FAQ

How is Discipline Handled?
In a Waldorf School, the approach to discipline is much more personally based. There are no abstract authorities like the headmaster and prefects, and respect must be won through personal contact. While a freer, more open atmosphere (including no uniforms) is encouraged, Waldorf schools are in no way neglectful of 'discipline'. Orderliness is inherent in the classroom and is demanded in behaviour, dress and the presentation of work. These qualities, as part of social development, are not imposed in the form of external coercion, but are developed more as an inward sense of duty. Generally it can be said that, when motivation and interest is high, when personal concern for the pupil is central to the teacher, the whole question of discipline eases.

Why is Art so Important?      
Art is recognised as an important aid to learning. It permeates the curriculum as a medium of expression and enlivens all subjects. By teaching with imagination, movement, sound and much artistic activity, the whole nature of the child is aroused and involved, developing enthusiasm for the learning experience. Learning is transformed into a stimulating process with far-reaching results when enriched with art and movement, enabling the whole person to unfold.

What is the Main Lesson?
The Main Lesson system has proved to be one of economy and efficiency. One subject at a time is taught in depth for a period of 3 or 4 weeks in a way suited to the child's understanding and stage of development. Every morning for the first two hours of the day, the children are at their most receptive and greater concentration can be expected.
This system allows for integration of a variety of activities and intellectual and creative work based on the topic that is being taught at the time. Language, mathematics, history, geography and the sciences are taught during these periods and are all presented in a way that stimulates in turn the emotions, the thinking and the physical activity of the child. Thus the pupil experiences a deep involvement resulting in enthusiasm for the work. As he works more intensively, his powers of concentration are strengthened.
The later morning lessons are devoted to other languages, the practice of skills, music (each child learns to play the recorder), singing and eurythmy. Handwork, craft lessons, painting, modelling, gymnastics and games are scheduled at the end of the school day. Memories of the involvement and enthusiasm gained during the morning are what should accompany the child into sleep. This is one of the reasons why we do not recommend the viewing of television as it lessens the effectiveness of the classroom experience.

Are Waldorf Pupils Adequately Prepared for the Real, Competitive Modern World?
As indicated above, Waldorf pupils are exposed to an education which balances social development and academic study. Their studies include many aspects of the modern world in Science, Technology, History, Literature, etc. The education is guided by the principle: the right thing at the right time. There is thus most definitely a place for computers, for instance, in a Waldorf School - but at the appropriate moment. Pupils who have proceeded from Waldorf High Schools to university have been found to be more than adequately prepared. In fact, the degree of independence, originality and confidence of Waldorf pupils has often been noted.

Are the Main Lessons Continued in the High School?        
Yes, indeed. The Main Lessons approach is a particularly helpful alternative in the High School to the conventional way of splitting lessons into 35-40 minute segments. In the Main Lesson curriculum, pupils experience a wide range of topics and creative opportunities not available in ordinary schools. It is an ideal way of incorporating the balance and wholeness inherent in Waldorf education.

How is Discipline Handled?     
In a Waldorf School, the approach to discipline is much more personally based. There are no abstract authorities like the headmaster and prefects, and respect must be won through personal contact. While a freer, more open atmosphere (including no uniforms) is encouraged, Waldorf schools are in no way neglectful of 'discipline'. Orderliness is inherent in the classroom and is demanded in behaviour, dress and the presentation of work. These qualities, as part of social development, are not imposed in the form of external coercion, but are developed more as an inward sense of duty. Generally it can be said that, when motivation and interest is high, when personal concern for the pupil is central to the teacher, the whole question of discipline eases.