Anyone interested in Steiner/Waldorf Education in Siem Reap
- Doctor Seuss
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Anyone interested in Steiner/Waldorf Education in Siem Reap
If there is anyone who has an interest in Steiner or Waldorf education is Siem Reap, please PM me.
Cheers!
Cheers!
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Has this got something to do with salad?Doctor Seuss wrote:If there is anyone who has an interest in Steiner or Waldorf ...
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So you want to open a school in SR? Weren't you on TOA recently, asking about government contacts regarding this?
Good call--and I seriously mean that. I think the parents in NGO set will buy into this concept in a big way. Huge potential wherever a population of NGO and wealthy expats exist. Not much to choose from in the way of schools for expat brats.
http://www.steinerwaldorf.org.uk/welcome.htm
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Steiner schools have their own comprehensive and distinctive curriculum and teaching method for pupils up to 18. This curriculum is based on a pedagogical philosophy that places emphasis on the whole development of the child, including a child's spiritual, physical and moral well-being as well as academic progress. There is a strong emphasis on social abilities and the development of pre-numeracy and literacy skills. Formal learning begins later, and learning is done in a very creative and artistic environment. Steiner schools have a long track record of successful outcomes, despite a school's non academic selective admissions policy. Social inclusion is fundamental to the ethos, although in the UK this has been hard to achieve without State support. We are currently addressing this problem, and hope that under this Government's Diversity Agenda schools with a different curriculum will be able to apply to enter the maintained sector.
Steiner Education respects the essential nature of childhood and enables each pupil to develop the abilities and confidence needed for life. In pre-school and primary school the education provides a solid foundation of faculties and experiences which the secondary level can build on. At this stage qualities such as emotional maturity, good judgement, creativity and initiative with a strong moral sense of responsibility are cultivated.
The pupils learn about the world, society and themselves in a way with which they can strongly identify. The Steiner curriculum responds to the developmental needs of each pupil. It has proved adaptable over 75 years in many different cultures on all continents. This is because the curriculum is designed to develop faculties rather than merely deliver prescribed information: it is interdisciplinary and comprehensive.
The pupils enjoy continuity and personal commitment through their Kindergarten teacher during the early years and between the ages of 6 and 14 from their principal teacher, the class teacher. From 14-18 they receive the pastoral support of a class guardian. This longer term pupil-teacher relationship enables those responsible to follow and evaluate each child's needs through the important developmental stages of childhood and youth. Teachers are free to choose whatever material is appropriate to each individual situation and to shape and present it in a creative way. This enhances the teacher's sense of commitment and professionalism.
In a fast-changing and uncertain world individuals are increasingly called upon to respond with initiative, flexibility and responsibility. As adults, former Steiner school pupils have proved themselves to be resourceful, creative and equipped to meet the challenges that life presents. They are in many senses world citizens.
Individual subjects are developed from the youngest classes up to school- leaving age in an integrated way in accordance with the stages of child development. This helps the pupils through their school career, not only to follow the thematic threads but also to develop their understanding of complex inter-relationships between phenomena. Devoting the first two hours of the day for up to three or four weeks to themes such as the geography of North America, mechanics, trees, money and finance, nutrition or the history of architecture, is economical of teaching technique, helps focus interest and strengthens the memory. Practical life skills such as crafts, gardening, technology, and work experience on the land and in industry are complemented by a wide range of artistic activities including music, eurythmy, drama, painting and sculpture.
Steiner schools are all self- governing learning communities. The responsibility for educational matters is carried primarily by the teachers who work together in a co-operative way without a head teacher. A council of management comprising parents, teachers and an administrator manages the school's resources. This partnership is committed to a process of working together in the best interests of the pupils. This way of working together not only provides a model for a caring and responsible community in support of the pupils, but is also an effective way of harnessing the gifts of all concerned to the well being of the school.
What does the SWSF do?
Runs workshops and conferences for Steiner schools and Early Years Centres
Co-ordinates Steiner curriculum research and development
Supports the development of teacher training programmes (full time and in-service)
Provides advice and accreditation for new Steiner schools
Provides advisory and mentoring services to Steiner schools and Early Years Centres
Represents Steiner education to the media, educational authorities, academics and educationalists in general
Lobbies politicians and officials on behalf of schools
Provides consultancy services on a range of educational issues
Publishes books, journals, a monthly newsletter and provide information resources
Good call--and I seriously mean that. I think the parents in NGO set will buy into this concept in a big way. Huge potential wherever a population of NGO and wealthy expats exist. Not much to choose from in the way of schools for expat brats.
http://www.steinerwaldorf.org.uk/welcome.htm
----------------
Steiner schools have their own comprehensive and distinctive curriculum and teaching method for pupils up to 18. This curriculum is based on a pedagogical philosophy that places emphasis on the whole development of the child, including a child's spiritual, physical and moral well-being as well as academic progress. There is a strong emphasis on social abilities and the development of pre-numeracy and literacy skills. Formal learning begins later, and learning is done in a very creative and artistic environment. Steiner schools have a long track record of successful outcomes, despite a school's non academic selective admissions policy. Social inclusion is fundamental to the ethos, although in the UK this has been hard to achieve without State support. We are currently addressing this problem, and hope that under this Government's Diversity Agenda schools with a different curriculum will be able to apply to enter the maintained sector.
Steiner Education respects the essential nature of childhood and enables each pupil to develop the abilities and confidence needed for life. In pre-school and primary school the education provides a solid foundation of faculties and experiences which the secondary level can build on. At this stage qualities such as emotional maturity, good judgement, creativity and initiative with a strong moral sense of responsibility are cultivated.
The pupils learn about the world, society and themselves in a way with which they can strongly identify. The Steiner curriculum responds to the developmental needs of each pupil. It has proved adaptable over 75 years in many different cultures on all continents. This is because the curriculum is designed to develop faculties rather than merely deliver prescribed information: it is interdisciplinary and comprehensive.
The pupils enjoy continuity and personal commitment through their Kindergarten teacher during the early years and between the ages of 6 and 14 from their principal teacher, the class teacher. From 14-18 they receive the pastoral support of a class guardian. This longer term pupil-teacher relationship enables those responsible to follow and evaluate each child's needs through the important developmental stages of childhood and youth. Teachers are free to choose whatever material is appropriate to each individual situation and to shape and present it in a creative way. This enhances the teacher's sense of commitment and professionalism.
In a fast-changing and uncertain world individuals are increasingly called upon to respond with initiative, flexibility and responsibility. As adults, former Steiner school pupils have proved themselves to be resourceful, creative and equipped to meet the challenges that life presents. They are in many senses world citizens.
Individual subjects are developed from the youngest classes up to school- leaving age in an integrated way in accordance with the stages of child development. This helps the pupils through their school career, not only to follow the thematic threads but also to develop their understanding of complex inter-relationships between phenomena. Devoting the first two hours of the day for up to three or four weeks to themes such as the geography of North America, mechanics, trees, money and finance, nutrition or the history of architecture, is economical of teaching technique, helps focus interest and strengthens the memory. Practical life skills such as crafts, gardening, technology, and work experience on the land and in industry are complemented by a wide range of artistic activities including music, eurythmy, drama, painting and sculpture.
Steiner schools are all self- governing learning communities. The responsibility for educational matters is carried primarily by the teachers who work together in a co-operative way without a head teacher. A council of management comprising parents, teachers and an administrator manages the school's resources. This partnership is committed to a process of working together in the best interests of the pupils. This way of working together not only provides a model for a caring and responsible community in support of the pupils, but is also an effective way of harnessing the gifts of all concerned to the well being of the school.
What does the SWSF do?
Runs workshops and conferences for Steiner schools and Early Years Centres
Co-ordinates Steiner curriculum research and development
Supports the development of teacher training programmes (full time and in-service)
Provides advice and accreditation for new Steiner schools
Provides advisory and mentoring services to Steiner schools and Early Years Centres
Represents Steiner education to the media, educational authorities, academics and educationalists in general
Lobbies politicians and officials on behalf of schools
Provides consultancy services on a range of educational issues
Publishes books, journals, a monthly newsletter and provide information resources
I would - I'm a Principal of a British system here in PP, with experience in Singapore, Thailand, Burma and Malaysia as well.
Fucking great! You're only 12 years late.okasur wrote:I would - I'm a Principal of a British system here in PP, with experience in Singapore, Thailand, Burma and Malaysia as well.
Bless
Or Oskar's which doesn't exist.
Bless
Bless
- violet
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It does. Oskar's was shorthand. Much the same as your own lazy post elsewhere where someone called you out and you stated the same.Alexandra wrote:Or Oskar's which doesn't exist.
Bless
Pedant. Don't you have an account to hack or something?
The mind is not a vessel to be filled, but a fire to be kindled.
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- Plutarch
LOL! Which half of my post did you like?
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- violet
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Haha,Alexandra wrote:LOL! Which half of my post did you like?
Bless
. All of it but mostly the fucking great half lol
The mind is not a vessel to be filled, but a fire to be kindled.
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