Main Lesson Book Waldorf

Main Lesson Book Waldorf – The main lesson (also called the “morning lesson” in some schools) is a central feature of the Steiner-Waldorf approach. These lessons begin each school day and usually last about two hours. The subjects are taught in blocks of several weeks. All classes (grades 1-12, ages six to eighteen) follow a basic lesson plan.

Key courses cover and address a varied and progressive range of skills, competencies and faculties in mathematics, English, arts, sciences and humanities. The most important lesson every day is seen as a unified and organic whole. Meaningful connections are created between subject areas and between major learning subjects. Classroom teachers select materials, presentations, and activities that match the curriculum requirements and needs of a particular class. Great care was taken in the preparation. After the daily review, the homeroom teacher makes adjustments to the lesson plans as needed. It is the aim of the class teacher to make each lesson an artistic whole, where the parts relate to the whole; and the whole is imbued with rhythm, structure and purpose, not just a series of events, however useful each link may be. This artistic approach is believed to have a beneficial effect on children’s learning. The main lessons combine activities and content that deal with children’s intellectual-cognitive, aesthetic-affective and practical ways of learning. Each lesson is structured to include the following series of activities:

Main Lesson Book Waldorf

8:15- handshake, children move to table 8:20- opening verse/introductory activity/help 8:25- Music- song/flute and/or speech work (poetry) 8:35- Mental review of maths and language skills (spelling, etc.) 8 :45- Activities include: *Review of yesterday’s story (free play, repetition, etc.) *New learning exercises from above (do as active as possible.) * Presentation of NEW LEARNING 9:25- Movement activities 9:35 – Book work + plus 1 minute movement transition activities 10:00- Stories 10:15- Grace, snacks and rest

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Note: The story doesn’t have to be at the end, in fact if it’s part of a new concept introduction you’ll want it at 9:00. Also remember that many of these activities and their transitions must involve conscious movement in one way or another

8:15- Handshake, students turn in homework, move to desk 8:20- Intro verse/embodying activity 8:30- Speech or music (alternative) 8:40- Math and language brainstorming skills (spelling, vocabulary, etc.). ) 8:50- Activities to be done: Review and practice of yesterday’s lesson; NEW LEARNING (Stories or other story presentations, science demonstrations, new math concepts, etc.) 9:30- Stretch movements/activities/activities 9:35- Book work 10:10- Finish work/clean up 10:15- Grace, snacks and rest

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Timing: Certain subjects naturally take different times; the key is that you are in control and choreograph the lesson. (This requires a balance between bringing what you’ve prepared and living in the moment and seeing what the students need in each moment.) Too many teachers find themselves at the end of the block who haven’t covered their curriculum due to their inability to control the timing of your main lesson or your tendency to be distracted by students’ questions. (Unbeknownst to me, the students in one of my classes are betting to see who will be the first to outwit a special education teacher by asking derailing questions! When they finally admit what they did, I have to warn them. Teachers should always be careful to stay on topic.) Some spontaneous discussions can be very enriching, but if they occur frequently… be careful.

Reflection on Using Stories: The 3-8 grade “stories” are difficult to incorporate into the template because we use stories in so many different ways. You must determine the purpose of the story before deciding where it belongs in your daily lesson plan. Sometimes the new lessons are not directly related to the topic of the block (eg Old Testament history during the 3rd grade textile block) and so can be covered in the late morning or until all other times of the day. (e.g. during manual work or at the end of the day).

Main Lesson Book 11 X 14 Portrait

A) Stories to be considered “new learning” (lessons). Examples of such stories are biographies and historical facts. b) Imaginative stories/descriptions that introduce new concepts. An example is a short “story” about a day in the life of a boy living with his tribe on the African savanna, as an introduction to the grass hut in the 3rd grade entry block. c) Stories from the main literature blog, which form an introduction to academic concepts. An example is the story of the three norms (Nordic mythology class 4) as an introduction to the past, present and future. d) Stories told to enrich general knowledge, vocabulary, etc. students without any direct lessons thereof. An example is a story from Greek mythology told in the 5th grade decimal block.

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Physics quadruple lesson: “facts”, new content/material. Etheric: verse, habit, rhythm, start/end on time, activate rhythm system Astral: discussion, creative review, art practice/activity Ego: work with soul movement lesson: why is this lesson brought to students today? How does it feed your development as a person?

1. Description of nature (describe something you saw on the way to school) 2. Verse/opening song- In the case of “morning verses” like

It was still the same 1-4 so changed to “against the upper class” he said in high school. 3. Movement activities: think about it! I suggest that you consider the movement of weaving through the main lesson, not just filling the first part of the morning with lots of ‘circle’ activities. (see note below) 4. Support: How will you do it? How much time do you have for this? How will you recognize an absent person? In grades 1-3 it is good to combine songs with different rhythms when you greet each child and have them respond in the same way (although maybe only sing this version for the first month or only on Mondays?). 5. Teaching exercises: can be used to help build mastery, right/left hand awareness, etc. Work with supplementary lesson teachers on this. 6. Singing with students- to develop listening/social skills (standing) 7. Speaking work- Start with tongue twisters and/or speaking exercises. Work with seasonal and fun poems or play lines. Let the students do this work. 8. “Birthday or Individual Report Verse” – discuss with your mentor 9. Mental Math – use seasonal or blog themes for inspiration – be creative! 10. Visual memory exercise

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12. NEW LESSON/LESSON! Make sure students learn something new every day – revision is not a lesson! Especially in the younger years, every new concept should be accompanied by some physical activity.

13. Main Textbook Work and Accompanying Tasks 14. Main Lesson Story 15. Rewards 16. Snack/Recess Routine: Consider reading an interesting book aloud for the first 10 minutes; students are less likely to swallow their food, and this is a great way to share a book you love while modeling oral literacy. (My students love Astrid Lindgren, The Lionheart Brothers in 3rd grade!)

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Movement Activities: I encourage teachers not to place all their movement activities in the first part of the main lesson, but to weave “purposeful” movements throughout the morning. For example, when you are in first grade, place the shelves where students change to their ledger as far from the chair arch as possible; Have them walk with their book, place it neatly on the shelf, and then do one of the “zoo exercises” (like lying on their stomachs and twisting like a snake) for their seat.

Of course, in first grade we need to help students integrate their physical and etheric bodies, build mastery and remove midline barriers, etc. But for students in grades 1-3, do “Circle” for 45-60 minutes (movement, speech). , music, educational exercises, etc.) early in the day and then having them sit for the next hour is counterproductive and does not work with the child’s natural rhythm.

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As students get older, teachers often use morning movement activities to prepare them for listening and working. An example could be sending students to run a lap or shoot hoops for 15 minutes. (This type of movement, instead of being “awakened”, can have the opposite effect.) I would suggest a 5 minute “warm-up” with stretching, yoga poses, etc., followed by movement activity interrupted during the morning lesson. , will be more fruitful. For example, you can place a 5-10 minute movement activity between a ‘new learning’ presentation and book work time; this will allow students to exhale a bit and get their circulation going again after sitting for an hour. I’m not talking about a “social break”, but a purposeful movement. (I always find it very instructive

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