writing with 4 examples

Dialogue writing between teacher and student is presented in this post. Here you will find different variants of dialogue writing. Dialogue writing is a form of conversation between two people or more people.

Dialogue writing helps the reader to understand the character’s personalities, emotions, and perspectives. Dialogue writing provides a clear picture of the character.

Table of Contents

Understanding the elements of compelling dialogue.

Your dialogue writing should be composed of realistic and authentic conversations between characters. Compelling dialogue creates flows of emotion, excitement, and tension; these give life to this expressing character, and that makes readers connect with the characters on a personal level.

Mistakes to Avoid When Writing Dialogue

Unnatural or forced sounding : Dialogue should be like a normal conversation between two people. It’s very important to keep conversations natural and authentic. Excessive exposition: Don’t provide excessive information in dialogue writing; provide only important truths about the characters.

Dialogue Writing between Teacher and Student about Studies

Dialogue Writing between Teacher and Student about Cultural Heritage

Teacher: Good morning, everyone. I hope you all are doing well. Today we are going to discuss the cultural heritage of West Bengal. Can anyone tell me about the festival of Bengal?

Student: Good morning, mam. In West Bengal, our prominent festival is Durga Puja . The people of Bengal came together to celebrate these auspicious festivals.

Teacher: yeah. Great choice. Durga Puja is a very important festival celebrated with great enthusiasm. Can you elaborate more about this festival?

Students: mam Durga Puja is the celebration of good over evil; it is the victory of the goddess Durga over the demon Mahishasura.

Teacher: Well said. Now tell me some of the traditions associated with the Durga Puja.

Student: Durga Puja is mainly 10 days of celebration. People from different parts come together to visit the pandal and enjoy it.

Teacher: Do you think that Durga Puja has other benefits as well?

Student: As we know, Durga Puja is the prominent festival of Bengal. This festival has made a great contribution to the economy of Bengal.

Teacher: Well said, you have a nice portrait of the festival of Bengal.

Student: Thank you.

Dialogue writing between teacher and student about exam

Teacher: Good morning, students. I hope you all are doing well! Today I will discuss your upcoming exam. Last few days, I got several queries from students about their upcoming exams. Today I will address all of your queries.

Student: Sir, good morning. I am feeling very nervous; there is too much in the syllabus, and I am not sure where to start.

Teacher: Yeah, I got it this time; it is natural to feel that way. Have you created any study plans?

Student: Yes, sir, I am following a study plan. Yet I feel there is too much.

Teacher: That’s normal. Remember to divide your syllabus into 3 categories: the most important topic, the medium-important topic, and the less important topic, and allocate specific time for this section according to your needs.

Student: Thank you, sir, for your advice. I will try to follow it. Do you have any suggestions, sir?

Teacher: This is a very important time. Just a few days are left before your exam, and I would recommend you practice some of the previous year’s questions.

Student: Yes, sir, I will practice some of the previous year’s questions. Sir, how to manage time during the examination?

Teacher: Good question. Fastly, you need to attempt the most familiar question first and then gradually move on to more difficult questions. This will help you answer all your questions in due time.

Student: I will keep that in mind, sir. How do I manage trees during the exam?

Teacher: managing states during the exam is very important as it may spoil your paper. Ensure good sleep the day before the exam. Reach the exam center before time and practice some positive talk to keep yourself motivated.

Student: Thank you, sir, for your valuable advice that will help me a lot.

Teacher: Bye and all the best.

Dialogue writing between teacher and student about discipline

Teacher: Good morning. I hope you all had a great weekend. Today I will discuss the significance of discipline in academic life. Does anyone have thoughts on that?

Student: Yeah, sir. Discipline is very important; it helps to create focus in studies.

Teacher: True. How do you think we can maintain discipline in our classroom?

Student: We all should listen carefully when someone is speaking in class and not disturb anyone unnecessarily during the lecture.

Teacher: excellent point. Students should listen carefully to their teacher. Additionally, being punctual helps to achieve discipline in life; what’s your take on that?

Students: Yes, sir, in academic life, punctuality plays a vital role. Through commitment to our studies and time, we can maintain a disciplined life.

Teacher: I am glad that you recognised the significance of punctuality in academic life.

Student: Sir, how can I stay consistent with any discipline?

Teacher: That’s a good question. Staying consistent requires commitment to your goal. Practice any habit for at least 21 days to make it permanent.

Student: Thank you, sir, for your discussion; this will help a lot.

Teacher: Discipline in the classroom or in your personal life will definitely lead to academic success or personal growth. I wish you all the best.

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Dialogue Journals

What Is It?

A dialogue journal is an informal written conversation between two or more people (student-student or student-teacher) about topics of mutual interest. Dialogue journals provide students with a meaningful writing activity that is engaging because it involves other students. These written conversations reinforce learning while forming bonds between students that can provide a foundation for later cooperative learning activities.

For example, students finish reading a story and are asked to work with a partner to respond in a dialogue journal to the question, "Did the story end as you thought it would?"

Why Is It Important?

According to Toby Fulwiler, journal writing is an important way of individualizing instruction and encouraging independent thinking. Journals record the students' "individual travel through the academic world"; at the same time, journals can provide a springboard for more formal papers or projects (Fulwiler 2000).

When students have conversations about what they have seen, heard, experienced, or read, they have the opportunity to identify key points, make connections to prior learning, and hear other perspectives on the same material. Dialogue journals offer a written record of the discussions, which help keep the conversations focused and serve as a reference at a later time.

Incorporating guided conversation and discussion into the classroom helps students develop a deeper understanding of the topics and materials being taught. Dialouge journals also teach students to formulate and express opinions.

How Can You Make It Happen?

There are numerous ways to use dialogue journals or written conversations effectively in the classroom. Initially, students should make journal entries during class time to allow them an opportunity to internalize the procedures with your guidance. Then you may assign one entry as a take-home assignment that you or another student will respond to at a later time. Whether the journals are written face-to-face or taken home, be sure to give students direction and structure.

When students are engaged in a conversation with another student, an opportunity to bond occurs. Students engaged in cooperative learning activities in the classroom benefit from having had the chance to get to know and bond with other classmates.

To begin using dialogue journals, have students work in pairs. Monitor these pairs to ensure students have a variety of partners. Suggest pairs of students use two different types (pen and pencil) or colors (black and blue) of writing implements to distinguish between writers.

Explain to students that they will be talking with each other, but they will not use their voices. They must write what they want to communicate with their partner. Give students a mini-lesson by writing an entry on the chalkboard and then asking a student to respond to it in writing.

Allow students to exchange a brief written dialogue about anything they choose. Allow time for them to write what they want, exchange papers or journals, read what their partner wrote, and respond to it. Following this initial practice, focus students on something they all have listened to, watched, or participated in earlier in the day or week. Ask students to spend three or four minutes writing to their partner about the given topic. Writing may focus on likes, dislikes, particular characters, events, settings, experiments, math problems, and so on. Dialogue journals work well when students debate an issue. Students can start a dialogue by finding out when they agree and when they have different perspectives. Once they've established these differences, they then can build their dialogue. Have students defend their opinions to one another. They can practice asking probing questions to encourage each other to participate more fully in the discussion.

Students can give their papers to their partner, who will read the dialogue and respond in writing. Repeat this process twice, and then have pairs of students discuss their conversations verbally. Have students discuss with their partners how the written conversation progressed.

Divide the class into four groups, and then have students share their thoughts within their larger group. Finally, have each larger group tell the entire class what they discussed, found in common, agreed/disagreed with, and so on. This will enable you to identify common trends and shape future lessons.

You may choose to eliminate the oral components of this activity and read and respond to the dialogue journals yourself. However, it is recommended that you use the whole-class activity initially, and then implement more individualized approaches once students have a firm understanding of written conversations.

Whole-class activities may help you analyze entire lessons; reading and responding individually to journals helps personalize learning. You may also elect to have smaller cooperative groups discuss their journals orally and eliminate the whole-class component, depending on the nature of the assignment. That is the wonderful aspect of teaching using written communication; it lends itself to many different situations.

Another way to initiate dialogue journals or written conversations is to provide a piece of text, video, or audiotape to which students can respond. First, have students read the passage, view the video, or listen to the audiotape you have chosen. Allow a few minutes for reflection. Ask students to work in pairs. Then, organize these pairs into four large groups.

While in pairs, students open to a blank page in their journal to begin their written conversations. Have them write about the passage, video, or audiotape and focus on what they took away from the experience: a feeling, a like or dislike, anything they want. Give students approximately three or four minutes to write to their partner. When time is up, direct students to trade pages, read their partner's comments, and write a response. Again, give them three or four minutes. Repeat this process twice, depending on how much time is allotted.

Ask the pairs of students to share their thoughts with their larger group. Finally, have each larger group tell the entire class what their group discussed, found in common, agreed/disagreed with, and so on. This will enable you to identify common trends and shape future lessons.

Dialogue journals should be used on a continuous basis and as a regular part of the curriculum. You may use dialogue journals on a variety of topics several times during a week. You should respond to journals in a timely and consistent fashion and with an open, responsive, and playful attitude. Journals are not meant to assess students' writing skills but rather to assess their depth of comprehension of a given topic.

Consider responding to a number of journals at random each day rather than the entire class at one time. This will help you prevent your responses from losing the care and thought needed to make them valuable for all parties. Staggered collection days are suggested, to ensure that your comments and responses are not only timely but also open-minded and considerate of individual student writers.

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English Conversation between Teacher and Student: Essential Tips to Start a Conversation

Every student must have faced this situation once in their life and still face it. Having a English conversation with your teacher/mentor is scary. They are the ones, you should surely approach and clear your doubts.

If you are scared or feel awkward doing so. Here is an example of a conversation about how you should talk to your mentor. There is also an alternative conversation and what you do not have to say.

Conversation Between Teacher and Student

Read the conversation carefully.

Pooja: Good afternoon Mam.

(Don’t say: Hi, Mam.)

Seema: Good afternoon Pooja. Tell me.

(An alternative: Good afternoon Pooja. What happens?)

Pooja: Mam, I have read the whole chapter.

(Don’t say: I read the chapter)

Seema: So, did you understand the concept?

(An alternative: Are you clear with your concepts?)

Pooja: Partially Mam! I get stuck in the middle of the maths problems.

(Do not say: Yeah Mam!)

Seema: It is because your basics are not clear.

(Do not say: your basics aren’t clear)

Pooja: Mam, I was absent for the lecture.

(Do not say: I was absent for that lecture.)

Seema: That is why you are not able to solve the problem.

(Do not say: That’s why you aren’t able to solve)

Seema: Make a list of all the problems you cannot solve.

(Do not say: you can’t solve)

Pooja: Okay Mam.

Seema: We will solve them one by one so that all your doubts are clear before exams.

(An alternative: Let’s try solving it one by one for that you need to note down all your doubts.)

Pooja: Okay Mam. Thank you.

Also Read: How to Improve My Communication Skills for an Interview? Check Out the Best Methods for Interviews!

Teacher: What do you intend to do after you complete your matriculation?

Student: Sir, it depends on the grades I receive.

Teacher: So, if you got decent grades in matric, what are your plans?

Student: In F.S.C., I’ll be haunting pre-medical groups. Otherwise, I’m going to join the I.C.S.

Teacher: Why did you choose medical organizations?

Student: I believe that a number of people die as a result of insufficient medical care. They are unable to cover hefty medical expenses. I will assist them without charging them anything.

Teacher: Your assertions are untrue since each student initially shows pity but then fails to follow through on his pledge and becomes materialistic.

Student: I would not be a member of such a nefarious organization. My grandma was gravely ill, and we couldn’t afford to have her properly treated because we were poor. My ambition in life is to become a doctor, and I intend to serve the people as decent citizens by providing free medical care to the poor.

Teacher: So, there you have it. I wish you the best of luck in your life.

Student: Thank you very much, sir.

Teacher: Good morning, students

Student: Good morning, madam

Teacher: How did your vacation go? Have you had a good time?

Student: Yeah! Madam, I had a wonderful time in Jammu and Kashmir with my family.

Teacher: That’s fantastic. As a result, you must write about your trip to Jammu and Kashmir.

Student: Yes, Madam.

Teacher: I hope you were able to devote some of your vacation time to your academics.

Student: I would devote one hour to my study, Madam.

That’s great; have you completed the work I assigned to you?

Student: I’m almost done with it, but I’m having trouble grasping a couple of ideas.

Teacher: Please let me know which areas require further explanation.

Student: You taught me adjectives in the last class. I’ve noticed that a few adjectives end in ‘ed’ and others end in ‘ing,’ but I’m not sure which one is used where.

Teacher: The ‘ed’ adjectives describe our emotions, while the ‘ing’ adjectives describe a person’s or thing’s property.

Student: Is it acceptable to say that I am puzzled?

Teacher: No, the term is confused because if it’s your emotion, you need to append ‘ed’ to confuse to make it your feeling.

Student: Thank you so much, Madam, for teaching me.

Teacher: You’re always welcome

Importance of Teacher-Student Conversation

For any English student, understanding classroom dialogues is critical.

Improve Your Conversational English Skills

Learning how to have a professional conversation is vital even though you’re not in a classroom situation. The techniques employed in teacher-student talks can also be used in other types of conversations, such as those with a physician or another professional.

Also Read: How Do You Communicate Well in an Interview? Learn Some Latest Methods to Succeed

Build Your English Vocabulary

The majority of teacher-student discussions feature school-related language. You can learn a new word daily from the newspaper, dictionary or the internet. Learn about its meaning and how can it be used in sentence making. Expanding your English vocabulary is an important aspect of improving your fluency.

You Can Ask a Question to the Teacher

Knowing how to have these dialogues in a classroom setting is critical to your learning experience. You can get more from your courses if you know how to ask an instructor a question in English.

Don’t worry if you don’t feel at ease right away; this is all part of the learning process. Continue to improve your English conversational abilities and expand your vocabulary. Soon, you’ll be ready to engage in a classroom discussion.

Effective Communication Factors

Learning to communicate effectively is a simple procedure that helps you to express yourself while also improving your relationships in the workplace. Knowing how to listen carefully and clearly will aid you in expressing yourself in the interview process, corporate meetings, and in your private life.

Developing improved communication habits necessitates the development of several key skills that work in unison. Some of these talents are more emotionally driven interpersonal skills, while others involve the way you talk or hold your posture. Here are some characteristics of good communication:

Listening Skills

The first move toward good communication is active listening. If all you care about is how you connect with yourself, you’re generally not listening to or responding to what others have to say.

A competent communicator uses a variety of listening strategies. They listen carefully to what others have to say and make people feel heard and taken into account.

Understanding the feelings of those around you is an important element of being a good communicator. Having high emotional intelligence and the ability to empathize with others aids in the formation of relationships and enhances communication abilities.

Nonverbal Communication Skills

Nonverbal cues, in addition to verbal messages, are essential for efficient communication . Your communications and presenting abilities will improve if you become more conscious of your body language and vocal tone.

Building your corporate communication skills requires the ability to actually participate in team-building and continuously cooperate with peers. You’ll be able to interact more successfully with others on the job if you develop great relationships and connections with them.

Effective communicators have well-developed social skills and are able to control how they speak freely to others. You must understand what to say in a specific situation. Building a filter will help you enhance other communication methods while also ensuring that you maintain a particular standard of behaviour and avoid workplace friction.

You also have the choice to download the Fluent Life app on your mobile phone for customized personal lectures where you get instant feedback on your performance and can resolve all your queries.

Also Read: 7 Frequently Used English Phrases: Check Out the Best English Learning!

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What Question? Enabling Dialogue Between Students and their Teachers

2018, Journal of Perspectives in Applied Academic Practice

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Dialogue Writing Between Teacher and Student about Homework

In This Blog We Will Discuss

Dialogue between Teacher and Student about Homework: 1

Dialogue between Teacher and Student about Homework: 2

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• Our Mission

Teaching Students How to Have Meaningful Conversations

This crucial life skill improves with classroom practice—and many students may benefit from a refresher.

Take a moment and reflect on conversations you have had recently. What made your best conversations genuine? Did you feel heard/understood? How could you tell? Did you want to talk to that person (or group of people) again soon? What about conversations that were ungenuine or unsatisfying? What was different about them?

Conversations are incredibly important. They are a basic unit of all kinds of interactions—formal and informal, serious and frivolous, cursory and thorough—the list is almost unlimited. Whenever we engage with other people, especially one other person, the nature of the conversation we have influences whether it will accomplish what we want and strengthen our relationship.

Conversations also can become a lost art in a time of increasing digital interaction. It’s possible but not so easy to have conversations on Zoom, especially if there are more than two people involved. And, in an increasingly polarized time when civil discourse seems like a candidate for the endangered species list, conversations can be replaced by polemics, lectures, statements, and declarations.

Following a year or more spent distance learning, many students, especially adolescents, seem to need a strong refresher in conversational skills with both peers and adults.

Guiding Students Toward Good Conversations

Good conversations typically cover six broad areas: social etiquette, clarity of communication, reciprocation, showing interest and engagement, perspective taking and inclusion, and finding common ground. If you teach your students to keep these areas in mind before and during conversations, it’s likely that their experiences will go reasonably well.

Through this PDF from the companion website for a book I coauthored, Morning Classroom Conversations: Build Your Students’ Social-Emotional, Character, and Communication Skills Every Day , you can find a set of guideposts to help you encourage and monitor students’ progress in each area, as well as a tool for students to self-monitor their own progress.

Creating Opportunities to Improve Conversational Skills

As with most important skills, practice leads to improvement. Most social and emotional learning (SEL) programs offer opportunities for conversation, even though they tend to define what they are doing in other terms.

For example, morning meetings from the Responsive Classroom program can be thought of as an example of group conversations. So can sharing (and other kinds of) circles found in Social Decision Making/Social Problem Solving, Open Circle, restorative practices, and other related programs. What often is missing, though, is skill development in this area.

Led by school psychology colleagues Nina Murphy and Kellie McClain, a team at Rutgers Social-Emotional and Character Development Lab recognized that building conversational skills can be linked to both character and civic development and improved SEL competencies. Morning Classroom Conversations (MCC) were created for students at the secondary level.

Typically, MCC takes place during homeroom or advisory periods and involves students discussing conversation prompts. They might first write down their thoughts and then engage in a pair-share or a small group discussion. The prompts are designed to sharpen students’ focus on certain SEL skills , encouraging them to think about and internalize key virtues that promote positive purpose while discussing themes that are relevant to their life in school now and looking ahead to their future.

Teachers help students develop norms designed to create a brave conversation space and, responding to students’ existing conversational skills, help them engage in active, reflective listening; appropriate conversation styles; and patient, focused attention.

MCCs are introduced by helping students reflect on the importance of conversation in their lives, and indeed how lives depend on conversations—in health care, parenting, transportation, the entire service industry, science, the arts… everywhere. Conversations are described as a skill that everyone can learn and all students will improve in over time, day by day—not all in one step—using the guideposts presented earlier.

Conversation prompts: Here is a week’s worth of conversation prompts based on a January theme of planning for the future:

• A new student just arrived at your school. What do you think it feels like to be living in a new place with all new people? Has this happened to you?
• What is one action you can take in middle school now that will help prepare you for your dream job of the future?
• What is it like to work in a group where others do not communicate effectively to solve a problem? How can you nonverbally demonstrate that you are actively listening to your peers?
• Not every moment in our lives is going to go well, but when bad things happen, we have to try to learn from those situations. Think about a bad moment in your life, and challenge your thinking around how this event helped you.

Here is a set of prompts that could be used during a following week:

• Whom do you admire most? What are some qualities that you admire about this person that you would like to see in yourself in the future?
• Small miracles happen every day. What could you do to raise your awareness of these miracles?
• What does charity mean to you? Do you need to give money, food, or clothing in order to help others? How else can you do it?
• What effects can stress have on the body? Why is it important to monitor your stress level? How do you do it?
• What are you most passionate about that might serve as a future career for you? How can you do more of what you love doing?

These sample prompts also bring out focal skills such as problem-solving and empathy and virtues including optimistic future-mindedness. To keep students engaged, prompts also reflect a developmental perspective. They begin with a focus on improving oneself and then move to helping students see themselves as assets to their school and the wider world. You can find examples of these and other MCC prompts here .

As you restore the lost art of conversation, you will help students realize that both speaking and listening to others in genuine ways has tremendous, positive implications for their future.

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• Dialogue Writing in English

Dialogue Writing Format, Structure and Examples

Dialogue writing is a key part of storytelling and communication , where characters have conversations with each other. It's not just about writing words; it's about making those conversations feel real and engaging. Good dialogue can bring characters to life , show their emotions, and move the story forward. This page will help you understand what dialogue writing is, how to create natural and interesting conversations, and provide tips and examples to improve your skills. Whether you’re writing a story, a play, or even a script, learning how to write effective dialogues is crucial.

What is Dialogue Writing?

If you want to write a story, dialogues are a very important part of the story. Writing a good dialogue requires a set of rules to follow because a bad dialogue can change the story and the dialogue’s meaning as well. Dialogue writing is a very important part of English writing.

Dialogue is basically a conversation between two or more people. In fiction, it is a verbal conversation between two or more conversations. Sometimes it is a self-talking dialogue, they are known as a Monolog.

If the dialogue is bad the reader will put the book down. Without effective dialogues, the whole plot of the story will collapse on its own structure. Therefore, writing dialogue in a way that attracts the reader to be more involved in the story is not a daunting task. We will guide you to write impactful dialogue with correct rules.

The Purpose of Dialogue Writing

Why do you think dialogue is important in a story, play, or film? Is it essential to include dialogues, or can a story be told just through narration? In some stories, a narrator or one of the characters may tell the story from their point of view. How does adding dialogue change the way the story is presented compared to just having a narrator?

Using dialogue along with stage directions instead of just narration is often a more effective writing technique. It helps readers understand the characters better by showing their personalities and giving them a distinct voice. Dialogue reveals how characters feel, what they think, and their background, making it easier for readers to connect with them on a personal level.

Writing dialogue also allows writers to be creative and even break some traditional grammar rules. For example, they might stretch out a word, use capital letters , or add extra question marks or exclamation marks to highlight emotions, like this: YESSSS!!

Another important part of dialogue writing is including stage directions. These are brief notes in brackets that show what a character is doing while speaking, such as: Dan (rubbing his eyes): I am still tired.

Types of Dialogue

Dialogue can be divided into two main types:

1. Inner Dialogue: Inner dialogue involves a character’s private thoughts that aren’t spoken out loud. These are the thoughts a character has while another character is speaking or reflecting on what’s happening. Inner dialogue is not put in quotation marks .

2. Outer Dialogue: Outer dialogue consists of the words spoken out loud by characters. It includes everything the characters say to each other during their conversation and is placed within quotation marks.

Basic Rules for Discussion All Writers should Follow

Here are some basic rules for writing a conversation:

Each speaker receives a new category - Every time someone speaks, he shows this by creating a new category. Yes, even if your characters say only one word, they get new categories.

Each category has an indent - The only exception to this is at the beginning of the chapter or after the break, where the first line has not been postponed, including the discussion.

The punctuation marks are inserted into the quotes - Whenever punctuation is part of the spoken word, it enters the quotation marks so that the reader can know how the dialogue is spoken.

Long sentences with few paragraphs do not have end quotations - You’ll see a lot of this below, but overall, when one character speaks for a long time with different categories, the quotation marks are eventually removed, but you start the next paragraph with them.

Use singular quotes when a speaker quotes another - If a character is present who says, “Rohan, do you like it when girls say,‘ I’m fine ’?”, One quote shows what someone else said.

Skip the small talk and focus on the important information only - Unless that little talk is accompanied by character development, skip and get to the point, this is not real life and you will feel very liable if you have too much.

Format of Dialogue Writing

New Paragraph for Every Speaker: Every speaker gets a new paragraph. Each time a speaker says something, you have to put in a fresh paragraph, even if it is just one word.

Punctuations Come under Quotation Marks: All the punctuations used with dialogue must be put under the quotes.

Remove End Quote if the Paragraph is Long: If the paragraph of dialogue is too long and you need to change the paragraph, then there is no need to put end quotes.

Dialogue Tags: Dialogue tags i.e. He says/she says are always written outside the dialogue and is separated by a comma. When dialogue ends in a question or exclamation mark, tags that follow start in lower case.

For eg- He says, “We should start our own business.”

Use Single Quotation Mark to Quote Something with a Dialogue: If you have to quote something within a dialogue we should put single quotes as double quotes are already enclosing the main dialogue.

For eg- Bill shouted, “ ‘boo!’ you lost the game.

The Dialogue Ends with an Ellipsis: If the Dialogue ends with an ellipsis, we should not add a comma or any other punctuation. For eg- She stared at the sunset. “I guess you’ll go back to doing what you do and I will…” her voice drifted off.

Punctuation in Dialogue

Punctuation is essential for making dialogue clear and understandable. Here’s how to properly punctuate dialogue:

Character’s Name: Use a colon after a character’s name to show they are speaking. Sometimes a hyphen is used instead of a colon. For example:

John: “Let’s start the meeting.”

John - “Let’s start the meeting.”

Capital Letters: Always start a character’s name with a capital letter since it’s a proper noun. This applies even to titles like "villager" or "student 1."

Quotation Marks: Place dialogue within double quotation marks.

Quotes within Quotes: If a character is quoting someone else, use single quotation marks for the inner quote. For example: “Don’t you think Rakesh saying ‘I will take the lead’ has some hidden agenda?”

Punctuation Marks: Place any punctuation marks (like question marks or exclamation points) inside the quotation marks. For example: “Are you coming?” she asked.

Dialogue Tags: Use tags like ‘he said’ to show who is speaking. Place the tag inside the dialogue with a comma before it. For example: “Do you know,” he asked, “who the new manager is?”

Tag Placement: If the dialogue tag is at the beginning, start it with a capital letter. Place a comma after the tag, and then use double quotation marks for the dialogue, starting with a capital letter. For example: Josh mumbled, “Nobody understands the main problem here.”

Ending with Tags: If the dialogue tag comes at the end, place the quotation marks first, then the tag, which should not be capitalized. For example: “Are you coming with us?” Sarah asked.

Interruptions: Use a dash to show an interruption in dialogue. For example: “I was wondering—”

“Are you ready to go?”

Actions in Dialogue: You can include actions or body language between dialogue lines . For example: “I am not interested.” She shrugged. “But, I will do it just for you.”

Points to be Remember while Writing Dialogue

The students need to read the preceding and the following dialogues.

They must understand the topic well and make points.

The tenses should be accurate according to the dialogue.

It should seem like a natural conversation.

The words used should not be vague and should convey the message.

Dialogue Writing Examples

To help you grasp and understand the art of dialogue writing, here are examples from well-known stories, plays, movies, and TV shows.

Example 1 From "Romeo and Juliet" by William Shakespeare:

Juliet’s dialogue reflects her deep emotional conflict about Romeo’s identity and the barriers posed by their family names.

The use of poetic language underscores the intensity of Juliet’s feelings and the dramatic nature of their love.

Example 2 From "The Adventures of Sherlock Holmes" by Arthur Conan Doyle:

Sherlock Holmes’s dialogue emphasizes his logical approach to solving mysteries and his ability to deduce answers from small details.

The phrase “Elementary, my dear Watson” showcases Holmes’s confidence and the simplicity with which he views his deductive process.

Example 3 From "Anne of Green Gables" by L.M. Montgomery:

Anne’s enthusiastic dialogue reveals her imaginative and hopeful personality, highlighting her excitement about sharing experiences.

The dialogue captures Anne’s ability to find joy and beauty in everyday situations, reflecting her vibrant character.

Example 4 From "The Diary of Anne Frank" by Anne Frank:

Anne’s diary entry reveals her resilience and determination to focus on positive aspects despite the dire circumstances of hiding.

The dialogue underscores Anne’s inner strength and hope, demonstrating her desire to hold onto optimism in challenging times.

Example 5 From "Macbeth" by William Shakespeare:

Lady Macbeth’s dialogue reveals her guilt and mental turmoil following the murder of King Duncan, showcasing her inner conflict.

The use of exclamatory and repetitive language highlights her desperation and the psychological consequences of her actions.

Examples from Well-known Movies and TV Shows.

Example 1 From "The Godfather" (1972):

Vito Corleone: “I’m gonna make him an offer he can’t refuse.”

This line highlights Vito Corleone’s power and the ominous nature of his influence.

Example 2 From "Casablanca" (1942):

Rick Blaine: “Here’s looking at you, kid.”

This simple but poignant line reflects Rick’s affection and the bittersweet farewell in the film.

Example 3 From "Friends" (TV Show):

Ross Geller: “We were on a break!”

This catchphrase encapsulates Ross’s perspective on a key plot point, leading to ongoing comedic conflict throughout the series.

Example 4 From "Breaking Bad" (TV Show):

Walter White: “I am not in danger, Skyler. I am the danger. A guy opens his door and gets shot, and you think that of me? No. I am the one who knocks!”

This line illustrates Walter White’s transformation into a formidable figure and his assertion of power.

Example 5 From "The Shawshank Redemption" (1994):

Andy Dufresne: “Get busy living, or get busy dying.”

This dialogue reflects Andy’s philosophy and determination to make the most of his life despite his imprisonment.

Example for Short Dialogue Writing in English

Situation: Two colleagues, Alex and Jamie, discuss their lunch plans at work .

Alex: “Hey Jamie, what’s your plan for lunch today?”

Jamie: “I was thinking of getting a sandwich from the deli. How about you?”

Alex: “I’m in the mood for some pizza. Want to join me?”

Jamie: “Sure! There’s a new pizza place around the corner. Let’s try it out.”

Alex: “Sounds good! Let’s meet in the lobby at noon.”

Jamie: “Perfect. See you then!”

Tips to Write Dialogue

Speak out the Dialogue loudly as it will help you resonate on your own dialogue and make you understand how it will sound to the reader.

Keep your dialogue brief and impactful as adding extra details will only deviate the reader’s mind from the main point.

Give each character a unique way of talking or voice. It will add an extra character trait and readers can identify the character just by reading his dialogue.

While writing the dialogue always remember whom the dialogue is being addressed to.

Dialogues should not be lengthy and confusing for the readers as through the dialogue only the story moves.

Dialogue Writing Format

Solved example.

Here is a solved example for better understanding about dialogue writing

1. Write a Dialogue between You and Your Teacher about which Course to Study at Vacations.

Student- Good Morning Sir, how are you?

Teacher- I am completely fine. What about you?

Student- I was wondering which course to learn in my vacation.

Teacher- It can be confusing with so many options online. You should make a list and narrow it down as per your interest .

Student- I have tried that but still I am left with three options- Artificial Intelligence, Machine learning or Data science.

Teacher- Well! All of them are very interesting courses, but as far as I remember you have always been interested in Artificial Intelligence.

Student- Yes! I do because I feel it is our future.

Teacher- Well then its no harm in pursuing it and later if you find it less interesting you can always switch.

Student- Yes it sounds like a great idea. Thanks!

To know more simple tricks and tips of Dialogue Writing please refer to the Youtube video provided by Vedantu. And it is completely FREE.

Test your Knowledge on Dialogue Writing

Task 1: Character Conversations :

Write a dialogue between two characters in a given situation (e.g., two friends discussing their weekend plans or a teacher scolding a student for missing homework).

Objective : Practice creating natural and engaging conversations that reflect the characters' personalities and emotions.

Task 2: Complete the following Dialogues-

Megha calls up Rajat to make a plan for New years. Complete the dialogue between Megha and Rajat by filling in the gaps.

Megha : (i) ………………….. this New year?

Rajat: I don’t have any plans.

Megha: How do you like the idea (ii) …………………. the Sapna’s party?

Rajat: That sounds fantastic, But I (iii) ………………….my parent’s permission.

Megha: I’ll come to your house this evening and request your parents to allow you to join me to go to a party.

Megha : (iv) …………………….. in the evening?

Rajat: Yes. They will be at home.

Rohit: Then I’ll surely come.

Task 3: Inner vs. Outer Dialogue :

Write a scene with both inner and outer dialogue. Include a character’s spoken words and their internal thoughts.

Objective : Practice differentiating between what characters say out loud and what they think privately.

Here you Go—Check if your Answers Match the Ones Below!

Situation: Two friends discussing their weekend plans.

Characters: Emma and Jake

Emma: “Hey Jake, what are you up to this weekend? I was thinking we could go hiking if the weather’s nice.”

Jake: “That sounds great, Emma! I’ve been wanting to get outdoors. But I have to check if I have my old hiking boots. They might be buried in the garage somewhere.”

Emma: “Oh, I hope you find them! It’s going to be fun. We could pack a picnic too. What do you think?”

Jake: “Absolutely! A picnic sounds perfect. I’ll bring some sandwiches and maybe a few snacks. Are you in charge of drinks?”

Emma: “Sure thing. I’ll bring some juice and water . Oh, and should we invite Sam? He might want to join us.”

Jake: “Good idea. Sam’s always up for an adventure. I’ll give him a call and see if he’s free.”

Emma: “Awesome! Let’s plan to meet at my place around 8 AM. We can start early and make the most of the day.”

Jake: “Sounds like a plan. I’m really looking forward to it. Thanks for suggesting this!”

Emma: “No problem! It’s going to be a blast. I’ll see you Saturday!”

Megha: (i) “What are you doing for this New Year?”

Rajat: “I don’t have any plans.”

Megha: “How do you like the idea (ii) of going to Sapna’s party?”

Rajat: “That sounds fantastic, but I (iii) need to get my parent’s permission.”

Megha: “I’ll come to your house this evening and request your parents to allow you to join me at the party.”

Rajat: “Ok.”

Megha: (iv) “Will they be home in the evening?”

Rajat: “Yes. They will be at home.”

Megha: “Then I’ll surely come.”

Situation: Sarah and Tom are having a conversation at a coffee shop. Sarah is nervous about an upcoming job interview, but she tries to stay calm in front of Tom.

Characters: Sarah and Tom

Tom: “You seem a bit off today, Sarah. Are you alright?”

Sarah: “Oh, I’m fine. Just a little tired from all the preparations.” (Inner Dialogue: “I’m actually so nervous I can barely think straight. What if I mess up the interview? This job means so much to me.”)

Tom: “Well, you’ve been working really hard. I’m sure you’ll do great.”

Sarah: “Thanks, Tom. I really hope so. I’ve been rehearsing my answers and doing a lot of research.” (Inner Dialogue: “What if they ask me something I haven’t prepared for? I’m going to look like a fool.”)

Tom: “I’m sure you’ll handle it perfectly. You’ve got this!”

Sarah: “I appreciate your confidence in me. It really helps to hear that.” (Inner Dialogue: “I wish I could be as confident as Tom. Maybe I’m not cut out for this job after all.”)

Tom: “How about we go over some of your interview questions together? It might make you feel more prepared.”

Sarah: “That’s a great idea! Let’s do that.” (Inner Dialogue: “I hope this helps. I need to calm down and focus on preparing.”)

Here are some Dialogue Writing topics for preparation. Go through these topics and write dialogues on your own to test your understanding.

Friends Planning a Trip: Two friends discuss their plans for a weekend getaway. Include their excitement and concerns about the trip.

A Teacher and Student Discussing a Grade: A student talks to their teacher about their recent test grade and seeks advice on improving.

A Parent and Child Arguing About Curfew: A teenager tries to convince their parents to extend their curfew time for a special event.

A Doctor and Patient Discussing Treatment Options: A doctor explains different treatment options to a patient who is uncertain about their next steps.

Two Neighbors Complaining About Noise: Neighbors have a conversation about loud noises coming from one of their houses and find a solution.

A Job Interview Scenario: A job candidate answers questions during an interview, highlighting their qualifications and experiences.

Planning a Surprise Party: Friends discuss and make plans for a surprise birthday party, including who to invite and what to buy.

A Customer and Store Clerk Handling a Return: A customer returns an item to a store and discusses the reason for the return with the clerk.

Two Siblings Arguing Over a Shared Resource: Siblings debate over who gets to use a shared computer or TV and find a compromise.

A Pair of Roommates Discussing Household Chores: Roommates discuss dividing up household chores and responsibilities to ensure a fair arrangement.

Takeaways from this Page

Learn how to create unique voices for different characters. Dialogue helps show each character’s personality and emotions.

Use dialogue to reveal information about the plot and characters. Instead of telling the reader what’s happening, let characters show it through their conversations.

Combine dialogue with action and description. This helps create a vivid scene where readers can see and hear what’s happening.

Differentiate between what characters say out loud and what they think privately. This helps create a deeper understanding of characters and adds complexity to the narrative.

FAQs on Dialogue Writing in English

1. Can we write dialogues without Quotes?

No, a quotation mark is very important as it distinguishes between the rest of the text and dialogues. The characters who speak the dialogues are an important source of the quotes because of which we are required to put quotes in the dialogues. Quotations add life to the dialogues by making them more realistic and genuine. It ensures that the interpersonal skills of the people using dialogues is improved. It is an interpersonal discourse with members of your society or your house.

2. What are Dialogue Tags?

Dialogue tags are the phrases like, “he said”, “She said'', they attribute the speaker to the dialogue so that the reader always knows who is speaking the dialogue. Dialogue tags are the short lines in a sentence that are used to identify the speaker. The main function of a Dialogue tag in dialogue writing is for identifying who is speaking. The Vedantu website provides all the guidelines as to how the dialogue writing must be planned. Until you use a proper noun, the dialogue tag will not be capitalized. You have to end the dialogue with punctuation marks inside quotes.

3. What is Ellipsis in a dialogue?

Three dots are used at the end of the sentence to show that something has been omitted. Using ellipses in dialogues is done to indicate a disruption at the end of a line of dialogue. The general rule of adding ellipses at the end of dialogue or line is to indicate that a speaker faltered before completing his or her statement. Ellipses are the most passive-aggressive of all the punctuation marks as when they are used in casual conversation, ellipses connote hesitation, confusion, and apathy.

4. What is the Purpose of Dialogue writing?

Dialogues are referred to as the conversations between two or more characters and it’s called a monolog if there is only one character speaking which is sometimes used in plays.  There are several factors on which the character speaking depends.

Where they live

The period in which they live

The dialogue should move the story forward. It may increase suspense, show readers a trait(s) of the character(s), and/or change the situation or conflict the characters are in.

5. Why choose Vedantu to refer to the rules of dialogue writing?

Till now the students must have reviewed the entire website of Vedantu and also must have found the answers to whatever they must search for. Vedantu without any doubt is the best website as it provides comprehensive solutions to all the doubts of the students. The experts at Vedantu are not only providing concepts related to the base building of the students but also are giving the students the ability and urge to read and write more. Hence, the students are highly recommended to use Vedantu.

6. What is dialogue writing?

Dialogue writing is the way characters talk to each other in a story, play, or script. It shows their conversations and helps reveal their personalities and emotions.

7. Why is dialogue important in a story?

Dialogue helps readers understand what characters are like, what they’re feeling, and how they interact with others. It also moves the story forward and makes it more engaging.

8. How do I start writing a dialogue?

Begin by deciding what your characters need to say. Think about their emotions and what they want to achieve in the conversation. Write their lines clearly and naturally.

9. How do I make dialogue sound natural?

Listen to how people talk in real life. Use simple language, include pauses or interruptions, and avoid making every sentence perfect. This makes conversations feel real.

10. How do I use punctuation in dialogue?

Use quotation marks to show what characters are saying. Place punctuation marks like commas, periods, and question marks inside the quotation marks, depending on what the character is saying.

11. What’s the difference between inner and outer dialogue?

Outer dialogue is what characters say aloud. Inner dialogue is what characters think but don’t say out loud. Both give insight into their feelings and thoughts.

12. How can I use dialogue to show character development?

Let characters’ words reveal their personality, background, and changes over time. How they speak and what they say can show their growth, struggles, and relationships with others.

English Basics

Conversation between Teacher and Student for Coming Late to School

This blog post will look at a teacher and student conversation about coming late to school.

Sample Conversation between Teacher and Student for Coming Late to School – 1

Teacher: Good morning, John. Why are you late to school today?

Student: Good morning, Mrs. Smith. I’m sorry, I overslept and didn’t hear my alarm.

Teacher: I understand things happen, but being late to school is unacceptable. Do you have a valid excuse for your tardiness?

Student: No, I don’t. I didn’t wake up on time.

Teacher: I see. Being on time is an important responsibility as a student. Not only does it show respect for the school and your classmates, but it also ensures that you don’t miss necessary instruction.

Student: I understand, and I apologize for my actions. I’ll make sure to set my alarm earlier and be on time from now on.

Teacher: I appreciate your apology and willingness to improve. However, this is your second time being late to school this week. I will have to give you detention as a consequence.

Student: Yes, ma’am. I understand and accept the punishment.

Teacher: Alright, well, I expect you to be on time from now on. Let’s focus on learning and making the most of our time in class.

Student: Thank you, Mrs. Smith. I’ll make sure to do better in the future.

Sample Conversation between Teacher and Student for Coming Late to School – 2

Teacher: Good morning, Sarah. Why are you late to school today?

Student: Good morning, Mrs. Johnson. I’m sorry, I got caught up in a family emergency and couldn’t leave on time.

Teacher: Oh no, I’m sorry to hear that. Is everything okay?

Student: Yes, thank you for asking. My grandma was taken to the hospital, and I had to stay with my younger brother until my parents could come home.

Teacher: I understand. In situations like that, being late to school is understandable. However, it’s still important to let us know when you will be absent or tardy.

Student: Yes, I apologize for not informing the school. I was in a rush and didn’t think to call.

Teacher: That’s alright. Just make sure to let us know in the future if something like this happens again. And if you need any extra support or accommodations, please let me know.

Student: Thank you, Mrs. Johnson. I appreciate your understanding and support.

Teacher: Of course, Sarah. We’re here to help you. Just make sure to catch up on any missed work, and let us know if you need any extra help.

Student: I will, thank you. I’ll make sure to be on time from now on.

Sample Conversation between Teacher and Student for Coming Late to School – 3

Teacher: Good morning, Michael. Why are you late to school today?

Student: Good morning, Mr. Williams. I’m sorry, I missed the bus and had to wait for the next one.

Teacher: I see. Being on time is important, but sometimes things happen that are out of our control. However, it’s important to plan ahead and ensure you have a backup plan in case of delays or missed transportation.

Student: Yes, sir. I’ll make sure to plan better in the future.

Teacher: That’s good to hear. But as a consequence of being late, you’ll have to stay after school for detention today.

Student: I understand, Mr. Williams. I’ll make sure to be on time from now on.

Teacher: Good. And remember, if you ever have any issues or concerns, you can always come and talk to me.

Student: Thank you, Mr. Williams. I appreciate your help and understanding.

Teacher: Of course, Michael. We’re here to support you. Just make sure to learn from this experience and be more punctual.

Student: Yes, sir. I will make sure to do that.

Related posts:

• Conversation between Teacher and Student on Environment
• Conversation between Teacher and Student about Summer Vacation
• Dialogue between Teacher and Student on Time Management
• Conversation between Teacher and Student Regarding Online Classes
• Dialogue between Teacher and Student on Discipline
• Dialogue between Teacher and Student on Global Warming
• Conversation between a teacher and student using expressions of seeking permission
• Dialogue between teacher and student discussing new syllabus

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