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Feel free to reach out and make contact!

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In our discussion we talked about the fact that the better we know the children we are working with the better we can allow them to influence what they learn and experience. The teacher who can listen can give each child a better sense of coherence through including their interests, inputs, ideas etc into the lessons

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In our discussion we talked about the fact that the better we know the children we are working with the better we can allow them to influence what they learn and experience. The teacher who can listen can give each child a better sense of coherence through including their interests, inputs, ideas etc into the lessons

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Wonderful resource for all schools for African stories, history, geography and culture related directly to our curriculum: Africa A Guide for Teachers and Parents by Betty K. Staley

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Globalisation of Steiner Education Neil Boland (1)

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Specialist teachers (in high school) can use stories from other main lessons, can take a more integrated approach. For example, the class 10 Ancient History covers a great swathe of time where there is development in mathematical thought in each ancient civilization. Maths teachers can use this in the main or running maths lessons.

Looking for story ideas in maths:
The book "The Indian Clerk" tells the story of Srinivasa Ramnujan, the self-taught Indian mathematician (also The Man Who Knew Infinity).
Also Fermat's Last Theorem by Simon Singh.

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have you seen Africa meets Africa's work on grade 9 maths through Zulu beadwork?

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World Tales , the extraordinary coincidence of stories told in all times, in all places Collected by Idries Shah. ISBN 0722668600 PUBLISHED BY PENGUIN BOOKS

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World Tales , the extraordinary coincidence of stories told in all times, in all places Collected by Idries Shah. ISBN 0722668600 PUBLISHED BY PENGUIN BOOKS

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It was incredible how there were similar thoughts emerging from the different breakout rooms. We also spoke about language and culture, and the importance of making our stories as universal as possible, and recognising our diversities as often as possible.

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https://drive.google.com/drive/folders/1zyyVQO4nrIlEsiJLs0xfBQUlu5RflWnb?usp=sharing

This is a common drive for us to share what has worked in our own classes to assist each other, so that we can continue to be dynamic teachers meeting our children as they need us.

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Points of Interest (nuggets of inspiration)

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Children tell us and ask us what they need. They guide us. Incorporating cooking and this expands languages and understanding as well. Children can connect with the stories from their own community or culture or country to a very great extent and children even want to emulate the characters and they become their heroes.  Middle School: Modern and current biographies (especially of living heroes) are more relevant to teenagers than older stories. The story has to resonate, touch, feed, inspire both the teacher and the learners.  

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Children tell us and ask us what they need. They guide us. Incorporating cooking and this expands languages and understanding as well. Children can connect with the stories from their own community or culture or country to a very great extent and children even want to emulate the characters and they become their heroes.  Middle School: Modern and current biographies (especially of living heroes) are more relevant to teenagers than older stories. The story has to resonate, touch, feed, inspire both the teacher and the learners.  

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Resource shared by Wilma Dawes Resource from ECD/KG Constantia Waldorf School:                                           World Tales , the extraordinary coincidence of stories told in all times, in all places Collected by Idries Shah. ISBN 0722668600 PUBLISHED BY PENGUIN BOOKS       

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Resource shared by Wilma Dawes Resource from ECD/KG Constantia Waldorf School:                                           World Tales , the extraordinary coincidence of stories told in all times, in all places Collected by Idries Shah. ISBN 0722668600 PUBLISHED BY PENGUIN BOOKS       

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Collaboration is important to develop stories and relevant material to engage with students.

Finding it harder in the mathematics and science departments.

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The story you use is dependent on a variety of different factors including, lesson, school, class, age etc.

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Child needs to feel seen and heard.

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Breakaway group -ECD (Nicole, Natalie, Nobesuthu, Nomathemba,Taywan, Kelly)

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Breakaway group -ECD (Nicole, Natalie, Nobesuthu, Nomathemba,Taywan, Kelly)

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1. Local stories, nature stories pertinent to location and the local nature, flora and fauna. Fairytales, African tales, story books written by local authors. Writing own stories, stories from our lives and parent's lives. Inviting parents to share stories about their culture eg. Ramadan, Eid festival. African stories

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As classes grow you quickly have to adapt your lessons to the changing demographic.

Different children take different lessons or messages from all stories so you need to have stories that can resonate with all the children and know that the message they get will be different. Cant force your views on children understanding because this comes from a variety of different factors eg. family, friends, community, home.

Different generations respond differently to stories. Some/ few children get absorbed in stories and live and play in stories. Reenact stories, fantasy world is different these days, eg. dino vs fox, bird, animal from stories.

Can make up stories to best suit your class, can adapt the stories using the background or characters in these stories. Use third person from this fantasy to tell stories.

Use stories with scenes/ plots that a variety of children with different backgrounds can relate to. Does not need to be whole story, can be different

Universality of  a story is very important and the propose for the story, ie describe a location or bullying. Can be story from any point of view, the message is more important than the direct words of the story. Can link different stories to different subjects and situations.

The intention is almost more important than the content of the story.

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Grimms faerytales are recommended for ECD. Not much of it makes sense to our little ones. w
We've wavered from this by including seasonal stories and some other beautiful tales told that feels relevant.

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Hi everyone, do we use this by typing?

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If you want to dd a post, you click on the white cross in the red button in the lower right corner - or you double click on the screen.

Then you can write into the white field that opens. Don't forget to "publish" once you have finished.

By clicking on the little icons you can upload a document, take a photo, put in a link, etc.

You can move the white fields by pointing and holding the cursor on it.

You can work on a post (if you get admin rights) by moving the cursor into the upper right corner of the post - it says 'edit' or it shows three dots - here you can copy the post - or connect it with another one.

You can also highlight text  by marking it - or use bold letters

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3. To what extent is your school community a reflection of the wider community the school is part of?

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3. To what extent is your school community a reflection of the wider community the school is part of?

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2. What is your intended purpose in teaching the stories that you teach? 

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2. What is your intended purpose in teaching the stories that you teach? 

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1. How do the stories/histories you teach give the children in your class an opportunity to see themselves, their families and their communities reflected back to themselves? 

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1. How do the stories/histories you teach give the children in your class an opportunity to see themselves, their families and their communities reflected back to themselves? 