School without stress

The best job imaginable …

By Christof Wiechert, July 2020

As the Waldorf schools have taken the hurdle of the first hundred years, the time has maybe come to think about some things that could change. The idea, for example, that being a teacher is stressful.  [more]

School without stress

How do I teach without stress? Practical tips

By Susanne Speckenbach, July 2020

That the job of teacher belongs to those professions in which people are subject to great stress for relatively long periods of time is well known. Just think of the many teachers who want to take early retirement or the burnout numbers. [more]

School without stress

Taking oneself out of the firing line

By Brigitte Pietschmann, July 2020

I write from the perspective of an English teacher who retired a few years ago and is aware of the danger of glossing over her experiences with hindsight. On the other hand, I did sit in on a lesson in a class 7 as a development consultant only a few months ago and experienced the way that it remains the task of the middle school teacher “to take oneself out of the firing line of the rebellious pupil tribe, always seeking boundary experiences.” Expressed in less militaristic terms: how can teachers manage to progress from a monologue to a dialogue with the pupils and also between the pupils? How did I deal with that situation myself? [more]

School without stress

Pegasus help

By Holger Grebe, July 2020

On the southern wall of our living room a surprise lurks in the plaster. Sized about 40 x 27 centimetres, a half-relief is rises above the grainy substrate showing a winged horse. [more]

Publisher's View

Listen to …

By Henning Kullak-Ublick, July 2020

Three years after his death, the album Thanks for the Dance by the Canadian poet, painter and musician Leonard Cohen was released in 2019. [more]

Waldorf worldwide

Treating trauma. Interview with Barbara Schiller, managing director of stART international

July 2020

After the initial experience of working with emergency education in Lebanon in 2006 and 2007, a group of Waldorf teachers and anthroposophical therapists, including Barbara Schiller, founded the “stART international – emergency aid for children” association. Since then it has been in over 150 war zones and disaster areas to help traumatised children. Its deployment has meanwhile expanded to include emergency and disaster relief, integration and peace work. [more]

Waldorf worldwide

School stress: everyone has it, no one wants it. How do we exit from it?

By Kirsten Schreiber, July 2020

Exiting from school stress requires courage and commitment – that was the conclusion of many participants at the specialist conference on the subject of “Stress and school” at the Havelhöhe Family Forum in Berlin. [more]

Editorial

Stress test

By Mathias Maurer, July 2020

We look back on unusual weeks at the service public health. The restrictions on our freedoms as a result of the battle against the coronavirus are, looked at historically, not unique – except for the closure of the churches – but the enemy and setting have changed. [more]

Waldorf sustainability

How sustainable is the Waldorf curriculum?

By Christian Boettger, June 2020

Book fair in Leipzig: on occasion of the hundredth anniversary of the Waldorf school movement in 2019, there was a large stand at which, among other things, a short presentation was given each day on the subject: “What does Waldorf education mean today”. On one of the days I fell into conversation with some people attending the fair on the question as to what extent the current topic of sustainability comes up in the Waldorf curriculum, and if it does, how Waldorf goes about getting its pupils to live and act accordingly. [more]

Waldorf sustainability

Still some room for improvement. Snap poll on the subject of sustainability

By Mathias Maurer, June 2020

We used a snap poll to get a picture of what the German Waldorf schools are (already) doing with regard to sustainability. That includes aspects of the running of the school, energy management, nutrition, architecture (conversions/new builds/building materials), lessons (subjects and practice placements) and public relations work (guiding principles). The questionnaire went to all German Waldorf schools and they only had just under four weeks to respond to twenty-one questions. Twenty-nine Waldorf schools responded – thank you. Here is a provisional result which makes no claim to being representative. [more]

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