6 June 2014

Assessment in South African Waldorf Schools Assessments in education - the bigger picture The reasons why we observe and assess children’s attainments and the methods used in education have changed and need to change again in keeping with the inner and outer requirements of the time. Some of these requirements are imposed by external (usually governmental) authorities, whilst others reflect inner human needs and chief amongst them is the need to develop. New forms of assessment While nations and states relentlessly continue down the road of standardized testing, many educationalists have been trying to develop new methods of pupil assessment. What most of these new approaches have in common is a shift of emphasis from the evaluation of outcomes measured against prescribed norms and criteria, to process-orientated methods. This means a shift from testing to monitoring. With the recognition that society needs people with a wide range of personal and social skills (often referred to as key qualifications or life-skills), so the criteria for their assessment have been broadened from a subject-knowledge base to include social and personal skills. One could say that this involves a shift of emphasis from what one knows to how one knows it. Assessment and specifically testing have their role in education but it is important to use them as tools at the right stage of the learning process. (Quoted from: Assessment and Learning in Steiner Waldorf Education – Trevor Mepham and Martyn Rawson) Pupil assessment at Imhoff Waldorf School In a very real sense Waldorf Schools have always practiced pupil-orientated assessment. A variety of methods are used – from individual observation and monitoring the progress of children in the class to diagnostic testing of the entire class. Records of the class group are checked against the standards set in the Waldorf curriculum for a particular year. Teachers observe and monitor the children from the early pre-school years. As the individual characteristics of each child emerges, they share their observations with the parents. The first formal assessment (when the child is 6 years old) is the school readiness testing to determine whether the child is ready to take up learning in Class 1. In Classes 1 and 2 Waldorf teachers focus on observing how each child is adapting to the learning process. Contact is maintained with parents, particularly when there is a need to work together to assist a child who is struggling to come into the learning process with the rest of the class group. By the end of class 2 the foundations of numeracy and literacy have been laid. As they grow more conscious in their learning the children gain confidence and enthusiasm and it becomes clearer to the teacher where they need additional individual support.

From Class 3 onwards teachers are continuously assessing the class standards and observing the individual. This takes place on many levels. Besides meeting the Waldorf curriculum standards, teachers keep records of: Maths ability - based on grasping each new concept introduced; Language ability – speech, spelling, dictation, comprehension; Classroom behavior - ability to work without distraction, ability to work in groups, effort put into work etc .etc. The role of The Waldorf Schools Federation testing within the assessment process The Waldorf School Federation of South Africa visits each Waldorf school in the country once a year (in the 3rd term) and carry out tests with Classes 3, 5 and 7. Both numeracy and literacy are assessed. The Federation tests are based on the Manual of Academic Standards in the Addendum to the information found in the Federation Guidelines June 2003 (a copy is held by all class teachers) and the Steiner Waldorf Curriculum edited by Martyn Rawson and Tobias Richter (Reprinted 2005).” These tests are comparable to CAPS. Feedback on these tests is given to each teacher and to the College of Teachers. The purpose of testing each school is to ensure that the standards of the Waldorf Schools throughout the country are being maintained. To ensure that the class and Waldorf Federation standards are in line, the Federation testing is a good cross-check within the broader spectrum of the class record keeping for the Class teacher. Reporting to parents The Waldorf Class report is the reflection of the many aspects that are taken into account as the children develop through each year of their Waldorf education. Classes 1-4 receive one report per year and Classes 5-7 receive two reports. In the High School, the children receive a report each term. The results of the Waldorf Schools Federation tests may be discussed with parents but need to be viewed within the context of this much larger picture of the richness of the Waldorf curriculum. Learner support From Class 3 onwards, where a teacher observes the need for support for a child in the class, we are able to refer the child to our new learner support teacher for assessment. Depending on the recommendations resulting from that assessment, a program for assistance will be put in place. -COLLEGE OF TEACHERS

Green from Seed to Tree

In 1997 a few families from the areas around Kommetjie at the south western end of the Cape peninsula got together to plan a school on the farm Imhoff’s Gift. For various reasons they wanted a school that was different from those available to them, something more “environmental”. This urge led to the lease of some alien-infested farm land, hacking parties, basic planning, woodwork and the appearance of a cabin on stilts at treetop height. Idealism is one thing; lights to learn by, especially in winter, is another. We talked to the land owner and Eskom, but getting an electricity cable to the school was just going to cost too much and be too difficult. So for a long time each child had a candle when the day was dark and life continued. Luckily we did manage to get a water supply but not enough for serious gardening. Some rain water tanks and careful indigenous planting helped. Combined with mulched wood chip pathways they give the school an earthy, organic feel that fitted in with the original vision. The search for a suitable ideology or course of learning for the school was a serious part of the discussion from before day one. We decided that the Waldorf approach was closest to what we had imagined. Environmental Education emphasises problem solving, long-term thinking, careful use of resources, an individual’s place in his or her environment, learning towards a better world, connecting different subjects and parts of life, being practical. These things happen naturally at Waldorf schools without the word “environment” having to be used. Reverence for the earth and her resources is an integral part of the school’s curriculum. The school grew rapidly from a first group of 15 children and one teacher with a new class, cabin and teacher added every year, so that now we have nearly 300 people including kindergarten, primary and high school classes. Getting bigger did however mean that candles would not always be enough. Renewable energy was coming down in price a lot and several parents and supporters of the school had skills and connections in this area. (Remember the principle of problem solving.) Before long we had several hundred watts of photo-voltaic cells on the original classroom roof. “Nobody will ever be able to get up there to steal them” we thought and were wrong. They did, several times.

Renewable energy is not only for good people. So now we have put a solar power electric fence around the panels. They do a great job and together with a 150 watt wind turbine - which is fussy and likes a South Easter wind but not a North Wester -they power up the office with computers and printer. Light for the classrooms is provided by a 12 Volt Direct Current (12V DC) system and Light Emitting Diodes (LEDs). These glow brightly without wasting energy on heat. On cold, cloudy and windless days there is enough electricity stored in the car batteries to get the school through to the next sunny or windy day. Some of the energy is “inverted” to alternating current (AC) at 220 volts (similar to water pressure in a plumbing system). This means that we can run some bigger appliances like a photocopier, electric tools and even a water urn on occasion. Imhoff Waldorf is an Eco-school and we have recently not only retained our green flag, but won R30,000 worth of generous sustainability sponsorship from the organization “Waste to Wealth”. This will go into gardens, water tanks, organic toilets and wetland rehabilitation. We recycled a whole house that is now our off grid movement room and theatre where we will stage Shakespeare’s great environmental play, A Midsummer Night’s Dream later this year, using solar spotlights of course.

- Written by Sandy Dowling for the WESSA EnviroKids Magazine

Some schools would like to be “off the grid” and some just are.

The High School’s Combined Parent Teacher Meeting On a wintery Thursday in May the High School hosted its inaugural Combined Teacher Parent Meeting. Janis Merand, Xhosa & Drama teacher and Class 9 Guardian, welcomed the dawning of a new era in the spirit of tackling issues head on and sharing with one another.

We look forward to future evenings in this vein and Sandy Dowling, Class 9 representative and long time Waldorf parent, has agreed to help coordinate these. Any issues that High School parents would like to address may be brought forward as topics for future meetings.

Each of the High School teachers then introduced themselves:-

Charisse Louw, English & Drama teacher, shared Maya Angelou’s quote: “I am convinced that most people do not grow up. We find parking spaces and honor our credit cards. We marry and dare to have children and call that growing up. I think what we do is mostly grow old. We carry accumulation of years in our bodies and on our faces, but generally our real selves, the children inside, are still innocent and shy as magnolias.” (I would also like to thank my wonderful husband, Jason Coetzee, for taking care of the children, both our own at home while I was away and the Class 11s on several treacherous sections of our Parsival Journey...rather late than never!)

Tracey Bester, Art teacher, shared how much she loves teaching here and how delightful the students are.

Caroline Fouché, Afrikaans teacher, said that she is really loving working with teenagers.

Matthew Dowling, Maths, Science & Leatherwork teacher, Class 8 Guardian and Hiking Club leader, thanked Howard and his father for being his inspiration.

Louise Du Toit, Science & Maths teacher and Class 10 Guardian, came from traditional education and decided that her grandchild should be Waldorf educated. She’s loving the freedom and creativity of the Waldorf system.

Ulric Conradie, Woodwork, Metalwork and Music teacher, made everyone cry by talking about the revelation of Waldorf education in his own tender years – colour on the boards, freedom to breathe and to be a late bloomer. “Waldorf is such a community based experience and the intimate relationship with the teacher is very special…. It’s incredible to see the children push through their struggles.”

Kath Kelly, Art, English and Biology teacher, was at Rustenberg High School where Tracey was her Art teacher – she’s come full circle! “You should always go somewhere you’re celebrated and not just tolerated…. Here my students run up to me and hug me.”

Erin Quick, student teacher, said: “It’s fun getting to know your children, they’re a cool bunch!” Carol Berry, Maths & Science teacher and Class 11 Guardian, shared her different incarnations -- “picnic basket lady” “cheese lady” & “Miss Berry”

Janis said that at the recent Waldorf Teacher’s Conference in Durban we were reminded that our sole purpose as teachers is to open the children’s hearts, minds and souls to learning. She then introduced Howard Dobson, our High School mentor, who Janis said “embodies Anthroposophy” and serves as “an out breath” for all the very busy staff members at the High School. Howard presented the evening's topic:

Boundaries for Teenagers

“I’m going to share one of my favourite experiences with you. I used to have 70 students at a time to push through A levels in England. When I first started teaching at a Waldorf school I thought I knew a lot, but I had so much to learn. As a Class Guardian I went into the Primary School to get to know my future students. There was a difficult Class 6 that was entering puberty early and there was a difficult dynamic in the class.

Fast forward 12 years, I was living in South Africa and I got a phone call that one of these students was in South Africa and she wanted to come and see me. She arrived, a very forthright 25 year old, strong willed, beautiful. She seemed very certain of herself, very artistic. Half way through the afternoon she took me aside, ‘I want to tell you something. I want to apologise for telling you to bugger off in Class 6.’ I couldn’t remember it. She was always late and noisy in class, so I’d probably pulled her up and she’d probably reacted.

What should we have done with her?

At other schools if a child swore, smoked, etc they got expelled – non negotiable. Parents liked it because it gave them a framework.

Why did I choose to ignore her?

I could see her nascent character and if I’d done something about it – sent her out, suspended her – she wouldn’t have come to apologise me. She said: ‘You didn’t make me feel bad about it, wrongly accuse me or expose me.’

From the age of 14 the child wakes up in their thinking, before that they’re dreaming. We start addressing their intelligence. They become self-conscious, but so much is going on that they can’t always handle their emotions, hormones, moods. They can do amazing intellectual feats, but they can’t handle their emotions.

A child set light to a desk in a government school that I taught at and he was put in a delinquent school. But he couldn’t see himself and hitting him with harsh punishments made him worse. He resented his punishment. Look at all the orthodox theories on boundaries with teenagers -- rules and regulations that are not discussed with teenagers are imposed by school. Children are straight jacketed. The other extreme are Free Schools – do what you want. But they’re not adults yet, so they do crazy things.

… continued from previous page

Compromise: rules and regulations are presented and discussed.

If you give them no rules they think you don’t care. There’s freedom but the expectation of certain types of behaviour. Rules to hold things together and freedom to learn and express.

What a Waldorf School says is a teenager is on life’s journey, they need 21 years to learn and grow. We need to protect them from the adult world. It’s our duty to steer them in the best way possible. Guide them in self-development. They need to know themselves and know where they’re going. Socrates was the first to hit on this. Know yourself and then know where you’re going. We optimise freedom to be themselves. Sometimes that can be unsociable. Teaching them can be like herding cats, but strong individuals is the outcome.

Simmer down during the week and have fun on the weekends -- the home needs to reinforce that. Boundaries and understanding in guiding them in their freedom. Steiner said we should educate our children in such a way that out of their own soul volition they’ll find their way. It’s an ideal.

As teachers we create a condition where they can be free to be themselves. We study their personality types and the curriculum is designed to present them with the right thing at the right time. It enables them to find themselves. It’s up to the teacher and parent in the moment to know what to do. You can’t have standardized procedures. Every time you deal with a teenager you have a unique situation.... We play jazz with them.

In “Alice in Wonderland” which is all about puberty and adolescence, Alice asks the Cheshire Cat: "Would you tell me, please, which way I ought to go from here?" He replies: "That depends a good deal on where you want to get to.” "I don't much care where," said Alice. "Then it doesn't matter which way you go," said the Cat. Our job is to guide them in the right direction.

Steiner said you need to unconditionally accept the teenager for who they are. Unconditionally Love them."

We then adjourned to an incredible feast provided by our dear Janis who later said “it was wonderful to feel a part of such a strong community of teachers, colleagues and parents and it reinforced why we do what we do.” Carol mentioned that it was “the best Parent-Teacher meeting” of her career! Then each class's parent body met privately with their Guardian.

We thank the forty wonderful parents who joined us and who keep us on our toes. We call for any questions and topics that you would like to raise on future evenings.

~ Charisse Louw

Class 10 felting with Alex Boyle

Class 2 Knitting with Teacher Glenda

Teacher Candice on a home visit with Nezisa

(Class 1) and her Aunt Priscilla in Masiphumelele

Classifieds

New Maroon Jacket Lost at School Maroon (Pick ‘n Pay) Jacket with cream fluff

inside and hood was lost on Tuesday. It is Labelled: Stella

Stella Germond in Class 3 would love our help in finding it!

Our Auction has been added to

Imhoff Waldorf School’s facebook page as an Event – please share this

with your facebook friends. Thank you!