Hi,
I’m a class teacher in class 2 and an English language teacher in classes 1-6 in Hungary.
I’m really looking forward to this course.
My aims for the students in the following weeks are:
-to recall what we’ve learnt so far,
-to solidate some of the basics,
-to become a little more independent in their learning process,
-to be able to engage themselves in meaningful activities,
-also to learn something new somehow, I do not know how, but to find ways.
My aims for me as a Waldorf teacher
-to learn a lot about the digital world, to learn what it is good for, not to turn my back on it,
-not to act out without thinking, not to follow a routine but to think over what my answer is to this extraordinary situation,
-to be able to explore and give creative answers.
Dear Zsuzsi, nice to hear / read from you again:)
Thanks for sharing your aims with us. It sounds as if you are ready to take the situation also as a chance. I experience it also as a chance to learn from my pupils, especially with respect to the usage of digital media. Stay healthy! Greetings, Ulrike
Dear Zsuzsi, nice to hear / read from you again:)
Thanks for sharing your aims with us. It sounds as if you are ready to take the situation also as a chance. I exoerience it also as a chance to learn from my pupils, especially with respect to he usage of digital media. Stay healthy! Greetings, Ulrike
I’m a language teacher (Japanese) in a K-6 school in Australia. I’ve started at this school at the beginning of this year. My passion is to try and establish a Waldorf approach to language teaching (which is hardly known or practised in Australia, I must say.) Well, I can’t give students living experiences of using the language in the context of the classroom. Their learning will have to be ‘packaged’ as I will be delivering my ‘lessons’ through video clips and documents. Fortunately, the students became quite enthusiastic about Japanese during the term, so my focus is to keep their enthusiasm burning. Learning some fun (catchy) songs with expressions and vocabulary and becoming familiar with the Japanese script (Classes 3-6) will be what I will aim for. If brothers and sisters in the same family can sing the same songs and do some activity together, that would be great.
We just finished week 3 here in Ontario/Canada. Our original agreement was that we would start slowly and emphasize rhythm, continuity, and connection; we teach out of relationship and so our physical presence has to be translated into the digital medium in some way.
We began with just the class teachers; all of us started out with the block we had just finished before March Break (in the middle of which schools were closed) and/or skills lessons so that our students did not have to learn a new way of learning AND new material. So similar to the Chinese, we focused on the known, reviewing, and mainly adding videos of story material, songs, or poems. Families were feeling overwhelmed, stressed, frazzled, and we suggested a daily rhythm and tried to look at what we posted as an offering where everybody could take would they needed. All the while, we were painfully aware that there were many families with several children and two working parents who had to share devices and loved our offerings, but found it challenging to build them into their day as a family.
After two weeks, we rolled out a limited number of subject postings –but just once a week: recorded videos of activities, poems, or stories for secondary languages and one craft/handwork activity. Our goal with these postings is for teachers to stay in touch, for skills to be maintained to some degree, and maybe to do things we would not normally be able to do in order to keep things alive–e.g. show a video of us making pancakes, recording a funny interaction with our dog and describing it, etc.
This week, as it became clear that we will be doing this for another month and possibly till the end of the school year, many of us have started working on something new–animal projects, Greece, etc. —while providing a weekly posting rhythm (Math on Tuesdays, Grammar on Wednesdays etc.) Now we really have to grapple with the question of what we can hope to achieve with the whole class–those who can work independently as well as those who have to work without the support they need. Without the opportunities offered by the daily recall or review, where very often important connections were made, how can we avoid just offering layer after layer of material and have the children be inwardly engaged, rather than simply becoming the consumers of our offerings?
NAMASTE 😊
I am PHD in Low, MA in Public Administration, Head of Human Rights NGO from Ukraine
Before quarantine, I had a preliminary interview to work in one of the Walford schools of Ukraine, but I did not have time to work yet … I have no experience with this type / content / concept / vision of educational activity, but I have quite serious experience in conducting conferences, seminars, and trainings , coaches, webinars (including such highly specialized ones as in the field of correctional work with children who have problems with the law). Maybe my experience will be useful to the participants of the course.
While there is quarantine – there is time to prepare for future work at Walfdo School (which I dream of 😊), that’s why I joined this course with great motivation. Thank you very much to its creators!
Today I created the Facebook page “Kids playgarden online” for my five-year-old son and his friends …. so that children can simply play with their toys, show their animals, etc. together online ….
In Ukraine, there are a lot of resources for teaching and developing for children online, but for free communication of children (under the minimum supervision of adults), none..
Blessings my name is Lee I am a second class teacher from public Waldorf school in Israel.
Our school is located in a lower class neighborhood, but it absorbed children also from more upper class neighborhood of the city.
I replaced the teacher of first class, so I just got to know the children and families this year. One and a half weeks after the year started school were closed.
My aims are:
1. To understand the level of the class in language and math, through home workbook I did.
2. To create good connection with the parents, understanding that they are also the teachers now.
3. To encourage the parents to send me drawings and works the children do at home.
4. To encourage the children to explore and relate to their homes and close environment.
5. To give the opportunity to maintain a rhythmus at home
6. Now after more than a month, I wish to encourage the parents to create meeting members at homes in small groups or outside in parks.
7. To fined the way and good balance fro the children of long distance life learning.
I relate very much to the aims that Zsuzsi Jung presented
Thank you.
We`ve just had 10 weeks of online learning here in Moscow. Our aim was to keep the learning rhythm and day rhythm in general. The days were getting dark, remoteness of familiar classrooms more and more unbearable for all and it was important first of all to keep in touch with classmates, teachers, paper books, pens and paper. We as well focused on consolidating skills, creative writing, storytelling and discussing. We took new grammar, new topics on history , we read aloud some classical literary works and discussed them. We return to schools on January 18 and our plan is not to hurry but observe what impact the oline period has made on chidren.
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10 Comments
Hi,
I’m a class teacher in class 2 and an English language teacher in classes 1-6 in Hungary.
I’m really looking forward to this course.
My aims for the students in the following weeks are:
-to recall what we’ve learnt so far,
-to solidate some of the basics,
-to become a little more independent in their learning process,
-to be able to engage themselves in meaningful activities,
-also to learn something new somehow, I do not know how, but to find ways.
My aims for me as a Waldorf teacher
-to learn a lot about the digital world, to learn what it is good for, not to turn my back on it,
-not to act out without thinking, not to follow a routine but to think over what my answer is to this extraordinary situation,
-to be able to explore and give creative answers.
Dear Zsuzsi, nice to hear / read from you again:)
Thanks for sharing your aims with us. It sounds as if you are ready to take the situation also as a chance. I experience it also as a chance to learn from my pupils, especially with respect to the usage of digital media. Stay healthy! Greetings, Ulrike
Dear Zsuzsi, nice to hear / read from you again:)
Thanks for sharing your aims with us. It sounds as if you are ready to take the situation also as a chance. I exoerience it also as a chance to learn from my pupils, especially with respect to he usage of digital media. Stay healthy! Greetings, Ulrike
I’m a language teacher (Japanese) in a K-6 school in Australia. I’ve started at this school at the beginning of this year. My passion is to try and establish a Waldorf approach to language teaching (which is hardly known or practised in Australia, I must say.) Well, I can’t give students living experiences of using the language in the context of the classroom. Their learning will have to be ‘packaged’ as I will be delivering my ‘lessons’ through video clips and documents. Fortunately, the students became quite enthusiastic about Japanese during the term, so my focus is to keep their enthusiasm burning. Learning some fun (catchy) songs with expressions and vocabulary and becoming familiar with the Japanese script (Classes 3-6) will be what I will aim for. If brothers and sisters in the same family can sing the same songs and do some activity together, that would be great.
We just finished week 3 here in Ontario/Canada. Our original agreement was that we would start slowly and emphasize rhythm, continuity, and connection; we teach out of relationship and so our physical presence has to be translated into the digital medium in some way.
We began with just the class teachers; all of us started out with the block we had just finished before March Break (in the middle of which schools were closed) and/or skills lessons so that our students did not have to learn a new way of learning AND new material. So similar to the Chinese, we focused on the known, reviewing, and mainly adding videos of story material, songs, or poems. Families were feeling overwhelmed, stressed, frazzled, and we suggested a daily rhythm and tried to look at what we posted as an offering where everybody could take would they needed. All the while, we were painfully aware that there were many families with several children and two working parents who had to share devices and loved our offerings, but found it challenging to build them into their day as a family.
After two weeks, we rolled out a limited number of subject postings –but just once a week: recorded videos of activities, poems, or stories for secondary languages and one craft/handwork activity. Our goal with these postings is for teachers to stay in touch, for skills to be maintained to some degree, and maybe to do things we would not normally be able to do in order to keep things alive–e.g. show a video of us making pancakes, recording a funny interaction with our dog and describing it, etc.
This week, as it became clear that we will be doing this for another month and possibly till the end of the school year, many of us have started working on something new–animal projects, Greece, etc. —while providing a weekly posting rhythm (Math on Tuesdays, Grammar on Wednesdays etc.) Now we really have to grapple with the question of what we can hope to achieve with the whole class–those who can work independently as well as those who have to work without the support they need. Without the opportunities offered by the daily recall or review, where very often important connections were made, how can we avoid just offering layer after layer of material and have the children be inwardly engaged, rather than simply becoming the consumers of our offerings?
NAMASTE 😊
I am PHD in Low, MA in Public Administration, Head of Human Rights NGO from Ukraine
Before quarantine, I had a preliminary interview to work in one of the Walford schools of Ukraine, but I did not have time to work yet … I have no experience with this type / content / concept / vision of educational activity, but I have quite serious experience in conducting conferences, seminars, and trainings , coaches, webinars (including such highly specialized ones as in the field of correctional work with children who have problems with the law). Maybe my experience will be useful to the participants of the course.
While there is quarantine – there is time to prepare for future work at Walfdo School (which I dream of 😊), that’s why I joined this course with great motivation. Thank you very much to its creators!
Today I created the Facebook page “Kids playgarden online” for my five-year-old son and his friends …. so that children can simply play with their toys, show their animals, etc. together online ….
In Ukraine, there are a lot of resources for teaching and developing for children online, but for free communication of children (under the minimum supervision of adults), none..
Blessings my name is Lee I am a second class teacher from public Waldorf school in Israel.
Our school is located in a lower class neighborhood, but it absorbed children also from more upper class neighborhood of the city.
I replaced the teacher of first class, so I just got to know the children and families this year. One and a half weeks after the year started school were closed.
My aims are:
1. To understand the level of the class in language and math, through home workbook I did.
2. To create good connection with the parents, understanding that they are also the teachers now.
3. To encourage the parents to send me drawings and works the children do at home.
4. To encourage the children to explore and relate to their homes and close environment.
5. To give the opportunity to maintain a rhythmus at home
6. Now after more than a month, I wish to encourage the parents to create meeting members at homes in small groups or outside in parks.
7. To fined the way and good balance fro the children of long distance life learning.
I relate very much to the aims that Zsuzsi Jung presented
Thank you.
We`ve just had 10 weeks of online learning here in Moscow. Our aim was to keep the learning rhythm and day rhythm in general. The days were getting dark, remoteness of familiar classrooms more and more unbearable for all and it was important first of all to keep in touch with classmates, teachers, paper books, pens and paper. We as well focused on consolidating skills, creative writing, storytelling and discussing. We took new grammar, new topics on history , we read aloud some classical literary works and discussed them. We return to schools on January 18 and our plan is not to hurry but observe what impact the oline period has made on chidren.
How wonderful to read you from all over the world!
Thank you all for sharing your experiences with us! It is really helpful reading all your comments.