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I am struggling with common main issue of mainstream school (too academic + low quality and prolong the lesson + short of teachers), but my capability is limited. I wonder if it is ‘healthy’ if I will to withdraw kids from school 1 or 2 days from school and guide them myself with waldorf method. Kids do enjoy the socialize environment in school, which I will not be able to give them fully cause I am working at home and I am the breadwinner

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Child at 7-14yo age period are not expected to make any intellectual judgement.

1) Where does the role of parents come into this stage. Can the authority figure be shared between teacher at school and parents at home. How about parents who homeschool their children. Can parent take over the role of being the authority figure in the child's life.

2) So much pressure has been put on the authority to be a perfect human it seems as whatever steps taken by the authority seems to be able to affect the child even at old age. What about room to err on the authority's part? after all we are all human being with intermittent negative emotions, emotional illness and sometimes with circumstances we cant control. Example like yelling in front of a Willing Child, or said hurtful words in front of a Feeling Child. The child is not expected to make judgement, or to be made understand of underlying causes of such actions at those stages as they are not expected to be told logics but surely within the FEELING child there is a capacity for "understanding"? any difference if the educator apologize and explain the cause of action (logic coming into play here) to the Feeling child?

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Can we introduce to 7-14yo age group, board games that needs (thinking) strategies to play? Can they play puzzle, as connecting those 100 pieces of cardboards into a picture is somewhat involving logical processes? can they play sudoku, lego and do robotics if they are really interested in how machine works?

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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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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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FINAL QUESTION: Please share with us your experience as a main lesson teacher through the grades and how this changes you from within, how you maintain your equilibrium, renew life-forces and what is the practical advice that will serve as the north star for teachers?

1. If you could, could you please share with us your experience as a main lesson teacher transitioning from Grades 1-5 and how does this change you from within. And as the deeper dimensions of yourself unfolds, how is the teacher able to travel back into the dreamy world of Grade 1 -- to be inwardly flexible?

2. How do we learn to serve the needs of a child that has life experiences that are impact the feeling life in a hard, unpleasant or sad way -- i.e. death, loss of parent, fractured families -- especially in the critical 9th and 10th years, I would appreciate to know your experience and also guidance by way of Steiner's readings on this.

3. What is the most important wisdom you could share with for a Main Lesson Teacher going into Grade 1 and navigating upwards through the landscape of the curriculum. How do we maintain our equilibrium and life forces so that we are able - outwardly and inwardly.

4. Are there eurythymy gestures or form drawing exercises for teachers that will keep us guided and growing?

Thank you very much, Ursula.

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Would it be ok to let the children attend extra class(es) that suit their interests outside what will be provided in waldorf curriculum? If so, when will it be the appropriate age? For example: swimming, ballet, etc. My child showed a lot of interests and asked many time if I could let her learn all this when she grows older.

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As a parent, how do we play our role in support of our children in Waldorf education?

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If a child who is a year younger join in a class but he isn't able to cope with the progress after that, is it possible to retain the child for another year in the same grade?

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How can a teacher gives the right emotional support to the children while also the teacher herself keep her own emotions under control using Steiner’s method? (For lower grades)

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What are the 3 most important element in waldorf education that one must pay utmost attention to and why is that so?

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After these few weeks of knowing Waldorf Education, as an adult regardless a parent or a teacher being a middleman of children and the reality, how can the adult balance him/herself with all the work, children, and me time?

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In the journey of teaching, there might be some unintentional mistakes or harms that teachers have done to the children. These mistakes or harms may affect the children in later life, what can teachers do about it now?

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Final Question (Simplify and repost)

1) How could we balance the gap of learning if our Grade 1 class students come from both mainstream kindergarten verses waldorf kindergarten?

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?

3) Is it necessary to teach both flute and recorder , how to switch between it from year1 to year 2?

4) What is your opinion in choosing the 432 Hz or 440 Hz instrument ? In both practical and spiritual aspect.

5) What is the meaning of “heart animal , limb animal”? How to arrange the order and the ratio of each category for teaching?

6) Is there any clear definition of the word: (1) Force, (2) Kingdom, (3) World, in anthroposophy?

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What is your advice for very new teacher, who finds it hard to understand anthroposophy?

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1. Is it possible for a child age 8 or not yet full 8 has reach to the Rubicon stage earlier?
The symptoms like refuse to follow what teacher do in circle time, can't stop talking in whatever situation, very emotional. He has been invited to stay outside the class many times due to the class can't continue with all his noices. teachers feel that he has challenged the teachers due to sometimes he will say he doesn't mind if he don't listen to the story. But sometimes he realised that he has disturbed the class, he feel guilt, feel sorry, and sometimes critised himself as a useless person.
If he has reach to the Rubicon earlier (I'm not sure but some teacher said so), how can we help him?

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It is clear we are important and how we are as teachers are crucial as example to the children. How do we ensure (know) we are truly grounded & balanced?

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If the kids are very interested in some curriculum which is in earlier age like: ukulele and swimming. Shall we let them follow their interest to learn or we shall remain to let them learn only when they reach their age that suitable to learn?

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If the student totally don’t understand the 1st language in school, what can the teacher do and cooperate with parents to assist the child’s learning in school?

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Coming from the perspective of a main lesson teacher and parent, what are some of the things we can do (on our own) to help renew our life forces?

Thank you Ursula

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I would like to have a deeper understanding on the subject of differentiating the animals into
1) head animal
2) chest animal
3) limb animals

Please do give some examples. Or are these the same as written in RS lecture on the “THE ELEMENTARY KINGDOMS
THE NATURE OF THE ELEMENTARY BEINGS, THEIR ACTIVITIES, AND INFLUENCE
GA 98”

And how does this fit back into the whole to form the human being? Is this also connected to the astrology of each part of the human being  (Ie Taurus being the larynx, Leo bring the heart) or this is a whole different topic altogether?