Late To Waldorf? Overwhelmed?

If you are coming in late to Waldorf homeschooling or feel overwhelmed and overrun by dogma, I have a solution for you!  Please read the lectures given by Rudolf Steiner compiled in “The Renewal of Education.”  This set of lectures, given to a group of Swiss public educators only eight months after the first Waldorf school formed, is so accessible. The foreword is written by a favorite Waldorf educator of mine, Eugene Schwartz, in which he compares and contrasts Waldorf Education to John Dewey and Maria Montessori’s work and sheds light on the hallmarks of Waldorf Education:  the self –renewal and self-development of the teacher, the balance that feeling provides in education, and the approach of Waldorf education to the holistic child.

Waldorf education approaches the child from four different avenues. Continue reading

Lesson Planning: A Sample Form

In one post I shared my personal form for the rhythm of one of our days of the week, but I was recently thinking about a sample form or list that could help mothers plan their Grades One through Eight  homeschooling according to the eight pillars of artistic work of Waldorf Education that we have talked about in the past on this blog.  Academic subjects are taught through artistic work in Waldorf Education; this is an enlivening form of education for the child.

Please take this as a “I thought of this in quickly and you might be able to tweak it or use parts of  it or come up with something even better” kind of way, not as a definitive end product.  Smile

Anyway, this is what I was thinking: Continue reading

Children Who Dislike Everything

I was going through some papers this weekend and came across an article by Michael Howard that I had printed out called, “Educating the Feeling-will in the Kindergarten” and this quote just popped out at me:

“The defining characteristic of feeling will is the capacity to live deeply into the inner quality of something outside us, knowing and feeling it as if we are within it or it is within us. In the early childhood years a healthy child is naturally inclined to drink in the inner mood and qualities of places and persons.  It is one of the tragedies of our times that the ways of the world, including the life of the family and school, can dull rather than foster this natural soul attachment.  Tragically, many young children come to kindergarten with a sense-nerve disposition already strongly developed.  Their thinking has become prematurely intellectual and abstract, and their feeling life inclines toward strong personal like or dislike.”

I have been seeing so many tiny children yet with so many big opinions.  Have you been seeing this as well?  Continue reading

Relaxed Waldorf Homeschooling

I wanted to thank all of you who participated and left comments in regards to the post Donna Simmons of Christopherus Homeschool Resources on Catherine’s blog.  You can see the original post here (and do be sure to read the comments, because that is where the discussion really is, including an interesting side thread on forming the space between two siblings who are very close in age): Continue reading

Guest Post: One Mother’s Experience With A Waldorf-Inspired Third Grade

(This guest post is written by a friend of mine who lives in my region of the U.S. She writes in):


As I write this I am enjoying a homemade sourdough English muffin, topped with homemade cheese and homemade strawberry jam. This, my friends, is the real reward of doing a Waldorf-inspired third grade year! We have just finished Grade 3, and what a fun year it has been. Although I have always homeschooled my boys, this has been our first year using Waldorf-inspired methods. I began our year by meditating on my son, Vincent, who turned 9 this past December. My number one goal for him was to get him out of his head a bit (well, a lot), which meant less reading and more physical activity. I also wanted to try to calm his mind and focus him to finish a task. Lower on my list of things to accomplish was to teach him all 4 processes in math, as we had only done addition and subtraction previously. And of course, there is my constant quest as a parent to encourage reverence, empathy and connection in both my boys.

Continue reading

Finishing Up The School Year

This is the time of year when many mothers in the Northern Hemisphere are finishing up school and starting to think about summer and planning for next year.  Perhaps you only have one or two blocks left before your school ends for the year! How exciting!

I would love to hear what everyone is working on right now and what you have left.  Did this school year go the way you wanted?

Sometimes at this point in the year mothers can be really hard on themselves.  Learning really occurs all the time, so even if you didn’t get to everything (and that happens in school as well!), it is okay.  Children in grades one through three are still pretty little, and many of the concepts touched on in these grades are worked with and deepened in fourth grade, and other concepts are really honed in grades five through eight.  There is time, and I think when we homeschool with Waldorf Education, we can be assured everything is in there in due time.

Are you already thinking about summer?  Summer vacation is seen as really, really important in Waldorf Education.  To read more about this and some ideas of what to focus on this summer, please see this popular post: http://theparentingpassageway.com/2010/06/03/a-plea-for-summer-vacation/

I encourage YOU, especially if you are a homeschooling parent, to use the summer to get your homeschool planning and household organizing done.  

In our family in the summer, pretty much I work on the house in the morning in small spurts between fun with the children, in the afternoon we go to our neighborhood pool and swim until we are ready to drop, and at night, at least for four nights a week I do homeschool lesson planning or my own work for a little bit before my husband and I spend time together.  We also plan “fun days” of going to the lake, or taking in a puppet show, or berry-picking and canning, but we also spend a good amount of time at home.  I tend to have my husband run the errands, or I do them around dinner time for an hour here or there.  I try to limit errand-running as much as possible!  That is my typical summer in a nutshell; I don’t know if that structure would be helpful to you, but in this summer I encourage you to think how you could get organized and prepared for  fall.  You will be so pleased how everything will be ready come fall!

Here is one of my favorite back posts about summer and tips to survive increased sibling fighting that sometimes occurs in  the summer months:  http://theparentingpassageway.com/2010/07/21/summertime-bickering/

My official view of The July Doldrums (yes, I coined that phrase myself since it seems to happen in my world in July): http://theparentingpassageway.com/2010/07/05/the-july-doldrums-again/

And last but not least, a project for parenting, just for you this summer:  http://theparentingpassageway.com/2010/06/07/a-summer-parenting-project-for-you/

Many blessings,

Carrie

Waldorf Homeschooling Third Grade: Second Old Testament Block

You can see this post regarding the first block of Old Testament we did here: http://theparentingpassageway.com/2010/10/30/waldorf-homeschooling-third-grade-first-old-testament-block/

The  main resources I used for this second  block included (other than several Bibles of different versions):

  • The Christopherus Old Testament Manual and Stories – the background information in there, the ideas for puppetry, modeling, and wet on wet painting were really very helpful.  
  • Ruth Beechick’s “Genesis:  Finding Our Roots” and “Adam and His Kin” were helpful during the first block, but they chronologically ended where our first block ended.
  • Jakob Streit’s  “And Then There Was Light” was used in the first block and now in this second block we have moved into “Journey To The Promised Land” by the same author.   Some may find this esoteric companion to be quite startling, but I liked much of it because it incorporated what is said in the Bible and what was said in Hebrew legends surrounding these events and fleshed the Biblical events out in a story format.  
  • Arthur Auer’s “Modeling:  Sculptural Ideas for For School and Home” had excellent suggestions for modeling the Tower of Babel.
  • Dorothy Harrer’s “An English Manual”
  • Roy Wilkinson’s “Commentary on Old Testament Stories.”
  • For this second block, I found Geraldine McCaughrean’s “God’s People:  Stories From The Old Testament” helpful for some of the drawings that I could easily translate to more archetypal figures and such.

This second block of Old Testament Stories we did included the stories of The Tower of Babel, Abraham,  the story of Isaac’s servant at the well meeting Rebekah, Esau and Jacob, the story of Joseph, Moses in the Bulrushes, Moses and the burning bush, The Exodus, and  The Ten Commandments.

We did several modeling projects, wet on wet paintings and crafts.  These stories are very deep and really penetrate into the nine-year-old child.  I came out one morning long after this block had ended and my daughter was actually drawing on one of the chalkboards a picture of The Garden of Eden with Adam and Eve.  She didn’t say anything about it; she didn’t have to as these stories so deeply affect a child of the nine-year change.

Many blessings,

Carrie

Third Grade and The Nine Year Change

Well, this year in Third Grade has been an interesting ride.  I have some advice for all of you coming up to Third Grade, but please keep in mind I am only basing this on my personal experience and your child may not experience any of this at all.

Nine is the age of DOING.  I read that over and over and over places, did my best to put it into practice with practical life skills, music and singing, crafts, handwork, doing math with games and hands-on application in addition to more regular work.

And it was interesting, because it seemed as if nine has been one large outbreath.  It was an age of writing and drawing skills regressing for my child, to the point where she looked at her Second Grade Main Lesson books and said, “I did a much better job last year.”

It was the year of “Mommy, I am trying to be careful and not rush……but I just want to be done.”

It was the year of frustrations and tears in the late fall especially, and now things seem to have evened out.

So, here are my suggestions:

Here are some posts about homeschooling Third Grade: 

http://theparentingpassageway.com/2010/05/04/waldorf-third-grade-student-reading-list/

        and here: 

http://theparentingpassageway.com/2010/07/26/a-brief-note-about-waldorf-third-grade/

         and here:

http://theparentingpassageway.com/2010/08/11/layout-of-blocks-for-waldorf-grade-three/

         and here: 

http://theparentingpassageway.com/2010/10/27/waldorf-third-grade-handwork-projects-for-fall/

         and here: 

http://theparentingpassageway.com/2010/10/30/waldorf-homeschooling-third-grade-first-old-testament-block/

    Many blessings to all,
    Carrie

Waldorf Homeschooling Third Grade- First Old Testament Block

(Note – this is long so feel free to go and get a cup of tea!) :)

We started our school year with Form Drawing and then moved into our first Old Testament Block.

The Old Testament Block is one that many folks struggle with due to their own experiences with religion.  Please remember, these are stories of a people and that people’s relationship to authority; they are also the stories of a people trying to make a home for themselves on earth.  These issues speak  clearly to a nine-year old who is grappling with these ideas if only subconsciously.  These stories are not dealt with from a religious perspective within the Waldorf curriculum, although of course one is free to do this at home if one is Christian or Jewish.  I am Christian and tend to look at these stories from that viewpoint.    I highly suggest you obtain a copy of  the Christopherus Homeschool Resources’ Old Testament Manual and Stories:  http://www.christopherushomeschool.org/bookstore-for-waldorf-homeschooling/publications-for-grades-1-through-5/old-testament-stories-3rd-grade-curriculum.html  I think that the Christopherus notes to approaching these stories is helpful.  The other source that helped me approach this block was the Christian resource “Genesis:  Finding Our Roots” by Ruth Beechick.

We looked at what was present before Creation occurred and  how the singing of the stars accompanied Creation (another quote for the Main Lesson book – see Job 38:7). We also looked at the beginning of the Book of John, of which many of you are familiar, that talks about what was present from the beginning of time.   We started with these quotes in print and moved into cursive writing later in this block.

So then we were ready to start talking about the first story in the book of Genesis, the story of Creation.  We wet –on- wet watercolor painted the 7 Days of Creation.  My main resource for the painting inspiration came from the Christopherus Third Grade Curriculum.  We looked at God creating man in His own image,  I had my Third Grader write in her Main Lesson Book “God created human beings in His image” (Genesis 1:27).  I pulled spelling words from the story of Creation.

We then moved into the story of Adam and Eve, The Garden Of Eden and the Fall.  I used the animals and plants inhabiting the Garden of Eden as a way to start forming sentences with a subject and a predicate (subjects in blue and predicates in red).  I have mentioned before that we have done a little more grammar than is typical of this point in the Waldorf curriculum due to the fact that my Third Grader is also in German School  on Saturdays and was getting the grammar between German and English rather mixed-up. 

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The story of  The Fall and of Cain and Abel can be very challenging ones!  We found  the language to use for the summary of Cain and Abel to be challenging and we consulted several different renditions of this story – the Bible, Ruth Beechick’s “Adam and His Kin”  and Jakcob Streit’s “And Then There Was Light”.

My daughter’s narration of The Fall ended up being this:  “Adam and Eve ate from the Tree of Knowledge.  They were driven out of the Garden of Eden.  On earth they had to make clothes, build a shelter and gather food.”   It is very important to really go through this process on the board and not rush trying to obtain a summary.

We then looked at the story of  Cain and Abel.  My daughter’s narration about this was:  “Adam and Eve had two sons.  Their names were Cain and Abel.  Cain was a farmer and Abel was a shepherd. Cain thought God refused his sacrifice but accepted Abel’s.  Cain became angry and struck his brother dead.  The Lord punished Cain and Cain became a wanderer on earth.” 

After this we traced the descendents of Cain and Seth and my daughter drew these family trees in her Main Lesson book.   This idea came to me through Christian author and homeschooling consultant Ruth Beechick’s book “”Adam and His Kin”.   This lineage will become important later as we trace the lineage leading to Abraham (and in our faith, leading to Jesus) in our second Old Testament block.  We talked about the sons of Lamech (a descendent of Cain):  Jabal, Jubal and Tubal Cain and their contributions to civilization.   For these stories I used a combination of what is in the Bible and what Ruth Beechick fleshed out of the sparse  lines in the Book of Genesis in story form in “Adam and His Kin”.  I also found the section of these stories in his book mentioned above to be helpful.

Here is a chalkboard drawing of Jabal, Jubal and Tubal Cain.  Go peek at the Book of Genesis and see if you can match my drawing up with who is who! :)

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After that we moved into the story of Noah and the Ark:

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We used the animals of the Ark as a springboard to talk about naming words, doing words, how words and picture words and made many sentences with pictures.  We ended this block with the story of what happened to Noah after the ark came to rest and how Noah’s descendents populated the earth.  We will pick up  our next block with the story of The Tower of Babel.

For this block I would highly recommend the following resources:

  • The Christopherus Old Testament Manual and Stories – the background information in there, the full-color reproductions of the seven days of creation and other ideas for working with this block are helpful.  Also, the music section of the complete Christopherus Third Grade syllabus had helpful music and poetry suggestions to go along with this block, including an intriguing poem about Tubal Cain.
  • Ruth Beechick’s “Genesis:  Finding Our Roots” and “Adam and His Kin”
  • Jakob Streit’s  “And Then There Was Light.”    Some may find this esoteric companion to be quite startling, but I found much of it matched up to Ruth Beechick’s book quite well because both incorporate what is said in the Bible and what was said in Hebrew legends surrounding these events and fleshes the Biblical events out in a story format.
  • Arthur Auer’s “Modeling:  Sculptural Ideas for For School and Home” had excellent suggestions for modeling for Noah’s Ark, and the animals of the Ark and the Garden of Eden.
  • Dorothy Harrer’s “An English Manual”
  • Roy Wilkinson’s “Commentary on Old Testament Stories.”
  • One resource I do not have but would really like to get for when I do this block again is this one: http://www.amazon.com/Legends-Bible-Louis-Ginzberg/dp/0827604041/ref=sr_1_1?ie=UTF8&qid=1288451554&sr=8-1    I believe Eva over at Untrodden Paths mentioned this on her blog and it was the first place I had heard about it.  Thank you Eva.

The challenging areas about this block outside of  the themes and stories themselves included the drawing – moving into drawing animals and the importance of gesture and color in these drawings; what spelling words to really pull from these stories (too hard? too easy?); and being able to really pull in the music, painting, modeling, poetry in conjunction with all the grammar and spelling and introductory cursive writing.  Again, I enjoyed working grammar in with these stories for my child  but not every child will be ready for that. 

The other interesting aspect of this block for me personally was seeing my nine-year-old’s work. It was, to be frank, rushed and sloppy.  Some of this was no doubt due to me having  to stand up and hold and dance around with a baby and tend to a kindergartner and not being able to always sit right there and draw each step by step, but some of this was also due to where my nine-year-old was.  She did not want to rush, she told me, but she wanted to “get through the stories and drawings.” (She told me this after the block was over, and you can see the logic of a nine-year old right there, bless her heart).   I felt we did a lot of “active” in this block, singing and stamping and poetry and modeling and painting and drawing, so I do think some of that is just indicative of where she is developmentally right now.   This is the blessing of being able to work with our children at home and meet them where they are.

Hope that this post will be helpful to some of you as you plan.

Many blessings,

Carrie