Before teachers who trust neither their own nor their students' writing abilities can become proud and self-confident teachers of writing, they need redevelopment in a longterm inservice program based on the trainer's respect for them as learners. The format for such a course is simple: teachers write each week (choosing their own subjects and forms), bring in dittoed copies of their work, read it aloud, and give each other feedback; the trainer writes, too, in order to build the needed trust and to encourage the teachers to write along with their own students. The course, 15 two-to-three-hour sessions, has worked equally well for elementary, junior high, and high school teachers of many subject areas. The principles on which the course is founded are as follows: (1) the learner must be actively involved, (2) that which is learned must touch the self, (3) the person who facilitates the learning must be authentic and accepting, (4) the learning should involve a memorable insight, (5) the facilitator assumes and draws upon the previous knowledge of the learner, and (6) learning involves interpersonal relations. Work in the course helps teachers progress through six learning stages that delineate a changing attitude toward themselves as writers, toward their students as writers, and toward the conditions that produce effective writing instruction. (RL)