Group leaders' review 2017
Summary - from the early returns from group leaders' survey - July 3 2017
These 7 writing groups have mostly met once a half term. More frequently is possible, but hard to manage, less frequently means that regular writing habits may not take root. Groups number between 4 and 12, with an average size of about 6, with varying degrees of regular attendance. It seems as if a steady ‘core’ of teachers enables trust to be developed; without trust and mutual encouragement, sharing of more experimental or personally powerful writing may be inhibited and awkward. However, as some group leaders observe, there may be a limited ‘shelf-life’ for participants and changing circumstances can render attendance impossible – if only for a time. It is therefore important to be always on the look-out for new members.
Most group meetings last about two hours, usually in the same location where quiet writing and sharing are possible. Although a variety of venues – such as galleries – can widen the possible stimuli for writing, a regular base lends the group identity and stability. Regularity of venue seems to be one condition for writing to be focused internally on the authors’ own content, styles and values. Different ‘voices’ can more easily be cultivated, and a familiar location seems to allow more time for writers to work at greater depth.
A repeatedly mentioned benefit of teachers writing together is the pleasure of exchanging ideas with like-minded colleagues at an off-site venue. Many comment on how a writing group provides much-needed ‘me’ time. Teachers spend so much time doing things for others that is easy for teachers’ own creativity to become neglected. Teachers often return refreshed from writing with each other. Writing groups allow for the development of a deeper professional identity which is not institutionally specific. The writing group is often mentioned as a therapeutic antidote to some of the more closed practices in schools. In the permissive, non-judgemental, mind-expanding environment of a writing group, it is easier to experiment, develop writing confidence, and question popular assumptions about writing (cf affordances) and discuss classroom approaches more openly and independently. This leads to new thinking about what might be desirable in classrooms.
Two groups mention research into teachers’ and students’ writing journeys. Most groups have used starter ideas from the website. Many have developed their own ideas.
Simon Wrigley
NWP outreach director
3 July 2017
These 7 writing groups have mostly met once a half term. More frequently is possible, but hard to manage, less frequently means that regular writing habits may not take root. Groups number between 4 and 12, with an average size of about 6, with varying degrees of regular attendance. It seems as if a steady ‘core’ of teachers enables trust to be developed; without trust and mutual encouragement, sharing of more experimental or personally powerful writing may be inhibited and awkward. However, as some group leaders observe, there may be a limited ‘shelf-life’ for participants and changing circumstances can render attendance impossible – if only for a time. It is therefore important to be always on the look-out for new members.
Most group meetings last about two hours, usually in the same location where quiet writing and sharing are possible. Although a variety of venues – such as galleries – can widen the possible stimuli for writing, a regular base lends the group identity and stability. Regularity of venue seems to be one condition for writing to be focused internally on the authors’ own content, styles and values. Different ‘voices’ can more easily be cultivated, and a familiar location seems to allow more time for writers to work at greater depth.
A repeatedly mentioned benefit of teachers writing together is the pleasure of exchanging ideas with like-minded colleagues at an off-site venue. Many comment on how a writing group provides much-needed ‘me’ time. Teachers spend so much time doing things for others that is easy for teachers’ own creativity to become neglected. Teachers often return refreshed from writing with each other. Writing groups allow for the development of a deeper professional identity which is not institutionally specific. The writing group is often mentioned as a therapeutic antidote to some of the more closed practices in schools. In the permissive, non-judgemental, mind-expanding environment of a writing group, it is easier to experiment, develop writing confidence, and question popular assumptions about writing (cf affordances) and discuss classroom approaches more openly and independently. This leads to new thinking about what might be desirable in classrooms.
Two groups mention research into teachers’ and students’ writing journeys. Most groups have used starter ideas from the website. Many have developed their own ideas.
Simon Wrigley
NWP outreach director
3 July 2017