I am trying to post a little wrap-up of each week of grades seven, four and five year old kindergarten year throughout the 36 weeks I have planned for school this year. I hope this will encourage mothers that are homeschooling multiple children (or who want to but are worried!), and encourage mothers that even homeschooling children of multiple ages who are far apart in age is doable. You can find week twenty here and further in the back posts you can find a post pertaining to the first two days of school this year which gives insight to our general daily rhythm.
Living With The Seasons: These past two weeks have been very odd in terms of weather (ice, snow, cancellations of everything and then not a lot of snow, then some snow that melted quickly, etc) and the unexpected things (like my husband getting rear-ended in a car accident that brought us down to one car and having to drive him to the airport, and our oldest daughter getting braces!) that popped up and just had to be done during our normal school mornings, so it seems as if we didn’t get as much schooling in as usual. However, the good news is we are not too far behind where we should be and I think our ending date will be May 22nd. I hope! (It is typical for schools in the southeastern United States to run on an August through May schedule; in the northeast it is more of September through June).
Kindergarten: We have really been enjoying our “King Winter” circle extending into dwarves and gnomes – our kindergartener knows so much of this circle and can recite and do so many of the hand motions and such now! Our story was “The Pancake that Ran Away” for the week of Shrove Tuesday and Ash Wednesday, and this week our story has been “The Rabbit and the Carrot”. This is a tale from China found in my favorite little pink kindergarten book (“An Overview of the Waldorf Kindergarten”), and I have been telling this story with little wooden animals and our kindergartener loves, loves, loves this little tale! Other than that, we have been doing a lot of our usual painting, coloring, cooking and playing. I have worked very hard to set up a few times for our five year old to just play with some other five year olds, and have been grateful my husband has been home this week so we could divide and conquer so the bigger children could go to their activities and I could have some playtime for our five year old. Lovely!
Fourth Grade: Continue reading
One often hears the horror stories about parents trying to give “the talk” to their children, complete with mumbling, inaccurate terminology and a look of relief when their child has no questions for them and both parties can flee from the room.
In the United States, 13 percent of teens have had sexual intercourse before the age of 15. Seventy percent have had sexual intercourse by age 19. We live in a country founded by people who thought sex was rather evil, and we as a nation are obsessed with sexuality and sex in our media. It is an odd paradox to say the least. Our children are bombarded with messages about body image daily. The freedom of the Internet and media in many families has led the average age of children to see their first pornographic act on the Internet at age 11.
These are serious facts, and the discussions about healthy sexuality and healthy relationships to counteract the messages our children receive every day can only begin with YOU by layering in talks about these subjects from an early age in a healthy, developmentally appropriate way.
First of all, like all things in parenting. these discussion have to start with YOU. How do you feel about Continue reading
I personally think a big family is something like six or more children, but most references I see these days consider three children and up to be a “big” family, so for today these ideas apply to any of you with three or more children to teach!
First of all, I think it is necessary to think about Steiner’s groupings of childhood development, and get away from the “one grade for one age” used in a school setting. So, in line with this, think about grouping your children by development: Continue reading
Oh, February, you got me again, I think. I went into winter thinking all would be fine and all I know is for about three weeks I have felt….
A little lost with how to continue to juggle all of it in homeschooling and my own need for self-care and self-nourishment….Even frustrated….
Juggling children of three wildly different ages within the Waldorf curriculum is often difficult. Going from nursery rhymes and baking and fingerplays to geometry and algebra and historical events back to drawings and working on basic early grades skills through mythology to fielding housework, outside activities, the unexpected is a tall order……Oh, February, really, it is too much for one mother at times.
And for everyone, the things that will drive one to darkness will be different. For me, it is not the cooking or cleaning on top of homeschooling that trips me up. Those things are fine. The harder part is the mental exhaustion from the juggling of three very different ages, stages and attitudes. I am so very tired by the end of teaching time for three separate people that I really can’t combine due to large age gaps… The harder and darker part for me is often juggling the “should” for each age and how the “should” would look if the entire school day was devoted to each child’s grade or developmental level…. and maybe there would be some hours for me…instead of an all day, all hours being “on” from 5:30 in the morning until 8 at night….Have you ever felt that way? Continue reading
One thing I often hear from parents is that while there seem to be at least a good handful of books about the Early Years (0-aged 7) child, there does not seem to be that many books about development, parenting, and discipline for the older child. So, today, I wanted to share with you some of my favorite titles regarding development for the older child.
General, Ages 7-14:
- The Gesell Institute Books cover up to age 14
- A Guide To Child’s Health by Michaela Glocker and Wolfgang Goebel has sections regarding all ages
- Phases of Childhood by Bernard Lievegoed
- The Developing Child by Willi Aeppli
- Raising A Daughter ; Raising A Son by Don and Jeanne Elium
Specific to the Nine Year Change:
- Encountering the Self by Hermann Koepke
- I am Different From You by Peter Selg
Specific to the Twelve Year Change:
- On the Threshold of Adolescence by Hermann Koepke
Specific to Teens:
- Between Form and Freedom by Betty Staley
- The Teenaged Brain by Frances E. Jensen, MD
- Becoming Peers by DeAnna L’am (for girls)
- Education for Adolescents by Rudolf Steiner
- Kinesthetic Learning for Adolescents: Learning Through Movement and Eurythmy by Leonore Russell (while a eurythmy book, has great general insight into the stages of the teenaged years!)
Tools to Help in the Teenaged Years:
These books can be very helpful earlier in terms of your own education and development, but I would not expect the techniques in these works to work well until children develop cause and effect reasoning during the twelve year change. Read them for yourself and feel free to disagree.
- Nonviolent Communication by Marshall Rosenberg
- How To Talk So Kids Will Listen and Listen So Kids Will Talk – by Adele Faber and Elaine Mazlish
- Liberated Parents, Liberated Children: Your Guide to A Happier Family by Adele Faber and Elaine Mazlish
For the Big Picture of Life and Parenting:
- The Human Life by George and Gisela O’Neil
- Authentic Parenting: A Four Temperaments Guide To Understanding Your Child and Yourself by Bari Borsky and Judith Haney
- Adventures in Parenting by Rachel Ross
There are many wonderful books I have also gone through chapter by chapter on this blog; if you go to the “book reviews” button in the header bar and click, you will see a drop down menu with many different book titles.
We are on the last chapter of this wonderful book. Chapter XIII is about teaching a foreign language, which is a topic I have seen asked and wondered about on many of the Waldorf homeschooling Facebook groups as of late.
Rudolf Steiner wanted first graders to be able to hold a little conversation in that foreign language by the end of that first grade year. Writing in a foreign language is not introduced until the fourth grade, so in grades one through three, through two or three fifty minute periods a week, foreign languages are introduced orally only. Poems, songs, and verses are used with NO English whatsoever.
At first, the children just hear sounds and not meaning. The key to helping the children is to provide variation and diversity in what is being brought. This is done through Continue reading
“Several years ago I heard the bishop of Massachusetts, M. Thomas Shaw, speak at the cathedral in Boston of his experience of being in the Holy Land for Lent that year. There it is summertime during the weeks before Easter, with the desert in full bloom, the trees laden with olives and figs, the hazy smell of ripe fruit and sound of buzzing insects filling the air. As he moved through the days of prayer and reflection before Easter in the midst of such abundance and beauty he came to understand Lent as a time of being refreshed by a loving God instead of a time of arduous effort to improve.” – page 52 from “Welcome to the Church Year: An Introduction to the Seasons of the Episcopal Church” by Vicki K. Black
I think of Lent as both a time to be restored and renewed, and also a time of taking stock. It is a time to strengthen the spiritual life. It is a spiritual “check-in” and can be a time of healing in the most profound of ways. It is time for a re-awakening of our spiritual life, and for Christians this leads up to the renewal of our own baptismal vows on Easter as catechumens are baptized into Christianity.
These weeks of Lent are simpler, quieter and more harmonious than other weeks of the year if we let them be. Continue reading