In this blog post, Lucy Fidler (@misslkfidler13) discusses her writing process and how it is influenced by her writer-identity. She then reflects on her writing process as a writer-teacher and how it affects how she teaches her young apprentice writers. Enjoy!
Continue reading “GUEST BLOG: A writer-teacher’s reflection on her process and writer-identity by Lucy Fidler”
As some of you may know, we have recently set up a @WritingRocks_17 twitter account. One of its aims is to build of a community of writer-teachers.
- In our recent poll, only 37% of our readers considered themselves ‘writer teachers’.
- Over 50% stated they were teachers that happen to teach writing.
The truth is though that actually all teachers are writers – we write often! Some might argue we write too often – about things that don’t really matter – but that’s another blogpost! Perhaps then, as Teresa Cremin (2017) points out, we need to move away from writing being seen as some kind of ‘quasi-romantic’ practice to actually one that many of us can and do excel at!
As studies indicate (Peel, 2000, Yeo, 2007) and Teresa’s article here shows, many teachers who are passionate about the teaching of English come to it through a passion for reading – not writing. This has a considerable impact on classroom practice with reading often profiled over writing.
Continue reading “Are You A ‘Teacher Writer’ Or A ‘Writer Teacher’ And Why Does It Matter?”