Waldorf Schools - any experiences?

[StillMamamia]

Just curious as to whether any of your have kids attending Waldorf Schools and how your experience has been? If you did have kids in one, how did they fare with college?

Thanks so much for your input.

PS - my son is not in one, but I had hesitated in letting go through the gov't schooling system (which IMO needs some changes) or enroll him in the Waldorf School here. I opted for the gov't one, because 1) the school is free and 2) it's 5 mins walking distance. The Waldorf School is about 40 mins away.

[Beach bum]

We haven't had a personal experience with one, but my friend investigated it for her children and passed on it. Her big concern was that they don't start reading until later than other schools, and if for some reason they had to transfer, her child would be at a disadvantage in this area. This was just for the Waldorf here in NH, but I assume they all operate under the same or similiar standards. They are very strict about not exposing your child to things like commercial characters, tv, internet. They actually told her she would need to sign a contract promising that there would be no use in the home.

As for college, the print where the kids go in the newspapers, and it seem that most go to very small liberal arts colleges or not at all, but are pursing the arts.

Here's an interesting piece:
Would a child be at a disadvantage if he were transferred from a public school into a Waldorf school, or out of a Waldorf school into a public school?
Children who transfer to a Waldorf school in the first four grades usually are up to grade in reading, math, and basic academic skills. However, they usually have much to learn in bodily coordination skills, posture, artistic and social activities, cursive handwriting, and listening skills. Listening well is particularly important since most of the curricular content is presented orally in the classroom by the teacher. The human relationship between the child and the teacher is the basis for healthy learning, for the acquiring of understanding and knowledge rather than just information. Children who are used to learning from computers and other electronic media will have to adjust.
Those children who enter a Waldorf school in the middle grades often bring much information about the world. This contribution should be recognized and received with interest by the class. However, these children often have to unlearn some social habits, such as the tendency to experience learning as a competitive activity. They have to learn to approach the arts in a more objective way, not simply as a means for personal expression. In contrast, in their study of nature, history, and the world, they need to relate what they learn to their own life and being. The popular ideal of "objectivity" in learning is misguided when applied to elementary school children. At their stage of development, the subjective element is essential for healthy learning. Involvement in what is learned about the world makes the world truly meaningful to them.
Children who transfer out of a Waldorf school into a public school during the earlier grades probably have to upgrade their reading ability and to approach the science lessons differently. Science in a Waldorf school emphasizes the observation of natural phenomena rather than the formulation of abstract concepts and laws. On the other hand, the Waldorf transferees are usually well prepared for social studies, practical and artistic activities, and mathematics. Children moving during the middle grades should experience no problems. In fact, in most cases, transferring students of this age group find themselves ahead of their classmates. The departing Waldorf student is likely to take along into the new school a distinguishing individual strength, personal confidence, and love of learning.

Why do Waldorf schools recommend the limiting of television, videos, and radio for young children?
A central aim of Waldorf Education is to stimulate the healthy development of the child's own imagination. Waldorf teachers are concerned that electronic media hampers the development of the child's imagination. They are concerned about the physical effects of the medium on the developing child as well as the content of much of the programming.
There is more and more research to substantiate these concerns. See:

Endangered Minds: Why Our Children Don't Think by Jane Healy
Failure To Connect: How Computers Affect Our Children's Minds For Better and Worse by Jane Healy
Four Arguments for the Elimination of Television by Jerry Mander
The Plug-In Drug by Marie Winn
Evolution's End: Claiming The Potential of Our Intelligence by Joseph Chilton Pearce



How do Waldorf graduates do after graduation?
Waldorf students have been accepted in and graduated from a broad spectrum of colleges and universities including Stanford, UC Berkeley, Harvard, Yale, and Brown. Waldorf graduates reflect a wide diversity of professions and occupations including medicine, law, science, engineering, computer technology, the arts, social science, government, and teaching at all levels.
According to a recent study of Waldorf graduates:

94% attended college or university
47% chose humanities or arts as a major
42% chose sciences or math as a major
89% are highly satisfied in choice of occupation
91% are active in lifelong education
92% placed a high value on critical thinking
90% highly values tolerance of other viewpoints
A Waldorf class teacher ideally stays with a group of children through the eight elementary school years. What if my child does not get along with the teacher?
This question often arises because of a parent's experience of public school education. In most public schools, a teacher works with a class for one, maybe two years. It is difficult for teacher and child to develop the deep human relationship that is the basis for healthy learning if change is frequent.
If a teacher has a class for several years, the teacher and the children come to know and understand each other in a deep way. The children, feeling secure in a long-term relationship, are better able to learn. The interaction of teacher and parents also can become more deep and meaningful over time, and they can cooperate in helping the child.
Problems between teachers and children, and between teachers and parents, can and do arise. When this happens, the college of teachers studies the situation, involves the teacher and parents—and, if appropriate, the child—and tries to resolve the conflict. If the differences are irreconcilable, the parents might be asked to withdraw the child, or the teacher might be replaced.
In reality, these measures very rarely need to be taken. A Waldorf class is something like a family. If a mother in a family does not get along with her son during a certain time, she does not consider resigning or replacing him with another child. Rather, she looks at the situation and sees what can be done to improve the relationship. In other words, the adult assumes responsibility and tries to change. This same approach is expected of the Waldorf teacher in a difficult situation. In almost every case she must ask herself: "How can I change so that the relationship becomes more positive?" One cannot expect this of the child. With the goodwill and active support of the parents, the teacher concerned can make the necessary changes and restore the relationship to a healthy and productive state.
—From "Five Frequently Asked Questions" by Colin Price; originally printed in Renewal Magazine, Spring/Summer 2003

[frizzyrazzy]

there isn't one locally but at one point in time we had discussed moving to another part of the state and I looked into it for my older daughter. I know there are huge proponents of it, but from everything I read and saw it was nothing more than "touchy feely" education and I couldn't see that it really worked any better than any other educational system.

For us, also, the school was heavily centered in pagan festivals and rituals and this just didn't work for us. But what really killed it for me was that they tried to call these festivals "christian centered" and it just wasn't true for me at all. I have no problem with secular education, but don't claim to have Christian themes when you don't. This may have been this particular school, but I was turned off by that. I wanted to add, many people like this and consider it a plus. The kids get views of different religions each year and participate in different religious festivals. Some consider that a plus. For me that was a negative

[MysticSisters]

I have looked into it a bit but we have none near here at all.

I liked the fact that they do focus on Pegan believes. It seemed to be a great alternative to public school (which scares me around here...I am still not prepared for college level thinking) and to Christian schools. Sure Christian schools have one heck of an education but we are not Christians and I think that would be confusing to a child.

Anyway, It is interesting to see that a lot of the points brought up are seen negatively too some.

It seems I have more research to do. I'll share what I find.

[frizzyrazzy]

I have looked into it a bit but we have none near here at all.

I liked the fact that they do focus on Pegan believes. It seemed to be a great alternative to public school (which scares me around here...I am still not prepared for college level thinking) and to Christian schools. Sure Christian schools have one heck of an education but we are not Christians and I think that would be confusing to a child.

Anyway, It is interesting to see that a lot of the points brought up are seen negatively too some.

It seems I have more research to do. I'll share what I find.
I meant no disrespect, hope you didn't take it that way. it's like you say - you're not Christian so why would you want to send your child to a Christian school and it was the same for us, I didn't want my child going to a school that taught beliefs that were contrary to our own. I just objected to the school calling their practices Christian when in fact they are very much not. :) Hope that explains my views better. :)

[MysticSisters]

I meant no disrespect, hope you didn't take it that way. it's like you say - you're not Christian so why would you want to send your child to a Christian school and it was the same for us, I didn't want my child going to a school that taught beliefs that were contrary to our own. I just objected to the school calling their practices Christian when in fact they are very much not. :) Hope that explains my views better. :)

I can't take offense to it, it wasn't directed toward me.

I agree that calling something Christian when it isn't, is wrong. I didn't mean to sound like I was attacking anyone with my last post either.

Now I have a chance to do more research on it all. Yay.

[MysticSisters]

Commenting on learning to read and write later (1st grade instead of Kindergarten):

They teach the history and evolution of language as they teach reading and writing. I can see how this would be difficult for a younger child to understand.

Computers:
I'm not sure I agree with this part or not
"Computer science begins with an understanding of internal ‘chips’ and the complex programming that is behind a game, for example. Ideally, a Waldorf student studying computer science would begin by opening a computer and learning what is inside. Next, the student would learn about programming, which is not possible until he or she has mastered a certain level of algebra. This does not usually occur until the eighth grade, which is why computer science classes occur in ninth grade."

Eurythmy is taught:

I found this fascinating.

"Eurythmy is an art of movement, in which music or speech is expressed in bodily movement; specific movements correspond to particular notes or sounds. It has also been called "visible speech" or "visible song".

Eurythmy is part of the curriculum of all Waldorf schools. Children respond to its simple rhythms and exercises which help them strengthen and harmonize their movement skills; later, the older students work out elaborate eurythmic representations of poetry, drama and music, thereby gaining a deeper perception of the compositions and writings. Eurythmy enhances coordination and strengthens the ability to listen. When children experience themselves like an orchestra and have to keep a clear relationship in space with each other, a social strengthening also results.

Eurythmy is usually taught by a specialist who has been specifically trained in eurythmy, typically for at least four years."

I guess there was a lot I didn't know. Sorry if I seem to be excessively posting here.