Nadiv Brog, KWS 4th Grade Class Teacher
Tell us a little about your background.
I was born and raised in Israel, and I spent my childhood in a kibbutz, where we lived a shared communal life. As a child, I was always part of a group of children my age, and we spent most of our time playing and wandering through the open spaces and fields surrounding our homes.
As a young adult, I found myself in various situations involving mentoring and guiding others, which gave me a deep sense of meaningful contribution. From there, it felt natural for me to deepen my studies in education. Through my studies in education and the journeys of the soul that shaped my life, I encountered Anthroposophy and, within it, Waldorf education. Since then, they have accompanied my life and my family’s journey wherever we have gone.
What draws you to the Waldorf approach to education? And, in particular, being a Class Teacher in a Waldorf School?
My attraction to Waldorf education comes from a deep feeling that it is a meaningful thing for humanity. The understanding of the human being as an entity composed of body, soul, and spirit, together with the fact that the methods of teaching and learning are designed to nourish all three of these aspects, gives a feeling that what I am doing is truly good and right. For me, the human being is an unsolved mystery, and working in education allows me to remain constantly engaged in the search for the answer to that mystery.
There are two things about being a class teacher that I find especially wonderful. The first is the gift of having the opportunity to form meaningful, long-lasting relationships with children and parents. The second is the need to continually change and learn new subjects in order to be able to meet the children where they are. The role requires observation and learning—a constant creative movement.
How did you get to KWS?
Finding our way to KWS felt like finding a needle in a haystack. The question of independent thinking in education is something that my wife and I care deeply about. In my view, it is an especially urgent issue in today’s world, which is filled with polarized opinions, technological distractions, and forms of mental manipulation through both traditional and social media.
I was fortunate to meet Brad at a conference dealing with questions related to ‘Individual thinking’ and education. I was deeply impressed by the direct and courageous way he chose to speak about these fundamental questions concerning education in the contemporary world in which we live.
From there, the desire to send our children to KWS was born. Then an opportunity opened for me to apply to work here as a class teacher.
What are you most looking forward to this coming year?
I am very excited about fourth grade and all the magic that children bring with them at this age. On the one hand, childhood is still very much alive, with all its enthusiasm, innocence, and joy. On the other hand, children are beginning to develop a stronger sense of their place on the earth and a genuine desire to learn about the world around them.
I am especially curious and excited to explore the geography block. I am not yet very familiar with the region in which we live, and the opportunity to teach local geography at this age will allow me to learn something completely new.
You also have two students in school. In your opinion, what makes our school unique and special for our students?
The accessibility of nature is something I value tremendously. The experience of having direct and immediate contact with nature is woven throughout the students’ daily lives at school. The spaces where the children play and explore allow them to gather many healthy and enriching childhood experiences.
The fact that the school has existed for many years, and that strong traditions have developed over that time, provides a wonderful sense of stability. Children love knowing what is coming and what they can expect, and the school’s traditions allow that sense of anticipation to emerge at the right time.
