Your Development as an Eurythmy Teacher

Eurythmy Teacher Mentoring · Follow-Up Reflection Form

Reflecting on your Eurythmy teaching

This form invites you to reflect on your teaching and personal development since our first mentoring session. Your answers will help us choose a meaningful focus for our next meeting.

In the Steiner-inspired approach we will explore together, pedagogical practice, artistic life and the teacher’s inner development belong together. These questions invite observation and discovery, rather than assessment.

Please allow around 30 minutes. Brief answers are enough, and you may leave optional questions for our conversation. Please submit this form at least 24 hours before our next meeting.

Select a maximum of three choices in each checkbox list, unless otherwise stated. Comments are optional. Fields marked with an asterisk (*) are required.

Please keep teaching examples anonymous. Do not include pupils’ names, identifying details or confidential school information.

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Since our meeting – Step 1 of 5

Fields marked with a red asterisk () are required.

1. Your information

Full name *

Email address *

2. Since our first meeting

What has stayed with you from our conversation?

What have you noticed since then?

Greater clarity about my teaching
More awareness of my own responses
Increased confidence or inner steadiness
A new question or perspective
A change in how I relate to pupils
Renewed artistic interest
A difficulty I would like to explore
It is too early to notice a change
Other

Select up to three.

Comments — including anything that has gone well (optional)

3. Your home reinforcement

Have you been making space for your home reinforcement?

I have found a manageable rhythm
I have made space for it a few times
I have noticed something helpful
I am unsure how to practise it
I have found it difficult to make time
It has brought up questions or resistance
I would like to adapt it to my circumstances
I have not started yet
We did not agree on home reinforcement
Other

Select up to three.

What have you observed while practising, or afterwards? (Optional)

What would help you make space for it more comfortably? (Optional)

There is no need to judge your progress. What you have noticed—including difficulties getting started—can help us find a useful next step.

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4. Looking closely at one lesson

Choose one class or age group and one teaching moment. It may have been successful, difficult or puzzling.

Class / grade

Pupils’ age or age range

Type of eurythmy

Speech Eurythmy
Tone Eurythmy

Tick one or both.

Context: What activity was taking place, and at what point in the lesson?

Intention: What did you hope pupils would experience or learn?

Observation: What did you actually see and hear?

Response: What did you do, and what happened next?

Reflection: What might have contributed? What remains uncertain?

Possibility: What could you try differently or develop further?

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5. Qualities and presence

Which qualities would you like to strengthen now?

Patience and tolerance
Clarity in thinking and communication
Warmth and interest in pupils
Inner steadiness
Courage and confidence
Openness to different perspectives
Artistic imagination
Consistency and follow-through
Humour and lightness
Other

Select up to three.

Comments (optional)

When do you feel most present in your teaching?

When I feel inwardly prepared
When the artistic material feels alive in me
When the lesson has a clear rhythm
When pupils show interest or initiative
When I respond flexibly to the group
When movement, speech and music come together
When I feel supported by colleagues or a musician
I am still discovering this
Other

Select up to three.

What helps you return to that presence? (Optional)

6. Challenging moments and familiar patterns

Which situations currently challenge your inner balance?

Restlessness or interruptions
Reluctance to participate
Conflict between pupils
Different needs within one group
Feeling observed, criticised or judged
A lesson departing from my plan
Difficult conversations
Time pressure or fatigue
Uncertainty about authority or boundaries
Other

Select up to three.

Comments (optional)

What do you notice in yourself at those times?

Tension or hurriedness
Self-doubt or self-criticism
Frustration or impatience
A wish to control the situation more tightly
Withdrawal or hesitation
Difficulty thinking clearly
Carrying the experience afterwards
An ability to pause and choose my response
I would like help recognising my responses
Other

Select up to three.

Comments (optional)

Which habits or expectations would you like to understand better?

Expecting too much of myself
Expecting lessons to follow my plan
Taking pupils’ reactions personally
Making quick judgements about behaviour
Difficulty seeing a familiar pupil afresh
Comparing myself with other teachers
Feeling responsible for everything
Avoiding necessary boundaries or conversations
Holding tightly to familiar methods
Other

Select up to three.

Comments (optional)

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7. Reflection, inner preparation and artistic life

How have you been looking back on your teaching?

Recalling the lesson in sequence
Separating observation from interpretation
Considering the pupils’ experience
Noticing successes as well as difficulties
Considering my own contribution
Writing notes or keeping a journal
Speaking with a trusted colleague
Dwelling on what went wrong
Struggling to find time
Wanting to develop a regular retrospective practice
Other

Select up to three.

Comments (optional)

What supports you—or would you like to develop?

Personal eurythmy practice
Working deeply with poetry, speech or music
Study of Steiner’s educational indications
Study and observation of child development
Quiet reflection or meditation
Exercises in attention and observation
Observation of nature
Painting, drawing, writing or another art
Preparation with a musician or colleague
A regular rhythm of preparation and reflection
Help finding a practice that suits me
Other

Select up to three.

Comments (optional)

8. Teaching conditions, balance and renewal

Which aspects of your teaching setting need attention?

Teaching space or equipment
Timetable and lesson length
Group size or range of needs
Preparation time and workload
Musical accompaniment
Collaboration with colleagues
School expectations or support
Communication with parents
Other

Select up to three.

What is supporting your work, and what needs to change? (Optional)

Where would you welcome support for your own balance?

Time for my own artistic life
A sustainable daily or weekly rhythm
Balancing preparation with rest
Clearer professional boundaries
Leaving work behind at the end of the day
Asking for help or sharing responsibility
Connection with colleagues
Rediscovering enjoyment and meaning
Recognising when workload needs adjustment
Other

Select up to three.

Comments (optional)

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9. Deepening your development as a teacher

Which Steiner-inspired educational questions would you like us to explore?

The teacher’s inner attitude and preparation
Observation of the developing child
Thinking, feeling and willing in lesson planning
Rhythm, repetition and renewal
Imitation, guidance and growing independence
Authority, trust and freedom
Artistic teaching and living imagination
Meeting each pupil as an individual
Working thoughtfully with Steiner’s indications today
The relationship between self-development and teaching
Other

Select up to three.

How does your chosen question connect with your teaching or personal development now? (Optional)

10. Preparing our next step

What feels like a manageable next step?

Continuing or adapting our agreed home practice
A brief daily moment of preparation
A regular lesson retrospective
Observing before judging
Pausing before responding
Renewing personal artistic practice
Exploring one educational question
Adjusting my working rhythm
Establishing a clearer boundary
Asking for appropriate support
Choosing a step together during mentoring
Other

Select up to three.

What is the most important thing you would like us to return to at our next meeting?

Is there specific lesson material you would like to discuss? (Optional)

Please have that material available at our online meeting. Keep any examples involving pupils anonymous.

make Possibility: like

Confirmation

Confirmation *

I confirm that these reflections are my own and that I have kept teaching examples anonymous.

Please tick this box before submitting your reflections.

Thank you for taking time to reflect. We will begin with what matters most to you and find a manageable next step together.

Hearty and warm greetings,
Mervin Wilk
Heart of Mervin · Health · Art · Education

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