Reflections on the Sixth Grader

The sixth grader is poised between childhood and adolescence. He no longer feels intimately connected with his parents and the cosmos: indeed with the passing of the golden period of fifth grade he now has an increased sense of individualization. To recall, the teacher worked with her students’ etheric (life) forces to establish solid, healthy habits and rhythm in the early grades. In the middle grades she worked with her students’ astral (emotional) forces to connect their hearts and feelings to their increasing knowledge. Finally, in the last three grades (sixth through eighth) the teacher strives to balance thinking, feeling, and willing in the curriculum to spark her students’ developing ego (intellectual) forces.

A telltale sign of the twelve-year change is the struggle between the student’s inner and outer life. Although the sixth grader still respects adults, she will become more distant. The sixth grader has less interest in interacting and sharing with adults, but has a rich, full, important inner life that will more likely be shared with peers than with parents. This gradual change extends to all the adults in their lives, including teachers! It is a natural and healthy desire to keep things from their teachers; they won’t want to tell us everything and we should respect this change and trust them as well. Indeed, sixth through eighth grade is a delicate balance between adult intervening and allowing students to work out issues themselves. Rather than tell them who is right or wrong in an argument, they need to be encouraged and allowed to gather their thoughts, speak for themselves, and formulate resolutions. The Leadership class this year was designed to give students the tools to work out issues. When bullying or teasing occurred, teachers had to consider when and how to get involved. Waldorf education is a social education; teachers want their eighth grade graduates to be active peacemakers in the world.

As the teacher’s role changes from strong, loving authority to supportive guide so too does the focus of the curriculum. Sixth graders want to understand the world and universe. Rather than feeding them facts and concepts told to them by books and teachers, we enable them to observe phenomena for themselves. We encourage them to gather information and articulate their own arguments. This year witnessed students expressing stronger, individual opinions. They questioned their teachers and argued with passion. They also questioned each other and then looking inward, questioned themselves. Adults working and living with sixth graders must be aware of how critical they are of themselves and each other. They contrast and question popular culture versus the Waldorf world; fashion versus the CWS dress code; textbooks and grades versus main lesson books. They are sensitive because they are vulnerable because they are questioning everything.

The sixth graders demanded honesty from me. They winced if I made blanket statements of praise about their work. I had to develop a positive critiquing method that offered guidelines for improvement and clear assessment. I mixed compassion, humor, and honesty in an effort to encourage them to work hard and excel.

The unifying challenge of the year was to encourage the sixth graders to observe all phenomena and begin to create understanding, context, and order for themselves. It was in this spirit that my birthday verse to them was from Johannes Kepler. Human beings were born to think and it is my greatest wish that my students develop the capacity to think free of prejudice and for themselves!

We do not ask for what useful purpose the birds do sing, for song is
Their pleasure since they were created for singing. Similarly, we
Ought not to ask why the human mind troubles to fathom the secrets
Of the heavens… The diversity of the phenomena of Nature is so great,
And the treasures hidden in the heavens so rich, precisely in order that
The human mind shall never be lacking in fresh nourishment.
From Mysterium Cosmographicum, by Johannes Kepler

Exploring Underground

On Friday, May 18th, the Cincinnati Waldorf School sixth graders explored the underground world of caves at Carter Caves, Kentucky. After a 21/2 hour drive we grabbed our flashlights and headed for Laurel Cave for a self-guided tour! The mouth of the cave was rather large, so we sauntered in quite confidently. Flashlights quickly went on as daylight disappeared. As we walked in single file the cave became narrow and the weather got cool. Water appeared at our feet. We found that we could approach our cave walk in two ways: we could challenge ourselves and try not to get our feet wet, or we could walk through the water, which varied from an inch to at least a foot deep. I chose the former and found myself using my hands to balance on the walls and ceiling. I had to straddle the stream by applying equal weight on my feet and hands. At times the gap was too large or the wall incline too steep to straddle and I ended up walking in some water. Some passages were so narrow I had to get on my hands and knees and crawl. Even though I was being careful, I slipped into the water more than once. Everyone was amazed at the beautiful curves and lines and formations inside this limestone cave. We understood from our study of Geology that water erodes limestone to form caves as well as other natural formations. This natural beauty was exquisite. It took us about twenty minutes to get to the other end of the cave, and then we had to walk back. For our return trip we decided to divide the students into groups of 3 or 4 with one adult. We staggered ourselves and asked everyone to be quiet, or at least speak softly. What a great idea as this gave the tour a totally different feel. I was with 3 boys who wanted to move quickly. As a result I got a lot more wet on the return trip as I wasn't able to position my feet as carefully. Walking in silence proved difficult, but not impossible for my group. We periodically stopped and shut off our flashlights. Our eyes adjusted to total darkness. I would have liked to experience this longer, but my group-mates didn't and moved us along. My class and I had experienced total darkness during our Physics block, but then we were safely sitting in a room on campus. The experience is quite different in a cave. Although we had flashlights to turn back on, we were also deep underground!
We sat outside for lunch and then walked to a fifty foot high limestone natural bridge. The students scaled the steep sides and ran around in the fresh air and wonderful sunlight. We then headed for our guided tour of Cascade Cave. This time we didn't need flashlights and we were accompanied by a naturalist and about 15 other guests to the caves. Instead of simply walking in, this time the naturalist had to unlock a heavy metal door. This cave had lights, staircases, and metal railings. The guide told us that walkways had been created and that in the 1920s square dances were held in the cave. Although we got to see special cave formations like stalagmites, stalactites, and columns, for me the experience could not compete with being in the earlier cave with no guide and only flashlights to rely on for light.
Caving in the sixth grade provides an opportunity to live and experience what we learn in Physics and Geology. But in addition, it's a chance for social relations among the students to deepen and mature. I watched with pleasure as students helped each other with advice and even a hand. I listened with a smile as they talked about their experience. In Waldorf education we always strive to educate the whole human being: the head, heart, and limbs. Our caving experience did just that!

Medieval Games a Huge Success

Yes, it's been a month since my last blog post, and with good reason: this is a busy time for Waldorf teachers!

On Thursday and Friday, April 26/27, the Cincinnati Waldorf School hosted a Medieval Games for 80 Waldorf sixth graders from Michigan and Ohio. We began on Thursday evening with a feast and entertainment in a hall decorated with eight banners designed and painted by my talented students. Each of the four schools gave a presentation. My class sang 2 Gregorian chants in Latin and played a lovely duet on their alto recorders. Other schools also sang, played recorders and violins, shared scenes from class plays, and even performed a sword dance.
The feast, organized and served by the incredible parents of my class, included a hearty vegetable soup; crusty bread, smoked chicken, rice with vegetables, buttery pound cake; and fresh strawberries. Unlike Medieval times, where food would have been slurped and eaten with hands and knives, we decided to be more civilized and provide utensils, perhaps to the chagrin of some sixth graders.
Of course we held the event because Waldorf sixth graders study Medieval history. As I have written in earlier articles, my class took a critical view of the Medieval Crusades, and the knights' role in spreading violence in the name of God, in particular. Hence, as I reflected on what to say to the sixth graders that evening, I decided upon the theme of "21st century knights." I focused on the virtues of valor, steadfastness, and chivalry. I asked the students to consider the ideal of knighthood rather than the reality. As their "Queen" for the evening, I "commanded" that rather than fomenting war for their kingdoms, they must spread peace and goodwill. The four kingdoms (schools) made a pact of eternal friendship.
The games took place in the pristine woods of Meshewa Farm; a place so magical we all expected Robin Hood to appear at any moment. A few dads from my class spent about 100 hours setting up events in the woods. There were six events in all including a steeple chase (obstacle course) that included a log crawl in which students had to crawl into mud and a creek cross where they had to use a "zip-line" to cross a muddy stream; moat jumping; archery; and a huge tug-of-war rope that easily allowed 40 students to participate at once. Of course the area for the middle of the rope was a mud pit!
As I planned the opening ceremony I decided to elaborate on the theme of "21st century knights." I recalled the three virtues and asked students to give examples of each. Groups of 8 were divided into shires and I explained that these events were designed to promote the ideals of valor, steadfastness, and chivalry. I asked them to consider their behavior during the games and be able to report to the entire group at the closing ceremony how they demonstrated the virtues. What a proud and wonderful moment for the adults present as representatives from each shire spoke confidently about their achievements.
The event was amazingly fun and lighthearted, full of laughter and cooperation. Competition was absent and camaraderie ruled the day. In the midst of this joy, however, was the furtherance of a main tenet of Waldorf education, in my opinion: to enable students to use their heart forces when thinking, creating strategies, and simply playing. Why settle for Medieval world views of "let's conquer all who disagree," when we can educate "21st century knights" to create a new peaceful world order?

Medieval Games

At the end of April the Cincinnati Waldorf School sixth grade will host the Medieval Games. Three Waldorf sixth grades, two from Michigan and one from Ohio, will join us here for a total of 80 students. It is a two day affair: Medieval feast and Medieval games.

THE FEAST: On Thursday evening we will host a Medieval feast and enjoy singing together around long banquet tables. In addition to the 80 students many families are traveling to see the event, so we expect well over 200 people to attend the feast! Each class will present a song or poem or selection from their class play to share with the crowd. My class will sing a Gregorian chant or two and perhaps play their alto recorders. The feast and festivities are being coordinated and created by a few incredible sixth grade parents who have researched Medieval food and entertainment in an effort to be as authentic as possible.

Following the feast, out of town students will spend the night with our sixth grade families.
Some of my students have requested out-of-town students that they remember from the fifth grade Pentathlon in Ann Arbor. Some students still write to each other and now can't wait for a two day reunion.

THE GAMES: On Friday morning we will gather for the Medieval games. These events have been coordinated and physically created in the woods of Meshewa Farm by a few other incredible sixth grade parents. Like the fifth grade Pentathlon which divided the students into Greek city-states, we will divide the classes into eight shires of ten students each. Unlike the Pentathlon which focuses on events that require physical precision, grace, and beauty, the Medieval games focuses on teamwork, mud, physical determination, mud, some skill, and more mud. Whereas the Pentathlon engages and challenges the fifth graders' physical and emotional state of balance and equanimity; the Medieval games meets the sixth graders who have grown into their physicality; into their limbs to be standing on the earth. Fifth graders look up to Mt. Olympus and the pantheon of gods and goddesses and sense beauty and perfection. Sixth graders look out into the world and at their peers and feel awkward and maybe a bit unsure. What better way to ease into adolescence than in the mud!?
Archery certainly requires skill and precision, and we are grateful that the Akron Waldorf School will bring their equipment and experts to teach the sixth graders. The other events are: the steeple chase which is basically an obstacle course through woods and streams; jousting which involves piggyback rides; tug-of-war which involves brute strength and perhaps mud; moat jumping which is jumping across wide and muddy streams; and the dungeon escape which involves trying to get your whole shire out from the middle of a web of ropes. I expect that the sixth graders will have a fantastic time and remember this event for years to come. I expect they will make friends, laugh a lot, and get really muddy!

Homework Waldorf style

Among the many wonderful qualities in Waldorf education is a healthy view of homework. Homework is essential but should not be burdensome. It should help to clarify and strengthen work brought in class. It affords the opportunity to produce a detailed project. Students who work slowly or who want their main lessons books to burst with detail and sophistication on every page will undoubtedly have to bring work home. Yet the most gratifying "homework" to me is the work students do at home without ever being asked! My first experience of this came in fourth grade when a couple students went home and worked on braided form drawings and brought them to school. How proud they were to show me their work. Recently I had the pleasure to read a poem that a student wrote at home. It wasn't an assignment; he wrote because he enjoys writing poetry. This represents true "homework"!
I asked my student if I could publish his poem: he agreed!

"Four Seasons" by Collin Leonard

Can you hear Spring singing?
Can you see the Summer dancing?
Can you tell Fall's descending?
Can you hear Winter calling?
Can you hear the birds chirping?
Can you see the melon growing?
Can you feel the wind rustle the leaves?
Can you lick the snow off your nose?
Sing with Spring the Splendid,
Dance with Summer the Magnificent,
Catch the leaves with Fall the Joyful,
Call for snow with Winter the Bright,
Bring the four Seasons,
And merriment will follow.

Physics of Camaraderie in Sixth Grade

For the last three weeks my class has been in a Physics block and so far we've covered sound, light/color, and heat. Next week we'll study magnetism and static electricity. The focus of Physics, and all sciences in Waldorf schools, is observation before any conceptual formulation. What do we actually experience as opposed to what we believe we know based on scientific theory and concepts? For the first experiment I prepared a room by covering every window with black paper so that no light could get in and the class could experience complete darkness. What an experience it was! As we sat in darkness and silence the class became very calm. I asked them to close their eyes: nothing changed. I asked them to hold a hand up in front of their face: they saw nothing. The next day they had to write an essay about their observations in the dark: what was the actual experience? Many students wrote that they felt both relaxed and alert at the same time. Once they were used to utter darkness they noted that heart rates and breathing were slower, but that they could also hear classmates breath and were aware of themselves breathing loudly. A few girls told me they held hands as an "anchor" in the dark. We did a few other experiments where we needed a darkened room, but every time we went into the room my class begged me to be able to simply sit in the dark for awhile. One day it was pouring outside and the entire class, in uncharacteristic unity, pleaded with me to let them run around in the rain and then go upstairs and sit in the dark! How could I say no? The period was complete for them when I told a ghost story.
So were these extra escapades in the dark completely frivolous? Or did they serve another purpose aside from Physics? In many sixth grades students may form small groups of friends that could lead to cliques; students may tease and be unkind to each other. I'd argue that their time together in the dark was a bonding experience. They emerged from the dark laughing and talking and I felt a unity, a sense of one whole class that hearkened back to earlier grades. What a gift to them; what a joy for me to see a simple Physics experiment become an unspoken moment of real camaraderie.

Sixth Grade Geology and Astronomy

"I look into the world, in which the sun is shining, in which the stars are sparkling, in which the stones repose..." These are the opening lines of the upper grade school verse that Waldorf students recite all over the the world. How apropos these words are as introductions to the study of Astronomy and Geology in sixth grade.
The sixth grader is a study in contrasts. Emotionally they are poised between late childhood and adolescence, not wanting to be called children anymore, but certainly not teenagers either. One moment I see them as third graders in all their nay-saying "let's disagree with Ms. Kran because we can" mode, and then as fifth graders in their eloquence and grace and beauty, and then I glimpse them as high schoolers and young adults, full of optimism for the future and belief in themselves. In short, they are a study in contrasts, in dualities.
The Waldorf school curriculum is informed by Rudolf Steiner's picture of the development of human consciousness and so sixth grade subject matter is a study in contrasts, dualities. The juxtaposition of Astronomy and Geology this year is a perfect example. On the one hand "naked eye" Astronomy draws students' gaze upwards to the heavens. I chose to study Astronomy in the winter because I hoped to capture the feeling of majesty and grandeur in the crisp, clear night sky. I asked students to keep a moon journal and to go outside and gaze upwards as often as they were able. Most days we discussed what we had seen (or not seen if it was a cloudy night) in the sky. Some students got parents to go outside to watch the sky together. One student proudly shared that she and her dad had gone outside on a cold night to discover the starry sky together. Students will fondly remember these experiences as adults and thereby Astronomy will be imbued with warmth. In the classroom, students consulted their "Peterson Guide to Astronomy" (my birthday gift to each student) and identified what they’d seen the evening before. The desire to begin to make logical, concrete sense of the cosmos was constantly contrasted and also enhanced with an immersion in the wonder and mystery of the heavens through poetry, drawing, and painting.
Whereas Astronomy has them soaring through the skies, Geology directs students’ attention to the earth and even below the earth’s surface into its deepest, hottest, core. Adults may perhaps remember their own 12 year old yearning to escape to the lofty heights of imagination one moment, but to also want to feel grounded and knowledgeable about your home, your surroundings, your physical environment, to perhaps feel like a “citizen of the earth”. In Geology students begin to read the earth. They come to understand how rain, a seemingly harmless substance, can and will over time bore enormous holes in rocks. They study how movements deep underground move entire continents, raise mountains, and destroy civilizations. They read novelists' descriptions of mountains and Pliny the Elder's description of the eruption of Vesuvius in 79AD. They hear of and visit the underground world of caves where brilliant mineral formations explode from the ground and ceiling one minute and where the next minute they may find themselves in utter, complete darkness.
Waldorf graduates will go to college with enthusiastic memories of the sciences. Rather than shy away from college classes in Astronomy and Geology, I believe they will elect to enroll in them. Further, when they participate they will impress their professors with insights drawn from literature, history, and art. They'll produce research that is grounded in heart-felt thinking!