dialogue writing in english between teacher and student

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.

Conversation between teacher and student about exam preparation

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.

Conversation between teacher and student about homework

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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Classroom Chats: Your Guide to Conversations Between Teachers and Students

The way you speak to a friend in a coffee shop is very different than the way you speak with a teacher in a classroom.

Between different vocabulary and different etiquette, it can feel overwhelming at times.

If so, you’re in the right place!

I am going to teach you all the basics of talking to your teacher. By the end of this post, you will feel comfortable carrying on a classroom conversation in English.

Talking to Teachers 101

“teacher time”, “being polite”, “first day of school”, “in school”, “harry potter and the chamber of secrets”, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

In general, the relationship between a student and a teacher is formal. When addressing a teacher, students need to be respectful and polite by using titles similar to what you would use in the workplace, as outlined in this video:

It is important to know the teacher’s title so you know the correct way to address them. On the first day of class, most teachers will introduce themselves and write their name on the board. At this point, you will know how to address the teacher . However, if you are ever in doubt, it is best to address the teacher formally by calling them Mr./Mrs./Miss. + Last Name.

Some teachers prefer to be addressed as Professor + Last Name or Dr. + Last Name if this title applies.

Besides understanding how to address the teacher, students also need to learn the rules for talking in their classroom. Different teachers use different rules, but you might have to raise a hand before speaking, wait until class ends to hold a conversation or send an email if you have a question.

Once you know these classroom rules and the appropriate way to address your teacher, you will be ready to actually hold a conversation with them.

Now that you understand the basics, let’s look at some example conversations between teachers and students.

Take some time to watch each of these five videos. You will hear conversations and learn new vocabulary. After each video, we will take a deeper look at the conversations together.

You can watch all these videos on YouTube, but to help you learn the conversations and vocabulary easier, you can also find some of videos and clips like them on FluentU .

Now, class is in session! Let’s get to it.

( Watch on FluentU .)

This video is the perfect place for new English learners to start. You will hear a few phrases that teachers often say to students. Write down any words that are new to you and practice repeating each phrase after you hear it in the video.

A few key vocabulary words and phrases from this video are:

repeat — say again
open your books — a phrase encouraging someone to take out a book and turn to a specific page
listen — pay attention to sound

Let’s look at a sample conversation using some of the phrases from the video:

This example shows how a teacher could talk to students about the lesson for the day. The vocabulary words in this video are great building blocks for more complex conversations that are often heard in classrooms.

Here is a sample dialogue that uses the vocabulary words from the video:

Teacher : “Come in students, sit down.”

Student : “What are we learning today?”

Teacher : “Today we are learning about apples. Please, open your books and read page 3.”

Teacher : “Now, listen to me say ‘apple’ and repeat after me.”

Student : “Apple.”

Teacher : “Now write the word ‘apple’ on your paper.”

Teacher : “Very good. You may now go out and play.”

It is important to be polite, especially when you are talking to your teacher. Watch this video for examples of how to have a polite conversation. Many of the phrases in this video also apply to conversations held outside of a school setting.

A few key vocabulary phrases from this video are:

this is difficult — a phrase that means “this is hard or challenging”
going to school — a phrase that means someone is on their way to the educational building
thank you for helping — a phrase expressing gratitude for someone’s assistance

Let’s look at some of the short conversations from the video:

You might hear this short conversation when a student arrives in the classroom. Notice how the student responds in a polite manner.

Teacher : “Please come in.”

Student : “Thank you very much.”

This conversation could happen after a student asks for help with a math problem. Again, the student is polite and thanks the teacher in the conversation.

Student : “Thank you for helping.”

Teacher : “No problem.”

The first day of school can be hard, but this video shows how to handle a conversation between a teacher and a new student. Pay attention to how the teacher talks to the class and how the new student introduces herself.

my name is — a phrase used to introduce yourself
come in — a phrase inviting someone to enter a space
sit down — a phrase encouraging someone to rest on a chair

Listen to the conversation in this video. The students greet the teacher and they ask how the teacher is doing. A new student also enters the classroom and meets the rest of the class.

This is another great example of being polite in the classroom.

Students : “Good morning.”

Teacher : “Good morning, everyone”

Students : “How are you?”

Teacher : “Fine thanks, how are you?”

Students : “Great!”

Teacher : “Come in please.”

New Student : “Nice to meet you. My name is Kate.”

Students : “Nice to meet you, too. Sit down, please.”

New Student : “Thank you.”

This video covers some vocabulary words you will hear in a classroom. Repeat the words after you hear them in the video.

A few key vocabulary words from this video are:

backpack — a bag for carrying items on your back
colored pencil — art instrument with a colorful wax core
locker — a compartment that is used for individual storage and can be locked

Let’s look at a sample conversation using some of the phrases from the video: In this scenario, we are going to pretend that the students put all of their backpacks in a pile before going to recess . When it is time to go back inside, the teacher tries to hand out the backpacks to the correct students.

Teacher : “Recess is over. Please pick up your backpack from me and get in line.”

Student : “May I please get my backpack?”

Teacher : “Which one is your backpack?”

Student : “My backpack is red.”

Teacher : “Here you go.”

Student : “Thank you.”

In another scenario, the students are in an art class. The teacher asks them to make a self-portrait.

Teacher : “Today I would like you to use any materials you have to make a self-portrait.”

Student : “I have many colored pencils.”

Teacher : “Colored pencils are perfect.”

Student : “Can I use crayons?”

Teacher : “Crayons are also great for this project.”

This clip from “Harry Potter and the Chamber of Secrets” is not a FluentU video, but you can still learn a lot from it! It is perfect for intermediate and advanced English learners.

In this scene, you will hear Professor McGonagall speak to her class about their lesson and the mysterious chamber of secrets. Be aware that since this is at a school for witches and wizards, some of the phrases are magical spells and are not in English. Focus on the way the students speak to their professor and the advanced vocabulary words used during the clip.

chamber — a room
heir — one who inherits from an ancestor
legend — a myth or story from the past

Let’s look at some of the conversations in this video.

First, notice how Professor McGonagall starts the class. She quiets the room and explains the lesson for the day.

Professor : “Could I have your attention, please. Today we will be transforming animals into water goblets.”

Later in the clip, a student named Hermione Granger raises her hand to ask a question. Notice how Professor McGonagall also addresses the student in a formal manner. This is not always common but it is a sign of mutual respect.

Professor : “Yes Miss Granger.”

Student : “Professor, I was wondering if you could tell us about the chamber of secrets?”

Professor : “Very well.”

English conversations only get better with practice. Write out your own sample classroom conversation in English or use what you’ve learned to start practicing.

Remember, it is fine to not be perfect right away. Fluency is a journey and you are on your way to learning how to have polite conversations with a teacher in English.

If you like learning English through movies and online media, you should also check out FluentU. FluentU lets you learn English from popular talk shows, catchy music videos and funny commercials , as you can see here:

If you want to watch it, the FluentU app has probably got it.

The FluentU app and website makes it really easy to watch English videos. There are captions that are interactive. That means you can tap on any word to see an image, definition, and useful examples.

learn-english-with-subtitled-television-show-clips

FluentU lets you learn engaging content with world famous celebrities.

For example, when you tap on the word "searching," you see this:

learn-conversational-english-with-interactive-captioned-dialogue

FluentU lets you tap to look up any word.

Learn all the vocabulary in any video with quizzes. Swipe left or right to see more examples for the word you’re learning.

FluentU helps you learn fast with useful questions and multiple examples. Learn more.

The best part? FluentU remembers the vocabulary that you’re learning. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You have a truly personalized experience.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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dialogue writing in english between teacher and student

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.

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.

Press ESC to close

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!

One Comment

Okay mam. Let’s do that.

Where Can I Learn to Speak English Online?: Your The Fluent Life

Is There Any Free Online English Speaking Course?: Your Guide

How Can I Improve My English Speaking Skills Online?: Your Guide

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English conversation between teacher and student part-2

I have tried to explain Simple English conversation between teacher and student. Teachers generally speak these 25 English sentences in classroom while teaching students.

Watch video on English conversation between teacher and student part-2:

1. “Keep silence! The principal is taking her rounds and will pass by soon!”

2. “Be quiet! Is this a fish market?”

3. “okay children boys, to the left, girls to the right, everybody else in the center”, 4. “if you want to talk, please get out of the class and talk”, 5. “if you’re not interested, then you may leave the class.”, 6. “don’t enter my class if you haven’t done my homework.”, 7. “don’t try to ‘over smart’ me yes you i’m talking to you only. don’t talk back me”, 8. “are you here only to waste your parents’ money”, 9. “you stand up why are you laughing come to the front and tell us all. let us also laugh”, 10. “do you think teachers are fools”, 11. “why do you come to school when you don’t want to study”, 12. “previous batches were 100 times better than you.”, 13. “don’t talk or else i will put absent mark”, 14. “you, stand up on the bench”, 15. “why are you laughing do i look like a joker/clown to you”, 16. “in my 10 years of teaching, i have never seen this type of class.”, 17. “other sections and departments are better than you, 18. “sit properly. this is a classroom, not your living room”, 19. “those who want to study, come forward and sit. the others can rest in the back provided you don’t disturb the others.”, 20. “stand in a straight circle”, 21. “your juniors are better than you”, 22. “speak louder. didn’t you have breakfast”, 23. “what did you do the whole day why didn’t you do your homework”, 24. “if only you used your talents in studies also”, 25. “tell me when you all have finished talking.”.

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Dialogue Writing

Dialogue Writing - Style, Format and Examples

Are you a good speaker or a great listener? If you are, you should have definitely come across multiple instances where something you said or you heard someone say stuck to your mind. This happens mainly because those words touched your heart or made you think. That is the effect of a good dialogue. Even a simple conversation with your family, friends or even an unknown group of people can give you ideas and thoughts to ponder on.

This article will introduce you to the art of dialogue writing and give you information about all that you need to know. Furthermore, go through the sample dialogues and analyse how they make an effect.

What is dialogue writing, the purposes of writing a dialogue, inner dialogue, outer dialogue, basic format and structure of a dialogue, punctuation, what not to do when writing a dialogue – points to remember, dialogues from stories and plays, dialogues from movies and tv shows, frequently asked questions on dialogue writing in english.

The term ‘dialogue’ is something all of you would be familiar with. As social beings, people (irrespective of being young or old, male or female) communicate with each other. Such a communication where both parties involved in the conversation have something to say about the topic being discussed can be said to be dialogue. A dialogue can be on any topic – a very simple talk about a daily chore, a serious talk about a social or medical problem, a discussion about what has to be done for an event and so on. The only point that you should remember is that a dialogue isn’t just any conversation but a conversation between two people specifically.

The Collins Dictionary defines the term ‘dialogue’ as “a conversation between two people in a book, film, or play”. Transcribing a dialogue in writing or presenting a conversation in text is referred to as dialogue writing.

What do you think is the reason behind writing dialogues in a story, play or film? Is it mandatory to include dialogues in a story? There are stories where you have a third person narrator or one of the characters of the story presenting the story from their perspective. What difference does it make when there are dialogues instead of just someone narrating each and everything that is happening in the story?

Having dialogues along with stage directions instead of just narrations can be said to be a better writing technique as it gives the readers a clear picture of the characteristics of the various characters in the story, play or movie. It also gives your characters life, and above all, a voice of their own. Dialogues portray the emotional state, mindset, background information and attitude of the speakers. This will always be more effective as it would let the readers connect with the characters on a more personal level.

Dialogue writing is also one area where the writers get to be creative even to the extent of breaking some conventional grammatical rules. For instance, elongating a word or writing the whole word in capital letters or using multiple question marks or exclamation marks to stress on whatever is being said. For example: YESSSS!!

Another component of dialogue writing is adding stage directions. Stage directions are short phrases written in brackets that give the reader an idea of what the character is doing as they engage in the dialogue. For example: Dan (rubbing his eyes): I am still tired.

Types of Dialogues

Dialogues can be classified into two main types namely,

The term ‘inner dialogue’ refers to the individual character’s thoughts which are not spoken aloud; in other words, said to anyone else. They can be something a character is thinking as the other character is speaking and their thoughts about what is going on or what the other character is doing. These inner dialogues are not placed within quotation marks .

As the name suggests, ‘outer dialogues’ are thoughts that are spoken aloud. They refer to everything the two characters involved in the dialogue say to each other. Outer dialogues are usually placed with quotation marks.

Fundamental Rules to Be Followed When Writing a Dialogue

Dialogue writing can look and sound simple; however, when actually putting dialogue in writing, there are certain rules regarding the structure and format you need to follow. Go through each of these in detail in the sections given below.

Dialogues can be part of a story, a play or a movie. Each one has a different structure and format in which the dialogues have to be presented; however, there is a basic structure that can be followed. Go through the following points to learn the essential attributes a dialogue must have.

The first thing you have to do before you write a dialogue is to decide who the characters are.
You should also have a clear idea of the plot of the story, or in general, the context of the dialogue.
Dialogues can be just a sentence, two or three lines or even a short paragraph. Whatever be the case, always remember that each character’s dialogue, no matter how short or long, has to be written on the next line. In other words, no two dialogues should appear on the same line. Also see to it that you indent each dialogue.
If the dialogues are one-liners, you can write them one after the other. On the contrary, if each of your characters are speaking in chunks (short or long paragraphs), it is mandatory that you show the difference by using an optimum line spacing.
Be very careful with the tense used in the dialogue.
It is better to skip the small talk (including greetings) and start off with the point of discussion unless the small talk is crucial to setting the mood of the conversation.

In every form of writing, punctuation is an important factor that makes it sensible. In the same manner, dialogue writing also would not make any sense without proper punctuation. Learn how to punctuate dialogues by going through the following points.

The first rule would be adding a colon after the name of the character to indicate that the particular character is the one speaking at the moment. Sometimes, a hyphen is used instead of a colon.
The name of the character should always start with a capital letter as it is a proper noun. Sometimes, you will have characters such as villagers, student 1, student 2, etc. In these cases also, you will have to use a capital letter.
Dialogues are to be placed within quotation marks.
If you are including a character’s dialogue in another character’s dialogue, it has to be placed within single quotation marks. For example: “Don’t you think Rakesh saying ‘I will take the lead’ has some hidden agenda?”
Also remember that any punctuation mark corresponding to the dialogue should always be placed within double quotation marks. For instance, if the dialogue is an interrogative sentence , the question mark has to come first marking the end of the sentence followed by the double quotation marks marking the end of the dialogue.
When you insert the tag in the middle of the dialogue, make sure you close the quotation marks before the tag. The tag is preceded and followed by a comma . When you open quotation marks to continue the dialogue, see to it that you use a small letter to begin with if it is the continuation of the dialogue, and close the quotation marks once the dialogue is complete. For example: “Do you know”, he shouted to everyone, “who the new manager is?”
If the dialogue tag is positioned in the beginning of the sentence, see to it that you start it with a capital letter as you are starting a new sentence. Place a comma after the dialogue tag followed by open quotation marks, the dialogue starting with a capital letter followed by the punctuation mark of the quote and close quotation marks. For example: Josh mumbled, “Nobody understands the main problem here.”
A dialogue can also appear at the end of the sentence. In this case, the quotation comes first. Once you punctuate the quote and close the quotation marks, place the dialogue tag. Note that the dialogue tag is not capitalised. For example: “Are you coming with us?” Sarah asked.
If a character’s dialogue is being interrupted by another character, use a dash to indicate the interference. For example: “I was wondering –”

“Are you ready to go?”

Actions and body language of characters can be described in sentences and they can appear in between dialogues. For example: “I am not interested.” She shrugged her shoulders. “But, I will do it just for you.”

Now that you know how to write a dialogue, let us also look at what all you are not supposed to do when writing a dialogue.

Using dialogue tags does give some clarity about the action and body language of the characters, but see to it that you do not use dialogue tags with every single dialogue. Also, make sure you don’t use too little.
Using colloquial language is allowed in dialogue writing, but use them only if it matches the context.
Dialogues need not be grammatically correct all the time. That does not mean you can write structureless sentences. You can have individual words or phrases as a dialogue. For example: “What?”, “Of course!”, “She started the fight?”

Examples of Dialogue Writing

To help you understand and learn the art of dialogue writing, here are a few examples from some famous stories, plays, movies and TV shows.

A few examples from ‘The Crocodile and the Monkey’ are given below. Go through them and try to analyse how the description and dialogues are written.

The crocodile’s wife thought to herself, “If the monkey eats only these sweet rose-apples, his flesh must be sweet too. He would be a delicious dinner.”
When they reached, the monkey climbed up the tree to safety. He looked at the crocodile and said, “Now you can go back to your wicked wife and tell her that her husband is the biggest fool in this world. Your foolishness has no parallel. You were ready to take my life because of an unjust demand from your wife. Then you were stupid enough to believe me and brought me back to the tree.”

Here are a few examples from the short story, ‘The Gift of the Magi’ by O. Henry. Check them out.

“Twenty dollars,” said Mrs. Sofronie, lifting the hair to feel its weight.

“Give it to me quick,” said Della.

“Jim, dear,” she cried, “don’t look at me like that. I had my hair cut off and sold it. I couldn’t live through Christmas without giving you a gift. My hair will grow again. You won’t care, will you? My hair grows very fast. It’s Christmas, Jim. Let’s be happy. You don’t know what a nice—what a beautiful, nice gift I got for you.”

Here are a few quotes from the play, ‘The Merchant of Venice’ by William Shakespeare.

Shylock: Three thousand ducats; well.

Bassanio: Ay, sir, for three months.

Shylock: For three months; well.

Bassanio: For which, as I told you, Antonio shall be bound.

Shylock: Antonio shall become bound; well.

Bassanio: May you stead me? Will you pleasure me? shall I know your answer?

Shylock: Three thousand ducats for three months and Antonio bound.

Bassanio: And do you, Gratiano, mean good faith?

Gratiano: Yes, faith, my lord.

Bassanio: Our feast shall be much honour’d in your marriage.

Gratiano: We’ll play with them the first boy for a thousand ducats.

Check out the following section to learn how dialogues from movies and TV shows are written. Furthermore, analyse the style and language used.

The following sample conversation is from the Disney movie ‘Moana’. Check it out.

Maui: Boat! A boat! The Gods have given me a (screams)

Moana: Maui, shapeshifter, demigod of the wind and sea. I am Moana…

Maui: Hero of Man.

Moana: Wh..What?

Maui: It’s actually Maui, shapeshifter, demigod of the wind and sea, hero of man. I

interrupted, from the top, hero of man. Go.

Moana: I am Mo…

Maui: Sorry, Sorry, sorry, sorry. And women. Men and women. Both. All. Not a guy-girl

thing. Ah, you know, Maui is a hero to all. You’re doing great.

Moana: What? No, I came here to…

Maui: Oh, of course, of course. Yes, yes, yes, yes. Maui always has time for his fans.

When you use a bird to write with, it’s called tweeting. (laughs) I know, not every day you

get a chance to meet your hero.

Moana: You are not my hero. And I’m not here so you can sign my oar. I’m here because

you stole the heart of Te Fiti and you will board my boat, sail across the sea, and put it

The following example is taken from the series ‘Anne with an E’.

Diana: Anne!

Anne: Hello, Diana!

Diana: My, what have you done to your hat?

Anne: Well, I wanted to make a good first impression and it was so plain.

Diana: You’re making an impression all right.

Anne: I’m glad you found your way.

Diana: I expect we should be able to walk together soon.

Anne: We can’t?

Diana: I’m sure it won’t be long until my parents accept you, now that you’re a Cuthbert and all.

Also check out: Conversation between Teacher and Student │ Conversation between Doctor and Patient │ Conversation between Two Friends │ Conversation between Shopkeeper and Customer

What is dialogue writing?

A dialogue isn’t just any conversation but a conversation between two people specifically. Transcribing a dialogue in writing or presenting a conversation in text is referred to as dialogue writing.

What is the definition of a dialogue?

The Collins Dictionary defines the term ‘dialogue’ as “a conversation between two people in a book, film, or play”.

What is the format of dialogue writing?

The basic structure and format of a dialogue is as follows:

Every speaker gets a new paragraph.
The name of the character is followed by a colon and then the dialogue within quotes is written.
If dialogue tags are used, use a comma after it if it comes in the beginning, a comma before and after if it comes in the middle and place it immediately after the quotation marks if it comes at the end.

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English Basics

How do you write dialogue between a teacher and a student?

Writing dialogue between a teacher and a student can be a great way to add realism and depth to your writing. Here are a few tips to help you write compelling and believable dialogue for this type of scene.

Tips on how do you write a dialogue between a teacher and a student

1. Start by creating a clear context for the conversation. Make sure you know the purpose of the conversation and the information that the teacher and student need to convey to each other.

2. Use realistic language and grammar appropriate for the characters’ education level and relationship. Teachers will likely use more formal language, while students may use more informal language.

3. Show, don’t tell. Instead of summarizing the conversation, use dialogue to reveal the characters’ thoughts, feelings, and motivations. This can be done through the use of subtext, where characters hint at what they are thinking or feeling through their words or actions.

4. Use body language and nonverbal cues to add depth to the conversation. This can include things like facial expressions, gestures, and tone of voice.

5. Make sure the dialogue is believable. Avoid having characters say exactly what they’re thinking or feeling, as people often don’t say what they really mean.

6. Use contractions and natural pauses, characters should not sound like robots.

Sample dialogue between a teacher and a student

Here’s an example of dialogue between a teacher and a student:

Teacher: Good morning, John. How was your weekend?

Student: It was good, thanks. How was yours?

Teacher: It was fine, thank you. I wanted to talk to you about your test scores. They’ve been slipping lately.

Student: Yeah, I know. I’ve been having a tough time with the material.

Teacher: I understand that. But it’s important that you stay on top of your studies. I’m here to help you if you need it.

Student: Thanks, I appreciate it. I’ll try to do better.

Remember that these are just a few tips and that writing dialogue is an art form, and you should use your creativity to make it more exciting and engaging.

Conversation between Teacher and Student for Coming Late to School
Conversation between Teacher and Student on Environment
Conversation between Teacher and Student in First Class
Conversation between Teacher and Student about Homework
Conversation between Professor and Student about God

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.” ♦

What to Read Next

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

114 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!

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English that goes straight to the heart

Conversation Dialogue Examples for Students

A dialogue is literally a conversation between two people. Conversational writing in English is a useful form of writing for students trying to master spoken English.

In this post, we have added the top 15 Conversation Dialogue Examples for Students.

Daily Test - Attempt Now

Conversation Dialogue Examples for Students #1

Q. a dialogue between a post-master and a boy about the non-receipt of a registered parcel.

Prakash: I sent a registered parcel to Howrah about a month ago. Today I got a letter from the friend it was addressed to and he said he didn’t receive it.

Post-Master: Have you brought the receipt?

Prakash : Yes sir, here it is. You can see that the parcel was sent on 10th December, and it was insured for Rs 150

Post-Master: It should certainly have reached the recipient about a week ago.

Prakash : Will you please make inquiries? I’m very worried about it, and my friend is upset as he has not received it.

Post-Master: Yes, I will write to head office and let you know by registered letter as soon as I hear anything, please give me your address.

Prakash: Here it is on my card. Thank you.

Conversation Dialogue Examples for Students #2

Q. a dialogue between an officer and a candidate for a job..

Officer: Have you come in response to our advertisement in the Times of India of August 10, for a typist?

Candidate: Yes, sir.

Officer: What’s your name and how old are you?

Candidate: My name is Pinaki Ghosh and I’m twenty-seven.

Officer: What are your qualifications?

Candidate: I passed the Higher Secondary Examination in the second division, and am now doing B.Sc. with Honours in Chemistry.

Officer: Have you any professional training?

Candidate: Yes, sir, I have had training in typewriting, with a speed of 50 words per minute.

Officer: Have you brought your certificates and testimonials?

Candidate: Yes, sir. Here are they.

Officer: (After seeing the certificates and taking notes) Well, you may go now. We will inform you in time.

Candidate: Thank you, sir.

Conversation Dialogue Examples for Students #3

Q. a conversation between two friends about career choices/their plans for the future..

Bikash: Well Rakesh, What profession do you want to take up after your education?

Rakesh: I want to be a teacher. It’s an interesting profession. What about you?

Bikash : I want to be a doctor.

Rakesh : Doctor! It’s a profession that has no attraction for me. Why do you want to be a doctor?

Bikash : It’s a respectable and independent profession. Moreover, a doctor can make more money than a teacher.

Rakesh : I’m not sure of that. There are very few doctors who do earn a lot of money; the majority of doctors find it difficult even to make a simple living. (118 words)

Conversation Dialogue Examples for Students #4

Q. a dialogue between two friends about vacation plans..

Bikash: Hurrah! only five days to summer vacation.

Sahil: I know. I am eagerly waiting for it.

Bikash : So am I. How do you plan to spend the vacation?

Sahil : I want to go to Delhi. My parents and cousins will accompany me.

Bikash : I have no mind to go to a historical place or a seaside town for a change.

Sahil : Then what are you going to do with yourself on vacation?

Bikash : I want to start a night school in my house and teach illiterate villagers.

Sahil : Yours is really a noble plan. I wish I could have done the same.

Bikash : Thank you for your wish. Wish you a happy summer vacation.

Conversation Dialogue Examples for Students #5

Q. conversation between ticket checker and ticketless passenger..

T.C.: Your ticket, please.

Passenger: Ticket! Sorry, sir, I could not buy a ticket at NGP station. When I reached the station, the train was about to leave. I would have missed the train if I had tried to buy the ticket.

T.C.: You should have come to the station earlier.

Passenger: I caught the bus on time, but it broke down on the way and had to walk to NGP station.

T.C.: You’ll have to pay the fine in addition to the fare.

Passenger: Can’t you waive the fine?

T.C.: No, I can’t.

Passenger: What’s the train fare to Darjeeling?

T.C.: It was Rs. 250/ – You’ll have to pay Rs. 500/- as fine. So it’s 750/- in all.

Passenger: Here’s the money. Please give me the receipt.

T.C.: Yes, I’ll. (Writing the receipt)

Passenger: Thank you.

Conversation Dialogue Examples for Students #6

Reporter: Hello, my name is Mr. Thomson. I am a reporter for IBN and would like to meet Mr. Jack.

Secretary: Do you have an appointment?

Reporter: I do not have a formal one, but I spoke to him on the phone and he said that I could come today.

Secretary: You will have to wait for some time since Mr. Jack is in a meeting right now.

Reporter: How long will the meeting last?

Secretary: It should be over in about 15 minutes.

Reporter: That’s fine with me.

Secretary: Would you like some tea or coffee?

Reporter: No, thanks for asking.

Secretary: You’re welcome. Please have a seat. I will let you know as soon as he is free.

Reporter: I appreciate your cooperation.

Conversation Dialogue Examples for Students #7

Anjuna: Hi Sweta, what a pleasant surprise! It’s a pleasure seeing a school friend after so many years.

Sweta: Indeed it is. How are you and what have you been up to?

Anjuna: I am great. Do you remember the paintings I made for pleasure in school?

Sweta: Yes I do, and I always told you what a great artist you would be one day.

Anjuna: Well, I guess you were right there.

Sweta: What do you mean?

Anjuna: After college, I studied painting at J. K. School of Art and today I am a professional painter.

Sweta: Oh really? That’s great news. I never doubted your potential.

Anjuna: I know, and I believe that the confidence you showed in me was one of the factors which encouraged me to conquer my dreams.

Sweta: Don’t flatter me. This is all the fruit of your hard work.

Anjuna: I am not. Believe me. I never considered my drawings of any consequence. It was you who saw the talent in me and gave me the boost I needed.

Sweta: Well then, I guess I deserve a treat.

Anjuna: You deserve more than that, but a treat is surely in order.

Sweta: Let’s have coffee.

Conversation Dialogue Examples for Students #8

Omkar: Hey what are you doing? Would you like to come out to play?

Arvind: No. I’m a little busy right now. I’m writing a story for tomorrow’s storytelling competition.

Omkar: You have been working on that since the last week. How much more will you edit it?

Arvind: It’s a suspense story, Omkar. It has to be perfect or else it will lose its charm.

Omkar: That is true, but I have full faith in your skills. After all, you have been winning this competition for so many years now.

Arvind: That’s true. But that does not give me a reason to be careless with my work, does it?

Omkar: Yes you are right, but overdoing it is also dangerous, don’t you think?

Arvind: What do you mean?

Omkar: I mean you are so focused on this competition that you are neglecting every other thing like food, play, and your studies.

Arvind: I guess you have a point, Omkar. Come on, let’s go out.

Omkar: Finally! Let’s go.

Conversation Dialogue Examples for Students #9

Teacher: Ranita, are you ready for the interschool history quiz?

Ranita: No Miss, I am not. I had jaundice last month, and therefore, I couldn’t prepare for it.

Teacher: You are our best student, Ranita. You have to participate. How long will it take to prepare?

Ranita: Miss, please give me an extension. I am working on it, but I need some more time.

Teacher: Ranita, I would love to give you time. But I’m sorry I cannot; the date for the quiz is finalized by the principals of all the schools participating.

Ranita: I would really love to participate, but I am not prepared and it will be wrong on my part to spoil the school’s name this way.

Teacher: I appreciate your dedication. Also, I am confident that you will be able to do well. You just need to work a little harder. Besides, we are here to help you. Feel free to approach any one of us whenever you need.

Ranita: Thank you for your support, Miss.

Teacher: You are most welcome. Work hard and make us all proud.

Ranita: I’ll try my best, Miss. Thank you once again.

Conversation Dialogue Examples for Students #10

Priya: Hello! My name is Priya. Can I speak to you for a moment?

Police Officer: Yes, how may I help you?

Priya: I have a robbery to complain.

Police Officer: What exactly happened?

Priya: My handbag was stolen in the local market this afternoon.

Police Officer: Describe your handbag and give me a list of any important belongings that it contained.

Priya: My handbag is blue. It had my cell phone and about three thousand rupees.

Police Officer: Is that it? Did it have any other things?

Priya: Nothing of much importance. But I need my cell phone; the data in it is extremely important to me.

Police Officer: I will look into the matter and see what I can do. Did you see the thief?

Priya: Yes, I noticed that he was of average height, middle-aged, and wore a dirty grey t-shirt. He had medium-tangled hair and a small bruise over his right eyebrow.

Police Officer: Will you be able to recognize him if we find them?

Priya: I think so.

Police Officer: Okay then. We will call you when we get a lead on him.

Priya: Thank you!

Police Officer: You’re welcome!

Conversation Dialogue Examples for Students #11

Bank Manager: Good morning! Please come in. How may I help you?

Raj Singh: Good Morning! I would like to open a savings account with your bank, but I find the process very confusing.

Bank Manager: Please take a seat. The process is very simple actually. All you have to do is fill out a savings account opening form and submit it with photocopies of your ID proofs and two passport-sized photographs.

Raj Singh: Which ID proofs should I get along with?

Bank Manager: We will need one photocopy of each of your ration cards, pan card, and Aadhar card.

Raj Singh: Ok, that sounds easy. Where will I get the account opening form?

Bank Manager: The clerk sitting at the desk opposite the cash counter will give it to you.

Raj Singh: What is the minimum deposit amount for opening an account?

Bank Manager: For a savings account, it is only 500 rupees. However, this amount cannot be withdrawn unless you wish to close your account permanently.

Raj Singh: What are the other facilities that I would be provided if I open an account?

Bank Manager: Apart from your chequebook, SBI will provide you with an ATM/debit card, internet banking, and phone banking facility.

Raj Singh: Thanks a lot! You have really simplified the procedure for me.

Bank Manager: The pleasure is entirely mine.

Conversation Dialogue Examples for Students #12

Dr. Sunil: This is the third time in two months you have come to me complaining of stomach ache, Rakesh. Have you been eating frequently from outside?

Rakesh: I have my lunch from the school canteen, doctor.

Dr. Sunil: How is the food in taste and appearance?

Rakesh: The food tastes good, except that it is spicy sometimes. Often, it is soaked in excess oil.

Dr. Sunil: No wonder you are falling sick so often, Rakesh! Eating spicy food regularly upsets your digestive system. Does the oil in the food smell abnormal?

Rakesh: I don’t know really. But yes, my throat often aches after eating a meal that had excess oil.

Dr. Sunil: That is due to the poor quality of oil being used to make the food. Rakesh, you should stop eating from the canteen at once. If possible, eat home-cooked food and for a few weeks only eat light meals.

Rakesh: Okay, doctor. What can I include in my diet for the next few days?

Dr. Sunil: Have home-cooked food with minimum spices. Avoid over-intake of fibrous foods as they are heavy to digest. Have plenty of water and fruit. In a couple of weeks, your system will be back to normal.

Rakesh: Thank you, Doctor. I will avoid eating from outside henceforth.

Dr. Sunil: Yes, you should. Here are your medicines. In addition, please also engage in light exercise once a day so that you remain fit.

Rakesh: I will do that, doctor. Thank you for your time and consultation.

Dr. Sunil: Take care and get well soon Rakesh!

Conversation Dialogue Examples for Students #13

Mother: Looks like you had a lot of fun at school today. How was the Christmas party?

Riya: It was a truly spectacular mother. The children from the primary section enacted the Christmas story at the assembly.

Mother: Oh! That must have been really beautiful.

Riya: It was! Not only that; after a short speech by our school leader on the significance of Christmas, the school band played carols on their instruments. Mumma, you should have heard them, for a moment I felt like heaven had come down to Earth.

Mother: That does sound exceptional. I understand what you mean. Your school has a reputation for excelling in whatever it does.

Riya: Yes Mumma, it was! After that, we went to our class. There we played games with our teacher. It was great fun. We also had crib-making and classroom decoration competitions.

Mother: So, they kept y’all busy the whole day. Did they give y’all any snacks to eat?

Riya: Yes, they gave us Fruity, samosas, wafers, cake, and chocolates. I got many gifts from Santa Claus as well. He kept throwing them in all directions.

Mother: Well Riya, I’m glad that you had so much fun.

Riya: That I did, wait for Mumma there is more. I forgot to show you the gift I got. Every standard received a different toy. We received Brainvita. Playing this game is so much fun.

Mother: So, I see you opened it in the school itself.

Riya: Yes! Everyone did. We were so engrossed in it that we did not even realize when the bell rang at the end of the day.

Mother: That’s very nice. Be sure to thank your teachers when you go to school next for all the effort they put in.

Conversation Dialogue Examples for Students #14

Rajesh: Excuse me, what is your name, sir?

Beggar: My name is Dinesh Kumar. Why do you ask? You don’t need my name to curse me.

Rajesh: I do not wish to curse you, Mr. Kumar. I never saw you here before. You intrigue me; therefore, I want to know more about you. Who are you and why are you begging here?

Beggar: I cannot recollect the last time somebody called me by that name.

Rajesh: Tell me something about yourself.

Beggar: You know my name. Many years ago, I used to be a successful businessman dealing with scrap metals. The business was booming and I was surrounded by friends. I got married to a woman I loved and she bore me two children. I was a very good father fulfilling every desire my children had.

Rajesh: What changed that?

Beggar: I had a daughter and a son. When they got married, things started changing. Both of them vied for my business and property which I bequeathed to them. Once my son had control of my business, he ousted me. My daughter too, whom I gave my palatial house, threw me and my wife out.

Rajesh: Where did you go from there?

Beggar: My friends deserted me since I had no money. So, I begged for a living making enough to buy us two meals a day. My wife eventually succumbed to illnesses leaving me all alone in this world. At this age, I cannot beg. Sometimes I wait for death to catch up with me.

Conversation Dialogue Examples for Students #15

Sushant: Hello! May I speak to Mr. S. Kaushik?

S. Kaushik: Yes, who is this?

Sushant: Hello Sir. My name is Sushant. I saw the advertisement for your activity club in today’s newspaper and would like to enquire more about it.

Mr. Shah: Oh yes! We have recently opened an activity club for children of all age groups. I will be able to explain it to you further if you can tell me what exactly you are looking for.

Sushant: My son has a lot of free time, and since both my wife and I are working we would like to enrol him in a creative club.

S. Kaushik: We would be happy to oblige. What would you like to know?

Sushant: First, where exactly are you located?

Mr. Shah: Our club is located on the ground floor of Pravin Apartments which is about a 2–3 minute walk from the Santa Cruz railway station.

Sushant: Okay, could you give me some more details about the place?

Mr. Shah: We have converted a 1BHK flat into our club area furnished with colourful toys and other amenities. We also have a large garden at the back which can be accessed only through our flat.

Sushant: The place sounds safe enough. What activities do y’all teach?

Mr. Shah: We teach all forms of dance, singing, and craft. It’s an extensive list. I suggest you visit us once since it is impossible for me to list everything we do on a call.

Sushant: Okay, I will do that. Thank you for the information. I will call you back once I make up my mind.

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Dialogue or Conversation Writing Between Teacher and Student about Success

Today we will see how to write a conversation between Teacher and Student about success. So let’s get started.

Sample Conversation 1

Teacher: Hello Rahul. How are you today?

Rahul: Hello sir. I am good thank you. How are you?

Teacher: I am also fine. So you are graduating next week and soon you will be in the real world.

Rahul: Yes sir. I hope to get success there.

Teacher: Yes , success. Rahul what do you think about success?

Rahul: Sir, honestly, I think that the success of a person varies from person to person according to their idea of success.

Teacher: Yes that is very correct. I believe so. Some people are happy in a One BHK and for some even a Bungalow is not enough.

Rahul: Yes sir, exactly.

Teacher: In which do you want to achieve success in the world?

Rahul: Sir I come from a small family where we live in a rented house. I want to be successful enough to buy a house for my parents.

Teacher: That is very thoughtful. I wish you very best.

Rahul: Thank you sir.

Sample Conversation 2

Teacher: Hello Sima. How are you?

Sima: Hello Ma’am. I am fine. How are you?

Teacher: I am also great. Sima no0w that you are going to get your diploma in dance from our academy. What do you want to pursue in future?

Sima: Ma’am I really want to be successful in the field of dance.

Teacher: How do you succeed?

Sima: Ma’am I have always been a big fan of Madhuri Ma’am and I just wish to work with her once. And also I wish to earn enough out of my talent to support my family.

Teacher: That is really nice though, Sima. I wish you all the best.

Sima: Thank you Ma’am.

Sample Conversation 3

Teacher: “Success usually comes to those who are too busy to be looking for it”. Neeraj have you heard this quote before?

Neeraj: Yes sir I have.

Teacher: So tell me what your idea of success is.

Neeraj: Sir for me success is achieving the job which I love to do. I have seen so many people running behind jobs for money as they succeed but for me, I want a job which I can enjoy and enjoy my life.

Teacher: Wow that is a great thought. Even I never knew that teaching would be something I would do but today as a teacher I feel successful to enjoy every bit of it.

Neeraj: That is amazing sir.

Teacher: Yes. Thank you. I have to go now. Take care.

Neeraj: You too sir.

Sample Conversation 4

Nishant: Hi sir

Teacher: Hey Nishant. What is up with you?

Nishant: I don’t feel so good sir.

Teacher : Why?

Nishant: Sir I have been stuck at the same job for 5 years now and I no longer have the will to continue and every day seems a drag. This job is good money but I don’t see myself successful here in this job in the future.

Teacher: This feeling is complete alright Nishant. I think you will be happier in a job you will enjoy and you will be able to achieve the success you want as you will enjoy it.

Nishant : Yes sir I get your point. But should I quit?

Teacher: If you feel that quitting will make you feel better and maybe help you achieve even something more useful then there is nothing wrong with it.

Nishant : Thank you so much for the advice sir.

Teacher: You are welcome.

There you have it: Conversation Writing Between Teacher and Student about Success.

Do let me know if you have any doubts anywhere by leaving a quick comment, I will try to solve your query within 24 hours.

In the meantime, we have lots of other writings as well feel free to check those out.

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IMAGES

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Teacher and Student Dialogue
dialogue between teacher and student
Write a Conversation Between Teacher and Student [3 Examples]
Conversation Between Teacher and Student in English
Conversation Between Teacher And Student

VIDEO

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COMMENTS

Conversation between Teacher and Student in English
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
Conversation Between Teacher and Student in English
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.
Write a Conversation Between Teacher and Student [3 Examples]
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 ...
Conversation between Teacher and Student in English
John - Yes, Sir, I have shortlisted a few colleges. However, my final decision will depend on my final exam scores. Teacher - I am confident you will do well in your exams. Don't stress too much about it! John - I hope so, Sir. Teacher - I wish you all the best for your exams and future endeavors. John - Thank you for your support, Sir.
Classroom Chats: Your Guide to Conversations Between Teachers and Students
The first day of school can be hard, but this video shows how to handle a conversation between a teacher and a new student. Pay attention to how the teacher talks to the class and how the new student introduces herself. A few key vocabulary phrases from this video are: Listen to the conversation in this video.
Dialogue between Teacher and Student on Discipline
Student: Discipline helps us learn, keeps us safe, and helps us achieve our goals. Teacher: That's right. Can anyone give an example of how discipline can help us in the classroom? Student: Discipline can help us stay focused, complete our work, and avoid distractions. Teacher: Exactly.
Dialogue Writing Between Teacher and Student
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 ...
Write a Dialogue between Teacher and Student who ...
Teacher: My dear. It is a bad habit. Change your routine. Always get up early in the morning. Offer your prayers and go for a morning walk. Student: Sir, there is no park near our home. Teacher: No problem. You can walk along the street in the morning time. Take breakfast at the right time and then leave for school.
Conversation Between Teacher And Student
Conversation Between Teacher And Student | Dialogue Writing In English @RajsLearningCorner In this video, we learn about Conversation Between Teacher And St...
English Conversation between Teacher and Student: Essential Tips to
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.
English conversation between teacher and student
16. "In my 10 years of teaching, I have never seen this type of class.". 17. "Other sections and departments are better than you! 18. "Sit properly. This is a classroom, not your living room!". 19. "Those who want to study, come forward and sit.
Dialogue Writing
Place a comma after the dialogue tag followed by open quotation marks, the dialogue starting with a capital letter followed by the punctuation mark of the quote and close quotation marks. For example: Josh mumbled, "Nobody understands the main problem here.". A dialogue can also appear at the end of the sentence.
Write a Dialogue Between a Teacher and a Student ...
Advertisement In this article, I will cover how to write a dialogue writing between a teacher and a student who has not done his homework or assignment. Sample Conversation 1 Teacher: Good morning All!. Please submit yesterday's homework. Students: Good morning sir! Advertisement Teacher: Please submit your homework! All those who have not completed the homework… Read More »
Conversation between Teacher and Student about Exam ...
Teacher: Good morning, class. I hope you're all ready for our upcoming exam. Student: Good morning. I'm a little nervous about it. Teacher: That's normal, but I want to remind you that you've worked hard all semester and are more than prepared for this exam. Student: Okay, thanks.
Dialogue between Teacher and Student regarding Leave for Absence
Teacher: Alright, please make sure to inform the school office of your absence and provide any necessary documentation. Before you leave, you will also need to make arrangements for any missed work or exams. Student: Yes, I will. Thanks for your understanding. Teacher: No problem, happy to help.
How do you write dialogue between a teacher and a student?
1. Start by creating a clear context for the conversation. Make sure you know the purpose of the conversation and the information that the teacher and student need to convey to each other. 2. Use realistic language and grammar appropriate for the characters' education level and relationship. Teachers will likely use more formal language ...
How Dialogue Journals Build Teacher-Student Relationships
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.
Top 15 Quality Conversation Dialogue Examples for Students
Conversation Dialogue Examples for Students #4. Q. A dialogue between two friends about vacation plans. Bikash: Hurrah! only five days to summer vacation. Sahil: I know. I am eagerly waiting for it. Bikash: So am I.
(PDF) Strengthening Teacher-Student Rapport Through ...
Dialogue journals are written conversations in which two partners communicate regularly. When practiced between a teacher and student, dialogue journaling has the potential to engage students in ...
Dialogue or Conversation Writing Between Teacher and Student about
Sample Conversation 3. Teacher: "Success usually comes to those who are too busy to be looking for it". Neeraj have you heard this quote before? Neeraj: Yes sir I have. Teacher: So tell me what your idea of success is. Neeraj: Sir for me success is achieving the job which I love to do. I have seen so many people running behind jobs for money as they succeed but for me, I want a job which I ...
Student-Teacher Dialogue Writing
Student-Teacher Dialogue Writing | conversation between student and teacher👉Hello everyone, In this video I have written Dialogue Writing between student an...
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Student-Teacher Dialogue Writing | conversation between student and teacherHi friendsThis is a simple and easy dialogue between a teacher and a studentI hop...
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