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- Title: Practical Course/Teachers: Lecture I: Introduction - Aphoristic remarks on Artistic Activity, Arithmetic, Reading, and Writing
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- children reading and writing we are teaching in the domain of
- activity of the human limbs. The children then feel
- agility they would dance with all little children, they would
- somehow join in the movements of all children. It is a
- most active in children in their third and fourth years.
- children would be quite different from what they are. They
- introduce children to art. When we introduce children to
- children. Try not to excite interest artificially by relying on
- children, to let the interest grow from the child's own
- Title: Practical Course/Teachers: Lecture II: On Language - the Oneness of man with the Universe
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- the inner contact with the children, which is far better than
- instruct and educate the Waldorf children and all that they
- of teachers with just this group of children. And you are the
- right teachers for these children because you have formerly
- developed antipathies for these children, and you free yourself
- children now. And we must cultivate sympathies in the right way
- children's temperaments.]
- Title: Practical Course/Teachers: Lecture III: On the Plastically Formative Arts, Music, and Poetry
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- fashion we can invite children to understand this living
- happen; I had addressed a few words to the children of
- staff and Dornach anthroposophists. The children had their
- Eurhythmists, the children came up and said: “Did you
- to say a few words to the children. It was the evening before
- the children were to be taken back again to Münich and
- all a bad idea in olden times to make the children simply learn
- introduce music to children.
- only the musical children must be given a musical education, is
- thoroughly false; even the most unmusical children should be
- to encourage the really musical children to appear in public.
- But even the unmusical children should be there, developing
- left undone to bring in touch with music the children
- paralysing theory, the children are taught from the elementary
- facts of music. The children should get a clear idea of the
- instance, when we go with the children we are teaching —
- introducing these children like this to nature we should always
- into the country with the children, and we draw their attention
- should refer the children to nature in quite a different way
- them. We should, therefore, never mention to the children,
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture IV: The First School-lesson - Manual Skill, Drawing and Painting - the Beginnings of Language-teaching
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- position to become familiar with children coming from all
- have, then, a group in front of you, of various children.
- The first thing will be to draw the attention of the children
- important to address the children somewhat in this way:
- the children this complex of idea is extremely important. But
- children by all possible means: the child must look up with
- young children. But such a practice, in the face of a real
- children do the same, as slowly as possible, for it will
- children out one by one and let them do
- line.” You help the children who are clumsy with their
- this way, then, see that you let the children do
- to whether the children can make a straight and a curved line
- on the board how a straight line is drawn and let the children
- front of the children, taking your educational impulses right
- like this very early with the children — a paint-box with
- let the children make each a blue patch just the same. When
- about half the children have done this you say: “Now we
- let the other children — avoiding as well as you can
- making the children jealous of each other — make a green
- patch in the same way. This will take some time; the children
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture V: Writing and Reading - Spelling
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- it.” Then, again, I simply let a number of children write
- will discover, or the other children will be drawn on until one
- Title: Practical Course/Teachers: Lecture VI: On the Rhythm of Life and Rhythmical Repetition in Teaching
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- instilled into the children's souls years before. In any case,
- greatly when the children are passed every year to a fresh
- children in earlier years. It is part of the teaching method
- children — to be able to attend to rhythmical repetition.
- Therefore select subjects for the children, make a note of
- too, after having tested the children in experimental
- introduce his children, first of all, to old grammar schools
- Title: Practical Course/Teachers: Lecture VII: The Teaching in the Ninth Year - Natural History - the Animal Kingdom
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- particularly when you have brought the children to the end of
- just when the children have passed their ninth year. We shall
- to children (in a rather different, more elementary way),
- children this stage is reached even before the ninth year, with
- the children have grown familiar with natural history in
- children that the limbs are affixed to the organism from
- sound.” It is well with children to evoke an idea of the
- children acquainted with the cuttle-fish. They will feel, while
- you describe the mouse, the children will notice how
- the children, which, from your different procedure in
- artistic description of the cuttle-fish so that the children
- the children a feeling of how the lower animals are heads which
- head. And you must awaken in the children a feeling for the
- the children if your teaching of natural history is
- appears to children between seven and fifteen years of age and
- Title: Practical Course/Teachers: Lecture VIII: Education After the Twelfth - History - Physics
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- But although it is left for you to translate into children's terms
- to children you will not be able to awaken in the child the
- the bigger children: “Here you have an electrical
- produced.” You then enlarge to the children on the
- in what we teach the children and in what later we teach young
- marvelling children. And such things are everywhere present,
- Title: Practical Course/Teachers: Lecture IX: On the Teaching of Languages
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- children coming in at widely different ages. Besides this, we
- apply a golden rule particularly to the older children whom we
- children of thirteen, fourteen, and fifteen years, we carefully
- the first week, for finding out what your children can already
- of time is wasted with secondary school children, for instance,
- of the children's thoughts in the foreign language than
- First of all, let us take the oldest children who are to be
- question with your children. You will select reading passages,
- and begin by calling on the children to read these passages
- aloud to you. You will save the time and energy of the children
- good plan with children for whom you wish to combine revision
- reproduced a phrase in his own words. There will be children
- does no harm. But first go through it with the children.
- It is especially necessary that children after the age of
- concerned with older children) to the fact that when he says
- to find one. This practice with the children really takes you
- your very manner of talking to the children — man's
- syntax with the children by forming sentences expressly
- instils rules into the children through their feelings without
- children write down the examples, too vivid an impression is
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture X: Arranging the Lesson up to the Fourteenth Year
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- other children for whom everything should be quite still
- painting and drawing with the little children as a morning
- of the children. Naturally we shall have to make compromises,
- the so-called less-gifted children generally speaking
- in the first stage we shall have the intelligent children who
- not therefore form an opinion too early as to which children
- get children who have gone through the most various classes.
- to what gives the children the greatest imaginable pleasure: to
- You will discover that it gives the children really great
- really feel the children in front of you like a choir which you
- Then comes the point to ascertain from the children what poems
- importance that anything the children have learnt by heart
- caused by reading aloud to the children in class while they
- do this without book himself, from memory, and for the children
- follow his reading: then, if possible, the children reproduce
- sufficiently practised, the children can take the book and read
- there will be inculcated in the children the habit of inventing
- details in education, such as letting the children, once they
- gradually to bring the children to the point of being able to
- it is also necessary to give the children orders: “Do
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture XI: On the Teaching of Geography
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- the lines we have discovered — to talk to the children of
- let the children cultivate the school garden, if they could be
- keep the children busy for some time at one subject, and then,
- Title: Practical Course/Teachers: Lecture XII: How to Connect School with Practical Life
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- children of his employees.]
- to children of twelve to fourteen, fifteen, and sixteen. If
- Yes, indeed, this “sort” of essay which children
- impression on the consciousness of the growing children. I am
- you want children to gather round you so that you can convey to
- powers in the world, and you do it with children who come just
- But if, after the children have written business letters in the
- Title: Practical Course/Teachers: Lecture XIII: On Drawing up the Time-table
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- connection with the pupils, with the children, immediately at
- cannot risk letting our children, after the first or second
- children educated and taught outside our school. After nine
- years of age, of course, by our methods our children should
- happen that our children were required to show in some way, let
- good thing for the children that they should be able to do just
- course, we are concerned with children, with pupils who have
- chief mistake attendant to-day on the teaching of children
- too much. We shall consequently get children coming in with
- even senility — than children between twelve and fourteen
- children who come into the school at twelve to fourteen, and to
- not to estrange children too greatly from modern life.
- great deal of simple talking with the children. We read to them
- getting the children to tell again what they have heard us tell
- music and gymnastics and Eurhythmy with the children in the
- all, with six-year-old children or with children at the most a
- few months over six. With such children you can quite well
- children of six to seven of ideas which play a part in
- of children at the beginning of their school life.
- children near the end of the school life, at the age of
- Maximum number of matches per file exceeded.
- Title: Practical Course/Teachers: Lecture XIV: Moral Educative Principles and their Transition to Practice
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- tell the needs of all children at any age. Let us put side by
- of giving an object lesson, you discuss with the children the
- ready to be distracted. That our children to-day are such rough
- speaking, particularly when the children have not been spoilt
- not make him egoistical. If the children are not taught in
- children of seven or eight with precepts of nutrition, with
- the older children some reference to rules of health and
- community of children in school, will remind us every day of
- something to the children in the years from twelve to fourteen.
- consciously is non-existent. If children are very precocious
- Title: Practical Course/Teachers: Concluding Remarks
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- school, in his behaviour with the children. That is the first
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