whole child

How to Raise Happy, Healthy, and Resilient Children: A Waldorf Approach

Waldorf education is an intentionally balanced approach to teaching with the goal of graduating happy, healthy, and resilient young people. We interweave academics, artistic activities, movement, and outdoor time in a way that reduces stress and enhances learning. We provide rhythm for each day, season, and year which builds confidence and ensures that students feel secure. Social-emotional learning and problem solving are integrated throughout our curriculum so children develop the skills they need to thrive. We are a community where students feel seen, recognized, and challenged to do their best work and be their best selves.

A recent survey from ISM asked independent school parents what characteristics they seek most in a school for their child(ren). The list of sought-after characteristics has been very consistent over the last several years, with responses of “faculty care and concern“, “emphasis on character development“, and “emphasis on emotional well-being” ranking at the top. These skills on average are more significant than “academic challenge”, “curriculum”, and “graduate placement record.” As a Waldorf school, we find that to not only affirm why we approach education in the way that we do, but also encourages us that we are meeting the needs of our students, our families, and our community.

When we consider what skills are gleaned from emphasizing a student’s character development and emotional wellbeing, we see that resilience and adaptability are not only fostered but truly noteworthy in Waldorf alums. We’ve mentioned before how “AQ”, or Adaptability Quotient is a measurement that is equally important, if not more so, than IQ, or intelligence quotient. “IQ is the minimum you need to get a job, but AQ is how you will be successful over time,” says Natalie Fratto, a New York-based vice-president at Goldman Sachs who became interested in AQ when she was investing in tech start-ups. She has subsequently presented a popular TED talk on the subject.”

Further research continues to explore how to quantify resilience in children and what experiences help to foster it. What is resilience? Defined by the NIH, “ Resilience is defined as the capacity of a system to adapt successfully to challenges that threaten the function, survival, or future development of the system. This definition is scalable across system levels and across disciplines, applicable to resilience in a person, a family, a health care system, a community, an economy, or other systems.” While the NIH is looking specifically at the development of children with adverse childhood experiences, this research can and does bring important attention to the importance of having resilient children. Their research in learning to quantify resilience asks the following core questions:

What are the challenges?
How is the person doing?
What processes support success?

The study continues by providing a shortlist of common resilience factors for child development, which include a nurturing family, a sense of belonging, family flexibility, self regulation, routines and rituals, and problem-solving as just a few common factors for child development.

Middle Schoolers take several adventurous outdoor field trips to build their confidence, apply their knowledge, and of course, instill a resilient spirit.

The 3rd Graders, after a week away working on a biodynamic farm, celebrate their accomplishments before their train ride home!

As a Waldorf school, we see many parallels between this new research and the values we place for our school and community. Long standing relationships, a safe and secure environment where children feel seen, and creating opportunities, both small and large, for children to practice and build stamina through challenges, are essential in Waldorf education. We believe that from small challenges of being outdoors for 90 minutes in the cold, to trying new skills like knitting, world languages, bicycling, to extended overnight field trips in nature, making space and time for children to build resiliency – by facing challenges and seeing how they’ve overcome and/or grown, is how we truly build confident, capable human beings who will find opportunities in challenges.

One RWS Alum, now an environmental science grad from University of Richmond said, “I think Waldorf made me really interested in learning and made it something I really enjoy. At Waldorf, communication with teachers was a big thing. I really learned how to talk with them and ask questions. Problem solving was another huge concept I learned, as well as hands-on work. I learned a lot of great study habits that helped me. And also leadership skills.”

As a family exploring Waldorf education for your child, we hope you’ll take some time to get to know how Richmond Waldorf School exemplifies these traits and more. Our holistic curriculum honors the developmental stages of children and challenges students to learn in a multitude of ways! Waldorf intrinsically develops the child’s love of learning in a hands-on, creative, relationship-based approach.

Want to Learn More?

We would love for you to explore the Waldorf approach! Sign up for a tour, or watch our school video where students talk about life at Richmond Waldorf School. Get to know us and see if RWS is right for your child.

Experience Waldorf - Schedule a Visit

At Richmond Waldorf School, we recognize that our student’s physical, social, and emotional well-being are a key part of their ability to learn and thrive. We look forward to meeting you and sharing more information about Waldorf education.

Reach out to us and find out more:
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

A Child-Centered Educational Model Where Kids Feel “Seen”.

One of the best scientific predictors for how a child turns out in terms of happiness, academic success, and meaningful relationships is whether adults in their life consistently show up for them. Waldorf teachers strive to see and recognize each of their students, greeting them each morning individually, and working with them over multiple years to build on their unique strengths and meet their individual challenges so they can thrive.

At Richmond Waldorf School, we recognize that our student’s physical, social and emotional well-being are a key part of their ability to learn and thrive. Our holistic approach to education prioritizes critical thinking, communication, collaboration and creativity to prepare students for the challenges of the 21st century.

At its heart, Waldorf education understands that relationships are the cornerstone of learning. We strive every day to meet and see our students, honoring them for who they are, and helping them learn to navigate and participate in long-term relationship. Waldorf teachers have a long-term relationship with their students, so we can call on our history and long-term work with students to help them reach their full potential and feel safe, seen, and heard.

There are moments throughout the school day and school year for students to shine. Each teacher takes time every morning to shake each student’s hand and check in with them. This handshake helps the teacher to get a window into how that student is today – are they happy and alert? Tired and lethargic? These indicators help our teachers understand how to provide a child-centered experience every day.

At Richmond Waldorf School, a teacher will move up through the grades with their students for years, progressing through the elementary and middle grades with the children. Early Childhood teachers may work with a child for several years up through Kindergarten. This continuity enables a deep understanding of each student’s strengths and challenges, and supports the development of a rich social dynamic in the class. When a Waldorf teacher meets her 1st grade class, it is the beginning of a remarkable journey. The class teacher is responsible for the core academic subjects and introduces the entirety of the elementary school curriculum.

This long-term relationship, or teacher “looping” is a hallmark of Waldorf education. We see the benefits in the children’s social and emotional learning as well as their academic success. By having a teacher work with a group of students over multiple years, the children are known deeply, and the teacher is in a unique position to support that child’s growth and development.

The Rose Ceremony is a special moment each year to welcome each First Grader to school.

Birthday celebrations honor and celebrate each child!

Research continues to show the importance of relationships on student success. We loved this article from Ideas.TED.com from January 2020, and have excerpted a few parts below:

Strategy #1 for helping kids feel seen: Let curiosity lead you to take a deeper dive

A practical first step to helping our kids feel seen is just observe them — take the time to look at their behavior, discard preconceived ideas, and consider what’s really going on with. But really seeing them often requires more than just paying attention to what’s readily visible. Just as with adults, it’s often the case with children that there’s more going on beneath the surface than they let on. As parents, part of our responsibility is to dive deeper.

Practically speaking, that means being willing to look beyond your initial assumptions and interpretations about what’s going on with your kids. It means taking an attitude of curiosity rather than immediate judgment.

This curiosity is key. It’s one of the most important tools that a caring parent can use. When your toddler plays the “let’s push the plate of spaghetti off the high chair” game, your initial response might be frustration. If you assume he’s trying to press your buttons, you’ll respond accordingly. But if you look at his face and notice how fascinated he is by the splatter on the floor and the wall, you might feel and respond differently.

Cognitive scientists Alison Gopnik, Andrew Meltzoff and Patricia Kuhl have written about “the scientist in the crib,” explaining that a large percentage of what babies and young children do is part of an instinctual drive to learn and explore. If you can take a moment, pause and ask yourself, “I wonder why he did that?” If you see him as a young researcher who is gathering data as he explores this world, you can at the very least respond to his actions with intentionality and patience, even as you clean up his experiment.

We encourage parents to chase the “why” behind kids’ behavior. By asking “Why is my child doing that?” rather than immediately labeling an action as “bad behavior,” we’re much more likely to respond to the action for what it is. Sometimes it really may be a behavior that should be addressed. We believe that children definitely need boundaries, and it’s our job to teach them what’s okay and what’s not. But other times a child’s action may come from a developmentally typical place, in which case it should be responded to as such.

The same goes for other behaviors. If your child is quiet when she meets an adult and resists speaking up, she may not be refusing to be well mannered; she may be feeling shy or anxious. Again, that doesn’t mean you don’t teach her social skills along the way or encourage her to learn to speak in situations that are uncomfortable. It just means you want to see her for where she is right now. What are the feelings behind the behavior? Chase the why and examine the cause of her reticence; then you can respond more intentionally and effectively.

Strategy #2 for helping kids feel seen: Make space and time to look and learn

Much about seeing our kids is simply paying attention during the day, but it’s also about generating opportunities that allow your kids to show you who they are. Nighttime can be a great time to do this. There’s something about the end of the day, when the home gets quiet and the body feels tired, when distractions drop away and defenses are down, that makes us more apt to talk about our thoughts and memories, our fears and desires. This goes for all of us, adults and kids.

What’s required is a bit of effort and planning in terms of the family schedule. Kids need an adequate amount of sleep — we can’t stress that enough — so ideally you’ll begin bedtime early enough to make time for your usual routine plus a few minutes of chat or quiet waiting time to allow your children to talk if they are inclined. They might share details of their day or ask questions that help you gain a fuller understanding of what’s going on in their worlds — actual or imaginary.

We know what some of you are thinking: “I don’t have one of those kids who willingly shares what they’re thinking and feeling.” We get it. The answer to the “How was your day” question seems to inevitably lead to the dreaded “Fine.” Imagining a chat time added to your child’s bedtime routine may produce the unpleasant image of you and your child silently lying next to each other, both of you waiting for something important to be shared.

We understand this concern. Keep in mind that the idea isn’t that every evening you’ll hear some earth-shattering revelation or deep exchange. That’s not realistic between adults, much less with kids. What’s more, it’s not the goal. The ultimate aim is to be present to your children — to create space and time to get to know them better and to understand them at a deeper level so you can help them grow into the fullness of who they are.

If you have a child who doesn’t eagerly share their inner thoughts, then you may need to ask more specific questions or pose ethical dilemmas you can consider together. The more you see and know your child, the easier this will become. At times, of course, silence is okay too. Being quiet together, simply breathing, can be intimate and connecting. So don’t feel pressure to force conversation when it’s not the right time.

We know it can be confusing, trying to determine what to say when and whether to encourage conversation or let things be quiet. But one of the best ways to see your kids — and to help them feel seen — is to create the space and time that cultivate opportunities for that kind of vision to take place.

Excerpted from The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired by Daniel J. Siegel and Tina Payne Bryson.

Want to Learn More?

Experience Waldorf - Schedule a Visit

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

Waldorf Education Provides A Foundation for Success

Many employers seek specific skills in their potential employees, such as leadership, effective communication, adaptability, teamwork, and creative problem-solving. Waldorf education stands out in preparing children with these crucial skills through a hands-on, experiential curriculum that covers a wide range of academics and arts. This approach helps students become confident, creative, adaptable, and able to connect well with others. Waldorf education doesn’t solely prepare graduates for higher education, it equips them for success in any career they choose.

In a recent editorial from LinkedIn this year, Top 11 Skills Employers Look for in Job Candidates, they identified the following areas that employers are looking for:

Communication skills

Leadership skills

Teamwork skills

Interpersonal skills

Learning/adaptability skills

Self-management skills

Organizational skills

Computer skills

Problem-solving skills

Open-mindedness

Strong work ethic

It’s noteworthy what is listed and what is not. While society makes it easy to focus on what advanced-level academic work is being introduced to students at what age, or what standardized test and IQ scores are, many believe there is a different approach that more fully prepares the next generation for an unknown future. Waldorf education makes the argument that when we emphasize creative, critical thinking, honor the developmental phases of students, and integrate nature, art, and teamwork into school, students can become their fullest selves and lead whole, fulfilling lives. RWS students learn handwork, woodwork, bicycling, study multiple world languages, paint, play sports, act in plays, and go camping. These are all intentional life lessons. They will develop important resilience and resourcefulness that will further their personal and professional lives. Our hope is they may even help our world to be a better place.

One RWS Alum, now an environmental science grad from University of Richmond said, “I think Waldorf made me really interested in learning and made it something I really enjoyed. At Waldorf, communication with teachers was a big thing. I really learned how to talk with them and ask questions. Problem solving was another huge concept I learned, as well as hands-on work. I learned a lot of great study habits that helped me. And also leadership skills.”

It’s natural to wonder how successful Waldorf school graduates are in higher education and beyond. A Research Bulletin entitled Standing Out Without Standing Alone: Profile of Waldorf School Graduates encapsulates the results of the comprehensive Survey of Waldorf Graduates, Phase II. The survey describes what Waldorf school graduates most love to study, which professions they select, what they think of their Waldorf education, and what they value as adults.

The survey suggests that a majority of Waldorf school graduates share the following characteristics:

They value the opportunity to think for themselves and to translate their new ideas into practice.
They practice life-long learning and have a highly developed sense for aesthetics.
They value lasting human relationships.
They seek out opportunities to be of help to other people.
They sense that they are guided by an inner moral compass that helps them navigate the trials and challenges of their professional and private lives.
They carry high ethical principles into their chosen professions.

As families explore different private, public, and charter schools to find the best environment for their children, parents are asked to consider what traits and capacities a school provides to best prepare their child for their future. As a Waldorf school, we take a holistic approach and consider the whole human being when setting our curriculum and the learning environment. This helps our students understand the meaning and purpose behind what they learn. It nurtures creativity, confidence, and builds capabilities to find meaning and purpose in life. Waldorf education’s focus on social-emotional development supports these areas, and spans the entire program, from Early Childhood through 8th grade. Our emphasis on group learning, long-term relationship building, and unstructured play opportunities gives students the opportunity to practice essential interpersonal skills that will serve them well beyond graduation from RWS.

Want to Learn More?

Experience Waldorf - Schedule a Visit

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

many ways to learn math at Richmond Waldorf School

Learning is Multi-Sensory. Teaching Should Be Too.

Children learn in many different ways. That’s why it is so important for teachers to bring concepts through multiple senses. In Waldorf schools we teach science through stories as well as outdoors in nature and in the lab. We move, build, and even bake and eat our math. We teach literature through theater. We sing our history and languages. We teach this way so that our curriculum reaches more children, more deeply, in a way that they love and remember.

There are many things to consider when finding the right school for your child. Finding a learning environment that emphasizes multimodal learning and an experiential approach to teaching is often what draws a family to Waldorf education. It’s no secret that we believe that children need to engage their whole body to learn academics. This is why art and movement are integrated into core academic subjects, as well as taught as stand-alone topics. When we acknowledge and incorporate multi-sensory experiences into the curriculum, student engagement soars.

As an article in Edutopia.org, “How Multisensory Activities Enhance Reading Skills”, explains, “reading lessons can involve more than just our eyes and ears.” Further, the author explains that research reinforces the idea that multisensory learning supports all students, and “the key is to use more than one sense at a time in order to cement the concept.” As an example, in a Waldorf math lesson, you’ll see second graders working on their multiplication times tables through a variety of ways. You’ll hear students singing their 4 times tables to the tune of Frere Jacques. They’ll draw a 10-pointed star with numbers 0 to 10 at each point, and learn their 3 times tables by following the line. Hand clapping games are a common tool to bring the physical body into the intellectual concept. Their teacher may tell a story that further reinforces the relationship between these numbers. Through these exercises, concepts are being reinforced across modalities. With this, we have a much greater chance of supporting different learning styles to learn new skills, to think critically, and to use their creativity.

In Waldorf education, the multi-sensory approach to academics is part and parcel of our philosophy. Handwork classes begin in 1st grade, where students will learn to knit on needles, count their stitches, and follow a pattern. Cooking is regularly incorporated into world language classes to learn about different cultures. Furthermore, all students from PreK to 8th grade have biking classes. Class plays are an integral piece of the curriculum, bringing students together in a performance that is often connected to their core curriculum. There are many other examples of how all five senses are considered and honored at Richmond Waldorf School. We’d love to share more with an in-person visit.

As students move into the upper elementary and middle school, the multi-sensory learning continues to unfold in increasing complexity. Laboratory sciences with engaging experiments and demonstrations are commonplace to begin a new topic. Students may be asked to recount the demonstration by drawing an illustration of the experiment they witnessed. In addition to the integrated curriculum, Waldorf teachers bring subjects to life through field trips, being in and observing nature, and through a personal relationship with their students. We want to help students cultivate an interest in the world and its people through storytelling and multi-sensory experiences.

Want to Learn More?

Experience Waldorf - Schedule a Visit

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

Waldorf Education in the Age of AI

How would you design an education system that helps students flourish in the face of changes to the nature of work, brought on by Artificial Intelligence (AI)? The rise of ChatGPT and other AI large-language models have brought this question to the forefront of parents and educators’ minds. Waldorf education is uniquely focused on developing children’s creativity, cultural competency, imagination, and original thinking. We believe that we set our students up for future success by teaching students how to articulate their own diverse viewpoints and understanding of the material. In a future where AI-generated content relies on recombining existing work, our graduates’ abilities to think critically, divergently, and creatively will serve them well.

It’s no question that the rise in AI is creating all sorts of opportunities and pitfalls to navigate. The use of AI is increasing as people find ways to work more efficiently and multi-task at a greater level. We’re also starting to see how AI can hinder the education process as teachers consider how to mitigate plagiarism and ensure students are sharing their own voice and ideas in assignments, essays, etc. We know that over the next several years, the development of AI will continue to grow, as will the challenges and risks that surround this new technology.

Last December, the Atlantic magazine published the article “ChatGPT Is Dumber Than You Think”. Within this, they reflect that AI sites such as ChatGPT “lack the ability to truly understand the complexity of human language and conversation. It is simply trained to generate words based on a given input, but it does not have the ability to truly comprehend the meaning behind those words.” They further argue that “the ability to connect with others is a fundamental aspect of being human,” and consider whether we might be losing essential human connection as we lean more and more into the world of AI.

What does a future run by AI look like? We do not know. What we do know is that the future generation of workers will be facing new challenges, with new technologies, and a world that we cannot predict. Waldorf is a system of education that directly challenges AI. With strong emotional intelligence, resourcefulness, and an ability to connect with others, Waldorf students have the tools they need to learn new skills, overcome uncertainties with self-sufficiency, and possess an inclusive mindset that will help them find a meaningful, purposeful life. Waldorf grads pursue diverse careers, and maintain a rich extracurricular life with hobbies and meaningful activities in and outside of their work life.

Waldorf and the Human Experience

Waldorf education is known for our emphasis on relationships, practical arts, and a creative, experiential approach to learning. Going deeper than this, when the first Waldorf school was created in 1919, the initial impulse was to create a new way of learning that would enable a new way of connection amongst humans of different backgrounds and abilities. This ideal continues to evolve today, as we consider how the human spirit is a vehicle for change. Waldorf education is a living model, encouraging freedom of teachers to consider how to prepare their students to fulfill their potential and find meaning in their lives. Rudolph Steiner said that the work of educators is to “Receive the children in reverence, educate them in love, and send them forth in freedom.”

We believe that our job as educators is to awaken social responsibility, service to community, and stewardship of the earth. We do this through a developmentally appropriate curriculum and through teacher development that encourages human connection, long term relationships, and by modeling honest striving in the world to the students. Waldorf teachers understand that lessons that encourage sensory integration, play, time in nature, and the arts deepen students’ experiences and help them to reach their full potential. By offering unique lessons such as handwork, form drawing, biking, and world languages, students at Richmond Waldorf School are immersed in the world around them and learn how to navigate all sorts of relationships. This type of education is essential, especially in a modern world of ever-evolving technology that brings information and humanity to our fingers, yet leaves society feeling increasingly disconnected and lonely.

Preparing Future Leaders

Human experience is paramount to Waldorf education. In a world of Artificial Intelligence, Waldorf educators hold firm that hands-on, relationship-based learning encourages free thinking which is essential for a society that is peaceful, productive, and purposeful. We thoughtfully consider when and how technology and media should be brought into the classroom, and bring a classical approach to teaching that uses more traditional resources and methods.

As educators, we feel it is imperative to bring forth the next generation of adults in a way that teaches them about who they are and how they can contribute to society in meaningful ways. Every aspect of our curriculum – from the play-based preschool programming to the robust laboratory sciences and adventurous field trips – instills the mindset in students that they can make a difference. Every student and every person has a voice, a perspective, a talent, and a calling for a life full of meaning and purpose. At Richmond Waldorf school, we embrace every opportunity to develop curious, confident, and capable individuals who can bring forth healthy change in the world.

Want to Learn More?

Experience Waldorf - Schedule a Visit

At Richmond Waldorf School, we recognize that our student’s physical, social and emotional well-being are a key part of their ability to learn and thrive. We look forward to meeting you and sharing more information about Waldorf education.

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

How Waldorf Students Stand Out

With an increasingly competitive college admissions process, grades and test scores are no longer the final deciding factors for students to be accepted into the colleges of their choice. Applicants need to find ways to distinguish themselves from the crowd. Waldorf students stand out in many ways from their peers. These Waldorf graduates bring a unique perspective, set of experiences, and skill set. The Waldorf approach, which incorporates the arts, outdoor education and hands-on learning into academics, helps our graduates stand out as individuals. They are curious, creative, confident, and experienced in working with their peers, their hands, and their minds. Their ability to listen, articulate their ideas, advocate for themselves and others, and work both independently and collaboratively helps them thrive in college and beyond. That is why colleges and universities across the country have recognized the degree to which Waldorf graduates enhance their student bodies.

The Rudolph Steiner School did a study that found that a composite profile of the recent Waldorf graduate tells us that they (practically all) attend college, for which they feel strongly prepared (95%), are accepted to the top three colleges or universities of their choice (90%), complete their initial degree (92%), and often choose thereafter to continue to graduate or professional training schools. They also feel that their Waldorf education prepared them to be creative and innovative, open minded, empathic, and to take on leadership roles.

At Richmond Waldorf School we see how our alumni find meaning in their own unique paths. RWS Class of 2020 alum, Aiden, shared, “My general field of interest in STEM and particularly programming and computer science. So, this year I’m taking classes like AP Computer Science Principles. I’m also involved in my school’s programming club and I’m on my school’s robotics team. This is an area I want to focus on and continue taking classes and courses related to development as I move out of high school.” Aiden, now a senior at a prestigious high school, continues to play violin in the school orchestra while exploring his interests in STEM and computer science.

Another RWS alum, Georgia Chase, graduated from RWS in 2016 and then attended Open High. She continued on to the University of Richmond as an environmental science major with a minor in anthropology. Georgia says, “My plan is to graduate and hopefully work in urban green spaces and work with environmental justice and environmental racism.” Georgia also reflected that now as a college student, “being able to communicate with your professors is extremely important. It can help you so much along the way. And I really think that Waldorf helped me to be confident in communicating and asking for help and asking for assistance.”

RWS Alum in the World

RWS alum, Stephanie Gernetz, graduated from University of Virginia in 2021 and moved to Indianapolis for an enticing job as a process automation engineer at Eli Lilly and Company. There she monitors the machinery that perfects penicillin and other medicines. From her first day of kindergarten to her eighth-grade graduation, Stephanie absorbed the settings and practices of the RWS “environmentally friendly” campus, then followed her residual instincts and interests to a major in environmental science, along with chemical engineering, at UVA.

An internship at Merck added a new interest in pharmaceuticals. Seeking a similar employer after college, she attended a conference for the Society of Hispanic Professional Engineers and landed an in-person interview with Eli Lilly. Stephanie notes, “I felt confident in what I knew, and I was able to present myself with that confidence, which they saw.”

Some of that confidence comes from RWS. Stephanie says, “I believe Waldorf helped me grow to be a well-rounded individual…[which] helped me in my education, because if a scientist is only good with numbers and math, but can’t communicate or involve creativity and expression within their findings or projects, that sometimes does not make for the best STEM-oriented students.”

Our alumni make us so proud and remind us that with a developmentally appropriate curriculum, steeped in the arts and the world around us, students develop a deep understanding of themselves and how to make an impact in the world. Our students leave our program ready for their next adventure and with the quiet confidence to overcome challenges and excel in new experiences. This is why the Waldorf methodology continues to thrive.

RWS alum from 2016 graduates with honors from UVA School of Engineers.

Want to Learn More?

We would love for you to explore the Waldorf approach! Get to know us and see if RWS is right for your child.

Get to Know RWS - Inquiry Form

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

Waldorf Education: A Thoughtful Approach to Homework

Meaningful, Age-appropriate, Connected

Too often, homework becomes meaningless busywork that stresses and overwhelms students and their families, crushes creativity, and has little impact on children’s future success. In Waldorf education, we take a thoughtful, age-appropriate, and balanced approach. Homework is not introduced until later and is always focused on meaningful assignments to foster creativity and developing a deeper understanding of the subject. Assignments will often include an artistic or project-based component that connects to the theme being studied.

Our approach to homework is rooted in sparking students’ imagination and creativity, helping them to learn to articulate their understanding and viewpoint, and cultivating a strong love of learning. We want our students to lead healthy, balanced lives that include time for rest, recreation, free play, and family time.

An article from the Atlantic Magazine, The Cult of Homework, details how America’s focus on homework is not grounded in research and that excessive homework is not helping to reach our educational goals.

At RWS, homework begins in 3rd or 4th grade with students working on reading and practicing their strings instrument. While this may sound late and light to some parents, especially those whose preschoolers may be coming home with packets of work, our tried and true educational philosophy demonstrates that having engaging and meaningful lessons at school is the most important thing to ensure students are progressing in their learning. Homework does have its place, and Waldorf education believes it needs to be developmentally appropriate and connect the concepts learned at school to a project or artistic experience at home.

As the students grow and become ready for more challenging assignments, we bring that experiential element into the homework assignments, too!

Middle schoolers worked together to create a pulley system to lift one another!

Applying Priciples in a Meaningful Way

At Richmond Waldorf School, we strive for meaning and purpose to be at the forefront of our curriculum and the work we ask of our students.

In 7th grade last year, the class studied physics. Electromagnetism was the final topic of the block, where the students revisited properties of magnets and explored how electricity and magnetism work together. Making simple motors was their final class project, showing that they could apply the principles they learned about magnetism and electricity in a meaningful way.

Instead of a block test, students created their own Rube Goldberg machines at home. It was incredible to see what they each accomplished, and they were able to demonstrate their work in class together, with popcorn! As we know, scientists must often try things over and over again before they get them right. This experience gave students the chance to explore the scientific process of discovery and innovation as they worked diligently on these projects. Not only were they able to complete the assignment, but they felt a sense of pride, accomplishment, and excitement for what they and their fellow classmates were able to do.

This is a perfect example for how we create meaningful, in-depth experiences that help students learn how to think creatively and critically to reach their goals. The concepts learned in class were connected to the projects at home in an exciting and age-appropriate way, fostering a love of learning and genuine excitement to complete the homework!

Middle schoolers share their physics assignments with the class.

Want to Learn More?

We would love for you to explore the Waldorf approach! Get to know us and see if RWS is right for your child.

Get to Know RWS - Inquiry Form

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

Richmond Waldorf School is a non-profit, private school in Richmond, Virginia offering Waldorf education for grades Pre-K – 8th grade.

Letters from the 3rd Grade Farm Trip

The developmental phase that third graders experience is called the “nine year change” and practical activities such as planting, harvesting, and animal care provide purposeful work that help the third grader feel part of the world around them. This is all thoughtfully woven into the 3rd Grade Waldorf curriculum, and culminates with a highly anticipated right of passage: the Third Grade Farm Trip.

Here at Richmond Waldorf School, our students travel to a working biodynamic farm in the Hudson Valley of New York for a week long immersive experience. Their teacher, Ms. Dawn Pollard, sent these lovely and inspiring letters to those of us back home detailing the class’s adventures. We hope you enjoy!

Monday, April 17th, 2023

Dear Parents,

What an eventful trip so far!

The train trip was long, but broken up into segments, which helped. We were so relieved to arrive at the farm yesterday around 4:00.

Each day at the farm is well planned and full of activities for the children. There is a Main Lesson each morning (today’s was about cheese and yogurt making). After a snack of popcorn and juice (this is the best juice they’ve ever had, according to one child), they are divided into small groups for morning activities.

One group made bread, another cared for and rode horses, and the third group cleaned out the horse stalls. Lunch (the big meal of the day) was rice, vegetables and tofu. After lunch is quiet time (which is lying in bed with a book for 20 minutes), then we have mail call. The children were delighted with their letters from you!

The afternoon has more activities: in the same groups (Maple, Elm, and Oak), the children make butter, hike or prepare soup for the evening meal. After that, the children will go help the farmers biodynamically prepare a field. We’ll have dinner, then draw. We’ll gather in a circle to reflect on our day, then I’ll read from The Dawn Treader and we’ll go to bed. There were a few tears last night after lights out, but after a few visits to my room, all was well. There were a lot of wiggles and giggles after lights out, but all were silent (and presumably asleep) by 9:00. I imagine they will settle in more easily tonight.

I am so proud of all of them. They rode on trains for 8 hours (with reasonable noise levels), took care of their own belongings, slept in a new place, tried new food, and energetically engaged in the activities presented to them. That’s a lot for a third grader!

Quote for the day: At our closing circle last night, one boy said “It feels like we’re one big family.” How wonderful.

Blessings,

Dawn

: making the trek from VA to NY

: veggie soup fresh from the garden

: quiet time letter writing to loved ones back home

: kneading bread for the group's next meal

Tuesday, April 18th, 2023

Dear Parents,

Greetings from cold NY! The high today is 49 and there is barely any sun. It certainly feels good to come inside and eat a hot meal! Today we had burritos for lunch. There were several children who tried them for the first time. Others tried the crispy kale and sweet potato medallions and enjoyed those.

This morning’s Main Lesson was about wool. The teacher was excellent. Through a series of questions, she led them to think about how people ate, built shelters and made clothes long ago, before there were farms. We then examined a single strand of sheep’s wool from a sheep that had been at the farm. After that she told a story about a famous sheep in New Zealand who didn’t want to be sheared (ask your child about the 60 lb fleece!). The children then did one of my favorite activities: wet felting (they have something to bring home that they made). The teacher was impressed with their skill and their knowledge of handwork.

The children have jobs each day: some are waiters, some wash dishes, some prepare the evening meal, some make the bread and butter and others feed the animals (the first feeding is at 6 am!). I am proud of how conscientiously they have done their jobs. The waiters make sure that the table has enough food and they bring out the hot dishes. The staff encourages us to try new food, but also to take only as much as we think we’ll eat. The idea of not wasting food is gently reinforced.

We had a unique experience in biodynamic farming yesterday. One of the farmers took us to a pasture (the farm and school own 900 acres!) across the street. He had prepared some water with cow dung that was buried in a cow horn in the spring. We used evergreen branches to spread the water across the field. This was extremely natural fertilizer! When I first heard about some of the methods of biodynamic farming, I thought it was a bit odd. But then I read studies showing its efficacy. And actually experiencing it was very peaceful and a lovely group activity. Now I think that keeping one’s mind open to different ways of working with the earth is more and more important.

The children slept soundly last night! I’m guessing tonight will be similar, after their time in the cold air.

Quote for the day: on the playground there are two climbing trees and one child said, “I’m learning things from the tree. I sit in its branches and listen, then touch its roots and listen.” The wisdom of children is heartwarming.

Blessings,

Dawn

: farm animals to tend to

: daily chores

: wet felting with sheep's wool

: feeding the farm's newest addition, which the class watched being born!

Wednesday, April 19th, 2023

Dear Parents,

What a lovely spring day it is here in NY! The children are so glad for the sunny skies and the warmer weather. They took a hike this morning up to “castle rock,” a large rock in the middle of the woods. (Apparently our children were not as impressed as other classes, I suppose we are used to large rocks in beautiful settings along the James River!) The hike was wonderful and the teacher told them about the history of how rocks move over long periods of time.

For lunch there was lasagna, with cheese that the children had made the day before. Needless to say, it was delicious! One child had 5 helpings – he had worked hard outdoors all morning. Breakfast this morning was buttermilk pancakes. When you’re talking with your child about the trip, perhaps you can ask them about one new dish they tried and liked. I know I expanded my palette! (Now if only I could cook that well!)

Each day after dinner we share something we enjoyed that day. Last night several children shared that they enjoyed feeding the newborn calf with a big bottle. Others said that they enjoyed milking the cows; specifically, they liked when the farmers squirted the milk right into their open mouths! Not every child wanted that experience, which is fine. One child said it was “warm and so good.”

We are leaving the farm tomorrow morning at 7:30 a.m. The staff is kindly packing us both breakfast and lunch to eat on the way. The children have expressed that they are both happy and sad to leave. They are obviously looking forward earnestly to seeing you again, but they also realize how quickly our time has sped by.

Quote for the day (from a child who has been homesick): “I’m glad I came. It’s been hard sometimes, but I’ve done so many new things.”

Exactly.

Blessings,

Dawn

Waldorf Education & the Adaptability Quotient: Educating for an Uncertain Future

Waldorf, Adaptability, & Creativity

With increasingly rapid changes in the nature of work, employers are interested not just in intelligence and social skills, but in an employee’s adaptability quotient–their ability to adjust to new challenges with flexibility, curiosity, courage, resilience, and problem-solving skills. In Waldorf education, we deepen rigorous academics by integrating art, outdoor education, music, theater, practical work, movement and hands-on learning. The depth and breadth of the Waldorf curriculum challenges students and develops crucial capacities that will help them adapt and thrive throughout their lives.

The premise of a Waldorf education is to provide a learning environment that promotes independent thinking, cultivates creativity, builds confidence, and develops practical skills. A holistic approach to education lays the foundation for a life full of meaning and purpose. We believe that when teaching core academic subjects, the most important thing for us to instill in our students is the ability to think critically and creatively, how to use their resources, and how to keep going. From the youngest children who spend two hours outdoors a day in the cold and rain, to the 8th grader who hikes along to the Appalachian trail carrying a heavy backpack for hours, the experiences challenge young people and affirm their ability to conquer a challenge. This is what Waldorf education is designed to do. Don’t we all want our children to face challenges head on, to work together as a team, and to find balance in their work and personal lives for a healthy, happy life?

What's the Adaptability Quotient?

The bbc article about “AQ”, or the Adaptability Quotient, affirms the types of qualitative skills that help people adapt. It talks about how, for years, we used IQ, or intelligence quotient, as the primary indicator for determining success in career and life. More recently, EQ, or the emotional intelligence, has been in the spotlight. This article states “Both IQ and EQ are considered important to our career success. But today, as technology redefines how we work, the skills we need to thrive in the job market are evolving too. Enter the adaptability quotient, or AQ, a subjective set of qualities loosely defined as the ability to pivot and flourish in an environment of fast and frequent change.

“IQ is the minimum you need to get a job, but AQ is how you will be successful over time,” says Natalie Fratto, a New York-based vice-president at Goldman Sachs who became interested in AQ when she was investing in tech start-ups. She has subsequently presented a popular TED talk on the subject.”

In the loving, safe environment of a Waldorf school, with long-term teachers who know them well, students can be pushed to their own individual limits, they can learn to rely on one another, and trust themselves.

For more information about the curriculum and how our educational philosophy instills adaptability and creativity, reach out to us!

Get to Know RWS

We would love you to explore if the Waldorf approach is right for your child! Join an information session or meet with our Enrollment Administrator to learn more about Richmond Waldorf School.

Choosing a school is a very important decision in a family’s life. Our admissions process is designed to give you as much information as you need to make an informed decision about enrolling your children. Whenever possible, we encourage all families to book a visit when considering Richmond Waldorf School. We want to meet you! It is just as important for us to know who you are and what you are looking for in a school, as it is for you to know who we are and what Waldorf education is about.

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

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Theater Develops Creativity, Empathy, and Confidence

The performing arts help children develop a range of beneficial life skills, such as quick thinking, problem solving, and building self confidence. Theater strengthens empathy by asking a child to embody what their character is feeling and experiencing, and putting on a play also requires students to work as a team. In Waldorf education, students are involved in class plays and musical performances every year. We see the wide-ranging positive impact on our students and the powerful boost to their self confidence that the performing arts provide.

In Waldorf schools, each grade does a play every year, and the theme of the play is often inspired by the curriculum. We give time and space for these performances and experiences because we recognize that participating in theater gives students confidence. As research supports, students who participate in theater during their formative school years reap more specific benefits as well. It gives children an opportunity to face and overcome anxiety, allows them to express new emotions, and can be an enormous boost to their self-esteem. As we see a child or a class grow over the years, it is truly impressive to watch the transformation and capacity-building happen in real time.

Feeling worried or anxious before even a small public speaking engagement is something most adults still struggle with. Children experience these feelings as well prior to a performance, but by giving them access to that uncomfortable feeling on a regular basis through theater, and teaching them skills to overcome it, can have a lasting effect on students. RWS creates these opportunities for discomfort and growth on a daily and weekly basis, as well as the annual play performance. During our Friday Gatherings, each class takes turns sharing things they are working on it class, be it a poem, a dance, a song, or even reports they’ve written. These opportunities to stand up in front of their peers can be nerve wracking and also teach important lessons. After a performance in which a child has overcome that feeling of anxiety, they will feel increasingly confident that they can feel an uncomfortable feeling and still move forward and be successful. What a great life lesson!

Furthermore, participating in theater also allows children to try on an entirely new persona, and potentially express emotions that they aren’t able to in their normal lives. A child who isn’t able to express a certain emotion, might be able to when in character, or it may open the door for parents and students to have a more open conversation about sensitive subjects that the child is experiencing through their theater opportunity. We know that these experiences are outlets for students to practice and process feelings, develop empathy, and open up conversations. The teachers can use those moments as opportunities to drive a point home.

Lastly, performing in a theater production can have a lasting effect on a child’s self-esteem. The group ensemble work that’s demanded of a theater production allows children to experience what it means to be a valued member of a group working towards the same end goal. There also is a sense of that instant positive feedback that comes from hearing the audience laugh at your line, or giving a standing ovation at the end of the show. That feeling can stick with a child for a lifetime!

Want to see how Richmond Waldorf School students bring drama into the curriculum? Check out our upcoming class plays! Seventh grade is gearing up for their performance of Wizard of Oz in a few weeks! It’s been fantastic to see how our Class Teacher, Music Teacher, and Movement Teacher are all coming together to support these students, provide meaningful experiences, and help our students to have a fantastic performance and boost to their confidence.

Get to Know RWS

We would love you to explore if the Waldorf approach is right for your child! Join an information session or meet with our Enrollment Administrator to learn more about Richmond Waldorf School.

Valerie Hogan
Enrollment & Marketing Administrator
admissions@richmondwaldorf.com | 804-377-8024 ext 3

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