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Query was: teach

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• Title: Kingdom of Childhood: Cover Sheet
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  • certain themes — the need for observation in teachers; the dangers
  • of stressing the intellect too early; children's need for teaching that
• Title: Kingdom of Childhood: About the Transcripts of Lectures
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  • certain themes — the need for observation in teachers; the dangers
  • of stressing the intellect too early; children's need for teaching that
• Title: Kingdom of Childhood: Appendix to Lecture 5
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  • certain themes — the need for observation in teachers; the dangers
  • of stressing the intellect too early; children's need for teaching that
• Title: Kingdom of Childhood: Contents
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  • certain themes — the need for observation in teachers; the dangers
  • of stressing the intellect too early; children's need for teaching that
• Title: Kingdom of Childhood: Preface
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  • certain themes — the need for observation in teachers; the dangers
  • of stressing the intellect too early; children's need for teaching that
  • of teachers or intending teachers, no more than five in number
  • teaching. He gives them every possible encouragement, while he points
  • He shows them how essential it is for a teacher to work upon himself,
  • make ample use of humour and keep his teaching and himself lively and
  • education, and Steiner reminds the teachers that they must never
  • give a lively picture of the kind of teaching Steiner wished to
  • to a few central themes: the need for observation in the teacher: the
  • questions the teachers who were present at these lectures would now
• Title: Kingdom of Childhood: Synopsis of Lectures
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  • certain themes — the need for observation in teachers; the dangers
  • of stressing the intellect too early; children's need for teaching that
  • nourishment. The teacher's task to give “soul milk” at
  • all education, e.g. in teaching of writing and reading, based on free
  • creative activity of each teacher. The child as integral part of his
  • environment until nine. Teaching about nature must be based on this.
  • teacher can guide the child through the critical moment of the ninth
  • teach about plants and animals (seven to fourteen). Plants must
  • Only at eleven or twelve should any teaching be based on cause and
  • Development of imaginative qualities in the teacher. The story of the
  • on the right mood of soul. The teacher's own preparation for this.
  • teaching matter must be intimately connected with life. Thus in
  • a basket of apples, a purse of coins. In teaching
  • has impulse to model and to paint. Teacher himself must learn Anatomy
  • by modelling the organs. Teaching of Physiology (nine to
  • wind or strings. Teaching of Languages; up to nine through
  • science teaching from twelfth year only, and connected with
  • Teacher' Meetings, the heart of the school. Every child
  • teach children to draw a tree in shading, speaking only of light and
  • Language Teaching.
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• Title: Kingdom of Childhood: Lecture 1
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  • teacher's task to give "soul milk" at the change of teeth and
  • has arisen to form the first beginnings of a College of Teachers,
  • teachers who from the depths of their hearts do indeed recognise the
  • realities of the body, so that as teachers of children we are quite
  • feel helpless. But as there is no science of the soul the teacher is
  • that knowledge of the human being must be the basis for a teacher's
  • good teacher you must say to him: Make Anthroposophy your foundation.
  • teaching and education. Our task is to introduce an education which
  • direction to education and teaching. That is what we shall do. But
  • and must learn something. Then one thinks how best to teach so that
  • admit this possibility, if I am a short-sighted teacher, having
  • But the teacher should know
  • below. The teacher should be able to judge of this because he has
  • That is to say, your teaching must not be made up of isolated units,
  • artistically to the teaching of reading, and how this artistic
• Title: Kingdom of Childhood: Lecture 2
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  • all education, e.g. in teaching of writing and reading, based on free
  • creative activity of each teacher. The child as integral part of his
  • environment until nine. Teaching about nature must be based on this.
  • The "higher truths" in fairy tales and myths. How the teacher can
  • This is what ordinary Physics teaches everyone. That which is outside
  • angry father or a hot-tempered teacher, then the vascular system, the
  • what you teach him, does not yet make any impression, except in so
  • it is so important, especially for little children, that as a teacher
  • acquire dexterity in all directions. Therefore what the teacher needs
  • teachers must also be able to develop this life of fantasy, for those
  • that can make him a really good teacher.
  • imaginative picture. Therefore in your teaching you must work in
  • we can work least of all in pictures if we are teaching the child
  • comes to school we take him into the classroom and start to teach him
  • to do. And if we teach him this before the change of teeth and set
  • ways and means of your own. The teacher must be inventive, he must
  • On no account should you teach reading first, but proceeding from
  • read and write perfectly. These are things which the teacher must
  • show you, above all, that it is quite wrong to teach reading before
  • fancy of the teacher and educator.
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• Title: Kingdom of Childhood: Lecture 3
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  • How to teach about plants and animals (seven to fourteen). Plants must
  • teaching be based on cause and effect, which is foreign to the young
  • about the plant and animal kingdoms which one can use in teaching.
  • you must not teach Geography and Geology by themselves, and then
  • you will be teaching something which is quite unreal. This will have
  • object-lesson teaching of the present day is utter nonsense.
  • to him by the kind of Botany teaching which is usually pursued,
  • teacher come in with a terribly long face they will be tempted to
  • method of teaching. Teachers who are always solemn will never achieve
  • from. this you will see that you can teach about the animal kingdom
  • teaching of cause and effect until later on, towards the twelfth
  • again this makes demands on the teacher's fantasy. But he must be
  • teach and educate out of the very nature of man himself, arid for
  • teaching which I have been describing to you. So now in conclusion I
  • another example: Dr. Stein, a teacher at the Waldorf School, often
  • teacher had woven into the lesson.
  • teacher follows such methods as these he will stand before the
  • essential for a teacher is self-knowledge. If for instance a child
  • or angry with something his neighbour has done, then the teacher must
  • little. The teacher must always keep himself in hand, and above all
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• Title: Kingdom of Childhood: Lecture 4
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  • Development of imaginative qualities in the teacher. The story of the
  • on the right mood of soul. The teacher's own preparation for this.
  • should teach with descriptive, imaginative pictures, for what the
  • a feeling for the inward life of the soul. A teacher or educator must
  • you will say you ought never to be a teacher if you have to appear
  • I can be with them as a teacher though I am still awkward and clumsy.
  • chap. II.] The teacher or educator must thus take up his
  • a question of the teachers at all but of the children.
  • feelings within him. Nothing is more useful and fruitful in teaching
  • remain as long as possible with one teacher. When they come to school
  • at seven years of age the children are given over to a teacher who
  • the teacher is able to keep discipline in the class through his own
  • teacher in the Waldorf School, for instance, who could tell the most
  • immediately wanted a second. The teacher yielded to this wish and
  • teacher gave in again and prepared a third story for them. And at
  • last it came about that after a time this teacher simply could not
  • example I greatly admired the way one of our teachers handled a
  • has now improved very much). And lo and behold, while the teacher was
  • teacher had made a great fuss the boy would have gone on being
  • the result will be just as it was in the other case, when the teacher
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• Title: Kingdom of Childhood: Lecture 5
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  • All teaching matter must be intimately connected with life. Thus in
  • of apples, a purse of coins. In teaching addition, proceed from the
  • every subject that you teach, so that you do not make use of things
  • in your teaching that are remote from life itself. Everything which
  • find today is that the ideas a teacher has are largely abstractions,
  • very great difficulties into education and teaching. Just consider
  • kinds of theories are thought out for the teaching of number and
  • or bead-frame for teaching. In a business office people can use
  • concern us at the moment, but in teaching, this calculating machine,
  • the child to understand every single thing we teach him. He must take
  • that are introduced into the teaching of today, you may well be in
  • teacher must have his eyes open wherever he goes and look at
  • once with a teacher who had got up to this point (in explaining the
  • teaching the children numbers, out of the reality of what numbers
  • counting and you should now teach the child as follows: “This
  • you proceed on these lines you will be teaching the child to count in
  • out of its parts, and do not teach him to look first at the whole and
  • what must now be taken into account in our Arithmetic teaching. It
  • something we should particularly bear in mind in the teaching of
  • eighteen, and divide it up into the addenda; that is how to teach
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• Title: Kingdom of Childhood: Lecture 6
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  • child has impulse to model and to paint. Teacher himself must learn
  • Anatomy by modelling the organs. Teaching of Physiology (nine to
  • music from beginning of school life, wind or strings. Teaching of
  • therefore you as teachers have a wide knowledge of the forms that
  • organism. It is therefore of real importance for the teacher to try
  • and do some modelling himself, for the teachers' training of today
  • moulding your teaching out of a knowledge of man. This is what must
  • very special in the human organism. As teacher and educator one
  • able to teach rightly. Here then the air enters the body, distributes
  • teaching singing or music with the clear feeling: every child is a
  • digestion into consciousness in our teaching, but I want to show that
  • teaching is this artistic element of which I have just spoken.
  • only make all your teaching artistic, but that you also begin
  • teaching the more specifically artistic subjects, Painting, Modelling
  • and tenth year must be very specially borne in mind in the teaching
  • teaching for the child entering school, but he ought not really to
  • that fundamentally any kind of school teaching before this time is
  • have described. But for the teaching of languages it is specially
  • this point of time is reached language teaching must under no
  • teaching. And another element comes in here, something which belongs
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• Title: Kingdom of Childhood: Lecture 7
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  • of science teaching from twelfth year only, and connected with real
  • - Imitation of life. Teacher' Meetings, the heart of the school.
  • is essential for us to teach in such a way that everything within the
  • through our teaching of plant and animal life. You can treat these
  • itself. You should not begin your teaching of Physics as set forth in
  • golden rule for the whole of teaching is that the child should not
  • education and teaching you must address yourself to whichever system
  • What is the result? The result is that with teaching of this kind the
  • familiar to them. You yourself, with the authority of the teacher and
  • through having discussed the subject with his teacher, and all that
  • principle. “Aliveness” in the teacher must pass over to
  • will see from all this, the whole of your teaching and education must
  • ordinary life, and if the school teaching is wrong, that is if we
  • life. Then through your teaching reality will be carried back into
  • men's thinking, and the teacher has need to consider this very
  • you to make it a rule not to let anything come into your teaching and
  • surface. That is why it is so infinitely important for the teacher
  • that this may be so we have our Teachers' Meetings in the Waldorf
  • School which are the heart and soul of the whole teaching. In these
  • meetings, each teacher speaks of what he himself has learnt in his
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• Title: Kingdom of Childhood: Questions and Answers
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  • How to teach children to draw a tree in shading, speaking only of light
  • Direct Method in Language Teaching.
  • for the other children. Plan of such teaching described, of which the
  • method of teaching? Or should there be no difference at all in the
  • used in the teaching of the rudiments of number, e.g. the tables, in
  • regard to the teaching of drawing, it is really a question of viewing
  • And the teaching of drawing, as such, is only of real value when it
  • only when you begin to teach the child something like perspective, in
  • worst thing you can do is to teach the child to draw a horse
  • now finding that there are not only children but also teachers who
  • would like to join our school. There may well be many teachers in the
  • outer world who would be glad to teach in the Waldorf School, because
  • have been prepared for the teaching profession in the training
  • colleges. One gets a slight shock in the case of the teachers of
  • History, Languages, etc., but worst of all are the Drawing teachers,
  • can scarcely converse with the Drawing teachers: they are such
  • them, quite apart from the fact that they want to teach drawing in
  • these drawing teachers gradually turn into, simply because of having
  • against drawing teachers. I would like to put it thus: here is a
  • be barbarous if an orthodox drawing teacher came and had this tree,
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