Sorting Through Writing In The Middle School Grades

Waldorf Education lays an amazing foundation for writing throughout the elementary school years by working with rich oral language, varied sentence structure and vocabulary and opportunities for expository writing ( informative), creative writing (narrative), poetry (both written and in songs).  Many of the Waldorf teachers I have spoken to do speak of the need to bring in more opportunities and examples for book reports, reading non-fiction sources and writing reports, and opportunities for persuasive (argumentative writing) throughout the middle school years of grades 6-8. A public school environment would also focus upon cause and effect and comparitive essays in addition to the types of writings just mentioned. I think there are many ways to incorporate all of these types of writing along with grammar and oral language opportunities, but only if one plans ahead.  I  also fully believe on demand timed writing can wait until at least eighth grade if the student is headed to a public school high school  environment (but to know that this can be a focus in some school districts) and to begin in high school otherwise.

There is no one “Waldorf writing” resource for grades 6-8 or high school, although I am partial to the articles by Betty Staley on these topics over at the Waldorf Library On-Line and I like the Comedy and Tragedy booklet that Christopherus Homeschool Resources, Inc offers for ninth grade.  Live Education does have a grammar book for the upper grades that could be of interest to some.

If you are looking for resources, I have been reading a lot lately in the realm of English Language Arts for teenaged writers (which would essentially cover grades 7-12 in a Waldorf School or Waldorf homeschooling setting).  My favorite author so far is Kelly Gallagher and pretty much anything he writes I enjoy and can find gems in his work for my own homeschool.

I think  in the Waldorf homeschool setting, sixth grade is a great time to work on grammar, poetry, book reports, and  creative/narrative writing and expository writing, which can include gathering information from non-fiction sources.  Looking back upon Mr. Gallagher’s work and the sixth grade year I am in the midst of  with our second child, I am convinced we have done enough reading, but I am not convinced we have done enough writing.  I am working hard to increase our writing volume now.

Seventh grade is a traditional time of creative/narrative writing with the “Wish, Wonder, Surprise” block in Waldorf Schools.  I find seventh grade is a time when many students really up the quantity and quality of their writing.  I look back upon my first child’s work and I can see this amazing leap between sixth and seventh grade.  Then, in eighth grade, just as in previous years,  there is opportunity for all types of writing and I think also opportunities for using and deciphering news articles regarding current events.   I like requiring book reports quarterly from sixth grade onward (perhaps some of you start this requirement earlier), and I focus a lot on reading non-fiction texts in putting together  2-3  research papers or to accompany larger projects  a year in sixth grade, and then in seventh grade and up even more. Of course, we are learning grammar, summarizing topics, working with poetry and recitation and more throughout the year in all of the middle school grades.

I would love to hear some of your successes in homeschooling grades sixth through eight and how you approached the development of lovely writing in these grades.

Blessings,
Carrie

 

Planning Tenth Grade (And Combining With Seventh Grade!)

So hot on the heels of my ideas of ways that will improve our next ninth grade experience, I am busy thinking about and ordering resources for tenth and seventh grade.  Seventh grade is my favorite grade, but it is very full, so I am thinking of ways to combine an also very-full tenth grade (and second grade).

For tenth grade, I am seeing if there are any local classes we could take advantage of for areas where it might be a struggle, and then seeing what we will be doing at home. We are not going to do any kind of dual enrollment this year with our local colleges, but I know some tenth graders who have done that as well, so that may be a possibility for your family if you are planning tenth grade.

The main things covered in many Waldorf Schools in tenth grade (and I got this by looking at the grade outlines for high school from the Honolulu Waldorf High  School, the Seattle Waldorf  High School, Austin Waldorf School, The Rudolf Steiner School of Ann Arbor, The Rudolf Steiner School  in New York City, and Academe of the Oaks, the Waldorf High School in Atlanta), seem to include:  

  • History:  Ancient River Valley Civilizations through Greece. Some include India, China, and Tibet as a focal area.  Some include Colonial America as another block.
  • U.S Studies:  Some include Civics. Some include U.S. History I.  (we already did US History over eighth and ninth).
  • Literature/Language Arts: Most seem to include epic poems, The Odyssey, Poetics in general, Greek Drama and Mythology (some include Siddhartha), The Old Testament as literature. Some include separate world literature or focus on a geographic area literature (ie, Pacific Rim and literature, etc)
  • Math:  Most include geometry or Algebra II as a year long course, trigonometry and land surveying, practical trigonometry
  • Earth Sciences: Some include hydrology or oceanography or crystallization
  • Life Sciences:  Embryology; some also include circulation. (we did circulation in ninth grade)
  • Physical Sciences: Mechanics
  • Chemistry:  Acid and Bases  (Since we are going to do a full chemistry course in eleventh grade, I may not totally worry about this!)

So, I started to think about where tenth and seventh grade will or COULD overlap. The middle school grades have a bit of fluidity to them, so I thought I would just see what I could come up with:

  • Mechanics definitely
  • Oceanography could be a maybe – hybrid between eighth grade and tenth grade
  • Navigation (exploration and astronomy in seventh grade, navigation and astronomy in eleventh grade)
  • Poetry – all three children can enjoy this
  • Colonial America – not typically included in seventh grade, but I did this my first time around in seventh grade so we could start around the time of Lewis and Clark in eighth grade and I was thinking about how to include it again, and some schools are including Colonial America in tenth grade.
  • World Geography – this could tie in to Africa and Latin American blocks in Seventh grade, and Ancient World Civilizations in tenth grade. This could also tie into World Literature.

So, I am thinking for blocks we will do Ancient Civilizations (but I have not decided which ones yet!), literature tie-ins to the Ancient Civilizations  but not get too involved with compare and contrast between texts, (which is more eleventh grade in a Waldorf School),  a hands- on trigonometry block using Trig Trainer and trigonometry board games plus a geometry design game, embryology and a  poetry block.

Our number of blocks was smaller this year in ninth grade simply due to the year long courses requiring so much work.  My main goal throughout these high school years besides helping our student with what she needs and wants and having fun and loving as a family is also to keep  things manageable for myself because of the demands of teaching so many things at once and because I have already homeschooled for years. No burnout wanted here!

I was thinking our combination subjects could happen one day a week and will involve projects that both grades/students could enjoy about these areas ( and I am sure my little second grader will be listening in).  They wouldn’t be blocks per say, since there would be no two or three day rhythm, only one day a week, but I was thinking one subject area per month and just having fun things to do throughout the Mondays (or on other days of  the month! Field trips!).   This would be a unique way to tackle some different parts of the curriculum for both grades that might otherwise be harder to get to and fit in (especially for tenth grade, which seems really full!)

Many 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

A Guest Post: Main Lesson Structure

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

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

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

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

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

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

Here’s what it comes down to …

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

Warm-Up

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

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

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

Review

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

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

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

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

New Content

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

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

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

Bookwork

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

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

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

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

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

About Meredith

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

More About Planning Sixth Grade Roman and Medieval History

I wrote a post here about planning Roman History; I also have at least three back posts regarding Roman History in Waldorf Sixth Grade homeschooling from the first time I went through this grade (with the rare addition of pictures of artwork as well!) so if you use the search engine box those should come up.

I just finished  planning my Medieval History block and it came to me that there are just things I do when planning that I don’t really think about but might be of interest to those of you planning.  I talked about hte most important part, the knowing WHY we are teaching this at this time to a twelve year old from the standpoint of childhood development (Steiner’s indications) in the post I linked to above.  I also mention in this post setting objectives and gathering resources.

However, one thing I always do automatically as well is to use  a time line to get a big picture of that time period (and to refresh my own memory if it has been awhile!)  This helps me get an order in my mind.  I can also use the timeline big picture to get an idea of the big personalities and the big events that  lead to that invigorating picture of contrast for the child.  Polarities, or contrasts, often help us all see the period of time and help the child find wonder. And, whilst a timeline doesn’t help you flesh out the “this is how people lived day to day”, it does help you establish a consciousness of the people of this period.  This changing consicousness of people is what defines history in the Waldorf curriculum.

It also helps you do something a little specific to homeschooling:  it helps you find and hone in on things of interest dependent upon your child’s personality.  For children who are more scientifically oriented, starting with Greece and Rome, for example,  I might use a timeline to look at technological and scientific advances and I would follow that through all the grades. Or for another child perhaps it is following food or navigation or something else.  These things wouldn’t be the whole block , of course, but the point of homeschooling is to throw ideas and projects that really pique interest our children and still highlight the developmental theme of that block.

The other thing a timeline does is to help you see what is happening in other parts of the world at the same time as your block.  Some homeschooling parents get really frustrated with the history part of the Waldorf curriculum as it follows the stream of development that Steiner saw as archetypal for the development of Western Civilization and the development that becomes recapitulated in the inner life of the child’s soul development.  You can understand more about this if you read An Outline of Esoteric Science and understand how Steiner saw the evolution of the world and epochs of time.

However, please do remember that a variety of cultures are studied in the Waldorf Curriculum and that we as homeschooling parents always have the opportunity to bring to use the beauty of the curriculum as a beacon for our children regarding our own heritage and our own place in the world .   If you think about it, this is why the kindergarten and early grades start with the home, the local area and work outwards.     Fifth grade covers a variety of  world cultures and most homeschooling parents I know also put Ancient China and Ancient Africa in that grade.  Ancient Africa, as a neighbor of Egypt and the cradle of humanity, certainly deserves to be in this grade and  I like to put the Kingdom of Axum, Queen of Sheba and King Ezana in  sixth grade.  In my history blocks, I also am careful to put in at least one main lesson or outside reading of “what is happening around the world”.  I certainly don’t want to take away from the stream of development that led to the consciousness of the human being in Western Civilization.  This to me, would defeat the point of the Waldorf curriculum that I believe meets my child’s developmental needs.

However, to make a general note on upper grades curriculum planning,  I think we  MUST  be very careful in this day and age to make sure the curriculum is not eurocentric and adjusted for  where one lives (and where one is from).  Some Waldorf teachers around the world are doing this.  For example, those Eastern Africa Waldorf training manuals (for example, here is the Grade 3 Training Manual)   always do a great job about pointing out how to adapt the curriculum for a particular region.  I think there are many ideas to be gleamed to see how Waldorf teachers in Oceania, Asia, Latin America, and Africa are doing things.  Also, in homeschooling,  as I mentioned above, family matters as well – picking up the lines from the parts of the world where your family is from could be gratifying.  In our case,  our family is mainly of European descent, but when we get up to more individualized world events in Europe, I try to include the countries where we are from (our children have lines going back to eight different countries).

World cultures are also followed from the beginning of the grades through fairy tales, myth and legend and so on, so I also include Native Americans/First People in every grade from kindergarten on, and I include Africa in some way from kindergarten on.  I include Asian and Latin American fairy tales and stories in all  the early grades and then from fifth grade onward, include those regions in history as well to provide a complete picture of the world and dynamic contrast. For Roman History, for example, I put in correlations to the Han Dynasty in China and we can compare and contrast how these two Empires were similar and different.   If you did Ancient China in Fifth Grade, this is a natural progression.  For Medival History, I put in  the wonderful biographies of Sundiata, Musa Mali,  and one can at least mention the Ancient Puebloans of our country if one is American, or the Mayan Civilization (which I tend to cover in detail in seventh grade) and look at the Japanese feudal period.   Great Zimbabwe and the Kingdom of Zimbabwe would also be appropriate in this time period.  Seventh grade always includes a lot of African and Latin American geography along with stories of the great civilizations there, so sixth grade can be the time to plant seeds. Eighth grade obviously includes the geography and history of Oceania and the entire modern world, and my Down Under readers will certainly be finding out what is going on in their part of the world during the times of the Roman Empire and the Medieval Ages .

The other thing I always do  automatically besides think of timelines and biographies  is to look for food, dress, music, poetry, and games that will tie in.  I don’t talk too much about that on this blog but it is always in my planning.

Just a few more thoughts, take what resonates with you.  It is your homeschooling, and you are the expert for your family. If you have are a Waldorf homeschooler, you have a beautiful and developmentally appropriate framework.

Blessings,

Carrie

Waldorf Homeschool Planning: Hands, Heart and Head

It is that time of year in the Northern Hemisphere!  School here in the Deep South is ending this week for most of the public schools, and we are coming to a close fairly soon as well.  This year our oldest will be heading into homeschool high school in the fall, and we will also have sixth and first graders starting anew!  These  important transitions are all the more reason to get organized over the summer.  I find myself following essentially the same sorts of rhythms ever year and  it really seems to fall into a hands, heart, and head pattern:

Hands – I start packing up the books for each year into bins and start getting out the books for the upcoming grades ( I have so many books by grade that I essentially only keep the grades we are doing out and the seasonal books and the rest go into the garage).  I organize the bookshelves and the school room supplies and see what we need to purchase in terms of art supplies and science supplies.  I also see what might need to be made for the first grade stories for our littlest member.

Heart – I sit down with my planner and figure out approximate start and end times for the school year and vacations; how many weeks of school I think we will do (which is usually 34-36 to fit things in); and I remember  and remind myself “what” our family’s goals for education are; I go through my Pinterest boards for homeschooling planning and make note of things that stir my soul for this year; I observe where the children really are in all spheres of development.  Over the years, I have made so many of those “divide a piece of paper into 12 blocks” – where you  write down your festival days, in our case Feast Days of Saints, seasonal qualities for where we live – that I don’t really have to do that anymore, but I do go through my seasonal Pinterest boards and see what we might like to make or do or use to celebrate by month and write it down.

Head – This is the most time-consuming part.  This is where the rubber meets the road and I start to lay out blocks – what blocks will I teach, in what order, how long will the blocks be, what resources will I use (which could be a post in and of itself!), what will each block contain and I write it all up day by day.  This part will take me most of the summer, even having been through first grade twice before and sixth grade once before. I include not only the block work itself, but opening verses, poetry and movement and other notes.

I also think hard about the daily rhythm at this point.  How many teaching periods each day or per week can I reasonably handle and not feel crazy?  Where can I combine?  What do I need to let go of and what do we really, really need as a family to be happy together?   I am finding the older my first child becomes, things are shifting in my family.  All the family in the children have very different needs right now, and I have different needs than before as I approach the last half of my fortieth decade of life.

Lastly, I make a schedule for myself for summer planning.  When will I plan exactly?  That part is really important because the follow-through has to be there.

Would love to hear what you are planning for fall!

Blessings,

Carrie

Life Skills For Seventh and Eighth Graders

I think both as parents and homeschoolers, we are always working on “life skills”.  After all, it is the goal of most parents that their children are able to live independently and know how to maintain a house, take care of their own finances, and be able to care for a home or a family!

I made a list of life skills for seventh grade through high school, and I keep adding things to it , as I go along so this is not an all-inclusive list.  Please feel free to use it as a base for your own list and modify and add it to it so it reflects the things that are important in your family. 

AUTO SKILLS:  (more high school)

  • Auto care (change the oil, jump the battery, replace fluids, change oil and filter, change a flat)
  • How to drive a car; defensive driving and the dangers of driving under the influence of alcohol or drugs
  • How to buy a good used car
  • How to look for and deal with auto insurance, what to do in case of an accident

PRACTICAL SKILLS:  (seventh grade and up)

  • Carpentry and woodworking
  • Knife skills (whittling and carving),
  • Mending holes/hemming pants/sewing buttons,
  • Replace a bike tire and do basic bike maintenance and repair
  • How to vote
  • How to take good notes from a lecture or sermon
  • Packing a suitcase for a trip independently
  • How to tie a neck tie and bow tie
  • Manners/fine dining – how to introduce people and start a conversation
  • How to organize and host a party without help
  • Phone etiquette (ordering, returning, asking for info, answering)
  • Self defense
  • How to knit, crochet, cross stitch, hand sew and machine sew; how to make patterns
  • First aid and CPR, basic herbal and natural remedies for common ailments; how to put together a “natural” medicine toolbox, the role of allopathic health care and how to access it; how to deal with medical bills and insurance
  • How to dance  – whether that is square dancing or line dancing or formal ballroom dancing is up to you!
  • Homesteading skills, care of livestock, hunting or fishing skills might also come here if you do that in your family life
  • Buying a house, homeowner’s insurance, buying versus renting
  • Pet Care – care of puppies or kittens, how to dialogue with a vet, healthy feeding and exercise, housebreaking, positive clicker training,  typical health and behavioral  problems and how to help, lifespan of a pet, making end of life decisions for your pet

Home Skills: (all ages)

  • How to “deep clean” a house from top to bottom
  • How to maintain a home during the week
  • Air conditioning/heating and plumbing basic trouble shooting
  • How to paint rooms
  • How to unclog a sink or tub drain
  • How to can/freeze/dry/ferment food
  • How to write a list and follow it at the grocery store; menu planning
  • How to do laundry from start to finish, ironing
  • How to organize a house
  • How to prepare a variety of healthy meals from scratch
  • Basic fix-it skills and troubleshooting for the home

JOB SKILLS:

  • How to write a resume
  • Typing and computer skills
  • Job interview skills
  • How to build and work with a team
  • How to work with difficult people
  • How to resolve conflict
  • Effective communication skills; difference between communication and conversation
  • Picking a career that is right for you – Myers Briggs testing or other personality trait testing, how aptitudes and strengths can play into a good career choice

FINANCIAL SKILLS:

  • How to apply for a mortgage, steps of buying a house
  • How to write a check and balance a check book, how to manage on line banking
  • Budgeting/money management
  • How to invest and save for retirement
  • How to understand parts of a paystub

CHILD CARE:

  • Basic infant development, basic principles of baby care – pregnancy, birth, breastfeeding, sleep rhythms, baby wearing, gentle discipline, how to bathe, how and when to start solids, value of rhythm and outside time, warmth, normal attachment and what contributes to family-infant attachment, microflora in the gut and how to cultivate that in the most healthy manner 
  • Normal stages of development  ages 0-5, how to identify challenges
  • How to talk to your infant’s health care team

RELATIONSHIPS

  • Essentials of self-respect and self-love, which is a foundational skill to bring to relationships
  • Differences between assertive, passive and aggressive behavior and communication
  • Discussions on dating violence; affects of verbal abuse
  • Effective communication skills
  • Take your own Myers Briggs test and how to use this information in relationships
  • How to resolve conflict
  • What to look for in choosing a person to share your life with, what factors help make a successful partnership, how to nurture a partnership or marriage

Skills for Personal Health:

  • Finding types of exercise that can be done throughout a lifetime
  • Addiction issues; addiction myths
  • Healthy sexuality
  • Use of alternative methods for health (herbal, homeopathic, healing foods)
  • Sleeping  – its importance, health sleep habits
  • Positivity; dealing with baby blues, depression, anxiety
  • How to deal with stress in a healthy way
  • Physical health issues specific to gender

I am certain there are many other things you can put on this list or that you can create your own categories.  I have a category for Christian Life as well if any of my Christian readers are interested.

I will list some specific resources we used in seventh grade and that we are using this year in the next post.

  Blessings,

Carrie