Waldorf News

Finding Confidence

David Sewell McCann

When 54 Waldorf teachers were asked why they wished to commit to a 3-month storytelling training, most answered that they wanted to become confident. Confident storytellers. Confident teachers. Confident people.

This question was tangential to my dissertation research, a program evaluation of a training program. It was clear that these Waldorf teachers valued storytelling as a primary pedagogical tool as well as being effective with conflict resolution, classroom management, creating community and restoring connection between students.

The challenge, it turned out, was that these teachers lacked confidence to do what they knew was central to their work. For this reason, they took the training.

When the program and its evaluation were over, and the research was analyzed, there were several emergent conclusions. Though the dissertation question was focused on relevance and effectiveness, I found myself particularly curious about the confidence levels.

It was no surprise that those who took the training became more confident storytellers—experience often delivers confidence. But when asked, most answered that it was a combination of two key components: their acceptance of their own unique storytelling style, and the support of others. Authenticity and relationships. They were encouraged by others to be themselves, and their confidence grew.

This was not my research question so I don’t have data to back this up, but I can say this is consistent with what I hear from people in workshops or other programs. They will use the tools if they align with what feels natural to them, and if they feel accountable to others.

This has me re-evaluating my research as well as future program designs. Instead of a top-down model of “here is the best way to tell a story,” I now start with a bottom-up celebration of how each student already does it—what is authentic to them.

And then, if we want to encourage any continued practice, we need to build cohort relationships. There needs to be accountability to others. To train teachers (or anyone) in new skills and tools, start with what they are already doing. Celebrate that first, and then build from there. And as they try new things, encourage them to practice with others—to build and develop together in relationship.

This led me to a new offering, a way of finding your authentic “storytelling signature” and then building from there. And to encourage the development of a cohort, we’ll meet on a particular date to open and explore the course together.

If you’d like to join, you can use the code WALDORFTODAY to receive the course and join for free. I’d love for you to find confidence through your authentic storytelling signature and to do so in community with other teachers!

David Sewell McCann is co-founder and lead storytelling for Sparkle Stories, and currently develops storytelling curricula at How to Story. He is a former class teacher and is a doctoral candidate in education specializing in Waldorf professional practices.