Steiner Stories

Finding Jeff Olson, Steiner mentor and former class teacher at Brighton Steiner was easier than I thought. I hadn't been looking for him specifically, but when I saw that Paul Levy's Critical Incident event as part of the Brighton Festival included a session on storytelling, I was thrilled to find that Jeff was the man. And that it was all about Steiner.

I went to see him last week and, over a bowl of nachos and salsa and gin and tonic (at 5pm? Don't you love these alternatives?), he told me how rhythm is entrenched in Steiner teaching.

Steiner teachers take their class from Class 1 (age 6) all the way through to Year 8, and some even further. Jeff explained how in Class 1, he would tell the same Grimm's fairy tale over and over again - telling, not reading - until the children knew it by heart. Sometimes one story would take a week to read through, but the kids would be rapt, and each time it was told, it was identical, word for word. Jeff told me that sometimes he would change a conjunction (how hard must it be to remember if you'd originally used 'so' instead of 'then'?) and immediately there would be a sharp intake of breath from the children. If a wrong word or one that's out of place causes them to flinch, would they then understand the rhythm of a sentence better than a child who hadn't experienced such riches?

After a year of telling, the children would be asked to copy the story they'd been told, punctuation and all. As they inhaled the words and watched them come to life at the end of their pencils, did the placing of the comma mean more to them than it might to a child who hadn't had this experience? The problem is how can I know? No-one, as far as I know, has measured this in Steiner kids. Jeff told me that about 1/3 of the class by Year 8 were writing with perfect grammar, 1/3 so so and 1/3 were having difficulties. I bet any teacher could say that. I wonder if Jeff is still in contact with his class.

The question is; do those who do grasp it quickly now use it effortlessly (Jeff's class would now be 20), or are they just as likely to drop a capital and use a comma instead of a full stop as the school kids who I filmed in March? Does grammar reach deeper into the subconscious through Steiner -style storytelling or are traditional lessons just as good? 

Or..... is language evolving so quickly that a new form is emerging which is bypassing punctuation. (I need to find Lynn Truss, hold hands and SCREAM.....)