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Harvest Festival

Text from the book Celebrating Festivals with Children, by Freya Jaffke

Creating the mood ourselves

Once the sun has reached its highest point at St John’s, ripening and fruiting begin to come into their own. We gratefully receive the first gifts of nature, which follow in abundance through the autumn. However, we don’t only offer thanks for what we receive but also for everything that has contributed to the growth and flourishing. Our thanks are directed also to the life of the soil, the light and warmth of the sun, the wind and life-giving rain, the animal world in all its diversity, and the energy and activity of human beings. Thus gratitude can accompany us throughout the year and, when we think about it, is really owed to all realms of life. This is one of the most important virtues to nurture in children during the first seven years, but solely through imitation.

This deep-rooted gratitude, kindled in the kindergarten, transforms in the schoolchild into the capacity for love; and later, in the adolescent, is enhanced and extended into love of action and a sense of duty.

In autumn we connect gratitude with the harvest festival, which celebrates the moment when all the corn for our daily bread has ripened and been harvested.

We decorate the seasonal nature table with a golden-yellow cloth, with fruits from the garden, woods and fields, and bright autumn flowers. If you wish to add an art image, suitable pictures can be found by Van Gogh, who painted typical harvest scenes and gestures, or by Millet – to name two examples.

After the summer holidays, when the new school year begins, autumn is fast approaching, and the first harvesting starts. Fruits from our gardens or those brought by children can be made into preserves, jellies, or dried, accompanied by delicious aromas. With wonder, we find a star in every apple that we slice open crossways. And unconsciously children experience how heaven with its stars works itself into the form of fruits. While cutting up apples, we meet a little worm from time to time. Yes indeed, that little fellow knew which the tastiest apples were – and so we leave him a little piece of apple and put him with it on the compost heap. There’s no question of disgust, and children sense without any instruction that everything in the world has its rightful place. The carrots and radishes that we pull out of the vegetable patch in the garden taste especially good. And the slices of carrot, compared with the apple, reveal more of a solar quality – for in every slice we can find a little sun. We smell lovely aromas while gathering leaves of lemon balm, thyme, and sage, which we will later make into tea or use when cooking.

The time of gathering and harvesting has begun, and so we take little baskets with us when we go on walks, to collect rosehips, beechnuts, conkers, acorns, and colorful leaves. We also spend a lot of time with the different sheaves of grain, from which we can weave a large harvest wreath. For days the children sit amidst a mountain of straw, helping to cut the stems to length or making themselves straws for playing with. Most of the straw is bundled up again and kept for late autumn when the rose bushes must be protected for the winter, or for making a new roof for the bird table. We will also need a little for the crib in Advent. The remaining straw is burned in the small fireplace outside, to the children’s excitement.

Now we start threshing the ears of wheat, an activity which continues for several days. To do this we lay a large cloth on the floor, and around it thick, folded cloths as knee cushions. In the middle stands a basket with ears of corn, another for the threshed as and a bowl for the grain. Children each have a small branch with which they hammer on an ear until all the grains have come out. They can be heard saying the verse which they know from ring game: “We’re threshing, were threshing, we’re threshing the corn.» After this, they collect their grain in their little wooden bowls. Of course many grains and husks remain behind on the doth. These will later be carefully poured into a large wooden bowl. Next the teacher lifts some grain up in her hand and, as she lets them pour back slowly into the bowl, we blow the husks away on the wind. We don’t want to lose a single grain.

Next the grain is milled with a hand-mill. Even the three-year-olds want to be the miller for a moment or two. Apart from a hand-mill one can also give the children old coffee grinders for milling, with the screws set not too tight. Milling like this is hard work, and the grinders must be held firmly between the knees.

For some of the bigger children, this is a welcome challenge. The resulting coarse meal then has to be milled a second time, which is easier.

We use the meal to bake the big harvest loaf. While one group may, as a blessing, engrave the sign of the cross on the round loaf, another group may draw sun rays on it. On the day before the festival we decorate the corn wreath with nuts and fruits.

The Harvest Festival

We invite parents to attend our harvest festival. For parents new to the kindergarten this is a wonderful opportunity to become better acquainted with kindergarten life and the parent community. On the morning of the festival, the children bring baskets that they have carefully arranged with a grown-up at home, containing washed fruit, vegetables and flowers from the garden; or, if they don’t have a garden, things they have found in a walk. Mostly these little baskets are beautifully decorated with flowers and colorful leaves. All the baskets are placed on the harvest table in the middle of the room. The great round loaf occupies the centre of the table, surrounded by flowers, ears of corn and candles.

We begin the festival altogether, parents and children, with the harvest ring game which we have been playing almost every day in preceding wecks. After this we sit down in a big circle around the harvest table and light the candles. We say the grace by Christian Morgenstern, which we all know well, and which encompasses the whole of Creation in simple words:

Earth who gave to us this food, 

sun who made it ripe and good: 

dear earth, dear sun by you we live, 

our loving thanks to you we give.

Then everyone forms a little receiving bowl with their hands and is given a piece of bread. As we share this we sing a song about where the bread has come from. Without prompting, everyone waits until the last person has received their bread and the song has fallen quiet. Honey-salt bread has to be chewed really well, so we sit quietly together and enjoy the taste. Afterward the children offer the teacher a little fruit from their basket (apples, pears, or plums). With the help of two adults, we cut this into pieces, place them on plates, and the children pass these to everyone in the big circle. We end the meal as we do every day, by holding hands and saying:

For food and drinks 

we give our thanks.

After the candles have been extinguished, everyone goes outside into the garden, where the parents light a little fire and wrap potatoes, which have been partially pre-cooked, in silver foil. While the potatoes are cooking in the fire, the children watch the flames or play in the sand or in the meadow, or help arrange wooden stumps around the fire for sitting on. Then at last the first potatoes are taken out of the fire with long tongs or gods, the follis removed and they are eaten. To end the festival, each child receives a little bunch of corn with a strawflower, which was made in the preceding days from different types of corn, in the presence and with the help of the children.

Looking back we can say that this festival is a culmination of a long harvesting period. Our thanks – this time for once actually expressed in words – lives in an unconscious and less articulated form in every gesture through the weeks of preparation. For many days after the harvest festival we continue to have a special morning snack with the fruit and nuts from the children’s baskets. Again, there will be plenty of opportunities for the children to help. Especially popular, for instance, are potato men» accompanied by grated carrots and apple, honey-salt bread with butter and herbs, or a vegetable soup.

And so the festival echoes on a little, in a lovely fashion.

The harvest wreath, which now hangs without fruits under the overhanging roof outside, is visited by a flock of sparrows who each day leave behind a scattering of husks and chaff.

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The Crucial Role of Discipline in Teenagehood

by Stuardo Monroy, High School Main Educator

Teenagehood, often referred to as the «adolescent years,» is a period of profound transformation and self-discovery. It is a phase characterized by rapid physical, emotional, and intellectual growth, as adolescents navigate their way from childhood to adulthood, as well as facing the challenges of an evolving Waldorf education within Trinus, growing up, and adapting to new demands from teachers, parents and the school as a whole. 

During this time, the importance of discipline cannot be overstated. While some may view discipline as restrictive or harsh, it is, in fact, a cornerstone for teenagers in establishing a foundation for success and personal development. In this article, we will explore the significance of discipline in teenagehood and how it plays a vital role in shaping young individuals into responsible, well-rounded adults.

Discipline is a fundamental attribute that underpins personal growth and development. Self-discipline, in particular, is the ability to control one’s behavior, emotions, and desires to achieve specific goals. It is a skill that teenagers must cultivate during their formative years as it forms the basis for achieving long-term success and happiness. Self-discipline enables adolescents to resist temptations and distractions, manage their time effectively, and make responsible decisions.

In teenagehood, self-discipline is especially crucial as it helps young individuals establish a strong work ethic, develop a sense of responsibility, and maintain a healthy balance between their academic, social, and extracurricular activities. It is this inner strength that empowers them to persevere through challenging times and make choices that lead to personal growth.

One of the key aspects of discipline in teenagehood is effective time management. Adolescents are faced with an ever-increasing load of academic assignments, extracurricular activities, and social commitments. Learning to prioritize tasks and manage time efficiently can alleviate stress and prevent feelings of being overwhelmed.

When teenagers develop the discipline to create schedules, set priorities, and stick to them, they are better equipped to handle their academic responsibilities while still having time for hobbies, relaxation, and social interactions. This balance is essential for maintaining both mental and emotional well-being.

Discipline is closely linked to academic success. To excel in school, teenagers must develop the discipline to study regularly, complete assignments on time, and seek help when needed. A disciplined approach to academics fosters a growth mindset and a sense of responsibility for one’s learning. Furthermore, discipline helps teenagers set and work toward long-term academic goals. Whether they aspire to attend a prestigious college, pursue a specific career, or achieve high grades, discipline is the driving force behind their ability to make consistent progress and overcome academic challenges.

Teenagers often face complex and life-altering decisions during their adolescent years. These decisions can range from choosing their academic path and making ethical choices to forming relationships and dealing with peer pressure. Discipline plays a significant role in helping adolescents make responsible decisions.

Disciplined individuals are more likely to think critically, consider the consequences of their actions, and resist impulsive choices. Whether it’s saying no to drugs or alcohol, making choices about sexual activity, or handling conflicts maturely, discipline equips teenagers with the necessary skills to navigate the challenges of adolescence while maintaining their integrity and self-respect.

Discipline also extends to the way teenagers interact with their peers and family members. It involves understanding the importance of respect, empathy, and communication in maintaining healthy relationships. When teenagers cultivate the discipline to treat others with kindness and consideration, they form lasting bonds that are built on trust and mutual respect. Additionally, discipline helps teenagers constructively manage conflicts and disagreements, reducing the likelihood of strained relationships. The ability to listen actively, express themselves clearly, and work through differences is a product of disciplined emotional intelligence.

One of the most critical aspects of discipline in teenagehood is its role in preventing destructive behaviors. A disciplined approach to life acts as a protective barrier against these harmful activities. Teens who have developed self-discipline are better equipped to resist peer pressure and make choices that prioritize their long-term well-being. They are more likely to seek positive influences and engage in activities that promote their physical and emotional health.

The discipline cultivated during teenagehood sets the stage for adulthood. Adolescents who have developed self-discipline are more likely to carry these skills into their adult lives, leading to greater success and personal fulfillment. They are better prepared to handle the responsibilities that come with independence, such as managing finances, pursuing a career, and maintaining a healthy lifestyle.  Additionally, disciplined teenagers tend to have a strong sense of self, allowing them to make informed decisions about their future, such as choosing a college, career path, or life partner. They are more likely to set and work towards meaningful life goals, resulting in a higher likelihood of achieving their aspirations.

The importance of discipline in teenagehood cannot be overstated. It is the foundation upon which teenagers build the skills and habits necessary for success, happiness, and personal growth. Through self-discipline, adolescents develop time management abilities, academic success, responsible decision-making, healthy relationships, and resistance to destructive behaviors. Moreover, discipline serves as a bridge to adulthood, equipping teenagers with the tools they need to navigate life’s challenges and make meaningful choices. As educators and parents, we play a pivotal role in fostering discipline in our young adults, helping them develop into responsible, well-rounded individuals ready to face the world with confidence and purpose.

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Dyslexia can be overcome with nursery rhymes and music

In Trinus, our children learn the multiplication tables by moving and clapping, by stepping in a rhythmical way. We integrate music in all the subjects, it is not treated as a separate subject. This benefits all children but particularly children with dyslexia. In the following article written by Sarah Knapton, she mentions how rhymes and music can help overcome dyslexia.

Children can overcome dyslexia by learning nursery rhymes, dancing, and singing because the condition is caused by a lack of rhythm in the brain, a leading neuroscientist has suggested.

Usha Goswami, professor of Cognitive Developmental Neuroscience at Cambridge has spent the last 10 years testing the brains of youngsters to find out what was driving the learning problem.

She found that dyslexia is not caused by children reading words incorrectly, but instead by their inability to hear the rhythm of words when they are being spoken.

Brain scans showed that the meter of words was out of phase with internal rhythms in the brain, meaning that youngsters struggled to encode the patterns, and therefore memorize speech.

However, keeping up rhythmic practice will eventually allow children to read properly.

“Children who are dyslexic struggle with speech rhythm,” Prof Goswami told The Hay Festival.

“We realised that children are struggling in tasks which are not related to learning or reading but are related to rhythm. So we began to think that rhythm and these problems found in children with dyslexia might be related.”

Dyslexia is thought to be one of the most common learning difficulties. It’s estimated that up to 1 in every 10 people in the UK has a certain degree of dyslexia and Britain has one of the worst rates because the language is so difficult to learn.

Prof Goswami recommended clapping games, music, nursery rhymes, and marching to The Grand Old Duke of York. “All kinds of rhythmic experiences can be helpful, nursery rhymes, dancing, and music as long as the beat is matched to language,” she said. “Playground clapping and games may be very important to stopping dyslexia. You could start to remediate it before children even start school.

“If children keep it up they will learn to read. It will definitely happen. The brain just needs more training. These children need to know that their brain just works a bit differently and reading is going to be harder for them.”

Usha Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge and the director of the Centre for Neuroscience in Education at St. John’s College, Cambridge. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami’s work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia. Some of her current research projects include the neural basis of developmental dyslexia, the neural basis of speech and language impairments, and the neural basis of rhythmic motor behavior.

Dr. Goswami’s research is concerned with focusing on dyslexia as a language disorder rather than a visual disorder as she has found that the way that children with dyslexia hear language is slightly different than others. When sound waves approach the brain, they vary in pressure depending on the syllables within the words being spoken creating a rhythm. When these signals reach the brain they are lined up with speech rhythms and this process doesn’t work properly in those with dyslexia. 

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¿Cómo funciona una escuela Waldorf de Primaria?

Muchas personas, por lo general padres de familia que conocen la pedagogía Waldorf y tienen a sus hijos en un colegio inspirado en esta pedagogía, como el nuestro, se preguntan sobre el paso que dan los niños cuando llegan a la primaria. ¿Los niños siguen teniendo juego libre tanto como en preescolar? ¿Cómo aprenderán a leer y escribir? ¿Cómo es el currículo cuando los alumnos pasan a Grado Uno?

Nos hemos basado en un artículo de aguamarina, psicóloga y terapeuta del habla, ya que lo expresa de una forma idónea y bastante acertiva.

El currículum en las escuelas Waldorf

Si la pedagogía Waldorf parte de la premisa que la forma de entender, sentir y vivir el mundo de las personas va evolucionando a lo largo de la vida, y muy especialmente durante la infancia, el currículum de las escuelas Waldorf trata entonces de dar respuesta a las necesidades que presentan los niños en todos los niveles (su cuerpo físico, sus facultades psíquicas, su individualidad).

Para los maestros/as Waldorf lo más importante no es lo que se enseña, sino cómo se enseña. Por tanto el programa educativo Waldorf se basa en el niño, en ejercitar las capacidades del ser humano: pensar, sentir y actuar. Así el maestro a través de la observación de las necesidades de los niños les va introduciendo en los contenidos, pero en el momento oportuno y de la forma adecuada a su etapa evolutiva.

Por eso se dice que el método Waldorf es un método integral, porque implica el conocimiento de la naturaleza individual de cada niño, y utiliza una metodología y contenidos adecuados a cada momento, logrando de esa manera un equilibrio de las aptitudes intelectuales, artísticas y manuales. Se trata de seguir un proceso, un camino de experiencia que llene de sentido todo lo que encontrará el niño una vez que sea adulto.

Esto implica que después de haber experimentado con el movimiento y el juego libre en la época de infantil, en el primer curso de primaria conozcan las letras y las palabras, los números y las operaciones básicas, así como los dibujos de formas, que permiten estructurar el dominio del tiempo y del espacio de una manera progresiva y asequible para los pequeños, teniendo como hilo conductor las narraciones de los cuentos de hadas. (Lee más información sobre los cuentos de hadas aquí).

El paso de Infantil a Primaria

El hecho de poder iniciar una nueva etapa vital es tan importante como cerrar bien la anterior.

Es por eso que el primer día de escuela para los niños de primero de primaria se realiza una celebración en la cual, simbólicamente, dejan atrás el mundo de los pequeños para entrar en otro mundo de niños más mayores, mostrando que ya están preparados para realizar otro tipo de actividades en la escuela. Cada niño pasa por un bonito arco hecho de flores, entregando al maestro que le llama una flor que confeccionará el ramo de la nueva clase.

Tras este primer día, el niño entra en un ritmo de actividad que le permite desarrollar una respiración entre concentración y relajación, trabajo mental y práctico, movimiento y reposo, escucha y participación, observar y hacer.

La clase principal y los periodos

Durante las dos primeras horas del día aparece muy claramente esta respiración en la clase. Se desarrolla una parte rítmica, con una serie de actividades en las que aparece el movimiento ordenado, el arte de la palabra y la poesía, la música, el juego…muchas veces combinados. Este espacio permite sincronizar los ritmos individuales en uno colectivo, haciendo que niños y niñas estén dispuestos a un trabajo más vinculado a la concentración.

Después de este momento, hay un tiempo para los aprendizajes más académicos, siempre presentados de una manera asequible para los niños, es lo que se denomina la clase principal. Estos aprendizajes también están asociados a un ritmo, así, durante un tiempo de unas cuatro semanas, se desarrolla una misma área, es lo que se conoce como un período.

Al  final de la clase principal se destina a escuchar la narración, un momento en el que aparece un gesto de relajación, pero al mismo tiempo de una cierta concentración al seguir el hilo de la historia.

Los periodos en la clase de primero

Durante los tres trimestres del primer curso se mantiene una estructura similar, en la cual se empieza con un periodo (unas cuatro semanas) de dibujo de formas, después uno de letras, y se acaba con el de números.

EL DIBUJO DE FORMAS

El dibujo de formas trabaja con el movimiento del cuerpo, organizando el espacio en líneas rectas y curvas.

Poco a poco los niños van llevando este movimiento desde el cuerpo a las manos, llegando a convertir un dibujo sobre el cual se ha caminado en el suelo en una línea sobre el papel. De esta manera se hace que la experiencia del dibujo sea no sólo mental sino también vivida en el hacer con el cuerpo. Es gracias al dibujo de formas que los niños y niñas se preparan para el trazado de letras y números.

LAS LETRAS

El periodo llamado de las “letras” acerca a los niños al proceso de lectoescritura realizando un recorrido por todo el alfabeto mediante una historia narrada por el maestro/a. Así, cada letra tiene un sentido de ser en la palabra, y la palabra se torna viva en la conciencia del niño.

Las letras y las palabras se escuchan, se dibujan y se escriben y finalmente, se leen.

LOS NÚMEROS

Las matemáticas tienen, en la pedagogía Waldorf, un tratamiento muy especial. Los primeros aprendizajes, los números, son mostrados como elementos no sólo cuantitativos sino también cualitativos. Cada número representa una cualidad: el uno representa la unidad, lo que forma un todo; el dos, la dualidad, los opuestos; el tres, la trinidad, el elemento neutralizante, etc. siempre mostrando estos conceptos en forma de imagen, en un lenguaje poético.

El movimiento en el espacio es indispensable para desarrollar un buen pensamiento matemático, de esta manera se realizan una gran cantidad de ejercicios que impliquen el movimiento de todo el cuerpo. Las matemáticas dejan de ser de dominio exclusivo de la cabeza, llegando a formar parte de todo el cuerpo, hasta la punta de los dedos de los pies.

El resto de materias: las especialidades

Las actividades artísticas así como la lengua extranjera o los trabajos manuales son los otros elementos que completan el día a día en la primera clase.

La música facilita al niño el ordenar su mundo interior. En primero todavía se usan melodías pentatónicas que ayudan al niño a mantener un estado de calma y armonía. Los instrumentos utilizados en este curso son la lira pentatónica y, desde el segundo trimestre, la flauta pentatónica. (Si te interesa saber más sobre la música pentatónica lee este artículo de Tamara Chubarovsky: Música que calma a los niños, música pentatónica).

La pintura con acuarela aporta unos elementos que favorecen la salud anímica de los niños. El trabajo con el color, usando el papel mojado, sigue un largo camino durante toda la primaria.  (Puedes descubrir un cuento vivenciado para utilizar las acuarelas con niños aquí)

Al principio se trata más de jugar con las cualidades del color que buscar hacer representaciones pictóricas y, poco a poco, este jugar se convierte en un dominio del agua y la pintura en las clases superiores.

La Euritmia es otra de las artes trabajadas en la escuela Waldorf. A través del movimiento, se despierta y se fortalece la capacidad expresiva de los niños, y no solamente en el aspecto puramente físico.

Mediante los sonidos de las palabras y la música se busca agilidad, movilidad, plasticidad y actividad en su mundo interior.

Las lenguas extranjeras empiezan a formar parte de la vida de los niños mediante juegos, canciones y poesías.

Se busca acercar al niño a la musicalidad del lenguaje, a adentrarse de forma natural en ella, de la misma manera que se hace con la lengua materna.

Los trabajos manuales son muy importantes para el desarrollo intelectual del niño. Una cita de Rudolf Steiner dice “Dedos ágiles nos llevarán más adelante a un pensamiento ágil”. Y cada vez más neurólogos están descubriendo y mostrando de qué manera el movimiento físico se convierte en un desarrollo de las conexiones neuronales.

Así, se realizan actividades como seguir todo el proceso de la lana: desde que está sucia, recién esquilada, hasta poder tejer con ella, pasando por el lavado, cardado, hilado y ovillado, lo que acerca al niño a una manera viva de entender el mundo.

Creo que con todo esto has podido hacerte una idea de cómo funciona una escuela Waldorf de primaria, faltaría añadir que no hay exámenes, ni tampoco libros de texto convencionales, sino que cada alumno va trabajando y elaborando sus propios cuadernos.

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Tips para fortalecer la inteligencia emocional en los niños

Escrito por Gabriela de Erichsen

El pasado jueves tuvimos nuestro segundo “Growing Up Together” del año. Este programa está diseñado para nuestros papás Trinus y su objetivo principal es proveer herramientas y conocimiento que apoyen el crecimiento y formación en la tarea de primeros educadores. Para contribuir al desarrollo de personas creativas y libres que actúen con integridad y por consiguiente continuar transformando “pequeños en gigantes.” 

El tema para este mes fue impartido por nuestra psicopedagoga Lic. Sharlyn Dieguez.

A continuación puedes ver la plática completa y un resumen del tema impartido.

El tema de inteligencia emocional se ha convertido en una necesidad para todo ser humano, especialmente para los niños. Estamos acostumbrados a enfocar nuestra energía y recursos en desarrollar la parte intelectual de nuestros hijos, dejando en segundo plano incluso a un lado la parte emocional. Daniel Goleman, dice que al menos 80% del éxito en la edad adulta proviene de la inteligencia emocional. En Trinus le damos importancia al desarrollo integral de nuestros alumnos y nuestro enfoque es que todas las áreas del alumno sean nutridas y fortalecidas. Esto abarca la parte intelectual, la emocional y la educación de la voluntad. Encontrar el equilibrio en estas tres áreas es lo que nuestros educadores trabajan a lo largo del año. 

Empecemos por definir ¿qué es inteligencia emocional?, se define como la habilidad para gestionar bien las emociones, ya sean las nuestras como las de los demás. 

Como cualquier otra habilidad, la inteligencia emocional se puede enseñar o potenciar. Y esto nos debe motivar como padres y educadores a apoyar a los más pequeños a fortalecer esta área en sus vidas. 

¿Cómo podemos fortalecerla? 

Sharlyn nos compartió 10 tips prácticos que podemos implementar: 

  1. Reconocer mis emociones – ¿Qué estoy sintiendo? 
  2. Nombrar las emociones – al identificar por nombre la emociones podemos trabajarlas y regularlas.
  3. Dar el ejemplo – los niños aprenden por imitación, por lo tanto reaccionarán, hablarán de la misma manera que nosotros los adultos lo hacemos.
  4. Mantener la calma, recordar quién es el adulto de la situación.
  5. Desarrollar empatía – “Entiendo que cuando pasa esto… te molestas mucho, yo también me enojaría…” 
  6. Brindar opciones de cómo reaccionar – “Entiendo que estabas muy molesto, la próxima vez podríamos respirar y esperar 10 minutos antes de actuar”. 
  7. Fomentar el diálogo democrático – aprender a escuchar y que ellos nos escuchen, así como tener esos espacios donde podemos expresar lo que sentimos y dejarlos expresarse también. 
  8. Establecer límites claros – Los niños necesitan saber qué es lo que esperamos de ellos, no podemos asumir que ellos saben sin haberles modelado las reglas y normas. 
  9. Aceptar cuando hemos cometido un error 
  10. No forzar las disculpas 

“El cerebro emocional responde a un evento más rápidamente que el cerebro pensante.” Dr. Goleman 

Un aspecto importante es que la comunicación efectiva, mantiene la puerta de la comunicación abierta para que los chicos no sientan miedo de expresarse. 

Como padres y educadores tenemos esa labor hermosa de formar y brindar las herramientas a nuestros niños para que puedan desarrollarse de la mejor forma posible. Esta labor requiere de constancia, paciencia y mucho amor. 

Los resultados tal vez no los veremos tan rápido como quisiéramos, pero como un día me dijo mi hermano mayor: “algún día verás el resultado de todo esfuerzo y constancia en educar un buen hábito ó corregir determinada actitud, y dirás valió la pena”. 

No te des por vencido, sigue intentando y repitiendo cuantas veces sea necesario lo que quieres formar y educar en tus hijos o alumnos. ¡Te aseguro que verás los resultados! 

Por lo que nosotros como adultos somos los primeros que debemos fortalecer nuestra inteligencia emocional porque al final del día nuestros hijos son nuestro espejo. 

“Los niños emocionalmente inteligentes, son adultos exitosos”.

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A Unique Approach in Teaching Social Studies

Interview made to Miss Petersen, Main Grades Educator in Trinus.

How do you engage your students in social studies lessons?

It depends on the age of the students. Currently, I am teaching grade 6 and a big way of engaging them is through discussions- By asking and listening to their opinions of the content that was brought.

We do debates where children have to back up their opinions with reasons e.g. I divided the class into 2 teams: Spartans and Athenians; then each had to argue why their way of life was the best.

Encouraging them to ask questions

Helping them see how EVERYTHING IS CONNECTED

In geography I always try to connect it to the children’s country e.g. “The population is 4 times bigger than that of Guatemala” This is a great way to help them connect and engage with content

Lots of artistic work: drawings, Maps, acting out the Greek myths, songs, poems, even making forms out of clay, etc

Lots of humor and jokes

Stories that stir emotional reactions AS MANY EMOTIONS as possible

acting

How do you apply real-world relevancy to the lessons?

Connecting content to the children’s own country; making comparisons with things the children know and see in their environment

Connecting to  BIG WORLD news stories e.g. while learning Greece we could link that to the Olympics being canceled because of the pandemic

By making a BIG deal of how something that happened long ago still affects us today e.g. “the Olympic event Marathon is called this because it’s the distance ran….. “ I get very excited when I point things like this out to the children, I act like it’s so cool as if I’m hearing this for the first time like them. This makes history alive and current for children, to hear and learn things like this

By letting them ASK QUESTIONS

Having experts come in where possible to discuss this in greater detail, share more knowledge, and answer questions

What examples do you have of incorporating the arts into social studies lessons?

Map drawing as an art- where possible we draw maps freehand

Paintings- painting a desert landscape or a Greek fleet sailing for Persia

Clay modeling: we made monsters from Greek myths

Drama-acting out stories

Recitation- learning poems

Singing- learning songs from a culture

Writing- even if this can be artistic work that we create together, the Athenians valued the power of speech

Poetry- writing poetry e.g. an ode to the river, learning poetry from that era

Waldorf book

What strategies do you use to create learning experiences that activate students’ prior knowledge?

Before I start a social studies block I always ask children to tell me something they already know about the topic, or I give them a blank map to fill places in. Then at the end, we review this and there is that cool moment when they see how much MORE they know now

I ask specific guiding questions to relate it to something they have already seen

Ask “Can anyone think what this is connected to?”

Encourage them to make predictions of what COULD happen so they can open to thinking in this cause-and-effect way which is ESSENTIAL IN SOCIAL STUDIES

Fun pop Class quiz to see who remembers

Generate excitement

Giving students time to think

Encourage them to ask questions!

Regards,

Miss Petersen

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Nurturing Your Child

By Carrie Riley

I would like to share information on Waldorf philosophy and ways we can reinforce the rhythms at home.  

Rhythm

Rhythm- is structure, it is what brings order out of chaos and we all know how chaotic life can be with young children. 

When we provide a rhythmical day for the little ones it brings them a sense of security in the knowing, a sense of well-being, relaxation, and a sense of accomplishment. 

There is a yearly rhythm that is reflected in the seasons and a time to experience a feeling of community as we come together to enjoy the different feelings that nature provides throughout the year. There is a monthly rhythm with the waxing and waning of the moon. Women get to experience a monthly rhythm for more than half their lives. There is a weekly rhythm and daily rhythm that provides structure to our work life, family life, and social life. It is the daily rhythm that affects the children most.

In Waldorf education when we look to create a rhythm for the children we look to format it in terms of an in and out breath. The in-breath is a more formal or contained part of the rhythm whereas the out-breath is the moment you can let it all go.  This is happening because our lives have changed and we have two working parents trying to get out the door by a certain time the morning is a big IN breath for the children, so by the time they come to school they need an OUT breath which can happen during free play with active play, then for circle, IN breath, then OUT breath with the HUG shop, then snack IN breath etc.

Breathing is rhythmical and it is the basis of life. If we move through the day this way we are teaching the children at the very core of their being how to live life in a healthy and balanced way. Plus it makes your life much easier. When they know the rules and what to expect they are much more likely to cooperate. 

Think of rhythm as the structure of the home, walls, ceiling, floors, windows, and the fluctuations of the day are all the decorations inside. You get to redecorate your home every day; I know it leaves us all in constant amazement at how different one day can be from the other. Here are some ideas of how you can provide rhythm in your home.

  • Sleeping– try to put your child to bed at the same time every night. Have a simple routine that is just for those moments before bed. It helps them to know what is coming and what is expected of them. Lights in the bedroom come on when it is time for you to get up, if not on, it’s not time, go back to sleep.
  • Meals – try to have meals be at a similar time and place each night. Again have some type of ritual, lighting a candle, a song, a verse. Be clear with your expectations with your child. Do they need to sit until everyone is finished etc. Think about those things and stick to them. Your life will be easier when they become teenagers. Snacks when and how. 
  • Playtime, etc.
  • Clothing– Where are their shoes kept, jackets, what can they do by themselves? Create a rhythm of expectations before leaving the house. Do they need to keep their hat on?
  • Cleaning – toys and pick up, when they need to be picked up?

Much of it has to do with how your family’s day looks and how you can make certain moments in the day predictable and the same. 

Tools for supporting your child’s behaviors

(i.e. do  not give too many choices)

Rhythm is supported by firm boundaries with the young child. Again creating form and structure for them makes them feel safe. A young child does not want to be in charge. They don’t want to be the ones making decisions. When a child is asked if they want to eat now or would you like to put on a jacket it creates a lot of anxiety for the child. They want and need authority. Of course, we want to approach this in a loving way. First, we say “You may put on your shoes now.” or “It’s time for me to put on your shoes now.” Adding a bit of imagination works wonders. “ come to the shoe shop”  if a child is not wanting to put on their shoes, as this is common for most at some point, we can approach this with, “I will put on your shoes or you may do it”.                                             

Table

You may sit until we are all finished with dinner. Repeat until the child understands, it may take time and that is okay. By providing children freedom within the container you create they will feel safer and can trust the world more. Don’t worry there will be plenty of time for them to be the decision maker.

Nutrition

Nutrition has a huge impact on behavior. Everything from cooperation to sleep, to mood, and most importantly health. This time of year we are all very interested in keeping our children healthy and free from as many colds and flu and we can make it possible. Nutrition is key in the prevention of sickness. 

Providing nutrient-dense foods that are packed with vitamins, minerals, and healthy fats. Non-processed, whole, and if possible organic foods. One of the most important foods to avoid is sugar. When researching what amount of sugar is okay for young children, it was very difficult to find a recommended amount. Then I found out why when I came across a site that said no amount of sugar is okay for a young child. So no one wants to commit to an okay amount because there is no amount that is okay. With that in mind…and the reality that we live in a world full of sugar. Grandparents give it, aunties and uncles give it and sometimes we even use it to bribe our children. However, we can do our best to reduce the amount as much as we can. So begin to find the hidden sugars in your child’s life. For example: 1 t is 4.7 gms of sugar so when a child eats one of those healthy organic fruit yogurts that has 18 grams of sugar you are giving them just under 4 teaspoons of sugar. Then we put a half-sliced apple in there which is about 11 grams of sugar so just over 2 teaspoons of sugar. Then a peanut butter and jelly sandwich anywhere from 11 to 18 grams so another 2-4 teaspoons. What happens to a child when they eat sugar? It spikes their blood sugar for a time. Then they crash, it activates their endorphins and adrenals, which over-stimulates the child. When there is a lot of sugar in the blood, which in layman’s terms, is digested by the white blood cells and reduces the white blood cells’ ability to absorb any viruses or foreign agents in the body by 75% for 4-6 hours. If sugar is a must always couple it with protein to help reduce the blood sugar spike. Books say sugar is the cause of obesity not fat. Also, sugar keeps the immune system at risk. Give lots of good fat (nuts, avocado, olive oil, animal fats) to your kids for brain and organ development. And keep them warm, less sugar and more warmth with lots of sleep will help keep sickness at bay.

Warmth

Speaking of warmth, it is very important to keep your children warm. We speak of warmth in the Waldorf world on several levels: physical warmth, environmental, and emotional warmth. It is an absolute necessity for a growing, thriving child. This time of year in colder climates, however, physical warmth is at the forefront. Keep your babies warm. Even though a child’s temperature can often run higher than adults, children don’t have a developed enough system yet to maintain that heat, so they chill much faster than we do. They also don’t have the body awareness to understand when they are feeling cold, even up to 7 years old they may not understand that they are cold. When they get cold the body is using up its energy that should be going to maintain the immune system, developing organs, building the body and the brain for keeping the child warm so they survive.  We don’t want our children to be in survival mode. Those need to be taken care of by us so they can be free to grow and develop. There are two rules of thumb used to gauge your child’s warmth.

  1. Are their hands and feet cold? If so there is not enough warmth in the body’s core to heat the extremities. Put on more clothes. But if they are warm, it does not necessarily mean they are warm enough.  
  2. If you need two layers your child needs three. Always an extra layer than what you find you need. Do not make the mistake of asking your child if they are warm enough. They do not have the capacity of body knowledge yet to determine this adult body awareness. Remember to touch their hands and feet. 

It’s important to use natural materials like silk, wool, or cotton.  Organic cotton clothes are important for your baby because you really want to limit their irritants and exposure to chemicals when they’re developing. This will not only keep them healthier and help them develop more naturally, but it will also keep them a lot more comfortable due to limiting the irritants around them. 

Thank you for taking the time to understand a little bit more about Waldorf education, rhythm, and warmth.

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Does Music Make You Smarter?

By Amanda Jones, Trinus Educator

The long-contended phrase goes “Music makes you smarter.” Is this true to some degree? Is it true at all? It’s more easy to believe this about some types of music more than other types of music.  This is evidenced by the popularity of playing certain classical music for children before they are even born.  The image of headphones on a pregnant mother’s stomach comes to mind.  Does music really make you smarter?  What does research say? 

In a live Facebook event, we went deeper into these questions. You can watch the 30-minute talk below or read about the topic.

So, does music make you smarter? What do we mean by that? While some studies have reported that you can achieve a higher test score while listening to Mozart, more current research says that “believing listening to music raises test scores and IQ is an oversimplification of what music does for your brain” (Musacchia & Khalil, 2020).  

Music has been shown to do several things for your brain.  Music, especially actively participating in and making music:

  1. Increases your neuroplasticity, 
  2. Creates more active neurological pathways,
  3. Interweaves sensory input,  
  4. Makes a stronger bridge between the right and left hemispheres of your brain (Musacchia & Khalil, 2020).  

Let’s break each of those things down a little with examples.  

Neuroplasticity is your brain’s ability to change, adapt, learn, and grow. The more neuroplasticity your brain has, that’s like saying the better it is at “going with the flow”.  Your brain has more resources and tools to use for the things you experience, both in everyday events and traumatic events.  Benefits of neuroplasticity include, “enhanced memory abilities, a wide range of enhanced cognitive abilities, and more effective learning (Ackerman, 2020).”  For those who experience a stroke or other traumatic brain injury, having greater neuroplasticity means your brain is able to compensate and reroute functions away from the damaged part of the brain.  You’re able to relearn abilities lost in the damaged part of the brain. According to Harvard Medical School, patients with speech problems are “capable of singing words that they cannot speak (Harvard Health Letter, 2007).” I’d say that’s pretty amazing!

Because music uses so many parts of your brain simultaneously, you’re training multiple parts of your brain to work together in an organized and sensible way.  It’s like doing a full-body workout versus focusing on one part of your body.  If I’m someone who is a couch potato, certainly doing some hammer curls and push-ups every day will help. But, it’s like all the cardio exercise videos that are really serious; not only do they have you lifting weights with your arms, but you’re also in a plank position or balancing on one foot, or moving your legs at the same time.  Sometimes you wonder if the video is really trying to help you or give you a heart attack with how hard you’re working.  With music, you’re hearing things, having to pay attention to timing, and rhythm, creating the right words and pitch, and also using your sense of touch and sense of where you exist in the world all at the same time.  It’s a major brain workout, making all the parts of your brain work together for multi-faceted sensory input with more neurons firing simultaneously. Music is never a passive activity.  

In a very real and literal sense, it has been found that every part of the brain is bigger and more developed in those who participate in creating music (Musacchia & Khalil, 2020). Studies done on children who actively participate in music have found that even by the age of 7 the corpus callosum, also known as the “information superhighway” connecting the right and left side of the brain was 25% larger than the average child who did not participate in music (Miller, 2008). 

What are the benefits of a larger corpus callosum?  In certain instances, we like thinking of ourselves as either right-brained or left-brained.  That if we’re artistic and completely disorganized and terrible at spelling and math, well, “we’re just right-brained.”  It’s a nice spin on it. “That’s just the way I’m wired.” Right?  If we’re always correcting others’ grammar, a bookworm, and have trouble drawing stick figures well, “I’m just left-brained. I just am not artsy.”  Really, because music connects the right and left hemispheres of the brain, it means we can use both sides of our brain equally well.  

A personal experience from my life: In about 6th grade every student at our school was given an aptitude test.  This was supposed to help us plan which elective courses we could take in high school before we graduated.  I had chosen band as my first elective in 6th grade and was greatly enjoying it and made many friends in the band.  We all were eager to take our test and get some guidance because there seemed to be a lot of choices for which classes to take. Did I want to take more physical education classes, and some computer technology classes with programming? Maybe some hands-on classes with wood or metalworking? Should I focus on reading more, more art classes, animal or plant sciences, and languages?  The aptitude tests were supposed to measure what you’d be most successful at, and along those lines, they gave you a printout with a little graphic, showing you if you were more right-brained than left-brained, and by how much.  

If you received your aptitude test and it said you were very dominantly right-brained they might not have suggested you do some of the elective courses to learn what accountants do, for instance.  That doesn’t mean you couldn’t do that, but it’d probably be much harder for you.  Well, so we all took the test, and in a few weeks got our print-outs back that would tell us which side of our brains were used more and it also was supposed to suggest three classes we’d be good at, with a sentence or two about why.  Of course, we’re teenagers, so the first thing we all want to do is compare ourselves to everyone else and then probably just take whatever classes it said our friends were good at because we just wanted to be with our friends anyway.   

Well, we all brought our tests out at the end of band class, and we were all so terribly disappointed.  All of us looked at the image of the brain, with the line going down the middle, and for all of us, the “dot” that marked which part of our brains we used most, fell exactly on the middle line of our brain.  For suggested classes, all of our tests simply said something like, “No clear aptitudes emerged from this test.  You should choose classes from your own interests.  You have no clear strengths or weaknesses.”  What a downer of a test.  We all felt like it was saying, “You’re boring and completely normal and there’s nothing special about you.”  But really, when you look at that, that we all had the ability to use both sides of our brain equally, it was a bit like a golden ticket.  It was essentially saying, you’re going to be pretty successful at anything you try.  You don’t have anything holding you back that’s going to make anything inherently difficult for you.  

So, how can we have music work for us in education, outside of band and orchestra classes?  At Trinus educators establish structured learning spaces and routines that become safe environments for students to learn and grow. These routines include music in several ways. Students are immersed in a language-rich English setting full of stories, and narratives offering a more advanced approach to language acquisition and ownership.

At Trinus, educators are constantly singing.  Each day begins with a series of songs and movements that are age-appropriate and directly relate to what we’re learning in class.  Music sets the tone of the classroom and creates an inviting atmosphere.  Singing helps children really arrive and creates that sense of a safe environment.  This looks different depending on the age of the child, but singing very effectively and immediately creates a feeling of reverence, excitement, awe, quiet, focus, or energy in the classroom. 

Singing music and movement as a class is a regular part of the routine for each class at Trinus.  Singing as a class greatly improves and builds memory.  This is easily evidenced by thinking back on your own schooling and things you know because of songs.  I can still repeat mathematical equations in songs from 8th grade. I don’t even know what the equation is and haven’t used it since 8th grade, but I still know the song.  

Singing and movement as a class also builds social and emotional awareness and expressiveness.  You learn things like blending your voice with others, and being aware of and listening to others while simultaneously speaking yourself.  You have to share space and coordinate the song and movement with those around you.  This is not an easy thing to do, even for professional musicians.  

When you sing and move together in the classroom you are also working on impulse control, or the ability to stop and start together, on a cue.  This is very important to develop, especially in young children, and a very good way to do it that is less abrasive than telling the toddler, “It’s time to pick up your toys now.”  But, you’re working the same skills and the same parts of the brain when a child stops singing with their class as when you tell them it’s time to pick up your toys, and they listen and do so. Studies have also shown that students who play music together are more likely to interact positively with those they play music with (Musacchia & Khalil, 2020). The class that plays music together stays together!

Singing has also been shown to improve our ability to hear (Musacchia & Khalil, 2020). The more finely tuned ears are then better able to pick up the nuances of speech better.  Better hearing leads not only to better speech but also better reading.  Students who engage in music have been shown to be better, more advanced readers and have better reading comprehension (Musacchia & Khalil, 2020).  The benefits to reading and speech with musical participation have been shown to be true both in a person’s native language, as well as a foreign language.  When you participate in music activities you don’t just get better at reading or speaking one language, you get better at all languages (Hausen, Torppa, Salmela, Vainio, & Särkämö, 2013). 

By combining singing and movement in the classroom you activate the whole brain and have a whole physical, emotional, social, cognitive, and interactive experience.  At Trinus students connect and live what they learn in order to gain meaning. Experiencing learning through movement and music is a key way to do this.  Music is much more than a way to entertain.  Neuroscience has shown that music activates many parts of the brain simultaneously.  When we engage in music in the classroom we’re helping our brains grow in ways that will benefit us and our students for the rest of their lives. 

References
Ackerman, C. E. (2020, September 01). What is Neuroplasticity? A Psychologist Explains [ 14 Exercises]. Retrieved September 22, 2020, from https://positivepsychology.com/neuroplasticity/#:~:text=7 Benefits Neuroplasticity Has on the Brain,-Building on the&text=Recovery from brain events like,pick up the slack);
Harvard Health Letter. (2007, March). In Brief: Sing along for health. Retrieved from https://www.health.harvard.edu/newsletter_article/In_Brief_Sing_along_for_health
Hausen, M., Torppa, R., Salmela, V. R., Vainio, M., & Särkämö, T. (2013, September 02). Music and speech prosody: A common rhythm. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00566/full

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Guatemala me da tanto

Escrito por  Gabriela de Erichsen

Queridos amigos guatemaltecos, 

Septiembre es el mes en que Guatemala se viste de azul y blanco, colores que representan nuestra bandera, la camiseta que nos identifica como chapines, nuestro orgullo. Mes donde recordamos los textiles coloridos que forman parte de nuestra identidad, donde repasamos nuestros únicos y emblemáticos símbolos patrios; sin mencionar el sabor de su comida y sus bellos y coloridos paisajes. Tanto nos da Guatemala que no sabríamos por dónde empezar para devolverle tanto. Por lo que propongo que le devolvamos todo el año felicidad, orgullo, respeto y amor. Septiembre se puede ir, pero el azul y blanco que nos identifica nunca se debe apartar de nuestros corazones.

Este 15 de Septiembre, me encontré con un escrito de una ex compañera de colegio, y me pareció que merecía ser leído por todo guatemalteco que ha recibido tanto de nuestro bello país. Les recomiendo leerlo en familia para que juntos podamos abrir nuestros ojos a todo lo bello que nos rodea. A apreciar y reconocer lo dichosos que somos por vivir en Guatemala. Se los comparto:

Guatemala me da tanto

Guatemala me da tanto, todos los días.

Me da un paisaje de montañas y volcanes siempre verdes, siempre cerca.

Selva enigmática y curiosa, fauna diversa, flora coqueta de la primavera eterna. 

Guatemala me da una bandera azul y blanca ondeando libre, bajo el cielo celeste que se viste de colores en cada atardecer.

Guatemala es color vibrante que vive en las artesanías de hilo y tejido, de cerámica, madera o jade. Es riqueza cultural que a veces parece querer esconderse pero al apreciarla sale imponente con sabiduría milenaria en cada rincón. 

Guatemala me da una oferta incalculable de sabores, desde la tortilla recién salida del comal, hasta platillos de recados elaborados y cocción lenta. Con sus dulces típicos, caldos, verduras coloridas, e infinidad de fruta fresca otorga día con día, un festín al paladar y una sonrisa interna.

Guatemala me da gente bella, chapines trabajadores, sonrientes y amables, valientes, curiosos, solidarios, jocosos y emprendedores. 

Guatemala me da notas de marimba que me hacen viajar en el tiempo, abrazar a mis abuelos y sacar a bailar a mi corazón. Me da escalofríos de orgullo cuando escucho “Luna de Xelajú” en el extranjero o la chirimía en el interior del país.

Guatemala me da pretextos para celebrar, con sus solemnes procesiones en las calles alfombradas con aserrín y flores, con fiambre de mil sabores, nacimientos multicolores y posadas que caminan al ritmo de la tortuga y “El niño del tambor”. Antorchas de independencia, luces pirotécnicas y árboles de Navidad. Ferias patronales, con churros y tamales, chocolate caliente, café y atol.

Guatemala me da tantas razones por las que amo saberme chapina. Pero Guatemala también me da dolor. Dolor al conocer las historias de los migrantes, desolación al ver los rostros del hambre, que la corrupción impide saciar. Guatemala me da contrastes, sus cielos abiertos me inspiran a soñar y a la vez me da pesadillas al vivir en carne propia los látigos de la delincuencia, de tanta agresividad colectiva que provoca muerte y maldad. Y entre su abundancia, Guatemala me muestra pobreza y tanta necesidad. Y el dolor que provoca sentirse impotente hace que muchos cerremos los ojos tratando de ignorar la realidad.

Guatemala me da tanto… porque más que sólo ser una extensión territorial, Guatemala es todo lo que vive y ha vivido, somos tú y yo junto a la historia de ayer y hoy.  Y si Guatemala es un intercambio y ella me da tanto, vale la pena preguntarse ¿qué le doy yo? 

A Guatemala yo le doy mi trabajo diario, le ofrezco mi cambio de mentalidad egoísta por uno que incluya el bien común. Le doy mis rezos, buenas palabras y energía positiva. Hoy a Guatemala le doy un abrazo de cumpleaños, honro lo que ha vivido, agradezco lo que a diario me da, lamento, pido perdón y perdono tanto dolor y me dispongo a aceptar y amar su realidad, con el objetivo de transformarla para que sea mejor. 

Guatemala reparte a diario innumerables bendiciones, muchas que quizás no sabemos del todo agradecer. Hoy es su cumpleaños… si escucháramos lo que dice al hablarnos… ¿qué crees que nos pediría de regalo?

Y a tí, ¿qué te pide Guatemala?
Por Anna Evelyn Valdez Meléndez 

Que nuestro mes patrio sea todos los meses, que nuestro orgullo por Guatemala sea todos los días. Que podamos esparcir por donde vayamos los colores de nuestros textiles que irradian alegría y vida por doquier. ¡Guatemala tu nombre inmortal!

Feliz cumpleaños a nuestra querida Guatemala.

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Adversity, An Opportunity to Build Resilience

Written by Gabriela de Erichsen

Since March, Guatemala, and the whole world has been facing an uncertain situation through this pandemic.  This situation has affected not only the economic area but also the emotional well-being of all humankind. It is very important for us parents to be strong for our kids.  We have to keep in mind that everything has also changed for them. We are all struggling with uncertainty and hopelessness.  As parents, if we break, our kids will break too.

Here you can find the entire talk and the highlight of Ms. Petersen´s talk. There is so much wisdom shared and amazing tips for us parents to keep in mind to build resilience in our children. 

What is resilience?

Merriam Webster defines resilience as: 

  • The capability of a strained body to recover its size and shape after deformation is caused especially by compressive stress.
  • An ability to recover from or adjust easily to misfortune or change.

My journey through this pandemic has been one of constantly having to bounce back and it’s not easy! Bounce back from disappointment, having to totally change the way I do my work, not going home- this is now the longest I have gone without seeing my family, and friends – Cape Town my City. 

In her book “The Gifts of Imperfection”, Brene Brown speaks of cultivating a resilient spirit as one of the guideposts for wholehearted living. So I decided to work backward from these things resilient people DO to explore how we can help our children learn to be resilient so they can do the things resilient people do. 

She identified 5 of the most common factors of resilient people: 

  • They are resourceful and have good problem-solving skills
  • They are more likely to seek help
  • They hold the belief that they can do something that will help them manage their feelings and to cope
  • They have social support available to them
  • They are connected with others such as family and friends

I think the biggest lesson we need to learn and teach in regard to resilience is that the only way is through. We cannot avoid it, we cannot escape it…. So how can we help each other through? 

One thing that comforts me is that children learn and adapt more quickly than adults!! They are more flexible and resilient than us. They adapt quicker. 

There is no step by step on how to guide when it comes to cultivating capacities. Resilience is a skill, a feeling, a confidence, a trust in oneself and in life.

Resilience comes from solving problems, and going through situations, it’s not in your head it’s from or out of what you do. 

In my opinion, FAMILY is what is going to teach our children resilience in this moment. And that’s wonderful because we can help all of us get stronger through this. Our children are our mirror! So if we are constantly criticizing, being negative, and complaining, they will learn to do what we do. 

Practical tips to keep in mind

  • Spirituality – knowing, trusting believing there is something bigger than ourselves. 
  • Gratitude practice 
  • Awareness- checking on loved ones, family conversations, and sharing.
  • Being aware of nature and beauty
  • Worry jar 
  • Talking about the good and bad AGE APPROPRIATE! We cannot tell a 4-year-old that thousands of people are dying of COVID and expect them to deal with that. But you can say “I also feel sad that we can’t go visit grandma today, it makes me want to cry too.”  
  • Make a point of acknowledging when someone solved a problem no matter how big or small, ESPECIALLY WHEN THEY CLEAN UP A MESS! So that becomes part of their vocabulary- I made a mess and I clean it up
  • Let them see our mistakes
  • Apologize when you are wrong
  • Connection
  • How to express feelings? Because we have to go through: what color do you feel today? What animal? What color is angry? Older ones: draw, speak, write, exercise. What can we do to feel the feeling and then what helps us transform that? 

The bad news: Our children learn through the US! So immediately we need to know that we cannot teach them anything that we are not. So, from now on I want you to be thinking about how resilient are you. I want you to start thinking about how you can grow your resilience because that will be the most powerful gift you can give your children. 

What are we going to do?

I personally loved how Ms. Pettersen ended the talk by saying, “The ball is in our court now, what are we going to do with it?” 

And remember, we all go through dark times. And what gets us through is hoping and praying for that light at the end of the tunnel. And that light at the end of the tunnel is our presence now, having life, health being able to wake up every morning, and having our loved ones near and safe.

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