Yi-Ling, Chang
Yiling was born in 1960 in Taiwan.? She is teaching at Meiho college in Taiwan and offering courses in Children Literature, Story Telling and Creative Learning.? Yiling holds a M.A. from University of Reading in England and took Foundation course at Emerson College.? Her undergraduate training related to Film, Drama and Guidance.? Yiling has been a kindergarten director.? She is one of the initiative members of Waldorf movement in Taiwan.? She works as a co-leader in Taichung Waldorf Teacher Training Foundation Program and is a consultant to two Waldorf kindergartens in Kaohsiung.? Yiling is interested in dance, music, drama and literature.?
When we make effort to clap our hands
Could we say that it is “now and then” while we clap our hands?
When we look at children’s play
Could we regard it as “work”?
We are going to invite you to join us
By means of play, we will walk through the inner world of children
From nursery rhymes, fairy-tales and poetry
We are going to explore the need of children’s soul
Grace Zozobrado
Grace Zozobrado joined the Manila Waldorf School as school doctor and curative eurythmist in 2003 after doing her training in Germany. Her other areas of interest include poetry, storytelling, and gardening
Waldorf education aims to develop the child’s soul faculties of thinking, feeling, and willing. Unfortunately, many hindrances to their full flowering are posed by our materialistic civilization. How can we as educators try to diagnose the areas where children need support and what can we do to help? Indications from curative eurythmy possibilities will be taken up
Ellen Jane Schildt van Geest
Mrs EllenJane Schildt van Geest born in DenHaag (Netherlands) degree in fine Art , as a mother of 4 children, started a Antroposophical orientated evening school for young adult in early childhood , home economics and handcraft like doll making .She was involved in founding a Biodynamic farm for the community, and later a Steiner School .She immigrated to New Zealand for a school how was starting an upper school .After a diploma from Taruna Teachers training college , she joined the upper school staff and became the art and craft teacher, taking all the Art History Main lesson and book binding. During her sabbatical year she joined the painting school with Gerard Wagner and worked on the art curriculum for lower and upper school.
Diploma in Eurhythmy, Dornach. Diploma in curative Perdue
Founding an Art Department in the international school (Basel Switzerland) teaching art up to I B level.
Currently back in New Zealand she has a private practice ,teaches Eurhythmy in Taruna College and curative eurhythmy in the local Steiner school, during teachers seminars and medical conferences
How do we apply movement on various ages, times of day? even that together with other lessons.? If we follow the physiology of the young child, we enter into the many questions, and possibilities.? And in our society, where do we place sports and games?
Benjamin Cherry
Ben Cherry, MA Law (UK), 1st MB Science (UK), Diploma of Education (Australia)) has been active in Anthroposophy and Waldorf education for nearly thirty years. He co-founded a Waldorf school in Australia in 1983 and has extensive experience of teaching at almost all levels of education. He has traveled widely and has connections with schools in many parts of the world. During the past eight years he has combined teaching in Australia with teacher training in the growing network of Waldorf initiatives
Teaching is much more than simply a skill or technique: it is a form of art which has enduring consequences in the lives of one’s students. Like any other art form it requires sensitivity, tenacity and inspiration. It calls on one’s highest ideals and most down-to-earth practical abilities. It challenges one to the core and engages one’s full humanity. But as with being a parent, the reward one receives as a teacher in witnessing how the children in one’s care develop and grow is worth all the challenges one has to go through.
Wenzel Goette
Born in 1942 in Stuttgart, Wenzel attended school at the Free Waldorf School, Stuttgart Uhlandshoehe. He studied Political Science, Modern History, European History and Slavonic studies. In 1970 Wenzel completed a diploma in high school teaching and in 1973 he helped found and establish a Waldorf school. From 1974 to 1975 he trained to be a Waldorf teacher in Stuttgart and between 1975 and 1983 he was a class teacher in Freiburg, and subsequently a high school teacher. In 1991 Wenzel worked as a lecturer in the Free High School in Stuttgart, and in 2000 was conferred a doctorate in philosophy (Educational Science) with the paper “Experience with independent Schools – the example of the Free Waldorf School”.
Education/School has a responsibility for the intellectual development as well as for the psychic and physical health of the students. The Waldorf Curriculum is based on knowledge of the developmental stages of the maturing child and in this way is a prerequisite right of the child. Both method and content are aligned with this awareness. In the workshop this will be demonstrated by examples taken from the lower, middle and upper classes.
Stefan Langhammer
Stefan Langhammer: was born in 1959 in Berlin. Stefan initially studied in the field of industrial sales and then changed his direction to attend the Waldorf Teacher Seminar in Stuttgart. He then studied biology and German language and literature from 1982-1989 in Freiburg. After completing this Diploma, he worked for three years as teacher and co-worker in the Therapeutic Community for Child and Adolescent Psychiatry in Neuenweg, Germany. From 1992-2004 Stefan worked as a high school teacher in the fields of biology, chemistry and German for the Waldorf School in Schopfheim. Since autumn 2004, he has been a co-worker for the Medical Section at the Goetheanum.
When the teaching content and method are aligned to the development situation of the child, then important undeveloped aspects of the child can unfold. Examples will be given from the age-related natural science lessons in the Waldorf curriculum. These will show how the teacher not only works with the intellectual understanding of the lesson content, but also engages the child to form an inner connection to nature. This in turn assists the child to develop, out of him/herself, a responsible relationship with nature.
Robin Bacchus
Robin Bacchus was born in Scotland and raised on a biodynamic farm in New Zealand. Robin has a PhD in Soil Mechanics. He later studied at Emerson College, England, for 2 years, before becoming a high school science and math teacher for 4 years in a Waldorf school (England). Robin and his family then moved to New Zealand where he was involved in founding the high school extension of an existing Waldorf School. Robin was then a class teacher for 8 years. In 1993 he became a program director for anthroposophical teacher training in Taruna College, a registered Private Training Establishment in Hawke’s Bay, New Zealand.
We will look at some elements of the Mathematics curriculum in Waldorf lower school classes in three stages of development.
v Before ninth year: activating will – DOING. Whole numbers: from whole to part.
v Between nine and twelve: engaging feelings – RELATIONSHIP. Inner and outer; measurement; ratio and fraction; rich, poor, prime and perfect numbers.
Pre-puberty: experiencing LOGICAL thinking. Perspective; Pythagoras’ theorem; algebra – solving problems by withholding judgment; astronomy – movement –discerning different viewpoints. |
