Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
The views shared by Klaus-Peter Freitag really spoke to me. As Waldorf teachers, we strive to give the support that the students need, and from what I sensed in Mr. Freitag’s sharing, this also includes sensing a child’s or young person’s destiny. Sometimes we would have to ask a student to leave the school, and I wonder if there have been occasions where I/we didn’t ask the question enough, or deeply enough: “what does this child really need?” It’s really important to carry this question in a free and selfless way.
So true! I feel that , though having enough freedom as teachers, we still get stuck in teaching for something (exams, tests, “valued skills”, very important part of the curriculum etc) instead of looking at each student and offering to grow and discover something new together.
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2 Comments
The views shared by Klaus-Peter Freitag really spoke to me. As Waldorf teachers, we strive to give the support that the students need, and from what I sensed in Mr. Freitag’s sharing, this also includes sensing a child’s or young person’s destiny. Sometimes we would have to ask a student to leave the school, and I wonder if there have been occasions where I/we didn’t ask the question enough, or deeply enough: “what does this child really need?” It’s really important to carry this question in a free and selfless way.
So true! I feel that , though having enough freedom as teachers, we still get stuck in teaching for something (exams, tests, “valued skills”, very important part of the curriculum etc) instead of looking at each student and offering to grow and discover something new together.