How Temperaments Change During Adolescence

Many parents of children in Waldorf Schools and Waldorf homeschooling families are fascinated with the idea of the temperaments.  Waldorf Education routinely finds that middle place between nature (children are formed through genetics and family lines at birth) and nurture by working with individuality.  Each child has an individuality, and the temperament of a child provides us, as teachers and parents, a way to work with children.  We often talk about how not only are there temperaments in individual children – melancholic, sanguine, phlegmatic, and choleric temperaments – but that different stages of life are know for having a temperament as well.  Small children are often very sanguine, for example, on top of an individual temperament.  The teenaged years are often a very choleric time.

Our job as parents and educators is to nurture positive aspects of every temperament.  Too often on blogs and in books, I hear solely of the negative aspects of a certain temperament.  The other thing that is rarely mentioned is the transformation of the child’s temperament during adolescence.  This is seen as real individuality begins to emerge during adolescence.

We can always consider the  “sub” temperaments a child has – perhaps your child is choleric but has a strong melancholic side, for example.  These “sub” temperaments often influence such things as extroversion and introversion, level of excitability, and more.

In adolescence, we may see several transformations.  These are written about quite beautifully in the esteemed Betty Staley’s book, “Between Form and Freedom:  A Practical Guide to the Teenaged Years.”  These transformations are noted as follows:

  • The melancholic child often becomes a choleric adult.  This is often seen in a melancholic’s wonderful attention to detail that becomes so helpful in leadership (many cholerics are leaders!)
  • The choleric child often becomes a sanguine adult. During adolescence, they can be swayed by emotions to the point that they are easily pulled about like a sanguine.  This temperament can also have an  especially hard as their friends come into stronger individuality during adolescence.  Some cholerics can also have a strong melancholic undertone.  These teenagers need to be surrounded by loving friends and family and ideals so they can become adults devoted to truth and duty to humanity.
  • The sanguine child often becomes a phlegmatic adult. The changes and “heaviness” that puberty brings often slows the sanguine child down and helps them become reliable adults.
  • The phlegmatic child often becomes a melancholic adult.  This is noted as one of the more complicated adolescent temperaments.  Adolescence for this teenager can be about withdrawal, dealing with heaviness,  and trying to deal with their own frustrations.

Temperament study is so interesting.  Every year as part of my homeschool planning I go back and re-read things dealing with the temperaments. If you are interested in further reading about these changes, I highly recommend Betty Staley’s book.

Blessings,
Carrie

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The Lenten Promise: Re-Committing To Our Children

During this Lenten Season, let’s remember and re-commit to doing well by our children. Depending upon the age of our children and the season of life we are in, it can be easy to grow weary. This particular time of year is a call to renewal and regrowth, and may this be the season to pull things in once again and move forward.

If we acknowledge the individual differences our children hold in the view that all children have gifts and marvels to share with the world, this journey becomes easier. Sometimes it can be hard to hold on to that when a child is struggling socially or through medical or learning challenges or just through a tough patch in development, but the gifts are there are surely as the sun shines. Look for those gifts, and repeat those gifts to yourself.

Let us step back a bit. Our children are capable and trustworthy. We need to trust that our children will makes mistakes, and hopefully the mistakes will be fixable and not catastrophic. However, let us also  not become complacent and uncaring. Studies have shown that children who have uninvolved parents have the worst outcomes of any parenting style.  Let us also acknowledge that whilst every child is different, there are developmental milestones that all human beings go through in aging.  If we can understand childhood development in a broader sense, it helps us hang on and see that many things are shared in the childhood journey.

Let’s re-commit to  kindness in our homes.  This back post from 2009 outlines several steps for kindness in the home, beginning with ourselves.  We cannot nurture our families if we are at rock bottom.  Most of us do not have extended family to lean on with our children, and we need to learn how to craft routines that include our own self-care and nurturing.  I can honestly say I am only starting to get this now, fifteen and a half years into parenting, but this is a crucial strategy for nurturing the family!

And finally, let’s re-commit to love being the ultimate goal and method of our homeschooling.  It can be difficult to feel loving in the midst of trying to help a child write a paper, tackle a hard subject, deal with a child who is not working up to his or her full potential or to not get lost in trying to rush through homeschooling in order to deal with all the things life is throwing our way.  Love brings with it an enveloping quiet and warmth, and a soothing quality that can help even the most frazzled of homeschooling situations if only we slow down to remember.  Love causes our words to become as pearls.

Here is to a season of growth, renewal, and love.

Many blessings,
Carrie

Is Parenting The Eleven to Twelve Year Old Stressful?

There was an article in July that I wrote about in the post “Blossoming” .  The article basically stated that mothers were actually MOST depressed during the “tween” years when children were ages 11-12. I summarized the article in part, saying:

“… 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. “

There was another article recently going around Facebook on this topic, which brought it up again for me,  but I can’t find the link to the article anymore.  At any rate, it made me think about this topic again as I have both a 15 year old and a 12 year old, and it is easier to see the differences in these ages when you have both in your home!

I think this stage can be beautiful, although many mothers have written to me and spoken with me and have found that having a child ages 11-12 or so is very difficult. They find themselves with a child who is constantly pushing boundaries, who is distant, who wants to be with friends, who rolls their eyes at “baby-ish” things, who doesn’t seem respectful.  In my experience, most of the mothers who are having a hard time are having it with girls.  I rarely hear from mothers of boys of this age with these kinds of challenges ( but I hear from them when their boys are 13-14 years old!)

My thoughts are to consider that an 11-12 year old, whilst most certainly changing, is not at all the same developmentally as a teenager who is 15 or 16 or older. Every child develops at a different rate, but it seems to me that most developmental changes accelerates around the 15 and a half/16 year change onward, and there are baby steps at 12 and 14 in this developmental process.  This is written about rather extensively in the literature of Waldorf Education.

So, if this is the case, it may be that whilst the body is changing rapidly, the neurobiology of the brain is not changing that rapidly yet. Soley based in neuroscience, the brain changes the most between the ages of 13 and 17.  Neuronal sprouting and pruning of neurons does begin around age 11 in girls and age 12 in boys, but the majority of changes are still ahead.  The second to last paragraph in this interview even talks about the differences between 13 and 15 year old brains, and there is a dramatic difference.

So I feel some of the difficulties do not lie in biology, but in culture, and in how we often treat “tweens” like teens and how some tweens want to do things that used to be associated with the teenaged years.   Everything is more accelerated.  So, eleven to twelve year old girls now are often thinking about peers, boyfriends, makeup, navigating schedules of study and extra activities that would often put an adult to shame, and either  are fighting against boundaries or the opposite – living in a household where there are very few boundaries at all. (FYI, teachers write to complain to me more about the latter). This is at a time when I feel personally, that children should still be in the height of playing outside, riding bikes, being immersed in the life of the family.

Of course every child is different.  Sometimes what often happens here besides the acceleration of culture,  is how  the individual personality and interests of the child  meshes with the culture of the family.  Some children are just more intense than others or react to different stages of development different than other children.  It happens, and it is okay.  Honoring our children is important!

When I am struggling with one of my own children in this age range,  I ask myself these questions, and  I often ask these questions of parents who email me or call me as well:

  • What is your rhythm?  Children this age still need a strong  rhythm with rest and sleep and downtime.  Sleep is critical to the brain and development.
  • Does the child  have a schedule that is overloaded outside of the home? If things are not going well within the family, they may actually need more time within the family rather than less.
  • What are your boundaries?  Are they consistent? Listening is super important, as is guiding, but boundaries are also important,  especially around the issues of peers and media. Children of this age really do need to know the rules of the family, and this helps guide them.  Some children need help not accelerating into more teenaged type things, because they really don’t have the maturity to handle it at only 11 or 12 years old. Sometimes on this topic,  I ask myself, “What does my child need to hear from me?”  (and sometimes what they need to hear is different than what I really want to say! LOL)
  • The age of eleven to twelve should still be the heart of play, even though it is not appearing popular that 11 and 12 years should still  be playing with dolls or wooden figures or whatever. I would encourage parents to keep toys accessible if a child of this age says to “get rid” of whatever toys have been their favorite but are now considered somewhat “babyish”.  They may want these toys at a later date, so keeping them up but still reachable can help.  Encourage time to just be.
  • Physical activity is extremely important.  Park dates, kayaking dates, hiking dates, climbing dates, chances for skiing and skating and more are so important. Some 11 to 12 year olds really need a push.
  • What responsibility does your 11-12 year old have in the home?  This needs to be a priority.  The home priorities need to be fulfilled before the outside the home priorities.
  • What is going on with media?  I feel many 11-12 year olds have WAY too much technology access with too little boundaries.  Technology does affect the brain, and it can be addictive.  Some children seem more prone to this than others.  Why approach this with no boundaries?   I still personally feel 14 is a better age to introduce technology, and to introduce it within the context of work for classes rather than a diversion to play on.
  • Encourage and open areas of interest within maturity level and interest.  Many 11 to 12 year olds seem to be interested in things outside their home; although some are not.  If there is interest in multiple things as some children have, you may have to limit activities in order to not overschedule.  It is okay to have only one activity a semester, especially for a child this age.  They are not in high school yet!
  • Encourage time with the family.  Peer time can and should be limited for this age.  Children of this age may want to be with their peers a lot, but the true concern for friends outside of the family and some separation from the family is more appropriate around the ages of 16-18, which is a natural progression toward impending adulthood. An 11 or 12 year old is not yet 16, nor are they 18.  I think this is an area where boundaries, again, are appropriate.  Also, if your child is using technology to contact friends that may also need to be monitored carefully.
  • This is really important:  what do you do outside of your children?  Where is your community and support?  How many things do you do without your children, if this is important to you?  As your children get older,  it is important to develop interests and friends independent of your child.   This is imperative for many mothers in order to stave off depression.
  • I always ask myself, is this really about me?  Part of this encourages me to see things more neutrally, as in not everything a child does is  specifically or personally  against me, but encourages me to look and see – is it our personalities clashing over an issue?  Is it really just me ?  What can mitigate this conflict?
  • What can I do to increase that connectedness between us?  It may be they need one on one time with me, they may need me to put my foot down on a boundary and be secretely relieved when I do, they may need space to just be.  Every child and family is different!
  • Lastly, if you are married, work on your marriage.  Have a date night. Enjoy each other and re-discover why you were attracted to your spouse in the beginning.   No home is perfect, no marriage is perfect, but working on a relationship with your significant other if you have one, brings stability to a child going through changes who needs you to hold the line for a few more years until separation and a true adolescence begins.

Keeping  in mind that your 11 and 12 year old are actually more little than big can be a help in relieving parental stress during these years, with the knowing expectation that changes are coming at the 16 year old change.

I would love to hear your experiences.   Please comment below, and also feel free to email me at admin@theparentingpassageway.com.

Blessings and love,
Carrie

 

The Milestone Every Child Needs to Reach

II really loved this article entitled, “The Milestones That Matter Most”.  One of the things this article brought up was the cultural biases we have that play into our parenting.  I have long been fascinated with this subject; when my older children were tiny I read and re-read Meredith Small’s “Our Babies, Ourselves: How Biology and Culture Shape the Way We Parent”.

What is interesting to me is that, of course, different things are valued in different cultures.  Our one milestone that we might feel every child needs to reach may not be the same in another culture.  One of the ways we may combat bias in parenting is to consciously examine our own biases in regard to development and culture.  Do we, for example, assume that babies have to sleep through the night by themselves?  Do we assume that babies should be able to “self-soothe”?  Do we assume that toddlers will have a “terrible two’s” period?  Do we think children have to go to school to be “educated”?  Do we assume that children  will be “defiant”?  Do we think that children should have a lot of responsibility for themselves or no responsibility?  Do we assume that children should be able to self-regulate by a certain age?  Do we assume teenagers will battle against their parents and be rebellious?

Some of these questions have an inferred bias that we must examine consciously and continually as we go through our own life changes.  Some of the biases we enter into in parenting may change over time as we are in the ttrenches of dealing with our own children and watching other parents.   Human development, growth , and change is never done for the parent or the child.  It is part of being human, especially if we are trying to live in a conscious manner and we take responsibility  for our own throughts and actions.

IOne thing that can really assist us as parents is to have a family mission statement.  In our family, we have had  the same family mission statement – KIPPA  (Kindness, Integrity, Patience, Positive Attitude, Adventure) – for several years now.  Acronyms can make things easier to remember.  The process of creating a family mission statement can help us see where our biases are, what our values are, and what we think will be a course that will sustain us through parenthood and our children into a connected, happy adulthood. Have a personal mission statement in connection with your parenting and what you want to model in life is also a great conscious step.

Things I find that can carry  through many years of parenting includes connection, rresolving conflict,  setting boundaries in a healthful way , and  taking responsibility for one’s actions.  Kindness is always a modeled value.  So perhaps the milestone your child most needs to reach isn’t learning to read, or learning any other academic skill, but instead the milestones of being able to offer and accept love from other human beings, being able to assimilate into a humanity and offer goodness and kindness.  Perhaps those are the best milestones a human being can reach.

Please share with me your family mission statement, or the values you have found that have carried you through many years of parenting that you try to model for your own children.

Blessings,
Carrie

 

 

 

 

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Development of the Tenth Grader

Today is a quick sneak peek at the development of students in tenth grade. In Waldorf Education, this corresponds to an age close to sixteen.  If you are searching for ninth grade, close to age fifteen, try this back post.. If you are searching for age fourteen, which is typically closer to grade eight in Waldorf Education, try here..

Tenth Grade (closer to age 16):

  • Usually there is  reduction in mood swings, irritability, greater ability to manage anger.
  • Can be the year of the “Sophomore Slump” – many students feel “graduated” from childhood and are weighed down by the beginnings of adulthood but many sixteen year olds can’t look much further than today.  They are much more interested in the here and now than the future.  This year can also be a cocky year for many students where they become overconfident in their abilities.
  • A teenager of this age is often asking  “how”?  How do I bridge between myself and the world?  The process interests them.  How did the world come into being? How is “X” true?  How does this work?
  • There is a growing independence, especially often with branching out into driving a car or holding a part-time or seasonal job.
  • Teenagers  are more conscious of their clothing, their gestures, their behavior.
  • They no longer feel connected to their classmates, their teachers, their parents and feel vulnerable, lonely, not sure how to stand on their own. This is typically a hard year at school. They may completely change sets of friends as they struggle to find out who they are and may separate from their usual peer group.  For some students, this leaves them vulnerable to peer pressure and the behavior of the teenager can be very different this year than in previous years. This can be an age of super strong attachment to friends, especially different friends than in the past,  or to a love relationship. It can be an age of intense peer pressure and manipulation and of heartache in relationships.
  • They may completely change extracurricular activities
  • For those of you who follow Waldorf Education, there is a correlation between the nine-year change and this sixteen-year change. If you think back to how your child handled the nine year change, there may be a correlation as to how they handle this period in their life.
  • The maturation of the physical body has often slowed down by this point, the emotional chaos has also slowed down, but the teenager comes face to face with the idea of mortality. They may discover they have physical limits as far as lack of sleep, poor nutrition, being a perfectionist, carrying too many activities. Sometimes teenagers end up sick during this period because they are doing way too much, and being sick actually affords them time to step back and come up with priorities and choices that reflect these priorities.
  • There may be spiritual questions, philosophical questions but other teens may be more into having a thrilling physical life. Sometimes this can lead to poor choices and dangerous situations, including use of alcohol and drugs, teen pregnancy and other situations.  If they can experience their own mortality, their own spiritual separation and resolve it in a healthy way, they can participate in the world and find the answers to their spiritual questions in ways that are satisfying.
  • Around 16, the brain is usually fully capable of thinking in abstractions, in generalizations and can compare, contrast, analyze and synthesize information. They may still want to debate on things before they have all the material digested, and often come off as arrogant to adults.  They love finding flaws in adult reasoning, but at the same time, adults are blamed less and less and instead it becomes more important to  the adolescent how he or she takes responsibility for things.
  • The challenge to find a new way of relating to life during this time period can lead to crisis in many arenas – eating disorders, sexual relationships, alcohol, drugs and tobacco, etc but most important is that the child knows they will never, ever be abandoned, and that with freedom comes responsibility.  House rules and boundaries are still important – school and work are integral parts of life.
  • After this phase, one sees a time of distinct ACTION. The action can come from what was gained and learned in the earlier years, and the years of 17 or so to 21 can be most fruitful.
  • This is a great article from the Wall Street Journal that talks about supporting development from ages 13/14 through age 17.

Blessings,

Carrie

 

 

Finding Rhythm With Grades-Aged Children

I think rhythm with grades-aged children (which I consider children in grades 1-8, so ages seven to thirteen or fourteen) can become trickier.  As children grow, chances are that you are not only juggling one grades-aged child but perhaps children that are older (teenagers) or younger (the littles, as I affectionately call them) with children that are in these grades.  There can also be an increased pressure to sign up for activities or increased pressure at school  as a child advances toward high school.

Here are some ideas for finding rhythm with children in grades 1-3:

  • Seriously think about how many structured activities you need outside the home!  I wrote a post about choosing time outside the home wisely in which I detail how many activities I really think a child in public or private school, versus homeschooling children need.   Remember, it is almost impossible to have a healthy rhythm if you and your children are gone all the time scurrying from one activity to another.  Children under age 9 deserve a slow childhood with time to dream and just be (without screens) and I would vote for no outside structured activities for these tiny ages.  Mark off days to be solely home with no running around!
  •  Being outside in nature in an unstructured way is so very important, along with limiting media.  I suggest no media for these ages.  There are many other healthier ways for children to be spending their time that promote great physiological and psychological health rather than being a passive recipient. First through third graders need an inordinate amount of time to be outside, to swim and play in the woods or sand, to ride bikes, to climb trees, and just be in nature.
  • For those of you who want to homeschool through many grades, I do suggest getting involved in a homeschooling group or finding a group of homeschool friends for your child.  This usually becomes a much larger issue around the latter part of  age 10, post nine-year change for many children (especially melancholic children and typically girls over boys around the fifth grade year) and for those who are more extroverted.  However, one activity is plenty for third graders in anticipation of this “coming change” as a ten year old. 
  • Rest is still the mainstay of the rhythm – a first grader may be going to bed around seven, a second grader by seven thirty or so, and a third grader by seven forty-five.  This may sound very early for your family, but I would love for you to give it a try. If you need ideas about this, I recommend this book.
  • In short, I do not think the rhythm established in the Early Years should be changing too much in this time period.

Here are some ideas for finding rhythm with children in grades 4 and 5:

  • Rhythm begins in the home.  What are you doing in the home? I find sometimes fourth and fifth graders are anxious to go, go, go because there is not much happening in the home.  No rhythm is being held, preparing for the festivals has fallen by the wayside, and they now see being involved in things such as preparing meals and such as work instead of just part of a rhythm of breathing in and out.  This takes time to develop again by being home. Be home!
  • All the things in the first through third grade section above applies. Rest is still very important and fourth and fifth graders may need help in this area – both in resting and in having a reasonable bedtime.  Children this age should be getting 10-11 hours of sleep a night, plus time to rest! Most children this age are still going to bed around 8 or 8:30.
  • I do not believe fourth and fifth graders really need structured outside the home activities, especially for children attending public or private school. I have seen some fifth graders who really relished one special activity.   Many homeschoolers will find their fifth graders really wanting a homeschool community and friends at this point, so I think that might need to be honored.
  • Media!  I have written many posts about media.  Fourth and fifth graders do not need media or their own phones or their own tablets.  Think carefully about this.  There are other ways they should be spending their time that are much more important to development.  The reason media is important in the context of rhythm is that it generally is used as a time-filler – so if the pull to media is strong, that typically means the rhythm is not strong or that the child needs help in finding something to do – handwork, woodworking, and other activities can help that need to create and do.
  • Being outside in nature and developing the physical  body is still of utmost importance. Setting up good habits for physical activity is important in this stage because most children feel very heavy and clumsy when they are in the sixth grade and changing around age twelve.  Having great habits in this period of grades four and five can really  help with that.  
  • This is a great age for games in the neighborhood – kickball, foursquare, etc. – and general physical activity of running, biking, swimming.  Free play is probably one of the most important things fourth and fifth graders can do!
  • Keep your yearly rhythms strong.  This may be easier with younger children in the household, but never lose sight of the fact that a fourth or fifth grader is in the heart of childhood themselves and therefore should certainly not be treated like a middle schooler.  This time is very short, and needs to be treated as the golden period that it truly is!  Keeping the festivals, the times of berry picking and apple picking and such, is the thing that children will remember when they are grown up.  If everything is just a blur of practices and lessons and structure, there is no space and time to make those kinds of family or community memories.

Here are some ideas for finding rhythm with children in grades 6-8:

  • Rest!  Rest and sleep are very important components of rhythm.  Sixth graders who are twelve are generally sluggish, and teenagers have rhythms regarding sleep that begin to change.  This article from the New York Times details many of the changes for teenagers (seventh and eighth grade).  In order for these children to get enough sleep, and since the starting time of public school middle school may be later (but probably not late enough!), I highly suggest limiting late night activities.  Again, choose your activities outside the home carefully and with much thought.
  • This is a prime time to nurture life skills and responsibility around the home. If you are running everywhere, this time of learning, which is really the most important thing when children grow up and have to live on their own, cannot happen.   Life skills and home responsibility deserves a place in daily and weekly rhythm.
  • Media is harder to keep at bay for most families.  Remember, media impacts rhythm and vice versa.  It is often a time filler, and can prevent middle schoolers from solving their own problems of what to do when they are “bored” (or just being bored; there is value in boredom as well!)  and tapping into their own creativity.  It can derail any kind of “doing” rhythm.  Hold strong standards about media!  Some ideas:  use a Circle to manage time and content across devices ;  strongly limit apps (because every app you add generally leads to more time on the device) and do not allow social media.  We introduced the  computer in eighth grade (which I know is not always feasible for public or private school students who are using technology as part of school from an early age)  as a tool for school work more than a plaything, and I think that attitude also made a large difference.  If you allow movies/TV shows, I recommend using Common Sense Media , but I also feel this needs to be strongly limited (and I would vote toward not at all or extremely limited for the sixth grader/twelve year old) since these middle school years are  ages where children feel heavy, awkward, clumsy, and don’t particularly want to move.  So, more than anything else, I think watch what you are modeling — are YOU moving and outside or are you sitting all day on a screen?  Modeling still is important!   If they are sitting all day at school and with homework, it is important that they move vigorously when they are home from school and on the weekends!  With both things that unstructured in nature and as far as structured movement..
  • This is a great age to pick up sports if that hasn’t already happened, although many children will say they feel they should have started much earlier. Again, this is such a symptom of our times that everything earlier is better, which I often find is not actually the case.  There is a big discussion right now about sports burn-out for middle schoolers who have started in elementary school.    If you want to see more of my thoughts about sports, take a look at this post that details the last pediatric sports medicine conference I attended.
  • I find the artistic component often needs to be increased in these years to really counteract some of the headiness of school subjects and media exposure.  It is a healing balm for middle schoolers, even if they complain they are not good at drawing or painting or such.  Keep trying, and do it with them or as a family.  Keep art and woodworking activities out, provide craft ideas and help them harness some of that creative power!  That can be a part of the weekly rhythm for your middle schooler.
  • Remember that your middle schooler is not a high schooler. The middle schooler does not think, move, or act like a high schooler. Please don’t force high school schedules onto your middle schooler.  There should be a difference between the middle schooler and high schooler.

Last tips for rhythm with children in grades 6-8:

  • Where is the family fun?  You should be having tremendous family fun together.  Family is where it is at!  Family is more important than peers – you can look back to the book, “Hold On To Your Kids” by Neufeld and Mate if you need further confirmation.  Family fun can be part of all levels of rhythm – daily, weekly, and yearly! It is an attitude and an action!
  • Where is your rest, and your inner spiritual work?  I think you need this, especially as you enter the middle school years. Children can have a lot of emotion during this time period, and you have to be the steady rock.  If you need a reminder about boundaries and parenting, try this back post.
  • How is your home coming along?  By now, with children in these upper grades, there should be pretty steady rhythms and routines regarding the home and the work that it takes to maintain a home.
  • How is your relationship with your partner or spouse?  This is the time to really start thinking about date nights if your relationship thrives and deepens on that.

Blessings,
Carrie

How Is Planning Going For Ninth Grade?

I am so glad you asked!  Ninth Grade is such an exciting year – and for Waldorf homeschoolers, it can be a scary one, as there are less resources than the early grades to be sure.

I started by studying all the course descriptions for any Waldorf high school I could find, including the Waldorf Schools in Australia and by reading Steiner’s lectures in “Education for Adolescents” and other Waldorf literature geared toward adolescent development.   Looking at the websites of the schools  was helpful in pointing out regional differences and differences between countries.   There are a few high school level Waldorf books by subject.  Many of these are mainly “colloquiums” that discuss an overall approach to each grade and have a few pages devoted to each high school grade for different subjects.   While helpful and a good start with ideas of how to approach a subject, it  is definitely not enough  detail to provide full lesson block plans.  Remember, these subjects in a Waldorf High School would be taught by specialists and everything would come together in a beautiful culmination in twelfth grade from a journey started in the first grade.

So, I think the largest thing is to seriously THINK about the  development of the ninth grader, and more specifically to observe WHERE your ninth grader is.  So with ninth graders, age fifteen or almost fifteen in a typical Waldorf School setting, I start to think of the following things:

  • In a school setting, there is excitement, fear, anxiety. Girls tend to talk about it with friends, boys may hold it in.  Boys may enjoy doing more things “shoulder to shoulder” and then talk – ie, fishing, working, bicycle riding, car rides where they can talk and not have to look someone in the eye. What does this look like at home?
  • This is an early stage of adolescence.
  • Separation often occurs – the adolescent may fantasize having a new family, a new school, having adventures
  • They may not distinguish  fantasy from reality too well (believe it or not!).
  • Growing independence expressed in clothing, gestures, attitude, behavior…Through thinking they can begin to awaken to this new consciousness. Left alone, they are confused, or may be passive or aggressive or withdrawn.
  • They have very little tolerance for hypocrisy or  inconsistency.  Rules that apply to everyone matter.
  • They are hypersensitive to how they are treated, but often do not treat others well. They have to learn how to consciously relate to others.
  • They must learn to focus on others
  • Have a strong will but it is unorganized and often not aligned with what their actual values are.
  • Ninth graders are black and white, very concrete; still can’t think much beyond the first step to the next step. The polarities of ninth grade help them get grounded – comedy and tragedy; heat and cold in thermodynamics. Art history fits in well, including looking at indigenous culture, because it shows how standards of beauty change and counteracts the images of our society of materialistic and superficial beauty.
  • Fifteen year olds can also only hear themselves in conversation, and can only hear their own opinion. They must be taught to LISTEN to what someone else is saying and how to LISTEN without judgment and how to form personal opinions after listening to different opinions.
  • Fifteen year olds start to be interested in philosophy, the argument itself, philosophical questions –  although it can be  hard for them to focus for long.

As homeschoolers,  besides development, we also have to think seriously about high school credits and college,( if that is the track that your student is on) , and also about the interests of our student.   Our ninth grader is interested in medicine, so that will influence science and math courses.  For those worried about awarding credits and what that entails,  in the United States this can be done by looking at what your state university system requires in terms of credit,   and  perhaps also thinking ahead as to if you think your child will use dual enrollment at all.

So this year, I have three “track” (all – year long) classes: Algebra I, which I farmed out to a local hybrid school; High School Spanish II which our student is doing through Oak Meadow; and Living Biology, which I put together myself and which will run all year. This is very different than a Waldorf School that runs biology, physics, chemistry and earth science each year for all four years in blocks.  I chose to do a one year course in biology because I felt this would give us the most intensive number of hours for a lab course and give us a year to freely explore what we want in depth for a child who is interested in medicine. So, I made this course up myself by combining mainstream and Waldorf resources and included many labs.  The artistic end of this course will focus on  sculpture and printmaking.

In order to do those three track classes, I felt I had to cut down on the number of blocks we were going to do.  So I left out physics and organic chemistry.  Revolutions will make the cut if we have time at the end of the school year.  If we did do a Revolutions block, we would cover mainly the Mexican Revolution and Simon Bolivar in comparison and contrast to other revolutions we have studied, ( I do have it planned out) so hopefully we will have time for a short two to three week block but we shall see.  The blocks  we are going to do this year, for this particular child,  include:

Native American and Colonial History, which will complete a credit in American History from what we covered in eighth grade.  I am excited about this block as it will include basketry, soapstone carving, and Native American beading along with a study of Last of the Mohicans and early American poetry through Anne Bradstreet and Phillis Wheatley.  Our study will include the archaeology and history of the Native American tribes in our state from pre-history through European contact – so this will naturally look through time, and the geography of our state in great detail.  We will look closely at the early Colonial History of our state, the state of Native Americans before the Revolutionary War erupted, and the Trail of Tears.  Then we will expand our focus from our state to look at the colonies and English expansion, the House of Burgesses,  the tobacco colonies and religion shaped the colonies, compare and contrast New York City and Boston, the Southern Colonies. A look at the political cartoons of the time and American music will be a large part of the last part of this block.  We will go through the events of the American Revolution and the Declaration of Independence and the Constitution.  The Library of Congress has great teaching plans based upon primary documents, so I suggest if you are looking for guidance on a block such as this to look there.  We also have a number of experiential learning sessions planned through our National and State Parks.   I anticipate this will be about a five week block, and the experiential part of it will extend throughout the school year.

Literature and Composition will be done in several blocks plus studying several other  works during other blocks during the year (see above in Native American and Colonial History).  Our main works will cover Comedy and Tragedy, Poetry and the Novel, and Short Stories. I highly recommend the Christopherus booklet for this block, which covers Sophocles’ Electra,  the Noh (Japanese) drama The Damask Drum,  Shakespeare’s The Twelfth Night, Pirandello’s Six Characters in Search of An Author, and Raisin in the Sun, which gives us a chance to talk about Langston Hughes, the Harlem Renaissance, and more.  Our work after this  will focus on some of the works in Oak Meadow’s high school syllabus.  I chose The House of Light, The House of the Scorpion, Kidnapped, Their Eyes Were Watching God,  and then my own picks which included The Old Man and the Sea, and several short stories including Occurrence at Owl Creek Bridge, Gogol’s The Overcoat, The Gift of the Magi, and Steinbeck’s Flight.  Hopefully we can get through it all!    If we get behind, I will stop my list with Oak Meadow’s picks and not include my picks, so I will see how far we get.   Each block will be about four weeks long, but we will have to continue doing some literaturea and composition work weekly as well. 

Earth Science  involves picking up themes from eighth grade and looking mainly at seismology, the history of earthquakes in our state and in the world,  the use of triangulation to detect earthquake waves, the rock cycle and mapping plate tectonics, volcanoes (andesitic eruption and alkaline basaltic volcanoes), subduction zones and life around the oceanic trenches.   I hope to continue the study of earth science across all grades of high school to garner a full credit.  There is a Waldorf resource for Earth Science.  I anticipate this block to be about two and a half weeks long.

Art History I and Art History II.  Block One will look at Neolithic painting, sculpture and architecture with particular attention to Africa – the cave paintings at Blombos and Namibia; Mesopotamian  Art, and a comparison of Egyptian Art to Chinese Art; Jade Cong, Hellenistic Art, the MesoAmerican Olmec Heads, Roman Art,  and Japanese Art (hanging scrolls will be our main focus). From there we will look at Byzantine Art and Islamic Art, manuscript of the Middle Ages, the art of Benin. We will end the first block with a look at Durer.   In Block II, we will look at the Northern Renaissance with Rembrandt, Roccoco style, and then get into Modern material.  Goya,  Romanticism and Realism in American Art (Cole and Homer; Whistler), Impressionism will come next.  Then a peek at the history of women in art and women artists. Picasso, Latin American Modernism in Kahlo and Rivera, the American Art scene leading up to WWII, the New York School,  and lastly global contemporary art.  One of the last questions I want to tackle is the accessibility of art.  We have amazing art at our airport, of all places, and my favorite is a permanent exhibition of sculptors from Zimbabwe so I would like to end with those amazing works.  I think this combined with foundational drawing and sketching skills over the school year  and field trips to museums will lead to a full credit in  Studio Art and Art History.    There are several books that have compiled Steiner’s lectures on Art as a spiritual impulse and Art History available to help you.  I think all of this material will take at least 8 weeks and I will combine it with ideas from Oak Meadow’s Drawing and Design course to have a sort of Foundational Art Studio/Art History kind of course.

Our music credit will come from our church, which includes performance and music theory through the Royal Church School of Music program.

Life Skills/Health/PE –  this will be run during all four years of high school .  I am putting together a binder of articles and a list of books right now.   This year, I am looking a lot at awareness and conscious communication, listening skills.  Betty Staley has a book entitled, “Creating A Culture of Awareness” that is based upon a school setting but still has ideas appropriate for homeschoolers.

Farm Life/Wilderness Skills/Gardening – we have a strong relationship with a farm through horseback riding that happens to also have other farm animals; I am hunting for a local wilderness skills kind of course or summer experience.   Kroka is always on my list!  If only!   We will also be doing camping, of course, and some backpacking. These are important experiences but  I probably will not award any credit for it per se.  We also are looking to gardening and herbal experiences.

At any rate, it has been interesting planning and researching.  I am off to do some work on Grade One, which I am finding difficult to get back into after doing all of this more heady work.

I would love to hear what you are working on,

Blessings,

Carrie