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
Tuesday, September 14, 2010
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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