Homeschooling Multiple Children –The Lesson

I have often said on this blog that part of homeschooling is knowing when to continue and get some things done, and when to know to leave it and go to the park that day!  Those of you who homeschool in a Waldorf way probably are nodding your heads right now!  I  myself was having a harder time toward the end of  this week with my little almost four year old during some of the main lesson time for his older siblings.  It is an almost universal theme when I talk to homeschooling mothers.

I also get quite a bit of email regarding what to do with younger siblings (ie, nursery aged of ages 3 and 4, and kindergarten aged of ages 5 and 6) during main lessons for the older, grades-aged children.  I have written about this subject again and again, so there are many back posts you can run a search for and see under the “Homeschooling” tab.

This is the main lesson for homeschooling life though:  if you are so harried and so busy trying to fit “school” in that there is no time for your littles, then you simply must sit down and think through what needs to change.  I had to do that this week.  There is no shame in re-assessing, re-evaluating and tweaking things to run more smoothly!

The fact is that if we are trying to run our homeschooling as if our smallest children  don’t exist or matter and are only there to “hang out” whilst we work with the older children, then this is not laying a good foundation for family life  (nor is it laying a good foundation for  grades work when the time comes for this child!).

This is because this is the curriculum for the young child is absolutely laying a foundation.  This is done through: Continue reading

Visual Challenges–Part Two

I like this quote from the Christopherus Living Language book, page 258:  “One of the main premises of this book is the belief that early academics are not healthy for children and that it is perfectly normal for many children, especially boys, to not learn to read or write until 9,10, or even 11 years old.  In my experience, the vast majority of these children are perfectly healthy and there is no problem. However, it would be irresponsible of me to not remind people that there certainly are those children whose inability to read/write stems not from a picture of normalcy and health, but because of one of a range of challenges or problems.”   

Exactly!  In my last post, I laid out some of the foundations of learning to read, write and spell – through movement, through vision including a screening checklist for visual challenges even if acuity is 20/20 for grades-aged children (ie, those seven years of age and up), and looking at hearing and speech.  That post is here:  http://theparentingpassageway.com/2013/09/19/visual-challengespart-one/

So, continuing with our focus on vision, what do you do if your child is identified as having visual challenges?

This topic has come up a bit in my email this week, and interestingly, was also the topic of an article in the Renewal:  A Journal for Waldorf Education, Spring/Summer 2013 entitled, “Seeing and Learning:  Identifying and Ameliorating Early Vision Problems” , written by Susan Johnson, an anthroposophic allopathic physician.

In this article, Susan Johnson discusses the necessity of both visual tracking and visual convergence in reading and writing.  She writes in the Renewal article , “Eyes that are tracking or converging asymmetrically will create images that are distorted and/or doubled.  Equal vision is also necessary for depth perception.”

Dr. Johnson writes about Continue reading

Visual Challenges–Part One

I have been receiving a bit of mail regarding visual therapy and what to do about visual challenges, so I thought I would address that topic here.

Waldorf Education, both in school and in homeschooling,  is often known as “that method where the children learn to read late.”  This is true in one sense, as we start academics directly in first grade the way many schools in Europe used to do, and the progression through the first few grades is slower than what we might be accustomed to in the United States in public school.  In fact, it is true that many Waldorf teachers find children, especially boys, do not become fluent writers and readers until ages 9-11.  Many of these children are active, healthy, normal children.

However, I want to look at this a little closer for homeschoolers.  Noted Master Waldorf teacher Eugene Schwartz has stated  in many of his lectures that two-thirds of a third grade Waldorf School classroom typically is reading at a third grade level.  If this is true, then one must believe that there is progress in the first few grades toward reading.  Progress toward reading includes movement with cross lateral integration (more about that in a minute), oral recitation with memory, writing and then reading is being made in first, second and third grade, if the parent is working with the child in a Waldorf way.

The corollary of this, is of course, that if this is true that the majority of children in third grade are reading at grade level, then we also know one-third of the class will not be reading at grade level by the end of third grade.  In Waldorf homeschooling communities, we often hear of children who were not reading, not reading, and then suddenly around the age of 11 or 12 or so the child can suddenly read everything and anything.

So the challenge for the homeschooling parent often becomes one of  – is this just a normal pace of development for this particular child and I  just need to leave it alone or – is there something going on that needs to be addressed earlier?

I think to answer this question we must first look at Continue reading

What Are We Doing??

I got a unique chance to hear Rainbow Rosenbloom of Live Education (http://www.live-education.com/) speak this weekend.  He almost never comes to the Southeast, so I am filled with gratitude that he accepted our homeschooling group’s invitation to come for our annual Conference/Curriculum Fair.

I think one of the most interesting and provocative things he said was (in going through all the ages from the Early Years through Grade 8 in one day, on Saturday) was how he saw the subjects as the vehicle for teaching the bigger picture of character development, for training soul faculties, and how this corresponded to a child’s developmental age.  This is something that many veteran Waldorf home educators know, but it is always nice to be reminded about this again and again with different stories of children, different terms and vocabulary that reflect a broader picture, and what that  all really means.

For example, in much simpler terms than the four hours or so we sat in lecture about this subject (!), he broke the developmental stages of childhood down into: Continue reading

“Working Material for the Class Teacher Forming The Lessons of Grades One Through Four”

 

This is a little gem,  a document put into a bound book along with the few pages of the working document I mentioned in my last post (“Examining the Waldorf Curriculum from an American Viewpoint”).  On page 18 of this manuscript, there are several “golden rules” for teaching from a Waldorf perspective and I thought I would highlight a few for you.

 

1.  Thinking, feeling, willing – you hear this a lot in the world of homeschooling blogs and literature but the point is to always bring the subject at hand back to the child.  How does this have to do with your child, how does this concern your child? This takes careful child observation and in this, we can tailor our homeschooling to the child.  It always goes back to the human being.

2.  Doing then understanding, whole and then parts.  This is opposite of how many adults function (ie, first we as adults have to understand in order to “do”), so this can take some getting used to.

3.  The world is beautiful!  I love this one, because it sums up my philosophy of life.  Here is a direct quote:    “For the teacher there is the stumbling-block that he sees what is NOT beautiful in the world.  His task and his exercise will be to see the beautiful in everything and point it out.”  Bring everything into a picture. This is why individual biography is so important in fourth grade and up (after the nine year change). 

4.  Rhythm.  Rhythm is still important – movement and resting, listening and speaking, group activity versus individual activity.  How do we work with this in the home environment?  This is an important question.

5.  Practical life.  Waldorf homeschooling is first and foremost an education of beauty, and of beauty in the practical life.

 

One last quote:  “Of course we must take care take care today that the child does not become precocious, that he is not made “old” too quickly, which is that the times and the overall environment want to achieve with force, and so we must develop willing, imagination and warmth of heart as strongly as the intellect.”

 

Lovely thoughts to ponder today,

Carrie

The American Impulse In Waldorf Homeschooling

I think in Waldorf homeschooling, we have a unique chance to take the indications and pedagogy built by the indications of Rudolf Steiner and the Waldorf Schools and build off of them toward our own culture or our own religious impulses.

The American impulse in Waldorf homeschooling is something I really want to discuss today.  I alluded to it in one of my last posts where I referred to the Neoclassical period of American history here: http://theparentingpassageway.com/2013/03/17/pondering-portals-part-three-media/

I have been deeply disappointed as to the depth and breadth of the American spirit as covered within the Waldorf Curriculum as according to the AWNSA chart, which otherwise I love and use for planning my year. There are a few nods to American literature and Continue reading

Part Two Of Neurologic Development: Opportunity, Experience And Encouragement

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In our last post, we looked specifically at gross motor and fine motor development for the early grades aged child.  I posted several articles about fine motor skills.  Fine motor skills are especially important, because when fine motor skills are delayed, then many times speech, social skills, and such academic skills as reading and writing are also delayed.  They all are tied together.

 

Here are a few more areas to consider:

 

Speech: Is your early grades age child’s speech UNDERSTANDABLE by those around him or her that are outside of your family? In most children, speech problems disappear by age five or six according to many Waldorf resources (see the article “The Wonder of Acquiring Speech” by Michaela Glockler, MD for an example), but this of course has to be taken in accordance for each individual child.  I have been reading that there are some specific sounds that may not be mastered until ages seven or eight or even nine, but I think there is a difference between specific sounds (a few) not being well-pronounced and the whole of a child’s speech not being understandable!  ( However, certainly even the inability to pronounce single consonants once a child is over the age of 7 also leads to difficulty in linking consonants for consonant blends).   

If a grades-aged child is behind in other areas besides just speech, it may be more pressing to get an evaluation and get started on some therapy at this age rather than wait until age nine or later.  I  find that the older children become – ie, if a child is eight or nine or ten – speech and other delays really can affect the child’s social life and self-esteem because other children that age may have less patience with the delays, the child  starts comparing him or herself to others and sometimes no matter how nice the children they may not be as social with the child who has speech problems and is not understandable. Therefore, if delays are affecting your grades- aged child’s feeling of being accepted and loved outside of their family, especially if they are getting close to age 8 or so,  I think that also deserves a closer look and perhaps not just letting it ride.

What opportunities are you giving your grades-aged child for reciting poetry, tongue twisters, working with rhyming sentences, and speaking and expressing himself clearly and cleanly? How does your child communicate? Does your  grades-aged child who is closer to nine look children and adults in the eye if that is part of showing respect to others in the culture in which they live? Does your early grades age child know how to greet adults? Part of dealing with speech is opportunity, helping your child to navigate and make sense of the experiences of communicating with others (the feeling life), and also ENCOURAGEMENT to use clear words, clear sounds, clear thoughts.

Emotional Life: The “soul life” of the child is considered extremely important in Waldorf Education. Young children under the six/seven change often have strong emotions that quickly dissipate. Children who are school aged often find a deeper well of emotions, and emotions and impressions hang on longer than before, but still often in a undifferentiated way (things are “good” or “bad”) until past the nine year change.

Art is the most important vehicle for the school-aged child to deal with emotions. This, to me, is understanding that movement, speech, vocal and instrumental music, modeling, drawing, crafts and painting are paramount at this stage. As Michaela Glockler and Wolfgang Goebel write in “A Guide To Child’s Health”:

“These activities allow the children’s feeling life to express itself in the tension between beautiful and ugly or successful and unsuccessful artistic efforts. When children of this age lack artistic opportunities (my bolding), their natural tendency to make judgments based on sympathy and antipathy shifts to the intellectual level and is applied to people’s appearance and actions, and the result is criticism, grumbling, and an unpleasant degree of resistance to adult requests.”

The other piece of dealing with the emotional life is setting a balance through rhythm and habit. Drs. Glockler and Goebel again; “Unless they’ve already established good habits, their only motivation for doing “boring stuff” like tidying up or clearing the table is their desire to do the adult a particular favor. Their assessments of everything around them are based on their personal likes and dislikes, sympathy and antipathy – in other words, on feelings.”  This passage reminds of how a child needs to have roots in order to have wings – rhythm, ritual, habit, are not the chains that bind but the tools that provide a foundation to fly!

Being a “beloved authority” is also of extreme importance to a child of this age.  I have already discussed boundaries and that too is of importance.   

Social Life: Again, Drs. Glockler and Goebel: 

“Raising a child to be loving is based on cultivating a rich interpersonal life – relationships to other people, to surroundings, to objects and events.  In this process, learning to cope with yes and no, with being allowed to do some things and forbidden to do others, plays a decisive role, because the ability to love also involves respect for other people’s life situations and hence the ability to see the positive meaning of a “no”.  How many relationships in later life suffer from the face that we never really learned to deal with yes and no, with sympathy and antipathy, or to accept failures and errors as part of life?” 

Does your child have a rich interpersonal life?  Does your grades-aged child play well with children of his or her own age or are they only attracted to being with adults?  Can they also play with children of other ages?  Can they handle one on one play, playing with two friends, playing in a group?

Spiritual Life:  An adult who has a “religious” approach to life in the sense of Waldorf Education is one who approaches life with a sense of trust, gratitude, a sense of goodness, a sense of harmony.  I love this quote from Drs. Glockler and Goebel

Today, many people believe that religious education should be avoided because it manipulates children and takes away their freedom of choice.  In fact, however, children who are not allowed to experience qualities such as reverence,admiration, and devotion grow up “unfree” with regard to religion…People who establish undogmatic, independent relationships to the contents of specific religious traditions find in them ever new incentives for inner development..As adults, these people radiate the peace and certainty that children need…”

If you are interested in this subject, I highly recommend the essay “Learning Through Celebration”, found in the book, “Offering The Gospel To Children” by Gretchen Wolff Pritchard.  It offers many interesting things to think about. 

When we think of the child and their spiritual life, what images do you think of?  How do you think your child views the larger and greater world?  Is the world a place of goodness and beauty or one to be feared? Does the natural world convene upon the liturgical year at all in your household if that is the spiritual nature of your family?  Do your children get to experience the spiritual year?  Experience is so important for the child; not to analyze but just to experience the wonder of it all.

 

Many blessings,

Carrie