PCWS will be closed today, Wed, March 6.
The Parent Education Evening with Sheila Johns is also cancelled.
Stay safe and warm!
PCWS will be closed today, Wed, March 6.
The Parent Education Evening with Sheila Johns is also cancelled.
Stay safe and warm!
Standing Your Ground- How to Create Healthy Boundaries for Young Children
an article by Bonnie Ackley & Yunyun Cheng-Turim
Speakers Jeanne Feeney and Lani Hill led an experiential presentation and conversation about how to build a better relationship with your children through movement. Both speakers have extensive backgrounds in movement as trained dancers, choreographers and movement therapists (Jeanne is a certified practitioner of Body-Mind Centering TM and Lani is a certified Educational Support teacher), as well as have a deep understanding about body movement. Additionally, both are Waldorf parents and currently teach at the Washington Waldorf School, as well as teach a “Standing Your Ground Workshop” at WWS. This evening’s presentation provided participants with a taste of the workshop where the non-verbal realm of parent-child communication is further explored.
The speakers first emphasized the importance of movement by stating that human beings develop and form a sense of movement before the other senses. During infancy, a baby’s movement patterns develop in a progressive and critical sequence. Movement is one of the 4 foundational senses (Balance, Touch and the sense of Life/Well-Being are the other 3) critical to human development. Children absorb and imitate everything we do (e.g., slight facial expressions, subtle body language, etc.) and they take it all in completely withour filtration. As parents, the way we speak to our children in terms of movement has a profound influence on their emotional, physical and intellectual development. Through movement, we can help children better understand where their boundaries are. The non-verbal aspect of parenting is a helpful tool to communicate with your children.
Balancing Movement with Verbal Explanation: When a child is in an agitated state, he will not be able to fully process verbal reasoning. it is better to use gentle movements and calmly guide the child to move, rather than try to give commands verbally. For example, if a child had a meltdown in a public square, instead of giving instruction or attempting to comfort verbally, one can gently help the child gather his belongings put on his jacket and calmly hold his hand guiding him through and out of the agitated state. Very little words are used or needed.
Standing Your Ground: Children look to their parents for guidance. It is important to stand firm on the issue you feel strongly about and literally “put your foot down”. Movement is the embodiment of boundaries we set for our children. Standing you ground with noble and authoritative physical presence will give children a sense of security.
The speakers led exercises that represented metaphorical situations when a child tries to test a boundary, and how different ways parents deal with the situation produce different emotional outcomes for the child.
Finally, the speakers suggested finding the middle ground with your child that is neither too over powering, nor a “push over” between you and your children who will forever test boundaries. Stand firmly on the ground with love and kindness. it is a never ending process! To set a boundary is to provide your children with a clear model of what is right that can help them navigate through the big and complicated world throughout their life.
For more information about movement, you can check out Jeanne Feeney’s organization “Movement Laboratory” (http://www.movementlaboratory.org/). Jeanne and Lani also mentioned future “Standing Your Ground” workshops at WWS in the Spring.
By Kay Sidahmed & Phil McMillan, Parent Association Co-Chairs
The first month of the new school year is over. It was quite an exciting month with settling into the school routine, parent evenings, meetings and lots of information. Those of us, who were able to attend Patrice Maynard’s talk on the first Parent Education Evening, heard her point out the essential value of parent volunteers in the Waldorf school community. It is we, the parents, along with the faculty and administration that help build a healthy and growing community at PCWS and therefore allow our children to grow and learn in this wonderfully nurturing environment. It does not matter how big or small your contribution of time and labor is, what matters is that each and every one of us participates. Do what you can and it will be received with heartfelt appreciation!
To help you navigate the many opportunities to volunteer and find the branch that is just right for you, below is the Parent Association’s mission statement, structure and directory. Mark your calendar today for the next Parent Association meeting Monday, November 19, 7:30-9:00pm at PCWS. Thank you for all your hard work and we look forward to an inspiring and productive school year with your families.
by Adriana Niño, Board Chair
We are pleased to announce that Potomac Crescent Waldorf School has hired two professionals to lead our efforts of Enrollment and Development. Allow me to introduce:
Jenna Martin, Coordinator of Outreach and Enrollment, who will focus on enrolling our classes and will lead our outreach efforts outside our school community. Jenna has a Bachelor’s in Early Childhood Education, and has taught in early childhood programs and coordinated children’s programs at churches. She attended an introductory course to Waldorf Education at the Sunbridge Institute, and is a Certified Parent Coach.
Johanna Janukaytus, Development Coordinator who will coordinate our development/fundraising effort and also work on our site search. Johanna, whose son is a former student of PCWS, has a Masters Degree in International Relations and is a former officer in the Air Force. She has extensive experience in public relations and community outreach and was a key member of the PCWS outreach committee while a parent.
Please join me to welcome these great professionals into our team, and feel free to stop by the office to introduce yourself at anytime.
By April Meyerson, PCWS parent
Very Easy Bread Recipe
2 cups very warm water large spoonful of honey
1 T. yeast
Flour – about 5-6 cups (a mix of white and whole wheat)
1 t. salt
1. Put warm water into a large mixing bowl and stir in honey
2. Sprinkle the yeast over the top of the water. Let it foam up.
3. Start adding flour and sprinkle in the salt. Children love to make it “snow” into the bowl.
4. When the dough is stiff and no longer sticky, cover it with a towel and let it rest for a little while (about 15 minutes).
5. Knead the dough and form dough into rolls.
6. Place rolls on an oiled baking sheet.
7. If you have the time, you can let the rise a little longer on the pan, covered.
8. Bake at 350 for about 20 minutes or until light brown.
Recipe from The Waldorf Kindergarten Snack Book, Collected by Lisa Hildreth
6 large baking apples
6 T. butter, softened
1⁄2 cup sugar (rapadura or similar, if possible) grated rind of 2 lemons juice of 2 lemons
1 t. ground ginger
1⁄2 t. ground cinnamon 1⁄4 t. ground cloves
1⁄4 t. ground cardamom
1⁄4. Cup currants or raisins
1. Core apples from stem side through the center (but not entirely through) and peel from top to about 1/3 the way down.
2. Combine butter and sugar
3. Stir in remaining ingredients and place of spoonful of stuffing in each apple.
4. Place in a buttered baking pan with a little water.
5. Bake about 2 hours at 325 degrees or until apples are tender.
Recipe from Nourishing Traditions, Sally Fallon
We would love to hear from our PCWS families of any recipes or crafts you enjoy doing with your children! Please comment here and let us know. Or send to email@example.com.
By Aglaia Benni, PCWS Parent
As the weather turns cooler and a picture of the archangel Michael appeared in a chalk drawing on the first grade chalkboard, I am reminded of the importance of festivals. My children already have the year divided in their minds by festivals we have celebrated over the years. Since school started they know it is almost time for our FALL FESTIVAL. This is my 4th year involved in planning the event for our lovely school. Many things are on my mind that need to be planned and organized…but seeing the excitement in my children picking up every acorn, stick and leaf to be used in some capacity for the FALL FESTIVAL, brings joy to my heart and reminds me what a special event it is for them. If this is your first FALL FESTIVAL, let me prepare you…it is A LOT of work…but it brings our school together early in the school year and bonds us for years to come.
by Adriana Niño, PCWS Chair of the Board of Directors and Parent
After a summer full of excitement and water play, the time has come to attend classes and to create a routine for the new school year. In addition to new and existing families, our school is also excited to welcome new teachers who have joined our family this year. Ms. Eryn Lake and Ms. Paula Thomas , the Blue Bird teachers; Ms. Gail Morrow, the First Grade teacher; Ms. Victoria Mansuri, the Second Grade teacher; and Darian Andreas, the Music teacher. It takes a village to raise a child, and we are proud to have these teachers be a part of our “village”. No matter what class one’s child is in, the entire PCWS village participates in our children’s education and positive school experiences. Today I would like to thank the many existing families who contribute to our village in a variety of ways, and I would like to invite new families to get involved in the school’s activities and events. There are many ways in which you can participate:
• Volunteer with the Parent Association – They organize most school events, namely the Fall Festival and the Spring Dance, but many others as well.
• Volunteer with the Board of Directors – The Board oversees a variety of “big picture” projects on behalf of the school. Currently, the most important of these projects are the search of a new facility to which we can move in three years, and the creation of a special fund dedicated to this cause.
• Volunteer with the Handwork Group – This group not only creates the beauties and treasures that are sold during our events, but it is also a great world of companionship and play dates for the very little ones. Drop in every Friday morning, or every blue moon, and you will always find great company. Plus… no handwork experience necessary!
• Volunteer in the Office – help with clerical work, return phone calls to prospective families who wish to speak with a parent of the school, post fliers… There are many things that can be done to help the office, be it for one hour or ten.
• Donate your time on specific events – The school has a table at nearby festivals throughout the year, and holds several open houses as well. If you think you will have some time on occasion, please do to participate in a specific event.
• Donate dollars to our Annual Fund – Every year we launch an Annual Fund to maintain the spirit of giving amongst our community and to close the gap between operational expenses and revenue. Giving to the fund is important for many obvious financial reasons, but it is mostly important as potential large donors have requirements of 100% community participation prior to considering us as recipients of theirs funds. You can make a donation anytime through our –BRAND NEW!—website http://www.potomaccrescentschool.org , or you can do so during the annual fund drive on December 2012 and April 2013.
• Donate your skill – Are you a music player? A computer guru? A stellar woodworker? A dancer? A finance expert? Our school has many needs, and pays for many of the services it needs. However, if you are willing to be a pro-bono school service provider, we will love to hear from you.
To support our school in any of the ways mentioned above, please contact us here or stop by the office and speak with Tricia Clark.
I look forward to sharing with all of you the challenging and rewarding experience of educating our children. If at any time you have any question regarding our school or need guidance in any way, please do not hesitate to contact me.
By Aglaia Benni, PCWS Parent
Mother to Mateen-Oaktree and Naim-Bluebird
As our rising first grader has lost his first tooth two days ago, I am reminded of where we have been and the changes ahead. We first walked through PCWS’s doors 4 years ago with a 2 year old and a 6 week old baby in tow — a new family ready for OUR first school experience. And what a beautiful journey it has been!
Today, I want to express our deep gratitude to the PCWS families and faculty who welcomed us. Some of you are leaving us this year, and just like losing that first tooth, it evokes some sentimental feelings. You have been an invaluable part of our experience and life. As you move on to far and near places, know that we will keep a part of you in our hearts. There is something very special about raising your children together.
You have served on our board, cooked, baked, knitted, felted, dyed, carpentered, built, danced, sang, played music and so much more. Thank you for sharing your gifts. Thank you for sharing your smiles and friendly words. Thank you for your words of calming advice on everything from allergies to kayaking. Thank you for sharing your children. It has been a pleasure seeing them grow. Thank you for teaching our children, loving them and guiding them (even if they were not in your class).
May you have as warm a welcome as you have given us in your new communities. In the same way, we hope to extend the same welcome you have given us to new families at PCWS.
By Joan Goldfarb, PCWS Parent
When Jerry was several months old, someone gave us the book Babyhood, by Penelope Leach. That book was a revelation to me, because it gives the reader a glimpse of how the world must feel for a newborn who has never experienced bright lights or loud sounds, and is in the process of adjusting to all of the stimuli around them. I began to pay attention to what kinds of experiences I was exposing my child to, and what those experiences must feel like from his perspective. In hindsight, I think that reading that book was my first step on the path towards choosing Waldorf education for our children.
It is so easy for us adults—who are accustomed to the world around us and busy making things happen—to overlook the difference between our experience of the world and our children’s experience of it. When we watch television, we don’t notice how often the images change. If our children watch television, the split-second changes in images are not only confusing, but overwhelming to their senses. When we see snow outside the window, our first impulse may be to worry about the difficulties of driving in it, having to deal with wet and muddy shoes and clothes, and finding enough layers to keep everyone warm. When children see snow, they see endless possibilities for play, and the sheer beauty and wonder of it. That difference may be inconvenient—particularly when our children want to linger in the snow while we want to get our errands done—but I believe that recognizing that difference and honoring our children is what allows them to have the most healthy childhood we can give them, and ultimately the most fulfilling adulthood. And I believe that Waldorf education offers the greatest opportunity to do that.
It is difficult to reduce Waldorf education to one sentence, but if I had to, I would say that Waldorf educators revere childhood and call upon that reverence to teach our children in ways that are meaningful to the children based on where they are developmentally. In my family’s experience at Potomac Crescent, from the first day of Parent-Child class through the third grade, the teachers have held a deep respect for the children and keen understanding of what is developing within them. They give the utmost thought and care to preparing the classroom and the work of each day based on what will nourish each child’s whole being. The children sense this. It seems to me that this reverence alone, without ever speaking a word, plants self-respect and contentment deep within the children.
But the combination of reverence for the children and understanding of their development also results in so much more. For example, it means that they are not rushed into learning letters and numbers in early childhood, and instead are supported in their natural pursuit of creative play and in their experience of wonder. The children develop confidence by being given work and challenges that are commensurate with their development and abilities, and they embrace the work because it is meaningful for them. They develop a strong sense of beauty, not only because the teachers take such care to ensure their surroundings are beautiful, but also because they are learning to make beautiful things with their own hands by being carefully taught to do so and by using supplies—such as beeswax crayons, wet-on-wet watercolor paints, and wooden pentatonic recorders—that enhance the beauty of their creations. It means that they develop a connection with one another, because they stay with the same teacher and group of children during the early grades so that their relationships can deepen at a time when they are developing their emotional selves. And it means that they know what it feels like for their work and learning to feel meaningful to them—whether they are hand washing the cloth napkins they use at the snack table in kindergarten, or hearing stories in the early grades that reflect their deepening emotional life.
There are probably many people who would not see much value in these outcomes, because they cannot be measured in terms of academic achievement. And there are some who go so far as to eschew Waldorf education because children at a Waldorf school often start to read later than their friends at other schools. In my own experience, it has not been easy to see my children’s younger friends start to read before my children. But what I can tell you is that, once Jerry did start reading, he quickly surpassed his friends at other schools, precisely because of the inner strength he derived from his Waldorf education—it was a challenge he was ready and eager to meet, and he had a rich wellspring of internal motivation to drive him. In the end, I believe that the Waldorf philosophy of understanding and honoring childhood, and teaching children in a way that is meaningful to them, results in confident and content children who maintain a sense of beauty and wonder in the world; feel a connection to the people and world around them; gladly take on work and approach it with creativity and initiative; and have the resources within them to find purpose in their lives. I have seen these qualities thriving within my own children already. And in my view, these are the outcomes I am looking for.