This is a report on the professional workshop focusing on the middle school level held at the Seminar for Waldorf Education in Frankfurt am Main from May 11–13, 2026 with Carola Adam-Roettig, Merten Roettig (both formerly at the Michael School in Frankfurt), and Moritz Jehle (Eckwälden Institute). This report is presented from the perspective of two participants: Constanze Spieker, teacher at the Albrecht Strohschein School in Oberursel (DE) and Cornelia Sachse, teacher at the Odilienschool in Mannheim (DE).
Teachers from a wide variety of regions in Germany, as well as from Switzerland, the Netherlands, Korea, Hungary, and Canada, attended this training—creating a colorful and cheerful atmosphere of camaraderie. What brought us back (for some of us, this was our fifth time) to Frankfurt to visit the Roettigs? It is our desire to receive support from experienced educators in the fields of eurythmy, supportive education, and social pedagogy. Through inspiring ideas and examples, we experienced what a healthy approach to education can look like. In addition, we were able to take home a suitcase full of materials (sheet music, verses, and exercises). The exchange with colleagues who face new challenges every day as they gain experience in supportive education with such a diverse group of students is a very valuable gift and an enrichment for our own eurythmy practice. Learning from and with one another was the top priority, and joy filled the room.
Carola Adam-Roettig began the first session with an opening verse for the transition from the lower to the middle grades:
To defeat the strong
Is true strength.
To master oneself
Is the highest strength.
To help others
Is the greatest strength.
(after Lao-Tse)
We began by getting moving with a short musical running and hopping exercise for the lower grades, and then continued with the same exercise at a new level of difficulty for the middle grades. First, we focused on the «cheerful and elegiac opening» as a therapeutic tool for exploring lightness and heaviness in the soul. What is it like when the heart is light or heavy? How does that feel? So we moved to the two musical openings and shared our thoughts on them.
A presentation by Moritz Jehle provided us with a subtle and professional introduction to the key developmental stages in middle school, grounded in an understanding of human nature, thereby offering new perspectives and connections. Crossing the Rubicon and the development from breath maturity to earth maturity, for example, are topics that are relevant not only to students in Supportive Education. It is difficult for adolescents at this age to recognize what is truly going on inside them during this phase. This is all the more true when such developmental stages cannot be fully completed due to a wide variety of ‹barriers.› Is it possible to make up for such developmental steps? Yes, it is possible, and of course, this requires a great deal of time and the appropriate knowledge of the children's individual characteristics. This is even more true—and especially so—in the field of Supportive Education. In this context, it helps to know where to begin! With his interesting examples drawn from everyday practice, his keen, inquisitive eye in his observations, and various literature recommendations, Moritz Jehle significantly expanded our own knowledge and experiences regarding the topics of Rubicon, breath maturity, and earth maturity. — Thank you!
For nearly two days afterward, we were able to focus on the middle school level with Merten Roettig through practical exercises and discussion. First, we addressed grades 5–7. We began with the «Wolkendurchleuchter» [transl. Cloud Illuminator]—as a sort of opening prayer for our meeting. The «Wolkendurchleuchter» is a valuable pedagogical unit for both the middle school and the high school, as it evokes memories of our spiritual home.
Together with Merten Roettig, we set many small but precious sayings to eurythmy, which can be used either at the beginning or at the end of a school lesson. Merten Roettig's mischievousness and humor were always present, and this brought a wonderful sense of lightness! To be pedagogically successful, it's not just about the ‹what,› but to a very significant extent about the ‹how,› so that the lesson is a success! As we continued, we did various stick exercises with different rhythms, which are particularly useful and easy to implement at this age level. Instead of copper sticks, the rhythm can also be practiced with balls, for example.
Mr. Roettig then led a special exercise session: the zodiac, «our source,» as Mr. Roettig emphasized. He guided us through the zodiac signs and the movements of the planets, beginning with the Sun for each one. Personally, I've never explored the zodiac this way before, and I'm thrilled. Before each zodiac sign, the energy of the Sun was palpable. What a wonderful experience!
For grades 8 and 9, we explored the imagery of ballads, which can have a healing effect at this age level. Images can be created through the spoken word, but elements of the performing arts can also help bring the events of a ballad to life more vividly. For example, we interpreted C. F. Meyer's ballad «Ja» [transl. Yes] using simple angel and devil wings made of sticks and fabric. That left a strong impression on all of us!
Under the theme «Pearl Exhibition,» we showcased pieces we had brought from our classes at the end. During the closing discussion and as we looked back on the event, everyone felt it was important to express our heartfelt thanks to Mr. and Mrs. Roettig and Mr. Jehle for these inspiring days. Mr. and Mrs. Roettig suggested transforming the next meeting into a kind of ‹symposium,› to which all instructors would contribute from their own rich experiences on pre-agreed topics. A small group of participants was formed to prepare for this event. The dates set for the event are May 3–5, 2027.
Contact: cornelia.sachse@t-online.de
Translation from German: Editors
Images: Roettig/Sachse/Bossenmaier
Further information: https://srmk.goetheanum.org/en
