* Items you need to take to the workshops, but not mentioned here, will be announced later.
|Morning Workshops 10:30-12:00|
|1||Kinedrgarten 1||Hand Gesture Games||Thanh Cherry|
|We will learn and practise some of the games created by Wilma Ellersiek especially for the under seven. Using hands, fingers, arms and the voice, they are the most wonderful and powerful tools in the work with young children. The gentle touch, the caress, holding, enfolding and embracing are some of the life-giving gifts that adults can give. They convey love, exude warmth and awaken the child in a fun and non-threatening way. We will explore their subtle influences on the unfolding of the young child, and on the inner development of the adult carer. Their therapeutic effects are readily noticeable.|
|2||Kindergarten 2||Creating puppet stories from your culture||
|All cultures have a rich collection of story wisdom that enchant and educate. Together we will collect the stories from our different traditions and create the puppets to bring our stories to life. This workshop will give us the opportunity to share our fables, legends and fairytales which give us such a vivid picture of our cultural heritage. We will explore what we have as common themes and what weaves the intricate patterns of diversity.|
|3||Kindergarten 3||Make the free play possible||Philipp Reubke|
We all know, that we cannot plan the free play of the children. We cannot make them play just by telling them to play. But we can create the conditions, which makes free play eventually possible.
This demands high skills from the adults: attention, respect, calm, quick reactivity, patience, courage, the ability to take risks and many others. We will describe these qualities and describe possibilities try to develop them. We will also speak about time management and the qualties of space needed for free play.
|4||Class1 and 2||Basic and practice for beginners||Mariko Nakamura|
Learn the foundation of Waldorf education, the phase of child education, the Four Temperaments and the rhythm between diffusion and concentration, and recognize the meaning of them. Then learn how we could realize them in the main lesson such as language and number at the class 1 and 2 through the share of actual class practice.
At the last day, beyond the class 1 and 2, we overview of the process for 8-year’s class, and for 12-year’s class, aiming at having a better sense of class 1 and 2 in overall prospect.
|5||Class1 and 2||Deepening our Work in Class1 and 2(For teachers who already have some experience)||Benjamin Cherry|
|During the the first two grades we are laying foundations for learning throughout the school. Many problems that appear later can be traced to how things were done at this time. Foundations will only be strong if they are rooted in an anthroposophical understanding of children's development and of the content one brings. In this workshop we will look more deeply into the birthing of the etheric body and the meaning of authority. We will also look into the reasons for the content we bring, especiall in language and mathematics. We will create stories and verses for particular children and class situations and will focus on what it means to work with the will. Our emphasis will be on deepening rather than on gathering techniques and content.|
|6||Class3 and 4||Michal Ben Shalom|
|The delicate, yet fundamental, transition time of the 9th & 10th years will draw the main line, the landscape, for the workshop. With a new understanding of the age we shall find the right approach to possible contents, narrative and activities that can support, carry and strengthen children in classes 3 and 4.|
|7||Class5 and 6||
|This is a time of transition for the children. In these years the step from mythology to history reflects the awakening capacities in the children. The earthly forces strengthen and harmony gives way to disharmony. The curriculum becomes a tool to support the children through this time and the teacher is challenged to change their own habits and refresh their relationship with the children. Through shared experiences we will deepen our understanding as we prepare for future tasks.|
|8||Class7 and 8||
|Along with meeting of the challenges these early adolescent years bring into the lives of the students and understand how we can use the curriculum to meet their needs, we will be exploring/use the time to understand what impulses in the subjects address their consciousness.|
|9||Man and animal||Man and animal in lower and middle school||Henning Kullak-Ublick|
The ways, in which children experience, participate an understand nature, undergo some very thorough changes in the course of the lower and middle school. The children begin this journey on their first day of school, and in each class, the approach is different than before.
In the fourth and fifth grades, the children develop an increasing capacity to understand bigger coherences and contexts in nature, history, language, and geography. This goes along with a deeply felt understanding of beauty, which opens up in narratives, in the arts, in geometry or in the observation of nature.
In this seminar, we will persue the understanding of man in relation to the animals, as Rudolf Steiner suggested it to class-teachers. The course will lead us from man to some characteristic animals, and from there back to man. Waldorfpedagogy takes a very unique and artisitic approach towards teaching nature to children in classes four and five, which helps to develop an ecological understanding of the world, which goes far beyond mere preserving.
The course will cover theoretical aspects of the methods as well as practical examples and practices in putting it into practice.
|10||The path of self-development for the Waldorf Teacher||Claus-Peter Röh|
|For the daily work as a waldorf teacher it is essential to find a resonance between inner self-education and outer teaching. Based on different exercises we will work on the forces of attention, concentration and composure. This work will lead to the quality of the two teacher meditations.|
|11||Childstudy||Childstudy and Student-Conferences||
In the so called childstudy or childconference we will work on the understandingof the individuel child. Nomally we understand a child in general. But if there is a difficulty in her or his behavior or in his learning capacities, we are often more or less helpless. Now we can, if we talk together in the faculty meeting , help each other so that we together find a way of understanding.
In the workshop we will try to do so.That means that we hope that some collegeguas prepare to present some children with a 'question'. We look at it together and find solutions. Please bring work of children you want to discuss. Handwriting, drawings, paintaings, handwork, thee things are very helpful. Most prctical are case stdies from children of the lower and students from highschools.
If five collegeguas prepare the presentation of a child, we will learn a lot, because this technik we learn by doing. An book in English about this work will be avaiable at the conference.
|12||Learning difficulty||Education for children with learning difficulties||Joep Eikenboom|
When children have leaning difficulties, this can be caused by various elements:
In our modern times we see more and more children that show difficulties in the sensory and movement development. The development of the bodily senses and of movement in the first seven years forms the foundation for leaning skills.
During the workshop the insight in these matters will be broaden, based on the anthroposophical image of the human being, and of the education of the child. Basic concept will be formed by The Extra Lesson, developed by Audrey McAllen.
We will do practical exercises for hygienic use in the classroom or for therapeutic help to individual children.
|13||Mathematics||Mathematics - The Joy of Thinking||Florian Osswald|
|Mathematics is joy of thinking. It cultivates in a special way the students self-confidence. How enables teaching joy and self-confidence? We practice on selected topics, the design of joyful and encouraging teaching.|
|14||Chemistry||Chemistry in special and Science in general, through all grades(7-12)||Dirk Rohde|
|We will start finding out the needs and questions of the participants and work within the requested directions. We will start with Chemistry. By proceeding, we can also widen our view and come to general science teaching. E.g., there is the chance to combine single lessons with aspects of Biology since both subjects have many aspects in common. Chemistry is taught mainly in grades 7-12, and I am prepared to deal with each grade. We will do various experiments and talk about their pedagogical implications, especially from the Waldorf point of view. Also, we might have to deal with questions like: How can students do experiments on their own? Chemistry as a subject for class teachers or for specialists? How to meet the demands of high school degree requirements? Each member of the group will be asked to share her/his experience with all of us so that we strongly encourage and inspire each other to improve our own teaching.|
|15||Biology||Biology in the upper school(Grade 7-12)||Prof. Dr. Albrecht Schad|
|Why do we teach anthropology in Grade 7, 8, 9, and 10 and how do we teach this subject? We will talk about the cell and its structures and we will engage with the important theme Evolution of Man.|
|16||Upper School||The Second Teacher in us. Upper-School-Methods in the 21st Century||Valentin Wember PhD|
|When Rudolf Steiner founded the mission of Waldorf-Education he established 4 different categories of “Essentials”: Physical Essentials, Etheric Essentials, the essential motives of Waldorf-Education (=Astral Essentials) and Spiritual Essentials. No. 2 of Category 4 is: How to develop the second and new teacher within the frame of the old teacher in ourselves. We will be working on this especially for Upper-School- Education and Upper-School-Methods.|
|17||Cultual Studies||Cultual Studies / Asian history and literature||Porn Panosot|
|In this workshop we will explore the Bhagavad Gita, The Dhammapada, and The Analects(Lun Yu) which are the three sacred texts of Hinduism, Buddhism, and Confucionism respectively. We will try to understand them as they are and how these three relate to life in modern time. How these three ancient texts can be meaningful to our daily practical life. And how can we bring them into our lessons with class 11 and 12. Participants are asked to bring Bhagavad Gita, Dhammapada, and Lun Yu (the Analect) along if they have them.|
|18||History||Teaching History from class5 to class8(How to teach Asian Historyin the light of anthoroposofy)||Reiichiro Yanagisawa|
|How can we find the symptoms of the spirit of the time in Asian history and history of our country or nation under the light of Anthroposofy? And how can we teach them in the main lessons of class5-8? We would like to share our thinking and experiences on these theme. I wish through this work we will enrich children's soul and help their healthy development as well as deepen our mutual understanding.|
|Afternoon Workshops(Artistic Workshops) 14:00-15:30|
|1||Kindergarten 1||Puppetry Workshop in the Kindergarten||Junko Suzumoto|
|I will introduce 3 different types of puppets. (Table puppet, string puppet, and glove puppet) Each participant will choose and make 1 to 2 puppets according to their need. In the end we will make some scenes and simple stories.Please bring along your own sewing box with needles (sewing and pinning), threads (different colours), scissors, ruler and colour pencils. Also, prepare 2 containers to keep your ongoing puppet materials. As we have limited time, you may have to do some sewing at night. I will also introduce the art of Ayatori (string play) during the session.|
|2||Kindergarten 2||Children's drawing||Franziska Spalinger|
Gaining an understanding of a child's developmental stages by studying their drawing.
* Please bring some children's drawings along.
|3||Kindergarten 3||Singing and movement in the Kindergarten||Philipp Reubke|
|What kind of music and songs are supporting the harmonious development of the little child? We will sing together and try to describe how different types of songs (western folk songs, traditional songs from Asia and songs in the mood of the fifth) are influencing our feelings and our way of moving. We will not only sing but also combine it with movement. And there will be also a theoretical presentation: what is music in the mode of the fifth?|
|4||Festivals in Kindergarten||Celebrating festivals in the Kindergarten||
This workshop will bring some of the pictures Rudolf Steiner gave of the breathing process in the cycle of the year -- the elements, the light, colors, etc., and will discuss the differences between nature festivals, traditional cultural and religious festivals, and "new" festivals for the young child. We will examine the difference between multi-cultural festivals and "universal" festivals, and we will discuss what Rudolf Steiner called the "bodily religion" of the little child.
We will share examples from kindergartens around the world and invite participants to come prepared to share something from their own country pertaining to kindergarten festivals. Bring questions for us all to discuss in relation to festival celebrations for the young child. Related handcraft activities will also be a part of this workshop.
|5||Eurythmy 1||Eurythmy – Pulse of Life||Sue Simpson|
|Building bridges requires transformative movement. There are elements of today's world that challenge teachers and children alike. Moving between stillness and movement we will find tools for teaching and transformation in education.|
|6||Eurythmy 2||Curriculum for class 1 to 12||
|We will work about the curriculum for class 1 to 12.|
|7||Music||Music Lesson as a Fount of Creativity||
|Listening to the inner silence allows the life forces and creativity to flow. We will work towards how children can learn the listening, as well as exploring Waldorf music curriculum and Asian musicality through a lot of activities.|
|8||Rhythmical Exercises||Rhythmical Exercises||
|We will talk about rhythmical exercises which you can do every morning in your class. All kinds of exercises will be introduced step by step for Class 1 up to Class 8. This workhop will be conducted by Mariko Kawamura and Rika Konosu.|
|9||Drama||Drama and Inner Development||David Anderson|
We use the elements of drama everyday. These elements - gesture, atmosphere, space, image, movement, language - shape our environment, our relationships, our teaching, and the process of our becoming. How we use these elements determines the forces and energies that attend our lives and our work. In this workshop we will look at how we can become more aware and creative with these elements and forces, and how they might lead us toward a deeper experience of being alive.
These elements have both outer and inner aspects. The drama work can support us to open up to these aspects and to unite the inner and outer in our experience of life. The workshop is open to adults at any level of dramatic experience. The workshop an opportunity to clarify our perceptions and to deepen our understanding of how we express life and how life expresses itself through us.
This course is tailored to the specific interests of its participants.
|10||Bothmer-Gymnastik||Games and Movement for Grades 3 to 8||
|We will look at how games and movement accompany the children through the grade school. Ideas on lesson building and making the transition from games to sports will also be included.|
|11||Mathematics||Math and Origami Craft||
|In my seeking and shaping the fun class in which students learn with one’s hands, and use various equipment related to the theme of arithmetic/mathematics, I began to find Origami Craft is the easiest and enjoyable in any place. The Color of origami is fascinating to me more than anything. In this workshop, I’d like to share with you about the learning experience through folding papers, introducing "Origami" – the universal word already as a part of Japanese culture, in the context of arithmetic/mathematics.|
|12||Foreign Language||Foreign Language Teaching in the Lower Grades (Class 1-4)||Prof. Dr. Christoph Jaffke|
Main topics of this workshop:
Participants will get a comprehensive hand-out of new material.
|13||Clay Modelling||Clay Modeling - Metamorphosis||Mari Oshima|
Participants will experience metamorphosis from a sphere to a human figure as well as a figurative form to an abstract form through modeling clay.
What to bring: Apron, towel, indoor shoes
|14||Blackboard drawings||Blackboard drawings||Yoshihito Kimura|
|* Things to bring: a set of color chalk or pastel set, tissue paper|
|15||Drawing||Drawing for Class Teachers and Subject Teachers||Van James|
|This workshop will explore the development of children's drawing and the original indications of Rudolf Steiner for Pre-Kindergarten and Grades 1 through 8 and beyond. How can the Class Teacher guide students in a healthy way through creative picture-making to imaginative and informed visual thinking consistent with the stages of child development.|
|16||Extra Lesson||Foundations of The Extra Lesson||Joep Eikenboom|
Audrey McAllen developed a concept to help children with learning difficulties.In her first book she published exercises in movement, form drawing, painting, as well as an introductory lesson to get an image of the child’s development.Her concept was totally and only based on the indication given by Rudolf Steiner, but later colleagues all over the world discovered the value of her concept, and could form there develop new ideas for working with children.The spiritual backgrounds of the Extra Lesson exercises can also be seen as fundamental to the general pedagogy.In this workshop we will explore the anthroposophical image of the human being in relation to the concrete exercises for the work with children.
|17||The teachers' meeting||The teachers' meeting as the heart of the school||Benjamin Cherry|
|Rudolf Steiner repeatedly spoke of the teachers' meetings as the heart of a school. From my experience of visiting and working with many schools, especially in Eastern Asia, I can say that the health or ill-health of a school community depends to a large extent on how these meetings are conducted. In this workshop we will look at what Steiner has said about the heart itself and then see in what ways we can hold our meetings as teachers so that they bring a health-bringing pulse into the whole school, as a counter-force to the tiredness and loneliness which many teachers experience.|
|18||agriculture / gardening||Biodynamic farming and gardening curriculum in a Waldorf School||Hans van Florenstein Mulder|
The earth is suffering from a world-view and practice, which is causing severe degradation of our agricultural soils in the world. To heal the earth is not only a challenge for the biodynamic and organic movements but also a challenge for education. In this workshop we will first look at the history of agriculture leading to our present-day method of chemical farming. We will then explore organic farming as a necessary sound basis for biodynamic agriculture to heal the earth. Subsequently we will try to understand the "Farm Individuality" in the light of the "Image of the 3 and 4 fold human being"; this will then lead us into the principles of the biodynamic way.The second part of the workshop we will look at the gardening curriculum in a Waldorf school. I will try to include as much practical work as is possible in the given situation of the workshop environment.
Thanh Cherry has been involved in Waldorf education for over 40 years. She holds a Master degree in Early Childhood Education and co-founded a Steiner school in Australia where she was kindergarten teacher for 23 years. She mentors and trains teachers in many places including Vietnam and other Asian countries. For the past number of years Thanh was the coordinator of the Waldorf Early Childhood Training and Mentoring Programme in China (WECC), responsible for the 6 early childhood teacher training courses and supporting 300 kindergarten groups. She will continue to act as Consultant for WECC from 2015 on. Thanh has also worked with indigenous parents and teachers in Australia and is an author of various book projects.
A kindergarten teacher for the past 26 years in New Zealand. Coordinator the early childhood Steiner/Waldorf education in New Zealand and support Thanh Cherry in China.
The first Steiner/Waldorf kindergarten in Thailand and teaches craft in China.
Born 1960 in Stuttgart/Germany. Went to Waldorfkindergartens and schools in Stuttgart and Berlin. Live and works in France since 1989. First as Music and language teacher and since 1997 Waldorfkindergartenteacher in Colmar and Mulhouse. Since 2011 member of the IASWECE Coordinating Group.
Born in Japan, studied education course at Emerson college in UK from 1989 to 1991. Started the Saturday class of waldorf education at Kyoto since 1995, and became one of the foundation members of Kyotanabe Steiner School which opened in 2001. At present, working as the 3rd time of the 3rd grade teacher.
Originally from the UK, Ben Cherry has been active in Waldorf education for 37 years, mainly as a class and high school teacher in a school which he co-founded in Australia in 1983. He has written many articles about Waldorf education and has traveled extensively, visiting or giving courses in schools in Europe, North America, Asia, Africa and the Pacific region. Over the past 18 years, he has been increasingly involved with teacher training and mentoring in Eastern Asia.
His main focus now is on the rapidly expanding Waldorf school movement in Mainland China and Taiwan, with which he has been involved since it began, but still visits South Korea and Japan. He has been the coordinator of the China Waldorf Forum since it began 4 years ago, a network which monitors quality in the schools in China and helps them work together.
I am 59 years old and have been teaching in Sloka, Waldorf school, since 1998. I was a KG teacher for 2 years and chose to go with the same group into grade 1 in 2000. I accompanied this group up to grade 5 and went back into grade 1 again. This group I taught till end of their grade 8. Meanwhile we had a crises and our grade 3 needed ateacher. so I was handling grade 8 and grade 3 in the year2012. At the moment I am teaching grade 5 agroup of 30 children. My basic qualification- B A in English and History, B Ed- in English and History.Before joining Sloka I have taught in an Indian mainstream school for 20 years.I have been trained by different European mentors on the job (in Steiner Education).I have also been apart of the AWTC faculty since 2009 in Phillipines,India,and Seoul. My strengths are grades 1 to 5.
Born in Israel, and trained as a waldorf teacher in the U.K. A founder teacher of the first waldorf school in Israel, and a class teacher for 25 years. Involved in mentoring and supporting young, as well as experienced teachers, with fundamental issues of education and self-education.
Sue has taught eurythmy since 1982 to all age groups. A constant theme over the years is her interest in children and deepening her understanding as to how and what in movement assists them in their development.
I have been a grade teacher for 14 years having started as a kindergarten teacher for 2 years. This is my batch of students with whom I am completing my third cycle but I havent started from class 1 with the last two batches . I have taken class 1 and 2 group in AWTC India, class 5 and 6 in AWTC Korea and have been involved in curriculum building and teacher training for the last 10 years in Hyderabad and other parts of India.
Born 1955 in Argentina, worked as a class-teacher for 27 years in Flensburg, Germany. He is a board-member of the German Association of Waldorfschools and of the Friends of Steiner-Waldorf Education, gives lectures in teacher-training for class-teachers, and publishes the monthly magazine "Erziehungskunst". In 2014, his introductory book for parents about Waldorfpedagogy: "Jedes Kind ein Könner – Fragen und Antworten zur Waldorfpädagogik" was released.
Born on December 15, 1955. After his studies of Education he worked from 1983 on as class-, music- and religion teacher at the Waldorf School in Flensburg, Germany. In addition to teaching,he worked at the Pedagogical University in Flensburg and gave courses at various teacher training seminars in Germany. Since 1998 he has been a member of the initiative group of the Pedagogical Section in Germany. In September 2010 he joined the Pedagogical Section at the Goetheanum in Dornach/Switzerland. Since January 2011 he has been leading the Educational Department of the School of Spiritual Science at the Goetheanum in Dornach/Switzerland together with Florian Osswald. He is married with two children.
Born 1945. Pupil at the Waldof school in the Hague, Netherlands. After studying education and geography, 30 years of teaching at the Waldorf school in the Hague. During this time he was cofounder of the Dutch State Waldorf Teacher Training Seminar. For many years he was a Council member in the Anthroposophical Society in the Netherlands. Together with Ate Koopmans he developed the "Art of Child Study" course. He has lectured in many countries.
Since September 1999 he has worked for the Pedagogical Section, from October 2001 to December 2010 as head of the Educational Department of the School of Spiritual Science at the Goetheanum in Dornach/Switzerland. He now continues to work for the School of Spiritual Science at the Goetheanum and on pedagogical and anthroposophical themes in different countries.He is married with five children.
Joep Eikenboom - 1954
Primary school teacher since 1977 - Waldorf teacher since 1980.
Joep has worked 8 years as Educational support teacher, then went back into class teaching again.
He lectures regularly at Waldorf Remedial Training Programs in Holland, Germany, US, Brazil, Finland, Hungary.
During his activities as an Educational Support teacher Joep has always been in close contact with audrey McAllen, the author of The Extra Lesson.
In his book: Foundations of the Extra Lesson he shares the anthroposophical underpinnings of Audrey Mcallen's work and concept, built on the pedagogical indications by Rudolf Steiner.
from Switzerland, first studied process engineering. After training as a curative teacher in aCamphill organisation in Scotland, he attended the teacher training seminar in Dornach. He worked as upper school science and mathematics teacher at the Bern Rudolf Steiner School for 24 years and has been active internationally as pedagogical advisor.
Since the beginning of 2011, Florian Osswald has been leading the Pedagogical Section at the Goetheanum in Dornach together with Claus-Peter Röh.
Free Waldorf School Marburg; since 1988 teacher for Chemistry and Biology, mainly for upper grades. My main focuses are student experiments, achieving high school degrees by using Waldorf methods, and research projects on various pedagogical topics. Besides working in school, I also train students and teachers, mainly for Waldorf Seminar Kassel and University of Marburg, but also within the International Waldorf School movement. Within our national activities, I am in charge for organizing the annual meeting of German Chemistry and Biology teachers.
Visited the Waldorfschool in Pforzheim and Stuttgart and studied Biologie and Geographie in Heidelberg. After his doctoral thesis he worked at a Waldorfschool near Stuttgart for 13 Years and since 2007 at the Waldorfschool Uhlandshöehe. Since 1995 he is working at the teacher seminar stuttgart now called Freie Hochschule Stuttgart.
He attended the Waldorf School in Krefeld. He studied philosophy, literature, music and science of education in Hamburg, Berlin and Stuttgart. In 1984, he did his doctorate under Karl Robert Mandelkow. For 28 years, Wember worked with great conviction and enthusiasm as a Waldorf teacher in Stuttgart and Tübingen.He also worked in teacher training in the USA, Switzerland and Germany. In the '90s, following a suggestion made by Jörgen Smit(1916-1991), he published several books on youth anthroposophy, among which were "The Will to be Free"(1991) and "The Power of Understanding"(1993). Along with being a Waldorf teacher, Wember has worked for many years in organization development, e.g. for a large South-German trade association, with the emphasis on forms of management and change management. Since publication of the book "Wille zur Verantwortung"(2012), Engl. "Sole Responsibility"(2014). Valentin Wember has worked in various Waldorf Schools as an organization developer.
After 10 years' medical practice with a focus on working with disadvantaged and abused children, orphans and child prostitutes, Porn Panosot came to realize that the roots of all kinds of social ills lie in the human being and that the means to heal them can be found in Waldorf education. Switching from treating physical illnesses to treating social ills, he gave up his medical practice to do Waldorf Teacher Training at Sunbridge College in the USA. Bringing the Waldorf impulse back to Thailand, he founded Panyotai Waldorf School in 1996 and meanwhile campaigned for freedom in education, in cooperation with other the progressive approaches, resulting in more openness in the new constitution and education act which recognize alternative and innovative approaches. Apart from giving lectures at various institutions all over the country and also abroad, Porn contributes to journals, magazines, and newspaper. Among his numerous functions are: a board member of the Child Protection Foundation, an Ashoka Fellow, deputy chairman of the Alternative Education Council, one of Thailand's 50 Socio-Medical Workers, and selected a Protector of Children's Rights.
Certificated at Rudolf Steiner Colledge Teacher Training Course, did Class7 to 9 teacher at Tokyo Steiner Schule, Class1 to 5 teacher at steiner school in Chiba. now Social study teacher at Steiner Gakuen high school.
Junko was a public school teacher for 10 years in Japan and did social work for disabled adults for 2 years in the USA. She then went to Emerson College, UK for Steiner Education Training. After 4 years at Emerson College, she settled in Penang, Malaysia and started a kindergarten with the help of her Malaysian husband in January 1997.Since then she has been the class teacher and principal of 2 kindergartens. She has a passion for puppetry and art and craft work. Over the years she has conducted puppetry workshops for children and adults. At her kindergarten, there is an ongoing craft class for the age group of 6 to 10 years old. She sometimes conducts training courses and occasionally does mentorship in Malaysia.
Born 1955 in Zürich, Switzerland. Married, three daughters. Kindergartenteacher, teacher for early childhood at AfaP(Akademie für anthroposophische Pädagogik). Coaching of kindergartenteachers an parents.
Born and raised in Kathmandu, Nepal. She started her journey with Waldorf education in 1997 when she moved to Hyderabad, India, and became a Waldorf parent. She attended Waldorf teacher training courses and conferences in many countries over the years, became a kindergarten teacher , then a class teacher and now is back in kindergarten . She has been conducting parenting workshops in Nepal for 6 years and early childhood introductory courses in different parts of Nepal for the past few years.
1968 born in Tokyo. Study of Eurythmy in Munich. Teaching since 1994 at the Waldorfschools Nuernberg and Hassfurt. During the same time member of the Eurythmy Performance Group Fiona Ensemble. Since 2007 in Tokyo Kenji Waldorfschool.
1967 born in the outh of Germany.Study of Physic and Eurythmy. Teachingsince 1993 at the Waldorfschools Nuernberg and Hassfurt. During the same time member of the Eurythmy Performance Group Fiona Ensemble. Since 2007 in Tokyo Kenji Waldorfschool.
Born in Japan. Studied at Emerson College(1997-2000), Worked at Nutley Hall and studied at Tonalis Music Centre(2000-2002).Have been a class teacher and music teacher at Kyotanabe Steiner School(Kyoto, Japan) since 2003.
Born in Japan. Studied singing in Osaka and Berlin. Teaching music in Fujino Waldorf Schppl since 1997.
I joined Japan Overseas Cooperation Volunteers (JOCV) , was posted to Kenya and worked for a Junior High School as a science teacher for three years, also worked as a science teacher for a government Junior High School in Japan for three years. I completed a teacher-training course at Rudolf Steiner College, California, USA.Since 2002, I have been working as a class teacher for Hokkaido Steiner School Izumi no Gakko in Hokkaido, Japan.
After studying literature and education for the disabled at university, I started working for a government high school in Japan. Upon resignation from the teaching position, I encountered the Steiner approach to education while I was pursuing my interest in modern dance, an interest I have been engaged with since my university days, and I was instrumental in establishing Tokyo Kenji Waldorf School. Since then, I have been closely involved with Tokyo Kenji Waldorf School. For the last fifteen years, I have been actively engaged with the school management and also its educational side. During this time, I completed one full eight-year period as class teacher and also taught high school students. I am currently in my fifth year of my second term as class teacher and also teach art at the high school. I have completed the first teacher-training course in Japan for extra lesson teachers. My main focus is 'movement'.
He has been working in and with Waldorf Schools for over 20 years. He is the Executive Artistic Director of Walking the dog Theater(www.wtdtheater.org), a professional theater company based in New York. He spends half the year in Asia serving various needs of Waldorf and other Schools, and directing plays, performing, and leading workshops and part-time courses.
Noel has been a class teacher for many years in Scotland, New Zealand and Taiwan. Although his focus is now on science, he has taught games during these years and has a keen professional interest in the practice and ideas in Bothmer gym.
Studied Bothmer Gym and Spacial Dynamics with well experienced teachers in Tokyo, Yokohama, Australia and Hawaii. Started working as a gymnastic teacher at Izumino Gakko in Hokkaido from 1999, now is a gymnastic teacher at Hokkaido Steiner Gakuen Izumino Gakko.
After working as a mathematics teacher at private junior high school in Japan for 38 years, started working as a part-time mathematics teacher at Fujino Waldorf School. Worked in Fujino for 4 years. In Jan. 2005, studied teaching Waldorf maths at Emerson College in England. Since 2005, has been a member of teachers maths group at Yokohama Steiner School.
Completed the course of foundation and education course in Emerson college in UK. Worked as a class teacher at Fujino Waldorf school(former Tokyo Steiner Shure) since 1995. Teach mathematics at high-school of Fujino Waldorf school since 2005. At present, teach mathematics and drama in Fujino Waldorf school.
A graduate of a Steiner School in Germany, Christoph taught English in the Lower, Middle and Upper School at one of the Waldorf Schools in Stuttgart from 1967 until 2000, was a visiting professor at Hiroshima University(2005) and at Aoyama Gakuin University, Tokyo(2006), became one of the founding-teachers of the fourth Steiner School in Stuttgart, taught Classes 1 to 5 for another five years, started editing the series Materials for Waldorf Language Teaching in 1976. Has been training English teachers at the Stuttgart Waldorf Teacher-Training College since 1967, in recent years, coaching Waldorf English teachers in Europe, South America and Asia.
She moved to Germany in 1988 and completed Waldorf Kindergarten Seminer. She also studied elementary grade teaching and arts/crafts at Instituet fuer Waldorfaedagogik. She joined Tokyo Steiner Schule in 1996 as an arts/crafts subject teacher and continues her teaching at the current Freie Waldorf Schule in Fujino (Fujino Waldorf School).
Graduate of Rudolf Steiner College/USA. Worked at Ceder Springs Waldorf School, West Side Waldorf School, and Waldorf School of Orange County At present, 6-grade class teacher(7-grade in April), and the 9 grade drawing teacher at Fujino Waldorf school.
He is a teaching artist at the Honolulu Waldorf School and chairman of the Anthroposophical Society in Hawai'i. He is a guest teacher trainer at Rudolf Steiner College in California, Taruna College in New Zealand, the Summer Curriculum Intensives in Australia, the Chengdu Teacher Training in China, and numerous other schools in Asia and the US. He is the editor of Pacifica Journal and author of several books on culture and the arts, including Spirit and Art, The Secret Language of Form, and Drawing with Hand, Head and Heart.
Kai Iruma was born in 1963 in Kamakura, Japan. First 3 years of life in Stuttgart, he visited Waldorf schools in Germany, Scotland and the US. After studying Political Science in Tokyo, he worked as a freelance translator and researcher, engaging in civil movements and anthroposophical activities. He is now active as director of a kindergarten in a beautiful but radiation-contaminated area Nasu, representative of the Japanese Association for Steiner/Waldorf Early Childhood Education, IASWECE Council member, and external scientific co-worker for the Medical Section at the Goetheanum.
I was born in Indonesia and educated in the Netherlands.
After marriage my wife, three children and I moved to New Zealand in 1972 where we became involved in Waldorf education, biodynamic farming and anthroposophy.
We were co-founders of the first Waldorf Upper School in Hastings, New Zealand, where I taught biology, chemistry and horticulture.
After nearly 20 years I became director of the “Diploma course in Biodynamic Farm Agriculture” at Taruna, the New Zealand College for Anthroposophical Studies.
During this time I was called to become General Secretary of the New Zealand Anthroposophical Society which task I carried for 14 years until 2006.
During this time I met many pioneers in Waldorf education in Asia and helped with its development.
Since 2006 I am the Representative of the General Anthroposophical Society in Asia and travel widely in Asia giving lectures and seminars in Anthroposophy, Waldorf education and biodynamic farming.