“Skills need showing and testing. The Main Lesson Review is a celebration of making progress, with increasing consciousness,” stated the late and great Georg Locher on his advisory visit to our school, dispelling the notion that there ought to be no testing in a Waldorf School’s Main Lessons.
Naturally, such testing needs to be in tune with the Waldorf ethos: based on the understanding that one does not learn for a test, and taking learning differences into account.
THE LEARNING PROCESS
The Main Lesson Review records accomplishment and affords insight. It is an excellent tool for meeting Rudolf Steiner’s demand: “Make sure that the children know things!”
How do we make sure that they do? – By using the Main Lesson Review to make them aware of five essential steps in the learning process:
Step 1: taking in – listening to the teacher’s presentation
Step 2: understanding – engaging with exercises, book- and artwork
Step 3: memorising – committing content to memory
Step 4: recalling – recounting what was learnt the day before
Step 5: applying – showing new knowledge in summaries and a test
These steps are talked through in class. Everyone is to identify the steps they find easy, and the ones that are challenging. Awareness gained through self-diagnosis is always the most helpful.
THE MAIN LESSON REVIEW
In the middle school years, at the end of each block a set of questions formulated by the class teacher is flung like a fishing net over the waters of the collective class mind.
These questions draw together individual evidence of what was previously experienced, enjoyed, discussed and learnt; bringing to light, by committing to paper, a glinting swarm of remembered facts and ideas, definitions and correlations.
WHEN TO BEGIN?
The fifth year, starting with the Morning Verse for older children, is also the right time to introduce the Main Lesson Review for a more conscious ownership of one’s learning progress.
GOOD REASONS FOR TESTING
This needs to be explained to the parents beforehand. Some will be delighted by the prospect of Main Lesson Reviews, others less so – usually depending on their child’s perceived academic abilities.
We are doing Main Lesson Reviews to:
- get the children accustomed to test situations
- let them experience that they can do it, overcoming anxiety and panic
- make them perceive their learning progress more objectively
- impress on their mind that learning matters
- show that active engagement bears fruit
- develop test-taking skills purposefully
Note: Negative personal experience as a Waldorf student unaccustomed to testing made me, as a teacher, determined to let my class learn how to take tests long before their first crucial exam.
INTRODUCING THE MAIN LESSON REVIEW
Class 5 Chapter 1 of A WALDORF DIARY includes my example of how the class can be prepared for their first block test:
“This review is to show you, and your parents, and me, how much you have learnt in the past five weeks. We do these reviews to celebrate our learning progress, but also to get used to taking tests, which is a skill that needs to be practised …”
PREPARATORY REVISION
At first, right before the test, the Main Lesson content is revised together, guided by the teacher.
Later in the year, time is given to leaf through the Main Lesson Book by oneself, quietly looking at each page and recalling its topic. Twenty focused minutes are about right for this.
Pupils with special learning needs get to do their revision as a group. An adult assistant takes them to a free room across the hall, and there they can ask questions and talk about the topic.
From the start of Class 6, such revision is done as homework, and the parents may get involved.
LEARNING THE PROCESS
Class 5 Chapter 2 details how essential key elements are recalled before the next test takes place:
“Before we begin our second Main Lesson Review, there are important points to remember: Firstly, there is no need at all to be nervous. Nothing bad is going to happen to anyone.
Secondly, begin by writing your name on the first page. Then read all the questions to get an overview before you set about answering them one by one.
If you do not know the answer to a question, don’t get stuck there. Just move on to the next one, leaving any gaps to return to later. You have one hour, so there is no hurry.
Please make sure to read each question carefully, and think about how to phrase your answer before you begin to write it down.
Also, make answers as complete as you possibly can, because every correct and relevant statement counts one point.
As you know, I am not going to mark the spelling, but do try to remember the spellings we practised, and also the punctuation. You know that proper nouns – the names and places – begin with a capital letter, so don’t forget them.
If you run out of ink, just raise a hand quietly and I will supply a new cartridge. There is to be no rummaging in your desk at all, and of course no talking … We are practising how to take a test, which will be useful later.
Now have a drink of water! This helps to concentrate and do your best … And now you may begin.”
All turn over their paper and work in silence and with focus.
Dyslexic pupils are placed near your desk and may raise a hand to ask whispered questions. They get help with the reading of the questions, but not with the answers. Check that you can read and understand what they write down.
Once in a while, go around the room, silently checking the mental state and progress of each individual in turn. The class are to notice that you are watching over them with calm interest.
“When you are done, read your paper, check spelling and punctuation, and think about your answers one last time. If you are certain that you can add nothing more, raise a hand and I will collect your paper. Then you may put your head down to rest a bit, or read your book, or begin a drawing of Ganesha’s shrine.”
As you collect each test, check that there is indeed a name on it.
“We are down to the last fifteen minutes.” – “And now it is time to stop.”
Collect the papers for marking and assessment.
A UNIFIED APPROACH
It is important that the Main Lesson Review is consistently adopted by all class teachers of the middle school years, from Class 5 to Class 8.
Pupils and parents have expectations, and they compare. Where there is no unified approach, trouble follows. The same holds true for homework, dress code, outings, class plays and reports.
However, a school’s unified approach does not mean standardized testing. Class teachers are free to design each test paper with their particular group in mind. They know best how to capture essential aspects of what they previously taught.
A MAIN LESSON REVIEW EXAMPLE
This personally designed Main Lesson Review of 20 points shows the kind of questions and answers that can be expected:
The corresponding Main Lesson guide is available at the SHOP:
This chapter begins the year’s row of Ancient History blocks and shows how to present key aspects of India’s spirituality and culture in artistic form. Editable lesson plans demonstrate step by step how recitation, text passages from the holy books, essential stories, writing, painting and modelling can be combined to a satisfying learning experience that excites interest and lively participation without overwhelming the teacher.
MARKING AND ASSESSMENT
Reading the answers with interest, the teacher gives a point for each correct statement and marks them in the margin next to the answer. Some answers may contain several correct statements.
For example, “Who is Lakshman?” can be answered simply with “Rama’s brother”. That would mean one point. “Rama’s younger brother” gets two points, and “Rama’s younger brother, who went with him into exile” is worth three points. “Rama’s younger brother, who went with him and Sita into exile” equals four points.
Note: This means, of course, that (Arithmetic Main Lesson Reviews excepted) the highest possible score will be determined by the group’s most astute and prolific writer. Should this score be above what the teacher considers to be 100%, declared bonus points are given, which is suitably impressive and motivating.
With time, this way of marking trains everyone to read test questions accurately and answer them comprehensively.
The spelling is not marked but missing capital letters are underlined.
The score is written on the reverse side of the last page, together with a brief comment.
SCORES AND COMMENTS
When such a test is handed back, the class is abuzz with excitement and curiosity. “How did I do?” is the question on everyone’s mind.
Important: The teacher does not announce or publish individual scores and comments but allows time to check them privately. Some will wish to share their result with friends, or even the whole class, but there is no obligation to do so.
Naturally, those who did well will make sure everyone knows, and there is nothing wrong with that. They can be justly proud that their attentive participation, active engagement and focused revision shows in a good result.
This includes those with particular challenges and special learning needs. Their score reflects what they know, not how literate they are, and the teacher’s comment refers to their individual progress from test to test, not to their ranking in the group.
Those who did not apply themselves enough feel a certain amount of non-verbal pressure to participate more actively in the next Main Lesson, simply because they would like to join in their friends’ jubilant sharing of pleasing scores. This is peer pressure at its best.
Everyone experiences that “nothing comes from nothing”. And the chance to do better next time is always there, beginning with each new day.
REVIEWING THE REVIEW
Known as “the post mortem” among older students, this is unquestionably THE most important part of the test: the morning lesson where you go through the review together, looking at each question in turn and discussing the best way of answering it.
Guided by a list of notes made while marking the papers, the teacher addresses arising points in turn, calls on individuals to read out exemplary answers and writes these on the blackboard.
The class fill in gaps in their test paper. Amendments are made in lead pencil, to distinguish them as additions to the initial work written in ink.
Questions such as “Why didn’t I get a mark for this?” or “What’s wrong with …” are put to the class and answered by volunteers. Objectivity rules.
Again: This session is where everyone learns the most about taking tests successfully, at every level.
INVOLVING THE PARENTS
The next step is sending the Main Lesson Review home to be signed by the parents. Ideally by both, but allowance is made for the family situation.
The parents, seeing this snapshot of the current state of affairs, may feel moved to have a word with their offspring where a needlessly poor result warrants it.
Unprompted, many add a written comment to their signature, expressing praise or encouragement.
Note: Parents don’t usually communicate with their children in writing, so such comments carry special weight. And if they state their disappointment with an evident lack of effort in writing rather than verbally, this has been known to have a positive impact on young adolescents.
Thus, adult feedback on a Main Lesson Review is given a formal frame that enhances its message.
EVALUATING THE REVIEW
Finally, the signed tests are returned to the teacher, who keeps them until they are assessed for the annual report. After that, the year’s harvest of Main Lesson Reviews is handed back to their authors.
Recording test scores across the year traces individual learning curves, gives insight, underpins a class teacher’s observations with indisputable factual evidence and informs end-of-year reports.
DEVELOPMENTS
In Class 6, a self-assessment form can be added to the Main Lesson Review as a further step towards taking ownership of one’s learning:
By Class 7, the class can be shown how to convert a Main Lesson Review score to the nation’s grading system. This prepares their mind for future national exams in the Upper School (where applicable).
The exam situation differs from country to country, but in any case it is good to know – and, where appropriate, link to – what goes on in the mainstream.
IN SUMMARY
Regular Main Lesson Reviews in the middle school years allow for a smooth transition to the realities Waldorf students will be facing at college and university, and possibly in the workplace. The skills they gained in this way will most likely prove valuable at some point.
Comments are welcome, so don’t hesitate to share experiences, questions and feedback below.
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