The boys and I checked out a local nature area that I only recently became aware of. Schweitzer Grove Nature Area in Fair Oaks is a lovely grove of eucalyptus. At this time of winter, the grasses and mosses are all bright green and the afternoon sunshine makes everything magical.

The key feature is this tiny creek running through the park. It was jumped and crossed endlessly while we were there. I’m told that the springtime singing of the frogs is delightful.

Eucalyptus Sky

Funny golden mushrooms of some type (I am no mycologist)

With a pair of trusty hand-me-down boots, a kid can go almost anywhere.

Balancing on this plank bridge was no problem for Lucas. Asher would accept no help; he crawled across.

Having opportunities to meaner by oneself is so important. Honestly, kids don’t get to do this much these days—even my kids. I followed behind, trying to give my boys their space.

With those trusty boots on, it was inevitable that he ended up in the creek.

An undeveloped park like this, of this size, really is a perfect place to wander, discover, and ramble about. The drawback to this place, since I am not a frisbee golfer, is that this is also a frisbee golf course—apparently one of the oldest ones around. Besides ourselves, there were many young male golfers present, mostly of college or high school age. Nearly every one of them carried a very large can of beer—possibly a function of it being Friday near 5 p.m. They were mostly polite and friendly, but I did worry a bit about one of us getting beamed by a frisbee while we were walking. I think next time we come here, we might aim for a weekday morning instead.

This is the third part in a three-part article about what Waldorf school looks like compared to public school. If you’re just coming to this, I encourage you to read Part 1, which can be found here, and Part 2, which is here. This is, of course, our experience and others will have different takes on Waldorf education. Please keep in mind that Ian and I are parents, not teachers, so our perspective on Waldorf is a parents’ perspective.

11. The School Day. A typical day at Waldorf school for the third grade consists of main lesson (subjects of language arts and math are taught in six-week blocks), snack time, specialty class, lunch, and then two specialty classes. There are several recesses too. Spanish, German, handwork, music, and gardening are each taught twice a week. Movement, Eurhythmy, painting, and form drawing are taught once per week. Two or three periods a week are devoted to reading practice and groups. My son loves all of his subjects.

Right now in main lesson, they are working on math, with specific emphasis on measurement and reviewing carrying and introducing borrowing. Next month they will move into a “shelter and housing” block. They will study housing around the world and the history of life skills. The children will choose a particular type of house or home and then fashion a realistic 3-D shelter diorama and present a report to the class. I have seen the most amazing shelter dioramas—igloos, geodesic domes, longhouses, log cabins—pass by me at school, lovingly carried (with difficulty) by their third-grade creators. This shelter block harkens back to autumn blocks of gardening and farming and building. In the spring, the third grade will have a social studies and life sciences block that covers clothing and textiles. Students will complete a clothing and weaving project, which handsomely dovetails with their handwork classes covering crochet and spinning.That’s a lot of information about our grade specifically, but it gives a picture of what school is like and shows how many teaching modalities are present, as art, movement, and music are interwoven throughout. All grades have some variation on this kind of day, with subjects becoming more advanced as the children grow.

Overall, the Waldorf curriculum is highly geared to meet the needs of the growing child, whose development can be divided into three main phases. Birth to age 7 is considered to be the imitation/will years; 7 to age 14 are considered to be the imagination/feeling years; and ages 14 to 21 make up the truth-seeking/thinking years. Subjects are introduced with these developmental stages in mind, for example eighth graders study world revolutions.

12. Parent Involvement. Our school is not, strictly speaking,  a “parent-participation” school. Parents do not volunteer regularly in the classroom. However, parents support and help with many tasks, and are asked to get involved in everything from festival committees and boosters clubs to the parent guild and the board of directors. There are celebrations and festivals all year long that require a great deal of parent involvement, and many fundraisers. Each family is asked to volunteer in numerous ways and to let the school know their particular talents and hobbies. There are hundreds of ways to be involved in our child’s education. I was thrilled when I was asked to help with baking dragon breads, to take photographs of the Harvest Faire, and to paint wings for the third grade’s Firebird Eurhythmy performance last fall.

13. Festivals. So what are these festivals anyway? Waldorf schools celebrate a plethora of festivals that might be unfamiliar to many, or perhaps may be familiar only because they once were (or still are) a part of the yearly liturgical rhythm of European cultures. These festivals are closely connected to the seasons and occur almost once per month. Michaelmas occurs at the end of September. Harvest Faire happens in October. Martinmas and Thanksgiving are in November. The season of Advent is celebrated as the contemplative days leading up to the winter solstice and Christmas. May Day is a big school-wide festival that happens in the first week of May.

School festivals are opportunities for celebration, for contemplation and inner revelation, and for community building. By celebrating holidays and holding festivals, we celebrate the bounty and beauty of life. We stand up, take a deep breath, and collectively say, “We are human and humans together.” Because they are unique to Waldorf schools, these festivals are a kind of icing on the Waldorf cake and most families love to partake.

14. Nourishment. From the moment we set foot on our Waldorf school campus we have been nourished in every way. Every sense* is considered in every moment: sight, sound, taste, touch. Lighting is beautiful. Materials used in school are superb and of the best possible quality so that they may please and inspire. Wood, wool, sunlight, silk, paints of the purest colors, and nourishing foods are the delights that surround my son during his school day. Every item is both functional and beautiful, from the desks to the doorjambs, from the spectacular woods and river surrounding the campus to the school farm. And let me talk about that farm a moment. Fruits and vegetables are grown organically and biodynamically all year. Some (very lucky) animals make their homes there: a sweet old cow, a flock of chickens who produce lovely eggs, several sheep, and an old man llama named Balboa. Children participate in working this farm throughout grades 1–8 in their gardening classes. They learn where food comes from, and through their labors in the sun and open air get an inkling of the time, effort, and knowledge required to produce and harvest food. In the Waldorf Kindergarten, snack is provided by the school and the little ones are fed nourishing grains, vegetables, and soups. I assert that whenever 24 5- and 6-year-olds eat organic vegetable and barley soup together as a class, a small miracle has occurred. And I think any parent with a picky eater will agree.

15. Nature, Reverence, and Respect. This is perhaps the aspect of Waldorf education that most appeals to me. Wonderment and reverence for nature and humanity are part of my personal morality, and this is something I truly hope my children will learn. And I see these principles in practice every day at school. Rudolf Steiner said, “Receive the children in reverence; educate them in love; let them go forth in freedom.” We believe that our son is being taught as and treated as an individual with worth. We believe he is loved and valued and that his contributions to the class and the lives of the students and teacher are valued. We think this is a pretty good case for Waldorf education, since it is in feeling loved and wanted and respected that people are able to open up to learning and new experiences, and make lasting relationships. We do not want our son to burn out on school. We don’t want him to hate school and hate learning. We do not want him simply to survive his schooling, but rather to thrive in it and because of it. We feel that our private school is an investment in his future success and may help stave off some of the problems that teens and young adults face. We might be wrong, of course. Nothing is guaranteed. No school will raise him for us. We still have the toughest job of parenting. I wouldn’t have it any other way. (I welcome your comments.)

* Steiner described and explored twelve senses of the human being. I am not qualified to explain these.

This is the second post in a three-part article about what Waldorf school looks like compared to public school. If you’re just coming to this, I encourage you to read Part 1, which can be found here. Please keep in mind that Ian and I are parents, not teachers, so our perspective on Waldorf is a parents’ perspective.

What does Waldorf school look like?

6. Curriculum. Reading, writing, and math are taught systematically, but probably not with the same system that you are familiar with if you come from public education. The Waldorf curriculum is not up to individual teachers, as it is long established, although teachers can mold things to their liking by choosing stories as teaching vehicles. They are not teaching out of an instructor’s manual and the students do not have textbooks of any kind. Rather, the teacher brings the lesson and the students make their own “lesson books.” Thus, they are constantly developing and using their reading, writing, math, and art skills no matter the subject. Students definitely are not doing whatever they want, as some people seem to assume about Waldorf education. Rather, students follow the lessons set before them by their teachers. More about the Waldorf curriculum can be found here.

7. Class Size and Student/Teacher Ratio. My son’s class has 28 students. It is up to the teacher and the administration to determine how many students he/she can take. They try to hover around 28 to 29 children. In first grade, there was a wonderful classroom aide to help the teacher, but probably more to help the young students adjust to being in a classroom for lessons and sitting in desks. Starting in second grade there is no classroom aide, but the students have the other specialty teachers I mentioned above. In third grade, which I discussed in more detail here, students do lots of cooking, and our dear Spanish teacher also helps with cooking to ensure appropriate supervision of the children while they are working in the in-classroom kitchen.

8. Media Use. The children have no access to computers or computer-assisted learning at school until they reach 8th grade or maybe even high school, I’m not sure. Waldorf is sometimes accused of being of technophobic in that way, but Waldorf teachers have very clear reasons why computers have no place in the lower grades. They strongly discourage the use of TV, movies, computers, and video games for young children, and they can be very adamant about it. There is a plethora of research to support the Waldorf ideal of no or minimal screen time. (I urge you to search the internet for research.) The use of media for the young child effectively drugs children. It robs them of their ability to use their imaginations to form the kind of detailed mental pictures that they need to form while reading, learning history, learning about cultures, learning abstract concepts of math and science, empathizing with others, and eventually in high level problem solving. Some might scoff and say imagination isn’t important. But Waldorf and industry leaders agree: If you cannot imagine that something can be done a different way, then you cannot innovate. The whole goal of Waldorf eduction is to teach children to think for themselves.

Now, to address computers and technology specifically I will admit that some children are using computers at home. My children mostly do not, although they are around us when we use our computers. Some people have asked me, “Don’t you worry about your kids not learning computers? However will they compete in a high-tech world if they don’t study computers in school?” Personally, I have no worries about my kids’ ability to pick up technology skills when the time is right; technology is part of our culture and children learn fast. Our kids will not be able to get away from technology in their lives—so I don’t mind at all staving that off for a later date. I want my kids playing when they’re young, using their hands and their bodies to explore and navigate the world, not sitting glued to a monitor. With that said, my 8-year-old has a pretty darn clear understanding of the Internet just through observing us use it over time, and my younger son has a great affinity for technology. In our home, it is not taboo but rather a useful tool that they do not yet need.

9. Clothing and Warmth. We do not have school uniforms, though there is a dress code: no logos, no pictures, no words on clothing, no camouflage, NO TV or movie characters. Ideal play clothes are warm and comfortable, layered to regulate temperature, and designed in such a way that the clothing does not take the wearer or the wearer’s classmates out of the here and now and into some other space. What I mean is, if a child puts on an outfit and wears it like a costume, letting the outfit dictate their attitude, personality, and receptivity, then that clothing is not conducive to learning. For example, a young child might wear army-green camouflage and then run around playing army and guns, which is discouraged at school. On the other hand, a girl dressed up in fancy princess clothes that make her put on airs or decline to run and play and hang upside-down is missing out on the learning opportunities of the school day. Teachers and administrators don’t want the children to be conscious of their clothing. The rules about clothing, jewelry, and hair color change somewhat as the children get older.

10. Student Evaluation. Waldorf students do not get report cards or letter grades. We get a skills evaluation at the midyear parent-teacher conference and we get an evaluation letter at the end of the school year. The letter is specifically about our child: who he is, what his is learning, what his strengths and weaknesses are, what he brings to the class, etc. There is also a long letter about what the class as a whole studied during the year, and it is broken into predictable chunks, such as Language Arts and Arithmetic, and also Music, Form Drawing, Drawing and Painting, Movement, Performances, and Books Read to the Class. I have to admit, I am thrilled to my core when I read my son’s evaluation letter, even the parts that explain where he needs more practice. Here’s an excerpt.

“Lucas has continued to be such a loving and joyful presence in our class this year. Whether he was creating rocket ships, organizing elaborate games full of imagery, or building great cities in the sand, Lucas was where the action was. Never at a loss for ideas, his eyes would twinkle with excitement when he had the opportunity to boldly create something he hadn’t before. Early in the year I introduced ‘free rendering’ to the children, whereby they could create in any form something from the story they had previously heard. While most drew or painted pictures, Lucas quickly asked, ‘Can it be 3D?’ In no time he was constructing a large castle made out of many pieces of paper rolled and taped together. As others joined in with Lucas at the helm, an amazing castle with drawbridges and towers was formed.”

Such a written evaluation allows us to know our child in his school environment, where we cannot and do not observe him directly. This teacher’s perspective is valuable; it is the observations of the adult who spends all those many hours in our son’s presence among his peers. It gives us a much better window into his growth and development (socially, academically, physically, intellectually) than any series of A’s, B’s, C’s, or D’s ever could.

This article will be continued in Part 3. Please join me there for more information on Waldorf schooling. As always, I welcome your comments!

About a year ago, a friend with a young child asked me about Waldorf education and why we choose Waldorf school for our older son, and Waldorf-inspired preschool for our younger son. My friend is a former coworker and a public school teacher, so my response to her was meant to highlight the differences of Waldorf education compared with the California public school (as I remember it from my own schooling).

It occurred to me that I could post my lengthy email to my friend here, in case others are curious. I have made small edits to make this content make sense to a broader audience. Please keep in mind that Ian and I are parents, not teachers, so our perspective on Waldorf is a parents’ perspective. (This is Part 1 of a three part article. Why Waldorf? will continue in Parts 2 and 3. Part 2 can be found here. Part three can be found here.)

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What does Waldorf school look like?

1. The Class Journey. My son’s class may have the same teacher for 8 years, from grades 1 through 8. This is the ideal “class journey,” as they call it. Sometimes, this ideal is not possible. Some Waldorf schools strive very hard to provide this 1–8 continuity. Others find it’s not so practical. The point is for the teacher to come to know each child so well over the years that there is no chance of someone falling through the cracks, with needs going unmet. Also, the child’s strengths and weaknesses are known and nurtured along year by year. The teacher becomes a kind of third parent, if you will, and can have extremely valuable insight into your child as she grows.

2. Specialty Subjects. In addition to the main teacher, there are specialist teachers who concentrate on specific subjects, starting in first grade. These include Spanish, German, eurhythmy (a kind of storytelling through dance that is specially designed to appeal to a child’s imagination and nurture gross-motor skills development and physical organization, which is thought to have a direct and significant impact on a child’s ability to learn academically and socially; it also serves to help the class work together with flow), movement (which is a bit more like PE/games and starts in second grade), handwork (skills such as knitting, crochet, sewing, weaving, and then, as the child gets older, woodworking, sculpture, etc.), music, and gardening/farming (starting in second grade).

3. Arts in the Waldorf Curriculum. Within all the sit-down subjects, art is a major component to learning. The idea is that appealing to the child’s highest self and emotional life through art is what makes learning joyful and beautiful. The humanity of each child is respected and human beings make art. Art has a way of capturing the imagination and engaging all the senses and the intellect. Even math is taught with artwork incorporated in every lesson. If you learn with joy, you will retain the information. In Waldorf schools, students do painting, modeling with beeswax, drawing, paper crafts, sewing, clay, etc. Art techniques are taught along with the main lesson. The children also perform plays and sing songs that accompany their lessons. From the first grade, they play a pentatonic flute. In third grade, the begin with a C flute. In fourth grade they choose a string instrument for orchestra; in fifth they have an option to switch to a band instrument. This musical instruction is part of their schooling.

4. Reading and Literacy. Here is a big difference between Waldorf and public schools: Children in preschool, Kindergarten, and first grade are not tasked with learning to read. No phonics programs are used. In fact, Kindergartners are expected to focus on growing their bodies, learning to play with others, learning responsibility and community through clean-up chores, learning music and circle time, climbing, digging, skipping, etc. No pressure is brought to bear on a child who isn’t reading in first grade. However, with that said, all kinds of prereading skills are being exercised during this time, through extensive use of storytelling, puppetry, poetry, rhymes, games, songs, and fairy tales. In first grade, students start learning the alphabet. It is our observation that most children already know the alphabet by this time, but the teacher still takes plenty of time with each letter. The children hear a story that teaches them the character of the letter, then they make art with the letter. (This is a gradual type of phonics, but there are no flash cards or early/late reading groups or that sort of thing.) Most children begin reading on their own sometime in second grade. Most Waldorf third graders are reading well, despite their not having experienced early-reading pressure. On standardized tests such as those administered by the state of CA, as I understand it, the typical Waldorf student performs in second grade “below grade level” in reading, “at grade level” in fourth grade, and then “above grade level” in later grades. Anecdotally, I can say with confidence that Waldorf kids have an amazing capacity for memorization and I credit the amount of oral storytelling they are exposed to.

5. Mathematics. Here is another big difference: All four basic math operations are introduced at once in the first grade. They are taught through storytelling and imaginative imagery. Waldorf is often criticized for being “behind” in teaching reading, and yet, by the same yardstick it is “ahead” of public schools in teaching math. (In third grade, my son is currently working on mulitplication of two-digit numbers.)

This article, Why Waldorf? will continue in Parts 2 and 3. Part 2 can be found here. Part three can be found here. I hope you enjoy reading them.

Asher got mad at me last night. It seems he was hungry and wanted a snack. I began to warm up some leftovers for me and the boys to eat for dinner, as we were going to have to leave home very soon to make it to Lucas’s piano lesson. Apparently I didn’t act soon enough because he started to melt down.

Asher asked, “Are you going to feed me a snack?”

“No. I’m feeding you dinner. It’s chicken meat,” I said confidently, knowing that he devours the stuff.

“I don’t want dinner! I want a snaaaaack!”

A moment of quiet passed. I put the food on the table and walked into the living room with a sinking feeling.

He was standing on the window seat ripping down the snowflakes we had made and hung together. He stood with a crumpled mess at his feet. He knew just exactly how to hurt me. He knew I loved them.

I will absolutely grant you that it’s silly to cry over ripped paper snowflakes, but that is exactly what I did. Sometimes parenting is really hard. Sometimes children do rotten, hurtful things. And as much as I’d like to say I am above being insulted or hurt by their capricious natures, I am not, even though I try to be. There’s no point in taking something like this personally.

But that’s an interesting dilemma in my mind. I personally infuse so very much of me into my parenting. How much more personal can a 24/7 job be? Is it possible to operate so very intimately, so personally, only when things are okay, and then just blithely duck and weave when the “snow” starts flying? Maybe. But maybe not all the time.

Objectively I know that Asher is on the cusp of being 4, or in the prophetic words of the subtitle of my favorite parenting book series, “Wild and Wonderful.” He is feisty and willful and he wants what he WANTS! He is in control of very little in his life, and he is developmentally compelled to try to control it all.

I think seeing mama’s tears flowing because of something he did was a powerful moment for him (arguably both good and bad). He sobbed and remembered some of the right things to say.

“I’m sorry, Mama. I’ll never do dat again! We should forgive ourselves.”

Yes, I suppose we should.

Inspired by SouleMama {this moment} – A Friday ritual. A single photo – no words – capturing a moment from the week. A simple, special, extraordinary moment. A moment I want to pause, savor and remember.

We don’t have any real snow. Today’s high is expected to be 61 degrees F. We enjoy these warmish winters in California, our afternoons without a jacket. We also long for some honest-to-goodness, stay-home-from-school snowman-making days. Alas, we have to pretend.

I deliberately left some snowflake Christmas ornaments out this year, even though the rest of Christmas is all packed away. They help remind me that the season is beautiful, even amid the mud. Perhaps Mr. Bentley, the snowflake king, inspired me a bit.

I pulled out last year’s paper snowflakes. Lucas was into them last year and helped me make some. He’s got other things on his mind this year, though, (like creating creatures and writing about them).

Asher, on the other hand, thought I was a miracle worker when I cut new snowflakes the other evening and let him carefully unfold them. He was amazed and it was such a joy to see his rosy-cheeked face light up when the snowflake was revealed! Yesterday, after school, we taped the paper flakes up on our windows. Asher helped and thought it looked “AWESOME”!

“Mama, we could make a whole lotta snowflakes!”

“Yes, we can, baby!”

Paper snowflakes look nice silhouetted against an evening sky. (I sometimes cut snowflakes using paper doilies. They make for very lacy edges.

See? You can still have fun with skills learned in primary school: After the kiddos went to bed last night, I busted out some instructions for making five-pointed snowflakes I found on How About Orange. Jessica’s folding instructions are superb and while Ian and I watched Henry Rollins doing stand-up, I cut about five of these star-shaped snowflakes in various sizes.

Here are my five-pointed snowflakes at dawn. Asher was pleased to help stick them to the windows. I think they’re beautiful, if I do say so myself. I don’t know if my dear Mr. Bentley would approve, since this shape of ice crystal is not found in nature, but I think they’re lovely nonetheless. I expect to bust these out again next Christmas, perhaps with some gold foil paper. My thanks to Jessica Jones for the pattern.

Finally, I’m really enjoying this snowflake mobile that our friend Dakini gave us this year. It’s sweet, intricate, and lovely hanging in our kitchen—but mighty hard to photograph!

New year, new energy. That’s my goal. Although it pains me to realize/know/say/type it, the truth is that I’ve been neglecting my physical well-being for months now. And although I absolutely hate being or living a cliché, the truth is that it now, January, seems time to do something about it. I seem forever able to (kind of) balance either work and fitness, or work and family, or family and fitness, but never all three at once. I’m hoping that Asher’s downhill slide into age 4 will sort of tip the scale a bit in the direction of more free time for mama. So, today marks the start of my (our) new diet and exercise plan. Woo hoo!

There. I said it out loud. Maybe that will help. I am glad to have Ian striving by my side in this.

We are excited about getting baby chicks next month and are making arrangements to be there when the shipments arrive at our local feed store. There are a couple of Thursdays in February when the store is supposed to have eight breeds arriving. Newly hatched chicks are shipped right away—for the first three days after hatching they don’t need food or water, so they can be safely shipped and will arrive alive! (This is just amazing to me.)

Once we have them, we’ll have to keep our chicks in our garage for the first eight weeks or so, in a cozy, clean box with a heat source. We are hoping to get all different varieties so that we can know them as individuals and be able to tell them all apart. It will be so fun to hold fluffy chicks and feed them by hand! This is sure to make them very friendly.

The five hens we have are doing great, though their egg production has slowed because of the shorter days of winter. We had a ton of rain in December and it turned our happy hens into sodden, bedraggled hens and our chicken run into a muddy mess. The girls seem to be doing fine regardless of the rainstorms, yet these drier days of January are a relief, I think.

Fireball is quite adventuresome. She led the others right up to our backdoor and peered inside at us, as if to say, “Hey, lady! Let us in!”

Midnight, in the back there, is molting, so she’s looking scruffier than usual, especially on her breast. In November, Snowdrift molted and it was somewhat distressing for us newby chicken farmers to see her looking so scraggly and pathetic, with all those pretty pure-white feathers scattered about. Snowdrift’s new feathers have since grown in and she’s now especially lovely (but shy).

I was surprised that Sunrise was willing to get so close to me. Usually she’s pretty skittish. She gives us green eggs, which is pretty cool if you ask me.

We’re hoping to get Australorp, Plymouth Rock, Buff Orpington, Wyandotte, Sussex, and Welsummer (a hen that lays dark brown eggs) chicks. All of these except the Welsummer are considered to be excellent layers with a high yield and friendly, calm birds. Now isn’t this a whole new kind of geeky?

Lucas has been very keen to have his own old-fashioned feather quill. Yesterday was the day. He announced his desire to Daddy, and while Asher and I went to a birthday party, they set out to make this dream come true by means of a trip to the craft store.

They had to figure out how to cut the feather tips to make a good calligraphy nib; apparently this is harder to do than you might think. Any opportunity to use a knife is a worthwhile endeavor in Lucas’s mind, no matter the difficulty.

The result of their efforts, though, is this beautiful rainbow of quills (his arrangement)—all of which work. They are perfect for writing magical spells in spell books or on fancy parchment paper, don’t you know.

I confess I’m somewhat nervous about the pot of india ink in the hands of an 8-year-old who is frequently prone to daydreaming. There’s nothing for it, however. Not only do I remember my own joyful and spotty experimentation with such arts as a girl (thank you, Nana!), but also I’ve come to terms with an important truth: Parenting is a fundamentally hazardous occupation.