Hibernation & Torpor

Photo Credit: Kelli Larkspur

Thanks to Oak Meadow’s K-4 teacher, Sarah Antel, for this wonderful addition to our blog. 

As autumn finally settles in Vermont, I always notice mental and physical changes in myself. I am found in the kitchen making soups, stews, and bread, I pick up the handwork I abandoned last spring with renewed interest, and I often feel fatigued as the early evening darkness falls; a purring cat on my lap helps this state of calm occur more easily.

Even though it may seem many plants have died outside with a morning frost, I see this season as a time of rest and ultimately, renewal. A good rest often helps one to rise refreshed and ready to work. Winter is nature’s time to rest. The trees have dropped their leaves and stored the food they made in their roots, plants of all kinds have scattered their seeds, and many animals are nesting in warm places, preparing for the winter respite.

As winter draws near, people often remark that animals are getting ready to hibernate. This statement is only accurate for a handful of animals here in the Northeast. If animals do not migrate or stay active in the winter months, many enter a state of torpor, or light hibernation during the colder weather; most do not hibernate.

Photo Credit: Morgan Wiebke

An animal that is considered a “true hibernator” stores fat reserves, their breathing slows to as little as one breath a minute, their heart rate often registers at four beats per minute, and their body temperature lowers close to the temperature of the surrounding air. Often, these creatures will not awaken, even if they are handled. The only animals that are true hibernators in the North East are bats, groundhogs, and jumping mice. Many other animals, including bears, go into torpor. These animals’ bodies stay very close to their normal temperatures. Additionally, their breathing and heart rates do not slow. They are easily awakened and will often be found foraging for food during a warm spell. Reptiles, like snakes, can be found in dens in a state of torpor, but they will sometimes be seen warming themselves when the sun’s rays beckon. Amphibians bury themselves in the soil, often at the bottom of a pond. But these creatures also can awaken during the winter as some people have spied them moving about below ice.

Although the winter season may seem like a silent time for nature, there is still an abundance of activity and life beneath the blanket of snow. If you live in a place where snow falls in the winter, you may want to set up a subnivean zone board so you can observe some activity that happens below the snow. Once there is some snow on the ground, lay a wide piece of wood like a large piece of plywood, over some seeds you sprinkle on top of the snow. In a few days, gently lift the board to peek underneath. Many of the seeds may be gone and you may see a network of tunnels under the board. The subnivean zone is the area in and underneath the snowpack where some small mammals like mice, voles, and shrews live out the winter and forage for food. Staying in the subnivean zone helps to protect them from predators and insulates them from the cold winter air. Sprinkle more seeds throughout the winter so these creatures can have a place to find food and you can make scientific observations all winter-long.

This post was written by Oak Meadow’s K-4 teacher, Sarah Antel. 

Homeschooling and Joy

Photo Credit: Lisa Kates White

“The gloom of the world is but a shadow; behind it, yet within our reach, is joy.” – Fra Giovanni

The following article, “Homeschooling and Joy”, was written by Oak Meadow co-founders, Lawrence and Bonnie Williams. It was sent in a newsletter to the Oak Meadow teachers and staff in October 1991. After personally experiencing a joyful occasion with homeschooling families, friends and fellow colleagues at last month’s Oak Meadow Open House, I am reminded of the true value of the message in this archived article. Twenty-six years later, these words of wisdom are definitely worth repeating and sharing with all of you.

One of the best tools a homeschooling parent can use for successful teaching is Joy. Joy is as natural to a child as talking and walking. When there is joy and laughter in the home, children will quite naturally want to enter into learning relationships with their parents. Not only does laughter create an atmosphere of receptivity toward learning, it also triggers the productions of chemicals in the body which have positive health effects. 

Joy can be expressed through singing, dancing, funny stories, and poking fun at ourselves. It’s very important not to take ourselves too seriously. Life can be serious enough at times without adding our own weight to it. When we are able to poke fun at our own mistakes and idiosyncrasies, children will be more likely to admit their own mistakes and weaknesses – an important first step in the learning process. 

At times, however, the challenges of life seem to be too great, and joy seems out of the question. How can we experience joy in such times?

Photo Credit: The Zietz Family

First, it helps to put the affairs of our lives in perspective. Most of what happens to us is not nearly as serious as we make it out to be. What makes it seem so serious is that it shatters our concepts about how things should be. If we can let go of our expectations and just embrace the experience as it is, we can usually find joy hidden in the very heart of that experience. 

Second, we have to remember that joy isn’t something that happens to us – it’s something we create. Visitors to third world countries are often surprised to find children laughing and playing games in the midst of oppressive poverty and hunger. Even in the midst of the most crushing circumstances, joy is always alive within us, but it remains hidden until we make a conscious choice to express it. When we do this, not only do we bring it to those around us, but we experience it ourselves. 

As we experience more joy in the homeschooling environment, we will find that we have more energy as well. Researchers have found that laughter actually stimulates the adrenal glands and triggers the chemical production of endorphins in the brain. These endorphins act as tranquilizers, which leave us feeling calmer and less anxious about the events happening around us. So we can see that laughter is not only beneficial for us emotionally, but physically as well.

As Lawrence and Bonnie Williams emphasized in their article, a healthy learning environment should be full of joy. Therefore, as each new day springs forth, we need to keep our hearts open to the gift of joy.

Thus, take joy and enjoy…with joy!

 

The Benefit of Traditional Tales – Part Two

Photo by Cindie Young

“I know you, I walked with you once upon a dream.” – Sleeping Beauty

Fairy tales and other traditional stories offer children many chances to witness the struggle of “good” versus “evil”. By introducing this in oral story form, children can connect with the parts that are important for their individual development at that point in time. When told in a matter-of-fact way, and from an adult who believes in the story’s merit and its place in child development, children will naturally relate to the underlying, archetypal themes of the stories. With this approach, the child’s imagination will not be taken to a place that is too frightening or disturbing, or be forced to focus on elements that are emotionally-charged in the adult perspective.

Fairy tales provide a reference for all the fears conjured up in a child’s world. Facing these fears at a young age can help the child to move through different challenges in later years and stages of life. Fairy tales are a way for the child to imagine—in the safety of the mind’s eye—what it feels like to be scared, honorable, brave, selfless, selfish, frustrated, wicked, embarrassed, silly, giddy, left out, confused, and more. This is one of the ways in which social and emotional intelligence is fortified. Many parents feel the need to sanitize stories to remove all the challenging elements, and yet stories that are grounded in archetypal themes can help children grow into strong adults.

Photo by Brooke Doughty

Parents can often be at odds with the fairy tales because the characters are narrowly defined, known for their beauty, cruelty, foolishness, cleverness, or other singular attribute. Their actions are also, to the adult mind, frustratingly stereotyped: a princess waits for her prince, a simpleton loses his way, a wicked person tricks an innocent. While it’s tempting to attach these characters to their genders, orientations, or race, it is important to remember that archetypes speak to the universal traits that all human beings have within: the valiant solider, the trickster, the loving nurse, the wicked witch, the noble prince, the sweet and caring mother, the beautiful maiden, the knowledgeable father, and the lonely hero. We all are every character inside.

Fairy tales and traditional stories show that good overcomes evil, and provide children with an unconscious sense of empowerment when they face their own personal struggles. It is important for children to have an inner sense that good will prevail. We want young children to believe and embrace that the world is good.

Of course, not every story will resonate with every student or every parent. For this reason, Oak Meadow parents are asked to read the tales before telling them to their child and to modify or substitute when necessary. In addition, you are encouraged to read and choose stories that will meet the needs of your individual child. That’s the challenge of teachers in any educational setting: to meet the children where they are and to encourage them forward from there.

This post was co-written by Leslie Daniels and DeeDee Hughes, Oak Meadow’s Director of Curriculum Development. 

The Benefit of Traditional Tales – Part One

Photo Credit: Cassell Family

“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” 
― Albert Einstein

Fairy tales and other traditional stories are an essential part of childhood development, which is why they have lived on for centuries as a rich oral tradition and have remained in the Oak Meadow curriculum. Oral storytelling is a flexible art that allows stories to be adapted to the audience. Many stories that we know from our childhoods were adapted from stories our parents heard as children. In the same tradition, we encourage Oak Meadow parents to tell the stories in their own words rather than reading them verbatim. This lets each parent make changes that reflect their own values and life situation. This is the true spirit of oral storytelling.

Telling the stories aloud with no pictures accompanying the story helps children develop listening skills as well as the ability to create the images in their minds. Repeatedly retelling the story allows opportunities for children to join in telling the story, which enhances the personal images and allows them to focus on story elements that have personal relevance. The home teacher can also incorporate into the stories nature, family members, friends, and neighbors as a way of making them more personal and meaningful. The underlying themes of a good story are never gender- or race-based, but embody archetypes that are part of the human experience. Changing superficial elements of a story to make it more relatable will not affect the archetypes of the Nurturer, Leader, Jokester, Hero, Mentor, Innocent, or Villain. Retelling stories, drawing pictures, acting out the stories, putting on puppet presentations, or creating dioramas offer opportunities for children to absorb and reflect the underlying themes.

Another tip for telling an archetypal story is to verbally share without too much of an emotional tone ~ especially the emotions in the home teacher’s voice that might instill fear, anger, resentment, etc. As an adult with a rich history and varied experiences, you will respond to the archetypes in a story very differently than a child will. Telling the story without adding layers of your own emotional expression of the story events will allow your child to filter it through a childlike lens.

It’s also invaluable to allow children to absorb the story without interruption, both during the storytelling and afterwards. Talking with a child about every little detail of a story is an established habit for many adults. In fact, it’s practically a cultural norm now for children to be asked to talk about their feelings, impressions, and opinions. This may originate from the belief that we need to encourage children to be more aware and continually teach and quiz them to “make them smart.” It might stem from the efforts to treat the child as an equal voice in the family to build self-esteem and confidence. When a parent is conditioned to “discuss” a fairy tale’s disturbing images with children, this focus on specific elements unnaturally emphasizes details over underlying themes. Discussing the tales afterwards only brings an adult perspective and awareness to story elements and prevents children from developing and using their own filters, based on their developmental stage. Letting the story rest in the child’s mind and heart, and than asking for the child’s interpretation of the story the next day will be of greater benefit.

This post was co-written by Leslie Daniels and DeeDee Hughes, our Director of Curriculum Development. 

Guidelines for Home Teachers

Photo Credit - Porco Family

Photo Credit - Porco Family

Oak Meadow founders, Bonnie and Lawrence Williams, believe that, in order to manifest a child’s education successfully, certain guidelines must be followed. Here are detailed guidelines for helping in the teaching process:

Clear a physical as well as psychological space: There should exist a particular spot where the student does work. It should be well stocked with supplies: main lesson book, additional paper for first drafts, crayons, pencils, pencil sharpener, erasers, highlighters, folders, notebooks, etc. In addition, it should be organized in some designated way so that order may be restored at the end of the learning period. Most importantly, it should be a pleasant place to be and one that is well lighted, with maybe an appropriate poster on the wall. There should be a comfortable chair with back support; however, chairs that encourage lounging are to be avoided.

A time must be set aside so the student knows not to plan other activities for that period of time. It does not work well to choose the time on a daily basis. The brain needs a rhythm and will come to a focus more easily as the lesson time approaches if it is a consistent time each day.

When a physical as well as psychological space have been cleared for schoolwork, half the battle with the undisciplined mind has been won.

Focus: If a student is having difficulty with focusing attention or understanding, the home teacher should sit beside the student and act as the “grounding agent” to bring the student to a point of focus. Ungrounded students must slowly be drawn into their lessons. For example, in grade 4 (and higher), a new sense of independence is encouraged in the coursework. However, this does not mean the student does everything independently. At the beginning of a new lesson, the home teacher should ask the student to read a paragraph, then ask the student to share the main idea of the paragraph. Highlight the word or words which are the main idea. Proceed to the next paragraph repeating the process. At the end of each page, the student should read back all the material that has been highlighted. Then putting paper or books aside, the home teacher should ask the student what was just read.

It may be slow and tedious at first, but as the brain stretches, the student will pick up speed. Always emphasize quality understanding over quantity of work done. Perhaps the student only does a fraction of the assignments while learning how to focus and organize the brainwork, which is fine. Accept this and praise the student for the fine progress. The only requirement is that you witness sincere progress.

How long each day should a home teacher focus with a student? At least one hour a day should be set aside for this kind of focused attention. The home teacher should not be in and out, but rather seated with the student for the whole hour without interruptions. Perhaps the home teacher may cover social studies and language arts three days a week and science two days a week in this manner for half an hour each day; and math for half an hour every day. Then the student should be left alone for another hour every day to do the assignment that can reasonably be done independently. This time should be eventually lengthened to three hours a day for a total amount of time spent on school work, with two of the hours being independent learning. More than that would be discouraging for the student who needs lots of time for physical activities.

When learning is difficult and a student is asked to spend more than three hours struggling through without help, it leads to burn out and the student shuts down altogether. Balance is very important. After each hour, the student should get up and do something physical. If the student has low blood sugar, offer at least one snack during the three hour period. The most important consideration is the rhythm of the schedule. The student should not be allowed to get up and go outside and get involved and forget the schoolwork. It should be more like a fifteen minute recess with an expectation that the work will be continued until the work for the day is completed, even if it is short of the assignment in the curriculum. (If enrolled in the school, Oak Meadow teachers are always willing to work with a student who needs a reduced load.)

Caring: Children need to feel that somebody cares about their work each day. The home teacher should read over the work and discuss it with the student. Praise and celebration for victories won are very important for all students, but especially the unfocused student. They need constant reminders that they are progressing and doing well. It is important to remind students where they have come from and how much they are accomplishing.

Accept your student with the present abilities: Do not present material the student is not ready for. Pressure creates negative stress and causes the mind to shut down. Begin with a review of material the student already knows, to get the mind moving and flowing. Then present the new material.

Remedial Students: If your student needs remedial work, choose one thing at a time to work on. For example, when working with reading comprehension and writing, do not be concerned about grammar initially. Then when the student is comfortable with the daily process, add grammar. Work with one grammar rule at a time. Start with each sentence beginning with a capital letter and ending with a punctuation mark. Proceed to capitalization rules, then punctuation, expanding sentences with adjectives and adverbs, then conjunctions, etc. If a student is a poor speller, present five words a week from the Dolch list. Also provide many ways to learn these words. Focus is the key to success.

Physical Activity: Emphasize the importance of daily physical activities to help the integration process. The martial arts are a wonderful tool for integration, as are walking and dance. Studies indicate that academic performance improves with daily vigorous physical activity. Discourage TV watching during the day.

Learning Styles: Become aware of your student’s learning style. Some people learn auditorily, others visually, and some are bodily kinesthetic learners. The best teachers use all three modes of teaching.

If your student is a visual learner, drawing pictures or diagrams will help to remember information. If your student learns best through hearing the information explained, share an hour each day with your student and explain the material being covered. Make up songs and jingles to remember key points. Some students learn best by teaching it to somebody else. Be a willing student and let your student teach you the material. Skits are great for learning.

Purchase a lap-size white board with marker (fruit flavored without the toxic fumes) so your student can draw, diagram, write jingles, and teach. Use it daily and you will be amazed at its effectiveness as a teaching tool.

I hope these guidelines will be helpful in making your home schooling adventure a very successful one. Wishing you all the best for an exciting year of learning!

National Get Outdoors Day

“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.” Rachel Carlson On Saturday, June 10th, the Defenders of Wildlife organization will celebrate their 10th annual National Get … Continue reading "National Get Outdoors Day"

“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.”

Rachel Carlson

On Saturday, June 10th, the Defenders of Wildlife organization will celebrate their 10th annual National Get Outdoors Day. This national event encourages families to go outside, visit a park or refuge, and renew a personal connection to nature, as well as regenerate a commitment to leaving a healthy planet for future generations. There’s nothing better than introducing your children to the wonders of nature, especially since it’s only a matter of time before the future rests in their hands. Here is a list of all 198 National Get Outdoors Day locations. There might be one near you!

“What do parents owe their young that is more important than a warm and trusting connection to the Earth…?”

– Theodore Roszak, The Voice of the Earth

Every grade level in Oak Meadow’s k-4 coursework suggests environmental awareness activities and exercises. We also feel it’s important to introduce and teach young children about the natural environment. So, go ahead! Make summer plans, get outdoors, and let Nature be your teacher!

“As a child, one has that magical capacity to move among the many eras of the earth; to see the land as an animal does; to experience the sky from the perspective of a flower or a bee; to feel the earth quiver and breathe beneath us; to know a hundred different smells of mud and listen unselfconsciously to the soughing of the trees.”

-Valerie Andrews, A Passion for this Earth

 

Celebrating the School Year – Part Two

Read Part One of this article here.

The US Memorial Day holiday has now passed, and I hope everyone who celebrated enjoyed a safe and happy weekend. Those of us who are adding the finishing touches to the end of the school year are now back to focusing on a productive, successful and positive conclusion of the coursework, as well as beginning new adventures throughout the season of summer.

Last week, I shared ideas for completing the school year. Regarding a successful end to the school year, this is what I tell my k-6 home teachers: It is very important that you and your children take the final week to fully embrace the magic of the school year. It is an opportunity to celebrate all that has been learned and accomplished. How you complete the school year will carry you and your children into the new school year, so PLEASE finish the school year on a positive note! You will feel much self-gratitude in doing it this way, and so will your children.

This Part Two blog includes ideas from other Oak Meadow teachers. Enjoy what they have to share!

Lesley Arnold: I second Leslie’s advice and would also add that reading over the teacher’s comments for the year brings to light all the progress that has been made throughout the year. Reading a writing assignment from the beginning of the year and then reading one from the end of the year is great to do! “Reliving” books read over the course of the year is also a fun activity.

Sarah Antel: All wonderful ideas! Going through the MLB and picking out favorite pieces to share at a “show” for relatives could be fun too. They could make it a special event with finger sandwiches and lemonade perhaps!

Andy Kilroy: I used Oak Meadow Kindergarten curriculum to home school my granddaughter Julia for one year. It was a delightful and eye opening experience for me, after teaching 30 years in a brick and mortar setting. At the end of the year, Julia and I made up a song and dance to celebrate her work. She had such a sense of accomplishment when she finished and she loved writing poems, so this seemed like a fitting end to all her hard work. The song was about her accomplishments – learning the ABCs, learning numbers, learning to love nature, and of course, her special tree!

Michelle Menegaz: We have had a share day with a few close and trusted, appreciative, sensitive friends who homeschool in the same way we do. We lay out the main lesson books or other written work, display any art, have a few physical activities from the year (writing with one’s toes, trying some balance activities, putting on togas, some years a background slideshow of photos from the year, solving a puzzle related to lessons, a simple science activity, etc.), maybe share music but not performance style, and often have a cookout campfire or picnic. Very low key but I feel, even though it is sometimes a bit hard to be “the center of attention”, it is important for homeschoolers to be celebrated – especially not just by their parents, if possible. And besides, I am proud of MY work as the teacher, too, and yes, it feels good to have that recognized. Most years this feels impossible to pull off and I really have to grab myself by the bootstraps and try. It is always worth it.

Last year we had our weekly homeschool group here to practice donning togas, eat Greek food, and play the VT version of Olympic games…the fire log throw, the long driveway jump, clown fake fighting instead of wrestling, something with the sprinkler, making Heracles Knot bracelets out of copper wire, cooking on a campfire, and trying NOT to reread all the Rick Riordan books about ancient Greek mythological figures! We let the kids run the show for the most part while we sat back and ate hummus and celery and basked in the glow.

Gwendolyn Trumbull: I have a 6th grade student who had a similar fun end of the year event with her family and grandparents. She hung samples of her work throughout the house, made and served food from all the different countries she had studied and set up and played games from ancient cultures for all to try. She and the family were blown away by how much she had produced and learned. The party and reflection made her feel very proud and accomplished – which she certainly should have.

Last week, I recommended reading Amanda Witman’s post on “10 Ideas for Making the End of the Year Special”. This week, I also encourage you to read “14 Tips for Surviving the Summer With Kids From Homeschooling Parents”

Happy Summer!

A Day to Remember: Memorial Day

Memorial Day, celebrated in the United States on the last Monday of May, is a day in which we honor those men and women (and service dogs) that died while serving the country in the United States armed services.

The day actually started as a way to commemorate those that died during the U.S. Civil War. In 1868 it was established and it was called “Decoration Day.” At that time it was on May 30th and was a day to decorate the graves of those that died in the Civil War.

In 1967 Memorial Day became a national holiday. In 1971 the holiday was moved to the last Monday in May. On the U.S. Department of Veteran Affairs website, it states: “In December 2000, the U.S. Congress passed, and the president signed into law, “The National Moment of Remembrance Act,” P.L. 106-579, creating the White House Commission on the National Moment of Remembrance.”

The law actually requires that U.S. citizens pause, for one minute at 3:00 p.m. on Memorial Day, and honor those that have died in service to our country.

 

The Late-Awakened Heart

So I’m reading The Heart of Learning and love it, but I’m also left with a feeling of failure. I feel like I failed my 9 and 5 year olds. My 1.5 year old, too, but I still have time with her. Anyone ever feel like this?

Can you relate?

On your way to a heart-centered approach to learning, has the journey has been long and complicated? Have you have spent years trying different approaches to parenting and/or education before finding one that really feels right? Have the many twists and turns left you, and perhaps your children, feeling frustrated and exhausted?

Photo Credit: Yoko Hirano
(Oak Meadow Archives)

Start by giving yourself credit for where you are and how you’ve gotten there! You’ve worked hard to navigate the complicated path of parenting. You’ve followed your heart to the place where you are now. Your children benefit from your courage when you open your family to new possibilities. You are not failing — you are succeeding!

It’s never too late to adapt your parenting style in response to new ideas and inspiration. Even partway through childhood, your child continues to benefit from your growing confidence and experience. Parenting skills evolve over time. When your first child arrived, you had no choice but to learn on your feet. Maybe later you had other children whose needs were nothing like your first, which meant you needed to develop new tools.

You tried whatever came to you along the way. Perhaps you followed the model of other parents, the suggestions of relatives, or the advice of professionals. Or maybe you stayed with what felt familiar and made choices similar to those your own parents made. You made use of the resources you had and made the most of whatever was available at the time.

Photo Credit: Lacey Grim
(Oak Meadow Archives)

Maybe those approaches worked, at least for awhile, or maybe they taught you that your child needed something else. Or maybe your instincts were tugging at you to take a different path from the start. Every parent has had the experiences of making a choice that turned out to be less than perfect. Every child is unique, and it can take several tries to figure out how best to meet a particular child’s needs during a particular phase or circumstance.

Even when you’ve discovered an approach that feels like the perfect fit, you may have mixed feelings about switching gears – and your child might, too. Here are some suggestions for navigating this transition:

Explain the changes. One of the most valuable things we can do for our children is to model what it means to be a lifelong learner. If you are making a change that your child will notice and wonder about, affirm their experience and share your reasons for moving in a new direction. If you feel regret that your older children did not benefit sooner from such a shift, acknowledge this, but also make sure they know you tried your best given the information and support you had at the time. Let them know that everyone can learn from their experiences.

Include your child in the process. If a big change is in the works, such as a switch from public school to home learning, ask your children what matters to them. Give their input careful consideration and let them know that their opinions and insights are important to you. Do your best to foster and maintain connection with your children, especially if your earlier approach was less connection-oriented.

Photo Credit: Litteken Family
(Oak Meadow Archives)

Take good care of yourself and one another. Remember that significant transitions can be stressful even when the result will be positive and healthy. Find ways to create and maintain balance for yourself and your children. Spending time in nature can be restorative and healing for the whole family. Finding and following a rhythm in your days and weeks can help keep everyone grounded, especially when new adventures are beginning. Stay present with your child; you are on this journey together.

Take time to feel. If you need to grieve the way things might have been, give yourself (and your child) space for that important process. Be gentle with yourself and allow the transformation in your life the time it deserves.

Acknowledge growth. Your journey will not be like anyone else’s – embrace its unique lessons and gifts.

Remember that the heart is at the center of the parenting journey. It awakens to new ideas in its own time. You can trust that your heart is leading you well. You can do this!

 

On Poetry

by Antony Yaeger, Oak Meadow teacher

Photo Credit: Szmodis Family
(Oak Meadow Archives)

Having studied poetry with amazing teachers in my life, and having honed my own craft at Sarah Lawrence College, it is a joyful and enriching experience to teach poetry at Oak Meadow. What makes poetry so unique is something discussed in our poetry course: Poetry is a universal art form that can be found in all aspects of human life and can hold within it elements of all other art-forms. Poetry is not bound solely to the page. The famous phrase “poetry in motion” is a purpose of graceful fluidity, such that moves with tactful elegance throughout. Abstract, yet direct and completely beautiful to all 5 senses. We live with poetry every single day, even if we don’t have time to pick up a book.

To find poetry in the world, we often look to nature. To try to create an essence or impression of nature in art, we often turn to poetry. In my teaching, I try to teach in a way that takes into account my student’s developing mind as well as their heart, blending the two with their imagination. Poetry is one perfect way to do this. Each student brings their own unique perspective to analyzing a poem and their own special voice to the crafting of their own poems. Poems can be successful in any number of ways, but calling on the senses of our readers is crucial.

Photo Credit: Starkus Family
(Oak Meadow Archives)

What makes poetry even more incredible is that the reader is welcome to read between the lines, to string together their own meanings and ideas, to bring their own working palette of comprehension to the experience of reading. I feel this way with my students in this distance learning course and in the monthly poetry workshops we have created together. In these workshops, students celebrate their classmates’ poems and give them the gift of constructive feedback. It is amazing to see how perceptive each student becomes, how kind and selfless they are in making another poet’s poem better.

Poetry exists around us all, and you can read into that statement all that you want! For it’s not simply an abstract or ambiguous thought, but a truth waiting for us all to discover.

______________________________________________________

Antony Yaeger received his undergraduate degree in Poetry and Theatre from Sarah Lawrence College in New York, and his Masters of Science in Education and Waldorf Education from Sunbridge College, New York. Antony spent four years at the East Bay Waldorf High School in Berkeley, CA teaching poetry, photography, literature, and directing school plays. In 2009, Antony graduated once again from Sarah Lawrence College, this time earning a Masters Degree in poetry and creative writing. He encourages students to use writing as a tool for self-exploration and to gain clarity and perspective on world events by examining issues from new angles. 

For more information on enrolling in Oak Meadow’s semester-long high school Poetry course with Antony Yaeger, click here.

For more information on purchasing Word: The Poet’s Voice curriculum for independent use, click here (on sale for the month of April 2017 in honor of National Poetry Month!)