UNDERSTANDING WALDORF EDUCATION: TEACHING FROM THE INSIDE OUT BY JACK PETRASH (2002) • “Waldorf education places the development of the individual child in the focal point, convinced that the healthy individual is a prerequisite for a healthy society.” -The International Conference on Education of UNESCO • 3rd grade = farm trip • broaden horizons & “try something of everything” attitude = essential to Waldorf • wide variety of subjects, overcome gender stereotypes (girls & boys = woodwork, girls & boys = handwork) • everyone plays an instrument • child’s strength should not become weakness because of one-sided development • round out strengths and improve weakness • promotes well-rounded development • help children separate what they feel and what they can do • development of self-discipline • provide good examples and consistent routine • ex. hanging coat on hook, clearing desk • teachers must go out of their way to help students be emotionally responsible before they do something heartless • if students bring heartfelt interests to their studies, knowledge comes alive • makes students more receptive • engendering thinking that is warm, vital, and creative = important Waldorf goal • best education is the one that always expects children to be active thinkers - use their imaginations to produce assignments that show originality and effort and not just a recap of facts • Waldorf does not support standardized testing because scores do not present an accurate portrayal of all child’s abilities • approach to multiple intelligences, not just one • physical, emotional, and cognitive intelligences • all children are gi.ed/talented -> teacher and parent needs to bring strengths to fullness • assess children by... • observing physical, emotional, and academic progress • look at health signs • attentiveness • enthusiasm • involvement • interest • annual written evaluation of each student every June • characterizes school progress rather than grades • symptomatic issues written • child’s best moments written • shown to parent and child
• 1. describe what the child does well • 2. overcome difficulties? • 3. development of new capacities • 4. where more progress is needed show that what is asked of the students is because of the teacher’s care and concern, • students will assist, not resist • prepare child for life, not graduate school • “Education is not the filling of the pail, but the lighting of a fire.” - William Butler Yeats • “Receive the children with reverence / Educate them in love / Send them forth in freedom.” - Rudolf Steiner • Steiner designed the Waldorf education around the idea what children have 3 forces impelling them toward physical, emotional, and mental activity • children need to be engaged through head, heart, and hands • learning process is the focus • form 3 capacities: • for thinking • for feeling • for intentional, purposeful activity • children need to develop • 1. imaginative thinking • 2. emotional involvement • 3. resolute determination for an uncertain future • a lot of what students are taught is outdated and continual change makes it even harder • perceptive observation is needed for the future • ex. study different letters and styles of writing and how they reflect the culture • prerequisite for problem solving • help develop imaginative solutions to unknown problems • imperative that education directly touches the hearts of children, to help them care about their fellow human beings and reassure them that they is beauty and goodness in the world and that they play a role in preserving that • Waldorf does this by including art in the curriculum • heartfelt connection to subject • ex. write play based on history lesson learning or drawing a Mayan carving • will -> Waldorf develops this capacity • its the ability to implement intentions and do what you put your mind to requires resolve, discipline, and a sense of purpose • related to self-directed study • without will, hopes/dreams are not turned into action • develop will through conscious repetition and gentle insistence in good habits (ex. pushing in chair) = foundations of success • 3 stages of childhood • preschool • birth - 7, child is mostly active • through activity, child is engaged and more apt to learn
• grade school • activity recedes in importance over time and is gradually supplanted by a growing inwardness • age 6/7 - 14, feelings become paramount high school • • thinking prevails • still emotional and active by critical thinking shows itself • encourage balanced growth of all three aspects = well-rounded individuals • main lesson at the start of the day -> need to be attentive and thoughtful (up to two hours) • a.ernoon = lessons that require more activity (ex. handwork) • balances and replenishes the stillness and focus of the early morning with busy hands and movement in the a.ernoon • middle of the day (mid morning to lunch) = classes that promote feeling (painting, singing, language) • The Waldorf Preschool • preserve youthful vitality vs. premature aging • children’s brains have plasticity -> early experiences will affect brain structure by establishing complex or simplistic neural pathways • “The work of the imagination shapes and builds the forms of the brain.” - Steiner • classroom - stimulating yet protective, comforting and safe • classroom is part kitchen and part playroom • there is simple furniture and wooden toys • academic instruction is absent • education is rich in language, experiences, sequential routines, and learning opportunities • natural learning opportunities, not forced • learn by doing and by playing • many public schools take away playtime for more academics -> not good • recess promotes well-rounded development - emotional, mental, etc. • actively develops maturity through social interactions • learn to share, agree, cooperate, etc. play helps develop thoughtfulness and rapt attention (true concentration and one • pointedness) • develops attention span and gives rise to divergent and imaginative thinking • essential for problem solving, leads to multiple solutions toys in preschool are chosen not for a single purpose but can serve children in • multiple ways (ex. curved piece of wood -> boat? bridge? telephone?) • encouraged to look at an object in different ways = flexible thinking • outdoor playtime is regular part of program no matter what season or weather fosters appreciation of outside world • no jungle gyms, only natural landscapes • teachers work intentionally in the presence of children and, when possible, with their help • a day for baking, for soup, for washing placemats, a time to prepare the snack • children help and learn to do their fair share and help others
• stronger connection to real world where bread is made, not just “appears” • before eating, the children say grace -> shows appreciation of all that is given to us on earth • Steiner said, “two magic words - imitation and example - indicate how children enter into a relationship with their environment.” • preschool teachers act in ways that are worthy of imitation but also instructive • instead of admonishing children to speak so.ly or work carefully, teachers model these behaviors at all times • each day has a quiet reflection: story time • stories are told from memory to show the importance of spoken word • stories tell of good behavior • nourishes them emotionally and prepares them for academic work too • circle time • teacher and assistant teacher stand in a ring with kids and lead them in song and movement games • hand-foot coordination • eye and hand coordination • sense of rhythm • tonal awareness • spatial awareness and other intelligences all • about preparing the kids for their future • Waldorf Grade School • 3 dimensional approach to teaching in grade school • movement is important • 1st grade - begin each day by pushing desks away to create space for movement • sing, skip, recite, then ready to learn teaching reading • • letter “S” • story about a snake • snake drawn on the board in the shape of an “S” all • letters taught in a multi-sensory way -> spoken word with illustration • letters painted large before making small for conventional writing throughout the 8 years, students make their own textbooks and workbooks = • “main lesson books” • show that their work is important • story telling for learning the letters in Grade 1 • then draw the letters in order to solidify the learning • ex. K -> King drawing with “K” in it sound approach to education that leads students to higher order thinking -> multi• sensory instruction (utilizes both sides of the brain) • visual learning = right brain activity • phonemic awareness = le. hemisphere (auditory and analytical capacities) • all thinking even language processing = calls upon both hemispheres • reading • multisensory approach • dramatic visual images
• physical experience of walking, molding clay, or beeswax • Teaching Through Art • in the arts play an important role in brain development and maintenance • ex. roman history = poetry, dramatic monologue, architecture strong feelings released during artistic expression so more deeply connected to • work • math and art • integrated curriculum • combine subject • learning drawing through geometric drawing science and art • • draw candle with exact precision (blue, red, yellow, etc.) challenge powers of observation • • show changes • using candle experiment to show changes in physical state and then irreversible change • segues into irreversible change discussion -> sex, drugs, casual conversation = true thoughts Grade School Curriculum • • mirrors developmental change • each teacher must understand student interests and teach to them and through them • Grade 4 • intro of local geography when child’s world is expanding Grade 6 • • 12 year old interest in money, tips -> study of percents and simple interests in business math • Grade 7 • preoccupation with body -> health and hygiene block • Grade 8 • colonial history -> inner writing of their own “declaration of independence” • Role of stories in curriculum • stories engage kids - provides lessons, imagination, etc. • simple folk legends • each elementary grade has a story theme • stories are starting points for language arts lessons (synopses, dictations, etc.) • Grade 1 = fairy tales • Grade 2 = fables, animal stories, saints • Grade 3 = stories from the Hebrew Bible • Grade 4 = Norse mythology and Native American stories • Grade 5 = legends and myths of India, Egypt, Persia, and Greece (moves students away from stories and towards history) • Grades 6, 7, and 8 = stories and biographies out of history and geography • stories make learning memorable • math concepts, specifically difficult ones, are taught through stories • ex. Count Divide
• science also enhanced through stories (scientific expedition stories) • not used as a diversion by a teaching method that works because of emotional bond • stories that heal: • learning to live with others -> central Waldorf lesson • stories to teach “life lessons” too • children learn from the inside out • Role of Music • integrate curriculum • music enhances school experience • it has the ability to facilitate language acquisition, reading readiness, and general intellectual development, to foster positive attitudes, and to lower truancy in middle/high school, to enhance creativity, and to promote social development, personality adjustment, and self-worth • leads to higher order thinking because its a combination of artistic and logical thinking • elementary • music teacher/specialist who teacher students 1-2 times a week = instrumental or chorus • introduce music theory and basic instruction on playing viola, violin, or cello class teacher is responsible for teaching intro music • • begins with recorder in grade 1 • interwoven into the curriculum though • education as an art is the goal of every Waldorf teacher Waldorf Class Teacher • • 1st through 8th grades • form strong emotional bonds because of the time • start at the beginning/foundations • “looping” teachers • economical use of time -> teachers don’t need to “figure out” students each year • already aware of learning styles • known what material was covered in the previous year • vitality replaces complacency -> teachers have a new curriculum each year • unique position -> commit and challenge • teachers must be actively involved in teaching and emotionally there too • learn on the job • sweet, caring nature of the 1st grade teacher • 1st grade class is painted warm = pink/red • classrooms are painted in progression from warm colors to cooler colors • “blue” period later on -> when students are more distant and independent • regular developmental shi. from warm/affectionate to cool/distant • Waldorf High School • emphasis moves towards thinking in high school • 9th grade • exercise powers of exact observation and reflection • “What?”
• 10th grade • observation expanded to include comparison • “What?” changes to “How?” • 11th grade • develops powers of analysis and abstraction • theme of invisibility -> what we can’t experience with our senses • “Why?” • 12th grade • time to step back and observe the whole • broaden their view • “How do I see the world in a non-fragmented way?” • “Is there meaning in life?” • “Who am I?” • develop powers of discernment • leave school with a clearer sense of who they are and what they believe is important • less is more • Waldorf schools choose to delve deeply into selected areas in an effort to provide a more substantive understanding • 1 hour and 40 minute double periods for the main lesson • blocks of subject matter run for about 3-4 weeks • about a dozen subjects studied over the course of each year • intensive, concentrated manner • the true, the beautiful, and they good are themes in high school • truth • search for truth • requires that both students and teachers are able to suspend personal beliefs and entertain other points of view • think about history -> must teach all sides of the story • beauty • freshman/sophomore year -> art history • timeless beauty • junior year -> history of music • senior year -> history of architecture goodness • • need to teach key virtues • examples from history and literature enable students to look at morals and form their own beliefs comprehensive approach to critical thinking • • each high school student writes about 3 compositions each week • vary from experiment observations to informative descriptions to essays • main lesson books serve as textbooks • main lesson format also encourages classroom discussion • humanistic approach • ancient cultures as well as modern civilization is studied • elective courses
• combination of manual skill, artistic, and academic classes • choral singing, stone sculpture and eurhythmy are required • can choose electives such as • highly technical subjects (robotics) • most basic (blacksmithing) • computer graphics, web design, madrigal singing institutionalized service program to acquire social awareness • • service based construction programs are popular with Waldorf schools • local soup kitchens • working locally • need to be aware of environmental issues in their school • student government -> nutrition, packaging, recycling, etc. • enrollment is typically around 100 students • small is good • familiarity • makes them members of a community • changes in behavior/appearance are not unnoticed • discourage anonymity • weekly meetings to discuss students • balance development in high school • will development is important in preschool • no tryouts at high school so all inclusive in sports and drama • thus grow in confidence • personal advisor/advocate for each high school student • use art to release any aggression in high school students • art helps students find direction within their lives • challenging students are look at in two ways -> problematic behavior and then looking at the root of the problem • usually if there is an imbalance thing between thinking, feeling, and willing • incomplete development could be from: • miseducation • difficulties in the home • physiological problem • The Essential Parent • students who do the best are the ones whose families have provided them with education direction and clear expectations • parents must engage children actively, emotionally, and thoughtfully at home • need balance between indoor and outdoor activity • thus improves school performance • benefit also from helping around the house • sequence • teach skills like organizing and prioritizing • capacity for work grows • parents should encourage a variety of extracurriculars, not just one specialization • succeeding in challenging situations builds self-esteem • structure is important but too much structure is detrimental
• emotional development • daily routine of meals and rest leads to predictability which leads to a safe feeling • need to encourage regular play time with other kids (not organized schedule play) • dinner table is where important listening and speaking skills are established • giving opportunities for creating art leads to emotional development • nurture intelligence by having thoughtful conversations with your children and giving them your undivided attention • expose children to new experiences • broaden their interests • show interest in what they have to say about controversial issues • need to respect a young person’s ability to think independently • Waldorf schools tend to give less homework than other schools • Grade 3 = homework starts but its about 10-15 minutes every other day • important that parents find a consistent time and place to do homework • homework is rarely so extensive that students have to choose between work or play • each day a.er school, children should have time for physical and artistic activity as well as homework • Waldorf wants to empower parents • parents and teachers form teams and work together A • Teacher’s Journey • good teacher = strong sense of personal identity infuses their work • good teachers actively, emotionally, and thoughtfully give themselves to their work • use 2 hours a.er school to prepare for the next day • sometimes physical work of getting classroom organized • sometimes technical -> marking math papers, editing papers • sometimes reflective -> thinking about a difficult child, assessing a failed lesson • have keys to the school so they can go in at any point • good teachers care • need to see the best in their students • need to enliven messages and lessons with emotion • in disciplining, you have to represent grace and justice at both times • sometimes humor helps discipline • authenticity and authorship, not authoritarianism are at the heart of real authority • learning must be an experience of knowledge, not just an acquisition • play productions help too • teachers need to model a curious, active interest in learning too • self-evaluation is an important part of good teaching but you must also be willing to change in order to improve • classroom management is an important skill that needs to be developed • need to develop insensitivity sometimes (“Not know. Please take your seat.”) but there needs to be balance between group interests and individual needs • education as an art • formality and informality is at the center of the classroom • kids need firmness and love
• Towards a Truly Human Education • sense that an animal’s strength can be conveyed to humans through a sense of kinship and through respect for the spirit of the animal -> Native American view / Waldorf view • basic level -> provides children with basic skills and good work habits, learn to read, write, calculate, computer, and to complete work timely and precisely • another level -> students learn about the world in which they live (history, math, literature, culture, etc.) • deeper level -> learn what it means to be human • spiritual / somewhat religious • especially in the younger grades • thinking infused with emotions/feeling and willing connects inner and outer world • sometimes the most important lessons taught are not spoken, but lived • tragic times -> tell stories, music, inspirational poems, verses • moral education is super important in curriculum • taught through good work habits, stories from all different religions