Author: Waldorf Moraine

Social and Emotional Learning (SEL), the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions, is being recognized as a critical component to learning across the world.

“Waldorf School at Moraine Farm has always been a leader in innovative and developmental education,” sais Heather Collis-Puro, Interim Executive Director. “This year we created a core teaching position and a SEL ‘CARE’ class for our students in grades 1-6.”

In the weekly course, students work with themes such as Communication, Gratitude, Presence, and Creativity. Lessons have aspects of story, art, movement, and service as part of the regular rhythm of each 45-minute period. The last class period of each month is dedicated to an age-appropriate yoga and meditation practice that will help to integrate the learning that developed over the course of the month.

 

Social and Emotional Learning may sound soft, but it’s backed up with hard facts.

• A Columbia University study found that every dollar invested in SEL programming yields $11 in long-term benefits. These benefits include reduced juvenile crime, higher lifetime earnings, and better mental and physical health.
• A 2017 study uncovered the long-term impact of SEL programming, which can have a positive impact up to 18 years later on academics and behaviors.
• Previous studies show that 57% more students in schools with an SEL program improved their skills compared to students in schools without an SEL program, 27% more improved their academic performance, and 24% more improved their emotional well-being and social behavior.

 

 

“I am proud of the way our community has taken on the important work of explicit SEL and mindfulness instruction. For 100 years, Waldorf education has modeled the five CASEL competencies of social-emotional learning and offered learning experiences that support these practices. Today’s children absolutely benefit from this type of instruction – and the important social skills and behaviors gained help children and adults navigate the increased demands of our modern world,” says Branigan Reed, Waldorf School at Moraine Farm’s Education Support Teacher. “CARE class gives students an opportunity not only to develop healthy habits of self-care, but also fosters a desire to care for others in the community and the environment we live in. The SEL work being done with the faculty mirrors the student classes and nurtures common expectations and understanding across the entire community.”

 

By Branigan Reed and Zoe Cohen

The holidays are upon us. During this glorious time of year, how do we show our children that the holidays are not just about receiving but most importantly about giving? Here are our top tips and recommendations for getting through this holiday season with a sense of peace, goodwill, and gifts you and your children will both love, and that won’t break your budget.

Comfort and Joy

Show your children, and remind yourself, what the holidays are really about. Remember the motto “comfort and joy?” Try to manifest those sentiments. Giving to someone else, connecting and giving thanks are what make the holidays special.

Perhaps you already have a Gratitude Jar? Try implementing a Good Deeds Jar:

• Items needed: jar, pieces of paper, pen and plenty of heart
• Write a week’s worth of good deeds on individual pieces of paper and put in a jar
• Each morning, draw out one of the deeds and participate in whatever the deed is. Examples of “good deeds” might be:
  • Bake cookies for a neighbor
  • Make a meal for needy community members (try Family Promise in Beverly)
  • Write a note/draw a picture for a friend, mail them a card!
  • Tell each member of your family one thing you appreciate about them
  • Make dinner for a friend and drop it off at their house
  • Offer to do a chore for a neighbor
  • Bake brownies for your local fire/police department and drop them off with a thank-you card
  • Call a relative you haven’t spoken to in a long time just to say hello
  • Offer to shovel a neighbor’s walkway on the first snowstorm of the year

For Under the Tree, A Gift Guide, By Age

Ages 3-5:

It’s all about the imagination! Encourage your children to exercise their creative problem solving skills by selecting toys that are simple and multi-functional. Toys that can be imagined into many things provide an endless opportunity for fun, discovery and learning.Handmade

Waldorf dolls
Mildew-free bath toys
Wooden animals
Capes
Fairy Wings
Knitted fruits & vegetables
Wool animals
Felted balls
Tin or aluminum cups, saucers and bowls
Wood toy trucks
Stacking measuring cups
Felted animals
Silk sets
Sheepskin rugs
Streamer wands
Wood blocks

Ages 5-7:

Creativity and purposeful work. With newfound and improved fine-motor skills, practicing dexterity, coordination and focus through play is the best gift you can provide a growing child.

Gnome crayons
Wooden peg doll set
Rocks, geodes, crystals
Beeswax candle making kit
Beeswax crayons
Dustpan and broom
Pails & shovels
Wash basin, rack, clothespins and sponges
Jump Rope
Fort play clips
Books
Capes
Soft Shields
Wood blocks

Ages 7-9:

At this age, children are ready to concentrate more on steps, processes and results. Independent and collaborative games are a perfect gift. Games that help children explore math and simple words are excellent choices.

Puzzles
Wood bookmarks
Wood notebooks
Kaleidoscopes
Wood slingshots with felt balls
Beeswax
Knitting needles and yarn
Rocks, geodes, crystals
Shovels
Climbing ropes
Jumbo coloring pencils
Block Crayons

Ages 10-12:

At this age, collaborative games continue to be important. Items that require even more independence, with more challenging elements, are good choices. Children are noticing more in the world around them, and are becoming more aware of the passage of time. Games that reinforce math and word exploration can be fun and educational. Activities that keep children moving and exploring are important. Kits and items to help explore the earth, including the study of geology, agriculture and botany are great choices.

Waterproof stickers
Puzzles
Wood bookmarks
Wood notebooks
Sketchbook and colored pencils
Rocks, geodes, crystals
Kaleidoscopes
Stone and sculpting implements
Knitting needles & yarn

For Adults

Housewares
Beeswax Wraps
Reusable snack bags
Wet Bags
Reusable Swedish Dishcloths
Reusable Straws
Candles & Candle Holders
Herbal Teas
Raw Honey

Holiday Gifts

Crane Stationery
Handmade Felt Ornaments & Garlands
Handcrafted Wood Ornaments & Figures
Menorahs
Solstice Candles

Enchanted Caravan Store

You can find many of these gifts and more at the Enchanted Caravan School Store located at Waldorf School at Moraine Farm, 701 Cabot St. Beverly, MA.

Contact: schoolstore@waldorfmoraine.org for hours and special requests.

Some items may be purchased on line on our school store site.

Follow Enchanted Caravan Store on Instagram.

Don’t Forget Enchanted Fair Dec. 14 and Sip & Shop Dec 13
at Waldorf School at Moraine Farm in Beverly, MA.

Make gifts together with your children, enjoy time as a family, and shop for unique gifts for your loved ones while you support our school.

As part of the Sixth Grade Language Arts class, students wrote about their recent experience attending the Boston Climate Strike on Friday, September 20, where an estimated nine to 10 thousand people converged on City Hall Plaza. This exercise served as a warm-up to a journalism unit the class will engage in during the winter. Some students chose to work together, while others preferred to work alone. This exercise was voluntary. Below are their words.

Written by Sixth Grader Veila Wrinn

On Friday, September 20th, eight chaperones and the sixth, seventh and eighth grades at Waldorf School at Moraine Farm attended the Climate Strike at Boston City Hall Plaza. Over one thousand people were estimated to be there. It was packed. To get anywhere we had to swim through crowds of noisy protestors. Most students went because they simply had to, but others went because climate change affects the economy, farming and fairness to all people. The group departed from Beverly Depot and arrived at North Station. Then we walked the rest of the way to City Hall Plaza. On the way to City Hall Plaza, one of the eighth graders asked me for my sign, and as we walked, he held it up and people honked and smiled at us. My sign said “Don’t Destroy our Only Home.” There were lots of good signs, but the one that stood out to me was “I, too, Enjoy Breathing.”

At the rally, there was a stage to the far right in the corner of the plaza. At the back there were tables with red canopies. One table had first aid, another had free food and water, and a third had pins and stickers that support climate justice. The group mostly stayed at Boston City Hall Plaza, which was our destination. The march itself went to the Massachusetts State House. At City Hall Plaza, each chaperone took a group of three to four students and walked around looking at the tables and signs. We also went to find better places around the rally to hold up or own signs. Sometimes we would see teenagers leading mini-marches in a circle in the crowd. It looked like a fast-motion video of ants making pathways underground.

Written by Sixth Graders Gillian Horner, Sabina Sappia, and Marisa Seibert

Waldorf School at Moraine Farm students went to the rally for many different reasons. Eighth Grader Alexandria Kennedy said she went because she “wanted to make a difference.” Eighth Grader Atticus Anderson said he wanted “to raise awareness” and Eighth Grader Oliver Zohn said he felt “it was necessary for the world to change.”
“It is important to engage in public experiences,” said Sixth Grade Class Teacher Ana Coffey, “It was a youth climate change, and it’s important to engage in activism.” Sixth Grader Velia Wrinn said she went because she feels strongly about “people and the earth staying alive forever.” Caroline Horner, former Interim Head of School and parent of a sixth grader and an eighth grader, said, “It’s important to stand up for our planet that supports us.”
Students remembered many different parts of the trip. Eighth Grader Connor Carrington-House said seeing how many people care about climate change was his most memorable part. Sixth Grader Nick Thorn loved the polar bear costume he saw. Eighth Grader Abraham Andrews said seeing the many different ways art was used to make statements through signs, backpacks or outfits was memorable to him.
Students and chaperones learned that climate change is important. “When we gather together, we can accomplish great things,” said Horner. Anderson said “I learned that people are very driven by this,” and Seventh Grader Satchel Rubin said, “I learned climate change is a big deal.” Zohn said he learned that “it was a big deal more than I imagined, especially since the earth can be permanently damaged in eleven years.”

Written by Sixth Graders Lincoln Hanscom and Pascal Fishburn

Since the rally, we have been thinking about what we can do now to protect the climate and prevent permanent damage to the earth. Sixth Grader Aurora Chamberlain said, “I would like to go to more climate marches, pick up trash, recycle things and compost more items.” She also said that she intends to “buy less polyester, not support fossil fuels, and eat less meat.” Nick Thorn, another sixth grade student, said he will “turn off the lights!” Sixth Grader Marisa Seibert said she will “make her garden bigger in order to not use as much gas driving to the grocery store.” Gillian Horner, another sixth grader, said, “I will not support the plastic industry by not buying plastic materials.”
Other ideas were carpooling, starting a shuttle bus to and from school, and putting solar panels on the school building that are directly attached to the school grid and not to National Grid. Reducing the amount of waste was another idea. A simple way of reducing waste, for example, would be to bag up and remove trash bags only when they are full instead of bagging up and removing half-empty trash bags. Since the rally, we are ready to help our climate and put these ideas into motion.

“The Waldorf School’s Cyber Civics program uncovers the complexities of computer use in the modern age. This class, creatively guided by Dirk Tiede, has given my daughter the rare moment to contemplate the power, potential, and pitfalls of this technology.

From the basic mechanics of how computers work to navigating an on-line presence, students explore through thoughtful discussions and assignments. Cyber Civics has prepared my daughter to successfully navigate her way in cyberspace.”  – 8th Grade Parent, Christine Garcia-Akers.

One of the myths about Waldorf schools is that we have no relationship with technology. It is true that the teachers directly deliver the curriculum to the children and do not rely on computers in the classroom. In fact, Waldorf School at Moraine Farm classrooms have no computers, with the exception on occasion in sixth, seventh, and eighth grades. The school believes that enthusiasm for learning is best fostered through human-to-human relationships and hands-on experiences.

Despite the fact that we provide limited exposure to computers in the classroom, Waldorf School at Moraine Farm does have a relationship with technology and is actively preparing its students for the digital world. Now for a third year, the school has been teaching its sixth, seventh, and eighth graders the Cyber Civics curriculum created by Diana Graber. Cyber Civics is a digital citizenship literacy curriculum that prepares students to learn how to use technology ethically, safely, and wisely.

In sixth grade, students learn citizenship literacy:

• what is it to be a responsible citizen on-line, how to be aware of cyberbullying, of privacy and identity.

In seventh grade, students learn information literacy:

• how to search the web for information while being mindful of online safety and security.

In the eighth grade, students learn media literacy for positive participation:

• how to be more of a producer than a consumer, how to develop critical thinking skills so as to be able to detect fake news.

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While computers are becoming more necessary in our lives, the most important digital literacy skills can be taught the old-fashioned way: in person and face-to-face. Cyber Civics uses discussion, engaging activities and occasional take-home assignments to use a computer at home to stimulate thinking and real conversations and about what happens online. In this way, the class can work in harmony with the traditions that Waldorf schools have been teaching since they were founded 100 years ago.

As they enter their second century, the motto of Waldorf school’s worldwide is Learn to Change the World. To do that students need to be prepared to be a contributing citizen of the digital world.

Students of our Cyber Civics program learn how to use technology as a tool, recognize and self-regulate appropriate use, identify the impact of their online behaviours and digital footprint.

Cyber Civics Curriculum is Now Available Through Our Homeschool Program

Besides being a part of our middle school curriculum, we are now offering the first level of the Cyber Civics program in our Winter homeschool session, starting Dec. 2, 2019. Cyber Civics II will be offered in the Spring session. Homeschool families can also take advantage of this curriculum.

Learn more and register here.

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Thank you to the Sandpoint Waldorf School in Idaho. This blog post has been adapted from their recent Cyber Civics blog post.

Helping Kids Build a Healthy Relationship with Technology
Cyber Civics
October 9, 2019

Bread making at Waldorf School at Moraine Farm is a much loved activity beginning with children as young as two years old. Waldorf schools around the world use different bread recipes.

At Waldorf School at Moraine Farm, we have been making huckabuck bread since the first days of school, now 30 plus years ago!

From Parent and Child through Kindergarten, we create a nurturing home-like environment in our classrooms. Starting in Nursery, children love to do practical work such as making bread, chopping vegetables for their lunch soup, caring for the garden, working on simple sewing projects, painting, building forts and trails. Each day of the week has a purposeful activity. The teachers model tasks and the children learn through imitation, happily taking up this work. Learning through imitation and play are important elements of our school days.

The bread baking ritual begins in our Parent and Child class. The teacher gathers parents and children at the table and together knead the dough while the class sings the huckabuck bread song. We go around the table and say the pat-a-cake verse for each child. Songs and simple verses accompany this bread making activity and hold the group in a fun, loving rhythm.

Later on, in Nursery and Kindergarten children make their bread from scratch one day each week – on “bread day.” The songs from Parent & Child revive in their bodies, as they once again knead, sing and form their dough. Creativity soars as the children shape the dough into fun shapes that delight everyone at the table. As they wait for their bread to bake, the children patiently help set the table. For lunch these rolls are stuffed with cheese, meats, vegetables. Not a crumb is left when the children eat their sandwiches. What the children have made from scratch with their classmates and teachers always tastes best.

Working and eating together at the table is an important social activity. Through the whole process of kneading, baking, waiting, and eating the children are learningto slow the pace of their day and are becoming part of a community. At the table is where we begin to make connections to each other and form this community. The soft, squishy dough feels so good in the children’s hands. When the bread is baked, the children reach into the basket to find their special creations. Freshly baked bread is a feast for the senses, it smells so good and it’s delicious. Being together at the table is all too infrequent in our busy family lives. In our classes, we model coming together at the table with the children. We sing, tell stories, laugh, eat, and enjoy each other’s company — essential ingredients for a happy, healthy life.

 

To make your huckabuck bread a home, follow this simple recipe and bring the joy of bread baking to your home.

Huckabuck Bread Recipe

Ingredients:

2 cups water
1 teaspoon honey
1 tablespoon yeast
Organic white bread flour
Organic whole wheat bread flour
1 teaspoon salt
½ cup olive oil
¼ cup molasses
¼ cup honey

Large ceramic bowl
Bowl for dry ingredients
Bowl for wet ingredients

Dissolve 1 teaspoon of honey in warm water. Add yeast and let sit until frothy. Use a large ceramic bowl and warm the bowl (run warm water from the tap to warm the bowl and then empty bowl). All the ingredients will be added to this original bowl.

In a separate container, combine 4 cups each of white and whole wheat flour. Stir in salt.

In a separate container, combine oil, molasses, and honey.

When the yeast mixture is frothy, pour oil/sweetener mixture into yeast bowl and stir. Add flour/salt dry mixture to this wet mixture and stir/fold in the flour as you go. Do not add all the flour in one fell swoop. Use hands to combine and/or a dough hook. Knead for 10 minutes. Add more flour if it is too sticky to handle. Add more water if it’s dry and clumpy and will not hold together. Turn in butter bowl (if desired). Let rise approximately ½ hour in warm (not hot) place free from drafts.

Preheat oven to 350 degrees. Punch down dough, knead and form into desired shapes. Place on lightly buttered baking sheets or into buttered loaf pans.

Cook at 350 degrees for 12-14 minutes (approximate time). Bread is done when golden and sounds hollow when rapped with your hand. Remove from baking sheets to cool. Enjoy with honey butter (of course!).

The silver rain, the shining sun,

The fields where scarlet poppies run,

And all the ripples of the wheat

Are in the bread that we do eat

So when we sit for every meal

And say a grace: we always feel

That we are eating rain and sun,

And fields where scarlet poppies run.

A. Henderson

By Kate Hill, Parent & Child Lead Teacher