From Wikipedia:

“The Waldorf approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component. Studies of the education describe its overarching goal as providing young people the basis on which to develop into free, moral and integrated individuals, and to help every child fulfill his or her unique destiny.”

If a creative soul wanted to originate a system of education that developed the potential of its students in an optimal way, that person would base the model on a deep understanding of the human being. Such an understanding would have to entail the whole human being, especially the deeper, spiritual aspects. That is why our current, mainstream forms of education fail so miserably – we live in a materialistic age, and most of the people in charge of education have little knowledge of the more substantial aspects of humanity.

Because the Waldorf system is, in a sense, a deep pool to enter, in terms of coming to understand it, several points need to be considered. Some of the main aspects are presented below.

Considerations Regarding Waldorf Education:

Waldorf Education strives to focus holistically, that is, to develop all three functions of the human soul – thinking, feeling and willing – on an equal basis. Thus, in addition to academic training, art, music, and drama are presented (the feeling arena), as well as the doing of things – fine motor activity such as handwork, and agility/coordination exercises (the willing arena).

By comprehending the long term social/spiritual evolution of humanity, Steiner was able to re-capitulate that development in his educational vision, and to align it in such a way as to match the particular age of a child directly with the curriculum. Steiner fine-tuned this so that the body of story content presented to any given age resonates with the consciousness of the child, as it changes and advances through the grades. Norse myths, for example, meet the specific nature of the child’s consciousness in Grade Four in an abiding way.

The stories reside in the main lesson material in a core manner. They are the heart of the lessons, from which the various subjects are integrated and counter-woven.

The Waldorf teacher strives to present content from the whole to the parts. As much as possible, reductionist approaches are avoided, and holism prevails.

Of utmost importance is avoiding over-taxing the natural unfolding of the child’s etheric constitution. Overly intellectual activity in a child before age 9, and especially before age 7 – such as reading, with it’s excessive mental demand (coding, de-coding, culturally contrived mental gymnastics) – not only can damage the child’s health in subsequent years, due to excessive drain on the constitution-forming etheric forces, but proves to be of no long term value (see next point). The debilitating effects of such practices are experienced in eyesight, constitutional energetics, the immune system, and later on in life, a variety of hardening effects (sclerotic conditions, hardening of arteries, etc.).

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If this is a career that you are interested in, you probably want to know a little about the types of classes that are required, the amount of time it takes to receive certification and the career forecast. You will find that information here.

To obtain a bachelor’s degree, you’ll need the basic courses; math, English, etc, plus specific courses such as office design, CAD graphics and architectural fundamentals.

Electives that complement your education include ergonomics and creating environmentally friendly spaces. An associate’s degree is also available.

Once you receive and associate’s degree, you can act as a designer’s assistant, which is a good idea, because many states require a combination of education and six years of work experience in the field in order to sit for the licensing exam.

You’ll still need a bachelor’s degree to sit for the exam, but a couple of years working as an assistant will count towards the six years of field work.

The length of time that it takes to get an Associate’s interior design degree online could be less than what it would take in a traditional school, depending on how quickly you work.

In a traditional classroom, the course would take two years to complete; four years for a bachelor’s degree. But, people that are able to work at a faster pace can sometimes cut this time down, significantly. That’s one of the advantages of an on-line education.

You have the ability to work at your own pace too. You aren’t limited by a professor’s schedule. At one time, distance learning was only popular with people that lived far away from a two or four year college. Today, the average lifestyle is well-suited to this type of education.

In the next decade, you are likely to see more and more people that got their interior design degree online, rather than in a standard university. Even many of those traditional universities are now offering some of their courses on-line.

There is an option to an interior design degree online that you may find appealing, depending on what your goals are. Interior decorating take less time, typically two-three years.

You may still be able to qualify as a designer’s apprentice whilst you do your bachelor’s degree.

Decorators and designers have an annual average income of $50,000 per year. Experienced designers, of course, make more. Your compensation will increase as your experience and reputation grows.

You may already have the “eye” for achieving balance with the furnishings in a room. Some people call it “good taste”, but one of the things that you’ll need to remember as you go along is that people’s tastes vary.

Something that you might not find appealing may appeal to others. So, one of the things that you will learn to do is find out what your clients want.

That’s one of the things that come with experience. An interior design degree online is your starting point.

In the first place, homeworks are the best way to repeat a learnt material. If students practice their skills at home, they get higher grades. Many teachers hold that homeworks should involve the continuation of practice and preparation for the next day`s content. Another positive aspect of doing homeworks is to prepare students for self-study after leaving school. If the subject of the homework is intriguing students do many activities to explore, and find out the details of things they are interested in. Thus, students develop their interests, learn how to cope with different tasks, and solve them. In addition, group work, learning, and doing homeworks together develop children`s social skills, encouraging them to work as a part of a group and to cooperate with others. It can bring out only the best in people.

However, many students still do not perform their homeworks. It is often suggested that homeworks are a necessary evil that bores students. For this reason, the nature of homework tasks should be changed. Some teachers simply do not check whether the homework was performed, how it is done, as long as it is done. Therefore, if a teacher does not value homework, the students, unfortunately, will not, too.

Taking everything into consideration, the results of learning depends on student`s homework. They should be planned not only by a teacher, but also by learners. Students have to learn how to study without the help of a teacher. They should also know why they do their homeworks. And a teacher has to pay attention to any problems that may arise in some homeworks. It should be pointed that homeworks are an important part of school activities since it helps students to improve their skills, cooperate with peer group, and prolong the contact with school subjects. Homeworks cover a necessary foundation for the future education.

One idea is to use a game theme. As a school, a variation of the
Candyland game board will be hung around the school walls. This is
especially easy since the Candyland game board is made up of colored
rectangles. If not a school-wide activity, certainly this could happen
as a classroom activity.

Then, weekly bookmarks are handed out to students. Each piece of candy
is colored in for every ten minutes of reading. At the end of the week
the class minutes are totaled and then the class game piece is moved
along the school-wide game board. Or, if in individual classrooms,
each child would move his or her game piece.

To spice up the school-wide game board it is especially snazzy if the
Candyland game board characters are scanned and enlarged. This can be
done by scanning the images and then using a projector to show them on
a wall or using a document camera, and then draw around them with
black marker. Using pastel chalks is an excellent way to color the
pieces. The older children can help with this activity.

A book jog is another way to encourage reading. Kids bring in used
books from home that they would like to exchange. For every book that
a child brings in, he gets a ticket to exchange for a different book.
Create a path by taping rectangles of colored paper through the
library and around the halls. Next, lay out all of the books that have
been brought in along the path. Children travel the path looking for a
book. At the end of the path the child exchanges their tickets for the
books. By using the ticket method children can leave with as many
books as they brought. In honor of the book jog, everyone should wear
jogging suits for "Jog into Reading."

In addition to the game, theme days can correspond to the various
characters such as:

Wear Red for Dr. Seuss' Birthday and play the games on the Dr. Suess website
Wear a funny hat in honor of Lord Licorice
Wear Green in honor of St. Patrick's Day and Mama Ginger Tree
Dress as your favorite fairy tale character in honor of Princess
Frostine & King Kandy
Nutty Hair Day in honor of Gramma Nutt (a favorite of all kids is to
come to school with crazy hair!)

Inspire kids to read by bringing a challenge to your school or class this year.

Download the supplemental pages, such as the recording sheet bookmarks
from the download center within the Mastermind Group of Educators
website at http://mastermindgroupofeducators.com

Join Kathy and a group of educators dedicated to improving student
learning through literacy and technology in the Mastermind Group of
Educators http://mastermindgroupofeducators.com for continued support,
resources, book discounts and community in educational technology.

Kathy Cothran is an elementary media specialist committed to helping
teachers engage students through the uses of technology. Her vast
teaching experience ranges from preschool through Master's level
education classes. For years Kathy has been a "Gadget Girl." She loves
technology! Tie that to her extensive teaching background and she has
been able to interest, invigorate, and inspire children and teachers
to use technology in a rich, exciting manner.