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For the little boy who cried at eating cabbage

Once upon a time, there was a beautiful princess of the Kingdom of Seri Indah. She had a beautiful garden in which grew the loveliest flowers and vegetables that graced the Princess, the King and Queen’s dining table every single day.

The rose stood tall and proud and stretched out her lovely velvet rosy red petals towards the sun. Rose took in much sunlight and made everyone’s eyes light up and as the Princess smelt her rosy fragrance, her heart warmed to remember the love of her mother and father. How the princess loved the rose and loved to sing as she saw the beautiful rose blooms every morning as she played in the garden.

Nearby, the cabbages stood lowly on the ground, soaking up all the warmth of the golden sun as the sun made its way across the sky. It sang its heart song to the earth and the Earth gnomes pushed all the magic of the earth into the heart of the cabbage and its leaves. Fresh and green it grew steadily and quietly, without any fragrance.

The Rose did not bother to greet the cabbage – she thought that the cabbage was below her and sat and gazed upward in smug content. Sometimes she was mean and thought unkind things about the cabbage. But cabbage continued to smile in the sun and grew to her hearts content.

One day, the princess fell ill. No one in kingdom knew what to do. She lay in bed, too weak to get up and come down to play in the garden. All the flowers were sad.  But the cabbage spoke to the forest fairies and earth gnomes, who then whispered in the ear of the gardener and the cook. The Rose scoffed, “Do you think you, who grows lowly and squat can do better than me? !!”

But the cabbage paid no heed to Rose. Its young green heart shone green with the magic of the earth and gold of the sun and yielded itself to the gardener, who quickly sent it off to the cook. When cook opened the cabbage to cook, right in the center she saw the most beautiful rose, shiny green-gold and fresh! Cook worked steadily and quietly with her hands,  to make the most nourishing soup for the princess.

The princess took a few spoonfuls of the soup, weakly at first, but then ate robustly and even asked for more! All the warmth from the golden sun warmed her bones bringing strength and the magic of the earth nourished her as it flowed through her into the whole of her being. The princess grew strong day by day and very soon she was again running through her garden greeting all her beloved plants.

That night, as the rose hung her head to rest in the soft blue blanket of night. She bowed in gratitude to the cabbage patch where cabbage grew as she was reminded of the sacrifice and kindness of beautiful Cabbage. She knew that the selfsame love in her rosy heart, that warmed the heart of the princess, shone just as brightly in the heart of Cabbage.

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Nature story:
This story was inspired by these cute little adorable sea slugs which I love to watch every time I dive in the deep blue.

"Long ago, before half the stars that speckle the sky were born and before mountains rose reaching for them, a giant ocean covered the earth, leaving only small piece of land.

A living creatures, tinier than a grain of rice, tinier than a little seed were living on a small piece of land. Some of these early explorer carried their homes on their back. The spiral of its shell coiled to the left, the same direction the Earth crawls around the Sun.

Time tended to them kindly, they grew bigger and bigger, curiouser and curiouser.

One day, that small piece of land were slowly covered by the sea water and it seemed like the tiny living creatures had no where to go.

They decided to crawl from the land into the ocean despite being afraid and not knowing whether they could find a home there. But little baby Nodi can't stop worrying.

"Mama, how can we make sure that the ocean has nothing dangerous? Can we find food down there? Or..or...how long would it even takes for us to reach the ocean? We move so slow!" asked little Nodi.

"Dear Nodi, we might experience many hardships in life, but if we keep hope alive within us, we could concur anything that comes in front of us and reach the destination we wanted to be." answered Mama.

With faith, they went on with their new adventure and soon they found a home underwater on a piece of coral reef. Beautiful, vibrant and teeming with life. Fishes were dancing and turtles were singing in the reef.

They love their new home!

As time goes by, slowly the little homes on their back shed away, and their soft-bodies turned vividly colourful and bright as they ate colorful food like corals, sponges and anemones.

They still like to take it slow and they enjoyed their peaceful life living in the deep blue.

Today, they were known as nudibranch. You can found them in the shades of red, blue, yellow, flashy pink and red, or deep green."

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Z-MYS-Ayaka Oda  Question about curriculum and lecture 6

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Z-MYS-Ayaka Oda  Question about curriculum and lecture 6

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1.    I see the Local history at Grade 4, Local geography at Grade 5 and Geometry of Asia at Grade6, do they continue to study about local history after Grade 7 too?

2.    If children just simply ask about plants or animals (habit, habitat, food to eat, etc) before 9-10th year, should I refrain from explaining too much details ? ( It's sometimes happened to me when I tell a story or read a book for my child or when hang out and see some images outside, or when we see some animals(dogs, cats..) outside)

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I really love their writings.. it is soo beautiful

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What is the sentence that touches me?
It is not the words that we speak to the children that matters, but what we ourselves are - and above all what we are when we are dealing with our children.
A teacher and educator must not only deal with the business of teaching actual subjects to pupils; she or he must also bear the burden of responsibility for their children’s inner happiness and feeling of security right into the past years of their lives.

A question we find within ourselves when reading the lecture?
“When our souls and spirits free themselves from our physical bodies, we can keep alive within us the living impulses of feeling, will and concepts that are capable of further growth and that were implanted in our souls during early childhood.”

I can understand the quote but can you please explain why is this process important and how does it affect the being at their later stage in life and after life.

A quote that we do not understand?
If we have really learned to look into a child’s soul life, recognising the imponderables between adult and child, we can learn more about the children’s psychology by observing real-life situation …. We learn to recognise the immense difference between … with every vowel, we speak directly to a child’s feeling life.
Can you please elaborate what this meant?

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One sunny day, in a meadow under a tree, the little bunny hopped out of the hole.  He twitched his nose and said " Mmmm.... yummy greenery scent! Grrrrr....my stomach is growling”
He hopped a few steps and twitched his nose again.. "Mmmmm.... this way!" The little bunny hopped all the way to the garden to see what to much.  His favorite sweet peas were hanging down from a vine. The little bunny eats many...then on to the carrots deep in the ground. "Sweet!"
Then, there was another visitor, Digger the mole came over to the garden for his lunch. The mole greeted the little bunny " Hello friend, shall we share the foods, please?" The little bunny kept quiet for a while and said" I came here first and these are all mine. You may go to a different garden for your lunch".  Digger felt disappointed and left the garden.
The little bunny kept on eating until he felt his tummy was about to explode. He was so satisfied and hopped back to rest at his cozy and warm home. But on his way back, the bunny felt his tummy was so heavy like a giant rock and was very thirsty. He couldn’t hop anymore and sat under a tree.
And there popped up Digger the mole out of the hole. It was his sweet home. “ Hello again my friend, what’s the matter?” asked Digger the mole. The bunny replied “ Hello…. I ate too much and feel thirsty now. ”  Digger popped back under the ground and came back to the little bunny with water. “ Water for you” said Digger the mole. The little bunny felt so bad about himself being rude to the mole in the garden. “ I am so sorry. I wasn’t nice and didn’t share foods with you. Could you please forgive me?” the little bunny apologized to the mole. “ I forgive you, Bunny” smiled Digger. The little bunny could go back home safely after he had plenty of water.
Next day, the little bunny in the garden waiting for someone under the tree. Popped up Digger the mole out of the hole. “ I saw your favorite cabbages look so sweet and crunchy in the garden today” said the little bunny. He and Digger hopped to the cabbage patch and enjoyed their lunch together.
“Sweet yummy cabbage for me and you, crunch crunch cabbage for you and me”

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Waldorf Education & Anthrophosopy

Lecture 5&6, curriculum

Lecture 5

1.      What is the sentence touches you most?

The essence of  Waldorf education is to make education into an art- the art of the right treatment of children. A teacher must be an artist, for it is the teacher’s task to deal in the right way with the forces that previously shaped the child’s organism.

It is not the words that we speak to children that matter, but what ourselves are- and above all what we are when we are dealing with our children.

2.      Is there a question you find within yourself when you read through the lecture?

“The what is known; with the help of anthroposophy, we must find the how”

How do we shift from what to how. How do we know whether we are doing the “how”

3.      Which part you do not understand?

Page 158

Researchers try to trace in the bodies of the mother and the father, in the parents’ bodies, the forces that manifest in the child and so on. But things are just not like that. What is happening in the parents’ bodies is not a process of construction but, to begin with, one of destruction.

Why destruction instead of construction? The baby is developing physically and emotionally in the mother’s body. What is the lacking here and causing the destruction?

Lecture 6

1.      What is the sentence touches you most?

A caring attitude to whatever we do in live is a direct consequence of this way of learning to write-a matter in which writing Is a matter not only of manual dexterity but also for the eyes, for aesthetic and willing.

Instead of trying to find the origin of human goodness in philosophical abstractions, it is more productive to observe concrete realities

2.      Is there a question you find within yourself when you read through the lecture?

How may the teacher have a blend of authority and liveliness well in a class?

3.      Which part you do not understand?

Page 189

Teachers do not implant an ethical attitude by moralizing. To the child, they are morality personified, so that there is truly no need for them to moralize

Please explain more the meaning of morality personified. Is it through cultivation?

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Read Waldorf Education & Anthroposophy Lecture 6 and list down the curriculum-related educational methods that Steiner mentioned 

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Read Waldorf Education & Anthroposophy Lecture 6 and list down the curriculum-related educational methods that Steiner mentioned 

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Here are the recommended curriculums that Rudolf Steiner recommended:
1) writing alphabets - begin through artistic forms for form drawings
2) reading - observation movement exercises
3) music - to help deepen the will nature inwardly and more soulful
4) movement excercise - with bean bags and rods working from limbs to head.
4a) eurythmy tendencies of forward movement in the human being with super sensible tendencies. Children in Grade 3 especially needs eurythmy to help them to inhibits their “I” and to cross the rubicon

5) subjects with Animals and plants -
Children are encouraged to build a kinship, a “soul-bridge” with the animal world.  To arrange the animals in groups of
a) head animal
b) chest animal
c) limb animal
as these forms makes up the whole human being. (Willing, feeling and thinking). This is to help the children visualise how the entire human being is spread across the entire human kingdom and in the plant kingdom the human being belongs organically to the whole Mother Earth.

6) mineralogy
Can be taught in arithmetic in the early grades but this subject should be brought back in depth in Yr12.

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The Sunbird and the Flower

Little Flower was very happy. Little Dewdrop the fairy had just flew past and brought the morning mist in her magic bucket. She poured it over Little Flower and lo and Behold! It poured out as morning Dew! In a little while Golden Sun would come bursting out of the sky and the warmth from her light would shine down on her. Little Flower would get busy making sweet nectar within her for the little bees and insects to drink. She loved her little friends flew to her and greeted her every morning with such joy and good cheer.

One day, little insect whizzed to her calling out urgently, “Little Flower, please tell me do you have any more nectar within your lovely petals. We have found a little bird lying down on the ground – she is too tired and too weak to fly back to her Mummy. She was playing with all the friends in the forest and forgot her way back. We know where her nest is but her beak is too long for seeds and she needs some nectar to drink! Little Flower smiled and nodded. Deep within her she had nectar bearing the warmth and gold of the sun. She tilted head so that the nectar would pour out into one of her seed pods. But little insect was too tiny to carry the seed pod. “Oh whatever shall I do?” said little Insect. “I must find help!” Little Insect flew as fast as her little wings would carry her – over hill, over dale, over brier, over bush and into the forest to find her friends. Little Insect reached her friends who were busy with tending to Little Sunbird and making her as comfortable as possible. Little Insect called as many as her friends to help her carry the tiny little seed pot of Little Flower’s nectar. They all flew as quickly as they could to Little Flower and working together to help each other, they managed to carry the precious seed pot without spilling even a single drop! Little insects fed the nectar to Little Sunbird and soon her wings flapped a little. Her breath grew even and calm and soon Little Sunbird was able to flap her wings and fly! She flew back to her nest and rested the whole night through. Little Sunbird was always grateful to Little Insect and her friends and to Little Flower for her nourishing Sun-Gold nectar. She often flew to them to play with them never forgetting their kindness and love.

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Tan Aun Chea                                                                   

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Tan Aun Chea                                                                   

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Read the curriculum slides that we uploaded on the archive padlet (week3), as well as the curriculum related readings in Lecture 6, and ask your questions about the curriculum
1) During story telling time, do we let the child interrupt or asks questions related to the story?
2)Is it appropriate to tell stories in two different language at the same time for the same story? The teacher worries if some children only understand certain language better.

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Curriculum related educational methods that Steiner mentioned

Teaching children aged from 7-14, 3 steps:

First : involve the will

Second: gradually lead to an attitude of observation eg: botany, zoology.  Both are essential bridge if a right feeling for the world , if love for the world, is to develop.

Third: making of experiment and intellectual learning  eg: physic , chemistry and mineralogy.

Others curriculum included music, story, eurythmics, right kind of physical and hand movements and crafts.

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Nature story

Autumn is here and farmers are busy harvesting in their vegetable farms. In the evening, the siblings of spinach  were brought home by the farmer, and left one spinach stood there alone. He was disappointed that the farmer didn't bring him home and he was longing to see the outside world.

The next morning, Sister wind was chasing each other with her family. They flew into the farm, passed by the spinach and the gust of wind bent him over, blowing the small black spots on the flowers of spinach into the ground. . .

Few days later, the spinach found that the small black spots had sprouted, and after a while, the small black spots turned into  small spinaches.
Spinach is no longer alone because he has many new companions and he finally understands his mission to stay in the farm.

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Read Waldorf Education & Anthroposophy Lecture 6 and list down the curriculum-related educational methods that Steiner mentioned

~ Begin by letting the children paint and draw, an activity that is a natural consequence and externalization of their will activities and that in turn leads to writing.
~ Each child ought to be guided toward introducing artistic element into handwriting. A child’s eye should always rest on the piece of paper on which he or she is writing, observing every line and working with an aesthetic feeling for the beauty of the form.
~ Reading ought to develop from writing. Reading entails a greater element of observation, while writing is more a matter of active participation.
~ Three steps should always be followed when teaching children aged from seven to fourteen.
- First, the aim should be to involve the will; that is, the active participation of the pupils.
- Second, the aim is gradually to lead toward what becomes an attitude of observation.
- During the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.
~ Imbue the surrounding world with human qualities, speak about it pictorially, employ an artistic approach, to inwardly unfold and strengthen pupils’ will natures.
~ Everything musical helps deepen a child’s will nature. After age six or seven, the element of music helps make a child more inward, more soulful.
~ Personification of outer objects such as plants, animals, or even lifeless objects is right and appropriate during this time of a child’s life.
~ Describe and tell stories of the surrounding world lively to help liberating a child's life forces
~ Include eurythmy at early age as a practice of appropriate movement to develop intelligence, intellect, the power of reasoning, the ability to discriminate and so forth at later age.
~ At the ages of nine and ten, through the study of zoology and botany, children learn to discriminate between the inner and outer worlds in new and different ways.
- When introducing botany, temporal aspect of plants should be included.
- As for animal study, the feeling of kinship between children and animal world should be taken into account.
~ Arithmetic is the only intellectual subject that can be introduced at earlier ages because it is directly connected with an inner discipline and it is neutral with regard to the cultivation of both will and heart or soul.
~ At the age of twelve, pure intellectual work and scientific experiments can be cultivated. Subjects such as mineralogy, physics and chemistry are introduced when the twelfth years begin.
~ Crafts such as knitting and crocheting are taught as soon as pupils reach puberty to prepare them for practical life skill.
~ Teacher is a living example of morality for pupils age between second dentition and puberty.

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Question related to the curriculum in the slides and chapter 6

- From lecture 6 page 178, it said ' Three steps should always be followed when teaching children aged from seven to fourteen. First, the aim should be to involve the will; that is, the active participation of the pupils. Second, the aim is gradually to lead toward what becomes an attitude of observation. An only during the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation'.
Could you please elaborate more on the last part regarding the making of experiments? What else can be part of this apart from science experiments?

- What is the reason behind introducing woodworking in Grade 5 onward? Does it related to inner development for puberty?

- For 2nd and 3rd foreign language, in what level are we aiming to educate the children by the end of Grade 8 (fluent as native / able to communicate in daily life / etc)?

- How many music instruments are an ideal number of the Orchestra assemble by Grade 8?

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Nature story inspired by my old painting from Van James Course

One spring morning, a little tiny seed flew in a strong  wind and wondered to herself where will I go and what will I be. After a long moment that felt like forever, she dropped on the ground with nothing around and wondered to herself 'hmmmm...what now? There is nothing around. What do I do and what will I be?'.

Then she heard a little noise from under the ground. It was the earth gnome. 'Little seed, little seed, You have traveled so far. Do you want to stay here in my soft warm ground? Just reach down to me.' Little seed suddenly felt that she was very tired so she tried her best to reach down with all her might. Suddenly a tiny little root popped out from the little seed and she could reached down and snuggle herself down in the warm earth offered by the earth gnome. She felt more comfortable with this new place she landed on and wondered to herself 'I have never known that I can grow root! What not? What else I can grow out of me? What will I be?'.

Then she heard a soft calling from the water nymph further down below. 'Little seed, little seed, I have heard that you traveled so far. Are you thirsty? Would you like to have a sip of water?' The little seed felt very thirsty at the sound of water. So she tried her best to reach her roots further towards the water nymph and took a long refreshing sip of water. Then something magical happened. A pair of soft green leaf shot out from herself and try to wiggling out from the ground. 'What is happening to me? I am no longer a seed. I can grow leaves and now I am a little plant. I can see above the ground now and it looks wonderful! I can see many little plants growing around me too! What now? I wonder what else can I be?'

Then she heard another voice calling. It was the sun fairy. 'Little plant, little plant, do you want some warm sunshine? Grow to me, grow to me, and you can see many wonderful things from high above'. So the little plant try to reach up to the sunray. She reached her leaves up to the sky and deepen her roots down to the earth. Higher and deeper..higher and deeper. Many days and weeks past and the plant was no longer little. She grew big and tall. She even had few buds of flowers on every top of her branches.

Then the bees and butterflies started to call. 'Open your flowers for us to have a sip please. The summer is finally here and we are so hungry' So the plant opened her flower petals for the bees and butterflies to have a sip of her sweet nectar. Days passed and the plant felt old and heavy. The flowers she had are all dried up and again she wondered to herself. 'I have lived so long from little seed to little plant. I have seen many days and many nights. And now I feel so old and tired. What now? I wonder what else is waiting for me'

Then she heard the soft sweet voice of the wind fairy. 'Remember me? I am here to take you to the new journey. Are you ready to come with me?' Then it all came to her. The plant remembered the wind fairy as she was the one who brought her here. So the plant said good bye to her old leaves and branches. She was ready for the new journey. With a nudge from the fairy wind, she traveled again as a little seed floating in the air and happy to see the big world again.

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Group Discussion: State of mind or soul development for age of 7 to 14

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Group Discussion: State of mind or soul development for age of 7 to 14

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Age of 7 to 9
- Feeling then willing is the drive, but not much thinking at these age
- They do not question what teachers have to say
- Curious
- Imitating - Feeling of repeat for the teacher's authority
- Feel as a whole with the environment
- Unstable equilibrium, need the teacher to support and as a representative of the world

Age of 9 to 12
- At the stage of Feeling within feeling stage, Stage of Rubicon
- Pre-puberty: start to wake up, and distinguish themselves from the world and environment
- Feel the space and time

Age of 12 to 14
- Begins to cultivate purely intellectual work and appeal to the powers of reasoning without harming a child’s development
- Judgmental questioning started to come in

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Educational Methods Based on Anthroposophy

- For the first two years (7-8 years old children), teacher represents the entire world in the eyes of the child as they are living with deep connection with the outer surrounding. Teacher begins educating the child's will by imbue the surrounding world with human qualities in a pictorial with artistic approach. Music can also helps make a child more soulful inwardly as well as Eurythmy which is movement that involved a pictorial language that helps promote inner well being of a young child.

- After the children reach the aged 9-10 years old, they are entering the Rubicon year and starts to feel the separation with the surrounding world. Teacher may helps them go through their difficult period by paying attention and saying the right words at the right moment. In term of education, the study of Zoology, represent animal and human being, and Botany, represent part of earth organism, will helps the children discriminate between the inner and outer worlds and cultivating their feeling life.

- From the 12th years of age, the children is ready to be taught with inanimate nature (mineralogy, physics, and chemistry). They have developed the feeling of sympathies and antipathies and ready to cross over to thinking realm. Teacher has to be morality personified so the children can implant an ethical attitude and a right feeling for the dignity of human beings can be developed.

During the course of education, teacher should aim to involve and develop
1. the will; the active participation of the children
2. the observation attitude; the soulful way of the children in learning about the world
3. the experimentation; will be developed during the last phase of the education during 7-14 years via the making of scientific experiments or more intellectual work.

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Educational methods based on Anthroposophy:

For lower primary:
- When teaching writing, we do not immediately introduce letters of the alphabets in their present form. We begin by letting chilren draw and paint which is a natural consequeces and externalization of ther will activities and then leads to writing.
- Guided towards introducing artistic element into handwriting. A child's eye should always be rest on the piece of paper on which he or she is writing, observing every line and working with an aesthetic feeling for the beauty.
- Reading ought to be developed from writing as reading entails  a greater element of observation, while writing is more a matter of active participation.
- Starting point in education should always be an appeal to the will element, to active participate, and not only to powers of observation.
- Imbue the surrounding world with human qualities pictorially, employ an artistic approach to unfold and strengthen child's will nature.
- Music, movements and eurythmy can also helps to deepen a child's will nature, make a child more inward, more soulful
- Arithmetic is the only intellectual subject that can be introduced at earlier ages as it directly connected with an inner discipline and it is neutral with regard to the cultivation of both will and heart or soul.

For middle primary:
- When introducing botany, they should relate the plants to the earth as to a living organism. In other words, teachers should introduce a temporal aspect into the study of plants
- Children feel a natural kinship, a “soul-bridge,” with the animal world and this feeling of kinship should be taken into account.
- Through the study of botany, we can succeed in separating the outer world from the inner life of a human being in the right way, and at the same time enable a child to build bridges into the world.
- We can also do this by presenting the animal world to the child in the form of a picture of the human being unfolded or outspread
- By presenting the child’s relationship to the plant world and to the animal world in nature study, we begin the cultivation of the child’s feeling life. The child then learns to relate to the plant and animal kingdoms not just theoretically. Indeed, the concepts gained from these lessons lay the foundations for a deeper relationship to the whole surrounding world.

- Only when the twelfth year begins can we cultivate purely intellectual work and appeal to the powers of reasoning without harming a child’s development. - Mineralogy, physics, and chemistry.
-During puberty, they have developed the feeling of sympathies and antipathies, thus ready to cross over to thinking realm.
- If we teach from insight into human nature, we will find a way to develop a genuine impulse to become practical people in those pupils who have reached puberty. For this reason, we introduce practical subjects - craft. These skills have contributed to their ability to work with their heads and how their dexterity in using knitting needles, in threading darning needles, and so on has been transmuted into the development of logical thinking.
- We shall seeks to lead human beings into the fullness of practical life so that they really begin to love practical work.
- Our ability to read in a child’s nature what can and should be taught at each appropriate age is the whole point around which we form our curriculum.
- If we have thus guided our pupils from “doing” to observing and, finally, to practical participation and  starting from training their will lives through observation permeated by human feeling and finally to more intellectual work—if we have done all this, then we have followed a curriculum capable of planting seeds in their souls and spirits that will bear fruit throughout their lives.

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A nature story- "Mighty Tiny"

Somewhere in the midst of a beautiful Malay kampung, there stood a lovely wooden house on stilts, with a beautiful little garden. There was a little stream which ran through the garden. In that garden, there lived a happy colony of ants. They were a large family and there was always a lot of activities and sounds of laughter. The Queen mother ant would look after her family, and there were many worker ants who loved to play and also work well together. Most of the worker ants were girls and stayed home, they didn’t have wings.

Their brother ants, called drone ants, were slightly different, as they have wings which they use to fly to explore faraway gardens and make new friends. They also have a very important job of discovering new places to build new homes in – how exciting is that!

There were also brave and strong soldier ants who watched over and protected the Queen ant and the sister worker ants.

One day during their play time, little sister ant was a little quiet and her elder sister asked her what was the matter. She said sadly,

“I am not special”.

Elder sister asked why did she think so. Little sister ant pointed at her brother ant, who is so handsome and special looking with his wings and said,

“Our brother ants can fly and go to  faraway places, see new and interesting things, I am just tiny me, and not able to do much on my own, in our little garden”.

Then little sister ant also pointed to the tall and strong soldier ant and said,

“Soldier ant is so tall, strong and brave. He protects us from the other bully insects and keeps us safe, I cannot do much by myself and am nothing special”.

Just then, another sister ant ran over with a piece of food in her hands. She looked so excited when she handed over some food to her sisters and exclaimed,

“Here, taste it. Isn’t it delicious? There is much more where this came from.”

Then she called out to the other sister ants,

“Let’s go sisters ! Let’s fetch the food at the other end of the garden before the sun sets.”

So all the sisters gathered and lined up in an orderly manner, following the trail to the source of the food. There they worked together and carried all the delicious food back home. As they were working, big sister ant told small sister ant to look at the others

“See the size of food they are carrying? We might be tiny, but we can carry food many, many times bigger than ourselves (5000 times), we are useful indeed! And when the food is extra large, we are good at working together and bringing the food back as a team – that is our very special and important job.”

Just as they arrived home with the food, the big brother ants and the strong soldier ants gathered around. They all cheered as they were hungry from doing their own duties. They all said,

“Thank you all my sister ants for bringing back all the food for our colony. If not for your strength, hard work and teamwork, we would be starving by the end of each day.”

Little sister was smiling from ear to ear.

The soldier ant continued to say,

“Without the food you bring home, brother ant would not have the strength to fly to faraway places and the soldier ants will have no energy to stand guard and protect our family."

Little sister then realised that she too was important. They were all born with different features and they each have a a special purpose - everyone’s is different but just as special. The colony can be happy only if they all used their special skills together.

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Lecture 6, and ask your questions about the curriculum

For handwork. I would like to understand (not dispute) why is crochet introduced in grade 2 instead of continuation of knitting from grade 1?
Would they be unfamiliar with knitting by the time they go to Grade 3 (where they will be doing both knitting and crocheting)?
Thank you.

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Question regarding curriculum:

Do we introduce simple grammar (eg: a/an/the, singular plural) concept in grade 2? Or shall just let the children recite and write down without actually pointing out the grammar concept?

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Questions in relation to the curriculums

Coming from a perspective as a parent, what and how should we do:

How do we prepare the environment at home ? Or we don’t have to?

Are those board games, card games and smart games (not digital) are not in line with Waldorf education ? If so, what are the things we could do at home with the children ?

Do we model/ show them the way of using it during the first time we introduce the materials ? Or we just leave it for them to do whichever they want with it

Do we do activities that synchronise with school at home? For example, if at school there is bee wax, we could provide the same materials at home ?

For swimming, it comes later which is in grade 5, is that mostly due to the muscles development and body coordination ?

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Nature moral story

Once upon a time, there was a little girl who loves to plant. Every time when she got seeds from her grandpa, she will plant it in her backyard garden. Slowly, she got a garden that filled all of the plant and fruits which makes her so happy so see it everyday.

Day by day, all the plants growing slowly and strongly with the kissed from the sun and rain fairy. Among all the plants and fruits, there is a guava tree which stood high up in the garden, and there was a little guava who always head out of the tree.

Little guava loves to play with sun and rain fairy. The little guava will always head out of the tree and welcome the sun fairy and rain whenever they come to visit. It makes the little guava so happy and always with the tan skin that makes him looks different with his guava friends.

"Hey little guava, why not you hide under the leaves when sun fairy came? He will make your skin looks darker!" His guava friend said.

"Hey little guava, come in! you are not going to be choose by our master as you looks so different after playing with sun fairy and rain fairy more." Another guava friend said. Still, little guava continue playing joyfully as always. He soon getting more different from his friends.

One day, the little girl went to her garden and ready to harvest some guava for her fruit platter. The little girl went toward to the guava tree and chose some guava and placed it in her basket. As the little guava looks different with darker skin, he remain staying at the tree where his friends all got chosen by the little girl.

All his guava friends were feeling sad and lonely for little guava as they had to leave him on the tree. But little guava was happily waiting for his little girl to come.

That evening, the little girl had prepared the guava fruits platter and ready to serve her family. " Hmmmm.. taste a bit sour.", " It looks pretty outside but tasteless inside", her family members said.

" Is there any more guava on the plant?" said grandpa. "Yes grandpa, but it looks different from the other guava, i think it will not taste good" said the little girl.

"Well, my sweetheart, you may get it first and try." said the grandpa.

The next morning, little girl went out to the garden and get the last guava which is the little guava. Little guava felt so happy to be chose by little girl. Then, the little girl went to the house and prepare a guava platter.

"Woah! It taste so sweet and juicy!" said the family. "Yes, this little guava must be showered by the rain and kissed by the sun more, it taste so great!." said grandpa to the little girl.

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Group Discussion: State of mind or soul development for age of 7 to 14

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Group Discussion: State of mind or soul development for age of 7 to 14

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- 3 folds development within the 7 years cycle.
- pre-puberty
- great imitators
- 7-9yo (one with the surrounding, do not question)
- 10-12yo (starts to separate from the surrounding and questions)
12-14yo (can start cultivating intellectual/ reasoning)

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Nature Story
Little earthworm lived in a beautiful garden. Little earthworm wiggled through the soil everyday to the surface and all over the garden.

Little earthworm liked to be on the surface because of the sweet smell of flowers and she likes to see colourful butterflies flutter from flower to flower.

One day, little earthworm met a caterpillar who told little earthworm that it have to eat more leaves so it can grow into a big caterpillar and eventually become a beautiful butterfly.

Little earthworm rushed to look for its mother and asked if it could grow into a beautiful butterfly. Sadly, it was told that it would be like the mother, a mother earthworm. Little earthworm was very upset about it.

One day, little earthworm heard the sound of the garderner’s footstep and some soft footsteps. And voices talking “Grandpa, look at the beautiful butterfly resting on your carnation! I love your beautiful garden, Grandpa.”

“Well, I am glad you love my garden. I have little friends that help me grow my garden,” said Grandpa.

“Little friends? Who are they?” asked little girl with excitement.

Grandpa said, “Look, this is one of my little friend- the earthworm. Earthworms are very important to soil. They wiggle their way in and out of the soil making tunnels that allow water and air to enter the soil. They make the soil fertile and my plants grow well and have beautiful flowers.”

Ever since that day, little earthworm joyfully makes tunnels in the soil. She is very happy to be the gardener’s little friend and help make the garden beautiful.

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Nature Story - The 5 Little Leaves

It was a windy day. In the garden, stood an old mama tree. Mr Wind was shaking all her leaves.

A little yellow leaf found it exciting to be blown away from mama tree---EEEEEE off it flew, loving the flight, taking him everywhere.

A little red leaf dreamed of an adventure… AHHHHH off she flew towards the coming truck.

The timid brown leaf’s wish came true when she landed below mama tree’s leg, OHHHHH luckily not very far she said.

Her brother the orange leaf found it surprising EHHHHHH that he landed on a homeless man’s hat sleeping on the garden’s bench.

And finally the baby green leaf felt relieved UHHHHH, she gets to stay a little longer with mama, clutching tight on mama’s hand, she is not ready to leave mama yet.

The end.

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The Baby Seed
A bright green meadow, the weather is clear, the sun shines warmly and the wind blows gently.

The mother tree was so happy, she knew it was a good day for her children to travel.

Mother Tree said to the earth, "Thank you for watching over me with warmth, and now it is time for my children to travel. With your blessings, my children will have their own journey of growth. Please continue to watch over my children."

With the sun shining and by the wind blowing, the mother tree sprinkled her children.
"Farewell, my children! May bravery and strength always guide you, and you may grow out of yourselves as your hearts do. I offer my blessings to you."

The children excitedly said goodbye to their mother and drifted away everywhere after their sister, the wind.

One of the baby seeds said.
"Mama, I don't want to be separated from you, I am right next to you. Sister Wind, please put me down."
Sister Wind gently put down the baby seed and said, "Bless you."

The mother tree smiled gently.

The baby seed was lying lazily on the grass, looking at the grandfather sun, "Hello, grandfather sun! Please look after my future, please!"
It looked at the floating white cloud grandmother and said, "Hello, white cloud grandmother! Please look after my future, please!"
It looked at Uncle Earth and said, "Hello, Uncle Earth! Please look after my future, please!"
The baby seed was very content and then fell into a deep sleep.

Every morning, the sun shines on time, and every afternoon, the white cloud lady sprinkles water on time.
Uncle Earth also diligently gives its strength to nourish countless baby seeds.

Only this baby seed refused to get up.
When the mother tree gently wakes it up, it always says, "It's too comfortable today! It is a good day for sleeping. The sun, the white clouds and the earth will take care of me. It's okay!"
The baby seed continues to sleep, day after day, day after day.
So beautifully nourished, the baby seeds never felt it properly.

One day, the old man of the sun woke the baby seed up with heat.
"Grandpa, you're making it too hot for me to sleep!" The baby seed complained.
"Child, you have been sleeping too long! Open your eyes and look at the world." The old man of the sun said.
The baby seeds opened their drowsy eyes, "Ah, why is the world different?"
It turns out that not far away, all of its brothers and sisters have sprouted and grown taller!

The baby seed looked at itself, but it was still a small seed.
It could not help but be angry, and it complained, "The sun, the clouds, and the earth, you are too partial! Why do you only care about nourishing my brothers and sisters, but forget about me?"
Grandpa Sun, Granny White Cloud, and Uncle Earth, with their usual gentleness, smiled without saying anything.
Mother Big Tree said, "Son, Grandfather Sun, Grandmother White Cloud, and Uncle Earth, are not partial to any. They work hard every day to nourish everyone. They give the same love to everyone. You should thank them."
The baby seed said, "Then how come I am still a seed and all my brothers and sisters have grown taller?"
The mother tree said, "To grow taller, you need to rely on your own strength in addition to the sun, the white clouds, and the earth. You need to grow up on your own."
The baby seed bowed its head in shame.

Every day, the baby seed never slept again. It got up early to study and work with the sun, the clouds, and the earth. It felt happy!
At noon, one sunny day, the baby seed suddenly felt a bulge all over its body and gradually got hot.
Boo, a sound.
The baby seed broke out of its shell and stretched out its bright green and beautiful body.
"Wow! Look, Mommy, Mommy, I'm getting taller!" The baby seed was so excited.
The mother tree looked at it with relief, "I'm happy for you, son."

The old man of the sun, the old woman of the white clouds, and the uncle of the earth, with their usual gentleness, said in unison, "Bless you, child."

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Question : in public school G3, teachers already covering alot about plants, animals n history, so far I only guide my kids how to find the answer in the text book when guiding them doing homework.

I wishing to do it slowly follow anthroposophy schedule. At G4 then only I try to use the story method to teach my kids..  in order not to "burden my kids but at the same time can complete their school work"

am i doing it correctly ?

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Form Drawing: Crayon : Assignment redone

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A friend encouraged me to just be guided from within and freehand draw the form drawing and not focus too much on lines and dots. I let the dots guide me and tried my best to get the arcs as arched as beautifully as I could. Still need more practice but the experience was beautiful, peaceful and liberating. Truly friends are the fragrant flowers in life's garden.

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Waldorf Education & Anthroposophy Lecture 6: Curriculum-Related Educational Methods Steiner Mentioned

1. Curriculum Design

Design the curriculum according to the child’s development of each succeeding year.

The aim is to plant something like soul spiritual seed that will bear fruits of inner happiness and security. To have a whole picture of the child development time. To have the knowledge of how and when, during which year, during chich month, to introduce the appropriate subject matters.

2. Three Stages of Childhood

Children between age of 0-7 (Pre-school), are a whole with it’s surroundings. They learned through imitation. Imitate the action, thought and feelings of the adults surrounded them.

Children between age of 7-14 (Grade School), learn from the feeling of respect for the teacher’s authority. Developing their personal relationship to the external word. To learn by feelings unconsciously.

3. Teacher’s Role

To be the person which the children see as a reflection of the world. A representative of the entire world in the eyes of the children. Children received the world through the teacher whom the world is rightly reflected by his individual judgments, will impulses and feelings.

4. Developing the will

Educating, instructing and training the children’s will by artistic approach, repetitively and spirally. To insist that the children complete their work (paint, draw or write) nicely and beautifully

5. Cultivate Good Habit and Responsibility

A child’s eyes should always rest on the piece of paper on which he is writing, to receive an impression of all, that is being put into the writing. To insist in good habits in such details, to have the child be responsibility of their movement and the outcome of the movement, to have feelings on whatever is done, with full concentration.

6. Time as a tool

Activities of each succeeding year of a child’s development effects the child entire life. It is important to have the knowledge of human being, the development. To know, how and when, during which month, which year, to introduce the appropriate subject matter. How we use the time as a rhythm, as a tool, to set the curriculum throughout the school years, to have god’s view in what is going on, and how we put in through the years, spirally, in order to deepen child’s willing, feeling, thinking in all aspect.

7. Steps to teach

Firstly, involve the will. Active the participation.

Second, gradually lead toward an observation attitude.

Third, to experiment the observation in the teaching or in life

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Doraemon Story

Once there was a very stingy yellow orange cat named Doraemon, who is ever holding on tight to his own belonging, and never share anything with his friend. Whenever you see him, he is always grabbing his fist, and never let go on anything. You even doubt whether he has any fingers. And you know, out of anything he like the most, is a tasty type of honey pancake sandwich filled with sweet red bean paste, called Dorayaki. This is one thing that he will definitely not share with anyone, not even with his parents, nor his siblings, or his friends. So even though his loving mistress gave him lots of Dorayaki, and he is full enough to take no more, he wouldn’t share, but secretly hide it under his pillow.

However, he miss thought on something. He couldn’t hide the delicious smell of the Dorayaki. So in the midnight, the mice creeped into his bed room and nibble up all his Dorayaki till the very last bit crumb. And that was not the worst thing happen. The worst of all is they even accidently ate his ears, because it just smells like Dorayaki.

So on the next morning, when Doraemon woke up, and found his ears gone. He was so shocked and sad, and he cried and cried and cried till he became blue. From that day onwards, he learned to share.

-----Story Background-----

My elder daughter received a T-shirt given by her friend with Doraemon cartoon picture on it, so she was asking, is that a cat? Why it has no ears and why is it blue. So I made out this story for her.

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Question about Curriculum from the slide and Lecture 6 (Z-MYS Agnesiah) 

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Question about Curriculum from the slide and Lecture 6 (Z-MYS Agnesiah) 

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...thanks with the help of inputs from some teachers...

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Trying best to understand from a parent's point of view

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The social development/social concern of the child (the diagonal line) is somehow reflected by the morality mentioned in this lecture....

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The little girl who like to pick flowers from the garden.

There was once a little girl called Zia who lived with her mother. Little Zia loved flowers. She loved the very beautifully growing flowers in her garden.. the smell.. the sizes.. the shape.. but most of all she loved the colours. red, yellow, blue, purple, orange, pink .. so many colours.
Zia would spend all her time wandering around her garden picking and playing. She will plucked and collect them all and spread it out on the grass. She will pulling off the petals and throwing them up in the air pretending the flowers rain from the sky and she will dance along ...
One day while Zia was sitting on the grass, doing her usual thing with the flowers, she heard a whispering on the breeze. It sounded as if the breeze is talking to her. She looked around and finally she moved closer to the green bushy peanuts flower. She search around and set her eyes on a tiny bud which is opening and closing as if talking to her.
'Please stop picking my sisters and brothers. Once we have taken out from our green bushes we will fade and die. But if you leave us growing then we can keep dancing in this garden.'
Little Zia didn't know what to say.She also loved dancing and more so surrounded by this pretty and colourful flowers! So, she perfectly understood what this little peanut bud telling her.
She went home feeling sad thinking what shall be done. Then she had an idea. She pull out a bunch of different colour pom pom made out of wool by her mother. And tied it on to a stick she found in her garden. After done tying the pom pom, she went out to the garden once more and dancing holding up the stick high across the grass and bushes of flowers.
Soon she can feel the breeze once again, gently blowing the other flowers in her garden forwards and backwards. They look like they are dancing together with little Zia.
The tiny peanut flower bud is so happy to see this, she smiled with a joy that all her other peanut flower popped out and spread open across the bushes. Then she too joined with little Zia in the dance.

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Lecture 6: Educational Methods mentioned by Steiner

Lower Graders:
- Educating, instructing and training the child's will in an artistic approach.
- Learn to write in a way that retains the quality of painting and to be guided toward introducing artistic element into handwriting.
- Imbue the surrounding world with human qualities, pictorially and employ an artistic approach.
- The element of music helps deepen a child's will nature, and make the child more inward and more soulful.
- Personification of outer objects.
- Practise the right kinds of physical hand and foot movement.
- Eurythmy
- Knitting

9yo - 11yo:
- Eurythmy classes as an important education aid.

- Study of zoology:
*Introduce the animal forms as expressions of single organs such as head animals, chest animals and limb animals or arrange to even more subdivisions.
*Giving the view of totality, human being represents a synthesis of the entire animal world.

- Study of botany:
*Relate the plants to the earth as to a living organism
*Introduce a temporal aspect into the study of plants
*Introduce botany as part of the earth organism and the child will differentiate its own being from the plant world in the right way, enables the child to build bridges into the world.

- Both of these curriculum cultivate the child's feeling life and allow the child learns to discriminate itself from its surrounding world.
- Crocheting

12yo and above:
- Cultivate purely intellectual work by introducing subject matter belonging ti lifeless, inorganic nature such as Mineralogy, physics and chemistry.
- Appeal to the powers of reasoning.

In conclusion, first aim should be to involve the will, that is the active participation of the pupils. Second, the aim is gradually to lead toward what becomes an attitude of observation. And only during the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.

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A nature story
How the mimosa came to be

Mimosa lived in a green, open field with her friends Daisy, Purslane and Little Ironweed. Together, they nurtured the land and filled it with tiny, delicate blooms that nourished bees and butterflies alike. Their home was a haven for all of Mother Nature's children.

One afternoon, after the little wildflowers were done with their morning work, they heard a rumbling sound, followed by echos of laughter approaching the field. Purslane, Daisy, Ironweed and Mimosa looked ahead and before them came running a group of children with faces as bright as day.

The children stayed for a long time. They watched the birds build their nests and counted the clouds as they went by. When they grew tired, they sat down on the grass to rest. A little girl took notice of Purslane’s creamy-white, rounded flowers. “How pretty!”, she exclaimed. Shortly afterwards, she went on to admire Daisy’s bright, white petals and golden centre. All the children delighted in Little Ironweed’s spray of light purple flowers.

Shy Mimosa never had as many blossoms as her friends did, and how she yearned to be noticed, even though she was a bashful little plant.

That evening, shy Mimosa let out a sigh. “Oh how I wish they would take some notice of me. Even if it was just a glance!”.

Mother Nature was walking along the fringes of the forest when she heard shy Mimosa’s cry. And she agreed that Mimosa was too beautiful to be overlooked.

The next morning, Mimosa rose to a tingling sensation all over her body. Brother Wind came passing by and blew a breeze across the field. And how Mimosa felt it all; from the gentle breeze to the tickling of the grass brushing at her feet. She looked down at her leaves and saw them close and open up again after the breeze had passed.

Late afternoon arrived, and once again the children returned to play. They took their time to admire the wildflowers, even giving them names like ‘purple puff’ and ‘little button’.

A boy walked past and unintentionally brushed against Mimosa’s delicate leaves. One could imagine the look of wonder he had on his face as he saw Mimosa’s leaves gently close. One by one, the children tapped the tips of her little leaves and squealed with delight.

How Mimosa beamed with joy!

Quietly, in her own way, she was so very happy to be noticed and loved. So happy that her little heart could burst — sending out puffs of purple flowers that look just like fireworks.

-
snip, snap, snout. This tale is told out.

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Nature story - Day and Night

Grandpa Sun wakes up with bright and shiny smile on his face. Birds chirp on the tree top to welcome the day. Children get warm kisses from Grandpa Sun as they play. After a long day, Grandmother Moon put on her silky violet gown as Grandpa Sun prepares to take his nap. While little cheeky stars come winking and twinkling through.

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Question after reading Lecture 5, 6 & Curriculum

1) If I have a Grade 1 class that the children majority comes from mainstream kindergarten which the students have been fully expose to intellectual information and devices, and minority of them comes from Waldorf kindergarten. How could I balance the gap of learning between these two groups of students when in the mean time introducing a Waldorf approach curriculum. Is there anything I should take caution in designing the curriculum? Should I have doubt on the readiness of the student from the mainstream kindergarten, though they looks so mature, well discipline, skillful in reading and writing. The mainstream ones seems to adapt learning and sitting in the classroom better than the active Waldorf ones who starts to learn, read, write and draw from the beginning. It seems like the Waldorf ones need more transition time to adapt school life from Kindy to Grade 1.  Whereas the mainstream ones limbs development and motor skills might be a bit stiffer. I’m a bit confuse.

2) How to observe if it is necessary to include Extra Lesson in the curriculum? Do we need to have Extra Lesson on top of Eurhythmy? Could we combine these two lesson or choose one? Some of the movement in the Extra Lesson seems like mechanical movement. Does it not oppose or have conflict with the Waldorf Philosophy in terms of artistic. How could the Extra Lesson be done artistically.

3) May I know the reason about the suggestion in music block from flute in grade 1 to recorder in grade 2. What is your suggestion if we just only stick one of it for the kids? may I know why we need to switch from flute to recorder? What precaution should we consider during the switch? How to observe the readiness of class and individuality of leaning new instrument?

4) During our preparation of new grade 1, we have collected two opinions in choosing the 432Hz flute or 440Hz flute. Some suggest taking 432 Hz due to the spiritual feeling, the other who suggest the 440 Hz is due to the practical consideration. May I ask your opinion about this issue?

5) From Lecture 6 (page 185), I have learnt about the animals could be categorized to : heart animal, limb animal, and so on.

(i) I do not understand how could we know the category of an animal?

(ii) What is the purpose to learn the category of an animal? Does this means when we teach about a limb animal, the kids will develop their limb? or any other spiritual effect would be come out during the course?

(iii) What kind of arrangement should be made for young children? Should we teach the animals from every category, or should we focus on some category in some situation?

6) Is there any clear definition of the word: (1) Force, (2) Kingdom, (3) World, in anthroposophy? I think it would be a great help for me to have deeper understanding on Anthroposophy, Thank you !

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 A nature story for G1-G2 (Z-MYS Agnesiah)

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 A nature story for G1-G2 (Z-MYS Agnesiah)

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May attempt to simplify/shorten the story further to suit younger age children mentioned...

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A nature story - Dewdrops

Long ago, every land on earth was utterly dry despite rain showered upon it every now and then. Mother Earth was very sorrow and she grieved over her dying land.
Little did she know that, there were these little seeds lying under the arid plains. They heard Mother Earth's cry and felt her pain and sorrow. And so, they decided to help out.

With all their might, they popped out from the coarse surface and gradually spreading across the dying land. Bit by bit, the arid earth transformed into beautiful meadows. Mother Earth was overjoyed and felt relieved after the help of the grasses.

In return for their thoughtful help, she magically transformed the mist into hundreds and thousands of tiny translucent crystal balls. Before dawn, when the grasses were still sleeping, Mother Earth gently put each of these tiny cyrstal balls at the tip of each grass.

The next morning, when the Sun emerges and its ray shone upon the earth, all the tiny crystal balls which were perching lightly upon the tip of the grasses, sparkling like jewels and magnifying the early sunlight beautifully.

Ever since then, the grasses are always bestowed with these tiny crystal balls by Mother Earth.

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Read Waldorf Education & Anthroposophy Lecture 6 and list down the educational methods that Steiner mentioned.

Three AIMS should be followed when teaching children 7-14 years old.

1.       Involve the will

2.       Gradually lead toward attitude of observation

3.       Making of experiments, to experimentation

Curriculum:

7-8 years old

1.       Paint and draw (subsequently leads to writing)

What is important: the child write “with the eye” for aesthetic seeing and willing

What it helps: to build LOVE in the child for what surrounds it – sense of responsibility and caring for its surroundings.

2.       Reading – involves a child’s life of feeling to a greater extent than writing, and ought to develop from writing

3.       Music
-   helps deepen a child’s will nature

- helps make a child more inward, more soulful

4.       Eurythmy – movements produce an ordered, organic and visible form of speech

9-10 years old

At this age, children learn to discriminate inner and outer worlds in new different ways

1.       Zoology

2.       Botany

12 years old onwards

May begin cultivate purely intellectual work and appeal to the powers of reasoning

1.       Mineralogy

2.       Chemistry

3.       Practical life subjects

MORALITY – Teachers do not implant ethical attitude by moralizing. To the child, they re morality personified, so that there is truly no need for them to moralize.

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Read the curriculum slides that we uploaded on the archive padlet (week3), as well as the curriculum related readings in Lecture 6, and ask your questions about the curriculum

When is the appropriate time to introduce Ancient Chinese Mythology and Histories?

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1. Steiner mentioned musical elements. May I know what kind of music did he mean? Was it classical music or it could be any form of music? Purely instrumental or could be chorus? Is there good or bad music either helps the development of child or impair?

2. The making of scientific experiments - Could you please elaborate on this?

Thank you very much! :-)

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Lecture 6 (
Lecture 5 is posted in last week's (week 2) assignment padlet page)

1) What is the sentence that touches you most?

i) Anthroposophy wishes to found educational principles and methods that have a healing influence upon humanity, so that what we give to the child and what we do in the proximity of the child, though not amounting to medicine in a restricted sense nevertheless become a way of turning human life in a healing direction – as regards both the individual and the body social.

ii)  Respect and devotion engendered in childhood are transmuted at a much later stage into a force that has a healing effect on human environment –especially upon children- so that we can call it a force of blessing.

iii)  Thus, in living contact between child and teacher, an entire system of sympathies and antipathies regarding matters of life will develop. Though those sympathies and antipathies, a right feeling for the dignity of human beings and for a proper involvement in life will develop.

iv)  We can plant something like soul-spiritual seeds in our children that will bear fruits of inner happiness and security in practical life situations for the rest of their earthly existences.

A teacher and educator must not only deal with the business of teaching actual subjects to pupils; she or he must also bear the burden of responsibility for their pupils inner happiness and feeling of security right into the last years of their lives.

2)  Is there a question you can find within yourself when you read through the lecture?

What can I read next that will deepen my understanding and knowledge on this.

3)  Which part you do not understand?

The blushing and paling of a child’s soul –

Through the relationship between the teacher and the child what is good crosses over into the realm of sympathies and antipathies. They express themselves outwardly in paling and blushing which are generated by the soul either when the inner life is threatened, destroyed or paralysed or when it feels a sense of shame. As a result, the appropriate feeling, or an entire complex of feelings is engendered in the child. It is of paramount importance that a living morality develop in this changeable, mobile relationship between teacher and child.

Please help me to understand this passage, especially on sympathies and antipathies, a little better. Where may I read more on this please? Thank you.

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Siew Ying Wen-Questions about the curriculum

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Siew Ying Wen-Questions about the curriculum

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In school, 2nd or 3rd language is Mandarin and Malay. However, these 2nd and 3rd language are some of the students' mother tongue at home. How do we balance and meet child's needs in class?

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NATURE STORY

Once upon a time, in the little town called Bethlehem, there was no light at all. Day in day out, it was all darkness covered up the streets. The people who lived there had to use candle throughout the day to be able to see. There, lived a very cheeky and clumsy painter. His name was Jacob. Jacob loved to paint. He always goes to the store at the end of the street to get his paints and brushes. On this very day, as usual, after he had his morning coffee, he walked down the street, thinking to get some new paints for his work. To his surprise, he found a new store was opened on the same street. Out of curiosity, while holding a candle in his left hand, with his right hand, he pushed open the door of this new store. The door chime rang as he pushed the door open. It was so dark inside the store he could barely see anything with his flickering candle. But, something caught his eyes. It was a pretty, shiny, and very bright orange paint. Jacob had never seen this paint before. He took down the paint from the shelf and he was so attracted to the shine it was making. When he was still contemplating whether he should get it, suddenly, someone spoke up next to him. “Excuse me, sir, this paint is not for sale. “ “Oh, why so?” Asked Jacob, he was trying to see who was talking to him. But, he could not see this person who was talking because it was so dark and his candle light was flickering. “I am sorry Sir, but this paint is not for sale.” The person said once more. And that person walked away because someone else had just entered the store. Feeling what a shame, Jacob walked out from the store. When he got home, he picked up his old paint brush and drawing paper, thinking to start his work for the day. And then, he felt something wet in his hand. He held out his hand and look what was it. Surprisingly, he saw some paint on his right hand. Oh, it was the pretty, shiny, and very bright orange paint! Jacob was so excited and thrilled! The bottle of the paint must be broken and that had caused some leak into his hands. Jacob couldn’t help himself but pick up his paint brush and started to paint! What should he paint? He was wondering. And then, a bright idea pop up in his mind that he wanted to paint a big ball of light! First he started from a small dot, then it rolled into a bigger circle. It got bigger and bigger and finally turned into a giant ball! Jacob was happy with his work. At that very moment when he put down his paint brush, something magical happened! That pretty, shiny and very bright orange giant ball was moving itself up from his paper! It was illuminating his entire room. He had never seen such brightness before. The brightness pierced into his eyes. It was so bright until he could not open his eyes! Jacob was frightened and he covered his face with his hands. The pretty, shiny and very bright orange giant ball kept on growing bigger and bigger and it was moving its way out from Jacob’s room. It went through the door, out of the house, and up and up into the sky. Everyone was attracted by the light and they came out from their house to see what was happening. The whole street was getting brighter because of the light. For the first time in their life, the people was able to see each other. Finally, Jacob crawled out of his room and came into the street. Everyone, including Jacob, was amazed by the brightness in the sky. Nobody knew what the giant ball was. But it was now up in the sky bouncing and illuminating every corner in the street. Everyone was talking about the ball. The ball did not seem to grow any bigger anymore. It seemed like it was happy to stay in the sky. So everyone went back inside their house and went back to their chores. Now the light helped tremendously because everyone could see their surroundings very well. The ball stayed up in the sky not for very long. It started to glide downward and getting closer to the mountain. And the colour of the ball was changing. From very bright orange, it started to turn into a warm orange. People came out from their house again to see what was happening. The ball continued to glide down and down and finally it was all gone. The street was back into darkness. And people started to lit up their candles again. Nobody knew what was happening. But they were getting tired and sleepy, so, everyone went to bed. They slept for so long. The night was so quiet and dark. After many hours have gone by, Jacob was aroused by some brightness in his eyes. Slowly he opened up his eyes, just to find some light creeping through the window by his bed. He stood up and walked out his house to look where the light was coming from. To his surprise, the giant ball was slowly making its way up from the mountain into the sky. Very soon, the light attracted the other people out of their house again. Everyone came out to admire the light that was so gently bright. Slowly, the giant ball showed up in mid-air and finally hanging itself in the sky. Some people stayed to watch the giant ball. Some went back to their work. After many hours, the giant ball went down to the mountain the same way like yesterday. And then, it repeated the same for many many more days. Now, people had learned that it would be gone and it would climb out again the next day. And the people called it day when the it was out in the sky, and night, when it went down. They gave the giant ball a name – the Sun!

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Read Waldorf Education & Anthroposophy Lecture 6 and list down the educational methods that Steiner mentioned.

Three  steps  should  always  be  followed  when  teaching  children aged from seven to fourteen.

(1)    First stage- the aim should be to involve  the  will;  that  is,  the  active  participation  of  the  pupils.

By means of artistic approach. E.g.The child should be encouraged to paint and draw which externalises their will activities and from there leading into writing. Everything musical helps deepen a child’s will nature. After age six or seven, the element of music helps make a child more inward, more soulful.

In training the child’s will e.g. when teaching writing:

• do not immediate introduce the alphabet in the present form

• start by letting the children draw and paint - an activity that naturally externalise their will activities that in turn leads to writing.

• Observe that the child’s eye is always resting on paper so he/she receives all that is.

(2)    Second stage - we should aim to  gradually  to  lead  toward  what  becomes  an attitude of observation. For only at this stage does the child begin to  learn  to  differentiate  its  individual  self  from  its  surroundings. It does this in three ways—in feeling, in will activity, and through  the  forming  of  judgments.

Developing the life of feeling :

• After writing, we proceed to reading lessons. Reading involves the child’s life of feeling to a a greater extent than writing and ought to develop from writing.

(3)    Third  Stage - that  of  making  of experiments, to experimentation. As seen in the school curriculum by Grade 6 where Mineral kingdom, phenomen based physics and basic astronomy is introduced, leading up to physics in Grade 8 – these are activities allowing them to experiment and see the results for themselves.

7 to 9 years

• Do not expect child to distinguish themselves from their surroundings

• Teacher should imbue surrounding work with human qualities. It is for better unfolding of the pupil’s will nature. By becoming directly involved, these will nature strengthen inwardly as well.

9 to 10 years

• Much depends on teacher detecting the inner soul for at this age the child begin to learn and differentiate its individual self from its surroundings.

• Must support the child until puberty – adapt our teaching accordingly

12 years onward

We begin to cultivate purely intellectual work and appeal to the powers of reasoning without harming a child’s development

• Minerology, physics and chemistry should only be introduce after 12 years.

• Introduction of subject of inanimate should also be introduced after 12 years

In general:

• Music (after 6 or 7) – also makes the child more inward and soulful

• Eurythmy (children in grades 1 – 8) has the effect of ensouled gymnastics. The ability of the child being able to express itself through Eurythmy brings about a sense of well being.

• Arithmetic is neutral with regard to heart and soul

• it is good to first introduce animal and then plant study before introducing minerology, physics, and chemistry.

-        Through zoology and Botony the children differentiate between inner and outer worlds in new and different ways. E.g. The child should relate to plants  to the earth as a living organism.

-        Animal study- children can learn to see a human being spread across the entire animal kingdom.

• Knitting – this skill contributes to their ability to work with their heads and how their dexterity

• A teacher is not just to teach a subject but to be responsible for the child’s inner happiness and feeling of security right in the last years of their lives.

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Nature Story - The 4 tree brothers

On a tall grassy hill lived four trees. The trees are brothers. The eldest brother that grows at the tip of the hill, the second brother that love growing it’s branches and leaves, the third brother that grows sideways and the fourth brother that grows upwards.

However the eldest, second and third brother are very arrongant. They like to compete with each other about who can grow the tallest and fastest. Whilst the fourth brother is always cheerful and happy.

Whenever his three brothers would try to compete with each other, the fourth brother would just ignore them and enjoy the cooling wind and the warm sun. Sometimes he would even make friends with some of the smaller creatures around him.

Many years past, the eldest, second and third brothers hadn’t grew much. Because of their competition with each other, now they are the smallest trees among four of the brothers. As for the fourth brother he grew much taller and was loved by all the forest creatures for his kind and gentle self. His branches are always filled with life such as a bird’s nest, a squirrel hole and sometimes visits from the little bugs.

As for the three other brothers, because they didn’t grew well, they eventually die.

The End.

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Lecture 6, and ask your questions about the curriculum

How can we as a teacher can help children especially in Grade 1, 2 and 3 to understand the history of their country without giving out to much information?

Reasons for asking this is that these children at these grades, at this era are easily exposed to these historical stories from social media, museums or just by listening to their parents talking about it.

Does this mean historical facts should be introduced at these grades through nature related stories or fairytale stories? Or should it not be introduced at all and ignore the children’s question regarding this?

(This question was based on teaching experience in one of the language studies that I’ve taught)

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Questions about the curriculum:
1) How can I teach the kids from those academic kindergarden that already learned writing letters of alphabet in present form? Are we still using the same method on lead them to draw and paint during grade 1?

2) May I know the reason of only include the swimming and sports during grade 5 and above? Thank you.

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Assignment task no 1. Read the curriculum slides uploaded on archive padlet and ask your questions on the curriculum.

i) Is there such a thing as the overload of stories or too many stories?

ii)  An important part of the curriculum is the child and that the teacher must meet the ideal of taking creative risks and respond to the perceived needs of the children within that class. How do we achieve balance with accountability and transparency in the teaching process and that the gist of the curriculum is delivered to the pupil?

iii) Teacher should speak of the Earth as a living organism. Introduce the temporal aspect into the study of plants.

Interwoven into the temporal should be the eternal/spiritual aspects within the stories -- that there are things seen and unseen?

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The curriculum related educational methods that Steiner mentioned

1. Writing: when teaching writing, do not immediately introduce the letters of the alphabet in their present form, we have to begin by letting the children paint and draw, an activity that is a natural consequence and externalization of their will activities and that in turn leads to writing.

2. Reading: After writing, we proceed to reading lessons. Reading involves a child’s life of feeling to a greater extent than writing and ought to develop from writing. Reading entails a greater element of observation, while writing is more a matter of active participation. But the starting point in education should always be an appeal to the will element, to active participation, and not only to powers of observation.

3. Three steps should always be followed when teaching children aged from 7 to 14:

1. The aim should be to involve the will; that is, the active participation of the pupils.

2. The aim is gradually to lead toward what becomes an attitude of observation.

3. The last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.

4. Everything musical helps deepen a child’s will nature. After age 6 or 7, the element of music helps make a child more inward, more soulful. The will itself is strengthened by all pictorial and artistic activities—but only, of course, as long as they correspond to the child’s age.

5. Eurythmy: younger children in the first eight grades find their way into eurythmy, this new language, quite naturally.

6. One must be careful not to introduce subject matter that predominantly activates a child’s intellect and faculty of cognition. From this point of view, before proceeding to mineralogy, physics, and chemistry, it is good to introduce first animal and then plant study. The use of observational methods, while justifiable in other situations, can easily be disturbing if applied to botany and zoology.

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Nature story: Wandering Coconut

On the earth, there was an island. On the island, there was a tall and slender coconut tree with a few bunch of lovely coconuts. The coconut tree mother always told her kids (the coconuts) regarding to her wandering story on the sea. One of the coconut loves to listen to her mother’s story telling, she hopes that she could explore through the sea and look for a new home like her mother.

The coconut grown up day by day together with her siblings happily. One day, the ripe coconut felt like the time has come. After said good bye with her lovely mother and siblings, she fell down to the sea. “Plop…”, the coconut dropped into the ocean and found that the embrace of the sea is so cold. This hardy coconut starts her wandering journey through floating on the sea.

After few days explore at the sea, the coconut felt cold and wet. One day, she saw a school of beautiful creatures with transparent and soft filmy bodies with no bone. They have long tentacles and dancing in the sea. They are the beautiful sea dancers. Coconut said: “Hello! I am Coconut. Nice to meet you. May I know who are you? ” to the beautiful creatures. One of them replied: “Hi Coconut, nice to meet you. We are jellyfish.”

After that, the coconut bump into a hard rock. “Ouch!…”

And then, she found that is not a rock, but is a creature with a body encased in a bony shell and has flippers with claws. Coconut asked the creature: “Hi, I am Coconut. Nice to meet you. May I know who are you?” The creature replied: “Hi Coconut, nice to meet you too. I am a sea turtle. I am a diver and I can swim very well. Sometimes, I will go to the land.” coconut feeling excited and talked a lot with the sea turtle. sea turtle sharing her adventure journey with the Coconut.

After few days, they go their separate ways and continue their own journey.

The coconut keep travelling in the sea. One day, she met with creatures with smooth and rubbery grey skin with two fins on their sides, as well as a triangular fin on their back. They have long snout. Coconut asked the creature: “Hi, I am Coconut. Nice to meet you. May I know who are you?” The creatures replied: “Hi Coconut, nice to meet you too. We are Dolphins. ” They swim fast and jump up suddenly, with the splash of water, it drew a beautiful arc in the air. “Wow, what a beautiful scene!” said the coconut.

After few days travelled, she landed at a beach. She met a creature that has a pair of sturdy claws which look like big scissors and eight sharp claws. He has a sturdy body that looks like he is wearing an armour. He always crawling sideways. Coconut asked the creature: “Hi, I am Coconut. Nice to meet you. May I know who are you?” The creatures replied: “Hi Coconut, nice to meet you too. I am Crab. Welcome to this beautiful island.”

Since that day, the coconut stay at the beautiful beachside as her home. She absorb the energy of nature and turn them into the inner energy that could grown her body and soul. One day, she starts to sprout and seedling. She is growing taller from day by day. She feel happy and proud to grow up into a tall and slender coconut tree in this lovely island with the companions of friends like: Crabs, Hermit Crabs, Starfishes, Sea cucumbers, Turtles, Ants, Birds, Monkeys and others.

Now, she becomes a lovely story teller that sharing her life stories with her small coconuts everyday.

~ End ~

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nature story:
Uncle Windy loves to travel. He flies over the mountains, over the sea, over the treetops, over the rivers and over the gardens. Sometimes he combs my hair, sometimes he scratches my itch, sometimes he competes with me in strength, sometimes he just kisses me gently. When he flies into my house, he brings the smell of grass in the park with him. When my mom and I bake bread at home, I ask Uncle Wind to bring the scent of bread to my grandmother.

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Long long time ago, there is a farm. There are many animals living in this farm, such as chicken, duck, goose, frog, cow, sheep, horse, pig, mouse, dog, rabbit, cat, etc. Every day when the sun comes out, they start to work, and they take their places and do what they are good at. When the sun goes down, they happily go back to the house to cook and eat together. Sometimes they would go to the gazebo for chatting and looking at the moon in the night sky. Everyone lives very peacefully in this farm.

One day, the sky is clear, the animals are all working in the farm. After a while, the bright sunlight faded away, the sky was covered with dark clouds, and the birds began to circle in the air to gather their partners to go home together. Everyone was very worried, they had never seen such a thick dark cloud. "This is the cumulonimbus before the tornado arrives!" Gule affirmed. He is a penguin who has been to many places. "Quick, everyone hides in the house, the storm is coming!" "Crashing", the sound of rain outside the house was terrifying, and the house was shaken by the strong wind. Everyone was worried: "What are we going to eat? Will the farm be blown away? This must be the end of the world!" Everyone stayed in the house and no one dared to go out.

There is a forest near the farm. The forest lives with lion, tiger, bear, fox, wolf, boar, hare, squirrel, and their families. The animals in the forest are not as lucky as the animals in the farm. What started as a drizzle in the forest quickly turned into a storm, with lightning and thunder. The baby animals were so frightened that they hid in their mother's arms.

Suddenly, the squirrel pointed to the distance and shouted loudly: "Look, my friends, it's a tornado!" In the distance, there was a tornado that looked like an inverted triangle the size of which fell from the sky to the ground, heading towards 他the forest. The mother lion and mother hare took the children to hide in the cave and told them: "My dear, you must hold on to mother!" After saying this, the tornado blew into the forest, and he brutally pull up all the tree. Some older, stronger trees were not pulled up but their branches were blown off by the tornado and were swept into the air. The tiger cub cried and said, "Our home has destroyed by the tornado."

In the house on the farm, the penguin Gule shouted loudly: "Friends, don't panic! Everyone sing with me: Rain rain go away, Come again another day, Little children want to play, Rain rain go away..." Soon after, the storm stopped, and the tornado in the forest disappeared without a trace, and the trees, branches and trunks that were swept up into the air fell back to the ground. Soon after, the sun slowly revealed its face, and the sky also carefully erected a rainbow bridge, and the hearts of the animals settled down.

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Z-MYS YiFan -The educational methods that Steiner mentioned 

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Z-MYS YiFan -The educational methods that Steiner mentioned 

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1. Age 7-14: 3 steps should consider:
i) involve the will
ii) attitude of observation
iii) making of experiments

2. Emphasis on an artistic approach - teaching writing by letting the children paint and draw.

3. Proceed to reading lesson (observation) after writing (will)

4. Age 6 - 7 Everything introduced to the child at this age should be addressed to the child's whole being, not just to its head and nervous system.

5.
- imbue the surrounding world with human qualities
- speak about it pictorially
- employ an artistic approach,
= the better it's for the inner unfolding of their pupils' will natures.

6. Everything musical helps deepen a child's will nature. (more inward,  more soulful)

7. Eurythmy and Gymnastic (educational aid)
" if we try to develop a child's intelligence directly, we always introduce a more or less deadening or laming agent into its development. But if we cultivate intelligence through the whole human being, then we proceed in a fundamentally healing manner."

8. Introduce zoology (soul-bridge) and botany before proceeding to mineralogy, physics and chemistry. Children learn to discriminate between the inner and outer worlds in new and different ways.

9. 12 years old - subjects belonging to inanimate nature

10. Wholeness of life - it seeks to lead human beings into the fullness of practical life so they really begin to love practical work.

"Anthroposophy seeks to be knowledge of human beings that is able to satisfy both individual and social life. It wishes to fructify the various field of life. Hence, it also wants to fructify theory and practice in education"

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the educational methods that Steiner mentioned in Waldorf Education & Anthroposophy Lecture 6

~Each child ought to be guided toward introducing this artistic  element  into  handwriting. A child’s eye should always rest on the piece of paper on which he or she is writing and so receive an impression of all that is being put into the writing. This will avoid writing under sheer inner mechanical compulsion, but will allow the child to experience an echo of his or her writing and the various letters.

~We proceed to reading lessons after writing.

~Three steps should always be followed when teaching children aged from seven to fourteen.
First, the aim should be to involve the will; that is, the active participation of the pupils.
Second, the aim is gradually to lead toward what becomes an attitude of observation.
And only during the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.

~Before proceeding to mineralogy, physics, and chemistry, it is good to introduce first animal and then plant study.

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Long long time ago, when Father God was creating the world, He was thinking of a way, so that human beings, yes, people like you and me, can re unite with Him, unknowingly...

So He decided to pull a dark cloth upon the earth everyday, after the human beings have been busy for a day. That is the night, when people feel sleepy and fall into their dreamland. That, is also a time, Shhhhh.... we human beings re unite with our dearest Father God.

When time comes, Father God again lifts the cloth off and let Sun shines upon the earth. When the first ray of Sun shines, people start to get awake by the warmth and they would start their day anew, strengthful and energized.

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Tx patricia

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Educational method based on Anthroposophy

Three steps when teaching children age 7-14.

1)  Involve the will, the active participation of pupils.

2)  Gradually to lead toward what becomes am attitude of observation

3)  Making of experiments to experimentation.

-Begin by educating, instructing, training The child’s will. When teaching writing, begin by letting the children paint and draw, as it is the natural consequence and externalization of their will activities and leads to writing.

- Each child ought to be guided toward an aesthetic pleasure into their writing, observing every line and working with aesthetic feeling for the beauty of the form, a painterly quality lives in all child’s writing.

- Reading after writing. Reading entails greater element of observation; while writing is more a matter of active participation. Starting point in education is appeal to the will element, active participation, not only to power of observation

-Everything musical helps deepen a child’s will nature, element of music helps makes a child more inward and soulful. Pictorial and artistic helps to strengthen their will.

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PGW Hong Jun Yi: Read the curriculum that we upload on the archive padlet, and ask your questions

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PGW Hong Jun Yi: Read the curriculum that we upload on the archive padlet, and ask your questions

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Grade 1
- Do we introduce the four processes to the children or just let them do the processes? If yes, when is the right time to introduce it?

Grade 2
- Are multiplication tables only up to 10?
- Can you explain the differences of moral nature stories for Grade 1 and 2?

Grade 3
- Do you recommend using pencils or colour pencils writing? When is the right time to start using these for writing? Grade 1 or 2 or 3?

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Z-MYS-Ayaka Oda Educational Methods Steiner mentioned

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Z-MYS-Ayaka Oda Educational Methods Steiner mentioned

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PGW Hong Jun Yi: Read Waldorf Education & Anthroposophy Lecture 6 and list down the curriculum-related educational methods that Steiner mentioned 

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PGW Hong Jun Yi: Read Waldorf Education & Anthroposophy Lecture 6 and list down the curriculum-related educational methods that Steiner mentioned 

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- We must begin by educating, instructing—training—the child’s will
- Emphasise on an artistic approach
- We must not overlook such intimate interconnections in
education.

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Nature story:
It appeared in a country full of fairy tale beauty. Although wearing a green princess dress, it was very eye-catching, but no one would notice it. ...because people don't like the ugly caterpillar.

Every day it eats, climbs, sleeps, and at this time, it is free from the world!' The only wish is to grow up quickly, so that it will not be robbed of its food by its larger classmates. , and will not be bullied by other pesky pests.

But one day, his friends became very beautiful overnight... flapping their wings in the sky, spinning in circles, they looked so dazzling in the sun, as if they were showing off something ...

Is it really so happy to be a butterfly...? At this time, the caterpillar looked at its grown body.

Curiously asked: Sister Butterfly, when will I become as beautiful as you...?

Sister Butterfly stood beside the caterpillar and raised her wings proudly: Little caterpillar, you can never become as beautiful as me... Because you are born a fat and green caterpillar, even if you take off your shell, Just an ordinary butterfly, you will never be as beautiful as the floral dress I was born with...

After hearing this, the caterpillar burst into tears. I thought about it... I didn't know how many nights I thought about it. It turns out that this world is so unfair, why are they so beautiful when they are born, and why are they destined to be born when they are born? happy...?

I don't understand why, but the caterpillar no longer complains every day, but has changed all of its bad habits, no longer sleeping late, no longer gluttonous, and no longer doing things worthless to itself...

Every day he eats less and climbs more. Crawling towards its 'dream'.. Climbing higher.. Step by step... It's so tiring, so hard, passing through a lot of trees, the wind and rain don't stop for a moment , because I don't want to give up, I don't want to waste every second,

It believes that one day, it will find its own happy holy place...

It will also turn into a beautiful butterfly...

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Curriculum related educational method

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Best sentence i like frm lec 6

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The Angel of Dawn

Once upon a time, a long long time ago, the night skies were under a deepest darkest blanket of deep dark blue resting under the blanket of sleeping Father Night. It was so dark that even the deepest darkest depths of the ocean could not compare.

People on the land woke up early for school and work at the roosters crow, for the roosters sang their morning greeting when they saw the angels of the morning descend to Earth.

People woke up, getting ready for work and had to leave their homes to work in their lands. Within their homes, fires had to be lit for light. But when they went out, it was sometimes still so very dark, so much so that people had to feel their way around with their hands. They moved slowly for they could not see. Sometimes they bumped into one another or into trees – the worst was when they hurt their feet on hard rocks or even worse, fell down a well and really hurt themselves.

The angels of the morning would rush about their morning work, and at daybreak, would open the gates of heaven to allow the Golden Sun on his chariot of gold drawn by flaming horses to come bursting out and across the sky. This glare of pure light was good. But it hurt people eyes and too quick sudden so much so that it was harsh and blinding.

An angel heard the cries of the people and their suffering for their eyes and wished to help them. She asked for permission to be extra early and granted to go out the gates before the Angels of the morning and slowly wake up Father Night with the kiss of the morning. This would turn Father Night’s cheeks all rosy. This rosy blush would be seen across the sky before the rising of the sun so that the light was soft and gentle.

People’s eyes would slowly adjust to the shining clear light and this was good. The colours of the morning in the sky would open up like a rose bud slowly budding. People were so happy and grateful and gave thanks for the rosy blush of the angel of dawn for which they could better enjoy the gold of the morning sun.

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When come to curriculum, i always find its difficult, feeling tired when preparing my contents / lesson plan. because im doubt myself alot like the contents i prepared are not enough for the kids, or am i choose the right topic. Am i a good enough  to my students?
This made me stress so much.

After reading and heard from Ursulas experience sharing:

I can  remind myself now that learning is a process. Children learn from adults/ teachers. and we also can learn from children.
So many things we can learn and teach but Please remember these 3 important things which are thinking, willing, feeling. Like that we can always keep on track.
I would not lose my way either.
And also remember the patience and love in teaching.
[Dont dount yourself too much]
[Its important on the way we teach our children, how we show to our children, but not so much on what we teach.]

Give me so much strength.
Strengthen my will and power.
Be positive and cheer
Not so scared now and lesser a lot of my anxiety

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Read Waldorf Education and Anthroposophy and list down the educational methods that Steiner mentioned.

1.       Above all we must begin by educating, instructing – training – the child’s will. This implies an emphasis on an artistic approach. Will is strengthened by all pictorial and artistic activities

- Focus on the artistic and aesthetic approach

- Handwriting – guided toward writing through, retaining the quality of a painting.

- Reading – reading involves a child’s life of feeling to a greater extent than writing and ought to develop from writing. The starting point in education should always be an appeal to the will element, to active participation and not only to powers of observation.

- Rhythms and repetition

- Self-directed play

2.    Three steps should always be followed when teaching children aged from 7 -14:-

i)     First, the aim to involve the will

ii)    The aim is to gradually lead toward what becomes an attitude of observation

iii)   And only during the last phase of this period do we proceed to the third step, that of making of experiments to experimentation.

*Important moment 9th -10th years – teacher detecting the inner soul needs of each child at this critical stage and taking appropriate action. Observed accurately.

3.            Everything musical helps deepen a child’s will nature – music.

4.            Eurythymy – “Because the child was not encouraged to make the right kinds of physical hand and foot movement in early childhood”

- A sense of inner well-being depends on the possibility of the child’s expressing itself through this              medium.

5.            Before proceeding to minerealogy, physics, and chemistry (should not be introduced before the 12th year) it is good to introduce plant and animal study.

- Teacher should speak of the Earth as a living organism. Introduce the temporal aspect into the study of plants.

- Allow the child to relate to the plant and animal world in the right way. Children feel a natural kinship, a soul-bridge' with the animal world and this feeling of kinship should be taken into account.
- Call forth in the child a feeling for synthesis of the entire animal kingdom in humanity. If we do this we have achieved something very significant.
- present the animal world animal world to the child in the form of a picture of the human being unfolded or outspread.

6. Introduction of practical useful work as soon as they reach puberty – craft and at the same time demand an artistic treatment. Cultivate a love for practical work and love for working with one’s hands.

6. Staff meetings – Almost every pupil is discussed individually, not for making judgments but very much from the point of view of how and what we can learn from the individuality of each child.

7. If we have thus guided our pupils from “doing” to observing and finally to practical participation, which includes the making of scientific experiments – that is, if we have guided our pupils staring from training their will lives through observation permeated by human feeling and finally to more intellectual work – if we have done all this, then we have followed a curriculum capable of planting seeds in their souls and spirits that will bear fruit throughout their lives. It is this wholeness of life that the teachers  must bear in mind at all times.

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Z-MYS-Audrey chow - little nature story 

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Z-MYS-Audrey chow - little nature story 

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Little Lani, the ant.

Once upon a time in a rich sugar cane plantation there live a colony of ants who were ruled by a very kind and wise Mother Queen. Mother Queen would alway care for her colony and taught them how to hunt for their food, how to build their nest and most of all she taught them how to work and care for one another. “One day when you have all grown up, you too will become a leader of your own army of ants. And I hope you will learn to rule them with love and kindness”, said the Mother Queen.

Early each morning, mother Queen would assign each ant to a group and they would all work together to finish their task. This is how the ants became known as very sociable insects.

After many days of working hard together, one of the Queen’s children, Little Lani became ver impatient. “Why do we need to do all these hard work while Mother Queen only sits in the nest”, cried Little Lani. I “Besides, I think I have learnt enough and I have nothing else to learn” Little Lani shouted out.

All the other ants tried to persuade Little Lani to stay but she was to arrogant. That night while all the other ants were asleep, Little Lani crept out of the nest and made her way deep into the plantation. “I will go and make my own colony and show them that I would be a better Queen”, she thought.

At first Little Lani was very excited of her new adventure. Because she didn’t want anyone to find her, she did not leave any of her scented trail behind.

Suddenly Little Lani heard a loud thunder and it started to rain. Immediately she picked up sime sugar cane leaves and started to build a shelter. “See I am able to build a shelter without any help”! She exclaimed proudly. But the rain continued pouring down uncontrollably. The wind was blowing so strongly that it began to blow the leaves in different directions. The leaves started to tear

Little Lani was no more safe as the tide was getting higher and the water was rising to dangerous heights. She was so afraid that the water would drown her as she did not know how to swim. She had suddenly realised that she had so much more to learn from her Mother, the Queen. She began to cry and wished that she had never ran away because she knew then that if she was in danger then, her friends and other fellow ants would have come to help and care for her. Now she had no one and maybe just a little to late.

It was then when suddenly Little Lani saw little lights twinkling a round her. At first she was afraid but soon she heard a voice. “Why are you crying, my little one?” said a firefly.

“I had left my family and had not listen to what they had said to me. And now I realised what a bad mistake that was. But I cannot find my way home because I did not leave any scented trail to follow”, cried Little Lani.

“Don’t cry, I can help you find your family. Just hop on my back and I’ll use my light to find our way to your home”.

Little Lani quickly hopped on the firefly’s back and off they went flying in the plantation when suddenly she was able to smell the scent that was left behind by her fellow ants who went in search for her. She followed the scent and soon she found her home. Mother ant was so happy to see her because she knew Little Lani had learnt her lesson and understood that to become a good leader, first you have to be patient and learn. The Queen thank the firefly for brining Little Lani back to safety.

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Question regarding curriculum

As Eurythmy is not easily available in Malaysia, what other activities/movements would you recommend that can help to nourish the sense of inner well being of the child?

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Nature Moral Story - The Sun

In the morning, my body was woke up by the  warmth surrounding. My eyes was woke up by the shinning golden light, penetrating from the window beside my bed. Sharp and clear. I look out at the window, and wonder, what is it right there.

I  wonder. Once I was sick, I sat by the bed beside my window and starred at it for the whole day. I see, it appears in the east by the dawn; and it disappears in the west by the night. Where has it gone in the night time? I see it walking, I see the path it walks on the sky, with the different clouds, and the different colors on the sky. From above the trees, passing through the buildings, crossing the high mountains, streaming with the river, to the ocean. Starting from day to night, from the east to the west.

But where does it goes in the night? Where is it's house? Where does it rest and sleep like us? If it's house is at the east. How does it goes back at night? How did it walk back to the east?

But it is so tremendously beautiful, changing it's color the whole day. I wonder.

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At the river, there were two good friends. The little fish and the little frog. They spent a lot of time together. One day, while they were having a chat happily, large pillows of cloud were forming. Soon, rain fell on mother Earth and the brother wind blew strongly. Two good friends had to say good bye to each other. The little frog had to find shelter for himself. The little fish was so upset and she started to think, “Oh, poor little frog, why doesn't he have a house like me? I can just stay in the water no matter what the weather is. Even the little bird has his nest too.”

After some time, the rain stopped. The father Sun came out again, casting slanted beams of light across the meadow. The little frog came back to the riverside. The little fish swam to the little frog and said, “Hi my friend, finally you are back. I feel sad for you. You do not have a house.” When the little frog heard this, he laughed out loudly. He said, “Don’t worry my dear friend, I just like to move around instead of staying in one place. I am happy and feel lucky that I can.  Look, during a sunny day, I can just jump into the river; during a rainy day, I can just stay under any beautiful rocks.”

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提问：
1. 华德福教育常被普遍认知为一种贵族教育，只有一定经济能力的家庭才有能力把孩子送进华德福。华德福教育理念很好，可是却不能普及化。老师怎么看待？在如今孩子身心灵发展失调的环境下，作为一个普通家庭的家长，我们可以怎么样在家更好的支持孩子？老师如何建议我们在家落实华德福教育方式和活动的滋养？

2. 作为有心为教育改革尽一份力量的教育工作者，一个大格局的视角，如果不把视角只放在华德福学校环境，我们还能提供怎么样教育环境和方式的可能性？

3. 关于板画，如何选定一个故事里面哪一个画面，情节作为板画的内容？是否有参考标准？是故事里的一个画面，还是需要把故事里所有的角色和事物尽量呈现在一个画面里？如何去掉成人画的痕迹，在板画呈现更符合7-14岁心理的图像？

4. 10岁的孩子对生死感觉到悲伤，惧怕，害怕失去，困扰他很久，可以怎么更好的陪伴他？曾经用故事告诉它，蛹破茧而成蝴蝶的故事，是否适合跟他说更多关于灵魂永生的事情呢？

5. 7-14岁的孩子，是否应该长期学习一种特定乐器？如何确定孩子适合何种乐器？让孩子决定吗？

6. 关于发现孩子的天赋和兴趣，我们可以怎么做，可以让孩子能看到并且确定自己的方向和能力？需要提供各种兴趣培养，再由孩子做选择吗？还是让一切自然发生？

7. 当孩子对学习感觉疲乏，而失去探索的好奇心，保守的进行日常工作，我们能如何唤回孩子的好奇心和力量？给予他更多的滋养活动吗？

8. 如何看待“通才”和“专才”？在华德福教育理念下，我们如何操作这两者？

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Educational methods based on Anthroposophy:

- First, the aim should be to involve the will; that is, the active participation of the pupils.

Second, the aim is gradually to lead toward what becomes an attitude of observation. And only during the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.

-7-years phases

- from doing to understanding

-artistic approach

- relationship between teacher and class/clild

-everything is connected to the world

-learning rhythms and living rhythms

-all in the feelings

-teacher should in constant development

-the images not died, but living

-find the right learning pace for the children

- “What must I bring to a child to liberate his or her life forces? What can I do so that what is within rises to the surface of life?” We can help this happen, above all, by being as lively as possible in our descriptions and stories of the surrounding world.

-In eurythmy, the movements are performed by one person

or by groups whose movements produce an ordered, organic,

and visible form of speech, just as human speech organs produce audible speech or song.

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Read the curriculum slides:
Why we introduce pencil at Age 9?

Educational method:
Cultivate feeling from living, organic matter ( nature science, animal, plant ) to dead, inorganic matter ( Rock & Mineral, physic, chemistry & etc )
Be practical
Social morality is important to children
wholeness of life - Guided children from doing to observing and to practical participation
Writing should start from artistically ( with story's image) to mechanically.

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Nature Story
When we walk into the garden,

we see flowers blooming,

we hear birds singing,

and every plant has its own place to grow.

When we walk into the jungle,

plants grow together,

like a mess,

and some even hung upside down on trees.

Why does the plants grow differently?

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The educational methods that Steiner mentioned 

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The educational methods that Steiner mentioned 

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1. Three steps should always be followed when teaching children aged from seven to fourteen. First, the aim should be to involve the will; that is, the active participation of the pupils. Second, the aim is gradually to lead toward what becomes an attitude of observation. And only during the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.

2. The more teachers imbue the surrounding world with human qualities, the more they speak about it pictorially, and the more they employ an artistic approach, the better it is for the inner unfolding of their pupils’ will natures. For, by becoming directly involved, these will natures are also thereby inwardly strengthened.

3. Everything musical helps deepen a child’s will nature. After age six or seven, the element of music helps makes a child more inward, more soulful.

4. Naturally, we cannot yet speak about plants, animals, or even lifeless objects, as something independent and separate.

5. Everything introduced to the child at this age should be addressed to the child’s whole being, not just to its head and nervous systems.

6. By presenting the child’s relationship to the plant world and to the animal world in nature study, we begin the cultivation of the child’s feeling life.

7. Teachers do not implant an ethical attitude by moralizing. To the child, they are morality personified, so that there is truly no need for them to moralize . Through those sympathies and antipathies, a right feeling for the dignity of human beings and for a proper involvement in life will develop.

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What's the sentence that touches me ?
"A child's eye should always rest on the piece of paper on which he or she is writing and so receive an impression of all that is being put into the writing" (pg 177)

"Many person who, later in life, appear lacking in a sense of responsibility - lacking in loving devotion to the surrounding world - would have been helped if they had been taught writing in the right way" （pg 177)

I am glad that i am in the path when i started with Waldorf Education by introducing Chinese writing to my kids - i got the opportunity to be a Main Lesson teacher in holiday camp. From there, then only i knew how tough could be the process, but the effect on pupils are excellent !!

Now, i do not continue to teach my kids much on chinese writing， but i do send them to Chinese Calligraphy Class,  they get to learn from expert in aesthetic pleasure way,

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Nature Story - The dancing leaves (Irene) 

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Nature Story - The dancing leaves (Irene) 

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The little leaves were hanging on the trees and there were so many beautiful flowers under them. On hot summer days, they listened to the desert rose talking about the shining stars in the forest far away, the dandelion saying she was going to see the reeds at the lake, and the marigold saying she was going to see the beautiful sunset at the mountains. As the day wore on, the air became cooler and the leaves slowly changed from green to orange, yellow, brown, and some to bright red. The flowers are ready and waiting to fly. This time the wind lady brought a cold wind, the leaves finally flew. They danced freely in the air as the wind wandered around, one time high, one time low. For the first time, the leaves felt a great pleasure. Shortly afterwards they fell gracefully to the earth. Although the process was short, the leaves felt happy that they had danced before. After that, they followed Granny Wind to wherever she took them. The journey continued.

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One sunny day, the good friends, rabbit and tortoise were playing in a garden. Rabbit was hopping around and brought back lots of beautiful flowers to decorate the garden. The tortoise was slowly moving around preparing the fresh grass for the rabbit.
Suddenly, the sky turned dark and it was about to rain.
The rabbit quickly look for a huge mushroom and stay under it to avoid getting wet.
The tortoise came to the rabbit and invited rabbit play in the rain together.
"Let's play in the rain. Its so fun to get wet!"
said the tortoise excitedly.

The rabbit replied with a clumsy face:" oh no tortoise. I don't like getting wet. I must get dry immediately after I get wet. Otherwise, I will get sick. "
"And especially my ear and head can't get wet too. I will be very uncomfortable."

Tortoise still playing in the rain happily and said:" Oh dear friend... what a waste if you can't play in the rain..."

After a while, the rain stopped.

The rabbit came out from the mushroom and played with the tortoise again.

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Rabbits in the wood

Deep in the wood, there’s a rabbit. It is called rabbit Tintin. It’s always alone. It doesn’t have any friends. She’s always quiet and the loudest sound she can make is thumping. Thump, thump, thump, when she senses predators. She will do this to alert the other animals around her.

Deep in the wood, there stay another rabbit. It is called rabbit Gigi. It’s always alone too. It doesn’t have any friends. She’s always grunting, especially when she’s hungry. Her grunting sound is too loud. And the other rabbits left it alone as they’re worrying that when predators are around then they will easily be found.

These two rabbits run around in the wood every day to find their best friend. Their best friend is sometimes too shy to show itself. Sometimes, it is just as round as a ball. Their best friend is sometimes high up in the sky and sometimes in the water. These two rabbits like to play hide and seek with their best friend.

One day, they finally met each other in the wood while they’re playing with their best friend. That’s the first time they met up. Grunt, grunt, grunt… Rabbit Gigi is very hungry. She’s busy looking for food after a long day playing in the wood. She refuses to share her food with Tintin. Tintin just walked away quietly. While Rabbit Gigi is focus on eating the sumptuous carrots, she suddenly heard thump, thump, thump… Rabbit Tintin cannot stop thumping as she has noticed a tiger nearby. Tintin quickly hide itself. However, Gigi hasn’t made any movements at all. Tintin quickly moves closer to Gigi to save Gigi. Finally, they escaped from becoming the yummy preys of tiger.

They become each other’s’ best friend. Tintin being so helpful to Gigi always. Gigi also being grateful. In return, whenever Gigi found yummy food, she will share with Tintin or get extra portion for Tintin.

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3) Natural moral story

Once upon a time, there were little gnome, elves; rabbit and squirrel lived peacefully by a tree in the jungle. One day, came a Giant and lived nearby them. Suddenly, they heard a loud noise, and their house was shaking. All of them came out from their house and said: “Oh no, what happen?” They felt scared. Squirrel saw the Giant walking around, Squirrel said: “There’s a Giant over there, he is walking with all his energy.” After a while, they heard “Bang!!” All of them were frightened and this scary situation happen everyday. They lived not peacefully.

One day, they had a meeting and discussed. They decided to send Squirrel to talk to the Giant, hoping him can walk and close door quietly. Squirrel took a deep breath, and went over to Giant house. After Giant heard about it, he realized his big movement make other friends felt not comfortable. He told Squirrel he would try his best to slow down his movement.

Giant tried his best to make it, finally he can walk and close door quietly. Then, all of them were best friend and lived peacefully in the jungle.

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Z-MYS Soo May Shin - list of educational methods

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Z-MYS Soo May Shin - list of educational methods

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1. Living images in description and story
2. Gain anthroposophical understanding, i.e. concept of metamorphosis & soul forces etc, so we can do things purposefully and we know clearly what it can lead to.
3. Cultivating intelligence from doing things
4. Experience meaningful soul and spiritual sense.
5. Cultivate real love for practical work and let children experience fullness of practical work
6. As Living morality for children
7. Two-way learning, so teacher also learn from the individuality of the children
8. Respecting individuality and try to understand and support each individuality ie report given contains individual verse prepared specially for the child

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A lonely frog
There once lived a lonely frog, he would like to have some friends. But whenever he started to talk "Qua qua qua", whoever was nearby will move away. He felt very sad and don't understand why.

One day, an old wise tortoise came by, and the frog asked the old wise tortoise why there was no one who wanted to be friends with him. The old wise tortoise asked him to observe the birds in the air, and how the birds sounded.

The frog took the advice of the old wise tortoise and he found out that the sound of the birds is so gentle and soothing to the ears. He was so happy to realize what is his problem. From that day onwards, he learned and practiced speaking softer and gentle. Slowly and gradually, he noticed that when he spoke the animals around him didn't move away and willing to stay with him to play and chat. Now he was no longer sad and lonely.

~THE END~

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Lecture 6 – Educational Methods mentioned by Steiner

Between Birth to change of teeth

-          Child is completely imitative and connect to its environment.

Between change of teeth to puberty

Three steps when teaching 7-14yo

1st – involve the will (active participant of the children)

2nd – attitude of observation

3rd – making of experiments, to experimentation

-          Writing

. Guided thru painting, observing every line and working with an aesthetic feeling for the beauty of the form.

. Guided towards introducing artistic element into handwriting. Child’s eye should always rest on the piece of paper on which he/she is writing.

. Is more a matter of active participation.

-          Reading

. Entails a greater element of observation

-          Music

. Everything musical helps deepen a child’s will nature.

-          Movements

. right kind of physical hand and foot movements.

-          Eurythmy

. an art of movement, a visible language, originates in the perception of tendencies toward movement in human being.

-          Zoology (animals kingdom)

. children feel greater, more immediate rapport, inwardly sensing there are similarities in many respects between animals and human beings.

. the feeling of natural kindship, a “soul-bridge,” with the animal world.

. differentiate head animals, chest animals and limb animals

. children learn to see a human bring spread across the entire animal kingdom (thinking, feeling, willing)

-          Botany

. experience the plant world as a revelation of the outer world.

. relate plants to the earth as a living organism/temporal aspect (during different seasons and of how it reveals itself by appropriate plant growth at different times of the year)

. children learn to see the plant kingdom belongs organically to the whole earth.

-          Intellectual work

. Mineralogy, physics, chemistry

. only when reach 12yo can cultivate purely intellectual work and appeal to the powers of reasoning without harming a child’s development

. subjects belonging to inanimate nature, should wait until approximately 12yo.

-          Arithmetic

. can be practiced earlier because it is directly connected with an inner discipline and it is neutral with regard to the cultivation of both will and heart or soul.

-          Morality

. teachers do not implant an ethical attitude by moralizing.

. through sympathies and antipathies, a right feeling for the dignity of human beings and for a proper involvement in life will develop.

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Read the curriculum slides (pdf in archive) and the curriculum-related readings in

Lecture 5&6, ask your questions about the curriculum.

For children who came from non-Waldorf school, some are already learn all the phonetic word, reading, writing, number and so on. Will it affect their learning or maybe they will feel bored since they have learnt faster than Waldorf kid. How do we balance the kid that in the same class?

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Task 3 - Nature story
(refer to a Korea illustration book and modify)

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Begin with educating, instructing, training the child's will. This in itself implies an emphasis on an artistic approach (letting the children paint and draw, an activity that is natural consequence of their will activities and that in turn leads to writing.

A method in which writing is a matter not only of manual dexterity but also for eyes, for astatic seeing and willing.

3 septs (7-14)
1. participation of the pupils
2. observation
3. experimentation

The more teachers imbue the surrounding world with human qualities, the more thing speak about it pictorially and move they employ and artistic approach.

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The Educational methods that Steiner mentioned

1. Three steps should always be followed when teaching children aged from seven to fourteen. First, the aim should be to involve the will; that is, the active participation of the pupils. Second, the aim is gradually to lead toward what becomes an attitude of observation. And only during the last phase of this period do we proceed to the third step, that of making of experiments, to experimentation.
2. 3 ways consciousness- in feeling, in will activity, and through the forming of judgments.
3. 7 years phases
4.  Artistic approach
5. From doing to uderstanding
6. relationship between teacher and children
7. Everything we teach is connected to the world; children learn purposefully.
8. Learning rhythms
9. Living images in explanation
10. Exercise and train the skills
11. Exercise and train the feelings
12. Back to basics
13. Teacher is in constant development
14. Find the right learning pace for the children.

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Waldorf Education and Anthroposophy Lecture 6 and list down the curriculum-related educational methods that Steiner mentioned.

1. Music

- Everything musical helps deepen a child’s will nature. After age six or seven, the element of music helps make a child more inward, more soulful.

2. Eurythmy

- Appropriate movement at an earlier age, he or she will develop intelligence, intellect, the power of reasoning, the ability to discriminate and so forth at a later age.

- If we try to develop a child’s intelligence directly, we always introduce a more or less deadening or laming agent into its development. But, if we cultivate intelligence through the whole human being, then we proceed in a fundamentally healing manner.

3. Mineralogy, physics and chemistry

- should not be introduced before this age (the twelfth year)

4. Animal and plant study

- Through the study of zoology and botany, children learn to discriminate between the inner and outer worlds in new and different ways.

5. Geometry and arithmetic

- Arithmetic can be practiced earlier because it is directly connected with an inner discipline and because it is neutral with regards to the cultivation of both will and heart and soul.

6. Knitting

- development of logical thinking

If we have guided our pupils starting from training their will lives through observation permeated by human feeling and finally to more intellectual work - if we done all this, then we have followed a curriculum capable of planting seeds in their souls and spirits that will bear fruit throughout their lives. It is the wholeness of life that teachers must bear in mind all the times.

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Read the curriculum and ask questions

1. Lecture 6 - pg 177 at the last paragraph it said:" After writing, we proceed to reading lessons.
- Is the writing mentioned here it copy from the teacher or creative writing, making sentences from the children?

I am curious if writing comes before reading, and how the children have enough vocab for creative writing. Because it is very effective to learn new words, sentence structure, grammar, and others from reading.

2. A whole day's lesson comes with different subjects, and different subjects might come with different stories. will the student be overloaded with stories or story is never enough?

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Moral nature story-
The secret of the garden

A little girl had nothing to do, so her mother told her to go and play in the garden to find the secret.

The little girl ran into the garden and jumped from side to side, looking left and right, wondering what secrets were in the garden.

Once she found earthworms wriggling on the ground, she bent her fingers and wiggled like them; she found snails crawling on the ground, so she crawled like them; she found grasshoppers jumping in the grass, so she jumped with them; she found butterflies fluttering in the flowers, so she danced with them. Sitting on the ground and looking at the flowers and plants in the garden, the little girl felt so beautiful that she picked a wildflower and counted it. It is Tridax procumbens. It was a long-stemmed daisy, which had five small white serrated petals, a yellow heart and a thick hairy stem. Remembering the story of the dandelion that her mother had told her, the little girl closed her eyes and made a wish, plucking the petals one by one and blowing them into the air. The little girl ran inside and hugged her mother tightly, wishing that she would be happy and with her every day.

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Three  steps  should  always  be  followed  when  teaching  children aged from seven to fourteen. First, the aim should be to involve  the  will;  that  is,  the  active  participation  of  the  pupils. Second,  the  aim  is  gradually  to  lead  toward  what  becomes  an attitude of observation. And only during the last phase of this period  do  we  proceed  to  the  third  step,  that  of  making  of experiments, to experimentation

Eurythmy is an art of movement but it is also of great pedagogical value. Eurythmy is truly a visible language

twelfth year  begins  can  we  cultivate  purely  intellectual  work  and appeal  to  the  powers  of  reasoning  without  harming  a  child’s development

zoology  and  botany, children  learn  to  discriminate  between  the  inner  and  outer worlds in new and different ways.

men  who  as  boys  were  taught  to  knit  at  school  will know how much these skills have contributed to their ability to work with their heads and how their dexterity in using knitting needles,  in  threading  darning  needles,  and  so  on  has  been transmuted into the development of logical thinking.

Nature Story

荒野上的石头堆里
一颗黝黑不起眼的小石子，总是因为通体漆黑不被看见而被人们踢着、踏着。
他对他的妈妈大岩石说，我好羡慕那天上的星星啊，总是那么耀眼那么闪亮，大家都向往他。

大岩石妈妈说，要成为耀眼的人，必将经过千锤百炼。

小石子好像懂，又好像不懂。

有一天，大地莫名地开始摇晃。

地壳裂开了，小石子不受控制地滚落裂缝中。

他很害怕，四周坚硬的地壳不断挤压他，高温的熔岩不断焚烧他。小石子累了，痛了。他睡着了。

不知道过了多久，黑暗中重新出现光。小石子被挖了出来。

迎接他的是人们惊叹的赞赏的目光。

小石子，已经成了闪亮的钻石。

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KW - Jane Ng : Question about the curriculum

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KW - Jane Ng : Question about the curriculum

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1. What happened if a kid good in rope skipping, knitting, flute, but slow in Mathematic compare to others?

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Question related to the curriculum in the slides

1) As pentatonic music was introduced to Grade 1 students prior to diatonic, does that also mean the children before Grade 1 should only dwell in music that is purely pentatonic?

2) In a multi-ethnicity country like Malaysia, can students start all three different languages (English, Chinese and Malay) all at the same time?

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Lecture 6
A teacher and educator must not only deal with the business of teaching the actual subjects to pupils; she or he must also bear the burden of responsibility for their children’s inner happiness and feeling of security right into the past year of their lives.

1. Everything musical helps deepen a child’s will nature. After the age of 6 or 7, the elements of music helps make a child more inward, more soulful
2. Stories telling of surrounding world lively to help liberating a child’s life forced
3. Each child ought to be guided toward introducing this artistic element into handwriting

Very important steps to start of:
1. The aim to be involve the Will
2. Aim gradually to lead towards what becomes an attitude of observation
3. Making the experiments to experimentation

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In a crack in a stone, a clear spring emerged, and gradually the spring water merged into a small stream. Every day, the creek plays happily in the canal.

One day, the weather suddenly changed, the sky was full of dark clouds, and after a while, it rained heavily. When the water in the creek was rising, the creek suddenly felt that it was the biggest water source in the world, so it proudly said to the people on the road, "I am the biggest water source in the world." Tree heard it, and Tree said with a smile: "There is a source of water bigger than you, so go to Brother Hehe and see!

Little creek decided to find the river. It walked a long distance and finally came to the river, Little creek said proudly: "Brother River, let me and you compare whose water is bigger!" The river agreed, and the stream shivered, and the water stopped a few hundred meters away from the canal. The river looked at it and said, "Look at me." The river shook his body, and after a while, the water flowed to the canal several kilometers away. Little creek saw it and sighed to himself: "Brother River, it turns out that you are the biggest water source in the world. "The river said: "I am not, the sea is the largest source of water in the world." "

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2) Lecture 6: Waldorf Method

-       Emphasis on an artistic approach.

-       Letting children to paint and draw

-       To active participation, not only to powers of observation

-       Everything musical helps deepen a child’s will nature

-       Eurythmy is an art of movement and it is also of great pedagogical value.

-       One must be careful not to introduce subject matter that predominantly activates a child’s intellect and faculty of cognition.

-       Through the study of zoology and botany, children learn to differentiate between the inner and outer worlds in new and different ways.

-       Only when the 12 years begin, we cultivate purely intellectual work and appeal to the powers of reasoning without harming a child’s development.

-       Mineralogy, physics and chemistry should not be introduced before 12 years old.

-       We form our curriculum according to the children age.

-       We try to teach them craft, at the same time demand an artistic treatment.

-       Boys and girls work on knitting, crocheting and so on together in Waldorf School.

-       A teacher and educator must not only deal with the business of teaching actual subjects; and also bear the burden of responsibility for their pupils’ inner happiness and feeling of security right into the last year of their lives.

-       Knowledge of human beings that is able to satisfy both individual and social life.

-       To fructify theory and practice in education; and the various fields of life.

-       Student Report: each report represents an individual effort by the teacher, instead of giving a grade.

Less able children: separate some of them from their classmates; and attend remedial class.