Transform your practice
Evolve and transform your practice in the classroom in this short, five-day course. You’ll have the opportunity to collaborate and explore the essential elements of Steiner Education in classes 1-4.
This Masterclass course is perfect for anyone working in Steiner schools who wants to participate in a collegial process focused on relevant approaches and practices to meet the needs of primary school children aged 6-10, with a focus on building a firm foundation for optimum physiological, emotional and cognitive development.
In this program you will:
- Develop insights to educate with heart
- Explore the idea of the bond between teacher and student
- Look at the difference between teaching students and teaching curriculum
- Develop Main Lessons that are relevant and dynamic
- Use a trans-disciplinary approach to engage all students
- Reflect on your experiences during the course.
What you will receive
USC Certificate of Participation worth 25 hours of professional development.
Dr Shelley Davidow was a pioneering Waldorf/Steiner graduate in South Africa. She has taught every age and year level in Steiner schools in the USA and Australia over the past 20 years. She is a lecturer in curriculum and pedagogy at USC and is the coordinator of the Graduate Certificate in Steiner Education.
Shelley is also a trained facilitator in restorative practice as well as a HeartMath Personal Resilience Trainer and runs workshops nationally and internationally on creative writing, sustainable teaching, creativity, social justice in schools, and mitigating the effects of stress on young people. She is the author of 44 books.
Email the course coordinator if you would like more information.
How to register
To register visit the event page
The first day we’ll begin with an overview and explanation of the course and ask the questions: what is the purpose of Steiner Education and what inspires you to teach? We will look at our role and engage in artistic activities to define that. We will also look at children ages six–1 0 and discuss the different phases and the wide variety of abilities within those phases and how to be a teacher with an innovative ‘growth mindset.’
On the second day, we will look at whether we are teaching children or teaching curriculum. What’s the essence of classes 1-4 each as a phase in a journey? Behaviour – inclusive practice: setting up an optimum learning environment that supports holistic development. Lessons that arise out of an ‘inner bond’.
In the sessions on day three we will talk about the things that really matter in main lessons in terms of the three-fold approach to child development, why we assess a student’s work. Participants will create main lesson outlines with a clear map of the journey ahead. Focus in groups on creating main lessons for relevant classes with group input and sharing of ideas and resources.
In the sessions on day four we will look at what it means to be a teacher whose job it is to ‘put the heart back into education’ or to be someone skilled in the ‘art of education’. Avoiding the content trap; opportunities for growth. Group work on main lesson outlines, feedback, embedding skills while building capacity – ‘where to next?’ what does it mean in a Steiner educational setting to have a growth mindset and build capacity?
In these final sessions, participants will share what they have created for the year ahead in their grade. Each person will be able to ask for and receive supportive verbal feedback from the facilitator and peers.