Some mothers have been asking me how I personally use www.mainlesson.com

I use it to find seasonal stories to tell on  baking and gardening day, and I have also found several Saint stories on there I have used as well for my Second Grader.

Here is an example of what I used off of this site during November for my Second Grader and Kindergartener:

• “Saint Martin” for my Second Grader on Martinmas
• “The Story of the First Corn” on Gardening Day before Thanksgiving
• “Saint Gerasimus and the Lion” for my Second Grader for a story during Handwork

In December, I will be using:

• “How the Fir Tree Became the Christmas Tree” for whilst cookies are baking
• “A Christmas Legend” as a Gardening Story
• “Mrs. Santa Claus” on Baking Day
• A story about Holly and Saint Nicholas on Saint Nicholas Day
• “Silvercap, King of the Frost Fairies” on Gardening Day

Hope that helps some of you see the potential use of this site,

Carrie

Circle Time is absolutely the heart of the Waldorf Kindergarten in a Waldorf school setting.  At home, it sometimes is successful and sometimes not.  Many families have increased success with just choosing verses that go with transitions of the day, such as verses to accompany brushing of teeth, getting dressed, etc or verses and fingerplays that go along with things in nature that one can pull out on nature walks and during outside time.

One thing that I would encourage is doing a lot of singing in the presence of your children – singing whilst you do dishes or cook for example.  This, to me, is something that happens outside of the regular Circle Time or verses and fingerplays.

If one wants to try to put together a Circle Time,  remember  it can be difficult with only one child!  However, here are some suggestions:

1.  Circle Times usually are held for a whole month (or sometimes even longer with elements that are added or taken away).  A Circle almost always reflects the season, but can also include elements of festivals or can include a story as told in a Circle Time.

2.  Within a Circle one usually considers slow and fast movements, quiet and loud, gross motor movements versus movement of just the hands, balance.

3.  A Circle can include elements of counting in rhyme and movement.

4.  The Circle is typically so well-known by the end of the month that the child can say parts of it with you!

Here are some on-line examples of active circles:

This is noted as more of a “movement journey” rather than a strict Circle Time with indications for children with certain challenges:  http://www.waldorflibrary.org/Journal_Articles/GW55blanning2.pdf

A Summer Circle:  http://www.waldorflibrary.org/Journal_Articles/gw4615.pdf

A Winter Movement Journey:  http://www.waldorflibrary.org/Journal_Articles/GW5004.pdf

When I do a Circle Time within my home, I either use a “pre-made” Circle out of “Let Us Form A Ring” or “Movement Journeys and Circle Adventures.”  Sometimes I do make up my own Circle Times, but I also can read music, which is a huge help in putting together Circle Times.  The Wynstones Books have been a large help to me in that regard, but again, the songs will not mean much if one cannot read music!  Your voice is the most wonderful thing for Circle Time, some teachers also bring in pentatonic flute or kinderlyre for part of the Circle.

Sometimes I find the Circle Times that I have put together myself are the biggest success because they speak so to my children.  You could make a circle about knights for Michaelmas and the month of September, an insect circle for Summer or whatever speaks most to your child.  One thing I would like to try is to write my own circle from scratch; I think that would be a fun adventure to pick a theme and write verses and music for my pennywhistle to go with it!

Hope that helps answer some questions regarding Circle Time.

Peace,

Carrie

NOTE:  This is NOT for Kindergarten aged children!  This is for children in the grades, who should be seven for most of Grade One, eight for most of Grade Two, etc.

Kindergarten aged children (traditionally ages 3-6 at a Waldorf school, at home perhaps ages 5 and 6) do not follow three day rhythms, nor block teaching, nor have Main Lesson Books.  They follow a strong rhythm, a story that changes once a month, singing and verses and practical work.

Main Lesson Books: These are stapled or spiral bound blank books.  One Main Lesson Book is for each block  (see below) or for a certain subject throughout the whole year.  For example, you may have one Main Lesson Book for October’s Language Arts block on Aesop’s Fables in Second Grade or perhaps you have a Nature Main Lesson book where you draw the same tree once a month on the first day of the month.

Where to find them:  Through A Little Garden Flower http://www.alittlegardenflower.com/store/  , through Paper Scissor Stone http://waldorfsupplies.com/   or through here:  http://www.raand.com/supplies-waldorf-schools.html

Block Teaching: In Waldorf Education, we teach a Main Lesson on a focal subject for 3-6 weeks.  Many home educators work with one month time frames for ease.  A typical school year may include 3-4 Language Arts Blocks, 3 Math Blocks, 2 Science Blocks, perhaps Form Drawing as a block or two.

Here is an example of my own personal plan for Second Grade:

September – Form Drawing from Cherokee Trickster Tales for 2 weeks, Math for 2 weeks

October – Language Arts from Fables (this includes word families, spelling, vocabulary, handwriting, punctuation, grammar)

November – Math

December – Language Arts/Nature  from Saint Stories

January – Math

February – Language Arts from Saint Stories

March – Nature Block

April – Math Block

May – Form Drawing from Jataka Tales

June – Language Arts from Saint Stories

Separate from the Blocks include things such as foreign languages (usually two languages; we do Spanish and German); Handwork; Games; Music, Painting, Eurythmy, Form Drawing.  These are typically worked  in several times a week, and also sometimes within a Main Lesson as part of the three-day rhythm.  As the children becomes older, typically there is also extra lessons and practice for spelling and math.

Three-Day Rhythm:  Waldorf is the ONLY educational method to use sleep as a learning aid.  Typically it looks like this:

Monday – Perhaps practice something from last week, perhaps Form Drawing, TELL new story and let it rest

Tuesday – Hands on piece – re-visit story, pick out elements of story and work with poetry, crafts, painting, building, modeling, etc from story

Wednesday – Re-visit story, work on academic pieces such as grammar, writing summaries in Main Lesson Book, etc.  Tell new story if doing five days of school a week.  (If not, stop here and make Thursday a painting day or such with Fridays off).

Thursday – Re-visit story, hands-on pieces

Friday – Re-visit story, academic pieces

Hope this helps clarify a few basics of Waldorf Education for the grades.

Blessings,

Carrie

Many people are initially attracted to Waldorf due to the “gnomes and fairies” aspect (or repelled due to this!), the nature aspect, the emphasis on handwork….What would you say that these are the things to be least concerned with for making your home and your family a successful place for Waldorf homeschooling?

Please consider my list of things to think about in preparation for or in conjunction with Waldorf homeschooling:

1. Prepare your soul – do your own inner work to gain confidence for this journey.  If this is the right decision for your children, for your family, then this will carry you through the not-so peaceful days.

2.  Create your space – you do not need a lot of toys!  A Nature Basket, Table or Shelf would be nice, and a space to create art and have movement and tell stories.  A storage cabinet would be nice – I like the wardrobes from IKEA myself.  For Grades children, a table would be nice and you can never have enough blackboard space for a Grades child!

3.  Look at your rhythm in relation to sleep and meal times – when do you get up, when do you go to sleep, do your children have set rising times and asleep times?  When do you eat and how is food prepared and cleaned up?  How is the house cleaned?

4.  Look at your family culture – what do you all do together as a family?  What screen time goes on (computer, TV, otherwise) for ALL members of the household?

5.  Look at your outside time – does the family hike, farm, garden, do yard work, have animals to take care of?

6.   How does the home “feel”?  Loving, warm, joyous or tense and strained?  How do we model speaking to one another for our children, how do we show each other thoughtfulness, generosity, compassion, humor?

These things are much, much more important than having a bunch of wooden toys around your home!  Think about these questions, work with the answers, meditate on these thoughts and see what comes to you.

Love,

Carrie

Many of you are familiar with Steiner’s famous quote regarding “thinking as cosmic knitting”.  Indeed, knitting is an important part of the Waldorf Education experience.  However, handwork comes in many other ways within the curriculum both as a separate “class” in the grades but also as a skill within a Main Lesson at times as well.  

Perhaps seeing a scope and sequence of handwork within the grades through high school will spark some ideas for your own homeschool.

The book “Will-Developed Intelligence” outlines the following handwork emphasis for each grade:

Kindergarten (and yes, there will be a separate post on this coming up):  Handwork begins with outdoor play; with the gathering of natural materials and building, with modeling in sand and snow and mud; fingerplays; playing with bits of fairy wool; making simple toys.

Grade One:  Making slip knots and finger knitting, knitting:  casting on, knit stitch, casting off;   hand sewing of knitting projects as needed with yarn

Grade Two:  Knitting: casting on, knit stitch (and yes, I know some schools introduce purling here; some handwork teachers have discussed saving purling for Grade Three).  “Will Developed Intelligence” mentions starting crocheting in Grade Two, but I am truly unsure how common this is as I have heard about crocheting more in connection with Grade Three.

Grade Three:  Knitting, casting on, knit stitch and purl stitch; “Will-Developed Intelligence” mentions starting the year with simple sewing;  perhaps crocheting if that has not been introduced before

Grade Four: Cross stitch with mirror picture designs;

Grade Five:  Knitting with four needles:  socks are usually made; knitted stuffed animals may also be made; woodworking is generally taught from Grade Five through Grade Twelve.

Grade Six:  Making a stuffed animal; making of dolls and puppets with experimentation in embroidery

Grade Seven: Make a garment to wear with hand sewing; the study of how embroidery enhances clothing; making of their own pattern; slippers may also be made

Grade Eight:  Use of a sewing machine; learn to use bought patterns; intricate braiding and belt making; sewing details on costumes and hats;

 High School

This is the sequence my local Waldorf High School uses:

Grade Nine:  Basketry, Blacksmithing, Ceramics, Quilting  (also drawing, painting, music for Fine Arts)

Grade Ten:  Ceramics, Jewelry Making, Spinning, Woodworking (also drawing, drama, sculpture) for Fine Arts)

Grade Eleven:  Bookbinding, quilting, veil painting, weaving (also photography, sculpture, for Fine Arts)

Grade Twelve:  Batik, Stained Glass making (also drama, film, oil painting, sculpture for Fine Arts)

Hope that helps put knitting into a context of handwork for all the grades.  Posts on handwork in the Kindergarten and observations for knitting in the Early Grades to come.

Peace,

Carrie

Here is a message from Melisa Nielsen regarding tomorrow’s radio show that may be of interest to those of you following the Inner Work posts on her blog:

“Just a reminder, tomorrow is a new show. 6am Mountain time. Our topic is
Developing the Will – we will talk about mom a bit and then work on some
ways to help with young ones. Get your questions ready – make sure you are
registered at blogtalkradio.com so you can participate in our live show
chat.
Blessings!!
—
From our home to yours…
Melisa & Erik Nielsen
Owners
A Little Garden Flower & Gnomes Home Radio
www.alittlegardenflower.com”

Love to all,

Carrie

Melisa Nielsen has a Homeschool Planning Webinair available that may be of interest, and if you read this blog, you probably are already aware of Jodi Mesler’s products from HomeMusicMaking:

“While we have been busy getting settled into the new school year, the little gnomes have been tinkering in our shop.  Take a peek at the goodies they have added:

Homeschool Planning Webinar – Join Melisa for nearly four hours of instruction as she details how to plan for and teach grades one through six of the Waldorf homeschool curriculum.  Some important topics covered are working with multiple children, how to present a lesson on the board, and how to put her curriculum into action.  Whether you are new to Waldorf or a veteran homeschooler, there are sure to be tips and tricks to help make teaching easier.  The set comes packaged in a sturdy case, and will make an excellent addition to your resource library.  Three DVD’s for just $15.  Grab your copy today!

HomeMusicMaking Products – We’re happy to offer a full selection of products from music teacher, Jodie Mesler.  With the traditional tin penny whistle, you can recreate the music on her CD or use it for soothing background music or take up her beginner’s music curriculum.  The curriculum is geared towards the grade one parent and child, but can be used by anyone just learning to play an instrument.  Jodie’s products are a cost-effective and simple solution to music instruction.

We’ll keep you posted on the gnomes’ work at A Little Garden Flower.  Until next time, blessings on your journey.

Melisa & Erik Nielsen”

Just to let you know what is out there currently,

Carrie

A few of you have written to me and asked at what age to start doing devotions with small children.  I have thought about this extensively.  We did use “Leading Little Ones to God” (modified for our beliefs) in our family when one of my children was three and a half – but here is the big addendum:  There was a seven-year-old as well (who felt this book was too “babyish”, by the way).  But the point was that the older child was there to carry it for the younger child.  So, if your oldest child is only three and a half you may have to think long and hard how you bring these things.  It may be okay, it may not work.  This is a situation every family must ponder and decide to do what works best for their family. 

Blessings and prayers as part of your rhythm are effective, as are preparing for festivals in accordance with your religious traditions.  We never “explain” a festival to small children, but we “do”.

Children also strongly imitate us, so if we show them how we maintain our own spiritual or religious practices, that is going to be absorbed more deeply than any words will be.

Irene Johanson’s  “Stories For The Festivals of The Year” is a wonderful book for children ages 6- 9 that can be found through Bob and Nancy’s Bookshop and Rudolf Steiner College Bookstore  and contains the perspective of the Christian Community.  She writes:

“A question often asked is how families with children can celebrate Christian festivals in a way that relates to the events described in the Gospels?  The contents of the Gospels can have an influence on our entire life.  The story of the life of Christ Jesus on earth is like an archetype for our own biography.  The destiny of each human being is a variation on a theme recorded in the Gospels.  But young children do not experience themselves as individuals with their own destiny.  Consequently, it is not yet appropriate to tell them Gospel stories as if they were part of a human biography, before they have developed a sense of what destiny is.

“In the religion lessons of the Christian Community these stories are not told until the  children are about twelve years old.  Before this age, children feel completely at one with their surroundings and stories best suited for them are fairy-tales, legends and stories in which creatures talk to each other.”

She goes on to write, “Since pictures for the events of the Christian festivals do exist in fairy-tales, children can be told stories that contain images of death and resurrection at Easter, stories about a change of consciousness at Midsummer- St. John’s Tide- and stories describing courage and conquest at Michaelmas.”

This is an interesting perspective and perhaps one also worth pondering. 

Start slow with small expectations as you bring these things into existence for your small child who has no separate consciousness yet.  One post that may be of interest to you is this one:  ahttps://theparentingpassageway.com/2009/04/18/the-development-of-morality-versus-the-development-of-faith/    regarding the idea that the development of morality is different than the development of faith. 

Happy pondering,

Carrie