In Waldorf education, we talk a lot about bringing lessons through pictures—and about the importance of children creating their own inner pictures as they listen to a story.

But what about the child who doesn't experience stories that way?

This week's episode was inspired by a listener who asked about aphantasia, a condition that makes it difficult or impossible to voluntarily create images in the mind's eye. Her question got me thinking more broadly about what we really mean when we ask children to "picture" a story—and whether creating a vivid mental image is really the only way to engage imaginatively.

Because children connect with stories in all kinds of ways.

Some may see an entire movie playing out in their minds. Others might connect deeply with a character, feel the suspense of the story, hear the rhythm of the language, notice movement and sequence, or make connections with their own experiences.

In this episode, I explore what it means to truly "live into" a story, and why imaginative teaching can be valuable even for children who don't easily form mental pictures.

I also revisit an idea from Waldorf teacher training that I haven't thought about in years: the polarity of the cosmic child and the earthly child. Looking at these two different ways of meeting the world gives us another way to think about the dreamy child who easily lives in imagination—and the practical, physical child who wants to build, move, touch, and do.

And, most importantly, how we can help both children move toward balance without treating one way of experiencing the world as better than the other.

In this episode:

• What a listener's question about aphantasia made me reconsider
• What we actually mean by "creating pictures" in Waldorf education
• The many ways children can connect with a story
• Why a child doesn't need a vivid mental movie to benefit from imaginative teaching
• What I've observed about different kinds of listeners in the classroom
• The cosmic child and the earthly child
• Why these Waldorf frameworks should be lenses rather than labels
• Meeting children where they are rather than asking every child to experience a lesson in the same way
• Supporting dreamy children with grounding, physical experiences
• Helping practical, "earthly" children enter imagination through movement, drama, drawing, and doing

Keep exploring with A Waldorf Journey

For more reflections on Waldorf teaching—and companion posts that go deeper into many of the topics I discuss on the podcast—subscribe to A Waldorf Journey on Substack.

And if you're preparing for the school year and looking for more concrete support, you'll find curriculum guides for grades 1–8 at A Waldorf Journey. They're designed to give you a strong starting point while leaving plenty of room for your own creativity, imagination, and connection with the students in front of you.

The beginning of August makes the new school year suddenly feel real. Whether you've already begun planning or are just starting to think about it, this podcast is for you.

In this episode, I share the three areas I would focus on this week if I were preparing for a new school year. What are three things you can do to help make sure you're starting your lesson planning on the right foot? I encourage teachers to begin with the relationships that make your teaching possible: your relationship with your students, your students' families, and yourself as a teacher.

Remembering these three categories in everything you do will help you start the year with a solid plan that is founded upon the things that really matter. 

In this episode, we discuss:

•  Why planning should always begin with the children. 
•  A simple exercise for reconnecting with each student before the school year begins. 
•  How thinking intentionally about families can strengthen your classroom community. 
•  Supporting parents as partners in your work. 
•  The importance of rhythms and systems that sustain you throughout the school year. 
•  Practical ways to prepare your future self before the busy months begin. 

Mentioned in this episode

•  Subscribe to the A Waldorf Journey Substack for a companion article each Wednesday, plus bonus resources for paid subscribers. 
•  Have a question or an idea for a future episode? I'd love to hear from you! Reach me at [email protected]. 

If you enjoyed this episode, I'd be grateful if you subscribed, left a review, or shared it with another Waldorf teacher who is preparing for the new school year.

One of the greatest gifts of Waldorf education is rhythm.

When we think about rhythm, we often think first about the daily rhythm of the classroom or the larger rhythm of the school year. But one of the rhythms that has made the biggest difference in my own teaching is the rhythm of the week.

In this episode, I explore how giving each day its own character can simplify planning, reduce decision fatigue, and create a classroom that feels more grounded for both teacher and students.

I also introduce the idea of the planetary qualities associated with each day of the week—not as something to follow rigidly, but as an invitation to observe, experiment, and discover what resonates in your own classroom.

In this episode

•  Why rhythm reduces planning fatigue 
•  The difference between relying on engagement and relying on rhythm 
•  The traditional planetary qualities of each weekday 
•  How I've thought about Monday through Friday in my own classroom 
•  Ideas for building your own weekly review rhythm 
•  Using rhythm as a framework while remaining responsive to your students 

Resources

✉️ Continue the conversation on Substack:
 A Waldorf Journey

Paid subscribers receive additional teaching notes, planning resources, and companion materials each week.

🌿 Curriculum guides and teaching resources:
 https://awaldorfjourney.com

I'd love to hear from you.

Do you have a weekly rhythm that has become an important part of your classroom?

Have you experimented with the planetary qualities of the days of the week?

Leave a comment on Substack or send me an email—I always enjoy hearing how these ideas take shape in other classrooms.

When I begin planning a new main lesson block, I don't start by writing daily lesson plans. Instead, I begin by thinking about the larger picture: the stories, skills, experiences, and artistic work that will shape the children's experience over the coming weeks.

In this episode, I walk through the framework I use to plan every main lesson block and explain why each element matters.

In this episode:

• Why I don't begin with individual lesson plans
• The role of imaginative content in block planning
• Planning academic skills with intention
• Choosing projects, readers, and main lesson book work
• Incorporating field trips and guest speakers
• How all of these elements work together to create a cohesive learning experience

Continue the conversation

This episode is paired with a new Substack post on A Waldorf Journey. Free subscribers will receive a deeper look at the planning process discussed in this episode.

Paid subscribers will also receive downloadable versions of my Main Lesson Block Planning Template and Block Review Form, along with additional notes about how I use them throughout the school year.

Subscribe at awaldorfjourney.substack.com.

If you enjoyed this episode, I'd be grateful if you subscribed, left a review, or shared it with another Waldorf teacher. Your support helps more educators discover the podcast.

When I began teaching, I thought authority was something to avoid.

I wanted to be kind. Understanding. Flexible. I also lacked confidence and didn't feel particularly qualified to tell them what to do. I thought that if I cared enough, authority would somehow take care of itself.

It didn't.

Over time I learned that children aren't looking for adults who step back—they're looking for adults who can step forward with calm confidence.

In this episode, I explore what authority really means in Waldorf education and why it has nothing to do with being authoritarian. Instead, authority is about holding a child's best interests at heart while providing the direction and certainty they cannot yet provide for themselves.

We discuss:

• Why authority has become such an uncomfortable word
• The difference between authority and authoritarianism
• How children gradually develop inner authority
• Why too many choices can sometimes increase a child's anxiety
• Practical ways teachers can cultivate quiet authority in the classroom
• Simple ways parents can practice loving authority at home
• Why children "borrow" our authority before they can grow their own

Whether you're a classroom teacher or a parent, this episode is an invitation to rethink authority—not as control, but as one of the greatest gifts we can offer children as they grow toward freedom.

00:00 Rethinking Authority
02:29 Why Kids Need It
03:31 What Authority Means
07:23 Why Adults Resist
10:30 Choices and Voice
13:47 Classroom Authority Tips
16:47 Small Details Example
20:11 Parenting Authority Practice
22:44 Borrowed Authority Over Time
23:42 Wrap Up and Resources

Summer is a season of rest—but it's also an opportunity to lay the foundation for a joyful, well-prepared school year.

In this episode, I share the approach I've developed over more than twenty years of Waldorf teaching for easing into summer planning without sacrificing the rest and renewal that every teacher needs.

Rather than jumping straight into lesson plans, I suggest four simple ways to begin:

• Gather the planning supplies that make the process enjoyable.
• Build a clear picture of child development before planning content.
• Envision the rhythm and structure of the school year.
• Gather meaningful resources that inspire your own understanding before turning to ready-made lesson plans.

I also talk about why developing your own relationship to the curriculum is one of the most important parts of Waldorf teaching, and how thoughtful preparation leads to more intuitive, responsive teaching throughout the year.

Resources Mentioned

• Summer Vision — My summer planning course for Waldorf teachers
• My favorite summer planning supplies
• School as a Journey by Torin Finser
• The Educational Tasks and Content of the Steiner Waldorf Curriculum ("the Yellow Book")
• Rudolf Steiner:
  • The Foundations of Human Experience
  • Practical Advice to Teachers
  • Discussions with Teachers

You can find these resources, along with curriculum, mentoring opportunities, and additional articles, at A Waldorf Journey.

Thank you for listening. If you enjoyed this episode, I'd love it if you subscribed, shared it with another teacher, or left a review. It helps more Waldorf teachers discover the podcast and supports the work of creating new episodes.

After a year of being mostly quiet, I'm back behind the microphone! In this episode, I share where I've been, why I stepped back from creating content, and what's next for A Waldorf Journey.

I talk about my unexpected return to the classroom, the balance of teaching and school leadership, and why I'm excited to have more time this year to mentor teachers, create resources, and record podcasts again—even if they're a little more spontaneous than before.

I also share updates about my Summer Vision planning course, mentoring opportunities for the coming school year, and the ways you can work with me this summer.

In this episode

•  Why I stepped away from regular podcasting 
•  Teaching fifth grade for the 2025–26 school year 
•  Balancing classroom teaching with marketing, communications, and development work 
•  What I learned from spending another year in the classroom 
•  Returning full-time to school leadership 
•  Summer mentoring and classroom evaluation opportunities 
•  Teaching with the Micha-el Institute this summer 
•  What's new in the Summer Vision planning course 
•  My plans for more frequent, simpler podcast episodes 
•  Where to find new writing on Substack 

Mentioned in this episode

•  Summer Vision planning course 
•  Micha-el Institute summer intensives 
•  Waldorf at Work on Substack 
•  Classroom mentoring and teacher evaluations 
•  A Waldorf Journey 

Connect with me

🌿 Website: A Waldorf Journey

🌿 Summer Vision Course

🌿 Waldorf at Work on Substack

🌿 Email: [email protected]

If you enjoyed this episode, I'd love it if you subscribed or shared it with another Waldorf teacher. Thanks so much for listening, and I hope you're finding plenty of time this summer to rest, reflect, and prepare for the year ahead. 

In this episode, I’m diving into what it really takes to start the year strong in first grade. This is such a tender, transformative time—children are stepping out of the warm, dreamy world of early childhood and into something more structured, more purposeful. And they’re looking to you for clarity, confidence, and rhythm.

First grade is when we really begin to form the class, and the habits we establish early on can shape the whole year (and beyond). Here are the grounded, steady practices I’ve found make the biggest difference:

✅ Lean on Rhythm—And Keep It Simple
Children this age need steady, predictable routines. A clear rhythm—daily and weekly—helps them feel safe and grounded, so they can relax and actually learn. These rhythms aren’t just sweet rituals—they’re tools that build trust and flow.

✅ Start with Movement, Not Sitting
Six- and seven-year-olds aren’t built to sit still right away. I always start the day with movement—walking, clapping games, beanbag tosses—not just to get the wiggles out, but to build attention, coordination, and group cohesion.

✅ Model Everything—Then Model It Again
Whether it’s lining up, sharpening pencils, or walking through a doorway, I never assume they already know how to do it. I model it slowly and clearly—and then I do it again tomorrow. These kids want to know what’s expected. They’re looking for leadership.

✅ Practice Listening in Little Doses
Listening is a muscle, and it takes time to build. I use echo songs, call-and-response verses, and short memory games to strengthen their listening capacity. And when it’s time for a good story? Their attention can go so deep.

✅ Give Them Jobs—and Teach Them Well
Children want to help. Giving them small, meaningful jobs gives them a sense of purpose and belonging. But just like anything else, I take the time to teach each job slowly and carefully.

Starting first grade isn’t about doing everything—it’s about doing a few key things really well, over and over, until they become part of the class rhythm. These children are wide open. They’re looking to us for how to be in the world—so let’s offer them steadiness, clarity, and purpose. You’ll be amazed at how they rise to meet it.

Let’s stay connected:
 🌿 Instagram
📺 YouTube
🌐 Website
📬 Substack
✉️ Email me at [email protected]

Thanks for listening and being part of the journey!

What does it really mean to create a Waldorf-inspired home? In this episode, I share what first drew me to the peaceful beauty of Waldorf living—and the moments when it felt completely out of reach. From the temptation to chase the aesthetic to the deeper values that truly make a Waldorf home, we’ll explore how rhythm, simplicity, and presence matter more than wooden toys and silks.

We’ll talk about:

• The heart of a Waldorf home: rhythm, warmth, and intention
• Daily and weekly rhythms that support your family life
• Creating cozy spaces and nurturing the senses
• Meaningful work and seasonal celebrations
• Why perfection isn’t the goal—presence is

Plus, I’ll offer practical ideas you can begin today, whether you’re just starting out or looking to deepen your home life.

My Website: A Waldorf Journey

Substack: Waldorf at Work

In this episode of A Waldorf Journey, I explore the unique approach to teaching natural sciences in a Waldorf classroom, with a particular focus on physiology and anatomy in the seventh and eighth grades. I discuss how Waldorf education brings warmth, storytelling, and experiential learning to these subjects, fostering a deep and lasting connection rather than just rote memorization.

Topics Covered:

🦴 The importance of warming the soil—creating a deep feeling connection to the subject matter rather than emphasizing memorization.
🦴 How physiology (body systems) is taught in seventh grade, and anatomy (bones & muscles) in eighth grade.
🦴 The evolution of natural sciences in the Waldorf curriculum—from early childhood observations of nature to more structured blocks in the upper grades.
🦴 The role of storytelling, artistic representations, and metaphor in teaching science.
🦴 How to integrate the arts into science, including beautiful chalkboard drawings, lesson book illustrations, and artistic explorations of the body's systems.
🦴 Experiential learning—engaging the senses and fostering direct experiences in the classroom (e.g., observing digestion through eating an apple, exploring skeletal structures through movement).
🦴 Keeping the focus on health, balance, and the body's wisdom, rather than emphasizing illness or pathology.

Recommended Resources for Teachers:

Mentioned in this episode:

📖 Waldorf Inspirations – A fantastic online resource for curriculum ideas, teaching approaches, and inspiration for bringing the natural sciences to life in a Waldorf classroom. Visit Waldorf Inspirations

📚 Charles Kovacs’ Resource Books:

• Human Being and the Animal
• Botany – A Waldorf-aligned approach to teaching plants and their relationship to the human being.
• Rocks and Minerals – A beautifully written introduction to geology, making connections to the wider natural world.

These books are invaluable for teachers looking to enrich their science lessons with depth, storytelling, and the Waldorf approach to education.

Join the Conversation!

Have you taught physiology or anatomy in a Waldorf classroom? What experiences, activities, or biographies have resonated most with your students? Share your insights in the comments on YouTube or on Instagram/Facebook @AWaldorfJourney.

🎧 Listen Now on Your Favorite Podcast App
💻 Visit: AWaldorfJourney.com for curriculum materials, teaching resources, and blog posts.

Thank you for being part of the A Waldorf Journey community! 🌿✨

In this episode of A Waldorf Journey, I welcome my colleague Laura Elmore for a deep dive into one of the most cherished Waldorf traditions—the class play. With decades of experience in Waldorf education, Laura shares her insights into why class plays are such an integral part of the curriculum, how they evolve from the early grades to middle school, and the pedagogical purpose behind them.

Looking for a play to perform with your students? My first- and second-grade plays are available on my website: www.awaldorfjourney.com.

What You’ll Learn in This Episode:
✔️ The Role of Class Plays in Waldorf Education – Why plays are a vital part of child development and learning.
✔️ The Play Selection Process – How teachers choose plays that align with the curriculum and the needs of their class.
✔️ Casting Considerations – The balance between typecasting and pedagogical casting, and how students can have a say in their roles.
✔️ The Evolution of Class Plays – How the approach to plays shifts from early childhood to the upper grades.
✔️ Overcoming Performance Anxiety – How to support students through the process, especially in vulnerable stages like middle school.
✔️ Beyond Acting – The importance of stage crew roles and how they can be just as transformative as being on stage.
✔️ Practical Tips for Teachers – Structuring the play block, engaging students in improvisation, and maintaining rhythm in the classroom.

Resources & Links:
📌 Find this episode and more at A Waldorf Journey
📌 Watch this episode on YouTube
📌 Connect with Meredith on Instagram & Facebook: @awaldorfjourney
📌 Learn more about Cedarwood Waldorf School
📌 Learn more about the Micha-el Institute Teacher Training

Join the Conversation:
🎭 Have you directed or been part of a Waldorf class play? Share your experiences in the comments or tag us on social media!

🔔 Don’t forget to subscribe on your favorite podcast app so you never miss an episode. If you enjoyed this conversation, please leave a review—it helps others find the podcast and join the Waldorf journey!