Q: What is The Auction?
A: The Benefit Auction at Spring Garden Waldorf School is one of two major fundraisers that take place each year. We come together to support our school and our dedicated faculty by auctioning off items that have been donated to the school by the greater community.
Q: Why does the school hold an auction for fundraising?
A: The Annual Auction, while a major undertaking for our staff and volunteers, is an effective way to raise a large amount of money and have a great community experience all in one night. The funds brought in by our auction provide much needed support to the teachers who are crucial to our success, and also allow us to increase the current scholarship fund which helps a wide range of families bring their children to the school. It also helps provide a variety of curriculum enhancements, such as our recent additions include a greenhouse & gardening program, and a science classroom).
Q: Where is it held?
A: This year’s auction will be at the majestic Greystone Hall in Downtown Akron at:
103 S. High St. Akron, OH 44308
For more information on Greystone Hall, visit http://greystonehall.org/facilityov.htm
Q: When is it held?
A: Saturday March 22, 2014, doors open at 5:00 pm.
Q: What does it cost?
A: Tickets are $75 per person and include a tapas meal or strolling dinner, open bar and live entertainment. Come hungry and be prepared to have fun!
Early Bird Tickets are available for $65 until February 8, 2014.
Q: What is the Golden Ticket?
A: Raffle tickets are sold for $40 each. The winner of the Golden Ticket raffle gets to choose either $1000 cash or their choice of any item from the live or silent auction.
Q: Where do I buy tickets?
A: Buy Tickets online: https://sgws.schoolauction.net/sgwsbenefit2014/register/ticket_sales
Q: Who should go to the auction?
A: ALL are welcome. It is our great wish for the community at large to come to this special event — not just our school’s parents, but their relatives, friends, neighbors and business associates.
Q: What kind of items can be donated?
A: Any new item or experience, of any value, can be donated to our silent or live auction. Examples include:
- Baskets with themes for tea, wine, toys, or homeopathy.
- Services like babysitting, business consulting, photography or art portraits.
- Experiences like ski or piano lessons, trips, flight school, summer camps, or water park tickets.
- Gift Cards to local and national businesses.
- Weekend getaways, home improvement items, etc..
Q. Finances are tight. How can I contribute to the auction and stay on a budget?
A. There are lots of inexpensive ways you can help! Here are just a few ideas:
- First off we need volunteers, from now until the event! Please contact Kelly Plusquellic: email@example.com for more information about how you can help.
- Ask a business owner you know if they’d be willing to donate a gift card, an item, or buy an ad.
- Ask a business that you patronize (or simply one that you like) if they’d be willing to donate a gift card, an item, or buy an ad.
- Donate your time as a silent auction item – Offer leaf raking, house cleaning, or babysitting. Or co-host a dinner or other child friendly event with a friend.
Q: I have an item or service I’d like to donate. What do I do?
A: Fill out this online form https://sgws.schoolauction.net/sgwsbenefit2014/donate_items/new to tell us about the item. We will send you a receipt and instructions about where and when to drop off the item.
Q: I think I know someone who might donate or buy an ad. What should I do?
A: Here are three options:
- For a Donation: Send them an email with a link to the online donation form https://sgws.schoolauction.net/sgwsbenefit2014/donate_items/new
- For an Ad Purchase: Send them this link: https://sgws.schoolauction.net/sgwsbenefit2014/register/checkout to buy an ad (7 options available).
- To be a Sponsor (advertising package + tickets): Send them this link: https://sgws.schoolauction.net/sgwsbenefit2014/register/ticket_sales
Q. What happens at the event?
A. The auction night consists of two main parts. First, patrons peruse tables of items in the silent auction as they eat tapas and drink cocktails. Items are bid on “silently” by writing your offer on a bid sheet. The beginning bid is usually a certain percentage below the retail value. The end of bidding on each table is announced, and the highest bid wins!
After the silent auction, dessert will be put out as our auctioneer leads the live auction for items listed in the program. Even for those not bidding on the items in the live auction, the auctioneer and emcee provide entertaining banter, and the bidding wars are great fun to watch!
After the live auction, items you have purchased and bids you have won will be summarized on an invoice, payable by check or credit card.
There will also be a couple of fun raffle games, entertainment and a special alumni presentation taking place throughout the evening. All in all, the evening will be full of great food and great fun.
Q. I don’t have much money to spend at an auction. Why would I go?
A. For the comradery! Many people simply come to socialize and have a good time with the Spring Garden community. Of course, we hope everyone will bid on the items, but it is definitely not a requirement. We’d also LOVE to have you volunteer at the event; this is a great way to get involved, enjoy the event and not be concerned about spending too much money. Naturally the hours “worked” would count toward the time required per your contract. For more information email Sandy Conley at firstname.lastname@example.org.
Thanks to our Class 7 teacher, Ms. Cate Hunko, a number of artworks from Spring Garden students in Class 7 and 8 were submitted to the Scholastic Regional Art Competition.
We are proud to announce these winners!
- Kira Cseak – Silver Key
- Zoe Polacheck – 2 Gold Keys
- Melina Ley – Honorable Mention
- Ellie Edwards (8th Grade) Gold Key
This competition begins at the regional level and all of the winners will have their work in the National Competition. A ceremony honoring the winners will be held Saturday, January 25 at the Kent Stark Campus. Congratulations students and Thank You for your efforts Ms. Hunko!
As part of the Strategic Plan developed last year by the faculty, staff, Board, and parents, we are in the process of reviewing and updating school policies to reflect current and best practices. We have recently completed a revised Attendance and Tardy Policy, which will go into effect on Tuesday, January 21 (following the Martin Luther King, Jr. holiday).
Experience Waldorf and meet teachers, parents, administrators and fellow prospective families. Bring your curiosity and your children at 1:00, Sunday, Jan. 12th!
Can’t come on the 12th? Consider our Walk Through The Grades event on Wednesday, January 15th, at 9 am to see classes in session.
The Parent Council is hosting a presentation by Jeff Tunkey of the AHE Friday, February 7, 2014 – 7:00 p.m. at SGWS to discuss the role of movement and games in the Waldorf curriculum. Jeff is a member of the Aurora Waldorf School faculty and the Association of Healing Education board.
There is a growing body of research in education and neuroscience about the link between learning and movement. Studies have shown that physical changes from exercise can boost cognition, such as the increase in blood flow, brain mass, and neuron development. But research like this study about critical thinking and dance, or this one done through Seattle Public Schools, also connect dots between boosted academic performance and learning through movement.
For several years, our guest speaker, Jeff Tunkey, has been the Games (Gym) teacher, Care Group Coordinator, and, until recently, Extra Lesson Teacher at Aurora Waldorf School. He is an experienced speaker and has led several faculty workshops. You can learn more about Jeff’s work on his website MovementforChildhood.com.
For more information about this upcoming event, email Diane Miskinis.
Opponents call it the One-Size-Fits-All education, while supporters say it’s holding children to higher, more in-depth learning standards than current achievement tests. Common Core Standards are rolling out this year and are estimated to cost school systems millions. But what does it mean for families?
Too much, too soon, too stressful
Children will be tested earlier and more regularly. Child clinical psychologist Dr. Megan Koschnick is concerned that many of the early childhood Common Core Standards are developmentally inappropriate for young students not yet reaching Piaget’s concrete operational stage. And her peers at the American Principles Project are concerned that no developmental or neuropsychologists were involved in the committees for creating the Common Core. According to Koschnick, there is also little to no scientific research supporting the aptitude recommendations at early grade levels.
As Koschnick said in this video:
When standards are not developmentally appropriate, “Teachers are going to see typically developing children as delayed, parents may be informed that their children are behind and kids are going to get measured against inappropriate standards and might be held back or tracked into remedial classes that they don’t really need.”
In addition to the standards being potentially inappropriate for a child’s cognitive abilities, principals in New York, who adopted Common Core early, also say the standards are causing undue stress to little ones. They have written an open letter of protest saying the Common Core was too hard on younger children and they reported crying and physical ailments like vomiting and wetting during test taking.
And it’s no wonder the children are stressed. In Ohio and several other states, there are strict consequences for failing the third grade test. Students unable to pass a retest will not go to fourth grade with their peers. Ohio has joined others in the 3rd grade common core retention law meaning 3rd graders who fail to demonstrate sufficient reading ability on the new state standardized test will be held back.
Are Late Readers really “Behind?”
Many great thinkers and leaders throughout history reported being late readers or late bloomers in general including Albert Einstein who could barely read in the third grade and Nobel Laureates Richard Axel and Gerardus Hooft. Would Winston Chruchill, who failed 6th grade in a traditional education system, have passed a Common Core third grade test? Hard to say. But children who are labeled as “behind” in today’s world are often thought to be, or believe themselves to be, below average.
But if a slow-reading third grader is agreed to be “behind” what is required for testing, does that mean he/she is developmentally delayed or below average? The new standards push early reading and many studies show that those who start reading at 5 versus 7 show no differences by age 11. Does this mean the only benefit to early reading proficiency is the ability to take tests? In today’s public school system that question is irrelevant, as is the psychological concern of labeling students “behind” when they are initially slower readers.
What’s The Common Core FOR?
As Common Core strives to raise standards among global peers, many find it telling that top Western school systems prescribe to an opposite approach. The ever-popular, idealized Finnish school system does not allow children to even begin academics before age seven, which means reading instruction is delayed. But students in this school system do not need to read test instructions by first or even third grade. In fact, students in these high performing schools are not required to take tests or even receive grades until 8th grade.
Sir Ken Robinson’s popular TED talk explores the idea that U.S. education is outdated because it was created during the industrial revolution for jobs that no longer exist and is also modeled after an industrial process rather than considering the unique skills and talents of individuals. He maintains that a culture of testing and standardization has inappropriately labeled students and stunted curriculum. And often he points to the Finnish system as a model for how to address individual learning styles while still competing globally.
Waldorf Education and The Common Core
Waldorf Education is often cited for mimicking the Finnish system, which has a low-stress, non-testing environment for early elementary students and also takes a different approach to reading, with comprehension skills being taught first and phonics decoding beginning in first grade. What is core in Waldorf standards is catering to a student’s individual learning style with reverence and respect for each child and their gifts.
Waldorf educators also encourage a love of lifelong learning, which they believe cannot flourish in an environment where being slightly behind in one skill set:
- Causes undue stress and defeatist attitude.
- Elicits a label for a child as being less intelligent.
- Leads to a child being unnecessarily held back – delaying learning of other skill sets and social growth.
Waldorf Educators also subscribe to Howard Gardner’s theory of multiple intelligences, which deconstructs the idea of one “general” intelligence ruling someone’s abilities. In other words, a slow reader is not a slow child.
Is your child at risk of being labeled “behind” because they are a late reader or an anxious test taker? Consider Waldorf. Learn more at our website, visit us, request information or call 330-666-0574 to speak with our Admissions Director.