COURTESY OF HONOLULU WALDORF SCHOOL
Waldorf student Katelyn Ching enjoys the school's "Main Lesson" method of teaching, which teaches students about a specific subject for the first two hours of each school day.
COMMENTARY
Block style of teaching
makes the lessons stickEach grade begins the day
learning a specific subject
There is rarely a moment when I am not captivated by learning. Very simply, it's not just the subjects we are taught, but the way in which we learn. Waldorf works for me.
For three to four weeks, each grade is taught a specific subject for the first two hours of each school day. This is our "Main Lesson" class. Main Lesson blocks include chemistry, poetry, physics, Greek and Roman history, music history, zoology, electromagnetism and calculus.
Instead of taking history as a track class, for example, we would take a series of history Main Lessons throughout the four years. Some of the courses offered include ancient history, art history and Hawaiian history.
For U.S. History Part II -- covering the American Revolution through the Industrial Revolution -- our teacher began the class by focusing on one topic, the Constitution, then opened the class for discussion.
Once during this class, we had an open debate about laws. Every person had his or her own point of view, but we were able to conclude that obeying an immoral law would be contradicting the purpose of law, which is to bring order and justice.
In each block, we complete a Main Lesson Book, which is a reflection of what we each have learned. Generally, a Main Lesson Book is composed of essays, illustrations and other relevant material.
People have asked me whether studying courses in blocks makes it difficult to remember what I've learned. My answer is no, definitely not. Main Lessons are phenomenal; I can even recall the alphabet block I learned in first grade. This kind of an education sticks with you.
From 10 a.m. to 3 p.m., we have our regular track classes -- for example, computer programming, foreign languages, and music and art classes. This is when we add to our solid foundation of traditional subjects and also study the fine and practical arts. The Waldorf curriculum recognizes the vitality in developing the left and right areas of the brain, and that is why music, woodworking, painting and movement classes are required subjects.
Though the school is rich in the arts, traditional subjects are an integral part of our curriculum, but even those subjects are taught in a unique way. The teachers always encourage us to ask questions and make themselves available throughout the day if we should need their assistance, guidance or support.
"I love the deep philosophical discussions with the teachers at lunch break," said junior Tim Reimer, who has attended Waldorf since preschool. "There is a deep respect between the student and teacher. They understand you."
Waldorf teachers are passionate about teaching; they put an enormous amount of work into what they do. In return the students are inspired by what they are taught. Most Waldorf students intend to go to college. Honolulu Waldorf School students have been accepted to Brandeis, Brown, Boston University, Reed, Smith, Stanford, USC and many state universities. Indeed, many colleges seek out Waldorf students. They have found Waldorf graduates to be accomplished and well balanced academically, socially, artistically and spiritually.
I aim to carry this sense of fulfillment throughout my life. As Reimer put it: "Waldorf has not influenced who I am, but instead has taught me how to become who I want to be. It has not only (given) me facts, but it has guided me to become a complete human being, well rounded and self-confident."
And that is the most valuable lesson of all.
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Seniors give their all
to fulfilling projectsStudents present their works to
schoolmates, teachers and parents
For some it's a step toward their dream profession. For others it's a release from the normal, everyday routine, and just plain old fun and excitement.
From creating a digital three-dimensional image of a concept car to writing poetry, producing video animation and building a closed-system aquarium, the seniors of Honolulu Waldorf High School have a little less than a year to choose, create and present their Senior Project. Every student is responsible for every aspect of his or her project and must present it in front of schoolmates, teachers, parents and strangers.
The journey to a completed Senior Project begins at the end of the junior year, when students present their ideas to the faculty for approval. They must have a concrete plan by the beginning of their senior year and commit to it. They then choose an in-school mentor and an out-of-school mentor for help. Seniors work on their projects throughout the school year and present them in May.
Scott Schweigert came up with the idea of creating a three-dimensional image of an original concept car when he was visiting colleges on the mainland. "The hardest part is actually working the computer program," he said. The most exciting part of the process for him is seeing his finished product coming together: shiny, red, cool, original.
Michael Brommer had no problem choosing his project. He loves animation, and everybody around him suggested video animation, so he tried it. The most challenging part to him is creating a story that is suitable and interesting to everybody. The best part for him is the actual drawing, since that is what he loves to do.
COURTESY OF HONOLULU WALDORF SCHOOL
Nathan Nachtigall, left, a 2003 graduate, and science teacher Beth Allingham stand in front of Nachtigall's Senior Project display on the visual acuity of fish.
Tara Keppel is a poet. Her Senior Project is not only writing poetry, but also performing it onstage at various places. For her the most frightening part is actually going onstage and performing her pieces. Yet when I asked her if she would consider it as a profession, she quickly replied with an enthusiastic "Yes!"
Max Lau is writing a short novel. His decision came from the fact that he is an avid reader as well as a writer. He said that for him the most daunting aspect of the process is the actual, physical typing. He is anxious to see other people's reactions to his finished novel.
Chris Ritson loves the ocean and water. Even before I asked the question, I knew that his project would have to do with water, and I was right. His Senior Project: building and maintaining a closed-system aquarium and the study of the ecosystem. He originally began it as a small side hobby but decided to start from scratch and take it up seriously for his project. He was the only one of the five I interviewed who had a negative response when I asked if he would consider it as a profession. He said he had a hard time finding motivation, but when he did start, he found it a refreshingly enjoyable release from stress.
Every student has a different project, and each puts a lot of effort, thought, time and energy into it. There have been projects such as installing a diesel engine into a car, shaping a surfboard, photography, creating a music CD of original compositions, quilting, dancing, studying the vision of a fish, creating a billiard table, biodynamic farming and many other unique ideas.
It is fun and stimulating for both the students and the people who come to watch the presentations. Every year, I am amazed, shocked and moved when I see these achievements. I recommend and encourage everyone to experience the Senior Project presentations and see, hear, touch, smell and taste what the seniors have given a year's worth of blood, sweat and tears to create.
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About this page
Each week, Hawaii's teenage reporters and photographers tell us about their high school. This week's school is Honolulu Waldorf School.
Newspaper The Breaking Wave Page produced by Katelyn Ching, Graham Henderson, Shahna Rohter and Roy Uno, with editorial support by Erica Joseph Faculty adviser Beth Ann Kozlovich Next week Seabury Hall
Wave facts
Founded 1961 (lower school), 1994 (high school) Head of School All Waldorf Schools are faculty-run schools. The College of Teachers chair is Frances Altwies, and administrative director is Connie Daniel. Faculty 61 Enrollment 230 (preschool through eighth grade), 79 (high school) Sports ILH teams including intermediate boys and girls volleyball, bowling, junior varsity and varsity sailing
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You asked...
"What do you do outside of school to balance your academic life?"
Erik Butts
Freshman
"Outside of school, I like to bodyboard and surf."Kristin Lee
Freshman
"I do everyday things but I also do ballet."Elizabeth Grossman
Sophomore
"I like to do activities for myself, basically ILH sports."Erica Eaton
Sophomore
"I like to hang out with friends, sometimes go to the mall or the beach."Shane Graf
Sophomore
"To balance school life, I play soccer and draw animation characters."Jonathan Scion
Junior
"I listen to music and do martial arts, but I also cruise with friends."Tara Botelho
Junior
"I paddle after school, and in my free time I surf."Angeline Brom
Junior
"Spending time with the people I love and doing the things that make me happy."Max Lau
Senior
"I go hiking, see movies and hang out with the guys."
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