By Ben Cherry One of the most challenging aspects of anthroposophical spiritual science is the concept of Christ and of all that this Being has done and continues to do on behalf of humanity. If we are serious about wanting … Continued
Steiner education has foundations in Steiner’s vision of anthroposophy, in particular his understanding of child development. Steiner viewed human maturation as a metamorphosis of awakening. The process of growing up evolves from the ‘sleep of infancy’, to the ‘dream of … Continued
In 1924, Rudolf Steiner defined anthroposophy as ‘… a path of knowledge, which intends to lead what is spiritual in the human being to what is spiritual in the universe’. Anthroposophy is fundamentally a study of the human being, our … Continued
All over the world anthroposophic initiatives have been founded which acknowledge a special debt to Rudolf Steiner. These initiatives are wide-ranging and include schools, communities for people with disabilities, biodynamic farms, medical clinics, architectural practises and enterprises. Rudolf Steiner was born … Continued
There’s already an increasing intensity in the shopping centres of most towns and cities. Christmas decorations were up in October and the festive hype is certainly noticed by kids and parents too. Is it even possible to duck into the supermarket for a few groceries without kids starting to chime, “What I really want for Christmas this year is… (etc, etc)”?
The mainlesson is the foundation – an indepth study of a topic which changes every 3-4 weeks. Mainlessons cover ‘core’ subjects such as history, art, literature, science, maths. Here’s a beautiful window into the Steiner curriculum taught in the school … Continued
“Absolutely”, says internationally renowned parenting author and teacher Lou Harvey-Zahra. “Teachers are struggling everywhere to manage classrooms. There may be more tricky behaviours than ever before. It’s a struggle and many teachers come into their role without enough support or … Continued
Last week, we enjoyed a visit by Ebba Bodame, a leading Steiner educator with nearly 48 years experience in the realm of early childhood. We talked about the upcoming Spring and living in the city. Contrary to what some may … Continued
“Punitive approaches to classroom management do not work”, says internationally renowned author, educator and lecturer Dr Shelley Davidow. Presenting “The Stress Proof Classroom” at Sydney Rudolf Steiner College on Friday 26thOctober, Shelley will facilitate a NESA accredited workshop on Restorative … Continued
Declining results in the writing capacity of Australian high schoolers comes as no surprise to Dr Shelley Davidow. Internationally recognised author, educator and lecturer is clearly concerned. “The way English is taught in most schools is soulless, mechanical and linear, … Continued
Lou Harvey Zahra is a best-selling author and international speaker on creative and positive discipline. She has a myriad of experiences behind her which enable her to speak to many educational scenarios and a wide range of issues including special needs.
This one day course presented by Sydney Rudolf Steiner College will delve right into the detailed practicalities of managing a group of children in positive ways, providing various tips and tools to keep cooperation flowing and fun.
Education is an art – it must speak to the child’s experience. To educate the whole child, his heart and his will must be reached, as well as the mind.’ (Rudolf Steiner).
The tool of the teacher is the voice. The voice can inspire and enliven, facilitating an engaging learning experience for students of all ages.
However the voice should not be taken for granted – numerous studies have identified certain vocations, including teachers, as being at higher risk of occupational voice disorders. A study of teachers in South Australia showed 16% of teachers reporting voice problems on the day of the survey, with 20% reporting problems during the current year, with females twice as likely to report problems than males (1998, Russell et al…).
Educators value art as a central part of the primary curriculum and can readily identify the positive influence it has on children’s development. Art practice has been shown to nurture creative thinking and to strengthen problem-solving and critical thinking skills – but best practice and expertise in teaching art in the primary years is only possible when teachers feel confident in their subject matter.
All teachers require positive strategies to manage classroom disruptions and inappropriate classroom behaviours for the optimum learning of all students, and for their own professional development and career satisfaction. Building strong teacher-student relationships is the first step to creating a harmonious classroom atmosphere, increasing engagement and achievement. Positive teacher – student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker et al., 2008; O’Connor, Dearing and Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005).