The Six-Year Transformation By Michelle Brightwater The six-year transformation or change is an amazing and tumultuous time in the life of your youngling (and for you!). This time is referred to as the “first puberty,” which gives a great deal of insight into the kind of behavior you might expect during this time. Although it […]
Using timelines in your classroom is a key requirement of the Australian HASS curriculum. By incorporating this Australian History Timeline in your classroom you will not only be meeting these history requirements but you will also have a great display in your classroom that can lead to further language-rich activities and investigations.
more physiology with grade seven Grade seven and I spent three days on the circulatory system, or cardiovascular system (CVS). The transitio...
The Six-Year Transformation By Michelle Brightwater The six-year transformation or change is an amazing and tumultuous time in the life of your youngling (and for you!). This time is referred to as the “first puberty,” which gives a great deal of insight into the kind of behavior you might expect during this time. Although it […]
I typed up a routine/rhythm based on the way our days flow. The white band is the new main lesson block from our new Waldorf curriculum. We already started with the stories and forms and it is goi…
grade eight physics Grade eight at East Bay Waldorf completed their second week of physics, where we studied pathways of light and sight. T...
If you’re anything like me, you’ve looked at those gorgeous main lesson pages on Pinterest and shamelessly copied every detail. I absolutely confess that when I’m feeling stuck, I turn to Pinterest for a well-spring of inspiration. But the truth is, those Pinterest teachers don’t always know what spoke most to my students about our […]
I chose “focus” for my word of the year last year. I felt that I was being pulled in many different directions and had no clear idea of what I had accomplished, what I needed to accomplish, and where I was going with it all. I wanted to focus on my priorities and what really...
Create your own homeschool curriculum plan for main lessons with this outline of the traditional Waldorf block rotation for homeschoolers.
Waldorf physics and meteorology in the 8th grade. Every year I'm surprised by how much I love the sciences. This year will be no different!
Happy New Year’s to you all! Many best and bright wishes to my readers in this lovely New Year! Many of you know that given my background as a physical therapist and homeschooling parent, work rev…
This is our first venture into the world of business math. Using Eugene Schwartz’s lectures as a guide, I introduced a few economic ideas during the block, then we practiced the mathematic concepts…
Many Waldorf homeschoolers express difficulty with what is known as the Man and Animal block in 4th grade. Here is Steiner on humans & animals.
One of my big back-to-school goals this year was to stay caught up with putting together my Waldorf grade two curriculum materials. I’m so happy that this new Grade Two Basics guide is the first successful step in that direction! I did a TON of prep this summer because, to be honest, 2nd grade has […]
Moonshine has been thoroughly enjoying the Norse myths, and it really shows in her work. She has become such a wonderful artist-- quite...
Namaste dear Well Wishers, Hope everyone is experiencing a fine transition to the new school year – Parents, Students, Teachers and Staff alike! Here’s a sweet photo that was forwarded…
physiology block for grade seven still life by Paul Cezanne This first week of Advent, I began teaching as a guest teacher the physiology block on the digestive system for grade seven at East Bay Waldorf in El Sobrante, CA. While the rhythm of the week included preparations for an Advent assembly, my grade seven students and I had a wonderful week learning about the journey of food through our bodies. Here is a brief recap of our week: Day One I introduced the topic of digestion by bringing samples of food to the classroom - a good place to start! Food is valued by us as humans for several reasons. I cut an apple in half and showed the children the five-pointed core. From it, I created a drawing on the board to show the five "Apple Core Values of Food." At each point of the apple star, I worte: Combustion, Nutrtion, Tradition, Recreation, and Inspiration. Food is important to us because we use it for energy (combustion), for nutrients (nutrition), for culture and family (tradition), for social gatherings (recreation), and to inspire art such as in Cezanne's still life of fruit (inspiration). I said that the balance of these core values of food leads to happy, healthy lives. I also posed an idea for them to think about: in going from origin to table, the less steps in food processing it takes, the healthier the food is. We compared an apple, a potato, a bag of trail mix, and a Lunchable. Just in attempting to read the ingredients on the Lunchable box was enough to convince us that some of those chemicals listed should not be ingested! We figured it took lots and lots of step to bring the Lunchable to the table. In contrast, the apple simply was planted from seed, grown, picked, washed, and eaten! Day Two The second day of the lesson we started with a discussion of how we engage our senses to start the process of digestion even before we take the first bite. Not only is this important physiologically, but it brings the whole human into the realm of the lesson (the core values of food also brings this holistic approach). Then I drew the anatomy of the human as I talked about the path of the food. Day Three On this day, I traced for children the path of the food using a schematic diagram of the digestive tract I drew on the board, and talked about what was happening to the food as it passed through the different parts. As a visual aid, I put some crushed crackers in a sandwich bag to show how the food looks in the mouth, then I added some water and flour to show how it looks as a bolus, then chyme, then took some water out to show undigested matter. Day Four For their main lesson book, I had them copy this table to show the functions of each part and organ. This tabular form helped to recap the lecture from the day before. The colored bars represent the five processes: motility, digestion, secretion, absorption, and elimination. Day Five On the last day, I emphasized some important points. I also brought the material back out of the parts to the larger picture of our place in the world. I commented that I believed how truly amazing it is to know that our bodies have been designed to perfectly break down the foods that are available to us from our earth. We are of this world, made of this world.
Waldorf teacher tips for the end of the year. How to teach material, enjoy the weather, write your reports and stay sane.
Ok my friends, this is a HUGE printable and may be my favorite of the lot. You get THREE sentences for EACH of the Montessori phonograms. Yeah, THREE… EACH. This took forever to put together and I love it. I hope you will too! The sentences do include a few basic sight words like “the”, […]
I swear, there’s something about school year time . . . it goes by so quickly! At the same time, it seems like it was MONTHS ago that I wrote my last post about Waldorf 2nd grade math and our hopes and dreams conversation. Here’s an update . . . Hopes and Dreams After our […]
When we talk about teaching kindergarten, what we really mean is supporting your child’s healthy development in the early years. Your job is to create the environment for him to thrive. Here’s how to do that!
Check out my set "Most Interesting 500" here! Visit my Waldorfschool/Steinerschool related pinboards here!
Check out my set "Most Interesting 100" here! Visit my Waldorfschool/Steinerschool related pinboards here!
Now that 8th grade graduation is behind me, I’m starting to get all geared up for 1st grade. I’ve got just 3 weeks before my family and I head off for our big summer trip, so I’m wasting no time getting going on my summer prep. Years ago a former colleague of mine put together […]
I’m so excited to finally announce my Waldorf Curriculum Planning E-Course! I’ve been working on this course to support homeschoolers and class teachers for awhile now and it’s now ready for launch! Read on to see if this course is for you. Does this sound like you? Check all that apply. You know and […]
Is LEGO© Therapy effective for children on the autism spectrum? If you're interested in the benefits of LEGO Therapy, read this guide to learn how it works, how LEGO bricks can teach your child social skills and ideas you can use with your child at home.
Let’s talk all things first grade! In Waldorf education, there is so much emphasis placed on the transition from kindergarten to first grade, and in many ways, it’s for good reason! The child is ready to transition into the grades, and with that comes a need to approach things a little differently:
To see more information and main lesson book examples about physics blocks, please visit Rick's blog: www.thewaldorfway.blogspot.com.
intersection of physiology and physics a visit to Benner Creek near Chester, CA When I had studied the human body in medical school, we spent much time naming every single bone, muscle, and organ in the body, we diagrammed metabolic processes, and we learned about disease and pharmacological treatments. Along with studies of the biological sciences as an undergrad at UC Davis, I came away with knowledge of other life forms as lesser species. It seemed that in our efforts in learning more about ourselves and our world, we are actually creating a widening rift between us and everything else. They are unicellular, we are multicellular with specialized cells. Their behavior is only instinct, while our cortical functions help us think things through. This is air, water, and fire, we are humans who can control the elements. Rarely in our academic studies in the sciences do we appreciate the relationships of us and the universe. Rarely are we given entrance into modes of thought that are more enlightened. It is no wonder that many systems today (economic, healthcare, environmental, government) are deteriorating. We are in need of new paradigms of thought that will lead to new ways to be responsibly and joyfully active in our work on this earth. A physics block with the serendipitous addition of some physiology for grade eight at East Bay Waldorf gave me a new paradigm of thought. It not only gave me that good teachery feeling of bringing something special to the students, but it gave me that awesome feeling of an aha moment! In physics with grade eight, we had been talking about heat, light, water, air, and electromagnetism. They can be regarded as the fundamental elements of fire, earth, water, and air. These elements are omnipresent around us, carefully balanced in nature. In terms of their movement and the way we experience them, they exist as a physical presence through flow and force. Flow and force. Like the yin and yang, flow and force is like male and female, death and birth, night and day. Equal and synergistic, like a magnetic field. The elements surge with power and grace, with strength and restraint, with awe and subtlety. We appreciate and interact with the elements everyday. The heat of the sun on bare skin, the crunch of river rock during a stroll along the river, water on the fingertips, a breeze to cool the nape of your neck. And as humans of high cortical function, we even go a step further and try to control the elements. In our study of physics, we gained knowledge of elemental properties, and often this knowledge allows us to control them for human use. The convection of air conditioning systems, refraction of light for corrective lenses, hydraulics, pneumatics, electric motors, and mag lev trains. I will not argue that our technology serves us and the world in some fantastic ways. But let's view the elements from a different light. In thinking of the elements (the physics) through the human body (the physiology), we discover a much deeper relationship with the elements. Charles Kovacs, in his book Muscles and Bones, touches on this relationship. And forgive me for this non-Waldorfy reference: Yoda, the Jedi Master, also shares this view. The force and flow of the elements are not only outside of us, and they are also more than something we can manipulate, they are within us. We are the elements. The fire element, the Sun, the magma that flows within the earth's core, is present in us. To maintain optimum metabolism, our bodies stay heated at 98.6 degrees F, and many chemical reactions in our bodies need heat and produce heat. We have a heat body. The water element, the oceans, the polar ice caps, Mars with its frozen tundra, is present in us. We are essentially water, as our bodies are about 70 % water and share the same density as water. We have a water body. The air element, the earth's atmosphere, oxygen, nitrogen, carbon dioxide, is present in us. With every breath we take, air flows through our lungs and our blood, and every cell of our bodies. Our bones, as strong as they are, have air pockets. We have an air body. The earth element, stones, seashells, minerals, magnetic fields, bones and nerves, is in us. Like the electromagnetic force of the universe, our nervous system is powered by the flow of electricity and ions. Like the minerals of the earth, our bones are as tough and seemingly inert, the solid material of our bodies. We have an earth body. In this perspective, with humility, we are of the elements, without which, the human organism would not exist. We are one with the universe in this regard. The flow and the force of the elements surge within us. The new paradigm of thought that may allow us to live in harmony with our earth is to know that nurturing earth is the same as nurturing humankind. As we proceed with our human needs, we must encompass the needs of the earth. Physiology and physics must be studied and applied together. Thinking, feeling, and doing for us. Us, as in all things.
Reggio Emilia or Montessori? At ScuttleBugs Child Development Center we have a Reggio Emilia inspired program. But, we make a point of thoroughly understanding the other ECE approaches and best practices. In this instance we’re…
Grade four at the Valley Waldorf City School. Waldorf school in Los Angeles features alternative education inspired by Rudolph Steiner.
4th Grade: Language Arts Check out my set "Most Interesting 100" here! Visit my Waldorfschool/Steinerschool related pinboards here!
intersection of physiology and physics a visit to Benner Creek near Chester, CA When I had studied the human body in medical school, we spent much time naming every single bone, muscle, and organ in the body, we diagrammed metabolic processes, and we learned about disease and pharmacological treatments. Along with studies of the biological sciences as an undergrad at UC Davis, I came away with knowledge of other life forms as lesser species. It seemed that in our efforts in learning more about ourselves and our world, we are actually creating a widening rift between us and everything else. They are unicellular, we are multicellular with specialized cells. Their behavior is only instinct, while our cortical functions help us think things through. This is air, water, and fire, we are humans who can control the elements. Rarely in our academic studies in the sciences do we appreciate the relationships of us and the universe. Rarely are we given entrance into modes of thought that are more enlightened. It is no wonder that many systems today (economic, healthcare, environmental, government) are deteriorating. We are in need of new paradigms of thought that will lead to new ways to be responsibly and joyfully active in our work on this earth. A physics block with the serendipitous addition of some physiology for grade eight at East Bay Waldorf gave me a new paradigm of thought. It not only gave me that good teachery feeling of bringing something special to the students, but it gave me that awesome feeling of an aha moment! In physics with grade eight, we had been talking about heat, light, water, air, and electromagnetism. They can be regarded as the fundamental elements of fire, earth, water, and air. These elements are omnipresent around us, carefully balanced in nature. In terms of their movement and the way we experience them, they exist as a physical presence through flow and force. Flow and force. Like the yin and yang, flow and force is like male and female, death and birth, night and day. Equal and synergistic, like a magnetic field. The elements surge with power and grace, with strength and restraint, with awe and subtlety. We appreciate and interact with the elements everyday. The heat of the sun on bare skin, the crunch of river rock during a stroll along the river, water on the fingertips, a breeze to cool the nape of your neck. And as humans of high cortical function, we even go a step further and try to control the elements. In our study of physics, we gained knowledge of elemental properties, and often this knowledge allows us to control them for human use. The convection of air conditioning systems, refraction of light for corrective lenses, hydraulics, pneumatics, electric motors, and mag lev trains. I will not argue that our technology serves us and the world in some fantastic ways. But let's view the elements from a different light. In thinking of the elements (the physics) through the human body (the physiology), we discover a much deeper relationship with the elements. Charles Kovacs, in his book Muscles and Bones, touches on this relationship. And forgive me for this non-Waldorfy reference: Yoda, the Jedi Master, also shares this view. The force and flow of the elements are not only outside of us, and they are also more than something we can manipulate, they are within us. We are the elements. The fire element, the Sun, the magma that flows within the earth's core, is present in us. To maintain optimum metabolism, our bodies stay heated at 98.6 degrees F, and many chemical reactions in our bodies need heat and produce heat. We have a heat body. The water element, the oceans, the polar ice caps, Mars with its frozen tundra, is present in us. We are essentially water, as our bodies are about 70 % water and share the same density as water. We have a water body. The air element, the earth's atmosphere, oxygen, nitrogen, carbon dioxide, is present in us. With every breath we take, air flows through our lungs and our blood, and every cell of our bodies. Our bones, as strong as they are, have air pockets. We have an air body. The earth element, stones, seashells, minerals, magnetic fields, bones and nerves, is in us. Like the electromagnetic force of the universe, our nervous system is powered by the flow of electricity and ions. Like the minerals of the earth, our bones are as tough and seemingly inert, the solid material of our bodies. We have an earth body. In this perspective, with humility, we are of the elements, without which, the human organism would not exist. We are one with the universe in this regard. The flow and the force of the elements surge within us. The new paradigm of thought that may allow us to live in harmony with our earth is to know that nurturing earth is the same as nurturing humankind. As we proceed with our human needs, we must encompass the needs of the earth. Physiology and physics must be studied and applied together. Thinking, feeling, and doing for us. Us, as in all things.
Here we are at the least celebrated and least recognized cross quarter day of the year. Yes folks, it’s a holiday! Today is Lughnasadh (also known as Lammas or First Harvest). Get out your festival wreaths, bring in the first of your crops, figure out where you’d like to live for the winter, try out an anonymous marriage for a year and a day or contract out your children into marriages of their own. (Okay, perhaps not those last two.) This day, like so many seasonal celebrations, is also traditionally a day of craft fairs and of games and contests of skill and strength. What better mid-summer pursuit than a badminton or bocce ball match? Of course, like all festivals, the important piece is the gathering. Even if Lughnasadh means nothing to you, doesn’t it just offer up a reason to hold a lively Summer soiree? (Truth be told, it doesn’t actually mean much to us either. We’ve just been researching festivals of late and, in trying to create a stronger sense of community and tradition in our disconnected, modern, urban lives, have enjoyed recognizing and celebrating each of the changes of season as well as the seasonal mid-points with family and friends.) Today we will celebrate the first grains of harvest (albeit not our own since we don’t actually grow grain) by baking bread over our bonfire. If you’ve not tried this before, it’s a tasty and fun way to prepare bread out of doors. While it’s possible to bake over a fire in a dutch oven or even a regular camp pot, it’s so much more fun to roast what is often called stick bread or campfire bread. Begin by preparing dough using any bread recipe (even a sweet bread or cheesy variety will do). While waiting for your campfire to burn down to hot embers, whittle away the bark from one end of a hardwood stick (for the length that the dough will wrap around it). It’s possible to roast the dough over an open flame but, as is also true of marshmallows, a more even, less erratic cooking will occur over coals away from a giant blaze. When the fire is ready, pull small biscuit sized chunks from your dough and roll them into little sausage shapes. Insert the prepared stick into the center of the dough roll leaving the end closed and proceed with the baking. Depending on the heat of the embers, hold the bread 6” to 10” above the coals and rotate the stick regularly. Ours have taken 10-15 minutes depending on the thickness of the bread and the heat of the fire. They’re done and ready to peel from the stick and fill with your favorite spread when they sound hollow when tapped. They’re so delicious and a great, non-sugary alternative to the requisite camping marshmallow treat. (A baked good camping luxury any day of the year.) We’ll enjoy them with the other fruits of our early harvest and perhaps a lively game of Toss-the-Frog. Happy Lughnasadh to you all! Easy Campfire Bread Recipe (If you're not into all that kneading and waiting for dough to rise) 3 cups flour 1/2 cup oil, butter or animal fat 1 1/2 Tblsp. baking powder 1 tsp. salt 1 1/2 cup water In a large bowl, mix together flour and fat by hand. Add the baking powder and salt (and dried fruits or cheese if you're doing that). Next mix in the water and knead for a few minutes until you've got a firm dough. Separate the dough into fist sized balls and roll each into a sausage shape before piercing with a clean stick.
Did you wear your green? I don't take any chances at school and make sure I'm wearing my green. I don't need any students trying to pinch me. This is the first year I've ever had to work St. Patric
Waldorf Basics Series I’m so pleased to offer a whole series of products to support teachers and homeschoolers with putting together the big-picture overview of their plan for the year. These affordable PDF downloads will give you all of the essential documents you’ll need to get your year off to a great start. Right now […]
This is a guest post written by Barbara Dewey of Waldorf Without Walls in which she describes learning to read the Waldorf way.
The planetary seals of Rudolf Steiner have always mystified me, but I couldn’t see the inner logic. A year or two ago I saw a video by Brian Gray who explained the first five, and it was quit…
We are using Chirstoperus second grade for our son Otis this year. I am very pleased with the ciruculum. We we came to the block for the King of Ireland's Son it was a daunting task to have to read the chapter , come up with setences and draw pictures! I'm working of my BA taking fifteen credits , as well as applied arts training at Sunbridge college ,and teaching classes! But this turned out to be a sort of Parzival for the second grade. I love this book , I love the work we did. Somedays out of sheer lack of time I let him decide what to draw and to be fair my drawing is awful to begin with! I also was doing spiral paintings for our wet on wet time during this block. I have put these in order the best I could. To the left is day two. Above is day one. I really love the image of the crows attacking Fedelma and The King of Ireland's son , I tried not to let Otis see the pictures in the book so he could form his own ideas of what they should look like. Above is one of the "insert" stories about the king of cats! I found myself so excited that I was reading ahead of where we were! Which led to confusing myself!
