teenagers

Coming Up in June 2019: The Rose Ceremony

Community life at Green Meadow Waldorf School is rooted in rhythm and tradition, offering the children special events to look back on and look forward to, throughout their time here. One of the most special traditions is our Rose Ceremony, which takes place every September and June.

In September, the twelfth graders welcome the first graders into the school on everyone’s first day back. With Grades 2-11 watching from the audience, the small, often nervous first graders cross the large stage in Rose Hall, usually for the first time, and meet a smiling twelfth grader in the center, where the older student presents a rose to the younger child. It is beautiful to witness the personality of each child shine through in this interaction: the way each one walks, boldly or shyly, quickly or steadily; their facial expressions when giving and receiving the rose; the way a small child might sneak a peek at a parent, teacher, or classmate, seeking reassurance; the wistful countenance of the older students watching the young ones, some remembering the day all those years ago when they received their own rose from a towering teenager.

In June, on the last day of school, the process reverses and the first graders say goodbye to the twelfth graders by presenting them with a rose. Now the first graders are bigger, stronger, more confident. Many stride across the stage, exuberant with the awesome responsibility of presenting a rose to the very same senior who gave them their rose all those months ago on their first day of first grade. The seniors often walk more slowly than they did in September and appear much more reflective on this last day of their high school career. One sees them savoring the moment; they are saying goodbye to one stage of their lives and entering another. They accept the rose with grace and a smile, and the moment imprints itself on all present.

For many parents, the Rose Ceremony articulates so much of what we love about Green Meadow Waldorf School. Our children are seen, welcomed, given time to be children, educated with love, and then sent off as confident, well-rounded young adults, gifted with a presence and a steadiness that is rare in our speedy world. As adults, we feel the honor and the privilege of gathering together as a community to celebrate these young people, at ages 6 or 7 and 18 or 19, and hundreds of times in between; we want them to remember they are surrounded by adults who know them, care for them, and will guide them, through all their years here and beyond. For we know that this is one of the best ways to insulate young people from all kinds of crisis as they enter adolescence: we help them feel they are embedded in a community, accountable, and connected and we help them build resilience. These strategies aren’t a guarantee, but we know from experience that they are protective and effective. And so, with love, intention, and the gift of our presence, we create and maintain traditions that anchor and inspire them.

Header photo: First graders at the Rose Ceremony, September 2018 by Joseph Regan ‘18 ; other photos also courtesy of Joseph Regan ‘18 

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Why Waldorf? (Part 3 in a series)

In this series, we have been introducing you every week to a teacher, parent, or student who shares something about why they love Green Meadow and Waldorf Education. Today we hear from Maskit Ronen, Life Sciences teacher in the High School, and mom to four children in the school.

The science curriculum in the High School is designed to meet the needs and interests of the students, which change and expand every year. I love that all the students learn the basic concepts of different sciences, regardless of the path they are going to take in life. Since I teach some of the life sciences and earth sciences curriculum in each grade, I can introduce a topic in 9th Grade, give the students some knowledge about it, and then revisit the same ideas and expand on them the following years. This spiraling back and deepening methodology helps the students integrate new ideas with previous ones, which increases their ability to then apply their accumulated knowledge to real-life situations.

I am lucky to be able to observe and address the students’ thirst for facts in the 9th Grade, followed by their need to better understand processes in 10th Grade, then by their interest in causality and hidden forces behind these processes in their junior year. When I meet the seniors in the Fall of their last year in high school, their interest in who they are becoming and how they fit into the world around them is palpable. The curriculum meets these needs with a wider look at the Animal Kingdom, and explorations of ideas such as natural selection, philosophy, architecture, and modern history. As with any group of young adults, there are struggles along the way, but the enthusiasm our students have towards the future keeps me hopeful and motivated and makes it all worth the effort.