Summer Reading: Set Free Childhood Chapter Two

This chapter is subtitled, “Watching Your Child Watching The Television”.  The author starts out by stating whilst people make a big deal about WHAT a child watches on television, sometimes the most overlooked point is the process of watching and what this does.   The reason the “process of watching” is important is because it displaces other activities such as being outside, playing, reading books, conversation, artistic experiences.

“Time and again, parents describe their children watching TV as ‘zombie-like’, ‘passive’, ‘stupified’, ‘mesmerized’, ‘totally absorbed but not interested’, ‘tranquilized’, and ‘hypnotized.’  The exceptions were children watching short programmes with their parents, when there were frequent interruptions by questions and conversations about what was going on.  Even then, parents observed how quickly their children lapsed into the ‘TV trance-state’ of just watching.” – page 17

Parents often say watching a screen is “relaxing” for their child but also describe the burst of energy, tantrums, edginess, nervousness that occur after the screen time is done.  I think it is always worth observing your own child to see “how” they watch  – and what happens when it is turned off.  Are they able to go and play well on their own?  Are they calm and happy?  Or not?

There is a box on page 19 regarding “Guidelines for Evaluating Children’s TV” , including looking at the news, languague, advertising, social skills, comprehension level, and then the suggestion to watch the screen with your child and see if you like what you see.  The author also writes about “Trying the Technical Events Test”, which is very interesting and looks at the technical events it takes to make even a 30 second advertisement.  He ends the chapter talking about screens and addiction.

He remarks that TV can be easily used as an electronic baby-sitter and that sometimes parents see the effects of screens on their children but fail to follow through and set limits on the screens.  His other comment that “the electronic media are extremely powerful, geared to keeping your attention even if you’re not especially interested – so young children need you to switch off the television, and older children also need help with developing their capacity to choose to switch off.” (page 31), really resonated with me. 

How much more pertinent is this chapter today with so many children walking around with television/movie access on their phones?  Children and teenagers need our help in setting limits on this powerful medium.  Here is an article from Forbes about teen Internet addiction and the cycle of  academic burnout and depression.   Teenage boys are most likely to be affected.  According to the article, the most critical time to address Internet addiction and usage is between the ages of 13-15.  So do your teen a favor and set some boundaries!

More to come in later chapters….

Blessings,
Carrie

The Heart Behind Rhythm

 

It is indeed a grievous feature of present-day life that when man meets man there is no understanding between them.” (Rudolf Steiner, 1924, p. 91 – The Roots of Education)

As the new school year is dawning, and I am thinking about how to fit in “track classes” (ones that run all year) and  subjects taught in blocks for our ninth grader, plus two other grades, rhythm is at the forefront of my mind.  But it really isn’t an intellectual function, a head function,  to look at rhythm, is it?   It is a function of the heart and being able to breathe. The breath is something mentioned in Waldorf Education  over and over again. Our physical breath comes from movement, but perhaps it is safe to say that the breathing of our soul forces come from rhythm and the balance that rhythm brings.

It is a function of our love and our kindness toward our families to have unhurried time, unrushed time and to be able to give our children the gift of long periods of time at home in which they can sink into play and rest and dreams.  The most fundamental deep place where rhythm comes from is the cosmos inside of us, and from love and kindness.  This post from Cedar Ring Mama in 2012 has stayed with me for some time. If you haven’t read it recently, you can find it  here.

In a world where we cannot seem to connect to the understanding of each other and humanity of us all, rhythm is a good place to nourish health for our children who will be leading and hopefully changing the world for the better one day soon.  We must begin with the health of these children in mind.  We encourage the base of indepedent thinking through experience when we give time in our rhythm.  We see the humanity of all mankind inside ourselves.

So, I can tell you about how I make a little chart with the 12 months on it and ideas for festivals, or how I choose subjects for blocks and look at the development of my child and where those blocks fit.  I can talk about how to plan blocks and make individual lessons breathe.  I can even tell you how I fit all the things my children need in a school year for learning into each day.  That is important in homeschooling.  But, if I don’t think about the overall rhythm to my family and how homeschooling is a part of this bigger picture of family love and kindness and healthy development, I have not led with my heart.

Kindness and love, the things that happen in unhurried time, is what matters in parenting and in homeschooling.  May all of our values be protected in promoting and encouraging our children to just be and to take time.  May they see and find the cosmos and the unity of humanity within themselves this school year so that we may all understand each other in love.

Blessings,
Carrie

How Is Sixth Grade Planning Coming Along?

(Just a brief and gentle reminder, this post is copyrighted.  If you want to use something from this post in a public way, PLEASE link to it or credit my work in some way.  There have been a lot of moms on Facebook and in Yahoo groups asking for plans for Main Lessons for these upper grades, but yet many of us with experience are reluctatant to share in any truly organized fashion as it becomes fodder that someone else’s uses and charges in their own work without any attribution for the original work.  Just a thought!)

Grades sixth through eight are my favorite grades to teach, so I wanted to share some of our plans as we foray as a family into our second time in sixth grade.  Here are a few of my notes by block:

We are starting the year with Astronomy.  As part of this block we are looking at how the First Peoples of the Americas saw various cosmic phenomenon, how we recognize the cosmos and earth inside of our own bodies, how to understand the rising and setting of the sun in relation to the axis of the earth, the affects of the moon on the earth, the circumpolar stars, comets, meteors, the planets in our solar system,  our solar address in the universe, and some biographies of great astronomers.   We will be working on memorizing about 70 lines of poetry this block, writing from diction, reviewing the metric system as well as an introduction to scientific notation along with wet felting, drawing with pastels and pencils and crayon resists and painting. (3 weeks)

Next we are going to move into the earthly realm and study Mineralogy.  For this block we will be learning poetry, expressing linear equations graphically, and reviewing the geographic zones of our state.  We will be looking at the layers of the earth and an introduction to plate tectonics and the types of movement of plates, and how our state’s landscape was shaped, which was mainly through erosion and a network of streams that cross our state.  We will be looking at mountain building and the four types of mountains, volcanoes, types of rocks and the rock cycle and the types of rocks found in the geographic regions in our states. We have a lot of granite and monadnocks in our state, so that is a special type of rock for us to focus on, along with kaolin.  Our state is the leading producer of kaolin in the United States.  We will look at a walk through time and  fossils, but the fossils of our state especially.  Lastly, we look at coal and oil and a discussion on fracking and sustainable resources. So many wonderful projects and field trips are in this block!  (4 weeks)

In European Geography,  the geography necessary to understand Roman History will be introduced  and more European geography will be worked into Roman and Medieval History.  In the stand-alone portion of European Geography, I  will introduce the European continent, the regions of Europe, and tie back into our Ancient Civilization studies by looking briefly at the Ancient River civilizations along the Danube River. I choose this river because it greatly influenced the Roman Empire and because I wanted to tie back into Ancient Studies.  I want to talk about the very first peoples of Europe of the Varna area (modern day Bulgaria) and then trace the Danube.  Then we will move into the geography of Italy.  In the course of our history studies, we will look at the other parts of Europe and European geography as well.  I hope to focus on modeling during this block. (2 weeks)

In Roman History, my plan is to begin with an introduction to the three phases of the Roman Empire.  When we move into Rome as a Republic, we will see how Rome was organized similarily to the way the United States is organized, the growth of the Roman Army, the plebeians and patricians, the slave trade, the making of Roman law,  and a soldier’s life and the Roman fort.  Then we will move into Carthage and the story of Hannibal, the battles against Greece, the ideals of Roman citizens, slave uprisings, especially Spartacus, the rise of Julius Caesar and his assassination, Caesar Augustus,  Mark Anthony and Cleopatra.  The last part of our block will be the life of Jesus of Nazareth, His miracles and  parables about the Kingdom of God, the historic Jesus, the Ancient Church and Paul the Apostle along with the symbols of early Christianity, and the decline of the Roman Empire, Emperor Constantine and the first of the desert hermits.  Our last week will look at a comparison of the Roman Empire and the Han Dynasty in China – the origins of the Han Dynasty, the acheivements of the Han Dynasty, the Sack of Chan’gan, the decline of the Dynasty and its legacy.  This continues our study of China from Fifth Grade.  The Empire of Askum, the Queen of Sheba, and King Ezana will end our block.  One of the main features of this block outside of the artistic work (mainly charcoal drawing, black and white drawing, mosaics and clay) will be training like a Roman soldier, complete with Roman marches and other forms of Roman training, and making and playing Roman games and writing compositions and more dictation.  (6 weeks)

In Medieval History, we will begin with the Byzantine Empire, iconoclasm, Byzantine society and move into Gregory the Great.  I will start to paint a picture of how life in Western Europe became isolated as roads and cities decayed.  Feudalism and monasteries will play a large role in this block,the code of chivalry, the castle, the role of women and children and the peasant and the life at a manor will all be investigated.  We will also look at what is happening in the Americas during this time with the Ancient Puebolans of the United States, and the Maya. The Maya will be studied more in-depth in seventh grade, but I felt it good to introduce here.  Then we will move into an entire week of study on not just Muhammed, but Islam itself, complete with Islamic Geometry, Islamic poetry, and the achievements made in this time period as the scholars of the Muslim world improved upon the knowlege of Ancient Babylon, Greece, Rome, Persia, India and Egypt – especially in optics and the life of Al-Hasan Ibn al-Haytham (which also ties in well to physics).    Charlemagne, the Vikings, William the Conqueror, Eleanor of Aquitaine,  King Richard the Lionheart and Saladdin will be studied. Lastly, we will end with the story of St. Francis of Assisi. I have notes for the Kingdom of Zimbabwe the Mali Empire, Sundiata and Mansa Musa, the Songhai Empire, and the gold for salt trade,  but if we get behind I normally do a very extensive block on Africa in seventh grade and could integrate those notes there.  If we have time, I would also  love to spend a week on Feudal Japan. The structure of Japanese Medieval Society and the Samurai, the growth of Zen Buddhism, would all be wonderful for this grade, along with a study of the haiku and Basho the poet.   I have this planned out, but will have to see how far we get.  (8 weeks total; I may split out Medieval Africa and Japan)

In Business Math, I am planning to use this block to brush up on decimals, work on percentages and look at how we start to use formulas in preparation for our algebra block in Seventh Grade, this history of money and different systems of money and how they were used historically.  We are going to look at American money and also the buffalo nickel as a piece of American history and American art.  We will look at how we earn money, how taxes work, how banks work.  We will work with budgets, tips, commissions, and calculating simple and compound interest.  We will end with the ideas surrounding philanthropy and investment.   We will be painting and drawing during this block, along with some field trips and large scale charts to keep track of things we discuss (3 weeks).  In Geometry, which I hope to run in weekly lessons instead of one long block, we will focus on Islamic geometric forms along with forms from nature.

Physics will encompass acoustics, darkness and light, heat, and magnetism.  I have 3 weeks set aside for this block to encompass lab reports, main lesson book drawings, and experiments. This is one of my favorite blocks from the first time we went through sixth grade, and to me encompasses the qualities of development of this age, so I am looking forward to this.

Lastly, I want to finish with a zoology block. Torin Finser’s book “Towards Creative Teaching” had a small section that I am working off of for my little animal lover.  I am sure this block will be the highlight of the year, and I am still planning this. The number of weeks will depend upon how much time we have left in the school year, but hopefully we wil have 2-3 weeks to delve more into the animal world, which we will pick up again in our Africa and Latin American Geography blocks in seventh grade.

Can’t wait to hear your plans!

Blessings,
Carrie

The One Thing You Need In Order To Homeschool This New School Year

The beginning of the school year is coming.  Yes, I know for some of you it seems so far away, but some schools down here in the deep South have already started back this week.  However, most of the schools in my state start during the first two weeks of August.  We will be starting a bit later than that, but I know it is coming up fast and will be here before I know it.

One thing that I do to get ready for teaching a new schoolyear is to steel up my own spiritual work;  both the work focused on me and the spiritual work focused on my children for the school year.  When I am quiet and still I can observe- what is it that I really need?  What is it that the children really need and how can I help them?  How do I balance the needs of everyone in the family, including my own self-care? And most of all, with three children spanning grade 1-high school, how can I teach from a place of rest and a feeling of peace?

For me, the answer to this lies within my own spiritual work.  For years, I have seen families come and go from Waldorf homeschooling (and any other type of homeschooling methodology) – always searching for the answer in pedagogy and methodology, always searching for the next latest and greatest thing.  And,  (ironically), often grasping on to any and all posts containing the words “simple” or “minimalist” as they make their lives as complicated as possible searching the Internet and bouncing around from one thing to another.

The answer is NOT THERE.  The answer is within you.  And most of all, what is often crying out is a need for a connection to something larger than oneself, and a place of spiritual peace and rest that can only come from that connection.  This cannot be found in any book, curriculum, blog or Facebook group or by following someone else’s methods.  It can only be found by connecting to the Divine in whatever capacity that means for you.   This is something that sustains through all periods of life.  Life is often messy, especially if you have multiple children. My life will probably never be simple  with three children spanning large age gaps, but it can be restful and peaceful.

In past summers, I have begged parents to make it a summer parenting project to look carefully at their own spirituality so that beauty, wonder,  peace  and stability can be passed on to our children.  We cannot model what we ourselves are not actively doing.

So, to that end, my own spiritual preparation for the new school year begins with being immersed in God’s creation -sometimes in an active way that makes me feel alive and sometimes in a quiet way that makes me feel reflective.  It begins with reading the sacred texts of my traditions  daily and gathering with others in  a place where I feel connected to my Beloved Creator and  to others who are on this path.   We grow within a spiritual community.   It continues throughout the day in prayer and meditation and as I strive to be still, be watchful, and to align my thoughts with something higher than my own base reaction.   Rhythm is my ally in this endeavor, and keeping our homeschooling plans as uncomplicated as possible so we have “time affluence” – that time to just be in nature and space is the goal.  This is where the work begins.  And when I get lost during the school year and in the pulls of three very different children who have extremely different needs,  as I inevitably will, that is the work to which I will return.  May we all have a guiding compass to help us on our journey.  This is my wish for you this school year.

Blessings, love, and joy,
Carrie

5 Ways To Make Gentle Discipline Work For Your Family

Gentle discipline is not just a toolbox of tricks; instead I like to view it as the art of connecting and loving as we resolve a conflict together.  It is about hearing the other person, yes, even if that person is a toddler or someone who is small; it is about not reacting in a defensive and emotional way; and it is about forging a path as a family together where the family agenda is the priority and all needs can be met (but perhaps not all at the same time!)

There are five ways I have found to really help families as they work through problems and conflicts together:

Commit to gentle discipline.  If you have a partner in the home, commit to it as a team and agree to back each other up.  The commitment is important.  It may not always be perfect; gentle discipline is a process.  For some families, gentle discipline comes easier than other families.  Some of us have more baggage from our own childhoods to overcome.  It may feel unnatural to try to connect to a child who is being difficult in our eyes.  We may all have different things that our children do that may really bother us.  We need to be able to step in for one another when things are flaring,  and to back each other up as loving guides for our children.  We must commit to the process of connecting during conflict every day.

Know yourself and your partner and how to nourish each other.  What really upsets you and sets you off?  Does knowing what is normal for each developmental stage of childhood help you?  I find this can often help parents feel calmer, to just know what is normal for the developmental stages.      Where is your self-care?  If you are empty, it is so much harder to respond in a connected and loving way to your child.   How do you love one another so you can respond to your children lovingly and patiently so you can guide them when they are having big feelings or big things happening?  This is so important for all stages of development, but I think especially with teenagers.

What is the family agenda?  It is  incredibly hard for a child to know what is expected and how to live with the other family members in the household if no boundaries are set.  The earliest harbinger of boundaries can be found in rhythm, and this happens when children are very small.   As children grow, they can understand the boundaries (rules)  of the family reflect values of the family.  However, in order to have that, the adults of the family must get together and talk about the values you are creating together. Values are something that teenagers can respond to and discuss with you – are your teenagers’ values the same as your family values?  Why or why not? What conflict does this create and how do you navigate this?

Recognize the patterns. Most families have recognizable patterns – this is what happens, this upsets this person, this is how this person reacts.  It is hard to change conflicts within the family if you don’t ever see the patterns or if people are not willing to try something to change the patterns, especially the adults in how they react to what children do.  Who is the calm one in conflict? Who shuts down?  Who walks away? Who gets angry?

How do you resolve conflict?  Because children are not miniature adults, they are not going to reason like adults in times of conflict (and even adults often do not do well in that!)  Small children  do not need intellectualized verbal sparring in order to resolve conflict; what they often need is distraction, rhythm, a boundary that is held lovingly without many words at all, the action of restitution.   I find children ages 9-12 often function not much above these tools.  What helps to limit conflicts in these ages is boundaries that are set up ahead of time and are known.

For teenagers , decide on how you will approach conflicts.  The steps in our family, which we just wrote down recently so everyone was on the same page  include:  taking the time to calm down, making sure the problem is really and actually a problem ( some of the more verbal family members really need to write it down so the problem can be defined and not just a whole slew of emotions with nothing definable other than feelings), meet together in order to discuss  without blaming others and  in order to take responsibility for their own part in things, to really listen and paraphrase what the other person has said and then brainstorm solutions that work for the whole family.  Lastly, we forgive, affirm, or thank the other person and make restitution.  So that is a longer process appropriate for a teen who can really do these steps.

I would love to hear what you steps you think make the difference in making your family a home of gentle discipline and problem solving.    I also have many, many back posts on this blog dealing with gentle discipline if you just search.

Many blessings,

Carrie

Blossoming

Blossoming — and some thoughts for parents of middle schoolers at the end….

To watch a teenager blossom is truly a remarkable thing.  As we look forward to homeschooling high school this fall, one thing that is most lovely is to see who this beautiful person before me is becoming.  Many of you have younger children, and you think you are seeing this unfolding of individuality.  In a way you are, of course, because life is always a process of becoming, and those of you have even older teenagers on the cusp of the twenties will know and will have seen more than I have…but there is something special, more intense and more beautiful in this right- now  -cusp-of-15 than there ever has been before.  I am enjoying this age.   Parenting teens is not for the faint of heart!  However, overall it is more fascinating, intimate and loving than I ever remember my own teen years being.

Teens this age can have a beautiful  balance of  being in nature and increased physical activities along with more responsibility in school, at home,  and yes, in technology.  (And yes, I am so glad we waited until this year to open up some of the avenues of technology and how it was done in the context of school and using technology as a WORK tool, not entertainment!  That has been a huge help, along with strong limits!)   The world is opening up, but wanting to be emotionally held by us and talking with us and being with us has not diminished, which is nice to see and I hope continues.  I think the greater separation will happen at the 16 year change, which to me is where I think it would more naturally come  if we just left development alone without a lot of outside influences.  We have had  amazing discussions, and the general common sense that I see makes me feel hopeful that whatever storms or mistakes come along, (even big mistakes and big storms), will be handled with grace by our child and hopefully by us.

It is often said that teenagers feel invincible and that is where they get into trouble.  I think that is true,  because I  often look at today’s teens and see such vitality, such hope, such intelligence. I know a crop of really wonderful teenagers. This group of teens has me hopeful for the future of our country and the world.

There was an article about how mothers of tweens (ages 11-12)  are the most depressed group of parents as their children go through physical and emotional changes, trying to separate by pushing boundaries, and how marital satisfaction is at its lowest for women (and how often these changes for children come in the midst of when we are changing the most in adult development as  well).  The linked article also mentions the exhaustion from driving and the children’s activities.

So, for mothers of children these ages, coming from my experience of having a younger teen….Keep talking to your children and keep them close by keeping them with the family unit.  A few close  friends for your child whose parents you really respect and can be super helpful.    If you open things slowly and naturally as your individual child (within developmental reason) shows the maturity and responsibility to handle things, it goes easier – but the older the age the  better.  Fourteen is a good age for many things to unfold.  Hold steady in the current…

Many things I see middle schoolers doing in terms of having this incredible outside the home schedule, and millions of hours with friends,  and almost unlimited technology – well, these things to me need boundaries and with boundaries they could be appropriate for high schoolers!    If your child is only 11 or 12, try to find some parents with 14-17 year olds.  It really helps put things into perspective to see how little an 11 or 12 year old actually is.

The teen years are fun.  They can have harrowing moments, but what a beautiful unfolding.

Blessings,

Carrie

A Guest Post: Main Lesson Structure

Main Lesson Structure – A Guest Post by Meredith Floyd-Preston from A Waldorf Journey

(Thanks so much to Meredith Floyd-Preston from A Waldorf Journey for sharing with us her thoughts about the structure of main lesson. Meredith is a long-time Waldorf teacher and the host of a brand new Waldorf podcast that you can find on her blog or on iTunes. Please make sure you check out the link at the bottom of the post for a free offer for Parenting Passageway readers. Thank you, dear Meredith, for being in this space today. – Carrie)

Rudolf Steiner, the founder of Waldorf Education, is often said to have indicated that all of the learning a child needs to experience in a day can happen in the first two hours of the morning. Anything outside of that precious, sacred two hour main lesson is bonus, enrichment content.

Now, I’m not sure how my subject teacher colleagues would feel about this statement, but for those of us who teach main lesson, it could bring a little anxiety and some big questions.

  • How can I make sure that I am making the most of those two hours every day?
  • What are all of the things that need to fit into that time block?
  • What activities and experiences will ensure that my students are primed and ready to receive and engage with my lessons?

I’ve spent my 10 years as a class teacher trying to answer these questions and I’ve come to a few conclusions about how to structure main lesson to make the most of it. Thanks to some great mentoring and a lot of trial and error experience, I feel like I’ve settled in on a rhythm that works really well for me and my students.

Here’s what it comes down to …

  • Warm Up and Wake Up
  • Review and Deepen
  • The New and Exciting Content
  • Write, Draw and Beautify Bookwork

Warm-Up

During the warm up, your task is to get your students ready to engage with the lesson that is to come. When they first begin the day, your students are facing many barriers to engaging with the lesson. If you teach at a school, your students are coming from different parts of town, houses, family dynamics and morning commute situations. One goal of the warm-up is get all of these different students coming from their varied circumstances all onboard the same ship, ready to set sail into the morning’s lesson.

There are many different ways to think about this warm-up, but it helps me to think about the 3-fold nature of the human being and the activities that will wake up my students’ heads, hearts and hands. Here are some examples.

  • Hands – rhythmic movement activities, relay races, jumprope, a morning walk, obstacle courses, outdoor play
  • Heart – social interaction time, singing, recorder-playing, poetry
  • Head – quick thinking work, mental math, memorization quizzes, times table work, beanbag parts of speech game

Review

Often the review comes in the form of a discussion about the previous day’s material. The idea of the review is to refresh the material from the day before to see how it has grown and changed in the students’ sleep life. You know those little epiphanies you have when you wake up in the morning after sleeping on something that happened the day before? That happens for your students, too. Coming back to the material from the day before is how you can make use of and solidify the ideas that came in the new content from the day before.

Most teachers look for ways to spice up this daily review so students don’t become tired of the idea of reliving content from the day before. Reviewing the content with dramatic reenactments, specific questions, pop quizzes, creative drawings, or poetry-writing are all ways you can make the review a little more interesting than just orally rehashing the story from the day before.

One other suggestion – I have found it useful to save a little nugget of new information to share during the review. I’ve noticed that when I casually mention some additional detail from the story that I didn’t share the day before, a little spark of interest lights up in my students and they’re much more engaged than they were before.

Though the traditional model positions the review right after the warm-up, many teachers are now experimenting with doing the review after the new content when possible. The idea here is that the new content is the part of the lesson that the students are most engaged and interested in. It is the reason they come to school and it is the part of the lesson that they most look forward to. If we can bring that to them earlier in our lesson we’ll have more engaged and interested students.

New Content

As mentioned above, from a certain perspective, the new content is what the lesson is all about. This is the curriculum material that you put your heart and soul into preparing and it is what your students most look forward to. In the lower grades it is often the story content that inspires the imagination of your students. In the upper grades it is the new thinking content that your students’ intellectual minds grapple with.

Whatever the age of your student, this content is a gift that is given directly from teacher to student, without the interference of a textbook or other reference material. Take the time to learn the content and make it your own, so you can deliver it to your students in a living way.

Traditionally, the new content is delivered at the end of main lesson, and I can imagine this model working well in 1st or 2nd grade. But any older than that, I recommend bringing the new content as soon as it realistically makes sense. If the new material doesn’t need the lead-in of the review, you can even bring it right after the warm-up. There have certainly been times when my excitement about the new content has inspired me to bring it to my students right away

Bookwork

During the bookwork portion of the main lesson, the students take the material they have learned and put it into crystallized form. They bring the rich imaginative experience of the content into final physical form. In the upper grades, it can be a very satisfying experience to live into the content one more time in this very will-oriented way. Younger students appreciate the opportunity to engage with the content in a more tangible, active way.

I encourage you to think creatively about these four parts of the main lesson. With an understanding of the purpose behind each component, you can freely craft lessons that guide your students through the process best. You can imagine each component making up one half hour of your morning lesson, but use your powers of observation to determine if that structure makes sense for your students. Generally, younger students need a longer warm-up, older students need more new content time. Observe your students and plan accordingly.

I’m all about encouraging and empowering teachers and homeschooling parents to craft lessons that speak specifically to their own students. There is no secret sauce when it comes to Waldorf Education. As long as you understand child development and observe your students, you have everything you need to create your own lessons.

To help teachers and parents feel confident about planning their own curriculum, I have created a free 3-part video series about planning curriculum. To receive a link to the first free video, head over to my blog and subscribe using the form in sidebar. You’ll receive a link to the first video, as well as my Ultimate Guide to Chalkboard Drawing.

I hope these little videos, along with Carrie’s fantastic posts here at Parenting Passageway, can inspire you to create a Waldorf curriculum that is uniquely suited to your individual students.

About Meredith

Meredith Floyd-Preston is a mother of 3 teenagers and a trained and experienced Waldorf class teacher who blogs about her experience at A Waldorf Journey. Her new podcast A Waldorf Journey Podcast is a resource for supporting teachers and homeschooling parents with their teaching.