The role of the teacher(s) during the Paired Writing Project is to support the processes of writing rather than give input to the content. There are four main components to the role: monitoring, prompting, praising and trouble-shooting. Except where co-operative working is specifically mentioned, everything applies equally to both individual and paired writers. Try to divide your time fairly between pupils, whether they are working individually or in pairs. If pupils ask for help with content, refer them to the Questions on the flowchart or to the help sheet.
Monitor whether pupils are following the procedures taught in the training sessions and laid out in the flowchart. Check that they are using the flowchart and help sheet to monitor their work themselves, and that, in the paired group, writer and helper are co-operating effectively. It will also be necessary, as usual, to monitor progress in relation to the time available for the task.
Prompt pupils when necessary by referring to the flowchart or help sheet, or to explanations given during training. Remind them of the different levels of support the helper can give, and that it is for the writer to choose. You may need to remind them of time constraints and encourage them to move on. Prompt helpers to praise writers, e.g. for completing a section, having a good idea, thinking of a good word to use.
Praise pupils freely for keeping on task, for following procedures correctly, and for working well together. This will help to maintain motivation and self-esteem, which are powerful factors in academic achievement.
Trouble-shooting may be necessary, especially in the initial stages of learning to work in pairs. Reassure pupils that it is natural to encounter problems working in a new way, and that you are there to help sort them out. Blame any difficulties on the newness or complexity of the procedures rather than on the pupils, and emphasize that working co-operatively will be a learning process for them.