Alex Forsyth from the class of 2006 has this to say about her Waldorf education….
February 1, 2010
I am excited to go to college. The promise of what lies ahead inspires me to push forward, but it is my past that I credit for being ready, willing, and able to do so.
Growing up, I had no idea that my education was different. I didn’t know that every day since kindergarten, my school was carefully helping me become a unique, well-rounded individual. Everything was carefully planned to expand my capacities. From kindergarten to the early grades, electronic media was discouraged. I don’t have any childhood memories of Disney or cartoons or video games, but I do have childhood memories of chasing elves and fairies through intricate worlds created in my head. I learned fairy tales and ancient mythology from around the world. I have memories of Zeus and Buddha, Saint Peter and Loki, Horus, Set, Poseidon and of writing and drawing my own textbooks, each book its own work of art. Making my own lesson books gave me much more than a textbook could have given me. The act of handwriting each entry, drawing pictures and making my book look beautiful, helped to instill the knowledge in me.
Because we studied many religions and cultures in the early years, I have great respect and appreciation for them. From first through twelfth grade, I learned flute, violin, viola and guitar, studied Russian and Spanish, and had classes in painting, drawing, woodwork, handwork (textiles), drama, and music. Even our P.E. class was different. We were not taught to be competitive, rather we were taught games that involved working together towards a common goal.
I didn’t appreciate it until recently, but Waldorf education has given me a well-rounded education. It instilled morals, empathy and self-confidence in me from a very early age, and encouraged me to see issues and ideas from many different perspectives. I can think critically & imaginatively and I appreciate doing something well.
I am grateful for my education and for my parents, who worked hard to put me through this schooling. They sacrificed much, so that I could go to a Waldorf school from kindergarten through twelfth grade, and they tried to provide a home life that was in harmony with what I was learning and experiencing at school.
I cannot wait to go to college, as I see it as a door to greater opportunities. I am confident that, with the tools and capacities I have been given by my education and home life, I will do well in college. I plan to become fluent in Russian, and would love to return to Russia and live there to continue my studies. In the future I see myself helping people and making a difference.
Alexandria Forsyth
K – 8th Grade Anchorage Waldorf School
9th – 12th Grade Summerfield Waldorf School
Austin Johnson from the Class of 2005 just returned from Europe from a renewable energy self-study during his gap year.
On October 13, 2010 the Renewable Energy Alaska Project Forum will feature Austin Johnson speaking about his recent trip touring renewable energy facilities in Sweden, Norway, Denmark, and the UK. The forum will be from 6pm to 8pm at the Anchorage Museum Auditorium. Johnson, a fifth generation to live in Alaskan has been interested in renewable energy since taking a class on the subject at the Atheneum School in Anchorage, and is currently developing a prototype for an in-stream hydrokinetic device that would generate power from flowing river currents.
Below is additional information from Waldorf studies of graduates around the world.
Comparison with mainstream education
A UK Department for Education and Skills report noted significant differences in curriculum and pedagogical approach between Waldorf/Steiner and mainstream schools and recommended that schools in the state sector could benefit from the following elements of Waldorf education:[63] early introduction and approach to modern foreign languages; the combination of block (class) and subject teaching for younger children; development of speaking and listening through an emphasis on oral work; the good pacing of lessons through an emphasis on rhythm; the emphasis on child development guiding the curriculum and examinations; the approach to art and creativity; the attention given to teachers’ reflective activity and heightened awareness (in collective child study for example); and collegial structure of leadership and management, including collegial study. There were also aspects of mainstream practice which, the researchers recommended, could inform good practice in Waldorf schools: management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping.
A 2008 report by the Cambridge-based Primary Review found that Steiner/Waldorf schools achieved superior academic results to English state schools.[64]
Australian study of academic success at university
An Australian study comparing the academic performance of students at university level found that students who had been at Waldorf schools significantly outperformed their peers from non-Waldorf schools in both the humanities and the sciences.[65]
Comparison with Montessori and traditional schools
A study compared the drawing ability of children in Steiner/Waldorf, Montessori and traditional schools, concluding that “the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of color but also to more accurate and detailed observational drawings.”[66]
Comparative study of moral development
A Canadian study found that Waldorf-educated students scored significantly higher on a test of moral reasoning than students in public high schools and students in a religiously-affiliated high school. Waldorf students were also far more likely to volunteer opinions about the survey and research in general, suggesting possible improvements in the survey technique and offering new possibilities to resolve the moral dilemmas raised in the survey.[8]
U.S. Waldorf schools survey
A 1995 survey of U.S. Waldorf schools found that parents overall experienced the Waldorf schools as achieving their major aims for students, and described the education as one that “integrates the aesthetic, spiritual and interpersonal development of the child with rigorous intellectual development”, preserving students’ enthusiasm for learning so that they develop a better sense of self-confidence and self-direction. Some parents described upper grades teachers as overextended, without sufficient time to relate to parental needs and input, and wished for more open and reciprocal parent-school support. Both parents and students sometimes described colleges of teachers as being insular and unresponsive.
Rudolf Steiner School, New York City
The students overall were positive about the school and its differences; experienced the school as a “community of friends”; and spoke of the opportunity to grow and develop through the broad range of activities offered, to learn when they were ready to learn, to develop imagination, and to come to understand the world as well as oneself. Many students spoke of the kindness of their peers and of learning to think things through clearly for themselves, not to jump to conclusions, and to remain positive in the face of problems and independent of pressure from others to think as they do. Improvements the students suggested included more after-school sports programs, more physical education classes, more preparation for standardized testing, a class in world politics and computer classes. Faculty, parents and students were united in expressing a desire to improve the diversity of the student body, especially by increasing representation of minority groups such as African-Americans and Hispanic Americans.[6]
Standardized testing: USA and Germany
Despite their lessened exposure to standardized testing (especially in the elementary school years), U.S. Waldorf pupils’ SAT scores have usually come above the national average, especially on verbal measures.[23] Studies comparing students’ performance on college-entrance examinations in Germany found that as a group, Waldorf graduates passed the exam at double to triple the rate of students graduating from the state education system,[23][35] and that students who had attended Waldorf schools for their entire education passed at a much higher rate (40% vs. 26%) than those who only had part of their education at a Waldorf school.[67] Educational successes of private Waldorf schools may partially reflect the social status of their students.[35]
An Australian study found that Waldorf-educated adolescents were more oriented towards improving social conditions and had more positive visions of the future than those who attended state schools.[69]
A study comparing the prevalence of xenophobic and right-extremist attitudes in pupils in various types of German schools found far fewer students in Waldorf schools who were intolerant of foreigners (2.8%) than in college-preparatory (8.4%) or other schools (16.4% – 24.7%); similarly strong differences were found in the numbers of right-extremist students (1.2% in Waldorf, 2.1%-9.5% in other schools.[70] Similar results were found in a Swedish study which reported that the proportion of the Waldorf pupils who supported counteracting or stopping Nazism and racism was considerably greater (93%) than that of the pupils at municipal secondary schools (72%).[71]
A study of 6,600 children from five European countries, ages 5 to 13, showed a lower incidence of allergies amongst children attending Waldorf schools, an effect which correlated with the extent to which they lived an “anthroposophic lifestyle” in terms of restrictive use of antibiotics, antipyretics, and measles, mumps and rubella vaccination.[72] A second, Swedish study found the incidence of atopy or allergy-like symptoms in pupils in Waldorf schools to be half (13%) of that in neighboring non-Waldorf schools (25%).[73]
Alumni
What are our Alumni up to?
Alex Forsyth from the class of 2006 has this to say about her Waldorf education….
February 1, 2010
I am excited to go to college. The promise of what lies ahead inspires me to push forward, but it is my past that I credit for being ready, willing, and able to do so.
Growing up, I had no idea that my education was different. I didn’t know that every day since kindergarten, my school was carefully helping me become a unique, well-rounded individual. Everything was carefully planned to expand my capacities. From kindergarten to the early grades, electronic media was discouraged. I don’t have any childhood memories of Disney or cartoons or video games, but I do have childhood memories of chasing elves and fairies through intricate worlds created in my head. I learned fairy tales and ancient mythology from around the world. I have memories of Zeus and Buddha, Saint Peter and Loki, Horus, Set, Poseidon and of writing and drawing my own textbooks, each book its own work of art. Making my own lesson books gave me much more than a textbook could have given me. The act of handwriting each entry, drawing pictures and making my book look beautiful, helped to instill the knowledge in me.
Because we studied many religions and cultures in the early years, I have great respect and appreciation for them. From first through twelfth grade, I learned flute, violin, viola and guitar, studied Russian and Spanish, and had classes in painting, drawing, woodwork, handwork (textiles), drama, and music. Even our P.E. class was different. We were not taught to be competitive, rather we were taught games that involved working together towards a common goal.
I didn’t appreciate it until recently, but Waldorf education has given me a well-rounded education. It instilled morals, empathy and self-confidence in me from a very early age, and encouraged me to see issues and ideas from many different perspectives. I can think critically & imaginatively and I appreciate doing something well.
I am grateful for my education and for my parents, who worked hard to put me through this schooling. They sacrificed much, so that I could go to a Waldorf school from kindergarten through twelfth grade, and they tried to provide a home life that was in harmony with what I was learning and experiencing at school.
I cannot wait to go to college, as I see it as a door to greater opportunities. I am confident that, with the tools and capacities I have been given by my education and home life, I will do well in college. I plan to become fluent in Russian, and would love to return to Russia and live there to continue my studies. In the future I see myself helping people and making a difference.
Alexandria Forsyth
K – 8th Grade Anchorage Waldorf School
9th – 12th Grade Summerfield Waldorf School
Austin Johnson from the Class of 2005 just returned from Europe from a renewable energy self-study during his gap year.
On October 13, 2010 the Renewable Energy Alaska Project Forum will feature Austin Johnson speaking about his recent trip touring renewable energy facilities in Sweden, Norway, Denmark, and the UK. The forum will be from 6pm to 8pm at the Anchorage Museum Auditorium. Johnson, a fifth generation to live in Alaskan has been interested in renewable energy since taking a class on the subject at the Atheneum School in Anchorage, and is currently developing a prototype for an in-stream hydrokinetic device that would generate power from flowing river currents.
Below is additional information from Waldorf studies of graduates around the world.
A UK Department for Education and Skills report noted significant differences in curriculum and pedagogical approach between Waldorf/Steiner and mainstream schools and recommended that schools in the state sector could benefit from the following elements of Waldorf education:[63] early introduction and approach to modern foreign languages; the combination of block (class) and subject teaching for younger children; development of speaking and listening through an emphasis on oral work; the good pacing of lessons through an emphasis on rhythm; the emphasis on child development guiding the curriculum and examinations; the approach to art and creativity; the attention given to teachers’ reflective activity and heightened awareness (in collective child study for example); and collegial structure of leadership and management, including collegial study. There were also aspects of mainstream practice which, the researchers recommended, could inform good practice in Waldorf schools: management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping.
A 2008 report by the Cambridge-based Primary Review found that Steiner/Waldorf schools achieved superior academic results to English state schools.[64]
An Australian study comparing the academic performance of students at university level found that students who had been at Waldorf schools significantly outperformed their peers from non-Waldorf schools in both the humanities and the sciences.[65]
A study compared the drawing ability of children in Steiner/Waldorf, Montessori and traditional schools, concluding that “the approach to art education in Steiner schools is conducive not only to more highly rated imaginative drawings in terms of general drawing ability and use of color but also to more accurate and detailed observational drawings.”[66]
A Canadian study found that Waldorf-educated students scored significantly higher on a test of moral reasoning than students in public high schools and students in a religiously-affiliated high school. Waldorf students were also far more likely to volunteer opinions about the survey and research in general, suggesting possible improvements in the survey technique and offering new possibilities to resolve the moral dilemmas raised in the survey.[8]
A 1995 survey of U.S. Waldorf schools found that parents overall experienced the Waldorf schools as achieving their major aims for students, and described the education as one that “integrates the aesthetic, spiritual and interpersonal development of the child with rigorous intellectual development”, preserving students’ enthusiasm for learning so that they develop a better sense of self-confidence and self-direction. Some parents described upper grades teachers as overextended, without sufficient time to relate to parental needs and input, and wished for more open and reciprocal parent-school support. Both parents and students sometimes described colleges of teachers as being insular and unresponsive.
Rudolf Steiner School, New York City
The students overall were positive about the school and its differences; experienced the school as a “community of friends”; and spoke of the opportunity to grow and develop through the broad range of activities offered, to learn when they were ready to learn, to develop imagination, and to come to understand the world as well as oneself. Many students spoke of the kindness of their peers and of learning to think things through clearly for themselves, not to jump to conclusions, and to remain positive in the face of problems and independent of pressure from others to think as they do. Improvements the students suggested included more after-school sports programs, more physical education classes, more preparation for standardized testing, a class in world politics and computer classes. Faculty, parents and students were united in expressing a desire to improve the diversity of the student body, especially by increasing representation of minority groups such as African-Americans and Hispanic Americans.[6]
Despite their lessened exposure to standardized testing (especially in the elementary school years), U.S. Waldorf pupils’ SAT scores have usually come above the national average, especially on verbal measures.[23] Studies comparing students’ performance on college-entrance examinations in Germany found that as a group, Waldorf graduates passed the exam at double to triple the rate of students graduating from the state education system,[23][35] and that students who had attended Waldorf schools for their entire education passed at a much higher rate (40% vs. 26%) than those who only had part of their education at a Waldorf school.[67] Educational successes of private Waldorf schools may partially reflect the social status of their students.[35]