Much has been written about the importance of giving personal attention to children's written work. The focus has been on the effect of this feedback on the writing and on the child. Drawing on the philosophical discourse of the care of the self, I argue that the ways in which a teacher gives feedback informs the development of the teacher. Turning to the Descriptive Review of Work, I argue that engaging in this practice regularly helps a teacher to see his or her students more inclusively and, in turn, better support their writing.