Dear Families,
At today's faculty meeting, teachers from all the grades at school will turn in their behavior and discipline systems for their classrooms. As a strings teacher, it will be very helpful to me to know how the 4th grade or 6th grade or 8th grade teacher holds students accountable to provide an excellent learning environment.
Dyanne and Kim (our kindergarten teachers) and I find--we think rightly--that systems of rewards and consequences do not fit the varied lives of young children. Most of the discipline in the early years is the self-discipline of the adult--working to be present, steady, consistent, predictable, and unwavering. The chapter, "Rhythm and Discipline in Home Life" from You Are Your Child's First Teacher by Rahima Baldwin Dancy provides an excellent description of how we can be loving and firm--or firm and patient without going crazy--at the same. This book is available in the Kathrine Dickerson Memorial Library, upstairs from the classroom in our school lobby. As school community members, you are welcome to check out books from this library during the school year: There are children's books, books about child development and parenting, and books about Waldorf education.
Over the years, we early childhood teachers have worked together to provide a consistent description of how we observe the children and provide the response that meets the situation, the ages of the children, and their developmental stage. Here is our description of Discipline and Behavior in Early Childhood.
While we have had many tears about saying goodbye to mom or dad in our class this year, I have found the children very responsive, proactive, and cooperative this year. Perhaps the most electric issue so far has been a pink pig in the classroom that several girls and a couple of boys have shown a keen interest in, with a fair bit of pulling, grabbing, and meltdowns. That being said, I have also seen children--after what seems an impossible standoff--work out a way of sharing the pig or taking turns; my experience is that this is much more valuable than if I impose a system ("You may have the pig for 5 minutes and then must pass it along.") Lynne and I will help when we can and be ready in case tugging turns to hitting or biting. One thing I won't do is flood the room with more pink pigs. In past years, there have been seemingly unending fights over the three smallest baby dolls; then, time passes, and the children find peace again. If we had three pigs, it is as likely 3 children would have pigs with 1 or 2 very sad children remaining.
Although it is possible 1 or 2 children are captivated by the toy itself, it is likely for many children their interest in a prized toy like a pink pig is a way of interacting with other children--to them it must be important if others become so upset. This potentially adversarial relationship often changes into friendship in an instant--indeed, many friends of all ages can move quickly from love to rivalry. Our hope is to model and help guide the children toward loving interactions. Forcing them to be peaceful won't work because forcing a situation is working against peace.
I write all of this as an elaboration on our letter that is scheduled to come out at this time. Again, while the tears of saying goodbye are hard for the children and parents and for me as a teacher, I find your group of children delightful to be with and fairly easy to guide through the morning.
With warmth and light,
William Geoffrey Dolde
Thursday, September 30, 2010
Tuesday, September 28, 2010
Friday Potluck and Missing Bear
Dear Families,
Apologies for the short notice. It is highly likely we will have a child new to our nursery class join us next Monday--with a good chance of another child starting soon thereafter. I thought it would be nice if a few or many families could get together this Friday at Maxwelton beach (Dave Mackie park) for a potluck. Please consider this an invitation, not an obligation--my goal is to foster community, not create stress in lives that are already full, and I know the notice is short.
Details: Maxwelton Beach, 5-7pm, pot-luck (if everyone brings potatoes again,wonderful), some Rise Up Singing if it manifests, siblings welcome. If the weather becomes horrible, we can go to my apartment near the beach, 7467B Maxwelton Road.
Missing Bear My 7 year old helped decorate for last Friday's Autumn Festival and placed a teddy bear dressed like a scarecrow on the counter in my classroom (it was a gift from his grandmother). When we cleaned up, I could not find the bear. I wonder if a family inadvertently took it, thinking it belonged to them. My son would be really appreciative if it could come back.
There has been more and more group play this week, and play that involves groups of boys and girls. While dogs and cats taking walks still are present, families with babies come to life in the room, as well as a lot cooking of our pretend pumpkins and apples.
Children enjoyed helping me saw wood after clearing a fallen tree from the trail in the woods this morning. In general, our children show increasing comfort in exploring the short trails near the teepee clearing and in playing imaginative games in the woods. Last year the trend was similar; by the end of last year, the nursery children seemed to all adore their morning start in the woods.
I will bring exciting and meaningful work like sawing logs when I can--it is always a balance of bathing the children in lots of experiences of physical work and keeping the day as free as possible of rush and hurry (as some projects can turn into if I try to take on too much with the children).
With warmth and light,
William Geoffrey Dolde
Apologies for the short notice. It is highly likely we will have a child new to our nursery class join us next Monday--with a good chance of another child starting soon thereafter. I thought it would be nice if a few or many families could get together this Friday at Maxwelton beach (Dave Mackie park) for a potluck. Please consider this an invitation, not an obligation--my goal is to foster community, not create stress in lives that are already full, and I know the notice is short.
Details: Maxwelton Beach, 5-7pm, pot-luck (if everyone brings potatoes again,wonderful), some Rise Up Singing if it manifests, siblings welcome. If the weather becomes horrible, we can go to my apartment near the beach, 7467B Maxwelton Road.
Missing Bear My 7 year old helped decorate for last Friday's Autumn Festival and placed a teddy bear dressed like a scarecrow on the counter in my classroom (it was a gift from his grandmother). When we cleaned up, I could not find the bear. I wonder if a family inadvertently took it, thinking it belonged to them. My son would be really appreciative if it could come back.
There has been more and more group play this week, and play that involves groups of boys and girls. While dogs and cats taking walks still are present, families with babies come to life in the room, as well as a lot cooking of our pretend pumpkins and apples.
Children enjoyed helping me saw wood after clearing a fallen tree from the trail in the woods this morning. In general, our children show increasing comfort in exploring the short trails near the teepee clearing and in playing imaginative games in the woods. Last year the trend was similar; by the end of last year, the nursery children seemed to all adore their morning start in the woods.
I will bring exciting and meaningful work like sawing logs when I can--it is always a balance of bathing the children in lots of experiences of physical work and keeping the day as free as possible of rush and hurry (as some projects can turn into if I try to take on too much with the children).
With warmth and light,
William Geoffrey Dolde
Thursday, September 23, 2010
Dogs and kittens
Dear Parents,
I have written you individually about some of the play scenarios I have been fortunate to witness. One pervasive theme has been dog and owner; children are very excited to have a rope tied around their waist (in school dogs have leashes around their waist rather than their neck for safety reasons) and to find another child to be the owner to take them for a walk. This sometimes evolves into momma and baby dogs keeping house, or momma and baby kittens.
With warmth and light,
William Geoffrey Dolde
I have written you individually about some of the play scenarios I have been fortunate to witness. One pervasive theme has been dog and owner; children are very excited to have a rope tied around their waist (in school dogs have leashes around their waist rather than their neck for safety reasons) and to find another child to be the owner to take them for a walk. This sometimes evolves into momma and baby dogs keeping house, or momma and baby kittens.
With warmth and light,
William Geoffrey Dolde
Michaelmas Rehearsals Next Week - substitute
Dear Families,
Next Monday at 11am and next Wednesday at 8:30am, I will be wearing two hats. I will both be the Butterfly nursery teacher but will also be the strings teacher and director of our school's Michaelmas pageant. Some years it has worked very well to have my nursery children with my assistant watch me direct a rehearsal; this is a fruitful opportunity for our children to observe me as I engage in the meaningful work of directing.
That being said, the dragon portrayed by the 6th grade (and reports are that this year they have improved and intensified the dragon) might be too much for some of our children. I have procured a substitute for me during rehearsal time, Carrie Fong, a parent of a 4th and 7th grade and alumnus, who will assist Lynne in guiding the class. It is possible that Carrie and Lynne will sit with all our nursery children to watch the rehearsal. It is possible that Lynne or Carrie will stay with one or several children in the classroom for whom the play is overwhelming, while the other watches the rehearsal with other children.
I also invite you as parents to come at 11am on Monday and first thing Wednesday morning to share the experience with your child. What might be too much in a group situation could be a lovely and positive experience with you. I feel confident that Lynne and Carrie are both so warm that they provide enough comfort to children whose parents cannot be present.
Because of the rehearsal first thing Wednesday, Wednesday will be an upside down day like they have in kindergarten--we will start inside (for those children who need it) or watching the dress rehearsal. We will continue baking bread and celebrate the harvest. We will end our day outside.
With warmth and light,
William Geoffrey Dolde
Next Monday at 11am and next Wednesday at 8:30am, I will be wearing two hats. I will both be the Butterfly nursery teacher but will also be the strings teacher and director of our school's Michaelmas pageant. Some years it has worked very well to have my nursery children with my assistant watch me direct a rehearsal; this is a fruitful opportunity for our children to observe me as I engage in the meaningful work of directing.
That being said, the dragon portrayed by the 6th grade (and reports are that this year they have improved and intensified the dragon) might be too much for some of our children. I have procured a substitute for me during rehearsal time, Carrie Fong, a parent of a 4th and 7th grade and alumnus, who will assist Lynne in guiding the class. It is possible that Carrie and Lynne will sit with all our nursery children to watch the rehearsal. It is possible that Lynne or Carrie will stay with one or several children in the classroom for whom the play is overwhelming, while the other watches the rehearsal with other children.
I also invite you as parents to come at 11am on Monday and first thing Wednesday morning to share the experience with your child. What might be too much in a group situation could be a lovely and positive experience with you. I feel confident that Lynne and Carrie are both so warm that they provide enough comfort to children whose parents cannot be present.
Because of the rehearsal first thing Wednesday, Wednesday will be an upside down day like they have in kindergarten--we will start inside (for those children who need it) or watching the dress rehearsal. We will continue baking bread and celebrate the harvest. We will end our day outside.
With warmth and light,
William Geoffrey Dolde
Sunday, September 19, 2010
Birthdays, Start Time, Bread and Soup, Jobs, End of the Day
Dear Nursery Families,
Birthdays
We will celebrate 3 summer birthdays next week, 1 fall birthday the following week, and another summer birthday the following week. In the nursery class, my birthday story tries to be simple, beautiful, and meaningful. I present a puppet show that tells the story of heavenly child's search for just the right parents. I provide a gift to the birthday child. As dessert for our snack time, we eat spicy ginger muffins (I will provide recipes) that the birthday child and I baked at either the child's home or my home. Apart from allowing me to use your oven in preparation and tolerating my mess in your kitchen (which I will try to clean up), you need not do anything else for the birthday celebration. I provide all baking supplies. My first two baking home visits last week were delightful. It was really, really nice to visit a child with such a lovely project to do. It is hard to imagine trying something other than visiting a child at home to bake birthday muffins.
I've lived without a working oven on multiple occasions. I am more than glad to have you and your child visit my home for the birthday muffin baking. My point in transforming the traditional Waldorf School home visit into a baking experience is to free it from all sense that a visit will be a home inspection.
Start Time
It has become clear to me that my sons need me to be present to walk them to class in first grade and kindergarten. As such, I cannot at the moment offer the possibility of you dropping your child off with me in the woods before 8:30am, the official start of school, When I did go to the woods early, it did not seem that parents arrived before 8:30am, so I hope this will not be a hardship.
My plan for next week is to drop off my first grader at 8:20 and my kindergarten son at 8:25 (or when the teacher is ready) and then head to the woods at 8:30, our official start time.
That being said, if you are in a pinch to get to work, I will be glad to care for your child before our official start time (if the transition works smoothly). Please contact me.
I remain convinced that our clearing in the woods is the right place to start. It seems so busy (wonderfully so) on the main campus of our school that I sense that a start at school would lack clarity and could perhaps inspire more tears (last year in the nursery a number of children found it very hard to say goodbye right at school). Thank you for taking the morning walk to the teepee to make the transition smoother.
Bread and Soup
Thank you for bringing so many vegetables last Monday. Children loved to help peeling and chopping.
Because 8th grade musicians visit us on Tuesdays, it occurs to me that it might be best to switch our bread and soup days. We have finished our work on the soup on Monday, so it is easy to cook soup for an earlier snack on Tuesday, This year I want the children to help knead and bake rolls on the day that we eat them (rather than the day before), and we will be able to do this with less haste and hurry on Wednesdays.
Because so many children loved both baking and eating our bread, bread also seems a good experience to end our week with (I was also impressed, however, with how many children tried our vegetable soup).
This is perhaps a good place to notice that the first weeks or months of school can be very tiring, and nursery children can be particularly tired by Wednesday.
Jobs and Crafts and Manners
Over the years, a number of wise evaluators and mentors have encouraged me to simplify my nursery program--that nursery children do not need the same fine motor and artistic activities that kindergarten children benefit from such as coloring, finger knitting, sewing, and the like. It is best to provide them opportunities to work on their gross motor skills and begin to work and play cooperatively with others. I have taken a number of workshops with Kim John Payne on fostering social inclusion (preventing bullying) in school. In some of these workshops, he encouraged teachers to work on fostering manners in an age appropriate way. I have observed in some early childhood classrooms in which children can be quite impolite as they correct the manners of others (e.g., interrupting the teacher to tell a child to get elbows off the table or to tell a 2 year old to chew with a mouth closed). I felt a strong impulse to create a different approach toward manners and courtesy.
A really important element of my nursery day has been to have my assistant and 2 or 3 nursery children bring our snack to administrators or teachers. The adults are so grateful, and our children get a positive experience of what it means to give. I feel like we are planting the seeds for manners and inclusiveness.
It also makes for a busy classroom. Lynne takes 3 children upstairs to the tower while I wash dishes and observe the other children at play. Children also get turns once in every 8 days (or however many children there are) to play the bells to welcome us to snack time, to be the first child to play, to play finger cymbals to put the room to sleep, to play the lyre to help us with our lullabies, and to play violin to end our day. This is a lot--I do it because I found over the years that I as teacher and others were promising children, "You'll get your turn another day," without any clear system or way of remembering. I figure it is better to have things very clear and systematic, that over time this relieves anxiety--even though in early childhood we still strive for the ideal that the teacher starts an activity and children flow to it out of imitation (this happens beautifully when we bake bread or wash dishes).
To balance this potential business, I particularly avoid crafts and tasks that nursery children need to finish. I feel they get plenty of work and nourishment in playing with other children, participating in my puppet shows, doing their various jobs, helping to prepare snack, and being part of our group. They will have 2 to 3 years in kindergarten after our nursery year, and I feel that will be the right time for handwork and other projects--I have no objections to sewing and other projects at home. My decisions in the classroom are meant to balance the busy day and work children are already involved in. In all things, I try to provide a sense that "There is plenty of time. No need to rush."
End of the Day
This is to register that I am aware that the time from noon until 12:20pm remains tender. Once our children who stay for lunch and nap leave at noon, our other children become more somber, wondering why they have not moved on to being with mom or dad. I will work with my colleagues to see what we can do to make this time of day as positive as possible.
With warmth and light,
William Geoffrey Dolde
Birthdays
We will celebrate 3 summer birthdays next week, 1 fall birthday the following week, and another summer birthday the following week. In the nursery class, my birthday story tries to be simple, beautiful, and meaningful. I present a puppet show that tells the story of heavenly child's search for just the right parents. I provide a gift to the birthday child. As dessert for our snack time, we eat spicy ginger muffins (I will provide recipes) that the birthday child and I baked at either the child's home or my home. Apart from allowing me to use your oven in preparation and tolerating my mess in your kitchen (which I will try to clean up), you need not do anything else for the birthday celebration. I provide all baking supplies. My first two baking home visits last week were delightful. It was really, really nice to visit a child with such a lovely project to do. It is hard to imagine trying something other than visiting a child at home to bake birthday muffins.
I've lived without a working oven on multiple occasions. I am more than glad to have you and your child visit my home for the birthday muffin baking. My point in transforming the traditional Waldorf School home visit into a baking experience is to free it from all sense that a visit will be a home inspection.
Start Time
It has become clear to me that my sons need me to be present to walk them to class in first grade and kindergarten. As such, I cannot at the moment offer the possibility of you dropping your child off with me in the woods before 8:30am, the official start of school, When I did go to the woods early, it did not seem that parents arrived before 8:30am, so I hope this will not be a hardship.
My plan for next week is to drop off my first grader at 8:20 and my kindergarten son at 8:25 (or when the teacher is ready) and then head to the woods at 8:30, our official start time.
That being said, if you are in a pinch to get to work, I will be glad to care for your child before our official start time (if the transition works smoothly). Please contact me.
I remain convinced that our clearing in the woods is the right place to start. It seems so busy (wonderfully so) on the main campus of our school that I sense that a start at school would lack clarity and could perhaps inspire more tears (last year in the nursery a number of children found it very hard to say goodbye right at school). Thank you for taking the morning walk to the teepee to make the transition smoother.
Bread and Soup
Thank you for bringing so many vegetables last Monday. Children loved to help peeling and chopping.
Because 8th grade musicians visit us on Tuesdays, it occurs to me that it might be best to switch our bread and soup days. We have finished our work on the soup on Monday, so it is easy to cook soup for an earlier snack on Tuesday, This year I want the children to help knead and bake rolls on the day that we eat them (rather than the day before), and we will be able to do this with less haste and hurry on Wednesdays.
Because so many children loved both baking and eating our bread, bread also seems a good experience to end our week with (I was also impressed, however, with how many children tried our vegetable soup).
This is perhaps a good place to notice that the first weeks or months of school can be very tiring, and nursery children can be particularly tired by Wednesday.
Jobs and Crafts and Manners
Over the years, a number of wise evaluators and mentors have encouraged me to simplify my nursery program--that nursery children do not need the same fine motor and artistic activities that kindergarten children benefit from such as coloring, finger knitting, sewing, and the like. It is best to provide them opportunities to work on their gross motor skills and begin to work and play cooperatively with others. I have taken a number of workshops with Kim John Payne on fostering social inclusion (preventing bullying) in school. In some of these workshops, he encouraged teachers to work on fostering manners in an age appropriate way. I have observed in some early childhood classrooms in which children can be quite impolite as they correct the manners of others (e.g., interrupting the teacher to tell a child to get elbows off the table or to tell a 2 year old to chew with a mouth closed). I felt a strong impulse to create a different approach toward manners and courtesy.
A really important element of my nursery day has been to have my assistant and 2 or 3 nursery children bring our snack to administrators or teachers. The adults are so grateful, and our children get a positive experience of what it means to give. I feel like we are planting the seeds for manners and inclusiveness.
It also makes for a busy classroom. Lynne takes 3 children upstairs to the tower while I wash dishes and observe the other children at play. Children also get turns once in every 8 days (or however many children there are) to play the bells to welcome us to snack time, to be the first child to play, to play finger cymbals to put the room to sleep, to play the lyre to help us with our lullabies, and to play violin to end our day. This is a lot--I do it because I found over the years that I as teacher and others were promising children, "You'll get your turn another day," without any clear system or way of remembering. I figure it is better to have things very clear and systematic, that over time this relieves anxiety--even though in early childhood we still strive for the ideal that the teacher starts an activity and children flow to it out of imitation (this happens beautifully when we bake bread or wash dishes).
To balance this potential business, I particularly avoid crafts and tasks that nursery children need to finish. I feel they get plenty of work and nourishment in playing with other children, participating in my puppet shows, doing their various jobs, helping to prepare snack, and being part of our group. They will have 2 to 3 years in kindergarten after our nursery year, and I feel that will be the right time for handwork and other projects--I have no objections to sewing and other projects at home. My decisions in the classroom are meant to balance the busy day and work children are already involved in. In all things, I try to provide a sense that "There is plenty of time. No need to rush."
End of the Day
This is to register that I am aware that the time from noon until 12:20pm remains tender. Once our children who stay for lunch and nap leave at noon, our other children become more somber, wondering why they have not moved on to being with mom or dad. I will work with my colleagues to see what we can do to make this time of day as positive as possible.
With warmth and light,
William Geoffrey Dolde
Saturday, September 18, 2010
Nursery Children are invited to Friday's Festival
Dear Families,
Infants, Toddlers, Preschoolers, Parents, Grandparents, and Friends are invited to our Autumn Festival on Friday, September 24, from 9 to 10:30am.
As summer changes to fall, days shorten, and the frost and cold of winter approaches, we as humans need strength and courage to help us stand upright through the darkness of winter. Different cultures have received inspiration from the meteor showers (heavenly iron, shooting stars) they observed around late September; the iron from the stars of heaven gave people strength. In various cultures and religions, this comes forth as a tale of a hero--a knight like St. George or Archangel Michael conquering or taming a dragon. For Rudolf Steiner, this battle between a knight and a dragon goes on inside each one of us--the dragon is not some Other out there to be excluded, but, rather, that part of ourselves that we need to confront, acknowledge, and tame so we are ready to be free individuals capable of serving humanity and the world.
Explanations of a psychic battle inside each of us or battles with dragons can be too much for children birth to 4, who, rather, find seasonal inspiration as days shorten and nights lengthen by looking in wonderment toward the stars. An early childhood teacher could simplify the celebration of Michaelmas toward an examination of stars--singing "Twinkle Twinkle" and cutting open an apple to reveal the star come to earth on the inside.
On Friday the 25th parents and children will gather outside to play and share a snack (Nursery children and I will have baked extra bread and made extra soup in class that week). We will also have a harvest dance to tune of the fiddle. Then we'll go inside for a puppet show. After that, we will walk to the woods to meet (as a surprise for the children) a knight from the stars and Mother Earth--they will both present us with gifts. After the walk, children and parents will depart with their gifts.
Again, this festival is open to current nursery and parent & child children and to all families in our community with young children. Please contact us at 341-5686 or enrollment@whidbey.com with any questions.
Parents of children of all ages are invited to a joint faculty, parent, and community study at the pavilion at WIWS on the night before, Thursday, September 23, from 7 to 9pm. William Dolde, our parent & child teacher, will address adults at that study. He will guide the community in singing, talk a bit about Rudolf Steiner's description of Michaelmas, and tell a longish fairy tell that resonates with the themes of Michaelmas.
With warmth and light,
William Geoffrey Dolde
Tuesday, September 14, 2010
First Two Days
Dear Nursery Families,
My hope would be to contact you individually. Please accept my apologies as I provide some general impressions of our first two very sweet days with our Butterfly Class of 2010-2011.
First, the most tender and difficult moments (rather than holding those back). Right before noon, Lynne walks the three children who stay all day down to the Golden Forest kindergarten room to join a healthy group of young kindergarten children (including my son Crispin) for the early lunch and nap. While we are as peaceful about this as possible, it not only makes the children leaving (to stay all day) perhaps a little sad, it also makes the children staying with me a bit tearful--they wonder why isn't their transition happening. I do not as yet have inspiration about what could change about this, if anything. Even without the transition, 4 hours can be a long time for nursery children; around noon it becomes harder to find the joy in cooperative play and work.
That being said, it has been a delightful and spiritual start to the year. Words cannot describe how wonderful it is to witness your children at work and play and discovery. In the woods--which might possibly overwhelm at first--children have found joy and engagement with the present moment in walking short trails, balancing on logs, building pretend bonfires and forts, and the like.
When we return to the playground, some children enjoy swinging. Others have enjoyed helping me build stools and tables for the classroom.
Inside, all children have shown incredible reverence around the simple yet appropriate start of the year puppet show of "Rub a Dub Dub, Three Men in a Tub," (I present it in a loving way; when they knaves are thrown out, they are put to put bed and sung a lullaby) and our fingerplay and blessing, "The Sun Rays from the Heavens Free, On our lovely earth and sea" (full text in the attachment I sent previously, I believe).
While children in the nursery are free to play or join the adult in work out of an impulse to imitate, every nursery child helped me to knead bread today. All children ate bread with great delight at snack time.
Almost every child helps to wash dishes at some point (again, this comes out of imitation in the nursery, not out of direction or compulsion). The process of cleaning up has been fairly smooth--I also won't be disappointed if it becomes more challenging as our children create more complex play scenarios that involve more play objects.
Finally, today 5 8th graders visited us to practice guitar. As a potentially nonconformist student of Rudolf Steiner (founder of Waldorf education), I am attempting to transform tasks such as the teaching of music into lawful and meaningful work worthy of imitation by young children. Rather than having the 8th grade visitors play with and engage directly with our nursery children (which delighted some of last year's nursery children and intimated others), this year I had them all face in a circle toward me. It was really a practice session for the 8th grade and me as we prepared to play guitar and sing waltzes for a dance during our Michaelmas pageant on September 29. Lynne washed dishes. Lynne and I both observed. The play of our nursery children was beautiful. Some sat on stools and thumbed through Rise Up Singing as if they were preparing to play music as well. Others played with babies, cars, houses, and other ideas with loving and lawful engagement with no need for redirection from me or Lynne. It was a hint that lawful work from adults (whether it be chopping wood or preparing 8th graders to play for a festival) can be very nourishing for our youngest of children.
With warmth and light,
William Geoffrey Dolde
My hope would be to contact you individually. Please accept my apologies as I provide some general impressions of our first two very sweet days with our Butterfly Class of 2010-2011.
First, the most tender and difficult moments (rather than holding those back). Right before noon, Lynne walks the three children who stay all day down to the Golden Forest kindergarten room to join a healthy group of young kindergarten children (including my son Crispin) for the early lunch and nap. While we are as peaceful about this as possible, it not only makes the children leaving (to stay all day) perhaps a little sad, it also makes the children staying with me a bit tearful--they wonder why isn't their transition happening. I do not as yet have inspiration about what could change about this, if anything. Even without the transition, 4 hours can be a long time for nursery children; around noon it becomes harder to find the joy in cooperative play and work.
That being said, it has been a delightful and spiritual start to the year. Words cannot describe how wonderful it is to witness your children at work and play and discovery. In the woods--which might possibly overwhelm at first--children have found joy and engagement with the present moment in walking short trails, balancing on logs, building pretend bonfires and forts, and the like.
When we return to the playground, some children enjoy swinging. Others have enjoyed helping me build stools and tables for the classroom.
Inside, all children have shown incredible reverence around the simple yet appropriate start of the year puppet show of "Rub a Dub Dub, Three Men in a Tub," (I present it in a loving way; when they knaves are thrown out, they are put to put bed and sung a lullaby) and our fingerplay and blessing, "The Sun Rays from the Heavens Free, On our lovely earth and sea" (full text in the attachment I sent previously, I believe).
While children in the nursery are free to play or join the adult in work out of an impulse to imitate, every nursery child helped me to knead bread today. All children ate bread with great delight at snack time.
Almost every child helps to wash dishes at some point (again, this comes out of imitation in the nursery, not out of direction or compulsion). The process of cleaning up has been fairly smooth--I also won't be disappointed if it becomes more challenging as our children create more complex play scenarios that involve more play objects.
Finally, today 5 8th graders visited us to practice guitar. As a potentially nonconformist student of Rudolf Steiner (founder of Waldorf education), I am attempting to transform tasks such as the teaching of music into lawful and meaningful work worthy of imitation by young children. Rather than having the 8th grade visitors play with and engage directly with our nursery children (which delighted some of last year's nursery children and intimated others), this year I had them all face in a circle toward me. It was really a practice session for the 8th grade and me as we prepared to play guitar and sing waltzes for a dance during our Michaelmas pageant on September 29. Lynne washed dishes. Lynne and I both observed. The play of our nursery children was beautiful. Some sat on stools and thumbed through Rise Up Singing as if they were preparing to play music as well. Others played with babies, cars, houses, and other ideas with loving and lawful engagement with no need for redirection from me or Lynne. It was a hint that lawful work from adults (whether it be chopping wood or preparing 8th graders to play for a festival) can be very nourishing for our youngest of children.
With warmth and light,
William Geoffrey Dolde
Saturday, September 11, 2010
Hellos and Goodbyes
Dear Families,
Thank you for coming to Friday's potluck. The drizzle cleared to provide beautiful hues of blue over the mountains. It was sweet to watch the first grade, kindergarten, and nursery children playing together with merriment and confidence and composure.
I look forward to school on Monday. About 8 years ago, I had a girl start in my nursery class. Her mother told me that she thought her daughter would do fine in my class if I made sure to avoid looking at her for the first few weeks--in other programs the caregivers had been too direct, and this child feared teachers. Playing the part of Medusa or Perseus, I taught class those first few weeks without looking at this wonderful child (like parents, teachers quickly learn ways to know what is happening without having to rely on vision alone). Two months later this child was chatting fondly and freely with me, and one might never have guessed our relationship began with me having to pretend I didn't see her. The following year in Baltimore, I had a child who quietly insisted upon sitting on my lap every morning at drop-off. This ritual continued for two years. Toward the end, I felt like Thidwick the Moose; not only this girl, but five of her friends would be balanced on a chair with me at the start of the morning; what had begun as a help in the transition had turned turned into humorous gymnastics (that we wall enjoyed; this child was so helpful in so many ways, I never felt burdened by this ritual).
I've already had conversations with some of you about what comforts your child most. Some like to be on a teacher's lap right away. Others prefer a space alone away from apparent observation. Some might be much more comfortable with Lynne at first. Others with me. We may well be surprised. I write this to ask your patience and flexibility and understanding at drop-off time. If we do not rush up to a child with a vigorous hello, it is because it is our hunch the child wants a less direct greeting. Other children may want the opposite. And the needs or wishes of the children may change. Please let me know as the days and weeks evolve if you think your child needs more or less interaction from the teachers first thing.
The children, Lynne, and I have bonded all morning. When the doors open at 12:20 (or on the playground at 3), this is their chance to reconnect with Mom or Dad. They don't have to say goodbye to me or Lynne unless the inspiration comes from them.
With warmth and light,
William Geoffrey Dolde
Thank you for coming to Friday's potluck. The drizzle cleared to provide beautiful hues of blue over the mountains. It was sweet to watch the first grade, kindergarten, and nursery children playing together with merriment and confidence and composure.
I look forward to school on Monday. About 8 years ago, I had a girl start in my nursery class. Her mother told me that she thought her daughter would do fine in my class if I made sure to avoid looking at her for the first few weeks--in other programs the caregivers had been too direct, and this child feared teachers. Playing the part of Medusa or Perseus, I taught class those first few weeks without looking at this wonderful child (like parents, teachers quickly learn ways to know what is happening without having to rely on vision alone). Two months later this child was chatting fondly and freely with me, and one might never have guessed our relationship began with me having to pretend I didn't see her. The following year in Baltimore, I had a child who quietly insisted upon sitting on my lap every morning at drop-off. This ritual continued for two years. Toward the end, I felt like Thidwick the Moose; not only this girl, but five of her friends would be balanced on a chair with me at the start of the morning; what had begun as a help in the transition had turned turned into humorous gymnastics (that we wall enjoyed; this child was so helpful in so many ways, I never felt burdened by this ritual).
I've already had conversations with some of you about what comforts your child most. Some like to be on a teacher's lap right away. Others prefer a space alone away from apparent observation. Some might be much more comfortable with Lynne at first. Others with me. We may well be surprised. I write this to ask your patience and flexibility and understanding at drop-off time. If we do not rush up to a child with a vigorous hello, it is because it is our hunch the child wants a less direct greeting. Other children may want the opposite. And the needs or wishes of the children may change. Please let me know as the days and weeks evolve if you think your child needs more or less interaction from the teachers first thing.
The children, Lynne, and I have bonded all morning. When the doors open at 12:20 (or on the playground at 3), this is their chance to reconnect with Mom or Dad. They don't have to say goodbye to me or Lynne unless the inspiration comes from them.
With warmth and light,
William Geoffrey Dolde
Friday, September 10, 2010
Drizzling serenity
The drizzle is allaying my fears of a crowded beach. The boys and I plan to be at Maxwelton with hopes of reserving the covered shelters.
We will glad to dine with any families that attend and completely understanding of families choosing to stay out of the rain to rest or recuperate for Monday.
Location : 3600-3698 Britzman Loop, Clinton, WA 98236,
Songs and Rhythm of the Day and Week
Dear Butterfly Families,
During the school day, we sing a lot throughout the morning. Here are lyrics to many of the songs I sing throughout the day. I also teach strings, orchestra, and guitar to students in grades 4 to 8. Rather than keeping my teaching elements separate, I make music teaching part of the meaningful work I bring to the nursery environment (in Waldorf early childhood pedagogy, teachers strive to teach out of imitation and example. They bring lawful, loving work--such as cooking, cleaning, ironing, sawing, knitting, chopping--that children are free to help with--when it is safe or appropriate. The idea, however, is that children need not help the teacher knead bread dough or wash dishes to benefit from that work; orderly, present work inspires the children in their imaginative play). As such, nursery students also will hear me sing from Rise Up Singing and other books. Last year I gave many impromptu cello, viola, and violin performances for nursery children to dance to. And 5 8th grade students will visit our class every Tuesday to play guitar and sing songs from Rise Up Singing. Last year's nursery class really enjoyed these visits and the connection with the oldest students in our school.
This document, the Butterfly Nursery Rhythm of the Day and Week, provides a description of the nursery morning and week. As I observe and become more familiar with your children, it is possible I will adjust the rhythm to meet the unique needs of this group. My puppet shows can stay quite simple or evolve into longer stories depending on what nourishes the group. I do not list times of the activities--in nicer weather we will stay outside longer than in the cold months. That being said, we are outside every day, so please find rain pants and boots that work well for your child. One parent noted that Lands End had overstock rain pants at a reasonable price. As a reminder, I provide mittens.
Children who are staying for lunch will walk with Lynne to the Golden Forest Room (at the end of the hall) and noon for lunch and rest. They will be outside at pick-up time.
At these times, I risk providing too much or too little information. Please ask me questions.
Thanks,
William Geoffrey Dolde
During the school day, we sing a lot throughout the morning. Here are lyrics to many of the songs I sing throughout the day. I also teach strings, orchestra, and guitar to students in grades 4 to 8. Rather than keeping my teaching elements separate, I make music teaching part of the meaningful work I bring to the nursery environment (in Waldorf early childhood pedagogy, teachers strive to teach out of imitation and example. They bring lawful, loving work--such as cooking, cleaning, ironing, sawing, knitting, chopping--that children are free to help with--when it is safe or appropriate. The idea, however, is that children need not help the teacher knead bread dough or wash dishes to benefit from that work; orderly, present work inspires the children in their imaginative play). As such, nursery students also will hear me sing from Rise Up Singing and other books. Last year I gave many impromptu cello, viola, and violin performances for nursery children to dance to. And 5 8th grade students will visit our class every Tuesday to play guitar and sing songs from Rise Up Singing. Last year's nursery class really enjoyed these visits and the connection with the oldest students in our school.
This document, the Butterfly Nursery Rhythm of the Day and Week, provides a description of the nursery morning and week. As I observe and become more familiar with your children, it is possible I will adjust the rhythm to meet the unique needs of this group. My puppet shows can stay quite simple or evolve into longer stories depending on what nourishes the group. I do not list times of the activities--in nicer weather we will stay outside longer than in the cold months. That being said, we are outside every day, so please find rain pants and boots that work well for your child. One parent noted that Lands End had overstock rain pants at a reasonable price. As a reminder, I provide mittens.
Children who are staying for lunch will walk with Lynne to the Golden Forest Room (at the end of the hall) and noon for lunch and rest. They will be outside at pick-up time.
At these times, I risk providing too much or too little information. Please ask me questions.
Thanks,
William Geoffrey Dolde
Saying Goodbye is Sad
Dear Parents,
As some of you prepare to say goodbye to your child for a first school experience on Monday, I will provide copies of the "Chapter Saying Goodbye is Sad," from 1, 2, 3, ... The Toddler Years (available in our school library in the upstairs lobby). Some parents have found it helpful in the past.
Here is a description of how Erikson might view the tears of saying goodbye at school as part of normal and healthy child development. Although this is ostensibly about children younger than our nursery children, we still like to work the idea of accepting that sadness can occur over missing mom or dad, that this is normal, and that this is part of the curriculum of coming to an early childhood classroom. That being said, I wouldn't want a parent to feel remorse if a child charges away to school without looking back.
As I mentioned to a couple of parents yesterday, although school starts officially at 8:30, parents who do not need to be here to drop off older siblings are invited to come at a time that works for their family, 8:40, 8:50, 9, or even a little later. Susan Weber, a teacher of Waldorf teachers who seems quite competent and the sort to always be on time for a meeting herself, exhorted a group of parent & child teachers at a conference to release parents from any guilt about being late to a class. She felt it so important--with the work of Gerber and RIE she was bringing us--to have parents of very young children create a breathing element to the day with a sense of "plenty of time, no need to rush," that it would go against the culture she was trying to build to give any sense of judgment to people who were not in class right at the start. Although it is important for first graders to start the day with their classmates, and while kindergarten provides a good transition to being at school promptly at 8:30, I would much rather have a centered nursery child and parent arrive at 9:10 than to have that same parent and child arrive full of stress at 8:30.
Some years, the slightly shorter morning a later arrival provides make those first days or weeks away from mom and dad easier. Our start in the clearing by the teepee (50 yards from school) makes the staggered start easier, I find--all the children enter the classroom at the same time later in the morning, so there is less anxiety about perhaps not getting to play with a favorite doll or toy.
I also know some parents need to have other children at school early and get to work themselves. Although we officially start at 8:30, I will strive to be in the teepee earlier, as soon as I am able to drop off my son in first grade.
Respectfully,
William Geoffrey Dolde
As some of you prepare to say goodbye to your child for a first school experience on Monday, I will provide copies of the "Chapter Saying Goodbye is Sad," from 1, 2, 3, ... The Toddler Years (available in our school library in the upstairs lobby). Some parents have found it helpful in the past.
Here is a description of how Erikson might view the tears of saying goodbye at school as part of normal and healthy child development. Although this is ostensibly about children younger than our nursery children, we still like to work the idea of accepting that sadness can occur over missing mom or dad, that this is normal, and that this is part of the curriculum of coming to an early childhood classroom. That being said, I wouldn't want a parent to feel remorse if a child charges away to school without looking back.
As I mentioned to a couple of parents yesterday, although school starts officially at 8:30, parents who do not need to be here to drop off older siblings are invited to come at a time that works for their family, 8:40, 8:50, 9, or even a little later. Susan Weber, a teacher of Waldorf teachers who seems quite competent and the sort to always be on time for a meeting herself, exhorted a group of parent & child teachers at a conference to release parents from any guilt about being late to a class. She felt it so important--with the work of Gerber and RIE she was bringing us--to have parents of very young children create a breathing element to the day with a sense of "plenty of time, no need to rush," that it would go against the culture she was trying to build to give any sense of judgment to people who were not in class right at the start. Although it is important for first graders to start the day with their classmates, and while kindergarten provides a good transition to being at school promptly at 8:30, I would much rather have a centered nursery child and parent arrive at 9:10 than to have that same parent and child arrive full of stress at 8:30.
Some years, the slightly shorter morning a later arrival provides make those first days or weeks away from mom and dad easier. Our start in the clearing by the teepee (50 yards from school) makes the staggered start easier, I find--all the children enter the classroom at the same time later in the morning, so there is less anxiety about perhaps not getting to play with a favorite doll or toy.
I also know some parents need to have other children at school early and get to work themselves. Although we officially start at 8:30, I will strive to be in the teepee earlier, as soon as I am able to drop off my son in first grade.
Respectfully,
William Geoffrey Dolde
Potluck tonight (Friday)
Dear Nursery Families,
Welcome, this is the first of a few emails I will send as we prepare for our first day. Please remember that you are all invited--with your families--to join us at Maxwelton Beach for a potluck tonight from 5 to 7pm. This is another informal chance to meet me and the other families, have your children make connections, and ask me any questions before our first day. I will try to bring extra plates. Please bring some extras, too, for families that may forget.
I will bring a guitar and a bunch of copies of Rise Up Singing with the hopes that we can have a bit of a sing-along as well.
With warmth and light,
William Geoffrey Dolde
Welcome, this is the first of a few emails I will send as we prepare for our first day. Please remember that you are all invited--with your families--to join us at Maxwelton Beach for a potluck tonight from 5 to 7pm. This is another informal chance to meet me and the other families, have your children make connections, and ask me any questions before our first day. I will try to bring extra plates. Please bring some extras, too, for families that may forget.
I will bring a guitar and a bunch of copies of Rise Up Singing with the hopes that we can have a bit of a sing-along as well.
With warmth and light,
William Geoffrey Dolde
Wednesday, September 1, 2010
You are welcome Tuesday to Friday 9 - 11am
Dear Families,
Rather than having a formal cubby day next Tuesday, it will be another opportunity for children to play or help parents as we set up the classroom. Come for any amount of time from 9 to 11am that day (and the same times Wednesday through Friday). Indeed, I may ask help in hanging up the hooks for jackets on that day.
As a reminder, because our cubbies will be in the classroom, and because my room will be used by parent & child children, I am going to ask you to take everything home (I can keep slippers in the classroom) on Wednesdays, if not daily. This system has worked well in the past. Thank you for giving it a try this year.
With warmth and light,
William Geoffrey Dolde
I will write more once it becomes clear who will join us in the nursery class at the start of the school year.
Rather than having a formal cubby day next Tuesday, it will be another opportunity for children to play or help parents as we set up the classroom. Come for any amount of time from 9 to 11am that day (and the same times Wednesday through Friday). Indeed, I may ask help in hanging up the hooks for jackets on that day.
As a reminder, because our cubbies will be in the classroom, and because my room will be used by parent & child children, I am going to ask you to take everything home (I can keep slippers in the classroom) on Wednesdays, if not daily. This system has worked well in the past. Thank you for giving it a try this year.
With warmth and light,
William Geoffrey Dolde
I will write more once it becomes clear who will join us in the nursery class at the start of the school year.
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