Understanding Waldorf Education: Teaching From The Inside Out Free 26
Joseph Zyiuahndy
Sea Star Waldorf School is dedicated to providing education inspired by the Waldorf philosophy for the children and families of South Florida. Most of our faculty have completed a recognized Waldorf teacher education program and are committed to teaching in ways that foster truth, beauty and goodness. This foundation maximizes the potential for learning, loving and creating to unfold naturally in children while helping to remove obstacles in their paths. Academics, art, music and movement are interwoven to meet the developmental needs of the whole child. At Sea Star, we are preparing children to be conceptual thinkers whose self-understanding, compassion, expressiveness and creative problem-solving skills equip them to take on life to its fullest potential while providing an antidote to violence, alienation and cynicism. There has never been a better time to contribute to the peace of our world.
Laura Birdsall, M.A., has been a Waldorf teacher for over 20 years. Her broad teaching experience spans grades one through eight, and she has worked with students from diverse backgrounds. As a class teacher at Milwaukee's Urban Waldorf School, the first public Waldorf school in the United States, she played an integral role in developing and adapting curricula and assessments to meet the unique needs of under-served urban children. She consults and has co-authored with Jack Petrash the Enlivened Literacy Project, an after-school curriculum developed for inner city children in Baltimore. Currently. Ms. Birdsall teaches in the middle school at Kimberton Waldorf School and is the director of Side by Side, PA, a community based program designed to bring Waldorf-inspired experiences to at-risk children while providing mentoring opportunities for high school students.
Understanding Waldorf Education: Teaching from the Inside Out free 26
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A UK Department for Education and Skills report suggested that Waldorf and state schools could learn from each other's strengths: in particular, that state schools could benefit from Waldorf education's early introduction and approach to modern foreign languages; combination of block (class) and subject teaching for younger children; development of speaking and listening through an emphasis on oral work; good pacing of lessons through an emphasis on rhythm; emphasis on child development guiding the curriculum and examinations; approach to art and creativity; attention given to teachers' reflective activity and heightened awareness (in collective child study for example); and collegial structure of leadership and management, including collegial study. Aspects of mainstream practice which could inform good practice in Waldorf schools included: management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping.[55]
In 2019 a school in Christchurch, New Zealand began considering removing "Rudolf Steiner" from the name of the school "so that the our best ideals are not burdened by historical, philosophical untruths."[226] In 2014, after an investigation by the NZ Ministry of Education, a small school on the Kāpiti Coast of New Zealand was cleared of teaching racist theories. An independent investigation concluded that while there were no racist elements in the curriculum, the school needed to make changes in the "areas of governance, management and teaching to ensure parents' complaints were dealt with appropriately in the future...[and that]...the school must continue regular communication with the school community regarding the ongoing work being undertaken to address the issues raised and noted that the board has proactively sought support to do this."[227]
Racist attitudes and behaviour have been reported in particular Waldorf schools, and some teachers have reportedly expressed Steiner's view that individuals reincarnate through various races, however, Kevin Avison, senior advisor for the Steiner Waldorf Schools Fellowship in the UK and Ireland, calls the claim of belief in reincarnation through the races "a complete and utter misunderstanding" of Steiner's teachings.[225]
Author compares and contrasts content learning of students who receive regular, instructor specific, interdisciplinary teaching of art, music, and English to those students who will receive the same interdisciplinary instruction within the content of art lessons produced solely by the art teacher. Sample includes 4th grade students from two academically polarized schools.
This course supports students' transition and development as teachers of young learners in the context of school and community. Through mixed mode patterns of situated learning, equivalent to fourteen weeks experience, students will have repeated opportunity to apply in schools the professional knowledge, understanding and skills introduced and developed in the interconnected course, 'Learning and Teaching: The Emerging Professional 1'. Supported by university and school mentors, students will take increasing responsibility for assessing, designing, implementing, evaluating and reviewing situated learning and teaching experiences for young learners within a range of discrete disciplinary contexts, (ie Mathematics), and interdisciplinary studies across the school curriculum, (ie Health and Well-Being, RME & Expressive Arts). Valuing themselves as growing professionals, students will take responsibility for professional learning and development, applying the cyclical self-evaluation process.
Continuing to develop the concept of effective learning and teaching from year 1 and 2 of their studies this course will engage students in investigation of curricular contexts, exploring both discrete disciplinary contexts, (ie Mathematics), and interdisciplinary studies across the school curriculum, (ie Health and Well-Being, RME and Expressive Arts). Connections will be made to facilitate the application of knowledge, understanding, skills and attitudes to professional practice. Students will design and evaluate meaningful and contextualised learning and teaching experiences, learning to apply the cyclical process of reflection, evaluation, target setting and planned action for improvement. The course will engage students in the development of effective pedagogical, enquiry and research skills. Further exploration of the processes will support application of strategies to support pupil learning gains in the interconnected course 'Learning and Teaching: School and Community'.
The content will:
- focus on the range of topics specified for Physics and Science which are relevant to the secondary school curriculum.
- examine the rationale for Physics and Science in the secondary school curriculum.
- critically evaluate relevant literature and research.
- study national subject/course guidelines.
Attention is given throughout to aspects of professional practice in the teaching of Physics and Science in secondary schools such as communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be introduced to the use of theoretical frames and findings from research.
The content will:
- focus on the range of topics specified for Technological Education which are relevant to the secondary school curriculum.
- examine the rationale for Technological Education in the secondary school curriculum.
- critically evaluate relevant literature and research.
- study in detail national subject/course guidelines.
Attention is given throughout to aspects of professional practice in the teaching of Technological Education in secondary schools such as communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be introduced to the use of theoretical frames and findings from research.
The content will:
- focus on the range of topics specified for Physics with Science which are relevant to the secondary school curriculum;
- examine the rationale for Physics with Science in the secondary school curriculum;
- critically evaluate an extended range of relevant literature and research;
- study in detail national subject/course guidelines;
- draw on evidence gathered from School Experience placement courses
Attention is given throughout to aspects of professional practice in the teaching of Physics with Science in secondary schools such as communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.
Participants undertake a systematic review of their current knowledge and practice base.
Participants also consider the process of acquiring knowledge and the research process itself.
With tutor support, they will identify areas in which they wish to develop further knowledge and understanding and undertake a literature search.
Working in small groups, participants consider current literature, research and practice developments. The group is facilitated to explore this material and present an analysis of the issues, questions and practice dilemmas.
The impact of the legislative framework and multi-disciplinary context of child care and protection is also addressed.
Participants initially present their findings to the course group. Feedback from course members is used to inform their presentatiopns to practice colleagues.