Dialogue and Conflict

The class is going well. Tonight I focused on dialogue and conflict, how they drive the action of the story, reveal character, etc. The two writing exercises were successful for the most part: I had the students write a phone conversation for dialogue and then had them write a one sentence story focused on conflict, with a clear beginning, middle, and end.

At this point, after four weeks, I’m definitely noticing who volunteers and who doesn’t, and I’m trying to draw out the students who aren’t as much. Again, this is challenging as I only meet with them once a week and only after they’ve already completed a full day of school and half of their after-school program. But it’s nice to know everyone’s name now and to be able to call on students when needed. But some students are certainly on a role, always writing, always sharing, etc.

I’m also SO happy because the students unanimously agreed to come in over their Spring Break! I wanted to give them a week to revise the work they’ve been doing, to ensure they submit a piece they are proud of to the Anthology. And with the Program Director’s approval and encouragement, the kids agreed to come in just for this class so we can meet the Anthology deadline. I think that’s a testament to what they’re getting out of the class, but mostly I believe it indicates how powerful this opportunity really is—to see their names and creative work in print. To be published in high school will be one more accomplishment that I hope sets these kids apart when they are applying to college. Most of them are already under-resourced, so they need all the edge they can get. Most importantly, I hope this leaves them with an urge to continue to write on their own. A few have asked me if they can keep working on an assignment. I love that.

And I can’t wait to bring the Anthology to them as part of a wrap-up class, where we’ll talk about how it feels to see their names in print, what they thought of the class, how they self-identify as writers now, where they want to take their craft from here, etc.

I also learned a bit tonight from the way the Program Director disciplined the kids, who were speaking out of turn during a writing exercise he sat in on tonight. Since he sees the kids everyday, he is their main discipline figure and he owns his authority. He simply said something along the lines of: “I’m being interrupted in my thinking, and it’s not because of what I’m doing. That’s for all of you.” His expression was serious; his tone even and steady, not an ounce of pleading in sight. He addressed the situation, the kids apologized, and class progressed. I aim to use his example to improve my own command. I feel like there is this magical way to control teenagers, and I’m definitely still getting the hang of it.

How are other people’s placements going? Hope all are enjoying.