Are You Ready
for the Next Step
in Teacher Development?
Many children today offer us a glimpse into the future. While honoring these individual and collective destinies, educators also wish to help them remove hindrances to their full potential. Today’s learning challenges include comprehension and memory weaknesses, social challenges, and neuro-developmental hindrances that impact vision, auditory processing, executive function and motor skills. Teachers are searching for a variety of strategies to create the most effective environments in order for children to be efficient learners.
Common themes throughout the years include: honing our observation skills, the complexities of the child of today, causes of challenging behaviors, games and activities to strengthen the developmental path, and pedagogical methods to help children overcome the obstacles that lessen their capacity to reach their full potential. We will tap into the little-known treasures of Waldorf Education, experience the Extra Lesson and its application in the classroom, and consider like-minded researchers and methodologies.
If you would like to learn more about the children of today and how to guide them, we invite you to apply to our 12th cycle of Educational Support Training.
Please contact Connie Helms for further information: email@example.com
The curriculum is based on developing our observational capacities and increasing our understanding of the causes and challenges that children meet as they find their place in life. Course content is primarily derived from the works and influences of Dr. Rudolf Steiner, including pedagogical indications plus work in the curative education realm. These concepts are complemented by current research that promotes a learning environment to meet the needs of the developing child’s body/brain connection.
Also featured is a study of the Extra Lesson developed by Waldorf educator Audrey McAllen: this body of work includes an assessment plus a series of movement, speech, drawing, and painting exercises to help individuals with academic and behavioral difficulties.
• Year One The first year’s emphasis is on classroom activities that can be done with a full class but are also applicable to individuals and small groups. Each day in the classroom we experience that all children, including those raised in nourishing environments, have individual needs. In the Waldorf education movement, we have developed creative new approaches to common problems. For instance, if a child has poor handwriting we can work with releasing immature neck patterns, strengthen the arm, and encourage the feet to become more adept, as Dr. Steiner recommended. Or, a child with poor or lethargic thinking can be helped with body geography exercises and by walking geometric forms with different movements. Activities such as these can be standard practices in our classrooms. We have the methods, and therefore only need the courage to create the form for bringing these activities in an enthusiastic and purposeful way.
• Year Two In the second year an emphasis is placed on observation of children’s movements, speech, life forces, memory capacity and cognitive strategies such as visual, auditory and kinesthetic learning styles. The curriculum addresses specialized learning such as the Extra Lesson activities, observation and assessment tools, problems with attention, autism spectrum, and early movement patterns that hinder development. During these years certificate students are assigned a mentor teacher as a guide for applying the course work professionally. The second-year curriculum will deepen one’s understanding of the developmental needs of children, and increase a repertoire of methods that can be used in classrooms and groups in kindergarten, grade school and high school.
About AHE Courses and Programs
We are in our 27th year of offering professional development programs worldwide, and have certified ten US program cycles plus a number of international courses with over 400 participants. We also sponsor numerous workshops and conferences; often these are organized in conjunction with local organizations.
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