Montessori and Waldorf Education: Comparing Two Unique Approaches to Learning
Choosing the right educational philosophy for your child is a crucial decision. Two independent school alternatives often considered by parents are Montessori and Waldorf education. These two approaches share certain foundational principles, such as child-centered learning and fostering independence, but their distinct differences can directly impact a child's educational experience. In this blog post, we'll explore how Montessori is similar to and differs from Waldorf education to help parents gain greater insight to make an informed decision for their child’s educational journey.
Montessori Education:
Maria Montessori's educational philosophy is centered around the idea that children have an innate desire to learn. Montessori classrooms are prepared with carefully designed materials encouraging hands-on, self-directed learning.
Key Features of Montessori Education:
- Individualized learning: Montessori education emphasizes individualized learning, allowing each child to progress at their own pace. This approach helps children develop a strong sense of autonomy and responsibility.
- Freedom within limits: Students have the freedom to choose their activities but within defined boundaries. This balance helps foster discipline and self-regulation.
- Specific learning materials: Montessori classrooms are equipped with specialized materials that encourage children to explore and experiment, promoting cognitive and motor skill development.
Waldorf Education:
Waldorf educational philosophy, founded by Rudolf Steiner, provides a holistic approach to learning and emphasizes creativity, imagination, and artistic expression. Waldorf education offers a unique approach that values the development of the whole child – mind, body, and spirit. It prioritizes creativity and a deep connection to the natural world. The gradual introduction of technology and the focus on storytelling and the arts in Waldorf education fosters a strong sense of wonder and a love for learning.
Key Features of Waldorf Education:
- A focus on imagination: Waldorf education encourages children to live deeply into imagination and creativity through activities such as storytelling, art, and music. This provides the foundation for creative problem-solving, artistic appreciation, and higher-order conceptualization.
- Morning Lesson Blocks: Grades students engage in extended "morning lesson blocks," delving deeply into academic subjects over a period of several weeks. This approach allows students to immerse themselves in the topic, allowing for deeper understanding and recall. Paired with the morning lesson block, students also have classes in foreign languages, music, handwork, and other special subjects.
- Minimal Use of Technology: Waldorf schools typically limit the use of technology in the early years, promoting a sensory-rich and experiential approach to learning. Waldorf philosophy fosters a strong bond between teachers and students unimpeded by technology in the early years. The Waldorf philosophy indicates a way for students to learn through imitation, imagination, and experiential exploration.
Similarities and Differences:
While Montessori and Waldorf education may seem different in their approaches, they do share some similarities:
- Child-Centered: Both philosophies put the child at the center of their educational experience, valuing the unique needs and interests of each student. Waldorf Education also places a heavy emphasis on the child and family as part of a learning community.
- Hands-On Learning: Both encourage experiential, hands-on learning, though the materials and activities differ. Waldorf Education emphasizes an integrated arts approach rather than art as a separate subject (as in Montessori).
- Teacher as Guide: In both Montessori and Waldorf education, teachers serve as guides and facilitators rather than authoritative figures. Waldorf teachers often stay with their class for multiple years, some 1st through 8th grade.
When choosing between Montessori and Waldorf education, parents must consider the individual needs and personality of their child. Both approaches have their merits and can provide a rich educational experience. Waldorf education, with its emphasis on holistic development and nurturing creativity, can be a compelling choice for parents seeking a well-rounded educational experience that celebrates the individuality of their child within a supportive community.
Hear from a family who made the switch from a Montessori school to a Waldorf School in their child’s 3rd-grade year
“After 5 years of Montessori education, we started looking for other options when our oldest child was around 8 years old and our youngest was in kindergarten. We couldn’t really define it at the time, but we knew something was missing from our eldest child’s education. We wished for him to be more engaged and excited about what he was learning. We wanted to see that “spark” alive when we picked him up from school. Our child is very social, and we found that the constant “independent” work left him feeling lonely and isolated. Montessori classes are grouped into three grades, and we felt that the level of education wasn’t matched with his developmental needs. We sought alternatives and toured Susquehanna Waldorf School. We hadn’t considered the Waldorf school before because we perceived it to be a distance from Lancaster. After taking a private tour of the school, we realized it was exactly what we were looking for. I liked that the classes were individual grades with a focus on the developmental needs of children of similar ages. In stark contrast to independent work, most of the subjects were explored and discussed as a group. It was not just the classwork that felt more communal; I instantly saw a broader sense of community among the parents. I was impressed by organized cultural events and the opportunities to be engaged with the school community as a parent. Being in the marketing world, the term “experiential” was something I understood, and when it was explained that Waldorf takes an experiential approach to education, I wished I had discovered Susquehanna Waldorf School sooner. During my tour, I saw how subjects are integrated. There was a class painting a portrait during an Algebra lesson during my tour, and when I asked about it, they explained that they were learning about the inventor of Algebra. I was impressed that so much thought was put into the subject of algebra that both history and art were incorporated into the lesson. It felt like an enriching experience. We enrolled our 3rd grader and our kindergartener for the upcoming year. We noticed a big difference in our kindergartener's experience compared to our first child. The main difference was the amount of outdoor time. We didn’t realize how much of a “forest school” the kindergarten program was, but we were happy with the surprise. Being outside in all weather was a real gift for our youngest child and helped to encourage our family to make time for more outdoor activities in our everyday lives, too. The second big difference was the amount of parent education. Parent education exists in all grades, but we felt like we received essential foundational support from the kindergarten teachers. My husband and I both say that that experience helped us to become better parents. We’ve been at SWS for five years now and are so grateful we made the switch. Understanding that every child is different and may respond differently to these two environments, Waldorf was the right fit for our children. The spark we wanted back is alive for both of our children, and we’re constantly impressed by the depth of education they are receiving at this special place.”
Supporting Independent Play with Screen Free Resources
Screen media floods a child with visual sensory overload and physical sensory deprivation in a way that hinders development and deprives them of the physical stimulation they need for healthy growth and development. Children who have had exposure to excessive screen media often present with speech delays, frenetic movement, delayed motor skills, difficulty settling into tasks, and difficulty engaging in imaginative play, among other challenges. It is important that families know that this topic is addressed in an inclusive environment free of judgment. Our approach is straightforward and understanding of the modern struggles that lead to screen use.
Children will feel more secure in playing independently, without significant adult input, if they first have mindful, warm, distraction-free moments of connection with their caregivers. Moments of caregiving (meal times, dressing, hand washing, diapering, etc.) are wonderful times to be fully present with your child, giving eye contact, attention, and love while helping them through a moment in their day when they need an adult presence. Knowing that their caregiver is physically and mentally available to them provides security. The child needs to know that they are more important than whatever is happening on the phone or computer. With this need fulfilled, the child will be more ready to play on their own without constant adult interaction.
Independent play is a muscle that only grows stronger when we use it. Young children love to play, and they will learn to play on their own if we give them a chance, starting as young as possible. If we provide entertainment through screens, the child will learn that entertainment comes from outside of them. They learn passivity, that they can sit and wait, and entertainment will be provided. Children who learn media-free independent play will know that entertainment comes from within themself, developing a creative spark that will serve them for a lifetime. The whole family will benefit as well, as children are able to self-entertain for developmentally appropriate stretches of time while parents tend to other important tasks. It is very important that we not delay teaching children the skill of independent play: learning this skill is more difficult for older children who have never been asked to self-entertain before.
Screen media use tends to increase over time. The more exposure we have, the more our brains will ask for. Delaying exposure will help enormously in managing screen time battles in the future. It is important to note that allowing no screen time is much easier than having a little screen time. When the child is used to a screen-free environment, there is no conversation or debate about it. Managing screen time only gets harder after early childhood. For now, it is simple: none is easiest on the child, easiest on the caregivers, and most healthy for everyone involved. And most importantly, media-free early childhood sets the fertile soil for healthy growth and development.
Resources and further reading to support a screen-free home: https://kimberleylewis.com/playing-alone/
https://kimberleylewis.com/complex-toy-combinations
Sparkle Stories: https://www.sparklestories.com/
Listen to sample stories and use this discount code for a complimentary 20 day trial: SUSQUEHANNA
With a library of over 1400 original audio-only stories, each Sparkle story contains a small seed of learning, including how to be kind to others, how to be respectful in thought, word, and deed, and how to live in wonder and reverence for this incredible world. Many stories are connected to a tutorial, craft, or recipe so the narrative experience does not end with the entertainment, but offers inspiration for further creativity and exploration. A streaming subscription provides unlimited access to all 1400+ audios plus access to all of the associated content.
Louis’ Farm: https://www.louis-farm.com/
A nature inspired “magazine” for ages 3 and up. Use the promotional code WALDORF to receive 50% off your entire order. Samples available in Williams Hall.
Whizz through winter, slide through spring, sweat through summer and fall through fall with Louis, Sarah, Little Gnome, and all kinds of animals and plants. Then you can play games, solve puzzles and make crafts related to the stories you have read! Each issue of Louis' Farm contains 50+ pages of exciting stories, activities, songs, games and craft ideas that will help you and your children create and grow through the seasons.
Simplicity Parenting (Book, Podcast and Website resources for parents):
With too much stuff, too many choices, and too little time, children can become anxious, have trouble with friends and school, or even be diagnosed with behavioral problems. Now internationally renowned family consultant Kim John Payne helps parents reclaim for their children the space and freedom that all kids need for their attention to deepen and their individuality to flourish. Simplicity Parenting offers inspiration, ideas, and a blueprint for change:
- Streamline your home environment. Reduce the amount of toys, books, and clutter—as well as the lights, sounds, and general sensory overload.
- Establish rhythms and rituals. Discover ways to ease daily tensions, create battle-free mealtimes and bedtimes, and tell if your child is overwhelmed.
- Schedule a break in the schedule. Establish intervals of calm and connection in your child’s daily torrent of constant doing.
- Scale back on media and parental involvement. Manage your children’s “screen time” to limit the endless deluge of information and stimulation.
Free Simplicity Starter Kit to help families simplify: https://bit.ly/swssimplicityparenting
Written By: Becky Rudowsky
How To Make Waldorf Window Stars
As you explore the classrooms and corridors of Susquehanna Waldorf School, your eye may be drawn to many colorful stars in the windows. Known as "Waldorf Window Stars," these paper creations bring vibrancy and beauty to our school. These stars not only add a splash of color but also capture the essence of Waldorf education, fostering creativity and imagination while reminding us of our connection to nature.
Let's delve into the creative process of making Waldorf Window Stars with this step-by-step guide to crafting these enchanting decorations:
Materials You'll Need:
- 8 Pieces of Square Kite Paper (assorted colors for a vibrant palette or one color for a strong hue)
- Glue stick or craft glue
Step-by-Step Instructions:
- Start with eight squares of kite paper. If you’d like to make a smaller star, carefully cut the larger squares into four equal squares. (Image 1)
- Fold one square in half, creating a rectangle, then unfold.
- Fold it in half in the opposite direction, then unfold. These folds serve as your guide to creating even lines. (Image 2)
- With your square flat and crease marks to guide you, fold each square corner toward the center point. This step results in a smaller square shape with flaps. (Image 3)
- Orient the square so it appears as a diamond shape.
- Fold one of the diamond's corners up into the center. Repeat the process with the opposite corner, creating a kite-like shape. (Image 4)
- Use your glue stick or craft glue to secure these two folded sides. This piece will form one point of your star.
- Follow the same steps with the remaining seven squares of paper. (Image 5)
- With all your star points complete, attach one piece to another on top of the folds, overlaying halfway into the smaller point. (Image 6)
- Gradually add each segment, overlapping halfway into each small point, creating the star pattern. (Image 7)
- Tuck the final star point under the first to complete the star's symmetrical design. (Image 7)
- Inspect your star for any loose edges or gaps. Apply gentle pressure to ensure all points are securely fastened. (Image 8)
- Hang your Waldorf Window Star, allowing natural light to shine through the delicate kite paper. Witness the interplay of colors and shapes as your creation comes to life.
We hope these stars bring a bit of light and magic into your home and sparks the wonder of creativity every day.
Celebrating the SWS Class of 2019!
Written by SWS Fifth Grade Teacher, Melissa McIntyre.
We are thrilled to celebrate the SWS class of 2019, all of whom recently graduated from high school! It is a true joy to learn about what our alums are up to and we wish them all the best on their next adventures.
Graduates:
Olivia Alberto, Ian Brant, Abram Darby, Gabriel Elser, Caroline Fischer, Noah Fitz, Connor
Gherardi, Luke Higgins, Lakota Kin, Kathryn Meyer, Timmy Pollock, Wyatt Potter
High Schools Attended:
Donegal High School
Girard Academic Music Program (GAMP) in Philadelphia
Hempfield High School
Lancaster Mennonite High School
Linden Hall School for Girls
McCaskey High School
Next Adventures: (In no particular order)
~ Attending Millersville University and then transferring to the University of Pittsburgh to major in
Philosophy.
~ Attending Thaddeus Stevens College and studying Electrical Technology.
~ Spent the summer teaching English in Italy and is heading to Bucknell University.
~ Accepted into the Applied Engineering - Robotics Program at Millersville University.
~ Was nominated and accepted as a Cadet at the U.S. Military Academy West Point in New
York.
~ Working in Information Technology at Lancaster General Health.
~ Attending Millersville University.
~ Spent the summer participating in the Alternatives to Violence Program in Palestine and then
planning on more travel before attending American University in Washington, D.C.
~ Spent the summer as a camp counselor, plans to travel with a friend to see the national parks,
and will attend the University of Delaware for Equine Therapy.
~ Learning how to fly a plane.
~ Attending Stevens Institute of Technology in New Jersey.
~ Attending Elon University in North Carolina.
Visiting Kuang-He Waldorf School in Taiwan
Written by SWS Mandarin Teacher, Hui-Ling Singer.
It has been more than three years since COVID-19 began and, finally, this summer I felt safe enough to travel overseas again. I took my daughter, Joy, back to Taiwan to visit my family for three weeks in June. While we were there, I took the opportunity to visit one of the Waldorf Schools in Kaohsiung, my hometown.
It was a rainy day on Thursday, June 15. The temperature was hot and humid. My sister gave me a ride to Kuang-He Waldorf School. From a distance, the school looked like any regular school in Taiwan. Nothing special. I wasn't quite sure if I was in the right place. As I walked closer, I saw the name of the school and little children playing in a circle near the entrance. They reminded me of our 1st graders and I knew I was where I was supposed to be.
Kuang-He Waldorf School was established in the fall of 2012. The school has added one more grade each year and this coming fall, it will have all twelve grades plus a new parent and child class. The school is expanding. Kuang-He Waldorf School is the first Waldorf School in Southern Taiwan that teaches high school levels. The school has about 80 families right now with an average of 10 students per grade. The 8th grade has the most students with 16 total. The class that I observed was 5th grade which had 11 students that day, 7 boys and 4 girls.
For foreign language learning, English is taught from 1st grade to 12th grade. In 1st grade, it's only 15 minutes per class during the morning circle time twice a week. Beginning in 2nd grade, English is 45 minutes long and is taught twice a week. From 3rd grade to 6th grade, English is taught three times a week, and 7th grade and up, four times a week. In high school, which is from 10th grade to 12th grade, English class is 50 minutes long. Besides English, students in 5th and 6th grade will take Japanese for half a year during club time. In 7th grade, students will choose either Japanese or French for two years. In 10th grade, students will choose either German or Russian for another two years.
I’m super excited about the connection made this summer between our school and Kuang-He Waldorf School in Taiwan. One of my goals for this visit was to find pen pals for my students. The teacher Li-Ru Fu, who was with me the whole time, will be the class teacher for 7th grade this coming school year. She was very happy to hear my idea about pen pals. After a short discussion, we have decided to start with two classes: our 8th grade will pair with their 7th grade and our 5th grade with their 6th grade.
Kuang-He Waldorf School doesn't have its own school building yet. It is currently renting a part of the campus from the He-Chun Institute of Technology which is no longer in operation. The spirit of Waldorf education lives out loud through the colors of the walls no matter where you are in the world. As I was touring around, I could see clearly where the old institute ended and where Kuan-He Waldorf School began. Teacher Fu told me that their dream is to someday build their own school in the center of the city. May their dream come true!
Congratulations to Susquehanna Waldorf School's Class of 2023!!
Graduating from the Susquehanna Waldorf School is a significant occasion for our students. Many of our 8th graders have been students at our school since parent & child and Kindergarten classes. Many have quite literally spent their entire lives at SWS. The Class of 2023 is thrilled to begin this new journey of beginning high school and beyond but it also means saying goodbye. In Waldorf education, we mark and celebrate this momentous time in several ways.
As the end of the school year approached, 8th graders went on their 8th-grade trip. They spent 7 days living and learning on a 46-foot sailboat in the Chesapeake Bay. They learned how to sail, how to maintain and care for a sailboat, and practical skills like navigation, knot tying, and how to use a sextant. They learned invaluable leadership and team-building skills on this adventure. Special stops included Shark Tooth Island, Saint Clements Island, and historic St. Mary's City. The 8th-grade trip is a tradition in Waldorf education that honors the years the students have spent together and marks their transitions into high school.
A vital part of the 8th-grade experience at Susquehanna Waldorf School is choosing, completing, and presenting an 8th-grade project. Each student chose something they're interested in that will teach them a new skill and they worked on it throughout the school year. The class of 2023 did such impressive work! Projects included 3D Printing, a house diorama and design based on a Frank Lloyd Wright design, a fully illustrated children's book on veganism, a stop-motion animated film, a handmade Pride quilt, another 3D printing, a handmade dress (as seen in the 7th & 8th-grade performance of Into the Woods Jr!), and an electric generating bike.
"This is why we support this school! These 8th graders come out with such a sense of who they are, who they are not, and how to start walking their path beyond the walls of the school. Every class that has graduated shows these qualities and I am brought to tears of joy every time! Well done class of 2023!"
- SWS Parent
The whole school came together on the last day to send the 8th graders off at the End of Year Ceremony. 1st graders spoke about their favorite memories of their 8th-grade buddies and presented each one with a yellow rose. One could feel the special bond that was developed between the 8th-graders and their 1st-grade buddies this year. There wasn't a dry eye in the house when the whole audience of students, staff, and families sang a special Graduation Song. Their families and peers sent the 8th graders off with a standing ovation. It was a beautiful ceremony to honor this fun-loving and creative class.
The final celebration came on Sunday, June 4th as the SWS community gathered at Melhorn Manor in Mount Joy, PA for the graduation of the SWS Class of 2023. The 7th-grade orchestra, led by Orchestra teacher Mr. Cameron, welcomed family and loved ones into the venue. 8th graders recited the poem The Hill We Climb by Amanda Gorman and they recognized all of the people who shaped their journeys at SWS: the teachers, the staff, their families, and loved ones. Mrs. Sweeney (who taught the class in the spring of 2020 and co-taught the class with Ms. Tucker in the 2020-21 school year) spoke of how the class made the best of a challenging experience: an online classroom in 2020 and a year-round outdoor classroom in 2020-21. SWS Music and Chorus Teacher, Mrs. Radanovic, led the 8th graders in a beautiful rendition of The Parting Glass. 8th grade teacher, Ms. Tucker, spoke to the joy of teaching this class and all of their unique individual qualities. She gifted each student a baby friendship plant, which was harvested from their class plant, and presented each student with their diploma. The Class of 2023 received their last standing ovation as SWS students as the 7th-grade orchestra closed the ceremony. Special thanks to all who made the graduation ceremony so special, especially the 8th-grade parents, Mrs. Radanovic, Mr. Cameron, 7th-grade parents, and, of course, Ms. Tucker!
Congratulations to the Class of 2023 and we wish them blessings on their journeys to Capital Area School for the Arts, Donegal High School, Lancaster Mennonite, York Suburban, and beyond!
SWS Community Highlight: Education Support Teacher Krista Bieniek
We asked alums, alum parents, current parents, former teachers, and more what makes SWS special. The overwhelming response was our community. The teachers and staff who welcome new families with open arms. The teachers who lovingly shape the lives and minds of our students. The parents who find friendship and camaraderie in their parenting journeys. The students who make lifelong friendships. The festivals and community events. Our campus tucked away along the Susquehanna River in beautiful Marietta. What makes our school by the river special is our community. In honor of this, we will be interviewing members of our incredible community. Our Education Support Teacher, Krista Bieniek, agreed to sit down with us to talk about her experience as a teacher at our school.
How long have you been a part of the SWS community?
I had to go back and count. 2016 is the year that I apprenticed with Ruth [former Education Support teacher], which was part of my Extra Lesson training. So that makes it 7 or 8 years. I started to learn more about this tradition of support that we have in Waldorf education. It’s quite different from what support might look like in another setting. My background is in child development, so I’ve worked a lot with neurodiversity, different learning styles, different learning needs, and then, to find a methodology of support in Waldorf Education was an exciting moment for me.
Tell us about your work as an Education Support Teacher.
I’ll tell you more about Extra Lesson, which is my favorite part of my work. The Extra Lesson is a tradition that we have in Waldorf schools. It was started by Audrey McAllen, who was a remedial support teacher and student of anthroposophy studying [Rudolf] Steiner. She had remarkable insights about human nature and how that relates to child development. She developed wonderful movement, drawing, and painting exercises to help children find their way into their bodies more fully. In my mainstream education in child development I learned about typical development but not what to do when development isn't typical. I learned about how it is when it’s perfect but it’s never perfect and that is what the extra lesson does. It addresses any underlying developmental movement, sensory, and motor integration challenges.
In practice this looks like lots of movement when I'm working with a student. We’re jumping rope, we’re throwing, we’re catching, we’re rolling, we’re crawling, we’re balancing. All sorts of movement that explores the space around us and our bodies. Walking backward. Which is quite challenging for the small child. Standing on one foot with your eyes closed. Which is also quite challenging for some children but this work opens up more layers of neurological development. All this while practicing within the Waldorf traditions which always prompts teachers to hold this wonderfully open space to ask “Who, truly, is this child? ”And “What is it that they have to show me?” That’s always in the backdrop of the Extra Lesson: these movements, drawings and painting exercises, and asking myself where the children are on their path in relation to these developmental milestones. And how can little nudges of support help them find their way?
Our goal is to support children to grow into fully free human beings. And what that means from my perspective as a support teacher is that one can take in sensory information, including academics, and not be unduly hindered. There’s still so much space for diversity and all of the individuality in this. But, as much as we can, we want to have underlying foundational development pieces in place. That is the goal. The first-grade assessment is a really good example of this. It's a huge moment in development when we say that we’re not going to introduce any higher-level learning until we know that the child can meet certain developmental milestones. One is left-right brain integration. We know that students do better academically if that stage of development is fully complete.
What led you to Waldorf Education?
Learning about the first-grade readiness assessment was my first moment of “Wow, what is happening here? What is it that they’re doing?” Because of, as I shared already, all of the work I had done in child development. This is the answer to “What do we then do? How do we help support whole human beings?"
Also learning about Child Study. That is something really unique to what we do [in Waldorf education]. Taking a moment to have the whole faculty lovingly, as unbiased as possible, observe another human being. I mean that blows my mind. Who else does that? It’s not “What are they doing wrong?” or “Why are they not able to pay attention?” We ask ourselves: “Who are these children before us?” “What are the unique gifts they are bringing into the world?” “What do we, as teachers, need to learn from them?” That is astounding.
There's Care Group as well. Which is another unique part of many Waldorf Schools. Care Group at SWS is a group of teachers who voluntarily meet each week as a committee to holistically hold the child from this open perspective that I’ve been describing. Taking time to observe and to offer recommendations to teachers and offer student support where needed and recommendations for outside support where needed. The amount of time and energy that is spent on each child, I have not found that level of care and dedication anywhere else.
What sets SWS and Waldorf education apart?
I think what first comes to mind is breathing. That is the core of my work. From a very practical sense, to ask the question, “Is this child able to breathe in, to take things in? And are they able to relax and to breathe out?” And so many people, children, and adults, cannot. They are in this sympathetic, flight, or fight mode of stress. We first make sure that you are well and can take in information, to take in learning. That is one thing that Waldorf education does beautifully. It’s at the heart of everything. To hold that as the first question. “Are you happy? Are you whole? Are you well? Are you breathing?” To see then, after receiving an education here, how alums can go out into the world and fully meet it with all its present challenges. They have so many resources and faculties at their disposal. They are what inspire my work too.
How has working in Waldorf education impacted you as a person?
I’m so lucky to be here. I have found the way that we work at SWS to be tremendously impactful. There is so much space given for self-development. The whole “life-long learner” motto is also fully held by teachers and we are supported on our own paths in so many ways. We study together, there's professional development. Even how we hold our relationships with each other, conflict resolution, all of these things. I have found that tremendously impactful to work in a community where there is so much striving and room to always learn and grow as an individual.
My study and practice of Extra Lesson has also made a deep impression on me personally. I had very mild dyslexia as a child and young adult. I don’t want to say it’s completely gone because I want to be really fair that obviously, everyone is different and will be impacted in different ways, but Extra Lesson has helped me to a tremendous degree. I never struggled with behavior or academics in school but I never had a full comfortability in my body. I never realized that I was working extra hard with spatial orientation, which translates into one's processing of language and numbers. I had always a brief moment of pause, hesitation and ultimately lack of confidence and ease until I was able to learn and work more fully with developmental movement processes. This experience helps inform my work a great deal because it helps me understand, to a degree, the experiences and challenges many children are having at present.
What's your favorite thing to do when you're not at SWS?
I’m biking if I’m not here. If I’m not doing that, I’m probably digging in my garden. Planting all sorts of things. If I’m not doing that, I’m probably reading, doing yoga, studying, and relaxing. All those good things. Camping, hiking. There are all sorts of fun things that I’m so looking forward to doing this summer.
What’s your favorite thing about the SWS community?
The festivals. I find the rhythmic nature of them supportive. Just the same thing every year. Knowing that it’s coming. Predictably is so supportive for anxious children and good for adults too. At the same time it’s also the ability to create anew in community together each year. It’s always different. It’s magic for me when all sorts of people get together each year to decide, “What are we going to bake together? What are we going to craft together?”
The World Teachers' Conference in Dornach, Switzerland
Written by Rising First Grade Teacher, Kerry Clements.
"The true teachers and educators are not those who have learned pedagogy as the science of dealing with children, but those in whom pedagogy has awakened through understanding the human being."
-Rudolf Steiner
On April 18th I boarded a plane to Dornach, Switzerland for the World Teachers' Conference at the Goetheanum. This majestic building was designed by Rudolf Steiner, inspired by the form of the human being and carefully engineered to compliment the beauty of the land on which it sits. It is a school of spiritual science, an international center of music, theater, conferences, and the seat of the General Anthroposophical Society. Built mostly of concrete, the structure is an engineering marvel.
The World Teachers' Conference hosted over 1,000 teachers from 61 countries with over 40 different languages represented. It is hard to describe the awesomeness of this experience as I entered the main hall of the Goetheanum. Here I was, in the midst of a sea of teachers, including my dear friend and colleague, Mandela Davis. One thousand souls who had come together, from all over the world for the same purpose, to collaborate and grow in our knowledge and understanding of the Waldorf Education movement and how it meets the children of our time and future generations.
The 2023 conference was titled “Affirming – Nurturing – Trusting, an Education for Today and Tomorrow”. Throughout the 5 day conference, I had the opportunity to hear from some of the most creative and intuitive leaders in the Waldorf movement. Discussions ranged from early childhood development and incarnation, the impacts of digitization on the growing child, sensory development and integration, emergency pedagogy, and the urgent initiatives of Diversity, Equity, and Inclusion. Each moment was filled with insightful and inspiring discussions, artistic activities, and personal and spiritual growth opportunities.
I am so very grateful to have had the opportunity to represent the Susquehanna Waldorf School at this international assembly of Waldorf teachers. I made so many connections with many different people, from the United States and all over the world, that I am sure will continue to ripple into our school for years to come. Thank you to everyone who supported me in this endeavor and to Mandela for sharing this adventure with me.
2022-23 Annual Report
Written by SWS Board of Trustees President, Dave Knapp.
This has certainly been an exciting year! 2022 began with just four Board members (all from the faculty and staff) and today we stand at eleven members. I have worked with many boards and this is the most diversely talented and ambitious group I have had the privilege to work with.
The Board of Trustees, with the assistance of our entire community, has created a three-year Strategic Plan. This plan is our road map for success. Accompanying this plan is a one-year focus. Both plans are on our website for your perusal.
Our focus this past year has been on recovering from the enrollment losses during the pandemic (we lost 56 students in that first year). Much discussion has gone into our organizational structure and governance model and their associated staffing requirements. Our primary focus is on ENROLLMENT. We have set an enrollment target for next year that will be the next step on the path to financial abundance. As we welcome this new abundance, we expect to add a staff member in Development as well as Pedagogical support.
Our Faculty remains exceptional and, as always, we look for ways to support them spiritually and financially. We were able to provide 401K benefits to our faculty and staff for the first time this year, which is truly a cause for celebration.
Our Parent Guild has re-organized following our pandemic separation years. This is another cause for celebration. This is a remarkable group of people who have revitalized many of our fundraisers. We are actively looking at a Parent Guild model that is less work and more play. We will provide more opportunities for this group to celebrate in the coming year.
Much has been done and much remains to be done. We feel optimistic about our future and look forward to continuing to serve this beautiful community.
With sincere thanks from the entire Board of Trustees,
Dave Knapp
Click here to view the SWS 2022-23 Annual Report.