“Teaching is the one profession that creates all other professions.” –Unknown



When students are asked to write a paper, they should be shown student-and-grade-level friendly exemplary products to use as examples. All too often prompts are given without students having firm knowledge of what is expected- not just in terms of a rubric-but in the final product as well. A practice we use is to give two student-written papers as well as a teacher-written one, all three of which are studied and marked for various components (e.g., structure, voice, elaboration, sentence structure, word choice, etc.) By the time the students begin their drafts, they have studied-and can refer to-three examples, which adds to feeling that they, too, can accomplish this.

They can because they think they can.-Virgil
 Besides providing examples of the final product, teachers need to model other aspects of a successful classroom as well. For example, if a seminar atmosphere is established, where students feel comfortable reading various parts of their paper, asking questions, receiving input from classmates as well as from the teacher, students are more willing to try new techniques, different approaches, even experiment with voice. The best way to create this environment is for the teacher to be part of the classroom setting-for instance, sitting in a student desk at the front of the room instead of the back or wherever, thus separating teacher from student. Students then realize that the teacher is writing and reading as well, which stresses the importance of the assignment. When teachers ask for suggestions to make their own papers better, they have further established a bond with their students.
Writing in Stages:

Writing in stages has many benefits, perhaps the most important one being the fact that teachers and students alike are not overwhelmed with what they view as an unwieldy assignment of an entire essay, but rather breaking down the components into manageable parts.

Another is that the teacher and class have the opportunity to give immediate feedback so that student writers can revise in the early stages instead of waiting until the end of the rough draft only to find that their paper is not on target or is unacceptable for other reasons.
Not only do the students benefit, but the teacher has a chance to re-teach an aspect of the essay if a preponderance of the class is confused on some points.

Students also feel a sense of accomplishment earning a daily grade for their correct completion of the stage in progress.
Since writing is in a recursive process, students begin to see the significance in examining every phase of their writing,which significantly results in higher quality final products.
Teacher-Students Conferencing:
We provide teachers with a step-by-step method that outlines what options are involved in the act of conferencing.
When teachers have tried conferencing and it has failed, it is usually because the students who are not involved in the conference session have not been given viable assignments.