Helena Koprowska, Class-teacher 2007
Helena graduated with an honours degree in Waldorf Steiner Education from University of Plymouth in 2006. Helena has also received a Masters degree in English Literature from University of Exeter.
Class Teaching
For those of you who are new to the structure of the class curriculum in Steiner Education, it is important to explain how the lessons are formed.
Firstly, it is important to say that each class has one main class-teacher, who will stay with the class throughout their educational journey over the years. This teacher sees the children grow and develop over the years, and is able to educate and nurture the class on very deep levels.
Often the question is asked ‘ but what if the child does not get on with the teacher?' In most cases it is more beneficial for the child and the teacher to learn to work through any difficulties that arise, rather than change, after all, both know that the teacher and the child will be together for several years. This consistency is a great lesson for the children, it teaches them about forgiveness, perseverance, develops a relationship of loving authority to the teacher and a lasting friendships with the peers.
Main- Lessons
The class teacher takes the class for the core period of a ‘main lesson' in the morning. In our class the main lesson lasts 2 and a half hours, giving us plenty time to incorporate many rhythmic activities and exercises. The class teacher can also take the class for other subjects in the afternoon, such as art, crafts, reading and writing practice, games and form drawing.
The main-lesson is a teaching block, of a period varying between 3 to 4 weeks, that can be grouped together under a common theme, for example, ‘house-building' main lesson, or ‘Mathematics'. These main lesson blocks circulate throughout the year, building upon what has been learnt previously. There are great advantages of having such intensive periods of learning directed towards one theme, as the children are able to enter the subject in much more depth and develop the skills needed for the relevant subject of study.
Main-lesson Books
In the main lesson the children do not use text-books, they make their own! The ‘main-lesson' book is a fine account of all the main-lesson blocks studied throughout the year, as well as a testimony of the child‘s development. The main-lesson books are informative and artistic, done by the children. The main-lesson books help the children to develop important skills of perseverance, creativity, taking care of their work. It is also a great way of helping the children to remember what they have studied, and will be looked upon fondly for many years hence.
Main-lesson Rhythm
The rhythm of the main-lesson is a very important teaching method. The rhythm of the main-lesson, as well as of the whole day needs to be structured in such a way as to teach the children to 'breathe-in' take in new content, as well as to 'breathe-out', to reproduce what they have learnt practically, artistically or through movement exercises and games. If the education has a good breathing rhythm then it becomes healthy and nurturing for the children.
Every morning, I like to shake each child's hand at the threshold before they go into the class. There are daily verses that the class say at the start of the day, before they eat lunch and at the close of the day. The verses bring a good rhythm to the whole day, as well as encourage a mood of kindness and reverence. After the morning verse, the main-lesson starts off with a rhythmic time. This is the time that repeats daily, where the class goes through a routine of movement exercises times-tables recitation, poetry recitation, singing and playing the recorders. When the weather is good, I like to start the day with a morning jog around the park!
The second part of the lesson is ‘Recall'. Recall is very important for the class, as the teacher encourages to bring up any new thing that have been learnt on the previous day, and will build upon them. This is often done in three-day stages, it is a very helpful way for the children to learn new things; each day will build upon the previous.
The third and the longest part of the main-lesson structure is the time when the teacher introduces new material of the main-lesson theme. The teacher may do this in many different ways, using bookwork as well as practical activities. Often, the end of the main-lesson, the class-teacher may bring a story for the children, which they will tell from memory. This old-fashioned way of telling stories, creates an wonderful atmosphere in the class, that sparkles in children's eyes as they hand onto every word!
Subject-lessons
Apart from the main-lessons the week at our school is also filled with many diverse subject lessons, led by specialist subject teachers. Some subject-lessons that we have during our week are: music, French, German, swimming, art, craft, forest-skills.
Craft lessons can also circulate through different activities. So far we have done knitting, crochet, spinning. At present we are also in the process of making our own shoes at a great local shoe-making shop called 'Chuckles'. Both the children and the parents are thrilled with this new venture, as it is a most pleasing thing for the children to make their own shoes, and walk in them!
Class 3-4 Yearly Plan 2007-2008
This year, our lovely class has many great activities and adventures to look forward to.
In September we have learnt about different farming activities. We have built our own compost and have visited a great local farm in Ide .
In October, as part of our ‘house-building' main-lesson, we have learnt about various kinds of houses from different cultures all around the world. This main-lesson block ended in two significant building projects; firstly, our very own tipi was built in our playground - where we often gather for a little fire and a story. The second, great project, and every child's dream, was the building of a tree-house in the centre of our playground. The tree-house was a major and an ambitious undertaking, however with the keen persistence of the children and continuous expert guidance we now have a great tree- house, which is the focus of much play-time joy.
In November, we are studying our ‘home-surroundings' as part of our main-lesson. We started off by looking at the sun, moon and stars as part of navigation. We have then learned about the compass and how to use it. To finish off the first week we have had an exciting night-time adventure to observe the stars. Unfortunately, it was cloudy on that day, but we did go on an adventure. Led by our very own forest expert Nicky Love, we ventured down a forest lane, in the dark, armed with red-eye torches. We were all very excited to hear deer come up very close to us, after we kept perfectly still and quiet for a little while. The children all loved this trip, and would like many more such adventures! This main-lesson is not over yet; we will still learn about local trade, history and geography. We will make many more trips to town, including having a tour of Exeter underground passages.
I find the winter time to be most productive for an intensive study of mathematics. During this winter, up until the march, we shall focus alternatively upon the thorough study of mathematics and English grammar. The practice of times-tables, speech , spelling and grammar is also a part of our daily rhythm, so that a good foundation in these key skills is built upon throughout the year.
In May, we will begin another great main-lesson block called ‘Man and Animal', where we shall make a study of various animals in their specialisations and also in relation to man.
For June and July, I plan to bring many stories from Norse Mythology as a teaching theme for English, poetry and drama. The year will end with a grand-finale of a play from Norse Mythology.
As you can see, the year is packed to the brim. It will be a memorable year in the educational journey of these children.
Forest Skills at Exeter Steiner School With focus on the five key competencies; Self-awareness, social skills, motivation, managing feelings and empathy.
We take children to a local oak/hazel woodland and encourage and empower them to:
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Photos Copyright N.Love 2007