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To see a World in a Grain of Sand,
And a Heaven in a Wild Flower,
Hold Infinity in the palm of your hand
And Eternity in an Hour

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Would like to have a fun upbeat song to go with content, maybe something that has fun movements or body percussion. 

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Would like to have a fun upbeat song to go with content, maybe something that has fun movements or body percussion. 

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" Curiousity is the wick in the candle of learning" William Arthur Ward.

By modeling curiosity and excitement to our students as we explore and talk about our subject matter, it has a contagious effect on children and gives them a feeling of permission to explore a topic with feeling. For example in poetry unit, sharing a poem that you wrote. Students look up to and respect you and authenticity opens up the subject matter to more genuine feelings on their part.

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Other resources: Hailstones and Halibut Bones, Mary Oliver, Robert Frost, Goethe

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Sing a Song of Seasons is a lavishly illustrated collection of 366 nature poems - one for every day of the year. Filled with familiar favorites and new discoveries written by a wide variety of poets, including William Shakespeare, Emily Dickinson, John Updike, Langston Hughes, N. M. Bodecker, Okamoto Kanoko, and many more, this is the perfect book for children (and grown-ups!) to share at the beginning or the end of the day.

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Sing a Song of Seasons: A Nature Poem for Each Day of the Year

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Sing a Song of Seasons: A Nature Poem for Each Day of the Year [Waters, Fiona, Preston-Gannon, Frann] on Amazon.com. *FREE* shipping on qualifying offers. Sing a Song of Seasons: A Nature Poem for Each Day of the Year

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Connecting to students lives... for example - when my 6th graders entered their history blocks for ancient civilizations, they lifted up questions they had about their current context they believed history might give them some clues about. For example: how have different cultures addressed violence/ stealing (issues that impacted their daily lives) and what might we learn from those approaches that could be applied to our context? They were deeply engaged... and ultimately wrote letters to our city officials making recommendations with references to different historical figures/ approaches and the impacts of those. Note: I did not bring the guiding question - they lifted up issues that concerned them and came to consensus about one they wanted to explore as a class throughout our studies of history.

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Bring a guest to demonstrate mounted combat and mounted archery from the Rome and the Middle Ages.

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Field trip for geology for students to get hands on learning. In my area there is a woman who does classes locally to learn about the Eocene Era where they would hike to find and excavate one kind of Amber that they can keep. The same woman also has a night trip that includes using a short and long wave black light to find glowing minerals. 

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Field trip for geology for students to get hands on learning. In my area there is a woman who does classes locally to learn about the Eocene Era where they would hike to find and excavate one kind of Amber that they can keep. The same woman also has a night trip that includes using a short and long wave black light to find glowing minerals. 

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A funny stop action animation from the perspective of rocks in combination with the rise and fall of civilizations. I was thinking of a skit of sorts based on this idea.

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Finding geometry in nature.

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"richard filz" "body percussion" rhythm rhythmus rhythmone "body hits and beats"

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This channel features videos by Richard Filz and RhythmOne. The main focus is on rhythm and body percussion. You can find performance-videos, tutorials, and educational material für kids from 5 to 95. More information: www.filz.at, www.rhythm-one.com

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To have success in connecting to the feeling life the teacher ultimately has to be well prepared in planning the following: field trips, games, jokes, being interested in the subject, learning alongside, birthday celebrations, class meetings, lunch dates, kickball/four square, dancing, music, art, cliff hangers, magic tricks.

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Field trip to Crater Lake to kick off our geology block.

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History: History through Biography - Many stories are full of drama, conflict, difficult decisions.

Examples from Rome: Sadness as (Early Roman Republican) Brutus condemning his sons to death when they tried to restore the monarchy (showing that no one is above the law). Fear, anger, then triumph with Cloelia being given up by her city to an invading army as terms of surrender, but managing to escape and rescue others. Disgust at the vile nature of Nero or the corruption of Caligula.

Medieval Examples: For Joan of Arc, Set the room up like the trial (rows of chars, put chairs on tables/desks if you can for a height difference) have the students read from the transcript of her trial (the actual trial, not the play).

Readers Theater, and the class play are also a great chance to live in, and practice expressing emotions. Some others:

Opening Verse of the Aeniad (Arma virumque cano, Traoia qui primus ab oris...). Scenes from Shakespeare's Anthony & Cleopatra or Julius Ceasar. Opening scene to Song of My Cid. I did my introduction to the menstrual cycle as a play.

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Pen pals with other Waldorf students from around the country or the world.

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Prompt students to write about a time in their life when they may have felt the same as the person we are reading about.

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My son (when he was in sixth grade) did a great play on Joan of Arc that would be interesting for my class to perform to bring the story to life. 

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My son (when he was in sixth grade) did a great play on Joan of Arc that would be interesting for my class to perform to bring the story to life. 

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I saw a difference in my students' feeling life engagement with the introduction of biographies during 4/5. The biographies I choose are always connected to the block material in some way and I usually feel a deep connection to the person and their work. The best example from my past year was the life of Maria Sibylla Merian that I introduced during Botany I.

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Preview, cliff hanger, "meaty question" for review or block quiz Where would you have liked to grow up in the middle ages and why?" Guest speakers, dark park for astronomy, Lapidary Art Museum, different houses of worship, string art for geometry, and moe.

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Experiencing traditional foods of the countries we are studying.

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For review, after historical figures and places have been presented, I give clues pertaining to each person and place. The students then have to guess the place or person the clues are about. There's always full class participation and lots of laughter!

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A mentor once told me that I’ve had a successful day if I can make a child laugh—or cry. In other words, if a lesson evokes genuine emotion, then true connection and learning have taken place. I’ve carried that insight with me, especially in my use of oral storytelling as a teaching tool.

Stories help students feel their way into understanding. To reach all types of learners, I intentionally shape stories to resonate with different temperaments:

For phlegmatic students, I include themes of comfort or the lack thereof—often through references to food or home.

For sanguine learners, I describe vibrant fabrics or rich sensory details that bring the story to life.

The choleric temperament responds to conflict, so I highlight moments of temper, courage, or determination.

And for the melancholic, I focus on the emotional weight of the narrative—its sorrow, beauty, and subtle complexity.

This approach allows each student to find themselves in the story. Whether they laugh, reflect quietly, or feel moved, I know I’ve reached them. That’s the heart of teaching for me—connection through feeling, through story.

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Really getting them into observing connected them to their feelings, particularly in geometry. We spent a week looking for circles in the classroom, on ourselves, outside, in their house, etc. before we ever drew a circle on paper.

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Physics done through discover is exciting! (I'm sorry this author found physics dry) Confusion and wonder, as a phenomenon the students experience every day is found to be more complex than they expected. Laughter at unexpected results. Frustration as experiments don't work (making musical instruments is hard work!). Finally satisfaction as understanding is reached.

Also, experiencing complete darkness in physics is a powerful experience for many students.

I also like tying in biographies. I don't know who I might do for G6, but for 7th/8th grade: Galileo for Astronomy, Marat and the Lavoisiers for G7 Chemistry (fire), Alan Turing for G8 physics (electronics/computers)

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In conjunction with physics and experiments with light, perhaps the students could spend some time singing or chanting something they previously learned - reverent like monks - while in the dark. Then, light the candle in silence.

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PenPals with Caesar, Ptolemy, etc.; journaling on their behalf

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PenPals with Caesar, Ptolemy, etc.; journaling on their behalf

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The 6th Grade Rite of Passage Project is an opportunity to live into feeling and aspirations for the future, and overcoming challenges. 

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The 6th Grade Rite of Passage Project is an opportunity to live into feeling and aspirations for the future, and overcoming challenges. 

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Make videos/skits showing news from Ancient Rome

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Make videos/skits showing news from Ancient Rome

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Create class poems - each student contributing a phrase or a line or a stanza from what they take away from a biography or a topic - what made the most impact/ impression on them, what they most related to...

Write from perspectives of different historical figures or roles.

re-write poems/ letters/ texts in the style of the times or modernize historical poems - how would this be the same/ different if it were written now?

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Guest speakers who want to share their real life experience about any given topic. My students are constantly questioning why we are learning certain things or how things we're learning can be useful.

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Explore geometric shapes of medieval Islamic tile designs.

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Waldorf Inspirations - Knighting Project

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Waldorf Inspirations is a website designed to help inspire teachers as they go about the rewarding yet sometimes challenging task of bringing the Waldorf grades’ curriculum to their students.

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I gear the plays each year not only toward a specific block (Norse and Greek myths the last 2 years) but I ensure the journey of each child's character is one they would benefit from experiencing-whether it be playing to their strengths, challenging them or having them say words that are out of character, it's a great way to put themselves in someone else's shoes while realizing people are mostly the same--motivations, affections, dimensions, emotions, etc.