École Rudolf Steiner de Montréal

Developed by Rudolf Steiner in 1919, Waldorf education is based on knowledge of child development whose needs change from childhood to adolescence. Waldorf teachers aim to transform education into an art to educate the complete being - thinking, feeling and will.

Waldorf schools are non-denominational. This is to enable all children, regardless of their cultural or religious background, to attend. The teaching approach is holistic and seeks rather in its application to recognize and understand different cultures and religions of the world. Waldorf schools do not endorse religions but believe that every human being lives in a spiritual dimension.

Waldorf education is unique and takes a comprehensive approach. The curriculum is set to meet the different stages of child development. Waldorf teachers undertake to develop in children a taste and enthusiasm for learning that are essential to successful learning.

The first Waldorf school, founded by Rudolf Steiner, opened its doors in a cigarette factory, the Waldorf-Astoria. Hence the name Waldorf. It also speaks of Steiner pedagogy or Rudolf Steiner. Waldorf schools exist around the world. There are over 800 in 80 countries on Earth.

One of the goals of Waldorf education is to foster the harmonious development of the imagination of the child. Waldorf teachers are concerned about the ever increasing importance of television, computer and video games and hampering the development of the imagination. They are also concerned about the physical effects of these media on the development of children who are increasingly well documented that the program content viewed and used games.

We believe that the best time to introduce computers in the classroom is when students arrive at school. Indeed, we believe it is more important for students to have the opportunity to interact with each other and their teachers to explore the world of ideas, to participate in a creative process and develop their knowledge, skills and competencies.

Waldorf Students generally have a taste for learning, they are curious and have developed an interest in life. As they get older, they learn easily the information technology.

This question is often asked because of the experiences of some parents in the public system where teachers are with the group at most for two years. It is difficult for the teacher and student to develop a deep human relationship, which is the basis of strong learning, when these changes are so frequent. If a teacher keeps her class for several years, the child and her come to know and understand each other more deeply. Children are secure in knowing that a relationship will last and are more willing to learn. The same applies to the relationship between a teacher and parents who become actively involved in the life of the class.

Of course, it is possible that serious problems can arise between a teacher and a student, or a teacher and parents. At that time, a group of teachers analyze the situation with the teacher and parents, sometimes the child, and attempt to reach a solution. If differences are irreconcilable, it could happen that the child be removed or that the teacher is replaced.

In fact, these extreme measures are rarely considered. A Waldorf class is something like a family. If a parent is in conflict with one of his children, he does not "resign" or replace the child by another ... He will try instead to see how the situation can be improved. In other words, the parent assumes responsibility and tries to change. This is what we expect from a Waldorf teacher in this situation.

In almost all cases, the teacher asks "How can I change so that the relationship is positive?" One can also expect this from a child. But we believe that with cooperation and support of parents, teachers can change the situation to restore the relationship and make it more positive and productive.

Class teacher is not the only teacher of a child. Every day, teachers specialists teach the children eurythmy, handwork, languages, music, etc.. Howerver, the class teacher is responsible for teaching the "main lesson" daily 2 hours and other periods during the day.

In this lesson, the teacher introduces children academic subjects, french, mathematics , science, history, geography, etc.. For other periods, the teacher will teach painting, sculpting, etc.. In fact, teachers provide several subjects.

We tend to think today that education is a transfer of information. From the point of view of Waldorf education, education also means awakening of capacities - the ability to think clearly and to criticize - experience and understanding of what is happening in the world, a distinction between what is beautiful, good and true. Professor then leads the children on the path of discovery and guides them to understanding the causes and effects rather than to be a passive observer of the world..

Waldorf teachers must work very hard to control the content of the various subjects they work with their children. Their recognition is therefore the development and bursting of these faculties which are still developing in children. It is through this approach that the teachers prepare the children in the world. They then have all the tools to shape the world with a free and autonomous spirit.

We know that normal and healthy children who learn to read later are not disadvantaged because they will catch up and sometimes exceed child who learned early.

Moreover, we know that children who learn early will soon develop a disinterest in reading compared to those who read later. Some children will want, for themselves, learn to read very early. Parents and teachers must treat this interest as it comes from children. But any form of too structured reading educationmust be made carefully so as not to discourage children later.

If the child is not "pushed" to read, he will learn easily and quickly. Some parents whose children attend a Waldorf school feel worried that their child does not learn quickly. But many of these parents are sometimes surprised to see their child take a book, getting caught up in history to become an avid reader.

Each child has a defined moment for his "takeoff". A child who does not read like his classmates may develop feelings of anxiety and inferiority. Often, however, these feelings are born from the parents own anxiety. It is therefore important that parents have confidence that their child will develop all the skills necessary for the success of his learning.

The development and human growth do not follow linear model and are difficult to measure objectively. What lives and grows in the child appear as learning when it is integrated by the child.

First, because the Waldorf school recognizes and celebrates the wonders of childhood. Every effort is made to ensure that the environment is safe and nutritious for children.

Then, the Waldorf curriculum is developed to reach the stages of child development. All topics are presented by age of children. In addition, Waldorf schools graduating young people have higher educational achievements, a greater awareness of global issues and a free spirit

They are indeed accepted at major universities if this is the path they decide to follow.

The topics covered in small and medium classes:

1st to 3rd grades

• Introduction to the pictographic alphabet, writing, reading, spelling, poetry and scene play
• Tales, fables and legends, history of the Old Testament
• The numbers and basic mathematical operations (addition, subtraction, multiplication and division)
• Introduction to the natural sciences, construction and gardening

4th - 6th grades

• Deepening of writing, reading, the spelling, grammar
• The Nordic mythology, the history of ancient civilizations
• Deepening of basic math and fractions, percentages and geometry
• Local and World Geography, introduction to zoology, botany and physics.

7th and 8th grades

• Writing, reading, spelling, grammar, poetry and drama e
• Medieval History, Renaissance, world exploration, History of Quebec
• Geography, physics, introduction to chemistry, astronomy, geology and physiology Materials

Additional subjects:

• Manual work: knitting, crocheting, sewing, cross stitch, weaving, modeling with beeswax and clay, woodworking
• Music: choral singing, flute,> stringed instrument, wind, brass and percussion
• Languages: English, German (with years)
• Arts: watercolor, drawing shapes, perspective drawing, eurythmy, gymnastics and group games.

Teachers must, by law, hold a teaching certificate issued by a recognized institution. In addition, they must have completed training in Waldorf education in a recognized training institute.

The training lasts three years and includes practical training in classrooms. Rudolf Steiner has identified three golden rules for teachers in Waldorf schools, "receive with gratitude the children entrusted to them, educate them with love and show them the path of the fundamental freedom to which every human being aspires.

We hesitate to categorize children, especially in the labeling of "slow" or "good". We believe that the weaknesses of one, cognitive, emotional or physical will be offset by strength elsewhere. It is the work of the teacher to reach that balance between strengths and weaknesses of a student.

A child who has difficulty with certain learning work with the teacher. A child who learns faster soon will be prepared for more difficult problems or will be asked to help a student who has difficulties. Often, the weaknesses of a student will grow up solidarity in the group to join energies to support him.

However, for children who have needs more marked, the school is surrounded by specialists, who may at the request of teacher and parents intervene to support a specific student.

Every morning, the teacher welcomes students individually. Then, after a more or less sort of rhythm, the main lesson begins. For 3 or 4 weeks, every morning for 2 hours, students and their teacher will focus on one academic area (French, mathematics, history, geography, science, etc.).

They have the opportunity to dive without interruption in one subject and this intensity will enter more deeply into the matter pending. Throughout the day, students transcribe the texts, make drawings to illustrate the content of the lesson and will work at home in connection with the day's lesson or other activities created on the subject.

This whole work will be given to the teacher at the end of the period. The student will have completed its specification period. These periods are repeated every morning. Why? Because we believe that this is the time of day that children are more willing for intellectual work. Later in the day, we will use force of will and heart in the more physical or artistic classes.