Poetry Writing Workshop in Pithoragarh: Learning from the learners
In June 2025, a poetry writing workshop was conducted at Vatsalyam Vidyasthali in Pithoragarh, Uttarakhand, Ayush Bhatt’s hometown, as part of his fellowship engagement under Juniper Collective.
The workshop was designed to use poetry as a tool for emotional expression and creative development among students up to Class 8. At its core, the session focused on creating a space where students could express themselves freely, without the pressure of being correct.
Coordination and Stakeholder Engagement
The workshop was initiated through direct coordination with the school administration of Vatsalyam Vidyasthali. The concept was formally presented to the principal, outlining the purpose of using poetry as a tool for expression and creativity.
Following approval, teachers were engaged as on-ground facilitators. A structured briefing was conducted covering:
Workshop intent: expression over correctness
Role clarity: support, not evaluation
Handling student hesitation
Encouraging participation without interfering with originality
This alignment helped ensure that the workshop ran smoothly and that facilitation remained consistent across the classroom.
Workshop Themes
The workshop focused on three core thematic areas:
1. Identity and Imagination
Students explored self-perception and abstract thinking through prompts such as:
If I were a color…
If I were a tree…
2. Emotional Expression
Students were guided to articulate internal states and personal experiences:
My happy world…
What makes me feel safe or strong?
3. Time and Perspective
Students were encouraged to think beyond the present:
What would I tell someone in the future?
These themes were deliberately simple but open-ended, making them accessible while still allowing for deeper thinking across different levels of comprehension.
Processing of Themes with Students
The themes were introduced in ways that students could easily relate to, rather than as abstract ideas.
Each prompt was explained using real-life analogies
Sample lines were shared only to help students get started, not to limit their responses
Students were given uninterrupted time to write and reflect
Teachers and the facilitator moved around the classroom, offering support only when needed
After writing:
Some students chose to share their work voluntarily
There was no correction or critique introduced
Feedback focused on effort and originality
This helped create a non-evaluative and psychologically safe environment where students felt more comfortable expressing themselves.
Execution Outcome
The workshop started with a bit of hesitation. Since this format was new to many of the students, it took some time for them to get comfortable writing without the usual structure or expectation of being corrected. But as the session went on, that hesitation gradually shifted into active participation.
Students began engaging more freely with the prompts. Their responses showed strong imagination, especially in identity-based exercises, while prompts like “My happy world” brought out more personal and emotionally grounded reflections. More students also became willing to share their work in front of others.
Teacher involvement helped keep the session steady, but what made the biggest difference was the non-evaluative environment—it allowed students to open up and express themselves more honestly.
Learnings from the Workshop Implementation
A few key learnings came out of conducting this workshop:
Getting teachers aligned before the session really matters. Without that, it’s easy to fall back into correction, which can hold students back from expressing themselves.
Simpler prompts work better. When prompts are easy to understand but still open-ended, more students are able to participate meaningfully.
Creating a non-evaluative space makes a big difference. When students know they won’t be judged, they’re more willing to try.
Giving more time helps. Students need space to think and process before they can fully express their ideas.
Follow-up activities can extend the impact. Continuing the sessions or compiling student work can keep the momentum going.
Smaller groups can improve engagement. They make it easier to give attention to each student and deepen participation.
Conclusion
The workshop achieved its functional objective: enabling children to engage with their thoughts and express them through writing. The shift from hesitation to participation shows that even in structured academic environments, creating space for expression can make a meaningful difference.
The approach is simple, low-cost, and adaptable; making it possible to implement in similar school settings.
Get in Touch
If you’re interested in conducting a similar workshop in your area, or would like to learn more about how this was implemented, we’d love to hear from you.
Please see our Contact Us page for more information on how to connect with us.
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