Three years ago Susanne Zipperlen & Becky Moskowitz created an opportunity for the Waldorf community to discuss and study together by organizing a parent education class to explore Anthroposophical teachings (Anthropo=“human,”-sophy= “science of”). What better gift could you give yourself than to make time for your own spiritual development? We invite you to read the works of Rudolph Steiner in a relaxed group setting with other interested parents. We facilitate open discussion at every session, and start with 10 minutes of Eurythmy.
Join Sheila Donohue, Hazel Archer Ginsberg & Eurythmist Sue Hiertz in an exploration of Rudolf Steiner's writings and teachings every Tuesday starting on
Feb. 7th, 8:15 – 9:30am Lower Eurythmy Rm.
As we initiate a new study of one of Rudolf Steiner’s seminal books we are welcoming new members through the month of February. Please contact Sheila Donohue at email@example.com or Hazel Archer Ginsberg at firstname.lastname@example.org for more information.
During sessions we may create art projects to initiate personal reflection; occasional guest lecturers will work with us to deepen our understanding of the material. We ask participants to attend regularly so that we can have meaningful and continuous conversations. A suggested donation of $50 helps to cover the cost of books & materials and provides a stipend for guest teachers.
Submited by the members of the Inner Development Parent Study Group
12th Grade Eurythmy performance Friday, February 10th, 7:30-8:30pm in the Auditorium
The 12 grade students will be performing eurythmy to poetry by Kathleen Raine and e.e. cummings as well as
to music by Hans Georg Burghardt, Saint Saens and Chopin.
All are invited to attend this performance of creative expression that brings poetry and music into movement.
When students move to the upstairs classrooms in the middle school, the changes go beyond the location of the classroom. Life, as any parent or teacher can attest, gets messier, louder and more complicated. The challenges are enormous and so are the rewards—and good communication between home and school is more important than ever.
Please join us for this night of instructive presentations which will explore the ways our school supports students as they make their entry into the teen years, and prepares them for high school.
Carol Triggiano: Child Development and Language Arts
John Trevillion: Math and Science
Nancy Szymanski: The Arts
Andrea Shaffer and Janine Moore: Athletic Program (curricular and extra-curricular offerings)
These speakers will provide insight into the Middle School curriculum including covering these questions:
• How does our developmental curriculum meet the needs of the young adolescent?
• What programs and extra curricular activities are added in the middle school years?
• How do we offer individualized and appropriately objective feedback to the older grade school students?
• How do Middle School students face practical challenges and offer service to the school and wider community?
Distinctive (New) Features of the Middle School Experience:
Student's Individual Responsibility (engage academic planners, homework, study skills, test prep). Perspective on Use of Technology (mechanical/analogue technology and digital tech/computers). Individualized Instruction, Feedback and Assessments (in student-teacher communications). Faculty teaching in areas of specialization (guest teachers in specialized blocks). Year long skills class in language arts and math. Advanced level math track starting in 8th grade. Potential for advanced placement in math and foreign language. Block exams and Standardized testing. Detention (engaging in responsibility, consequence and service to the school)
Extra-Curricular Activities in the Middle School:
Competitive sports (team dynamics, coaching, city-wide league play). Middle School dance at the British School (inter-school socializing). Class plays performed for whole school (public presentation to the entire community). More challenging class trips with ambitious scope (longer span and deeper pedagogical focus). Clubs: Math Club, Circus Club, Rocket Club (choice of focused intra-school social, extra-curricular options). Social Service and Applied Practicums: Recycling Program, Pizza/burrito Lunch Program, 7th Graders host 8th Grade Graduation, Fund raising for class trips and for humanitarian projects and organizations.
It is with sadness that we announce the passing of John Northage (pictured second from left above), a friend and parent of the Chicago Waldorf School for over 26 years. John died suddenly at his land in Indiana. John is survived by his wife Althea, his children Justin, Ari and Joanna, his three sisters, Jennifer, Joan and Victoria and his stepmother Mary Jane.
John was a gentle giant, who at first glance was larger than life, but once he spoke you could feel the kind soul who dedicated his life to healing people and teaching others to heal.
In the mid 1980’s John met Althea, the love of his life and they married in 1985, one day after Althea’s son Justin’s fourth birthday. Justin immediately started calling John his father and John immediately thought of Justin as his son. John and Althea went on to have two other children, Ariel and Joanna. Cumulatively, the Northage-Orr children have spent 44 years in Waldorf education (and counting) of which John deeply believed in.
We appreciate the value and legacy of this dear member of our school community.
John was an expert in Acupuncture, Structural Therapy and Cranio-Sacral therapy. In the late 1980’s, he and Althea founded the Chicago Center for Psychophysical Healing which became a successful holistic healing center in Chicago. A few years later they founded the Chicago College for the Healing Arts which has gone on to educate students in holistic healing and is still flourishing today.
John had an enormous heart; a kinder soul there never was.He would give you anything you needed, if it was the shirt off his back or just a good chuckle from one of his many jokes. He was a teacher to many and a mentor to many more. He was wise, understanding and caring. He was a healer, an entrepreneur, a husband, a father, a godfather and a friend to all people he came across. Perhaps John’s favorite activity was spending time in the woods, at his land in Indiana which he cultivated on regular weekend trips. He loved to farm and teach children about gardening and nurturing the earth. Chicago Waldorf School second graders have been visiting the Northage-Orr land for 20 years. John finally passed away peacefully on his cherished land. John was a man of action; he did not hesitate when he did something. His passing exemplified this.
Or you can find it with other media articles about Waldorf Education on this AWSNA webpage.
Inform is published by the Association of Waldorf Schools of North America (AWSNA) for all the affiliated Waldorf schools in its membership. Inform is designed to keep parents, teachers, board members, alumni, and all those interested in Waldorf Education informed of the current events affecting Waldorf schools nationally and internationally.
A carefully prepared lunch box is far more than just a healthy lunch.
When children are away from home, a well prepared ‘gift’ of food provides a reassuring and powerful reminder of family love. This is so significant that it can sow the seeds of emotional resilience. No packaged food or canteen meal can achieve the same impact or effect. We understand the benefits of good nutrition, not just for preventing disease and promoting well-being, but for its ability to support learning and concentration, which allows children to achieve their full potential.
There’s no doubt though, that providing food which is not only healthy but also appealing to the child when they’re surrounded by the many distractions of school is not easy. And for parents working full-time, making healthy school lunches five days a week can be a real challenge. The solution lies in planning and preparation, and a reliable resource of recipes and food ideas.
The Beef and Spinach Meatball recipe (below) is great for lunches because it’s very quick and easy to prepare beforehand and freeze. The meatballs travel well and the recipe’s been tested for its popularity with children! It’s also perfect for those children who refuse ‘greens’; the spinach is so well hidden they often don’t even notice it!
Beef & Spinach Meatballs (Gluten Free)
Makes 7 servings @ 4 meatballs each
1lb 2oz/500g lean Minced Beef
7 ½ oz/200g frozen chopped Leaf Spinach
1 teaspoon minced Garlic (about two cloves)
3 cups (250g) grated Cheddar Cheese
Mix all the ingredients together.
Pre-heat the oven to Moderate.
Using about 2 tablespoons mix, roll into balls and place onto prepared baking trays.
Cook for 20-30 minutes until nicely browned.
Cool completely before freezing in a sealed container between layers of non-stick paper.
Defrost overnight in the fridge. These are delicious served cold; perfect during hot weather. However if you do want to serve them hot, wrap in foil and place in a Moderately Hot oven for 20 mins then put straight into the lunch-box. If you use an insulated container, and pre-heat it with boiled water, they should stay warm until lunch-time. Pack some pita bread (or rice for Gluten Free), a mixed salad and some organic Egg Mayonnaise to go with the meatballs.
These meatballs can be served hot at dinnertime too with spaghetti and an Italian tomato sauce or can be shaped into patties and served in whole-grain burger rolls with a mixed salad; very popular, yet healthy.
The growing child is developing habits that will stay with them for life; now is the time to establish healthy eating; it’s one of the greatest gifts you can give to your children.
This recipe is taken from The Clever Packed Lunch, a 78-page book, written by Hazel Key, a Steiner parent, available from: http://lunchideasforschool.com.
Submitted by Hazel Archer Ginsberg
WEDNESDAY FEBRUARY 1st AT 7:30 PM
in the Chicago Waldorf School Lower Eurythmy Room
Douglas Gerwin, esteemed scholar and emissary for Waldorf education, will present a cultural and pedagogical perspective on the value of technology within Waldorf curriculum. This topic has been receiving a lot of network media attention recently and is at the core of a national dialogue that is being led by schools in the Waldorf movement.
So what is the value of technology in a student's learning? As Mr. Gerwin states, “Recent studies show technology works like a drug. As with any drug, it can either help by speeding up and bolstering vital processes, or it can take over the very functions it was designed to assist. In the first case, technology behaves like a dutiful apprentice to the sorcerer. In the second case, the apprentice becomes the sorcerer. How do we educate our students so that they are able to wield the sorcerer's wand without falling under its spell?” Come listen to this eminent spokesperson to find out, and stay for active community discussion after the presentation.
Douglas Gerwin Ph.D., Director of the Center for Anthroposophy, has taught history, literature, German, music, and life science at high school and university levels since 1983. He presently divides his time between adult education and teaching in various North American Waldorf schools. Douglas is the founder of the Waldorf High School Teacher Education Program at the Center for Anthroposophy and editor of several books related to Waldorf education.
For parents who want to learn what makes the middle school years (grades 6, 7 & 8) different from the early grades:
Meeting the Adolescent through the Middle School Curriculum
Wednesday, February 8th, 7:00-9:00 pm - Lower Eurythmy Room
This evening will provide parents with a developmental picture of the adolescent and describe how the academic, artistic and practical arts curriculum prepares and inspires students for more advanced levels of inquiry and analysis.
This event will create a forum for dialogue and provides answers to parent questions about the strengths of our middle school program. Many age relevant issues will be addressed including: How do Waldorf schools understand and approach technology in Middle School? How do the changes in adolescence effect students' learning, socializing and emotional interactions? How does the curriculum meet these developmental needs? How does the Middle School curriculum prepare students for High School? These are the kinds questions we will explore in dialogue after being presented with examples of how the school curriculum supports and engages with adolescent development. Parents will have ample time for Q & A and discussions about the transitions into Middle School—and then into High School—curriculum.
For more information about this parent education evening please contact Katherine Rogers at email@example.com or Lisa Payton at firstname.lastname@example.org