This is a sample class schedule that incorporates the principles of “Breathing in and Breathing Out”. I have also explained some of the wisdom behind the baking of the bread below.
Shaping Bread: “Breathing In”. This is the beginning of every Waldorf day. The children are allowed to slowly ease into the day, focus their energy on shaping the dough, and start conversations. This is a time of transition, an analogy to the shaping of the day, a way the children can feel involved in the creation of the school, and a wonderful ritual they enjoy eating later. Watch the shapes they make, as they are often indicators of a child’s mood or stage. Some classrooms will bake bread only once or twice a week and prepare simple snacks for the best of the week.
Nature Walk/ Table: “Breathing Out and In”. The nature walk allows the child to notice the weather of the day and the season, and where they are, thus becoming in touch with the environment around them, centering them, and connecting them to the universe. Objects are placed on the table as an ever-changing display that keeps the classroom in touch with the outside world, preventing children from becoming isolated in an artificial environment.
Circle Time: “Breathing Out”.This is a time for teaching both songs and Waldorf-style finger rhymes. Usually, rhymes that are seasonal and deal with nature are used. There are many books filled with rhymes and songs. Usually, 3-5 songs/ fingerplays are used for each circle time. The parents typically perform with the child, and this is a time for the child to use their outward energy and draw “out” of themselves into the group. Sometimes children want to play instead of singing, and that is OK. Some children take a few times to get used to the idea and will eventually join in. As always, parents are expected to make sure their children are either participating or at least not disrupting. As a rule, in Waldorf, a child’s talking, whispering, and playing alone quietly or with soft noises is ALWAYS accepted. However, when shouting, running, or pushing, the parent should stop any behavior that draws attention to them rather than the group with a gentle reminder and a redirection of the child’s attention. In some cases, a child must be removed from the room by a parent.
Storytime: “Breathing In”. At the end of circle time, children change from sitting in a circle to sitting facing the “storyteller,” demonstrating visually and mentally that now is the time to sit and listen, not to play. Instead of sitting in a circle for the story, children are seated in front of the “storyteller” in rows. From ages 1-4, stories are never read; they are only “told” using finger puppets, wooden figures, hand motions, or other natural tools. Stories for older children until age 7 are usually TOLD as well, but sometimes read. IF they are read, books with large, beautiful, and abundant illustrations are used. Stories at this time typically focus more on higher morals and include a lesson or moral. Wordy books are usually used for older children or for one-on-one interaction (parent-to-child). Circle rhymes and songs for older children typically focus on using numbers, letters, and other concepts in an interesting way that children can begin to LEARN from.
Snack Time: “Breathing Out”. Children are called to snack, and during this time, the parents discuss topics. One parent or teacher usually sets up the snack, so it’s ready, and the table is set when people arrive. The table is ALWAYS set nicely with cloth napkins and cups and bowls made of natural ceramic or wood. There is always a candle lit and a prayer before every meal.
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