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Abstract

This article invites teachers to consider how the practice of writing, especially in facilitated writing groups designed for teachers, can be an effective activity for processing stress and restoring hope. Attention on teacher writing often focuses on how writing helps teachers to improve their teaching. Here the attention is on the value of writing for teachers themselves. Practices of Amherst Writers and Artists (AWA) strengths-based writing groups are described with a focus on Teachers Flourishing through Writing, an online workshop series that the author helped to create. Through analyzing workshop methods and self-reflecting on workshop experiences, the author asserts that many stress symptoms experienced by teachers are addressed meaningfully though the AWA writing method. The author encourages teachers to write and provides prompts and samples of workshop writing.

Author Biography

Dr. Beth Lehman is an associate professor of Teacher Education at Bridgewater College. A former middle school ELA teacher, she earned an M.A. in English from Butler University and a Ph.D. in Literacy, Culture, and Language Education from Indiana University. Lehman is a National Writing Project Teacher Consultant and an Amherst Writers & Artists Affiliate and Writing Group Facilitator. Her research interests include teacher identity development, narrative identities, and teacher writing groups.

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