dialogue writing between teacher and student about homework

• Conversation Between Teacher And Student

Conversation between Teacher and Student in English

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

Table of Contents

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

Teacher – Good morning, Nancy. How are you?

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

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

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

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

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

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

Nancy – I hope so, Ma’am.

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

Nancy – Thank you for your encouragement.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Teacher – You are welcome.

Dhruv – Good evening, Ma’am.

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

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

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

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

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

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

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

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

Teacher – Great talking to you. See you.

Dhruv – See you soon, Ma’am.

Frequently Asked Question (FAQ)

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

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

• Share Share

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

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

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

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

Table of Contents

Understanding the elements of compelling dialogue.

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

Mistakes to Avoid When Writing Dialogue

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

Dialogue Writing between Teacher and Student about Studies

Dialogue Writing between Teacher and Student about Cultural Heritage

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

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

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

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

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

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

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

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

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

Student: Thank you.

Dialogue writing between teacher and student about exam

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

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

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

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

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

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

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

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

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

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

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

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

Teacher: Bye and all the best.

Dialogue writing between teacher and student about discipline

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

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

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

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

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

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

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

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

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

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

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

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Write a Dialogue Between a Teacher and a Student who has Not done his Homework or Assignment

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!

Teacher: Please submit your homework! All those who have not completed the homework please stand up.

(Rahul stands up)

Teacher: Rahul! Tell me.Why did you not complete your homework yesterday?

Rahul: Sir actually I was not able to do my homework as I was busy the whole day.

Teacher:   But why Rahul? This is the fourth time this week that your homework is incomplete.

Rahul:   I know sir I am really sorry. Actually, My father is very sick and he is in the hospital due to which I did not get enough time to do my homework.

Teacher:   Oh, I see. That is very bad.  It’s okay Rahul. You can complete your homework when your father is better. I hope he gets better soon.

Rahul: Thank you sir.

Sample Conversation 2

(Two students are conversing in the classroom where the teacher overhears their conversation)

Student1: I hate it when Ms Banerjee gives us homework! It’s so unnecessary. 

Student2: I know! It is so annoying.

Teacher: I think you kids have misunderstood the purpose of homework.

Students: Oh, we didn’t see your teacher.

Teacher: You see homework teaches you responsibility. It is meant to inculcate small values in your life. Kittu, have you watched all the marvel films?

Student1: I’ve watched them so many times that I can narrate the dialogues to you.

Teacher: Exactly! Repeated revision of your favourite movies means that you know them as well as the back of your hand.  Repeated learning of difficult topics helps you understand them better.

Students: I didn’t realize how beneficial homework actually could be! Thank you, teacher. We will never think of homework as a burden.

Sample Conversation 3

Student: Let me tell you what happened to my assignment.

Teacher: OK, go ahead- what is the excuse this time?

Student: Actually, I did it, but then it got lost.

Teacher: Could you have gotten it done at another time?

Student: Yes, I could.

Teacher: This is nothing new. Why don’t you do your assignment? These are so important for your understanding.

Student: I try so hard to finish them on time but I always end up taking more time than estimated. I never finish assignments on time.

Teacher: I know it’s hard to juggle classes, assignments and social life. But these assignments are the first step toward achieving a work-life balance. Keep trying! Don’t give up.

Student: I’ll make it up early next week.

Teacher: Don’t let it happen again.

Student: I’ll try.

Teacher: That will solve it then. Let’s work hard to not let it happen again.

Sample Conversation 4

Teacher: Where is your homework, Gunu?

Gunu: I had some doubts about the assignment. I didn’t understand some of the questions.

Teacher: Why didn’t you clarify your doubts with me then?

Gunu: Sorry Madam.

Teacher: Gunu, I am tired of these constant excuses. I cannot entertain your reasons every day.

Gunu: Sorry Madam! This will not happen again.

Teacher: Well, next time you have any doubts come and meet me in the staff room so that we can work on them. You’ll only waste time if you don’t ask your doubts.

Gunu: Thank you, ma’am. I will clear all my doubts before submission.

Teacher: I’ll need you to solve the assignment on my desk tomorrow then. Meet me after class with your doubts.

Gunu: Thank you so much.

There you have it: Dialogue writing between a teacher and a student who has not done his homework or assignment.

I hope these examples are cleared your doubts.

Do let me know if you have any doubts or topic suggestions for me by leaving a quick comment below.

How to Write a Conversation or Dialogue In-depth Video:

More from English Compositions

• Madhyamik English Writing Suggestion 2022 [With PDF]
• [FREE PDF] From The Diary Of Anne Frank MCQs | CBSE Class 10 English Chapter 4 [TERM 1]
• Short Essay on Importance of Homework [100, 200, 400 Words] With PDF
• [FREE PDF] Two Stories about Flying MCQs | CBSE Class 10 English Chapter 3 [TERM 1]
• Anchoring Script For Seminar [With PDF]
• Short Essay On A Busy Railway Station [100, 200, 400 Words] With Pdf
• Anchoring Script for Quiz Competition [With PDF]
• Report Writing on Annual Sports Day Celebration in Your School [2023]
• Report Writing on Road Safety Week [2023 Updated]
• Anchoring Script for Republic Day [With PDF]
• Anchoring Script for Sports Day [With PDF]
• Anchoring Script for Retirement Function [With PDF]

Write a Conversation Between Teacher and Student [3 Examples]

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

1. Conversation between teacher and student about exam preparation

Student : Good morning, sir.

Teacher : Good morning.

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

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

Student : Ok, sir.

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

Student  : Sir, I have a problem in memorizing.

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

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

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

Student  : Thank you, sir.

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

Student : Sure, sir.

2. Conversation between teacher and student about homework

Teacher : Show me your homework notebook.

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

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

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

Teacher : When will you do your homework properly?

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

Teacher : Promise?

Student : Yes sir.

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

Student : Yes sir. Thank you very much.

3. Dialogue between teacher and student about importance of English

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

Teacher : What is it, my boy?

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

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

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

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

Student : Will it be enough?

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

Student : Thank you, ma’am.

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

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

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

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

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

Student : No, ma’am. I won’t.

Teacher : That’s like a good boy!

Also Read: Conversation Between Doctor and Patient in English

Related Posts

Write a conversation between doctor and patient [5 examples], conversation between shopkeeper and customer [3 examples], 15 thoughts on “write a conversation between teacher and student [3 examples]”.

Nice conversation

Good information

Helpful thanks✨

Thank You Alupo Sarah

Thanks you so much This article is very useful conversation Teacher and student 👍

Well done Team

Thank you. Keep visiting our website

Thank you to share this conversation This is very nice conversation I am principal of school In jiva public school I regular see your conversation

Thank you so much for giving me this wonderful dialogue writing

Welcome. Keep visiting englishaspirants.com

You are welcome

Superb Helpful

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

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.

FluentU lets you learn engaging content with world famous celebrities.

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

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.)

Enter your e-mail address to get your free PDF!

We hate SPAM and promise to keep your email address safe

• Resources Home
• All Publications
• Digital Resources
• The BERA Podcast
• Research Intelligence
• BERA Journals
• Ethics and guidance
• BERA Blog Home
• About the blog
• Blog special issues
• Blog series
• Submission policy
• Opportunities Home
• Awards and Funding
• Communities Home
• Special Interest Groups
• Early Career Researcher Network
• Events Home
• BERA Conference 2024
• Upcoming Events
• Past Events
• Past Conferences
• BERA Membership

Teacher–student dialogue: Why it matters for student outcomes

Christine Howe 9 May 2018

For at least two millennia, the dialogue that occurs during teaching has been spotlighted as critical for student outcomes, with many scholars proposing needs for: open questions; elaboration of previous contributions; reasoned discussion of viewpoints; linkage and reasoned resolution; meta-cognitive engagement; and high levels of student participation (see Resnick et al, 2015). Yet while benefits from some of these features have been demonstrated in contexts of small-group interaction among students, their relevance to teacher–student dialogue remains unclear (Howe and Abedin, 2013). The consequence, in the UK at least, has been dramatic and continuing shifts of policy: documents issued under New Labour promoting those features received health warnings under the Coalition government.

Recognising the urgent need for evidence, the ESRC recently funded a large-scale project that relates teacher–student dialogue to diverse student outcomes (the team: myself, Sara Hennessy, Neil Mercer, Maria Vrikki and Lisa Wheatley). The project revolves around 72 year-6 classrooms (with students aged 10–11) that are situated in London, the home counties, East Anglia, the Midlands and Yorkshire, encompass urban and rural locations, and are socio-economically and ethnically diverse (with 0–100 per cent of students eligible for free school meals, and 0–96 per cent from minority ethnic backgrounds). Lessons (each c.60 minutes) were video-recorded, with analyses based on two lessons per classroom (covering any pair of literacy, mathematics or science). Using a coding scheme adapted from Hennessy et al (2016), all teacher talk was analysed for use of supposedly productive features, as was student talk during interaction with teachers.

Scores on national tests (SATs) in mathematics and spelling-and-grammar proved to be strongly associated with the following.

• Elaborated dialogue, where building on, or evaluation or clarification of, previous contributions was invited or provided.
• Querying, where previous contributions were doubted, challenged or rejected.
• Student participation, where students engaged with each other’s ideas, rather than merely responding to their teachers.

‘When student participation was high, high levels of elaborated dialogue and querying were positively associated with SAT scores, even with start-of-year attainment considered.’

In particular, when student participation was high, high levels of elaborated dialogue and querying were positively associated with SAT scores, even with start-of-year attainment considered . When participation was low, the frequencies of elaborated dialogue and querying were irrelevant. When elaborated dialogue and querying were infrequent, there was no positive effect of participation. Elaborated dialogue was also associated with scores on an attitude questionnaire: with start-of-year attitudes considered, high levels of elaborated dialogue meant relatively positive attitudes to schooling and self-as-learner .

In other words, a small cluster of features makes a big difference. Hopefully, this message will not simply put an end to repeated, confusing, and arbitrary shifts in educational policy – it will also provide teachers with focussed and manageable strategies towards future practice.

Hennessy S, Rojas-Drummond S, Higham R, Márquez A M, Maine F, Ríos R M, García-Carrión R, Torreblanca O and Barrera M J (2016) ‘Developing a coding scheme for analysing classroom dialogue across educational contexts’, Learning, Culture and Social Interaction 9: 16–44

Howe C and Abedin M (2013) ‘Classroom dialogue: A systematic review across four decades of research’, Cambridge Journal of Education 43(3): 325–356

Resnick L, Asterhan C and Clarke S (eds) (2015) Socializing intelligence: Through academic talk and dialogue , Washington, D.C: American Educational Research Association

More content by Christine Howe

Blog post 24 Jul 2017

More related content

Publishing opportunity Open

Publishing opportunity Closed

Award Closed

Ongoing project

News 19 Mar 2024

BERA in the news 14 Mar 2024

News 7 Mar 2024

News 5 Mar 2024

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The Dialogue Page: Teacher and Student Dialogues to Improve Learning Motivation

2002, Intervention in School and Clinic

Related Papers

Amber Perrell

The Deans for Impact (DFI) (2015) report posed the question "What motivates students to learn?". This article examines strategies and interventions for each of the four cognitive principles presented in the report. Within this paper, applications of the cognitive principles will be discussed at the elementary, secondary and postsecondary levels. The techniques recommended in reference to belief about intelligence include collective goal writing, focus on ability to overcome setbacks, and reinforcing a growth mindset. Techniques for self-determined motivation reviewed include Project Based Learning, creating academic competition, and the use of letter grades in college courses. As teachers encourage students’ ability to monitor their own learning, this article reviews Socratic Seminar techniques, Question Answer Relationships, and reflective writing methods as possible strategies. Finally, this article includes interventions to reinforce belonging and acceptance throug...

Andrej Iliev

Everything in our lives is underlined with some sort of motivation. This includes our students and their motivation to learn. Motivation is essential for learning and represent a driving force for students to complete their tasks and to build their knowledge. There are many factors which could potentially influence motivation, which makes research on this topic as it relates to learning diverse and abundant. However, motivational considerations can be summed up as being either task or ego-oriented. For facilitating task-oriented learning is recommended that teachers evaluate student performance based on an absolute scale rather than on a scale that compares student performance against each other, emphasize student participation and self-improvement in learning and incorporate test questions that require explanations and justifications rather than memorized material. Students are motivated by knowing that what they are learning has a greater purpose. They want to know that what they ...

Christopher Boyle

Is it possible to improve an individual’s ability without any direct practise of the topic? Examining the way in which students think about learning and what motivates them to engage in learning material is a fundamental step in the learning process. Consideration has to be given to the effect that low self-esteem can have on the motivation and interest of a child to learn (e.g., Moriarty, Douglas, Punch, & Hattie, 1995). Once a student encounters difficulties in a particular subject area they appear to disengage with academic material on that topic (Kunnen & Steenbeek, 1999). If a student holds the belief that they do not have the capability to achieve in a task, and this belief is continually reinforced by frequent failures, then it is to be expected that the student will reduce the amount of effort they apply to that topic and will reallocate it to a task where positive gains are observed. For example, if a student with reading difficulties concludes that their ability is the main reason limiting their progress in reading, it is likely that they will disengage when reading is the area of study. This is a mechanism to protect their self-esteem, and they will most likely re-direct their focus to an area which does not threaten their self-esteem, such as social interaction. This chapter provides a timely review of the literature on cognitive behavioural approaches and how this can affect students' attributions for success and failure in learning.

The purpose of this study was to investigate the motivational factors that lead to academic success for students with and without learning disabilities (LD) in high school inclusive content-area classrooms. Ninety-one students in regular education and 59 students with learning disabilities in grades nine through twelve were surveyed and responded to six open-ended questions to examine their attitudes and perceptions about factors that are motivating in school. Both qualitative and quantitative measures were used to analyze the data. Results indicated students with and without disabilities have common perceptions about motivational aspects in school, however, students with LD were perceived to more be extrinsically motivated by their teachers and more intrinsically motivated by their parents, while their counterparts without disabilities were found to be more intrinsic in motivational orientation. Finally, limitations of the study, implications for classroom instruction, and future r...

Amin Hoseinyshavoun

Motivation, as the name suggests, is what ‘moves’ us. It is the reason we do anything at all. For teachers, a lack of motivation has long been one of the most frustrating obstacles to student learning. While the concept of motivation may intuitively seem fairly simple, a rich research literature has developed as researchers have defined this concept in a number of ways. Social scientists and psychologists have approached the problem of motivation from a variety of different angles, and education researchers have adapted many of these ideas into the school context. While there is a great deal of overlap between motivation theories, researchers differ in their identification of the underlying belief systems leading to motivational variation. Some theorists emphasise belief in oneself and one’s competency, others prioritise goal orientation, and a third group argues that the difficulty of the task shapes individual motivation. This resource will provide an introduction to various theor...

Brad Visgatis

Hira Siddique

MOTIVATION FOR LEARNING PROBLEMS IN STUDENTS AND THE TEACHER'S ROLE IN ENHANCING MOTIVATION ABSTRACT MOTIVATION PROBLEMS IN STUDENTS AND THE TEACHER's ROLE IN MOTIVATION

Stephen J Hall

Margareta M Thomson , Jessica Wery, Ph.D.

The challenges presented by students who struggle to connect with curriculum learning in school constitute an issue that confronts education systems worldwide. This article reviews ways in which such students can be encouraged to engage more positively in their own learning, a process that benefits both the child and the whole school community. In this article a range of strategies to do this is proposed, based on a set of theoretical considerations.

In the century of great educational transformations the teachers should filter out the demands of the society and redefine learning goals and perspectives. As every learner is an individual, building self-esteem and encouraging them to concentrate on learning for learning’s sake instead of worrying about the grades is one of the greatest ways to reach success. Making mistakes is the way we learn and a low grade may be the chance for a great learning experience. Hence, the article observes the role of the teacher in the rewarding process of encouraging and motivating the learners to learn. Academic motivation includes near and distant future planning, concentration on the goal, meta-cognitive awareness of what you intend to learn and how you intend to learn it, the active search for new information, clear perception of feedback, satisfaction of achievement, and no anxiety of failure. The author underlines the fact that motivation to learn involves more than wanting or intending to learn. It includes the quality of the student’s mental efforts. The author also presents some strategies to encourage motivation to learn which will help students feel confidence in their abilities to improve, value the tasks of learning, and stay involved in the process without being threatened by the fear of failure.

RELATED PAPERS

COR GRAFIT BULAT

ihlasul ma'ruf

The FASEB Journal

Carole Perrot

Hendi Gepsy

Proceedings of the Twenty-Eighth International Joint Conference on Artificial Intelligence

Prosiding Seminar Nasional Teknoka

Rosalina Rosalina

pramesti indah

Organic Letters

Scott Rajski

Human Reproduction

A. Daniilidis

Revue des sciences de l’eau

Jean Kouame

JONÁS ARMAS NÚÑEZ

Dimitra Ioannidou

Australian & New Zealand Journal of Psychiatry

Dannette Marie

Ecological Applications

Tarek Soliman

Nature Communications

Andrew Hicks

Frontiers in Cardiovascular Medicine

Graham Chakafana

Simon Skovgaard Boeck & Séan Douglas Vrieland (red.), A Copenhagen Miscellany: Studies in East Norse Philology. Konferencerapport for det 3. internationale konference for Østnordisk filologi, Odense: Syddansk Universitetsforlag

Frederik Lynge Vognsen

jhhjfg hhjhjg

Abd Rahman Rahman

مجلة العلوم الاقتصادية والادارية

فراس العامري

Public Library Quarterly

Andrea Tanner

The Journal of Academic Librarianship

Fitri Mutia

International Journal of Sports Science & Coaching

Phil Marshall

Acadiensis: Journal of the History of the Atlantic Region / Revue d’histoire de la region atlantique

Philippe Volpé

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

English Basics

Dialogue between teacher and student for not doing homework

This blog post looks at a dialogue between a teacher and a student for not doing homework.

Sample Dialogue between teacher and student for not doing homework – 1

Teacher: Good morning. How are you today?

Student: Good morning. I’m fine, thank you.

Teacher: That’s good to hear. Can I see your homework from last night?

Student: Um, I didn’t do it.

Teacher: May I ask why not?

Student: I had a family emergency and didn’t have time to finish it.

Teacher: I understand. Taking care of family matters is essential, but it’s also important to ensure you complete your homework. Can you make sure to finish it tomorrow?

Student: Yes, I will make sure to do it.

Teacher: Great. Let me know if you need any help or if there’s anything I can do to support you.

Student: Thank you, I will.

Sample Dialogue between teacher and student for not doing homework – 2

Student: I got caught up playing video games and lost track of time.

Teacher: I understand that it can be easy to get distracted, but it’s important to prioritize your responsibilities and ensure you complete your homework. Can you make sure to finish it tomorrow?

Teacher: Great. Remember, taking responsibility for your actions and completing your homework is an important part of your education and personal growth.

Student: I understand. Thank you for reminding me.

Related posts:

• Conversation between Professor and Student about God
• How do you write dialogue between a teacher and a student?
• Restorative Conversation between Teacher and Student
• Conversation between Professor and Student about Robotics
• Conversation between Teacher and Student in Staff Room
• Conversation between Teacher and Student on Public Speaking
• Conversation between teacher and student about assignment
• Conversation between teacher and student after long time

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Academic Test Guide

Conversation | Dialogue between teacher and student about homework

Question- Write a Dialogue between teacher and student about homework

Answer – Conversation between teacher and student about homework

The study material for students- Dialogue between teacher and student about homework

Teacher: Good morning Aditya.

Student : Good morning ma’am.

Teacher : Can you please bring your homework notebook to me.

Student: Ma’am I forgot my notebook at home.

Teacher: You forgot it or are you giving me an excuse. Plese be honest Aditya.

Student: Sorry ma’am for giving you an excuse. I have not done my homework.

Teacher: Could I know why?

Student: Ma’am I was out yesterday at my uncle’s place for dinner.

Teacher: So you should have done your homework before going there.

Student: The plans came up all of a sudden leaving me with no time to complete my homework ma’am.

Teacher: Then you could have done your homework when you were back home.

Student: Ma’am we reached home very late.

Teacher: If you do not do your work in time, it will negatively affect your studies. It is very important to be disciplined in every aspect be it studies or anything else. Lacking discipline would prove to be a hindrance in achieving your goals.

Student: Sorry ma’am I will make sure this does not happen again.

Teacher: Ok. You can now go back to your seat, Aditya.

Conversation between teacher and student about online classes

Conversation between two friends after a long time

Conversation between two friends discussing their holiday plans

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Fisher Digital Publications

• < Previous

Home > Student Scholarship > Education > Education Masters > 322

Education Masters

Engaging all students in ongoing discussion around writing: how teachers can best utilize dialogue journals.

Courtney K. Betar , St. John Fisher University Follow

Date of Award/Publication

Document type, degree name.

MS in Literacy Education

First Supervisor

Joellen Maples

This study investigated ways that teachers could engage students in discussion around writing through use of dialogue journals. It was hypothesized that the individualized, written dialogue between teacher and student around a pre-dialogue scored response would impact student engagement and post-dialogue response score. Twenty-two students were given dialogue journals; they were observed, filled out questionnaires, and were interviewed informally. It was found that the individualization, focus on student improvement, and incorporation of multiple voices in discussion process was engaging; time was both a positive and a limiting factor in the dialogue journaling process for students and teachers. Teachers should consider individualizing student interactions, focusing discussion on student achievement, adding peer voices in journal processes, and replacing homework with metacognitive assignments.

Recommended Citation

Betar, Courtney K., "Engaging all Students in Ongoing Discussion around Writing: How Teachers Can Best Utilize Dialogue Journals" (2016). Education Masters. Paper 322. https://fisherpub.sjf.edu/education_ETD_masters/322

Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations .

Since April 21, 2016

Included in

Education Commons

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines
• Submission Guidelines
• Campus News
• Lavery Library

Home | FAQ | My Account | Accessibility Statement

Privacy Copyright

• Scholarships
• Certificates
• Applications
• Communication

Conversation Between Teacher and Student in English

A conversation between a teacher and student is a series of questions and answers between a teacher and student. The questions and answers are meant to help the student learn more about the teacher and the teacher learn more about the student.

The following are some excerpts from a conversation between a teacher and student.

Conversation Between Teacher and Student

Teacher: Good Morning, Students!

Student: Good Morning, Teacher!

Teacher: How are you today?

Student: I’m feeling great today. Thanks for asking.

Teacher: That’s terrific! I’m glad to hear it. So, what are your plans for after graduation?

Student: Well, I’ve been thinking about going into teaching.

Teacher: That’s wonderful! I think you would make an excellent teacher.

Student: Thank you, I appreciate your confidence in me. I’m still not sure, though. There are so many options out there.

Teacher: Yes, there certainly are a lot of options these days. But I think teaching is a very noble profession.

Student: You’re right. It is a very noble profession. And I do think I would enjoy it. But I’m just not sure if it’s the right fit for me.

Teacher: Well, only you can decide that. But I think you should give it some serious thought. It would be a shame to let your talents go to waste.

Student: Thank you, I will definitely give it some more thought.

Teacher: I’m sure you’ll make the right decision. Good luck!

Student: Thanks! I’ll need it. 🙂

Conversation Between Teacher and Student on Exam

The student comes to take the examination, but he is very nervous, so the teacher tries to encourage him by saying that many people feel the same way before an exam and he should not worry about failing because the teacher has faith in him.” The student thanks to the teacher and promises to try his best.”

Student: Hi, Teacher. I’m feeling a little bit nervous about my exam.

Teacher: That’s perfectly normal, student. A lot of people feel nervous before an exam.

Student: Yeah, but I don’t want to fail.

Teacher: You’re not going to fail, student. I have faith in you.

Student: Thanks, Teacher. I appreciate your confidence in me.

Teacher: You’re welcome. Just do your best, and you’ll be fine.

Student: OK, I will. Thanks again.

Teacher: You’re welcome. Good luck!

Conversation Between Student and Teacher on Exam Preparation

The conversation between the student and teacher was very encouraging. The teacher made the student feel confident about taking the exam, and the student appreciated the support. Good luck to the student on their upcoming exam! We know they’ll do great! :)”

Teacher: Hi there! How are you doing?

Student: Hey! I’m good, thanks. Just getting started on my exam preparations.

Teacher: That’s great! How are you feeling about it?

Student: A little nervous, but I think I’m ready. I’ve been studying a lot.

Teacher: That’s terrific! I’m sure you’ll do great. Just stay confident and don’t forget what you’ve learned.

Student: Yeah, I’ll try. Thanks for the encouragement!

Teacher: Of course! Good luck! Let me know how it goes.

Student: Will do, thanks!

Classroom Conversation Between Teacher and Student

Conversation 1:

Student: Will do, thanks!”

Conversation 2:

Teacher: Hi there, can I help you?

Student: Yeah, I’m struggling a little bit with the material.

Teacher: OK, let’s take a look. Where are you having trouble?

Student: I don’t really understand how to do this problem.

Teacher: OK, let’s walk through it together. First, you need to…

After working through the problem with the student, the teacher says:

Teacher: Does that make sense now?

Student: Yeah, I think so. Thanks for helping me out.

Teacher: No problem. That’s what I’m here for. Let me know if you need any more help.

Conversation Between Teacher and Student About Homework

Teacher: Hi, how are you doing?

Student: I’m good. How are you?

Teacher: I’m good. Did you do your homework?

Student: Yes, I did.

Teacher: Good job ! Now, let’s move on to the next lesson.

Student: Hey, can I ask you a quick question about homework?

Teacher: Of course! What’s up?

Student: So, I’m a little confused about the assignment. It’s due tomorrow, and I’m not sure what you’re looking for.

Teacher: Well, let me see if I can help you. What part are you having trouble with?

Student: I’m not sure what you want us to include in the essay .

Teacher: Well, let me give you a few pointers. First, I want you to think about the main idea of the essay and what you want to say. Then, you’ll need to include evidence to support your argument.

Student: OK, that makes more sense. Thanks for explaining it!

Teacher: No problem. Let me know if you have any other questions. Good luck!

Student: Thanks!

Funny Conversation Between Teacher and Student

This is a light-hearted conversation that shows the importance of education . The student in this conversation is questioning the purpose of education and why it is important. The teacher responds by saying that knowledge is power and that education is important for students to gain knowledge. The student then says thank you to the teacher, and the conversation ends.

Student: Sir, can I ask you a question?

Teacher: Yes, what is it?

Student: Why are we here?

Teacher: We are here to learn.

Student: But why?

Teacher: Because knowledge is power.

Student: I see. Thank you, sir.

Teacher: You’re welcome. Now let’s get started on today’s lesson.

Teacher: Hi, how are you today?

Student: I’m good.

Teacher: That’s great! What did you do over the weekend?

Student: I went to the movies and saw a really good one.

Teacher: What was it about?

Student: It was about a group of friends who go on a road trip and have to deal with a lot of obstacles.

Teacher: That sounds like a lot of fun! I’m glad you had a good time.

Student: Yeah, I did. Thanks for asking.

Conversation Between Teacher and Student About Absence of Student

Teacher: Hi there! I’m just wondering why you were absent from school yesterday.

Student: Oh, I was sick.

Teacher: I see. Well, I hope you’re feeling better now.

Student: Yeah, I am. Thanks.

Teacher: No problem. Just make sure you bring a note from your parent or guardian next time.

Student: OK. I will. Thanks again.

Teacher: You’re welcome.

Student: Hey, I’m sorry I missed class yesterday.

Teacher: That’s OK. What happened?

Student: I was really sick.

Teacher: I’m sorry to hear that. Are you feeling better now?

Student: Yeah, I’m feeling a lot better.

Teacher: That’s good. Next time you’re feeling sick, make sure to let me know so I can mark you absent.

Student: OK, will do. Thanks.

Teacher: No problem. Take care.

Dialogue Conversation Between Teacher and Student

Teacher: I’m good, too. Did you do your homework?

Student: Yeah, I did it.

Teacher: OK, good. Let’s get started then.

Conversation Between Teacher and Student on Environment

Teacher: Hi Student, how are you doing?

Student: I’m good, thank you for asking. How are you?

Teacher: I’m well too. How’s your day going?

Student: It’s going good. I’m just getting ready for my next class.

Teacher: That’s great. So, I wanted to talk to you about something.

Student: Sure, what is it?

Teacher: I wanted to talk to you about the environment.

Student: OK.

Teacher: Do you know what the environment is?

Student: The environment is the natural world that surrounds us.

Teacher: That’s right. And do you know why it’s important to take care of the environment?

Student: Yes, I do. The environment is important because it’s our home, and we need to take care of it so we can live.

Teacher: That’s exactly right. We need to take care of the environment because it’s our home. We need to do our part to protect the environment and make sure it’s healthy for future generations.

Student: I understand that. And I want to do my part to help the environment.

Teacher: That’s great! There are many things we can do to help the environment. For example, we can recycle.

Student: Yes, I know we can recycle. And I do recycle.

Teacher: That’s wonderful! Recycling is a great way to help the environment.

Student: I’m glad I can help.

Teacher: Me too. I’m proud of you for doing your part to help the environment. Keep up the good work!

Student: I will. Thanks for talking to me.

Teacher: You’re welcome. Have a great day!

Student: You too!

Conversation Tips for Students

Whether you’re chatting with a friend, co-worker, or complete stranger, there are ways to make the conversation more engaging and enjoyable for everyone involved. A student recently asked a teacher how to make conversations more interesting. The teacher’s reply? “ Conversations are only as interesting as the people involved in them.”

Here are three conversation tips to help get you started!

1) Be interested – This may seem like common sense, but it’s often easier said than done. Pay attention to what the other person is saying and show that you’re interested in their responses. Ask follow-up questions, express your own thoughts and opinions, and be an active listener.

2) Keep it light – If the conversation starts to feel heavy or like work, take a step back and lighten the mood. Share a funny story, make a joke, or ask an innocuous question. You don’t always have to talk about deep, meaningful topics to have a good conversation.

3) Be respectful – Even if you don’t see eye to eye with the person you’re talking to, be respectful of their opinions and beliefs. Avoid getting into arguments or heated debates, and try to listen more than you speak. You might just learn something!

Do you have any conversation tips to share? Let us know in the comments below!

Conversation Between Doctor and Patient

Conversation Between Shopkeeper and Customer

Self Introduction for Students | Tips & Examples

How to Introduce Yourself in College or School [With Examples]

Shobhit is the founder of Ishiksha, content writer and educator who has been creating educational content since 2021. His writing covers topics like science, technology, and the humanities. When he isn't writing, Shobhit enjoys reading nonfiction, watching documentaries, and going on nature walks.

Save my name, email, and website in this browser for the next time I comment.

Type above and press Enter to search. Press Esc to cancel.