The Cardinal Rules of Waldorf Homeschooling

I was thinking recently about what  would MOST help people new to Waldorf homeschooling or those struggling with burnout who need to re-center.  Sometimes we need this re-centering in February!

My personal “cardinal rules” of Waldorf homeschooling:

  1. Make LOVE the core of your homeschool.  This is always more important than any academic progress or Main Lesson or artistic focus.  This is the foundation of becoming and being human.
  2. Always work with not only your WHOLE child (physical body, life forces through rhythm, the feeling life and the spiritual life) but with the WHOLE family.  Homeschooling is about family.
  3. The homeschooling parent needs to feel stable in order to have successful lessons.  It is may be necessary to unschool, use a workbook, or do something else to get through a truly difficult or horrific season.  If you homeschool  long enough, I think it it will come out in the wash.  The homeschooling parent may need to work on his or her own baggage in order to bring this type of homeschooling successfully and it  may take time.
  4. Do what you can.  You cannot have a Waldorf School in your home.  Waldorf homeschooling follows in the traditions of the Waldorf School, but is not Waldorf School at home. It is Waldorf homeschooling; it is holistic homeschooling for all the human beings in the house!
  5. Celebrate the rhythm of the day, week, and year and hold on to it in a simple and sustainable way.  Celebrate the festivals, even with teens.  They will thank you later.
  6. Work from the local and innocent child in front of you to your home to your local area to your local state or province to your country to your region of the world to the world.  It will all come in time.  If you get nervous, look ahead to the later middle grades and the high school grades.  It is ALL there.
  7. Get a spiritual path for your family and KEEP it. Draw strength from it!
  8. Get out in nature every day and take time to camp, hike, swim, pick fruit, farm, be with animals, look at the woods or beach and wonder in awe together.
  9.  Remember goodness of the world –> beauty of the world –> truth in the world; gratitude  —> love —> duty (a love of the whole world with a desire to help humanity) as the most important things in the  basic seven year cycles of the child.
  10.  Keep striving to improve yourself and your interest in the world.  As your children grow,  you may feel more able to expand or practice art or develop other skills that will be used in your homeschooling adventures.

Many blessings and love tonight,
Carrie

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Planning Waldorf Homeschooling Third Grade

On The Parenting Passageway Facebook page, I have posted a few microblogging type posts about planning third grade.  I am starting withplanning  third grade now as I will have two other (older) grades to plan, and third grade is not completely foreign to me as this will be my third time through it.

I started with planning our tentative start and stop dates and vacation dates, and then mapped each week out on a piece of paper so I know how many weeks we will have in August, and how many in September, etc. and noted where days off or festivals will be occurring.

Then, I pulled out my FREE resources and started looking through them to help me remember third grade.  Any free resources will do, and you don’t need a lot to plan!  I pulled out some free blocks from Marsha Johnson’s files (which are still accessible if you join waldorfhomeeducators@yahoogroups.com) and the East Africa training manual PDF on teaching third grade.

Next, I mapped out my blocks and jotted down any extra things that came to mind for each block.  This is like the brainstorming stage.  Here is what I have so far:

August- Practical Work/Occupations of Our Area (also, Math Review, Form Drawing, Poetry)

September  Farming and Gardening , Preserving (thinking about mass and volume) (cursive)

October- Housebuilding and Shelters (Native American stories, nature studies) (cursive)

November- Farmer Boy Math (time, four processes)  (cooking) ( cursive)

December-  Old Testament Creation (painting, grammar) (speech, acting, poetry) (cursive)

January- Language Arts Old Testament(Abram, Jospeh, possibly Moses) (modeling, drama, cooking)

February-  Linear Measurement, Mass (Noah’s Ark, animals)

March-  The Story of Joshua (or Moses or Elijah), writing

April-  Math/Money, Four Processes

May-   Textiles/Practical Projects in Garden

Now I am at the point where I want to see what I want to put in each block.  This is the part, of course, that takes the longest!  Sometimes what helps me is to figure out what will flow through each day of each block?  So I am thinking right now about a flow to our Warm-Up time and to our Math Review time.   Right now I am thinking our flow will be

  • Opening Verse
  • Song or Poetry or Speech Exercise
  • Jumping Rope Rhymes or Zoo Exercises
  • Rod Exercises or Beanbags
  • Rhythmical Walking to Verse
  • Hand-clapping or String Games
  • Math Review – (maybe work in with weather) (Still thinking)
  • Number of the Day
  • Addition and Subtraction Games and/or Multiplication/Division Games
  • Memorizing Math Facts
  • Mental Math
  • Opening Main Lesson Verse

Once you have a little template, it just becomes sort of filling things in with a progression.

As I am planning this little flow, I am thinking about progression of academic capacities and practice.  For example, once I have looked at a progression of math, I will also look at Language Arts skills that I know we will need to practice in blocks and in between blocks.  This is things like phonics, sight words, spelling words, readers and read-alouds.  The vocabulary words will come from the blocks.  I know some teachers are totally awesome and pull their spelling words from the block itself, but I have found it better for myself and my children if I use something a little more structured according to spelling words and let the vocabulary words be the organic language part from a block. That’s just me. I was an organic speller, but I have found two out of my three children needed much, much more instruction and progression than pulling out random words.

When this is done, I will plan the nitty gritty of each block by day – the review activities, the story and how I will present  it (I actually love using puppets in third grade!), the  artistic activities and yes, make sure that we are covering the academic capacities.   The blocks sort of balance each other, so I don’t make each block heavy with writing, for example.  That is why we have to look at the whole year.

Many folks get bogged down with Third Grade Old Testament stories; I don’t feel the need to tell every story in the Old Testament!  Some teachers use the Old Testament; some use Hebrew Legends.  I pick which stories I feel are most meaningful; for my son it will be a little about creation and going out into the world but more about the Patriarchs.  More on that later.

I will post more as I go; I think it will come together quite well and then I will get moving on Grade 8!

Blessings and love,
Carrie

The Art of Waldorf Homeschooling

No matter how many curriculums and resources you buy, at the end of the day, Waldorf homeschool teaching is an art.  There may be times when things will be more rote due to life – long-term illness, stress or other things may take over – but the best lessons for our children grow out of a centered, artistic space and reflect not only the journey of the archtypal human being, but the immediate geography  of our area and  the beautiful child in front of us.

If you are new to Waldorf, this seems incredibly daunting.  I have talked a lot with mothers who have never even seen Waldorf Education in person; only images from the web.  How does one bring this to life?

I think there are four  loose guidelines for the art of Waldorf homeschooling:

Know yourself.  Where is your spiritual work?  This is important in Waldorf Education because the teacher is the vehicle in which the curriculum lives, and the curriculum flows through the child in front of you.

Know your children.  What needs balancing?  What is unfolding?  What is interesting to them?

Know your place in the world.  Where are those tiny seasonal changes, what is the geography of your state, your province, your part of the world?

Know the curriculum of the Waldorf School.  No, you may not follow it exactly, and I often wonder if Steiner’s indications for homeschooling would look different than the school curriculum,  but I think the big iconic blocks that really reflect the archtypal development of the human being should not be missed. You may add things dependent upon where you are in the world, but I wouldn’t ever miss the great stories that make up the curriculum

Find your space in whatever way works for you in order to create.  In order to create off the curriculum, you have to actually read things ahead of time and digest them.  This can be daunting in the upper grades, but it is still a necessity.  Eighth grade is revolutions and modern history, for example.  That can be a lot to create off of!  But if you break it down into a reasonable flow, and even if you have to look at images around these events to get your creative juices going, the easier it is to get going. When my children were very small, I would set up an ironing board in our room with all the things to wet on wet watercolor paint so when I got out of bed, I could spend ten minutes painting with no set up time.  There are a million different ways to get this time in, and if you can start with small increments, even ten mintues a day  or half an hour a week and work up from there, you can do it.

Waldorf homeschooling is not for everyone due to this artistic creation and finding the time to do this.  It is hard to draw from an empty well, and some people stay centered better than others during time of stress.  Some people are dreamers, but never get around to the execution part.  Whatever is holding you back, I would urge you to tackle it.  I think not only do children deserve this beautiful education, but also we as adult human beings deserve to rememeber and find our own creativity for our own healthy becoming.

Many blessings and much love,
Carrie

Suggestions for Teaching Fourth Grade Norse Myths

Norse mythology was actually new to me when I came to homeschooling; I just didn’t remember there being as big a focus on those stories in school as the Greek Myths.  So, I felt a little behind the eight ball when I came into teaching fourth grade.  I also wondered about the connection between Norse mythology and the Waldorf School Curriculum because I never remembered reading about Norse myths in any of Steiner’s educational lectures, of which I had read the majority.  Yes, there is good mention in Mission for Folk Souls (Lecture 9) about the generalities, but not related to fourth grade.  I think my opinion is rather well-summed up in agreement with Waldorf Educator Stephen Sagarin and his blog post about Norse Myths here.

So, all that to say, Steiner talked about “ancient scenes” for fourth grade- which could include stories of Norse Mythology or something else entirely!   We usually cover stories and mythology of Ancient India, Mesopotamia, Egypt, Greece, etc in fifth grade, but there are other types of ancient stories one could use in fourth grade!  In the Americas, one might consider the Popul Vuh, for example, or stories from the San, one of the most ancient groups still living today, or Japanese mythology or Celtic tales.  I also considered Icelandic tales and  such.  I think you have to really take the time to read the stories and see if they resonate with you and the child standing in front of you.

So, the first time I went through our Norse Mythology block I think it was a little more rote.  I hadn’t really penetrated the myths  well, other than they were interesting stories and people, and of course, many references to these stories in literature and movies in our North American culture.  The quick differences in personalities, the grey that lives in the black and white, the outrageousness of Loki, and yes, even the darkness of Ragnorakk seems to really fit with ten year olds and their development. However, if I lived in a different part of the world, quite frankly,  I don’t know as I would have picked Norse mythology.  Our family has Danish and Norweigian blood, so it also made sense for us to an extent as part of our own family culture.  It may not for other families, and I think that is okay!  Freedom in Waldorf Education is essential in bringing what is right for you and your family, so long as it is done in a developmental light.

The second time I went through Norse Mythology, I had a much better  grasp on it. I used D’Aulaire’s Book of Norse Myths just like the first time, but I didn’t try to bring all of the stories to life and instead picked the tales that I thought would really speak to my child.

For our main lesson books,  we ended up with the first time through main lesson book with the following in it: Copywork of a poem, a watercolor painting of Jutenheim, a watercolor painting of Muspelheim, The Nine Norse Worlds drawing, The Creation of the New world and man summary, Knot Drawing #1, drawing of the Three Norns, Knot Drawing #2, Picture and Summary of Odin, Summary of Loki and some of the other gods, Drawing and summary of Freya, watercolor painting of a jotun, drawing and summary of Odin and Sleipner, picture and story of Freya’s wonderful necklace, Summary and Painting of the Theft of Thor’s Hammer, copywork of poem about Thor, Summary of Thor and the Giant, Drawing and Summary The Death of Balder, Knot Drawing #3, Ragnorokk summary with knot border, A New World painting and drawing and a painting of Scandinavia.

The second time through  fourth grade main lesson from this block, (not as much writing):   Drawn Title Page with knot drawings, Drawing of Odin and poetry copywork, the three Norns and relation to grammar, four kinds of sentences, Drawing and Summary of Balder, Drawng and Summary of Sif, Drawng and Summary of Freya’s Wonderful Necklace, Drawing and Summary of the Death of Balder,  Drawing of Ragnarokk, 8 watercolor paintings.

Hope that helps some of you planning Norse Myths not to feel overwhelmed.  It can be a fun block, working in any amount of grammar and writing that your student needs.

Blessings and love,

Carrie

 

Seventh and Eighth Grade Chemistry

I will be preparing to do seventh grade chemistry this month for the second time, so whilst I have some ideas about seventh and eighth grade chemistry, I may have things to add after going through it two more times (this February and  then again in the future for our youngest).

First of all, the two resources I recommend whole-heartedly include:

A Demonstration Manual for use in the Seventh Grade Chemistry Main Lesson

A Demonstration Manual for Use in the Eighth Grade Chemistry Main Lesson

For Eighth Grade only: What Einstein Told HIs Cook: Kitchen Science Explained

 

Seventh Grade Block:

First of all, do see my friend Tanya’s guest post from when she did seventh grade chemistry here.  She was kind enough to share great detail.

Here is a list of what ended up in our  seventh grade main lesson book for Chemistry.  This includes some of the artistic work we did.

We did the same things that Tanya did, and started with combustion in week one. We did speech work with poems as well these first two weeks.   The first day we talked about safety rules, and I did a presentation regarding combustion. We found materials we could burn,  and figured out which ones burned well and which ones didn’t.  We worked with igniting a fire with flint and steel, and  using a magnesium fire starter and talked about the invention of matches and fire starting.  We compared and constrasted the way solids, liquids, and gases burned and made a table regarding this.  We then ended by burning powdered metals we had ordered from Homeschool Science Tools (iron, zinc, copper, magnesium fillings).  We explored why a fire needs air to burn, and used a blow torch in conjunction with a colored flames and flame kit I already had tucked away.

In the second week, we experimented with a candle flame.  We observed the greatest area of heat in a candle flame and drew pictures. We also did an experiment with Cool Light from a science kit that I thought fit in nicely.  We then moved into the Water Cycle,  and how water is a universal solvent.  We also explored water as a catalyst. Part of our speech work for this week was Patrick Henry’s speech, which was a catalyst for the American Revolution.  We made a list of crystals from table salt as part of one of our experiments, and did an experiment of crystallization of epsom salts.  I also did a demonstration of  a colorful silicate garden.  Here is a blog entry about combustion and candles that has a little more detail.  We ended with the limestone cycle.

During the third week of chemistry, we made borax crystals, and then we moved into exploring acids and bases.   We worked with tasting acids and bases and made a list of their properties.  We used indicators, including cabbage juice as an indicator, and we neutralized vinegar with milk of magnesia.

Eighth Grade Block:  Organic Chemistry ( I consider physiology and covering the digestive system and the idea of what food does in the body and in a culture a prerequisiste before doing this block).

Ideas for Carbohydrates

What are our taste buds?  What kinds of things can we taste?

Are all carbohydrates sweet?  What is the role of a carbohydrate for living creatures?  What is cellulose? What is glucose?  What are the classes of carbohydrates?

Copy table page 9 Bojarksky’s book/ Look at “A Tight Squeeze” in “What Einstein Told His Cook” and do Demonstration #1 “A Comparison of the Solubility of Salt and Sugar”

Day 2- Write up demonstration from yesterday, look at “Two Kinds of Browning” in “What Einstein Told His Cook” and do Demonstration #2 “Melting and Burning Sugar”; make fudge and discuss the role of sugar crystalization and the role of sugar in fudge-making.

Read all of Chapter 1 in “What Einstein Told His Cook”

Day 3 – Student does Demonstration 6 – why does the potato bubble?  Do Demonstration 8.  Look at video of production of sugar from sugar cane mill.  There are 11 operating sugar mills in Louisiana.  Do Demonstrations 9 and 10.  Make Fehling’s Solution and Test for Simple Sugars

Day 4- Prepare Potato Starch by Hand; do Iodine Test for Starch; Demonstration 20 Breakdown of Starch with Hydrochloric Acid and Breakdown of Starch with Saliva Method.  Homework to write up breakdown of starch with saliva and hydrochloric acid.  Munch on celery sticks – how do we digest celery?

Day 5- The Physics of Popcorn; Make Tapioca Pudding

Day 6 – Proteins -The Role of Proteins in the body, the role of enzymes as catalysts;  read pages 124-129 in “What Einstein Told His Cook”; burn proteins outside (they smell bad!); Egg White Experiment

Day 7 – Write up summary of proteins; Heat Milk and look at Coagulation of Casein, A MIlk Protein, with vinegar

Day 8 -Make Bone Broth; read pages 143-156 in “What Einstein Told His Cook”; look at brining meat

Day 9 – Fats and Oils; fatty acids as part of larger family chemists call carboxylic acids.   Difference between  monounsaturated, polyunsaturated and saturated fats. Render fat, do the brown paper test for fats; read pages 68-70 in “What Einstein Told His Cook”

Day 10- Extract Lemon Oil from Lemon Peel; Experiment with Common Oil; Oil and Water; read pages 70-76 in “What Einstein Told His Cook”

Day 11 – Burning Oil meets water experiment; extinguish burning oil; read pages 78-82 of “What Einstein Told His Cook”

Day 12 – Make Mayonnaise; look at flax seeds and make in banana bread – why does it work as a substitute for eggs?  Read pages 84-88 in “What Einstein Told HIs Cook”

Day 13- Make Ice Cream; Saturated vs. unsaturated fats

I decided not to go into cosmetics but that is another place some Waldorf School teachers spend a good deal of time.  I chose more of the cooking route.  Donna Simmons has good information about this approach, which I built on above,  in her Christopherus Rough Guide to Eighth Grade.

Please see The Parenting Passageway Facebook Page for pictures of our seventh and eighth grade chemistry main lesson book pages.

Blessings,
Carrie

 

Making The Burden Light: Homeschooling The Upper Grades

I think things really start to hit the fan sometime in the upper grades. Some families don’t get into too much worry and anxiety about the block content or repetitive practice that they are finding (or not finding) in curriculums until 6th or 7th grade; some until high school; and some starting in fourth and fifth grade. This is understandable, because some of the contents of the blocks tap into things that perhaps we didn’t receive in our own education, so in order to have to teach that,  and then to understand the impulse behind why we are teaching what we are teaching, and then to present that in this “magical” way we see on Pinterest or Instagram can often put a lot of pressure on a busy Waldorf mama!

One thing that always helps me is to have an idea of the flow of the curriculum of the Waldorf School in my head. No, I will not follow this curriculum exactly because I am a HOMESCHOOLER, but I also do not want to miss the iconic blocks that meet the archtypal development of the child. I also want to EXPAND the curriculum because I am not European, and I don’t want my homeschool to only include Western Civilization, but to be encompassing and inclusive.  If I was South African or lived in the Pacific Rim countries, the curriclum I have chosen to use would look different because we work where we are, and there are Steiner Schools all over the world, not just in Europe or in the United States! But still, I have to know where the curriculum starts for my country.

So, if I can think in my head at first in generalities by looking at the overall flow for grades 4-12… (not including extra artistic work or music) , I can find where things will come around AGAIN.  So I don’t have to include every little tiny thing about Rome  for my sixth grader, because it will come back in high school! This list is so brief for this blog post, but my friend Lisa found a great list here from Emerson Waldorf School in NC regarding content by grade.  However, here for your reference is a quick list for grades 4-12:

4th Grade – Local history and why early settlers were here and how natural resources were developed; Norse sagas; map making; Human and Animal block; Long Division/Word Problems/Fractions/Freehand Geometry; embroidery and cross stitch.  What I might include as an American:  hero tales; tall tales from North America;  book reports; letter writing; spelling

5th Grade- Ancient India/Persia/Mesopotamia/Egypt/Greece; the lives of Manu/Rama/Buddha/Zarathustra/Gilgamesh and more; Greek mythology; Geography of the United States; Botany; could include zoology of other animals not covered in 4th grade; Decimals/Fractions/Mixed Numbers/Metric System; Geometry; knitting with four needles. I may include the entirety of North American geography in this grade. I also include Ancient Africa and Ancient China and the Maya in MesoAmerica.

6th Grade – The Roman Empire; Medieval life; the Crusades; The Golden Age of Islam; the life of Christ; the life of Muhammed; Geography of North and South America; World Geography – the big pictures of contrasts in the world; Physics of light, heat, sound, and magnetism; Mineralogy; possibly continued botany; Business Math (especially percentages, ratios, exchanges, equations, proportions);Geometry with a compass; creating patterns and sewing. I include Medieval Africa here as well.

7th Grade – What is often called “The Golden Age of Exploration” in schools I term “Colonialism”; The Renaissance; The Reformation; biographies; Wish/Wonder/Surprise block for writing fluency; Geography of Europe (I often put in sixth grade instead) and Africa; Astronomy; Chemistry; Physiology; Physics; Beginning Algebra/Perimeter/Graphing/Roots/Formula/Area/exponents; Geometry; Sewing and embroidery

8th Grade – Modern History – I like to get up through present day; Revolutions (or I might put this in 9th grade depending  on the child); Poetry; Geography of the Pacific Rim; World Geography; Chemistry; Physiology of bones/muscles/the eye; Physics of light/heat/electricity/magnetism/aerodynamics; Meteorology; Geometry – Platonic Solids; Equations and Mensuration; Number Bases; Machine Sewing

9th Grade – Modern History (what I might focus on would be state history starting with the hunter gathers and First Peoples of our area, Early Settlers, any Modern History not finished in 8th grade); Great Inventions; Comedy and Tragedy; Art History; Meteorology; Mineralogy- Plate Tectonics; Chemistry; Physiology; Physics; Earth Science;  Algebra/Euclidean Geometry; Copperwork and Pottery

10th Grade – Ancient Civilizations and History; dramatic literature and epic poetry; Chemistry; Physiology – Embryology; Physics – Mechanics; Earth Sciences – oceanography/crystallography; Algebra – logarithms; Plane Trigonometry; Land Surveying; Projective Geometry; Metal Working; Weaving and Dyeing; Stained Glass work.  I included a block on African-American Literature from the Black Arts time period to the present day.

11th Grade – Roman/Medieval and Renaissance history; Dante, Chaucer, Shakespeare; Parsifal and other Grail legends; History of Music; World Geography and Map Making; Atomic Theory in Chemistry; Physiology – plant and animal comparison; Physics – Electricity and Magnetism; Botany; Algebra including logarithms, exponential equations, spherical trigonometry; Computer Math and Science; Projective Geometry; Blacksmithing; Poettry and Copper Work; Photography. I will include a block on Latin American Literature.

12th Grade – Modern and World History; Russian literature; The Transcendentalists; Goethe’s Faust; World Geography and Map Making; Chemistry; Biochemistry; Physics – optics, mirrors, light, color; Zoology; Algebra and Geometry brought together in Analytical Geometry; Statistics; Probability; Computer Math; Integral Calculus; Logic; Building computers;  History of Architecture.  I will include a block on Modern African Literature.

When I look at the blocks, I have to think – how much do I know about this subject? If I close the curriculum pages, and think about what I know, what do I know?  If I pull this topic up on the Internet what comes up? What is general flow for that subject normally for high school or early college?   I usually do some Internet research on my own plus extensively use my library in order to write up a summary or biographical sketch that I can present, along with reading the actual curriculum or Waldorf resources I bought!

Often, for history especially, I need a timeline in my head and match biographies to the timeline I have for that historical period.   For science, I may need to think about a particular flow to a block and  if I understand the phenomenon myself or not and what i would need to understand it.  It is very hard to teach these upper level subjects if you don’t know anything about them at all.  It is different than opening up the pages of a fairy tale and reading it three nights in a row in one way but in another way if you can condense the information down into a summary you can present to your child, then you CAN read it three nights in a row and memorize.  For example, right now I am writing some summaries based on what I have read regarding the Paleolithic  Age and the Neolithic Revolution for our block in February on Ancient Civilizations in tenth grade.  I have to research a little and put things together, and then own it and present it.

I have to understand the content in order to figure out the gestures behind the content and the polarities. I am always hunting for polarities, to teach in that antipathy-sympathetic way for the contrasts because that makes it all come alive! I also try to relate it back to what we studied previously.  I find fault with the Charles Kovacs books sometimes, but I do think that is one thing those books do well – find the polarities, find how it relates to previous subjects.

Secondly, what is the  Waldorf perspective on this? Do I understand the WHY of presenting this at this time? Most importantly, is  the child in front of me ready for this topic now or developmentally are they behind or ahead where this topic is? I may need to shuffle the order of my blocks!

Then I have to think how can I present this in the most ENLIVENING WAY possible for us?  What is most doable in our situation, and what excites us the most?  Pinterest can help there;  sometimes just having time to sit down and draw and decide what you want to capture is also the best use of time. The Main Lesson books for our oldest and middle daughters look different because we chose to capture different things, even with the same stories for fourth grade or for the Renaissance or whatever.   Or maybe we threw the Main Lesson book out for that block and chose lapbooking or some other way to do something, especially for high school due to sheer volume of information.  Homeschooling is flexible like that!

Then I have to think of the way we lay out sleep as our educational aid. With these blocks do I:

Open warmly (and how)

Review (many different way to review; variety is the spice of life!)

Practice skills; Work with the material artistically and in our heads

Have new material or deepen the material we have gone over.  There should always be something new there!

If you are looking for ideas about this, I suggest Meredith’s podcasts on these parts of the Main Lesson over at A Waldorf Journey Podcasts. I also suggest the great documents on planning a Main Lesson and especially all the different ways to review here at Waldorf Inspirations. I especially like the ideas about forming a daily rhythm and how this is different for older students in fourth grade and up, at least in the classroom setting (and it might give you ideas for the home setting as well!)

So, this may not seem especially “light” but I do think it is reality.  I don’t think there is a “one size fits all” for the upper grades. I think Live Education, Earthschooling, and Waldorf Essentials all have fairly complete curriculums for at least grades 6-12, and perhaps you start there when in doubt!  But you actually need to look at the content and not just open up the curriculum morning of to teach.  These upper level subjects need more preparation than that!  If you break it up into small chunks starting in the spring, it is really doable.  Use a few hours on a night to prepare for the next week, and the more you go through it, if you have multiple children for example, the more doable it becomes.  

Teaching IS an art.  I would love to deepen my own teaching and help readers deepen their own homeschool teaching. I would love to hear from you! How has working with your fourth through eighth graders deepened and differed from teaching your first through third graders?  How has your high school teaching deepened?  What have you learned along the way?  This would be a great subject for a conference call with many mothers!

Blessings,
Carrie

 

 

Refreshing The Rhythm

This is a great time to think about how to ease back into life after the holidays!  Here in the Northern Hemisphere many have taken the week off between Christmas and New Year’s, and some children are going back to school the day after New Year’s and some are starting on January 8th.  Parents everywhere are wondering how to get back into the groove of things, and homeschooling parents especially (you mean we can’t just end school here?)

Some of the things I love to do to help get back into things:

Review where we were in the fall semester and where we need to go in the spring semester. Some Waldorf homeschooling families write progress reports at this time.  I only write one at the end of the school year, but I think each family is different.

Get some inspiration from favorite Pinterest boards and You Tube Channels

Get the house under control!  Need help with rhythms and routines for house cleaning?  Try this back post from 2009 called Housecleaning and Homeschooling

Breakfast plans. It is hard to get the day going if we are caught up in making breakfast and then distraction sets in and everything starts really late. If you are home all day with younger children, this may not matter, but older teenagers often have places to be in the afternoon, and we need to get going in the morning. I find a warming breakfast often helps.

Planning rhythm around your rest and your  own physical and emotional needs. This can be hard for some of us to do whether e we often put everyone else’s needs before us or we feel as if the education of every child in the house is relying on us. For a refresher, try this back post on Building Your Homeschooling Around Rest

Ease into the rest of the school year by having a nature week, a handwork week, a week focused on one great book (“The Living Language Book” by Christopherus has suggestions for this sort of unit), plan extra time for crafting or playing wonderful board games (post to come on our favorites) or being outside… in other words, take half days to just be together with structure before you start trying to throw a full schedule onto everyone!

If you must tackle a full schedule due to time constraints, then plan to start on a Wednesday or Thursday so you have a few days to be “on” and another mini-break. 🙂

Just a few ideas!  Tell me your favorite way to ease back into school!

Blessings,
Carrie