Listado de la etiqueta: waldorf pedagogy

La cena: 30 minutos para una familia más conectada

María Andrea García, psicopedagoga de Trinus

«Rodeados de gente que importa, mirando las caras que amamos, contamos nuestros éxitos y compartimos nuestras cargas, reviviendo los dramas cotidianos. La mesa es el lugar donde marcamos hitos, divulgamos sueños, hacemos negocios, damos gracias, planificamos vacaciones y contamos chistes, es donde los niños aprenden las lecciones que las familias enseñan: modales, cooperación, comunicación, autocontrol, valores. Seguir las normas. Sentarnos. Esperar turnos. Es donde nos construimos y festejamos. Es donde vivimos, entre mordiscos.» – Doris Christopher

Seguramente has escuchado decir que cenar en familia es bueno para tus hijos, pero es posible que no te imagines que este hábito podría cambiarles la vida. Cuanto más comamos en familia, mejor desempeño académico tendrán nuestros niños, menor probabilidad de involucrarse en asuntos negativos, sufrir depresión y es el mejor predictor que tenemos sobre qué pasará en la adolescencia de los niños

¿Por qué?

  • Quizá porque las familias que comen juntas hablan más, lo que ayuda a la conexión y a la construcción de mejores relaciones.
  • Quizá porque los padres que comen con sus hijos tienden a expresar su amor de forma más constructiva, también en forma de atención y supervisión.
  • Quizá porque la cena transforma a los miembros individuales de la familia en un «grupo», lo que otorga a los padres más influencia a la hora de competir contra el poder del grupo de amigos.
  • O quizá porque los niños, incluso más que nosotros, necesitan contar algo cada día, y la seguridad de la pertenencia y el cuidado que representa el ritual de compartir la comida con nuestros seres queridos es más tangible.

Sea cual sea la razón, la cena es una apuesta segura para construir en el hogar. Si estás demasiado ocupado como para cenar en familia regularmente, vale la pena revisar qué necesita más de nuestra importancia.


Los estudios demuestran que cuanta más frecuencia mejor. Lo ideal es que ambos padres, cuando viven juntos, cenen con sus hijos todas las noches. Pero no vivimos en un mundo ideal, así que hacemos lo que podemos, lo que a menudo significa, que sólo un padre está presente en la mayoría de las cenas semanales. A veces eso es lo mejor que una familia puede hacer durante la semana, y es funcional. Pero entonces es aún más importante que la familia pase tiempo junta durante los fines de semana, que los viernes, sábados y domingos tengamos un tono de celebración cuando todos nos sentamos juntos a disfrutar de la comida. Hay algo mágico en la construcción de la identidad familiar cuando todos los miembros comparten la comida, al menos durante una parte del tiempo.

Como es natural, a medida que tus hijos crezcan, serán ellos quienes tengan planes de noche. Pero si invitas a cenar a los amigos de tus hijos, te sorprenderá que a menudo estos preadolescentes y adolescentes disfrutan de una deliciosa cena gratis y casera antes de irse al cine o de fiesta. El secreto está en recordar que este debe ser un momento para que toda la familia se reconecte y se cargue de energía, no solo una obligación más. Es una importante oportunidad para reconectarnos y un importante fundamento para la tradición familiar.

¿Cómo lograr que una cena sea enriquecedora para que todos los miembros de la familia la esperen con interés? Aquí tienes 12 ideas para empezar.

1. Primero, relájate.

Si vuelves agotado del trabajo y tienes que poner la mesa deprisa, no tendrás recursos internos para hacer otra cosa que no sea sentarte. Pon algo para picar como primer plato (zanahorias, hummus y galletas), mientras te tomas diez minutos para descansar. Después estarás más relajado mientras cenas sentado en la mesa con esas personas que adoras.

2. Cultivar conscientemente el espacio sagrado.

Con mínimo esfuerzo, podemos crear una fiesta familiar diaria, corta pero reparadora, que ofrezca refugio frente a los problemas y aflicciones de la vida cotidiana. Algunas familias encienden velas, que parecen crear una atmósfera especial. Otras pronuncian unas palabras, que pueden ser de naturaleza religiosa o no, pero que les reconecta con la gratitud por estar simplemente vivos y juntos.

Sin embargo, el componente más importante es mantener una actitud de celebración y cariño. Los padres tendrán que marcar el tono, dejando de lado cuestiones triviales como los modales en la mesa y centrándose en lo que realmente importa, que, por cierto, no es la comida.

3. La comida no es lo importante.

Siempre existe el interés de crear hábitos alimenticios saludables para la familia. Pero tratemos de recordar que lo importante es sentarse a cenar y conectar con los demás, no lo que comemos. Hay muchas opciones fáciles, sanas y apetecibles para los niños que ayudan a hacer de la cena un momento agradable. La clave está en que una nutrición decente no requiere un largo tiempo de preparación y, en vez de estresarte con la comida, lo que realmente necesitas es conectar con tu familia.

4. Apaga la tele y la radio.

Algunas familias vencen la tentación de encender la tele durante la cena situándose donde no se alcance a ver desde la mesa. Muchas establecen la regla de no contestar al teléfono, incluso si mamá o papá reciben una importante llamada de trabajo, y apagan los móviles para no escucharlos. Protege de interrupciones ese tiempo especial con tu familia. Como dijo un presidente de los Estados Unidos en relación con la prioridad de cenar con sus hijas, el mundo seguirá ahí dentro de media hora, incluso si eres el presidente.

5. Establece rutinas y rituales divertidos.

Algunas familias se turnan para escoger la música de fondo o el postre. Algunas rotan sobre quien dice algunas palabras iniciales o elige el tema de conversación. En algunas familias, el martes es noche de pizza y el viernes es noche de juego familiar. El hecho de crear una rutina refuerza el aspecto ritual y crea la sensación de hogar y de familia e, independientemente de las dificultades cotidianas, la vida es buena.

6. Usa bendiciones para crear un sentido de gratitud y conexión.

A menudo se escucha algo como “no creo en Dios, así que no bendigo la cena”, pero las bendiciones no son necesariamente religiosas. Las bendiciones son: nuestra gratitud por poder sentarnos a comer mientras otros pasan hambre, querernos los unos a los otros, honrar a la persona que preparó la comida y a la generosa naturaleza que la produjo o nuestra consciencia de tener todo lo que necesitamos en este preciso momento. Las bendiciones son una manera de reconocer el momento de la comida como un tiempo sagrado juntos, una manera de conectarnos en la delicadeza del amor compartido. 

7. Haz que la conversación sea agradable para todos…

Se puede comenzar con una ronda rápida de preguntas del tipo ¿Qué tal hoy en la escuela / trabajo?, lo que a menudo desemboca en un tema. Muchas familias lo formalizan con el método «rosa y espina», en que cada miembro de la familia comparte lo mejor y lo peor que le ha pasado en el día.

Después, se puede profundizar en algo que surgió en la ronda inicial o hablar sobre un futuro plan familiar, como qué hacer durante las vacaciones escolares de primavera. Pregunta a los niños qué opinan sobre los temas de los cuales están conversando, o pídeles su opinión sobre alguna decisión que tienes que tomar. Plantea problemas éticos que no sean sencillos de responder y pide a los distintos miembros de la familia que expresen cómo los abordarían y por qué. 

8. Asegúrate de que todos participen.

A las familias que ya tengan la costumbre de conversar les será más fácil que a aquellas que van a empezar con niños mayores, pero no hay que darse por vencido. A menudo, los niños que no conversan pueden ser persuadidos para hacerlo si les preguntamos específicamente por sus intereses. ¿Por qué te gusta tanto ese tipo de música? será más eficaz que ¿Qué tal en la escuela hoy?

Los adolescentes más callados cuyas familias no han tenido la costumbre de conversar en la cena puede que requieran más esfuerzo. Prepárate para algún corte y mantén el sentido del humor; probablemente tu hijo acabe participando desde sus propios términos. Facilitar una conversación positiva puede ser un desafío para los padres, pero vale muchísimo la pena por la comunicación y cercanía que fomenta en la familia.

9. Escucha.

Michelle Trujillo dice en su libro Why Can’t We Talk?: What Teens Would Share if Parents Would Listen que los preadolescentes y los adolescentes quieren hablar desesperadamente con sus padres sobre cosas que les preocupan, pero los padres no escuchan.

No des consejos a menos que te lo pidan y tus hijos estarán más dispuestos a hablar de sus problemas. Los niños suelen aprender a solucionar las cosas simplemente hablando. Tus hijos no siempre te dirán cosas cómodas de escuchar, pero trata de verlo desde su perspectiva. Simplemente, recuerda la suerte que tienes de tener hijos dispuestos a hablar contigo y respira.

10. Consensúa que por la noche cenarán juntos y que perderse la cena es un problema.

A veces un adulto está fuera de la ciudad o un niño tiene un evento escolar. Algunos padres tratan de mantener una noche como noche de cita para mantener vivo el vínculo entre ambos, y muchas familias tienen por costumbre juntarse con otros familiares para cenar el sábado o domingo por la noche. Pero se puede planear que ciertas noches todos los miembros estén en casa para la cena. Si es necesario, se puede empezar por una o dos noches a la semana, organizarse para que esas noches se vuelven súper especiales para todos.

11. Intenta que todos colaboren con la cena.

Una vez que los niños se acostumbran a la idea, el trabajo en grupo puede ser divertido y, por supuesto, es una gran experiencia de aprendizaje para ellos. Los adolescentes, especialmente, suelen disfrutar de poder decidir lo que la familia cena una noche a la semana. Aprender a cocinar es una buena práctica para el momento de su independencia. Obviamente no sucederá todas las noches, pero quizá se pueda consensuar en familia que cada uno ayude con la cena una vez a la semana. Se puede empezar poniendo la mesa y sirviendo la comida todos juntos. 

12. Celebra siempre que sea posible.

Celebra todos los cumpleaños, logros de cualquier tipo, cambios de estación. Siempre hay algo que celebrar. ¡Simplemente cada día que pasa en familia es digno de ser celebrado!

¿Cuál es el temperamento de mi hijo y cómo tratarlo?

Sharlyn Diéguez, educadora principal de Class Four

Desde el siglo V A.C. Hipócrates describió cada uno de los temperamentos, definiéndose como parte importante que forma la personalidad de una persona. El temperamento junto con el carácter forman nuestra personalidad. El temperamento de una persona es algo que se determina por medio de genética, por lo tanto es hereditario, el carácter se ve determinado por el ambiente y hábitos aprendidos. 

La teoría de los temperamentos es muy importante en la pedagogía Waldorf, ya que esto define el ritmo de un alumno, así como de una clase entera. El desafío para el maestro y padres es guíar al alumno y ayudarle a mantener un temperamento lo más equilibrado posible. Rudolf Steiner propone que los temperamentos empiezan a despertar en los niños a partir de los 7 años y en los 9 se muestran en su totalidad. Antes de los 7 años, en la etapa de preescolar, se puede considerar que la mayoría de los niños tienen un temperamento sanguíneo, o imitan los temperamentos y formas de actuar de los adultos que tienen alrededor. En la adolescencia es colérico, en la adultez melancólico y en la vejez flemático. 

Es importante mencionar que los cuatro temperamentos están dentro de cada persona, son dos los que normalmente sobresalen y forman la personalidad. 

Colérico: Es un niño lleno de energía, se guía por la justicia y generosidad. Es de voluntad firme, lo cual puede llevarlo muy lejos o puede ser un reto el no querer cambiar actitudes o conductas que no le benefician. Son muy seguros de sí mismos y son buenos para tomar decisiones rápidas y eficientes. Es el niño que cuando le decimos que iremos a comprar un helado, ya sabe qué sabor de helado va a escoger. Para poder tratar a un niño colérico es importante que el adulto mantenga la calma al momento de corregir, de lo contrario obtendrá actitudes no deseadas. Este niño debe sentir admiración y respeto por el adulto o la figura de autoridad.Es un niño que necesita retos constantes, sentir que lo que hace está a su nivel y no llegar al aburrimiento. Se debe fomentar la empatía y solidaridad con las demás personas. 

Sanguíneo: Son niños que fluyen como el aire, son libres de preocupaciones, llenos de energía. Son muy alegres por naturaleza, sociables, “el alma de la fiesta” y muy curiosos. Es importante que los niños sanguíneos tengan buenas horas de sueño por la noche, en el día gastan mucha energía que deben reponer en el descanso. Se les debe anticipar cuando hay algún cambio para fomentar el orden y estructura. Suelen ser muy dispersos y esto hace que dejen tareas incompletas y rápidamente inicien una nueva. Para poder disciplinar a un niño sanguíneo lo más importante es tener una conexión afectiva, de esta manera él seguirá las instrucciones que se le piden. 

Flemático: Son niños con los que es muy fácil trabajar. Son muy amables y pacientes. Son satisfechos con facilidad, si habíamos prometido ir por pizza hoy pero surge un imprevisto, ellos serán muy comprensivos y entenderán que será en otra ocasión. Tienen un ritmo de desarrollo más cómodo y están acostumbrados a hacer las cosas en su tiempo. Por más prisa que podamos tener a un niño flemático esto no le va a preocupar, se tomará su tiempo para terminar algo. Son muy prudentes en decir las cosas. Para trabajar con estos niños es importante ser comprensivos, validar sus emociones y cuidar las palabras que utilizamos. Se puede dejar que se aburran para que nazca es motivación intrínseca y ellos busquen actividades innovadoras o divertidas para entretenerse. 

Melancólico: Son niños muy sensibles y tímidos. Pareciera que todas las vivencias las procesan internamente, observan y analizan de forma interna. Prestan atención a todo lo que sucede a su alrededor y tienen una opinión clara al respecto. Son muy minuciosos y pueden volverse perfeccionistas muy fácilmente. Es importante validar sus emociones y enseñarles técnicas para autorregularse. Usualmente son excelentes artistas, actores o actrices. Podemos contar historias para que ellos aprendan a reconocer el sufrimiento y lucha de los demás, reconocer que hay muchas personas en el mundo que han tenido que perseverar para alcanzar sus metas. Suelen pensar que son los que más sufren en este mundo y que se les presentan más retos que a los demás, al contarles historias de la vida diaria, se abre su perspectiva y comprenden que no son los únicos con batallas diarias. 

Es muy importante mencionar que no hay temperamento malo o bueno. En el mundo, en nuestra casa y en las aulas necesitamos diversidad de temperamentos para tener crecimiento integral. Un colérico necesita de un flemático para entender que el mundo no es una ruleta rusa y que no todo debe ser una competencia. Un melancólico necesita a un sanguíneo que le aportará alegría y comprender que no todos los momentos de la vida están llenos de estructuras tan rígidas. 

Amemos y fomentemos los temperamentos de nuestros hijos, trabajemos en los retos que cada temperamento pueda mostrar y potenciemos las fortalezas que presentan. Aprendamos a identificar el nuestro como adultos para saber la mejor forma de reaccionar ante las distintas situaciones que nos presenta la vida.

El arte de hacer

Andrea García, educadora principal de Early Childhood

En la educación Waldorf el arte, la música y los trabajos manuales son herramientas esenciales que se utilizan como medio pedagógico. La actividad artística exige fantasía y creatividad, lo cual, al situar a los niños y jóvenes en contacto directo con formas, colores, sonidos y materiales, es un gran aporte en el desarrollo de la sensibilidad.


La presencia de estas disciplinas no busca formar artistas, sino más bien acompañar a los alumnos en las diferentes materias donde los profesores pueden despertar y transmitir, a través de distintas técnicas, todo lo que se enseña, de una manera artística e imaginativa. Las manualidades y la experimentación de la música, la acuarela, el dibujo, entre otros, permite desarrollar capacidades como la concentración y adquirir una comprensión más holística del trabajo pedagógico que se está realizando en las otras materias.


En la actualidad es de vital importancia extraer a los niños de la realidad bidimensional causada por el uso excesivo de tecnología y dispositivos electrónicos que impiden a la sociedad misma de todas las edades socializar de una manera proactiva y positiva con su entorno.


El arte de hacer no es más que sentirnos productivos creando, utilizando nuestra imaginación y diversos recursos naturales que nos permiten estar en contacto con nuestro propio yo, venciendo nuestras limitaciones y fortaleciendo las capacidades que poseemos.

Al trabajar con su creatividad entrenan el lado derecho del cerebro, que es el responsable de las emociones, la sensibilidad estética, la visión espacial y la abstracción. Con todo ello, aprenden a expresar sus emociones y a mostrar el mundo tal como lo perciben.

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

Benefits For Kids Learning A Second Language

Author Bio: Cristin Howard runs Smart Parent Advice, a site that provides parenting advice for moms and dads. Cristin writes about all of the different ups and downs of parenting, provides solutions to common challenges, and reviews products that parents need to purchase.

It can be challenging to help your child learn a second language. So here’s a list of great reasons why it’s worthwhile. If you find your enthusiasm for language learning flagging, you can review this list to recover your motivation. We’ve identified the benefits your child will experience, right now, as well as in the future.

Immediate Benefits

Improved Ability to Focus

A study done at the Cornell Language Acquisition Lab showed that children who learn a second language are better able to focus. Even in the face of distractions, children who have a second language can block them out and keep their attention on a single thing. 

This ability to focus is believed to be because learning a second language exercises the part of the brain responsible for selective cognitive processes. In other words, because they have learned to choose a language selectively, then can apply this selectivity to other aspects of their lives.

Faster Learning With More Fluency

While children are young, their brains are hardwired for language learning. The older they get, the harder it is to pick up new languages. So the earlier you start them learning a second language, the more quickly they will pick it up. This is in part because they have less to learn while they’re young. They can focus on the vocabulary that they need. The older they get, the more they have to learn to get started.

Ultimately they are likely to reach a higher level of fluency than if they started to learn that language later. Starting with a small vocabulary makes it easier to get comfortable with the building blocks of a language.

Better Problem-Solving Skills

Children who hear and speak two languages are getting much more cognitive exercise. There is much more processing going on inside their head. This extra work has benefits beyond the ability to speak a second language.

A study looking at preschoolers showed that even at that young age, they were experiencing benefits. The bilingual children were able to sort objects into groups based on shape more accurately. They could do this even when it meant matching against color: Eg, a round green shape into a blue bin. 

Future Benefits

Wider Vocabulary

Kids who speak a second language end up having a broader vocabulary in their first language. They discover that there are lots more words to know, and some begin to ‘collect’ them. Having a wide vocabulary in any language is an early indicator of academic success.

Higher Academic Performance

As we’ve noted, children who speak two or more languages have advantages in processing information. This is what lets them focus on one thing while ignoring distractions. Studies have shown that this applies to spoken language as well. So bilingual children can focus on verbal information, even when there is background noise.

It’s thought that this is responsible for an improvement in their academic performance. After all, it’s a lot easier to learn in class if you can tune out other kids chatting so you can listen to the teacher.

Encourages Creativity

The language that we speak can shape the way that we think about the world. Language is a tool that we use to describe everything around us. Each language does this in a slightly different way. So the more languages your child speaks, the more views they have on the world.

When a child is used to looking at the same things from slightly different viewpoints in their day-to-day life, it fosters creativity. They automatically look for more than one solution, more than one answer. This creativity can have all sorts of benefits as they grow older, especially when it comes time to find a job and perform in the world of work.

Can Protect Against Dementia

This one is a benefit that you’re probably not going to be around to witness. But, bilingual people have significantly lower rates of dementia and Alzheimer’s. The act of speaking more than one language is a great mental exercise. So you’re giving your child tools for success and health at all stages of their life by helping them to learn a second language while they’re still young.

There are plenty of reasons to persist and help your child pick up a second language while their brain is programmed to do so.

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

How to Establish a Daily Rhythm

We know the importance of having a daily rhythm, especially in this circumstance that we need to stay at home. Today is the day you will get your daily rhythm created and mapped out! We are going to help you. We are sharing with you this article where you will find great ideas and tips on how to create your daily rhythm. 

Excerpt from Save your Homeschooling Day document written by Jean from Waldorf Homeschool Simplify.

Waldorf –Inspired Learning. 

In this guide, I’ll walk you through 2 simple steps to help you. Plus, I’ll share some great visuals with you for creating your own rhythm chart! The answer is to start with the basics of rhythm and build from there. And in this guide, I’m going to show you how that’s done so you can start small and grow as you go. 

“Have fun with rhythm because rhythm is your friend”, Jean

What is Rhythm? Rhythm is simply your daily routine of what you do first, and then next, and then next. I’m going to help you discover your own rhythm to provide a structure for your days so that your children can feel secure in knowing what to expect. This actually makes daily life with children easier for everyone – you and your children! 

With a sense of rhythm, you can move throughout your day with alternating activities of inward focus and outward focus, much like the rhythm of breathing, inhaling, and exhaling. So a pattern is established. And then repeated. 

Rhythm is more about sequencing and grouping activities than it is about a schedule with time slots. 

Why Daily Rhythm?

It is important to build patterns and routines, before planning, customizing, and implementing the activities. 

Rhythm is natural, Do you struggle with rhythm? Or have a resistance to it? Here is a great place to begin – with an image of how the naturally occurring rhythms within us connect with the naturally occurring rhythms all around us. 

Picture a warm, glowing heart in your mind. It represents love but it also represents the rhythm of your heartbeat. 

Rhythm is “a strong, regular, repeated pattern of movement or sound.” A steady rhythm can be a steady beat, a recurring sound, or a repetitive activity. We can think of not only our heartbeat but also our breath, in and out. These are the natural rhythms that live inside our bodies. We can also observe external rhythms. There is the rhythm of day and night, the rhythm of the days of the week, the rhythm of the months, and the rhythm of the seasons. 

All of these rhythms are part of our lives. Their repetition brings us comfort because they are regular and expected. Rhythm provides an anchor and especially helps children, who have little control over their environments, to feel secure. 

Steiner even said, “Rhythm can take the place of strength and will.” Rhythm is the reason why Rudolf Steiner suggested warming up at the start of our lessons with verse recitation, speech exercises, or singing. He even began each of his lectures to the very first Waldorf teachers-in-training with speech exercises and verse recitation to help regulate everyone’s breathing, their natural in-breath and out-breath their internal, natural rhythm. He reasoned that this practice teaches us flexibility and helps to ground us in the present moment. That’s what a strong rhythm can do. 

AS YOU EXPLORE RHYTHM… 

A word to the wise as you develop your own rhythm: Be yourself. Be authentic. Waldorf Rhythm is not about doing what you’re supposed to do, doing what I suggest you do, doing what other mamas are doing on Instagram… 

This process of laying the foundation for your daily and weekly rhythm is about you and your family. Stay connected to your own unique life and do what is best for you, and no one else. Courage comes from being willing to be who you are! Don’t wait until you’re confident to show up. You have everything you need right now and can show up just as you are. Now let’s dive in! 

2 Steps to Create Your Daily Rhythm 

Step One: Design a Daily Rhythm that Works for You

Now it’s time to create your daily rhythm! Start by thinking of the rhythm of the week, where each weekday has a different flavor and often different activities. Like pizza on Saturday nights, or errands and grocery shopping on Thursday afternoons after lunch. These are activities that we do regularly and repeatedly. They are not necessarily assigned a particular time, but more of a general time slot or relationship to another activity. While some activities might vary from day to day, there are other activities that you repeat daily. 

Think about what you do each and every day. Start by making a list of your daily activities from the time you wake up until you go to sleep at night. Include chores, mealtimes, rest times, and bedtime – plus lessons and activities. 

Be gentle with yourself and breathe into your daily rhythm. No need to include the exact time unless you want to. Just start with Wake Up and end with Bedtime. Add in Meal Times, Lesson Time, and Rest Time, and you have your basic structure. These provide anchor points or pillars in your day that form the basis of your rhythm. On the next page are a few time chunks in your day to reflect on as you craft your daily rhythm. 

YOU TIME

What do you need to do before your children get up and ready for the day? Even just 15 minutes to yourself to listen to a meditation, recite a verse by heart, light a candle, or sit quietly can nourish you before the day begins. 

MORNINGS

Make a list of what you and your children will do together. On this list, you can include breakfast, chore time, circle time, lesson time, and outdoor time…you can even include the specific steps of lesson time if you have children in the grades. 

MEAL TIME

Regular mealtimes help to provide anchor points in your day. And when you sing or recite a blessing before eating, you’re adding a ritual that can make this daily activity even more special. 

REST TIME

Keep rest or nap time going as long as possible as your children grow older! Even pre-teens can benefit from quiet alone time each day. And so can we! In my family, this was a good time to encourage my boys to separate for a while each afternoon. 

TIME IN NATURE

Time in nature helps to ground us in beauty while giving us and our children extra space. Try making time for unstructured play outdoors each day after breakfast or lunch. 

AFTERNOONS

Don’t forget about the afternoons. Aside from daily quiet time or time to play outside, consider doing handwork, reading aloud, painting, cooking, or baking in the afternoons. This can also be a good time for errands or other outside-of-the-house activities. 

EVENINGS

Evenings are a great time to consider a family activity such as reading aloud, a game, or making music together that can include everyone. Here is an example of a simple daily rhythm: 

Wake Up Morning Chores Breakfast Morning Activity or Main Lesson Lunch Play Outside Read Chapter Book Rest Prepare Dinner & Eat Playtime Get Ready for Bed. The Waldorf approach is really very simple. 

Not always easy (especially in today’s world where so much swirling all around us is a-rhythmic, meaning you can access just about anything any time of day or season you want)…but simple. And we can give ourselves permission to let it be easy! 

I invite you to embrace the simplicity. And to allow yourself to experiment and get comfortable not knowing everything before you begin. So truthfully, gosh darn it, rhythm is always the answer when things go awry or seem utterly chaotic. The beauty of rhythm is that it’s comforting. It helps us all know what to expect and frees up our brain space and our will so we can do good work. Make rhythm your friend!

Step Two: Create a Visual Reminder 

And finally, I encourage you to make some kind of visual chart of this daily rhythm. No need to get too elaborate, but it really helps to create something clear and colorful to hang up for everyone in the family to see. You could create a chart to hang on the wall. Or you might simply write your daily rhythm on a chalkboard. Or write your activities on cards that can be moved around. 

This visual reminder will help you remember your plan and stay committed to it. It’s also nice to have a basic rhythm to go back to when things get off track instead of inventing one as you go! Now for some examples. I want to show you a few different ways some of the parents in the Waldorf community have created a visual for themselves. 

On the next page is an example of starting with the activities written on cards. You could hang these on a long ribbon, or add magnets to the backs of the cards and arrange them daily or weekly. 

Here’s what this mom said about her rhythm chart: “I have the rhythm that I created with your Plan It Out course inside my kitchen cabinet. I don’t follow it every day. But it is WONDERFUL to have right there on days that I am tired or confused. The answer to what to do next is ALWAYS waiting for me. It is such a comfort.” 

Here are some other great examples of rhythm charts to inspire you to create your own! 

Daily Rhythm

And one more from a parent of three children. 

Daily Rhythm

Another example.

daily rhythm

estructura

See how different each of these rhythm charts is? 

You really can experiment with rhythm and make it your own. 

Now it’s your turn to use your imagination and create a daily rhythm chart that’s just right for you and your family. 

LET RHYTHM BE A COMFORT! 

Sometimes we get stuck on how to keep the rhythm going. Either life gets busier or something comes up to throw our rhythm off. Or we might even get bored with it! 

Don’t stress. Let go of some things. Be mindful. Choose intentionally. 

Establish a family rhythm and revisit it from time to time to tweak and adjust as needed. Be kind to yourself. 

It’s important to know what to do when you start to feel like your rhythm needs tweaking or even a complete overhaul. It’s OK to change your daily rhythm as a new season arrives or your circumstances change. And it’s also OK to mix it up some days. 

The daily rhythm you create is not meant to hem you in, but to offer you a sense of freedom – knowing what comes next but also knowing that there’s flexibility. 

When your rhythm goes off the rails (and it will from time to time), how do you get back on track? 

Scale back until your rhythm is working again, and build from there. 

Start with three anchor points: morning chores, mealtimes, and bedtime. When these feel solid, add more activities and lessons back in. 

Less is more, I promise! 

Remember… make rhythm your friend so you can relax and enjoy. 

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