Eurythmy Teacher Mentoring FAQs

Yes. We can begin with the purpose of a lesson: what would you like the pupils to experience, practise or understand? From there, we look at the movement material, the order of activities and how the beginning and ending support the whole.

For a longer sequence, we consider how skills and artistic themes develop over several lessons or through the year. There can be continuity without repeating material mechanically, and room to respond to what you actually notice in class.

Yes. We can look at how activity and stillness, listening and moving, repetition and discovery alternate. A lesson needs enough structure to feel secure and enough space for the pupils to take part with interest.

Sometimes a small change makes the next step easier: a simpler opening, a quieter transition, a clearer gesture or a pause before introducing something new. We explore these possibilities in relation to your actual lesson.

We consider the pupils’ development alongside their previous experience. Younger children may enter movement through a story, an image or imitation. As pupils grow, there can be more space for conscious exploration, understanding musical and spoken forms, and making artistic choices of their own.

These are starting points for observation, not rigid expectations for every child. We ask whether the material offers an appropriate challenge and how to make it meaningful for this particular group.

You are welcome to bring a poem, a piece of music, a form or an exercise you are considering. We can explore its qualities through movement and look at how to prepare it for the group, including where to simplify or build it in stages.

I care about the artistic substance as well as the teaching method. We look for material you can connect with and bring with conviction, while respecting the pupils’ age, language and cultural backgrounds.

We can consider how to make participation more accessible through pace, space, clear demonstration, smaller steps or different ways of joining the activity. The aim is for pupils to feel included without being put on display or compared unfairly with one another.

Please bring the relevant educational guidance in an anonymised form. We work within your school’s agreed support arrangements and involve the appropriate colleagues where needed; mentoring does not diagnose a pupil or replace specialist assessment.

We look at a specific moment rather than describing the whole class as difficult. What happened just before attention was lost? Were the instructions clear, the task manageable and the transition well prepared? Was there too much waiting or too little space to move?

Together, we can explore clearer routines, shorter steps, purposeful variety and calm boundaries. We also notice what already engages the pupils. Persistent difficulties may need collaboration with class teachers and the school’s support team.

Yes. With older pupils, it can be helpful to explore meaningful choices, the purpose of the work and opportunities to contribute artistically. We can consider how to invite responsibility while maintaining a clear and dependable framework.

If you are preparing a performance, we can look at the material, rehearsal process and realistic demands on the group. The pupils’ learning and sense of belonging matter throughout, not only the finished presentation.

Yes. You may want to prepare more clearly with an accompanist, share observations with a class teacher or explain the purpose of Eurythmy to parents. We can work on language that is concrete, welcoming and connected to what the pupils experience.

We can also prepare for a difficult conversation by clarifying your observations, questions and requests. Mentoring supports your part in the conversation; it does not replace your school’s responsibilities or formal processes.

Yes, after agreement with your workplace. I can visit your teaching setting and be present in a lesson as part of mentoring. We first clarify what you would like support with and make suitable arrangements with the school or organisation.

We agree on the visit, observation and reflection time, as well as travel, any accommodation and fees, before confirming. Please contact me rather than booking a standard online session for a workplace visit.

We choose a focus together. It may be the flow of the lesson, how you introduce movement, the pupils’ participation, the use of space or a transition you find difficult. I also notice the strengths already present in your teaching.

Afterwards, we make time for your experience of the lesson and compare observations. Rather than leave you with a long list of corrections, we aim to identify a few useful next steps.

The purpose of the mentoring described here is your professional development. An observation should have a clear, shared purpose, so you know what to expect before I enter the room.

If a school requires an evaluation, written report or information for an employment decision, this needs to be raised before we agree on the work. We clarify the role, scope and who would receive any written feedback; it is not automatically included in an ordinary mentoring session.

We agree on the timetable, who will be involved, the purpose of the visit and time for a conversation afterwards. The workplace also needs to arrange the relevant permissions and visitor procedures, including its requirements for pupil privacy and safeguarding.

If the school is paying, we clarify the booking and payment arrangements and any expectations about feedback. It helps when the teacher, workplace and mentor understand the same plan.

No. We can begin with your account of a lesson, a plan or your own demonstration. Please keep examples anonymous and leave out names and details that could identify a pupil unnecessarily.

If a recording or other pupil information seems useful, discuss it with me before sharing anything. Any sharing needs the school’s authorisation and the required permissions and privacy arrangements. A recording is never a condition for beginning mentoring.

An initial mentoring session is 90 minutes and costs 1,500 kr. A follow-up is 60 minutes and costs 1,200 kr. Prices are in Swedish kronor, and these are the fees for individual online mentoring.

Workplace visits are priced separately by agreement. We confirm the scope, travel, any accommodation and fees before you commit.

Individual appointments are currently paused, with reopening planned for 2027. You can check future availability on the booking page. Choose Professional Mentoring, then Eurythmy Teacher Mentoring.

Choose an initial session for our first meeting and a follow-up if we are continuing. For a workplace visit, please contact me first so we can agree on the arrangements.

Yes, mentoring can be arranged with your workplace. You or the school are welcome to contact me to discuss the purpose, the time needed and whether online meetings or a visit would be suitable.

Please agree any funding with your school before booking. We also clarify what information, if any, the school expects to receive, so the professional relationship is clear to everyone.

I treat our conversations with care and discretion, within applicable legal and safeguarding requirements. Please keep pupil examples anonymous wherever possible.

When a workplace is involved, we agree beforehand what will be shared and with whom. You should not be left guessing whether a personal reflection will appear in a report to your school.

Please give at least 24 hours’ notice to cancel or reschedule an individual session. With less notice, or for a missed appointment, the full session fee applies. Any deposit is non-refundable under my Terms of Service.

For workplace visits, we confirm the cancellation and travel arrangements as part of the individual agreement before the visit is booked.