Frequently Asked Questions
Why should I send my child to a Waldorf school?
There are myriad reasons, mostly arising from individual or family biographies, but generally they have their root in one or more of the following features of Waldorf education:
- Every effort is made to assure Waldorf schools are safe, secure, and nurturing environments for children and to protect childhood as an essential foundation of successful adulthood. Waldorf schools honor and protect the wonder of childhood.
- Waldorf education has a consistent philosophy of child development underlying the curriculum. All subjects are introduced in age-appropriate fashion.
- Waldorf schools produce graduates who are academically advantaged and who consistently gain admission to the college of their choice. Alternately, students who go from high school to a career have confidence in their own abilities to succeed.
Are students able to transition well into the Waldorf curriculum?
Generally speaking, the younger the child the easier the transition. As the children advance through the grades, they may need some support (tutoring) in the areas of music and languages to help get them "up to speed," but the social and other academic work, with the help of the teachers and parents, is usually not overwhelming. In many cases, the students take immediately to the new learning style and have no problems at all. In the case of teenagers, they usually need to have been involved in the choice of the change, they need to want to be there, and then they can take up the challenges they face, if any.
What happens if my child leaves a Waldorf school before graduation?
The key place where this question is important is in the first three grades, where the Waldorf approach alters the traditional arrangement of the basic approach to reading and writing. All students should be comfortable and on par with their classmates in any other school after the third grade.
Is this a religious school?
In the sense of subscribing to the beliefs of a particular religious denomination or sect, no. Classes in religious doctrine are not part of the Waldorf curriculum and children of all religious backgrounds attend Waldorf schools.
The intention is to awaken and support the child's natural reverence for the wonder and beauty of life, and in this context acknowledges and celebrates seasonal festivals. Individual schools follow the traditions set down in earlier times by Waldorf schools, particularly in Europe where Christian traditions are strong. Verses and songs are used daily and may, though not necessarily, use such words as God, soul, spirit, etc.
In this time, however, individual schools are examining these traditions and working more conscientiously to address the expressions of diverse traditions. The Waldorf School of Saratoga Springs is striving to find the right balance, honoring its belief in the natural spirituality of the child with renewed sensitivity to family traditions and the need for a broader base of celebration.
Does my child have to play an instrument?
All students participate in one way or another in all the musical work of the school. If a child comes into the school at a later date, he/she will be encouraged to take up an instrument and join the class activities. All students are encouraged to take private instrumental lessons. In the high school, the same is true, but there is an alternative music program for those who are not able to take up an instrument.
How big are the classes?
The average size of the classes is 16-18 students, with some classes reaching as high as 24 (about the limit we will consider), and some as low as 14. We consider the low 20s to be an optimum class size.
How is discipline handled?
This is an individual question and the answer depends on the situation. A younger child who is generally disruptive will be reminded about the rules of the classroom two or even three times and then asked to sit separated from the other students or sent to a supervised place to gather him or herself together before being asked to rejoin the class. Should there be a continuance of this disruptive activity, the parents will be called to ascertain the home situation and seek support, and, often, a parent-teacher conference will be called. With an older child, after-school time will be required. If he or she cannot yet be in the group situation, a parent consultation will be sought.
Physical harm is not allowed under any circumstances in the school. Should it happen, or even come close, the parents will be asked to keep the child home for a period of time and a conversation will take place to establish acceptable guidelines for re-entry into the school.
Is tuition assistance available?
Substantial support is given to families seeking Tuition Assistance (TA) and the process is begun once the student is accepted. Families can qualify for up to 50% of the total tuition cost, based on need. Occasionally, unexpected hardship situations are met through limited scholarship funds.
Can I see the classrooms in session?
Regular orientation sessions are held and tours of the classrooms are guided by the Admissions Director. Observations are not permitted in the early childhood program, although there are open sessions of the parent-child program, as well as several scheduled open houses throughout the year.
What about special needs children?
The faculty approaches this question on an individual basis. We do not have formal support systems in place to meet special needs situations. However, there are occasions when compromise structure can be created whereby the child is with his or her class for a part of the day and either at another school or with a public school system support staff person in our school for part of the day. There are limited spaces for tutoring, but the teachers are usually open to at least a conversation to explore the child's needs and the options which might work.
What are your admission standards and what about testing?
Our criteria for admissions include age appropriate placement and a strong desire for Waldorf education. In the early childhood and grades 1-8, acceptances are made by the classroom teacher, usually in collaboration with a colleague. For the specific admissions procedure, please go to the Admissions web page.
In grades 8-12, a one-page math assessment test is administered to establish a student's competency in that area. A writing sample is also required as well as a completed student application form. Other than that there are no formal tests. This information, along with school records, and an interview with two high school teachers makes the basis for a decision about acceptance.
What if my child does not like his teacher? Isn't eight years too long?
This is a very common concern among parents when they first hear about the class teacher approach. However, in practice, the situation seems to arise very rarely, especially when the teacher has been able to establish a relationship with the class from the first grade. Given the kind of person who is motivated to become a Waldorf teacher, incompatibility with a child is infrequent. Understanding a child's needs and temperament is central to the teacher's role and training. If problems should occur, the faculty as a whole would work with the teacher and the family to determine what action would be in the best interests of the child.
How is reading taught?
Waldorf education is deeply bound up with the oral tradition, typically beginning with teachers telling fairy tales in kindergarten and first grade. The oral approach is used all through the school.
In a Waldorf school writing is taught as a first step to reading. During the first grade year the children explore how the alphabet came about, discovering, as the ancients did, how each letter's form evolved out of a pictograph. Writing thus evolves out of the children's art, and their ability to read likewise evolves as a natural, and indeed, comparatively effortless stage of their mastery of language. Reading is well underway by the end of the first grade and confirmed and strengthened into the second.
How about media? How are computers used in the school?
Generally speaking, electronic media and children in early phases of development are not compatible. The Waldorf School is dedicated to the development of the imagination and the healthy physical and psychological aspects which will be the basis for a strong individuality to unfold. Any activity which would delay or stunt this development is naturally discouraged. This applies to the physical effects of the mediums themselves, as well as to questionable programming. There is ample evidence through respected research to support the approach of the Waldorf schools in this matter, but even without that "official" backup, we have seen the increases in childhood distress disorders in recent years and we discourage media based simply on this observation, most certainly for the young child.
By the teen years, children who have a healthy beginning are able to keep media issues in balance and in perspective. They have fully developed certain capacities for imagination and critical thinking, which helps them sort things out for themselves. Computers are a part of their lives and, ideally, they can understand how computers have a proper role as tools in the modern world. The Waldorf school begins to find appropriate places for computer technology in the high school years, including a course on building circuits and learning about how computers function through a computer programming course. We seek to graduate students who will be the programmers and the innovators.
What kind of training do Waldorf teachers have?
As a rule, class teachers have both a university degree and teaching certification from a recognized Waldorf teacher training center. Some Waldorf training programs offer a masters degree in Waldorf education. Typically the course of study is from two to three years and includes active teaching in a Waldorf school under the supervision of experienced Waldorf teachers. Teachers must also satisfy whatever state credential and licensing requirements might apply. For specialty subject teachers there are some specialty trainings. For all teachers there are substantial ongoing education courses in the summer for renewal and for learning.
My meeting with Rudolf Steiner led me to occupy myself with him from that time forth and to remain always aware of his significance. We both felt the same obligation to lead man once again to true inner culture. I have rejoiced at the achievements his great personality and his profound humanity have brought about in the world.”
– Albert Schweitzer