The significance of creative writing workshops for teachers

Abstract

In order for teachers of English in primary and secondary education to teach creative writing effectively, it is paramount that they position themselves as writers. Even though this might sound like common sense, in reality some teachers find it difficult because they have not embraced the habit of writing the very genres they expect their students to write in class. Hence, creative writing is something they might teach, on account of curricular requirements, but not necessarily practise on a personal and professional level. This paradox implies that the teaching of creative writing might be perceived as a chore that they have to perform rather than as an activity that they heartily enjoy. Brooks (2007) affirms that “a teacher’s job is to reach students and support their growth. Sometimes that work may involve the teacher sharing a personal experience or passion as a way of cultivating a student’s experiences” (189). In earlier work I describe how I engaged my students in creative writing by producing poems together with them via a shared writing activity (Xerri 2011) and an extension activity (Xerri 2012). Such activities communicate a teacher’s enthusiasm for creative writing and have the potential to make young people perceive it as a democratic process that they too can engage in.