Ms. Tracy

Neuroscience and Education

2012-01-28T11:42:00.000-08:00

I just learned about a free, online course that is about Neuroscience, Education and apparently features a Montessori classroom. The course is available at http://www.learner.org/courses/neuroscience/ and looks like Harvard Smithsonian Center for Astrophysics was involved in the development.

Julia Volkman wrote about in the Public School Montessorian.

Montessori Apps

2012-01-11T17:41:00.000-08:00

Another advertisement for a "Montessori App" crossed my email this week. This time it was complete with a demo video. The app was apparently developed in conjunction with a well known Montessori school somewhere.

I wanted to know more about yet another app, so I watched it. It reminded me a lot of the look of many computer games for preschoolers. Add the letter to sound out the word, etc and the voice over will help ou hear it. It "looks" like the Montessori materials are being used- except nobody is writing their own words or making mistakes.

There are the continent globes. They have some nice pictures attached.

Then came the "pink tower." First you place the blocks in size order on the "rug." Then you get to build a tower. Really? We can build a pink tower now with one finger, but the system won't allow for mistakes.

This is just inevitable. Adults that use technology think that it has to be developed right for the kids. It has the Montessori name and school sponsorship. I'm trying to figure out how to really make the argument that it is just not the same.

Khan Academy

2011-07-29T16:34:00.000-07:00

Khan academy
After a couple of interesting discussions recently, I really wanted to learn more about the Khan academy. After about an hour and a half, my conclusion is that I'm disappointed.

This is not innovative education. This is a massive collection of video based lectures.

Education background matters, but funding apparently does as well. Please spend some time evaluating for yourself.

Most of the videos are high school (Algebra, biology, chemistry, calculus), college (differential equations) or general knowledge (computer science, astrology, credit crisis). There are large sections of Sal Khan working through test problems. Some of the sections are developmental math.

Developmental math sections
Basic lectures. No visuals, no manipulatives. I can see value in some of these for adults that understood the concept in an initial language and are trying to build English skills. The lecture on _order of operations_ consisted of working a problem with the requirement that _order of operations_ is "Do this first." No understanding of why. Place value was just the same. Repetition of words, no real understanding if the child did not understand.

CA Standards algebra 1 (Test problems)
Poorly labeled section titles. Blurry cut and paste problems. I found that the demonstration of one problem assumed knowledge in the answer. _i.e. "Multiply out using the distributive property." Then evaluated the multiple choice answers for the "distributive property." The lecturer was also audibly distracted by a firetruck going by.

Chemistry (Appropriate for 1st year HS or college.)
Introduction to Atom- first lecture listed under chemistry.

Khan (presumably) starts with a philosophical discussion of cutting an object into every smaller objects until you get to the "uncuttable." When he states that we now know an atom has parts - proton, neutrons, electrons he uses the term "orbit." He also explicitedly states that electrons aren't in an orbit and this view is incorrect or mentally incorrect (despite a visual.) It's not for several more minutes that he explains that an electron can really be in an orbital cloud. During this video he makes at least two references to really understanding atoms when you get to the segments on quantum physics.

There were several other things that bothered me about this lecture. "Protons are purple. It's a nice neutral color." The use of the term "He" to represent "Helium" before any discussion of what an element was. Jumping right into the periodic table in the same lecture. At 12 minutes out of 21, he discussed the atomic weight and mass of carbon and called it a neutral atom. (First lecture remember!)

History (Appropriate for 1st year HS or college.)
1620-1750 1st lecture.
I can sum this easily. There was this successful settlement, then there was this one, then not much happened for about this entire period of 130 years except the colonies formed and the British were here and the French were here. Then the British and the French got into a war.

Executive function, Play and Montessori

2011-06-03T16:48:00.000-07:00

Executive function is the ability to hold a thought in memory, recall it, and act upon it. It involves planning, impulse control and often language skills necessary for a plan or interaction with others. Executive function is recognized as a crucial skill in academic and social success. More and more elementary teachers also feel that the children in their classrooms are lacking this skill.

I've been researching both executive function and a program called "Tools of the Mind." "Tools of the Mind" is based on the social learning theories of Vygotsky and in many ways appears to be primarily play based. It's much more complex however. It includes planning, memory and activities specifically designed to encourage structured play. This program has been very well received in the educational community and appears to promote executive function. I believe it's very compatible with Montessori education.

Extended dramatic play often involves the ability to negotiate a role, remember a role, and act within that role. If you are held accountable for your role in "play" then you are building memory, planning, and language skills. It could be awkward if you started playing the role of the robber when you were the role of the policeman! I believe that structured dramatic play can be extended in the outdoor environment. The "Tools of the Mind" program talks about how books are often a scaffold to dramatic play. It seems ideal to read before outdoor play and perhaps have props available outside. In the Montessori environment, fantasy play with materials is often a subject of debate. However, if the material is not abused it might be an opportunity to extend thoughts, memory recall, and stimulate additional play opportunities.

A Montessori environment naturally encourages the development of executive function. The structure where they have to make work choices, often while negotiating with others, involves a great deal of planning and thought. I believe that we can take this a step further by involving the child in planning their day and writing it down. Some schools already make an effort to keep a log, journal or record of the child's daily activities. Why not have the child plan in advance and then reflect on if they keep their plans? The environment and the enforcement of ground rules can remind individuals of the need to wait, walk and respect others constantly. A child may have to wait impatiently for a friend to be ready or a job to be free.

These two articles give more detail on both Tools of the Mind and executive function.
Can the right kind of play teach kids self control?
Creative play makes for kids in control

Roots N Wings Montessori part 2

2011-06-03T14:35:00.000-07:00

Roots N Wings Montessori school is getting ready to open

I've signed a lease.
I've dropped off the childcare facility license application.
I'm negotiating with contractors and business arrangements.
Investigating appropriate fire alarm systems.
Working on marketing materials.
Adding content material to the website.

Before long there will be a significant change to the building and the environment. I'm excited. I'm in contact with several individuals that are interested in working as a teacher and one parent that wants to enroll.

At this point, everything is a balancing act on timing.

Roots N Wings Montessori School

2011-05-03T12:26:00.000-07:00

There is going to be a new Montessori preschool soon! I will be opening Roots N Wings Montessori school some time this fall in Redwood city, CA. The location is great- it's an area that is easily accessible from the freeway with very few preschools at the moment. The lease will be signed sometime this week. It's late, and the licensing approval may be late because of that, but we've adjusted the rental rate to accommodate for a late start and the potential of low enrollment that may go with it. Initially the school will be able to enroll 45 students. The property has the ability to expand substantially though.

Jason Bayton has been working with me to design a website. It's still incomplete, so I'm not sharing it yet. He set me up with Google Apps, and today I logged in as Director and added the school location to Google Maps!

There is a lot of work to be done. We have to remove some interior walls, paint the exterior and replace windows. I want to set up a non-profit foundation so that I can offer scholarships. At this point, I'm not sure what my playground will look like. It's going to depend on the ultimate cost of a million other details, but I'll find a way. Teachers and my own salary will depend on what enrollment looks like. It's a good thing that I used to be a CPA and I can run numbers constantly.

This weekend we had a commercial property inspector look at the property. The roof will need to be replaced in a year, but everything else looks about like what was expected.

I've been setting up for this for a long time. My house is filled with teaching materials and little things that will move to a school. I dream about this every single night, and I wake up with one more thing to do in the morning. I'm excited. I'm happy.

Reflections

2011-03-14T23:12:00.001-07:00

I want to make a commitment to write more about what I read and do professionally. (That includes labeling posts!)

I found a great resource in Google books. You can find so many older books online with Google books- complete with digitized pictures. Priceless.re

On peace education and conflict resolution

2011-03-14T18:35:00.000-07:00

I've been listening to a thought provoking workshop course by Sonnie McFarland, author of Honoring the Light of the Child. I believe that peace education and conflict resolution is vital to the overall healthy development of a child, and I believe that Dr. Montessori felt that it was important for both the child and the world. Ms. McFarland's has developed an entire curriculum for use with children.

Some elements-
1. The connection between mind, body, emotion and the need learn techniques such as breathing that help one calm down.
2. Connection to "love light" to show one's inner spirit/love and it's changes.
3. Stories that reflect the path of challenges and the path of peace.
4. Role playing and other dramatic stories.

Many of the elements in the curriculum have physical works that are associated with the curriculum.

I find this "thought provoking" for several reasons. Young children need to be given specific tools and often examples in how to learn to relate to others. This can be an extension of Grace and Courtesy. The very act of labeling an emotion causes the amygdala to calm down, but young children may not have the words for their emotions. The act of communicating their feelings increases their independence, but only if they are heard. (Perhaps their should be a work to create an invitation to the peace table!)

Many of the stories in the peace curriculum appear to be personally meaningful to Ms. McFarland, but not necessarily to children in children. I found them abstract and dramatic, but I have not seen them in use in a classroom.

Dr. Montessori felt that too many choices in a classroom were a hindrance to the child's development. The materials that she developed focused on one attribute at a time, had a built in control of error, etc. The materials are also mutually supportive.

To me, this is a fundamental issue in many classrooms and one of the divisive issues among the different professional organizations. What materials should be in the classroom and how much thought has gone into their placement. I am aware of many different lists of what should be in a Montessori classroom, but I'm reflecting on the "supplemental" materials. There are many that are sold at conferences or elsewhere. They may meet a very valid need, but how often is that need actually evaluated based on observation of the child first compared to the adult's perception of what the classroom should have.

The Montessori Classroom

2011-03-06T14:59:00.000-08:00

The Montessori Method
The educational system that Dr. Montessori developed became the Montessori Method. It has several important elements. The "Prepared Environment" is the Montessori classroom. It is carefully designed and filled based on the needs of the children and careful observation by a guide, or teacher. These materials are designed to be attractive to many children. The children are free to choose which materials meet their own developmental needs at the moment. The freedom in the classroom does have many limits. The safety and well being of the entire classroom is important and children are given specific lessons in Grace and Courtesy in order to assist in communication, conflict resolution and social skills. Children may be gently guided or given a lesson to ensure that a balance of activities are chosen.

Montessori materials are created so that the child can identify errors without assistance. In this manner, they control the learning experience and have the opportunity to repeat work unhindered. Children are provided with a long work period which allows flexibility in choice and time for challenging works.

Scientific research has supported many of the ideas that are natural in a Montessori classroom. Movement, choice and interest all promote learning.

Practical Life and Art
Practical life is an area of the classroom designed to help children become more independent in everyday living. The tasks that adults take for granted are broken down into manageable steps that a child can practice. In the course of the day, children might perfect their ability to pour themselves a drink or serve a snack, learn how to scrub a table, sweep the floor or polish a mirror. They might choose to use dressing frames to understand how buttons work or learn to tie shoes.
Art materials are carefully chosen and available to the children at all times. Art is a creative process and one that is essential overall intellectual, emotional , and expressive development of the child. Many skills are naturally developed when a child freely uses art materials. These include fine and gross motor skills.

Sensorial
The sensorial materials in a Montessori classroom are colorful, attractive to children and designed to educate and refine the senses. Each material focuses on an increasingly complex attribute. The pink cubes increase in volume. The brown prisms increase in length and height while the red rods increase in length. There are materials designed to bring out the child's awareness of touch, smell, color, and geometric shapes.
Work with the Montessori sensorial materials has indirect benefits that are not easily seen. Many of the materials are designed with ten elements and are based on the properties of the metric system of measurement. Children discover relationships among the materials and can use them as a unit of measurement. Hand strength, eye hand coordination, and work with patterns are all skills that support the development of reading and writing.

Language
The Montessori language materials are designed to support reading, writing, and vocabulary development at the child's own pace. A child will be introduced to sound games and the sandpaper letters to begin to learn to distinguish the phonemes, or distinct sounds in a language, that make up words. Work with the metal insets helps to develop hand control and strength, but is often quite artistic. Children may begin to write letters in sand or on chalkboards before moving to paper. They will be able to write their own words with the moveable alphabet and many begin reading.

Mathematics
The Montessori materials in a primary classroom are designed to meet a wide range of abilities. Children initially learn to understand quantity and the related numerical symbol with materials that provide a wide opportunity to develop and strengthen counting skills. These include the red and blue rods, the spindle boxes and the skip counting chains. The Seguin Boards are then used to further develop an understanding of how numbers are made from a combination of tens and units. Children can then move to work with the golden beads which allows them to begin work with mathematical operations.

Geography, Culture, and Nature
Children in a Montessori primary classroom learn about geography through the use of puzzle maps, globes and cultural events. Children will often become interested in making their own maps. We are able to look at realistic and beautiful pictures of people, places and animals from all over the world. Animals are studied in relationship to the basic classifications (mammals, reptiles, fishes, invertebrates, amphibians and birds) their environment and geographical location. Children can choose to work with land and water forms that show the relationships between land & water structures such as an island or a lake.

All rights reserved. Copyright Tracy Crawford 3/6/2011

Who was Maria Montessori?

2011-03-05T15:43:00.000-08:00

Maria Montessori was the first female physician in Italy. Her background is important, because she was trained as a scientist. She was trained to observe and test her assumptions. In her early career she was working with the equivalent of mentally deficient children in an institution. Based on her observations, she felt that they were deprived of stimulation. She began to use some of the equipment developed by Edouard Séguin with these children. In 1901, the "deficient" children that she had been working with passed the Italian public school exams. While this made international news, Dr. Montessori was wondering what was wrong with the traditional educational system.

A few years later she had the opportunity to open a school for children in the slums of Italy. The children's parents worked, and the landlords of the building wanted a place for the children during the day. The children were initially supervised by a woman who was barely more than a girl with no training as a teacher. Dr. Montessori made changes to the environment based on extensive observations of children over time and what they were universally drawn to or rejected.

Over time Dr. Montessori developed a system of education based on concrete materials, freedom of movement and individual choice. She recognized that a child has a natural sensitive periods when children are biologically primed to learn certain concepts more easily than at a later time. The materials that she developed are integrated and reinforce learning across the classroom and over time as the child grows. The majority of her ideas have been supported by educational research in recent years.

All Rights Reserved Copyright Tracy Crawford 3/5/2011

Children's apps on iPad

2010-12-22T17:19:00.000-08:00

*The brave new world of Children's Apps"

I initially saw an article about 5 classic children's tales which were converted to the iPad (http://mashable.com/2010/12/12/childrens-books-ipad/) and followed it to watch the video of the two year old playing with the iPad (http://mashable.com/2010/04/06/2-year-old-girl-uses-ipad/) I've spent a bit of time to look at several applications designed for toddlers/preschoolers on the iPad. Many of them have or will be converted to the Android platform though. There are an ever increasing range of tablets available on the Android operating system. Although these applications below are free, many of them have a purchased version as well.

Lewis Gray indicated that his kids use his ipad all the time- mostly for UTube. "In addition to that, Matthew likes all the sports games, from Bowling to Arcade Hoops, Soccer and baseball. Both like Doodle Pad for drawing and we have another app for learning animals' names."

However, there is research that is currently showing that some of these apps are shown to be educationally beneficial.
"Are Preschoolers Learning from Mobile Device Apps?
A recent report from The Joan Ganz Cooney Center (http://www.joanganzcooneycenter.org/Reports-27.html) at Sesame Workshop documents the growing trend among young children to engage in play sessions using applications downloaded to mobile devices such as iPhones. The sessions, most often occurring when the devices are passed to the kids by siblings or adults, last between 5 and 20 minutes and consist primarily of playing games. The report says there is evidence the kids are learning, citing research on the Martha Speaks: Dog Party and Super Why apps that focus on literacy skills. Positive effects were found for children as young as age 3. The report also provides guidelines for app creators and family members with young children."
Source: NIEER newsletter.

1. "Alice Lite" for the iPad (listed in the Mashable article)
This app is very well done. The designers have essentially recreated the book and enhanced it. The enhancements take advantage of the functionality of the ipad. For example- on page starts with the text "So she was" the "SO" is half the page and a pocket watch is hanging from it. It can be moved by touch, hangs in orientation with the iPad, and swings with movement. Most of the embedded enhancements can be moved by touch.

Primary concern with this book is the ability to move objects in random directions by touch. It seems to be a very abstract ability for young children, especially since the object "follows" the finger.

2. "Peter Rabbit"
This is an electronic book created on the pop-up of the book form. The pop-ups/ pull tabs move in an identical pattern to the book. It is very similar to an actual book.

3. "Alice HDO"
I'm not sure if this is related to the initial Alice. It is a detailed hidden object picture game. Touching one of about five objects that are listed on the bottom of the screen causes them to fly forward and then disappear. There is no audio component to the words, only music. I'm not sure of the intended audience. The words are elaborate and sometimes archaic. For example - "Hooka, camomiles, diamond-ring"

4. "First Words Sampler" (Possibly shown in the video with the two year old)
There are simple words combined with cartoon images. There is audio component that pronounces the letter name when touched. The letters are to be dragged to their matching positions, and then the word is pronounced. The image spins and enlarges. This is a very basic application and not consistent with Montessori principles. It might help to increase vocabulary, but I doubt that any child that is able to play with a tablet is lacking opportunities for vocabulary development.

5. "Snake"
Puzzle matching game. The pieces must be dragged into position almost exactly in order to fit the puzzle. 1/4 inch is not accurate enough. The puzzle pieces can not be rotated.

6. "Animal Shape Puzzle"
This starts with a full screen of advertising and moves to a "Start" that is changing size and shape. It is also a puzzle matching activity. These are cartoon pictures of animals that are then segmented into puzzle pieces. The pieces can not be rotated and requires a high degree of accuracy in placement.

7. "Smart Baby Colors"
This application teaches colors through an initial screen of color swipes and the associated word. It is then followed by a realistic picture of an object in that color upon screen touch. It repeats with different colors. This application is similar to a book except for the audio component.

*My conclusions.*
Many of the best applications actually resemble a book. What are the benefits and disadvantages of moving to electronic books when this is something that is happening currently in the adult world? The ability of the touch screen to move objects and defy gravity without an obvious connection is something to think about. Puzzle piece and matching games do not allow a child to feel the piece or rotate it. This will diminish the ability to reason in three dimensional space. Other uses of the apps vary from videos to essentially traditional computer games uses.

NCLB and the 21st century

2010-11-02T17:32:00.000-07:00

What is NCLB (No Child Left Behind)?
- Standards based education reform based on standards and standardized testing. Standards and tests were set by states. (This is changing as states adopt the National Core Standards)
- Considered to be "high-stakes" testing because if schools did not show student improvement federal funding could be jeopardized as well as other punitive measures.

General Goals of Education for the 21st Century
1. Basic skills mastery. This includes general content and is relevant to job preparation at all levels.
2. Critical thinking
3. Social skills and collaboration among diverse audience.
4. Development of a work ethic.

The testing requirements of NCLB have led to increased teaching time devoted to reading and mathematics. There have been very little improvements in reading and modest improvements in mathematics. Both subjects are frequently considered to be very dull and tedious with drill and kill approaches according to research with both students and teachers disliking them. Education time for science, social studies, art, music, PE, recess has dropped or even been eliminated. These changes are more pronounced in schools with a higher poverty level.

Student performance on standardized tests does not measure critical thinking skills. In fact, it's rarely taught. Project-based, inquiry-based, and problem- based collaborative projects are often not part of the curriculum. An emphasis on test scores has been shown to increase drop-out rates rather than increase a work ethic.

Announcing the Montessori Book Club- with great delight!

2010-09-16T10:35:00.000-07:00

Welcome to the Montessori Book Club sponsored by the Montessori foundation and moderated by Tracy Crawford and Sharon Caldwell.

The focus of this new group is to read and discuss Montessori books and gain a deeper understanding of Montessori philosophy as either teachers, parents or individuals interested in understanding more about Montessori education. The timing of each book read will be flexible depending the group reading although there will be a tentative schedule. Initially we will focus on three books Montessori Children by Carolyn Sherwin Bailey, Maria Montessori: Her Life and Her Work by E.M. Standing, and

Dr. Montessori's Own Handbook by Maria Montessori.

Montessori Children will be the group's primary focus. It is available free from Google Books currently! There are descriptions and one Amazon review (where available) below.

The Montessori Foundation has set up an educational moodle to support the book club. It includes several discussion forums. Individuals that participate will have the opportunity to discuss general education books and suggest books for future reading. A special section has been set up to store meaningful quotes that are found in the reading.

The Montessori Foundation will set up a unique page and link to the book club from the home page, but we haven't accomplished this yet. The book club can be accessed by going to https://www.montessori.org/moodlecourses/
. We will need to enroll interested individuals by providing a login and password, but we're opening to move to open access.

Please contact:
Sharon Caldwell at SharonCaldwell@montessori.org or
Tracy Crawford at TracyCrawford@gmail.com
For more information!

Montessori Children By Carolyn Sherwin Bailey
This book is available online and free from Google books. It was published in 1915 and contains some unusual insights into what the early practice of Montessori education was like. One example was that the initial color tablets were spools of silk thread. Ms. Baily went to Rome in order to study the results of Montessori education. She observed the children themselves as well as had the opportunity to meet with Maria Montessori and listen to her lectures. It is primarily a study of the children of a Montessori environment. It is easy to read and very descriptive.

Maria Montessori: Her Life and Her Work by E.M. Standing
This book is technically a biography, but it contains a very dense summary of Montessori practice and philosophy. E.M. Standing worked closely with Maria Montessori in the writing of it and she read much of the manuscript. Although not written by Maria Montessori, much of it sounds as if it could be her words. This book is heavy on philosophy and includes elements that I have not previously seen in other books such as the sensitive periods for "Learning Good Manners" and "Grammar."

Amazon review
"This is the book that opened Montessori's theories and achievements to me in a way her own writing never managed to. The Standings are not unbiased, having worked with Dr. Montessori --- but they do an excellent job of weaving Montessori's life story with her teaching discoveries and methods. If someone is interested in learning about the Montessori method, and can only read one book, this is the one. There is another biography by Rita Kramer that looks good, but I haven't gotten to it yet. Good luck!"

Dr. Montessori's Own Handbook by Maria Montessori
This book is written by Maria Montessori and is easy to read. The Handbook is more about the didadic materials and the prepared environment rather than philosophy although any discussion on the Montessori method includes philosophy. There are extensive descriptions of the Children's House, sensorial, language and mathematical materials.

Amazon review
"This short book is like an Army basic training manual. Montessori teaching methods are described in detail, like recipes in a cookbook. An interesting section on food for children recommends large amounts of fat and sugar foods and therefore seems outdated. The systematic order achieved by the method is described as desirable while too much variety and child/teacher interaction is regarded as undesirable. The book warns that over-stimulating a child's imagination could cause him or her to miss the purpose of the lessons (tell that to Barney). The author's works have a ring of truth throughout and are valuable because of the spirit they convey even today."

An amazing morning!

2010-09-03T13:43:00.000-07:00

What a beautiful school that I had the opportunity to visit this morning. It truly represents Montessori and showed such a profound respect for the children. The children were gently gathered coming from outside coming together like a flock of ducklings into the classroom. They sang two songs as a group to the sound of a guitar. Then they were able to choose work. One child said he didn't want to choose any work, and got up to look around the room instead. In almost a three hour work period there was not one child that cried, no fighting, and no bells that rang causing the children to react. I watched an older child tell one of the youngest not to run in the classroom. I watched one of the youngest decide to paint, get out the paint and clean up completely without any mess.

Some other work that I saw-
-3 girls worked together to clean two wall length shelves. In the process they removed every item including several plants and all of the sandpaper letters. They traced many of the letters.
-Every child who was hungry served their own snack. First they got a cloth placemat. Second, they washed their hands. Third a glass plate. Fourth- using tongs they counted out 3 crackers and 2 apples based on the number in front of the bowl. Each and every child. If they were still hungry, they got seconds.
-Many children made necklaces or bracelets with a real needle and beads. The only thing the teacher did was tie a finishing knot.
- Beads were spilled all over the floor and picked up. Twice.
- Tables were washed.
- Plants were watered.
- Polygons were studied.
- Continents were built using puzzles and painted after being traced.
- Words were developed from practicing writing "sh"
- Children were learning about the concept of addition using the golden bead material. In the thousands.

All of these children were 3-6. Maybe only 3-5. It's only the third day of school for the entire group together.

Montessori Education at it's best. I loved it.

Maria Montessori's Morning Devotional

2010-08-31T09:37:00.000-07:00

Morning Devotional ~

To respect children- in return to be worthy of their respect. To praise much and blame little. To emphasize their successes and minimize their failures
MAY LOVE AND UNDERSTANDING TEACH ME.

To make no promise to children that I cannot keep. To have unbounded faith in them. To know they have great potential. To have the patience and wisdom to bring it forth. To allow children the dignity of their own personality and individuality. To refrain from making them over to our desire.
MAY LOVE AND UNDERSTANDING HELP ME.

To be cheerful and ready to smile and often to laugh. Children love and thrive on cheer. As teachers, we have no right to inflict our moods on children. (Happiness is an outward sign of inward spiritual grace.)To have infinite patience with children and to make allowances, knowing there is so much for them to learn and knowing that I myself am not so very wise.
MAY LOVE AND UNDERSTANDING GUIDE ME.

To protect the child always from my nerves and from our own irritability, prejudice, pessimism, fears- showing and practicing in their presence only the opposites.
MAY LOVE AND UNDERSTANDING AID ME.

To help them choose their life's work that they are suited for. To stir up the gift that is in them. To discover the talent or talents that they truly have- the inner pattern they came with.
MAY REAL UNDERSTANDING LEAD ME.

To bring fresh energy into the schoolroom engaging all with keen alertness, interest and enthusiasm. To help children to meet life bravely, honestly, independently.
MAY LOVE AND UNDERSTANDING SHOW ME.

To give the children freedom and to never confuse liberty with license, as these two words are not synonymous ever. To show my friendly interest in each child. To consciously care for their progress, but to attain this by warmth and love rather than by rigid cold discipline. To manage children by the pleasantest of methods, with intelligence and affection and never by condemnation and fear.
MAY LOVE AND UNDERSTANDING TEACH ME.

To educate truly, by drawing out rather than spoon feeding. To guide them instead of driving them. To direct their energy instead of repressing it. To try always to understand them, instead of sitting in judgment of them: and through all misdemeanors, both trivial and serious, to let them know it is the action we deplore and never the child.
OH LEAD ME, OH TEACH ME, OH GUIDE ME.

- posted by Terri (Montessori online)

Going for a walk

2010-08-20T10:29:00.000-07:00

I remember stories about how Maria Montessori learned that young children can walk for long distances when allowed to walk at their own pace since my earliest exposure to Montessori. I remember allowing my daughter to just that at the shopping mall. There was one time when she meandered between the walkway and rather extensively the railing balcony so that she could observe and play with the poles and look at the people below. I was contently walking with my husband and in no hurry. He told me how patient I was allow her to move at her pace.

I recently was reading one of the Karachi Lectures by Maria Montessori "When a child is walking, s/he is not merely walking, but is observing and learning. The adult takes a walk to walk but the child walks to observe the whole environment in its smallest details. The example of the tiny child with his/her back to the flower and marveling at the tiniest running spider should make us reflect what we need to know, to observe and to learn from the child."

It reminded me instantly that walking is the child's activity. When schools, directors and teachers set up a plan so that children can go for a morning walk every day, it's not the same. A walk on a prescribed path or at a certain time or when one is unallowed to explore is not a walk. It is exercise and it does not belong to the child, but an infringement of their choices.

I want to walk in the garden today with children, watch flowers or bugs and hummingbirds. Perhaps they will walk with me. Perhaps not.

And another one down for our school systems...

2010-08-20T10:11:00.000-07:00

Written by Peter Gray. Read the complete article at... (This is abridged!)

The "ADHD Personality": Its Cognitive, Biological, and Evolutionary Foundations

Posted: 19 Aug 2010 12:31 PM PDT

"Last month I posted an essay linking the dramatic increase in diagnosed ADHD (Attention Deficit Hyperactivity Disorder) to our increasingly restrictive system of schooling (see ADHD and School)."

My overriding point was that, because of the increased competitive and standardized nature of schooling, behaviors that in the past would have been regarded as within the range of normal are now considered to be abnormal. At present, in the United States, roughly 12% of boys and 4% of girls have been diagnosed with ADHD. What kind of a society are we if we consider 12% of boys (one out of every eight) to be mentally disordered in this way and in need of strong psychoactive drugs as treatment?

Some people who commented on that post objected to my sociological analysis by referring to evidence that the brains of people diagnosed with ADHD are in some ways different from those of other people. To them, the evidence of a brain difference is somehow proof that ADHD is a "medical" or "biological" disorder and that a sociological analysis of it is out of place. But if you give it some thought, you will quickly realize that there is no contradiction at all between biological and sociological analyses of ADHD or any other condition referred to as a disorder. My goal in that essay was to explain the extraordinary increase in rate of ADHD diagnosis that has occurred over the last two or three decades. I don't think that increase is primarily due to a change in brain structures in the general population; I think it is primarily due to a change in social values and especially in the conditions of schooling. Today, as a society, we are far less tolerant of children who don't adapt well to our system of compulsory education than we were in the past, and so we diagnose them and give them drugs.

The basic cognitive characteristic of ADHD appears to be high impulsiveness and reduced "executive control."
According to the most widely accepted cognitive model of it, the fundamental problem in ADHD is not one of attention so much as one of impulsiveness.[1] By a wide variety of measures, people diagnosed with ADHD are more impulsive, less reflective and controlled, than other people. This impulsiveness is believed to underlie all or most of the distinguishing behavioral characteristics shown by such people. Impulsiveness leads them to be easily distractible, which is why they are seen as inattentive. It also leads them to be impatient and restless, unable to tolerate tedium or to sit still unless something truly grabs and retains their interest, which is why they may be seen as hyperactive. And it leads them to be highly emotionally reactive; they tend to respond immediately, emotionally, overtly, to stressful or otherwise arousing situations.

Continuing reading at...

Fantasy and Imagination

2010-08-18T18:00:00.001-07:00

Note: The majority of this was written by Sharon Cauldwell of the Montessori Foundation. It was part of a larger post on fantasy and imagination on the Montessori_online yahoo group. There were a few key ideas that I wanted to pull out and add small notes of my own.

Distinguish between fantasy and imagination

"Maria Montessori believed that the creative imagination of art and science is based upon truth. In the context of Montessori education, the imagination is seen as the mind's power to form images based on what has previously been learnt through the senses. The imagination enables us to know and understand something which we cannot see and touch. This means that if we are to truly be able to use our potential for imaginative thought, we need a firm foundation of factual knowledge. Fantasy, on the other hand, is something untrue, an "illusory imagination, based upon credulity". By carefully observing children, Maria Montessori noticed that children in her schools derived a deep satisfaction from working within a realistic environment tailored to their needs.

Because she began with the Aristotelian belief that "nothing is in the intellect that was not first in the senses," the challenge for her was to understand how such basic sense impressions became the loftiest of human knowledge, knowledge which could issue in the great artistic, scientific and social achievements of humankind. She came to see imagination as the link between these lower and higher forms of knowledge.[1]

To fully grasp the importance of this, it is necessary to understand the extreme respect that the Montessori approach has for the developing child.She saw fantasy essentially, as lies concocted by the adult. At best these fabrications entertain and distract the child, but more often than not they

deliberately mislead the child, who trusts the adult implicitly.

Hence the difference between true imagination based on true images or ideas derived from reality and false imagination based on fancies and fantasies without any bearing on reality. True imagination forms an important part of human intelligence; but false imagination consists of disorderly movements

of the mind.[2]

Put very simply, imagination is an activity of the mind which is concerned with real things – both what is, and what could be. Fantasy is unreal and can never be real. It is a flight into worlds which could never be, populated by beings, not of a child's imagination, but of an adult's creation."

I've long reflected on this subject. Adults love imagination and telling stories. In fact, stories are part of every culture. Yet very young children often can not distinguish between reality and fiction. In these days of constant media and entertainment the younger children are often convinced in the reality of characters that they can not see. I believe that their brains are different and that they process thought differently. It's truly necessary to accept them where they are. Yet, I've often had young children tell me that "it was just pretend." I think the dividing line between imagination created by the child and that created by the adult as a way to enjoy time with the child is small. I think that even very young children know the difference between dishes that they eat from and those that they feed their doll. It is different type of activity than an adult imposed fiction that the child can not escape from.

Fantasy and behavior

"In essence, Montessori came to realize that "normal" children did not seek refuge in fantasy and pretend play. That when given the opportunity to use real objects, in real contexts, they wanted to do they same tasks they saw adults performing, and that when given the information they needed, they applied their active imaginations to exploring the limitless wonders of reality.

Observation shows that children reared on a diet of fantasy, and starved of reality, tend to turn inward. The inability to develop an orderly activity and consequent disorderly movement produce a disorderly mind or a confused mind. The confused mind may be vivacious; but it is a vivacity without a purpose or aim.[3] "

I no longer find this true when I observe children. Children of all ages, but particularly young children do engage in fantasy, pretend and role play.. How much is it the child's home life, the role of media, or the fact that children have changed over time.

[1] John Snyder, "Imagination: The child's key to the universe".
[2] Maria Montessori, *What You Should Know About Your Child*, p. 58.
[3] Maria Montessori, *What You Should Know About Your Child*, p. 58

Education in the future and Online Education

2010-08-07T22:36:00.000-07:00

"The necessity of making education and instruction attractive has been propounded by all pedagogists worthy of the name, such as Fenelon, Rousseau, Pestalozzi, Herbart, and Spencer." says Claparede, "but it still unrecognized in the everyday practice of the schools." (op cite)

By common consent, the first duty of the educator is that of doing no harm; first do no harm, a precept also accepted in the practise of medicine. To obey it to the letter is, indeed, impossible, because every method of scholastic education is in some way prejudicial to the normal development of the child. But the educator will seek to alleviate the injury which instruction necessarily entails." (op cite)

This was written about 100 years ago. (Maria Montessori, Spontaneous Activity in Education) and she was quoting noted educators of the day. Does it seem like a common refrain? The necessity of making education interesting. She worked very hard to do so. It's all about choice. As anyone who has ever been "taught" something compared to chosen to "learn" something knows- it's all about your own choice.

Recently there have been several online articles about the future of education and specifically some very influential individuals saying that education in the future will be online. At the Techonomy conference, Bill Gates said that he believes that in five years any of the best lectures in the world will be online, and that the idea of young adults needing to go to universities will go away. Marco Masoni wrote an article on Mashable about "Online Education needs to get social." In particular, "providers meet the challenge of satisfying the rising demand for online education by simply throwing courses up on the web and seeing what sticks" and "It’s not enough for a course to be accessible online, it must also be designed in a way that keys into the digital pulse of current events, trending topics and insider knowledge endemic to the web. The three-quarters of 18 to 29 year-olds who have profiles on social networks are likely wondering why online course offerings aren’t nearly as enticing as the content that they find on their favorite social websites." Again, we're talking about making education interesting and exciting.

Friends, social networks, games and current events as a method of education? Not everything will work that way. Education isn't interesting because of games though- it's interesting because of choice and following your own interests.

A great lecture is a fantastic way to learn about a particular subject. It may be exactly what you are looking for. Itunes University has a collection. There are other publishers that are currently marketing series of "Great Lectures. True education in a field often requires both breadth and depth- not all of it may be incredibly interesting just at the moment until you get to a more complicated or intricate task or the application of your learning. Real learning often takes place with the exchange of ideas through discussion, critical thinking and questions.

The ability to make interesting and real time use of the internet is limited. Courses have to be planned and can not rely on current events. Current events such as the BP oil spill become case studies most of the time. Internet usage has to be filtered for quality. A quality online course needs to have as much planning and development as any good educational course. It's the individual's interest that makes it work. Online education will have it's place in many ways, but not necessary to completely prepare one for many careers. Some educational careers will adapt very easily to online education styles.

What about the many different types of intelligence or learning styles? It's possible that a very well designed on-line course may meet many of them. It's not going to be the same to watch and listen to a video though as a dramatic reenactment yourself.

Montessori education is a program by choice. From the preschool level to the high school level children learn to choose their own learning activities.

Let me tell you about one project at one Montessori elementary school. The Great Brain Project. It's research based and involves several months. The children individually choose their topics, research them and prepare presentations. The style and the timelines of the presentations vary so there isn't huge pressure to finish by a particular day. They are using their own "Great Brains" to best determine how to share what they've learned. In one year children choose topics ranging from the incredibly general "plants" to Rosa Parks to atomic structure to Trilobytes.

This project initially came from Lynn Stoddard's vision, but was implemented by Aleta Ledendecker at the New Horizon Montessori School. Aleta's article was in the June 2010 issue of Montessori Leadership published by the Montessori Foundation.

My Buzz post linking to this post is here.

"Big Work" in the Montessori classroom.

2010-06-23T17:49:00.000-07:00

I love reading research related to Montessori. I either learn something new or my mind goes off in interesting and unique directions- especially when there is a fantastic title involved.

Jacqueline M. Cossentino wrote "Big Work: Goodness, Vocation, and Engagement in the Montessori Method" Copyright 2006 The Ontario Instutue for Studies in Education of the University of Toronto. Curriculum Inquiry 36:1 (forgive me- full citation is not on printed copy.)

This is a great narrative piece where a formal educator, researcher and the parent of a young child attending a Montessori school examines the concept of "work" in a Montessori classroom as opposed to the traditional concept of "play" for young children. It takes the alien concept of "work" at the preschool level and explains both it's beauty and value. "Work and play are framed as either/or endeavors. Work is associated not with 'desire' but with 'productivity' and 'employments.' Play, by contrast, is 'the purest, most spirtual activity of man at this stage (childhood.)' (Froebel, 1892)" {all uncited quotes are direct from the article} This is attitude toward play is still very common of parents today. Children should PLAY...

Maria Montessori felt that the work of the child is to develop into an adult. This work is done through freely chosen activities involving real and meaningful tasks that allows for deep concentration on the part of the child.

Cossentino wanted to know what "work" means in the context of the Montessori classroom. Through the process of observation she recorded instances of dialogue where "work" was referred to. This included-

the beginning of the "work cycle"
parent visits for "cooking work"
trays of "work" for the children to use
sensorial "work", math ""work, geography "work"
"work"space, "work" rugs, the symbolic unrolling of rugs to signal the beginning of "work."
reminders to "find work now" or a gentle question, "are you choosing challenging work?"
Older children may remind younger ones, "someone may step on your work there."

"Work" is what is done in the Montessori classroom, and there are rituals to respect and not interrupt a child's work. As two elementary students clarified for Cossentino, "Play is when you get hot and tired outside; work is when you don't get tired," and "When you play, you get rid of energy. When you work, you keep your energy."

What a beautiful way to explain to parents why a child might not want a "Play-based" preschool...

Themes and Dual Curriculum in Montessori

2010-06-08T17:09:00.000-07:00

Introductory note: I'm writing here to organize my thoughts. I'm going to post this on two different Montessori groups. One is an administration group. The thoughts have existed for sometime, but are taking a new form in light of a job interview, rereading of Maria Montessori's writings and the conflict with AMI and AMS.

In educational theory there are some commonly used terms. "Theme" and "Integrated Thematic Unit." A theme is a unifying element. An "integrated thematic unit" is a learning theory that is designed to integrate lessons across curriculum areas through the use of one theme.

Maria Montessori when observing children designed her classroom materials to be an integrated form of learning. One material will lead to and support another. The materials themselves are interconnected. This is true at the primary and the elementary levels.

A monthly "theme" is very common in Montessori preschools at the primary level. "Themes" are very common in other educational preschools. Examples of themes include - Dinosaurs, transportation, Spring, Volcanoes, Life Cycle of the Butterfly. Although well intentioned, themes interfere with a Montessori based education. When adults choose what children should learn, then the freedom of the child to grow and learn is hindered. In order, for these themed topics to be taught in a way that is consistent with Montessori philosophy, the classroom materials have to be designed for the children to use them independently and in a manner that is self-correcting. This is possible, but often isn't done correctly and requires a great deal of extra effort on the part of the teachers. Worksheets from Enchanted Learning for the children to color aren't Montessori and don't truly build their learning- only their fine motor skills.

From an administrative point of view, many schools feel that they must show their "curriculum" in terms of themes so that parents understand what is being "taught." I'm still trying to understand why, because it shows that the school is willing to accept that parents know best and cater to their desires.

3 - Part Cards

2010-06-02T17:55:00.000-07:00

I started a forum thread on Montessori_Online about three part cards. My own reflections are that the children don't truly use them very often except in unique situations. I want to read what Maria Montessori actually wrote or the history of when they were developed.

"I've been thinking recently about a book that I've been reading which talks
about creative thinking and right brain thinking. In my mind, the 3-part
cards are one of the dullest areas of the curriculum. Yes, the children
will use them, but I don't see them drawn to them as much as other things.
In our print rich world, and the age of computers, scrapbooking, page
layouts etc, part of me wonders if there isn't a better way.

The real question is can anyone point me to Maria Montessori's writings on three-part cards? I want to read what she actually wrote/said and why they were designed that way in the first place."

Miri knew exactly where Maria Montessori spoke of the cards.

In "The Discovery of the Child" Maria Montessori talks about promoting early reading in children, assisting them in their "insatiable desire for reading". She describes the Exercise with Classified Cards (pages 232-236), as"simple reading game" that "aims at arousing an interest in written word". It consists "in preparing a series of objects and a corresponding numbers of cards on which are written the names of the objects. After a child has read a card he places it near its corresponding object... When a child recognizes the name of a present object, he is as pleased as if he had discovered a secret; and he enjoys placing the card near the object and thus satisfying and rounding out his intimate activity. By now his inner drive has been aroused, interest enkindled, and a connection between the source of the life and the mastering of externals established".

Then she mentions the "reversing the purpose of the above exercise. Objects that are educationally important and assembled and marked by cards giving their respective names. Whereas in the first exercise the objects were know and the difficulties of learning were connected with words, here a child starts with a sufficient knowledge of the words to teach him the names of the objects which are grouped together for some educational purpose. In a developed form, this exercise has been extended to teaching the names of various materials used in our schools, for example, those of goods, fastenings, polygons and so forth. Finally, it has been applied to models of plants and animals. Scientific terms indicating their relative classifications are written on separate cards, and these must than be placed on the objects when they are recognized.
These last exercises, however, lead us down a different road from that which is of present interest, namely, learning how to read. They rather resemble the practice of botanists and gardeners who give the Latin names of various plants on tags which they attach to them"

Aleta mentioned how in her school they make books out of them and Cathie talked of the different levels that they can be used. (Picture matching, word discrimination, beginning reading, reading) Sharon mentioned how they shouldn't be dull. I think that she's right of course. That's what started my line of thinking, but teachers make 3-part cards for everything! There must be some discretion in how they are done.

When it comes to labeling the environment, I'm thinking of a set of three part cards that match the environment and the Montessori materials.

Reflections on exploration from 2007

2010-06-01T13:49:00.000-07:00

There are two different schools of thought regarding the proper use of materials in a Montessori Environment.

One is that materials should be used only after the child is presented with a lesson, and used in an appropriate manner only. Lessons are presented only when a child is developmental ready to successfully work with a material. The other is that a child is allowed to explore materials freely. The teacher presents individual lessons to the level of the child that bring the material down to the level of the child. In this environment, the child never feels thwarted from a material. An example would be a child that chooses the hundred board before true recognition of numbers alone, is presented with a lesson about counting or number recognition because he/she choose the material. {I'm not sure what AMS official position on this practice is, but I know the concept of exploration exists in AMS training centers.}

If a child spends more time exploring the pink cubes or brown prisms and working with them, they are developing a deeper understanding of the materials and a greater sensory perception. They are allowed to repeat and self correct their own usage. They can learn which sizes can be stacked or built on top of others and which formations are unstable. If they are trying to follow pattern cards, they are building visual perception skills, and eye hand coordination. If they are limited to only the patterns that we present, then we are limiting their ability to construct and explore fully.

If the goal of the metal insets is to work on fine motor control and they are exploring the material with fine and controlled lines, and repeating, then why should we stop them because they are not following a prescribed pattern? For example - they traced the square, but then continued to make a house. Isn't this an expansion into creativity? If a child is taking the oval, making an Easter Egg with several different patterns, cutting it out and gluing it to another piece of paper, they are exploring their own creativity, extending the use of the material, and extending their own skills. Why should we stop them? If they are at the stage of combining skills, we should not limit them to just one.

However, the freedom to explore materials should not extend to the use of materials becoming merely imaginative props or toys. When a child takes the pink cubes and brown prisms and builds a fence to surround them there is neither proper exploration or proper use of materials. The child is no longer learning anything appropriately.

Books - admin note

2010-05-31T19:13:00.000-07:00

All the posts about books have been transferred to a new books blog. The goal of that blog is to make it easier to locate posts on books. I'll be combining information about books that have been read to children, personal favorites and bibliographies collected by others.

Reflections

2010-05-31T17:06:00.000-07:00

I've spent so much time reflecting on who I am as a teacher recently. I've also spent a lot of time thinking about what it would truly take to create a high quality Montessori school in this area. I've spent so much time observing those schools that are the equivalent of Montessori Something. Workperiods anywhere from a maximum of 30 minutes with teachers that actually kicked the markers that fell to the floor to maybe an hour and a half. Workbooks and worksheets that are incomprehensible to young children- but they have great fine motor skills.

Thinking about practical life that should be meaningful work to the child. I remember the joy of teaching children to sew with a real needle. Then watch their parents assume they can't carry their lunchbox or put on their coat. Schools buy screwdriver boards, but never actually let the boys use real wood, hammers or nails. What about hanging small pictures? It's only holes. Spackle anyone? Paint? Surely one board in the classroom could be set aside for sanding and real house maintenance...

I am still trying to write a post about my thoughts about using Montessori materials as a "supplement" to a traditional curriculum. That just makes no sense to me- completely ignores the philosophy, but it will take more time than I want to spend right now!

Then there is the list of 50 must read Montessori blogs. I'm honored to be on it, but more, I want to explore everyone else on it! There is always something to learn. Always something to do.

I asked for a laminator for my birthday. On the grounds that making materials is my new hobby. Apparently, I'll have to purchase that myself. I need to find a way to finance my own school!

Sensorial Extensions - revised

2010-05-31T15:50:00.000-07:00

I've been thinking a lot about sensorial materials lately. There are many different perspectives involving the sensorial materials. Carry them carefully, use them one at a time. Build them with order. Fantasy play isn't accepted, etc. Yet, if you look back at Maria Montessori's handbook she clearly emphasizes that it is only with extensive use does the child really develop a true understanding of the properties of the material.

If you consider the properties of the sensorial materials that are not "education of the senses", use of the sensorial material is even more important. Gradation and sorting are pre-math skills. The development and extension of patterns, The ability to use one object as a unit of measurement. What about creativity and thinking of something from an artistic point of view.

Sensorial Extensions.

This was created by one of my students, Carter. He was surrounded by students working together on contingent maps. I recall how he had to work a bit to maintain his working area against the hustle of so many continent maps moving about the room. He was tremendously proud of himself for creating this balanced work of art using the red knobless cylinders. We took a picture and he wanted to make sure that I showed others. He told me how he needed to move this piece and that piece. I loved his concentration, but more I can see what he learned about weight, height and balance!

The robot is taken from a blog called The Montessori Goldmine. She initially got it from the Sunrise Learning Lab. The original picture reflects a picture of her son, and was edited by the Montessori Goldmine.

This pink tower and brown stair extension was located at Con La Cabeza en Las Nubes.

From the classroom at the Montessori School of Holmes Run in Falls Church, VA. We call it the Grand Sensorial Layout.
by Stevanne

Pink Tower Extension by BMMontessori!

I know that I have a picture of an extension called "The Grand Pagoda" and one that resembles a "Christmas Tree", but not on this computer. The idea that I like the most though isn't to copy an extension, but to create your own and become part of a book that shows possibilities!

Additional links with Sensorial extension pictures -
Montessori with Myra
Matt Bronsil
Montessori online photo album

Small bead bars

2010-05-15T13:59:00.001-07:00

I've been thinking of the small bead bars recently. I'm not sure that we generally do enough with them. This post is partially generated by a dream, but I wanted to write down the thoughts.

When the children are still learning to count objects below 10, they really, really need to learn to order those objects. With the bead bars (bead stair) these objects are naturally formed into a line. Yet they are still distinct objects that can in fact be counted. In a traditional Montessori classroom you move from the bead stair to the teens. (There is the snake game, but...)

It seems to me that a child would benefit so much from having a classroom with several sets of the bead bars. They can use them for addition and extended counting activities. Better than dinosaurs! This material can stay small and manageable.

Mothers Day - success and fail!

2010-05-08T08:22:00.000-07:00

This Mother's Day I was teaching in a class where I had the complete freedom to do whatever I wanted with the children. We didn't have a grand Mother's Day Tea or breakfast with mom's or a silly science fair. Mother's Day did sort of sneak up on me and I didn't think about it until the last week in April though. I'll remember in the future!

I decided to make a Handprint card with their picture.

"Sometimes you get discouraged
Because I am so small,
And always leave my fingerprints
On furniture and walls.
But everyday I'm growing,
I'll be grown up someday,
And all these tiny handprints
Will simply fade away.
So here's a final handprint
Just so you can recall,
Exactly how my fingers looked
When I was very small."

I had so much fun painting the children's hands! They would sit absolutely still - even a child that is extraordinarily hyper most of the time, but they almost all still wanted to hold control of their hands. When they relaxed and turned their hand so that I could brush paint on their little fingers- it tickled or was cold, etc. They watched with fascination as we made handprints. Most of them had to hold their hands out toward someone like Frankenstein as we went to the sink. "LOOK AT MY HANDS!"

Then came taking the pictures. Trying to find a place, taking several so that I could preview them later. I used photoshop and briefly adjusted the color and used a octagon crop before printing the. I did all the cutting of the pictures and the gluing.

Each card was beautiful. Their was a handprint in the upper right and left corners. The child's picture in the center and the handprint poem offset to the left or the right. I added a second piece of construction paper to add color and an additional frame that matched the paint.

I also did all the wrapping in tissue paper, and this is where I fail. If I'd set this up a week before it would have been such a perfect opportunity for the children to learn to wrap the presents for their moms themselves. The way that I was wrapping was very simple. One large piece of tissue paper. Another folded in half in the center. Card face down on the 2nd piece of tissue paper. Fold long sides. Fold short sides and tape. The children could have accomplished that. They SHOULD have made the cards that said "To MOM and from ...."

It would have been a great practical life exercise. They would have understood a complete cycle of work. Ah well, it is my own reflections and where I am as well. I practiced repetition and learned what I can do better as well!

Walking Backwards

2010-04-25T12:16:00.000-07:00

It was Friday, and that's always a quiet day in the classroom. Half of my class disappears for gymnastics and the rest of the children settle in so easily. On this day, there was a child at a rug working on the hundred board, and most of the children had chosen table jobs. Two children decided fairly randomly to walk backward in a circle around the carpet.

They did this for about 15 minutes. I watched and listened to them. They were excited having fun, and talking about how hard this was and quite a challenge. I was wondering if it would disturb the child working on the hundred board - it certainly would have disturbed me to be constantly circled! She didn't seem to mind except when they came a bit close to her rug. Gentle words of caution not to get to close.

Silliness reigned after about 15 minutes. A third child joined them and one of the first started to yell and giggle. They started to move faster and faster. I cautioned them once, and then suggested that it was perhaps time to find another work.

The delightful part for me was that about 20 minutes later one of the children came to me and told me how much he had enjoyed walking backwards. "There is no place at home where I could walk backwards, and it was so much fun."

He was refreshed, energetic, so excited and happy. Walking backwards in a circle is not a lesson that was in my training. Yet, it falls in the principles of follow the child. Not everything is materials and academics. This child needed to move at the moment. They walked and talked and were happy. They did not disturb another child. I adored them...

The pink block experiment

2010-04-10T14:03:00.000-07:00

This was an unusual week, and I had a unique opportunity. Spring break week. "Day care week - no curriculum, the children, may do whatever they want and play outside as long as they wish." OK. Within the normal ground rules of the classroom, I can live with that. Except it wasn't my classroom... It was a mix of the very youngest students. One day - the grandson of the school director and his mother appeared. They were killing time, and we were the place that he could play. (I must work on my own frustration on the lack of parent's appreciation and understanding and accept them for where they are!)

Mindful that this child was not actually enrolled-

I encouraged him to carry each pink cube one at a time to "keep them safe." (and of course as a way to feel the weight of each cube and hold the space in his hands!) I remembered in the Montessori handbook how she talks of the joy of a child in building the pink cubes in order to knock them down again- just so that he can rebuild them.

I LET him KNOCK down the pink tower!

Repetition. He worked on the pink tower for about 25 minutes! CONCENTRATION. He's not even 3, but I don't know his age. I wonder what age Maria Montessori designed the pink tower for. Was she worried about the cost at that point? Or looking at what the young children wanted to do.

Respect for the materials is critical. He was little. The blocks fell. Most were on the rug, a few off the rug. They didn't fly across the room, or hit anyone. All along his mother sat next to him, and tried to get him to find the "biggest" cube. He was, of course, building it completely out of size order. I have no idea if he has ever been given a lesson/example on the perfection of this material. He wouldn't care right now.

Should he work with anyone right now? NOPE, I don't think so. It was perfect for just his hands.

An older child needs to work on perfection and order and gradation.

I wonder...
How many schools ever allow children to knock down blocks - respectfully?
The pink cube is a unit of metric measurement that is systemic through many Montessori materials. The metric system is not used in the United States. Should some of these materials be revisited in their design? Isn't it more important to concretely understand what a 1/4 inch, 1/2 inch, inch etc. are than 10CM? (That has to be one of the most useless measurements I can concretely measure!)

Knobless Cylinders and the mathematical mind

2010-02-28T16:56:00.001-08:00

Bee Pape is the expert here, and a search for her documents is well worth the time. She has extensive extensions with the knobless cylinders. She's been teaching for a long time in a Montessori school, done research with early number development. She also knows the work of Piaget and Constance Kamii. Many of my own thoughts are generated from a workshop of hers that I attended combined with my own research. I found her delightful, because I've read and understood so much of the same material.

Jean Piaget was 26 years younger than Maria Montessori. His developmental theories were also based on the observation of children and many interesting and experiments. These included conversations with the children about what they were thinking. He was familiar with the ideas of Maria Montessori and was at one point president of the Swiss Montessori society. One of his fundamental beliefs is that children construct their own knowledge through interaction with the world. In many ways, this is similar to Maria Montessori (and many current educational theories) that young children learn best through concrete materials and actual experiences.

Jean Piaget observed an interesting phenomenon called "conservation." There is "Conservation of liquid," "conservation of number" and several more. These are a developmental stage that children go through where they can only hold one attribute of a physical material in their mind at a time. For example, in "conservation of liquid" once a child agrees that the liquid in two equal shaped glasses is equal, if one glass is poured into either a wide/short glass or a taller/thinner glass the amount of liquid is no longer the same. The same thing is true with "conservation of number." If a child agrees that two rows of similar materials (poker chips) have exactly the same amount, if you stretch out one line – then they are no longer the same. There are many reasons for this. Sometimes the child will say that the longer line has more, sometimes the shorter, sometimes they will provide an answer that is difficult to explain. The result is consistent and has been shown many times. Young children do not recognize that quantity is consistent regardless of spatial arrangement.

This developmental understanding of number only comes with actual experience (in many forms) with things to manipulate. Experience with objects to count, adding or subtracting one, matching, all promote learning about equality, greater than and less than. What do you do if there is one more doll than you have a bed for?

If you look at current educational research and activities for children, you see seriation, ordering, pattering, matching, and measurement. Maria Montessori was brilliant. How many people remember their training that a child should truly spend time with and master many of the sensorial materials before being introduced to mathematics? In my training, the knobless cylinders were one of the last materials that were introduced to a child because there is no control of error except visual. The knobless cylinders are a set of 40 with 4 subsets in different colors. You have a few pieces that are actually identical. A child can sort them by color. A child can sort them by size. A child can sort them by height. If one is missing, because they are sitting on it – they have a problem to solve and a interesting learning lesson about quantity. They can explore relationships. You can even set up logic puzzles that are designed for the youngest child and visually based. Find me a piece that is this height and this color (or not this color…)

100 Words

2010-02-28T16:55:00.001-08:00

There is a Montessori group that is having a discussion recently. How would you describe Montessori in 100 words or less. I wrote two different versions from two perspectives in my own head. One is that of a director of a school and meant at least at some level either as recruitment or advertising. The other is more personal from my experiences as a teacher in some poor schools and my experiences as a parent with my children in high quality Montessori schools. Neither one is truly adequate. It turns out that 100 words does not offer much scope for the depth of what Montessori is and what I truly believe about it. It is about the individual in so many ways and allowing a child to explore their own interests. I have a child right now that is my own 12 year old's terms is "the most off-task." He's brilliant. I've evaluated him. He has conservation of number at age 4. Rare, and I've done the research! He turned a wooden cylinder which was meant as a sewing job into a yo-yo. He came up to me one day and said that he wanted to write a book. There weren't enough books… and he started dictating the entire story of the three little pigs- a story that we have not read in class. He also recently went up to the school office and started to touch everything to the point the director wanted to know who this child was! A teacher should know better, but I love this child. I fear for him. He will either find the teachers that will nurture him, or he will find the teachers that will destroy him. Is it really my place to say that he "must" study this now, when his brain is concrete and he's fascinated by how things move? No- that's for some "other" form of education. Montessori finds a way to accept where he is and still teach him everything that he needs to know to move forward.

An individual has their own unique interests, talents, skills and obsessions. When learning comes from an individual's own interest it is joyful and will be deeper and better retained. Ideas and questions will be generated and facts related to current knowledge. Projects may be designed and undertaken with because of sheer captivation in learning with great enthusiasm. Montessori education is designed to spark a child's individual imagination and allow them to direct their own learning process within guidelines while developing specific skills. Children are nurtured for the wonderful individuals they are with unlimited potential.

Montessori education aims to first teach the child independence. A child develops a sense of organization as a prerequisite to successful work. This forms the basis of further work with language, mathematics and the development of the senses. Each child is able to work at their own individual pace exploring in depth what skills they are currently motivated to learn. For the young child this may be learning to use a spoon or scissors or writing about sharks! It is not a mandatory curriculum where everyone completes the same task at the same time.

Montessori something....

2010-02-22T19:02:00.001-08:00

I think that my frustration level is building. I don't want this current job if the temporary position is offered as a permanent position. You can't truly teach with Montessori philosophy when you're forced into nonsense and theme of the week.

Stupid workbooks. One page per day. I have a child that just doesn't get them. We need to work on rhyming words. Other children that need to work on basic sounds. Most of them need to explore numbers. Stupid workbooks so they can make progress. Make consistent progress talking to each other, getting help from the teachers just to read the picture understand the sound in the first place. Some of these children can't even write there their own name! There sense of accomplishment is in finishing a worksheet.

Just a random rant and rave. There is only so much time in the classroom and in life. Especially with the commute. I know what most of the schools near me are like though. I already decided that my real priority is to open my own school. I'm just not sure if I want to NOT accept any position, not remodel the kitchen (possibly indefinitely) in order to have one year to fully develop a functional business plan and location options. CA is expensive and you need to cover the cost of the real estate.

My first step is a complete mission statement. The second would be an employee manual that would help to match it. I also need the financial breakdown and break even points. Those are the steps that I can do at home.

Thinking about the Hundred Board

2010-02-18T17:59:00.000-08:00

“I want to make this clear what ever instruction is necessary must be given. We are guided by the children’s development. So when we say ‘follow the child’ I do not suppose the child to be a responsible being able to tell us what they should do, what I mean is; the child possesses characteristics which serve as our guide in giving instruction according to their developmental stage.”
- Maria Montessori, AMS Triangle Magazine 1946/or 1947 (located via internet)

What happened to follow the child in the political correctness of giving the lesson the absolutely right way? What happened to scaffolding and the concept of the zone of proximal development? The idea that there is a place between what you know and what you don't know that is ideal for learning, particularly if it is structured to provide just the ideal amount of support. This makes sense - nothing too easy and nothing so challenging as to be impossible or perpetually frustrating.

These concepts are inherent in Montessori philosophy. The materials are designed to move from one to the next in a progression of concepts, building confidence and support as needed. They aren't perfect though. Sometimes a child just isn't interested in the "right" material, sometimes it needs to be demonstrated in a different way. Sometimes... whatever.

The Hundred Board.
In my training, I learned a presentation method where each group of ten numbers was in it's own box and the child worked with ten numbers at a time. There was no control chart. They learned how to carefully put it away for the next child.

At the next school that I worked with the child had the option of working on a hundred board that was preprinted as a matching or a blank board. They also had the option of completing a paper extension. (In that school it seemed as if the paper extension was the true goal of the children!)

I've heard and seen of schools where the hundred board had all 100 tiles in a box and randomly spread on the rug. I've also seen where the first 40 tiles where in one box and the remaining 60 in a second box. (I don't know the logic of that division...)

Yet children approach the hundred board from all different levels and can learn from it. The other day I watched two girls absolutely euphoric about going to the calendar realizing they needed "a one and a three" and finding "31" for "13" and continuing all through the teens. When they were done, I had them actually write the numbers that they might have seen if they had a control chart and they were still excited. (They were doing this job because they "had a lesson, and were volunteering to clean it up.)

Some children need to match the numbers and can find the hundred board and opportunity for learning numbers and the patterns inherent in building the hundred board. Some children can work independently from a control chart. Many children when they first begin the hundred board will have difficulty with a hundred tiles spread on the rug and will need to find a way to organize their work. "Scaffolding" may include sorting the pieces by the tens, but I've never heard of a formal training presentations that include that. I do, the children need it. It's no different than organizing the pieces of the trinomial cube.

Order is fundamental in many math aspects.

New Curriculum

2010-02-16T19:04:00.000-08:00

Montessori education is designed around the materials and the ability to follow the child. This means providing the child with the right materials at the time for what they are interested in.

Yet, the environment is not static. Changes are made to reflect the season, to try to regenerate interest in a material that is not being used. Changes are often made to reflect current holidays or teaching themes.

The more connections that you can make between current knowledge and new knowledge there will be a higher possibility of longer term retention. (It was only recently that I actually learned the dimensions of the knobless cylinders, but I was willing to guess they were in metric units!)

If we ARE teaching to current holidays, perhaps it is the ideal time to incorporate the geographic history and related significant figures over time. If we ARE teaching about the rain forest, perhaps we should also teach about the people in the rain forest- not just the animals. If we ARE teaching about dinosaurs, perhaps we should look up significant locations of fossil remains and teach about geography.

What would you change about the curriculum if you could start from scratch?

Wild and untamed!

2010-02-14T16:34:00.000-08:00

I picked this video up on one of the Montessori groups.

"My heart is still racing thinking of what this boy has accomplished. What was he thinking? THAT he was thinking is the key. Push the boundaries, turn over new ground - make, create, innovate. I'll bet this kid wasn't put on Ritalin.
- Mark"

I too am amazed at where he is right now and the concentration that he showed. He broke rules. He probably wasn't always easy to manage. We've all had the children in our classes that when very young march to their own drum - rather insistently. They can usually steal our hearts. For me this is a reminder of what they may accomplish!

Online and thinking again.

2010-02-13T15:45:00.000-08:00

I'm online again!
Comcast has now replaced everything from the pole on the street to the junction at my computer and we replaced the cable modem as well.

I need to fix the picture, and I won an award! Thanks.
In the meantime, I've started a temporary job...
I want to make a new section on the blog - one that is a resource for known albums. It is a useful reference, even though I will not vouch for the quality.

Once again I'm thinking about a more coherent curriculum for preschool children rather than the entire theme based approach that many schools use and I want to investigate a new book on teaching science to preschoolers. It's based on research by Rutgers. Science is one of the areas that I do not feel Maria Montessori truly provided enough for children. They can do more, and many schools actually demand more. It's all about taking the philosophy and the right approach and the correct implementation.

Concentration

2010-01-26T11:03:00.000-08:00

My friend teaches 7th and 8th graders math. She teaches the advanced math classes. She met with her principle recently for a performance review. She was informed that children have no more than a ten minute attention span AND all of her activities must rotate so that she can stay in that attention span. "Get them up and have them move, do an art project, have something different at the board." We are talking about 8th graders in Advanced Standing Algebra about to go into high school. UGH... I couldn't believe this was a teaching directive.

This reminds me of the Montessori work cycle and false fatigue. In my training program we learned about long work periods and false fatigue. How children settle into the concentrated work only after working on the easier or relaxing work, and they go through a period of unsettled behavior midway through the work period. I've seen this so many times. I've observed in schools with work periods as short as 45 minutes and so many transitions. Practical life is a huge draw for the children there.

In my own classroom, I was able to stretch the work period to over two hours and most of the advanced work was in the last 45 minutes. I always wanted to make it longer still. On the rare days that I did, it was fantastic!

What in the world is it that makes adults think that children can not concentrate? Have you watched a child with an art project? Or working on making a book or a puzzle? In the Montessori classroom there are a number of jobs - spelling with the movable alphabet, pinpunching shapes, the hundred board that can easily take much longer than ten minutes and these are by the littlest children!

What about when an older child reads a book? Yesterday one child sat enjoying her math assignment. It was just the right amount of difficulty to be a puzzle for her. My other daughter decided to clean - she concentrated on cleaning and organizing the bathroom for close to two hours.

We should encourage concentration - not assume they can't!

Montessori Cosmic...

2010-01-24T16:17:00.000-08:00

I'm still thinking about a cosmic education for the Montessori preschool environment. I pulled this together. Maybe it will start a discussion on the yahoo group. There is far too much work that needs to be done there.

Dr. Montessori was first and foremost a scientist prior to an educator. Her system of education was built systematically based on observation and experiment. In the Montessori Handbook there is a very clear distinction that the nomenclature comes only after the child has had the opportunity for use. The child develops a very specific vocabulary which allows him to make observations, classifications, to discriminate, categorize and order his thoughts and impressions.

I've been also reading The World in the Palm of Her Hand by Tim Seldin. It's a book about introducing History and Geography to the young child. One section talks specifically about the different levels of abstraction of knowledge. There are three spheres - the outermost which consists of things that we have never seen and never heard, the next sphere is the sphere of knowledge - we know something but we have no real understanding or experience, the innermost sphere is that which we truly understand and know. Knowledge is usually gained through hands on experience.

A young child will find wavelengths of light to be in the outer level of knowledge, but they will have personal knowledge of a rainbow.

In order for knowledge to be useful for the very young child we must provide a way for knowledge to be both personal, and connected to other knowledge. The child must be able to make some sense of the knowledge.

Of course preschoolers understand math!

2010-01-15T11:39:00.000-08:00

Said best at Montessori Matters and reprinted with permission... I loved this. It fits in so well with my thesis! I still need to send her a copy of it...

Yesterday, the most popular article on the New York Times website discussed a recent finding in the field of cognitive neuroscience.

Brace yourselves Montessorians!!! Contrary to long-held beliefs in the highest echelons of scientific research, the cognitive neuroscience community has discovered that children as young as four can grasp fundamental math concepts.

*pause for effect*

Uh, we could’ve told them that.

So, maybe we should!

Dear cognitive neuroscientists,

Congratulations on your ground-breaking discoveries in the field of pedagogy. You must have been quite pleased when you found out that young children can understand basic math concepts before the age of six. I’m so glad you finally put your expensive Harvard Ph.Ds to good use!

I hate to burst your bubble (actually, I quite enjoy it), but I thought you might want to know that a woman named Maria Montessori figured this out 100 years ago. Talk about arriving late to the party!

It is my pleasure to introduce you to the Primary Montessori classroom, where pre-schoolers have been actively working with math concepts – from numbers and quantities to long division and fractions – for over a century.

Maria Montessori believed that children have a natural curiosity for mathematical concepts, and look for order and patterns in the world around them. She called it the “mathematical mind”. However, because the concepts of math (the value of numbers, arithmetical operations, geometry, etc.) are not instantly recognizable to the untrained eye, Dr. Montessori deemed it necessary to create a curriculum where children could use concrete representations to discover these mathematical abstractions.

In other words, for children to understand what a number represents, what addition is about, or why we need to borrow during subtraction, they need to involve their senses, and we need to isolate the concept being introduced. These are two of the (many) reasons why traditional math education has never worked, and why so-called experts thought that young children were incapable of learning math.

Traditional approaches to teaching math have been truly uninspired and frankly insulting to a child’s intelligence. Using a pizza slice to illustrate the concept of a triangle is one of the dumbest things I’ve ever read about, and yet according to the NYT article, this technique is used in many children’s books (among many other equally idiotic tactics). And speaking of dumb techniques, why should pre-schoolers be using books to learn math, in the first place???

In Montessori, children start working with mathematical concepts around the age of three, when they are exposed to fractions, geometry, algebra, equivalences, and base-ten from a sensorial perspective (this means they’re using their senses to explore mathematically-precise materials without knowing they’re learning about math). By the time they’re 3 1/2, if they’ve been in the Montessori environment for at least six months, many are ready to begin their formal math education.

Yes, 3 1/2. I’ll give you a moment to pick yourself off the floor and climb back into your ergonomically-correct office chair. Ready? Let’s continue.

Associating symbols and quantities through the use of the number rods.

Montessori students move at their own pace through the math curriculum, first exploring quantities through the use of the number rods, then learning to identify symbols (aka, numbers 0-9), and then associating the symbol with the quantity.

Guide a child through this process, and voila! She can clearly understand that “5″ is not just a hard-to-write squiggle named “five”, but is an actual quantity she has carried, counted, and compared to other quantities. Deny a child the right to understand this concept clearly, and you’re setting her up for a lifetime of struggle and confusion.

Within a few weeks of commencing their formal math education, Montessori children will have learned about quantities, odds & evens, and the concept of zero as an empty space. Then it’s on to the decimal system, where – hold on to your lab coats! – children who just turned four learn how to work with four-digit numbers.

I bet you’ve never witnessed a four-year old who sees the number 8,657, says “eight thousand, six hundred, and fifty-seven”, AND represents the quantity accurately using golden beads. I know you’ve never seen this because, in the article, you were excited about children who could touch their nose seven times. You guys sure do have low standards for what children are capable of.

Using the golden beads to represent four-digit numbers.

At the same time our students are discovering the joys of arithmetic, they’re also developing a clear understanding of what the numbers 11-99 represent, through the use of several beautiful, precise, and engaging materials. Skip-counting is also introduced, and the concepts of carrying and borrowing are practiced extensively.

As before, we follow a specific method of presenting the information to the children: first the quantity, then the symbol, and finally the association of the quantity and the symbol.

Yes, you mention this ground-breaking process in your article… Guess it’s not so ground-breaking after all.

Throughout this entire time, the children are free to move at their own pace, revisiting concepts as they see fit and staying with a particular material as long as necessary. If we, as guides, see that a particular concept has not been clearly understood by a child, we have the ability to bring him back to the appropriate material. We’ll gladly spend quality time re-presenting the concept and encouraging repetition through one-on-one games and small group activities.

Only when the above-mentioned concepts are clearly established in the child’s mind, will we guide her towards the memorization of tables. After all, what good is it to regurgitate 3+4=7, 3+5=8, etc. if there’s no understanding of what the concept means, and thus no way of applying it to daily life?

Oh, wait, I forgot. Traditional schools educate children to succeed on tests, so regurgitation is not only sufficient, it is required.

Well, here’s the thing: we, as Montessorians, would rather prepare children to succeed in life.

And speaking about preparing a child for life… If a child is fortunate enough to remain in the Montessori environment for her Kindergarten year, she will continue learning the arithmetic tables (always through the use of materials she can manipulate). Little by little, she will wean herself off the materials, as her brain matures and she learns to apply the knowledge she acquired in the first two years in the classroom. Upon solving an arithmetic problem without the use of the materials, it is not unusual for a five-year old Montessori child to remark: “I don’t know why I know, but I know.” If that doesn’t build self-esteem, I don’t know what does!

After reading the NYT article, it sounds to me like you guys are just re-inventing the wheel. Fortunately, you are starting to discover that you under-estimated children’s abilities (and over-estimated your own). Stop wasting time pretending your theories are ground-breaking, do some real research, and use your soapbox to give children the type of education they really deserve and are desperate for.

Welcome to Montessori. It matters more than you think.

Technical Issues

2009-12-24T08:30:00.000-08:00

Technical issues...
I have to fix the picture after Christmas!
Why is it always the template....

Merry Christmas to all!

More reflections from the Handbook

2009-12-22T17:11:00.001-08:00

Sensorial, Language and Math

Dr. Montessori was first and foremost a scientist prior to an educator. Her system of education was built systematically based on observation and experiment. The priority for the education of the senses includes:

"1. Recognition of identities (the pairing of similar objects and the insertion of solid forms into places which fit them.)

2. Recognition of contrasts (the presentation of the extremes of a series of a series of objects.

3. Discrimination between objects very similar to another." (Montessori Handbook, p. 109)

She made a distinct point in the Montessori Handbook that the nomenclature in the sensorial material comes only after the child has had the opportunity for use. "In every exercise, when the child has recognized the differences between the qualities of the objects, the teacher fixes the idea of this quality with a word." (Montessori Handbook, p. 124) AFTER the child has explored the pink cubes, you introduce the language "large" and "small" and only these two words. There is a very distinct emphasis on vocabulary. {"Large/small" – all proportions, "thick/thin" – cross section (brown prism), "long/short" – length only (red rods), "tall/short" – height (cylinders), "wide/narrow" – diameter(cylinders), "dark/light" "darkest/lightest (color tablet) } The child develops a very specific vocabulary which allows him to make observations, classifications, discriminations, categorize and order his thoughts and impressions. She specifically mentioned the Prepared Environment as necessary for helping the child develop this vocabulary.

Given the enriched environment that many children come from, many of these children already know some understanding of these terms. It may be one of those areas that misconceptions have formed. It's also an area that some children demonstrate a far more elaborate understanding and are exploring the subtleties of both language and properties that are NOT the extremes.

The foundation and preparation for mathematics come from adequate use of the sensorial materials, including the development of a distinctive vocabulary. Ordering, classification, sorting and matching are early prenumeration skills. (See specific post on Knobless Cylinders and Bee Pape- draft)

Physical control

So often we teach children to carry no more than one item at a time. "For instance, when they carry three or four tumblers at a time…" (Montessori Handbook, p. 136) It seems that this desire came from teachers working to control the children in their classroom and ensure success. Dr. Montessori encouraged the children to carry what they successfully could because they knew they were responsible for success. Recently I worked at a school where there was a child that was tremendously uncoordinated. He would only carry one dish, but he's the one that always broke it. He always felt bad, and he always wanted to clean up. Those children that choose to carry more understood their abilities.

Silence

A note on Silence.. It is only with the consent of a group that silence can be achieved. If even one child is incapable of holding themselves still, it will disturb the silence. The implication behind this is that you must initially introduce silence effectively with a very small group and then ask others to join. It may also be a place where peacemaking activities, yoga, and the candle can come into play. The children in our lives are so unused to silence. Even many adults are uncomfortable with silence.

Professional Priorities

2009-12-22T17:10:00.001-08:00

1. School Development

Financial feasibility Plan

2. Professional Development

CA certification
Conference presentation
Journal writing
DAP
Professional Development
Independent Montessori certification
Consider AMI certification

3. Curriculum

Peace education
Science
Geography
Cultural
Art

4. Get Smart!

Organize CPE / handouts; turn into reference materials
(How to re-engage child positively, classroom management)

5. Personal

Comprehension Montessori preschool curriculum /Cosmic education
Expansion of Montessori map
Montessori philosophy

Calendar

2009-12-14T13:21:00.000-08:00

At a school that I was visiting recently, they took the idea of a calendar to the idea of wall art. On two walls they had two gigantic circles that were divided into twelve pie like segments. Each segment represented a month and was painted a different color by the children. There were no numbers or days of the weeks posted. It was a beautiful graphical representation of the passage of time over the school year.

New ideas for classroom by Sharon Caldwell

2009-12-14T12:43:00.000-08:00

Have the third year students really done all the work they could do with the Golden Beads? Then move to the stamp game. Have they worked with all the maps? Made their own? Written
in the capitals? Matched puzzle pieces to flags? If they have done, say the life-cycle of the butterfly, maybe explore the lifecycle of the silkworm - how is it different how the same? Make their own cards for the new creature using the butterfly ones as a model but trying to draw their own outlines for the silkworm ones from looking at the silkworm and it's cuccoon? What about letting them go into the garden with a camera and photographing flowers, and them making three part cards for that (or simply matching cards for younger children to use?).

by Sharon Caldwell

Cylinder Extensions by Cathie Perolman

2009-12-14T12:38:00.000-08:00

The Cylinder Game.

Each child has a box of knobless cylinders. They take their cylinders out
and place them on the lid. Then the child who thought of the games selects a
cylinder and places it in the center of the container. The child to his
right has to find a cylinder that is the same diameter or the same height
and places it in the center as well. That turn proceeds until each child has
had a turn. Then each child puts his used cylinder in the box and the next
child to the right begins the cycle again.

This is a nice way to engage five year olds and it lets you say the words
height and diameter.

by Cathie Perolman

New Ideas, Humor and Discontent

2009-10-26T12:11:00.000-07:00

The AMS Montessori conference was several weeks ago in LA. I didn't get to attend as many workshops as I would have liked to do, but I went to several and I'm glad that I spent money to buy the presentations of others on CD's.

"The religion of my training school and I'm orthodox!" by Marlene Barron in a session about observation. I loved this. We have to do it the way we learned... Never mind that other training centers are different, and might have a different approach. Never mind that in other parts of the world they might do it differently. Outside of the US, children often learn to carry weight on their heads- maybe we should put the pink cubes in a basket. Why do we always stack them up? We put the geometric solids in a basket. What about observing the child? What about properly preparing the environment to meet the child's needs?

Maybe we should actually place the pink cubes in a basket. Maybe it will actually allow the children to carry WEIGHT to work their developing bodies. Children love the ability to carry "heavy" objects. What if we did put the pink cubes in a basket? The youngest children might have to carry the objects one at a time. The oldest children might work on the strength of their bodies or work with a friend to carry the basket. Would it be an interesting and challenging work to place all the blocks on the floor? Would they still see the control of error built into the material when they accurately built the pink tower?

Bee Pape talked about math GAMES and patterning and sorting of the knobless cylinders. "Always present a material more than one way. That way they learn that they can explore." I know some of the work she looked at. Math researchers- Constance Kamii who used the work of Piaget and developed it. Other ideas and theorists besides Maria Montessori, but everything that we need can exist in a Montessori classroom.

There was another talk by Jonathan Wolff. It was about classroom management. "Let's tell the children that they may not work with a material. Why don't we just call them a sociopath right now while we're at it?" The list was long... many teachers can generate a lot of behaviors that do not help a child develop. Some solutions for off task children included exhibiting excitement and a "may I watch?" behavior. He was hilarious. ( I want to listen to the CD, and come back to this one.)

I was frustrated to hear of the amount of dissatisfaction with AMS or the AMS/AMI division. It seems to be a continuing problem for everyone that AMS doesn't seem to have strong standards but that many AMI schools and teachers have concerns hiring teachers that are not AMI trained. It's possible that we need an individual certification process at some level. The initial training can be high quality but variable. Subsequent training can offer many benefits and individuals can learn many things. However, what I've seen is that AMI schools will shut their doors to teachers from any background that is not AMI. This may be an area that I want to get personally involved in.

Dr. Montessori's Handbook

2009-10-09T11:23:00.000-07:00

I started rereading this book recently and found that I was unable to put it down for many reasons.
With both my AMI and AMS background and observation in many classrooms, I've developed my own reasons for what I believe works well and why and what doesn't. This book was authentically going back to what Maria did in many individual instances and fit with my own observations.

In my own mind, the necessity between a child needing a "lesson" before the ability to use a material has been answered. At least for practical life and sensorial - the exact conclusion that I initially reached although that has practical difficulties for classroom management.

"These lessons are not necessary for all the children, as they learn from one another, and of their own accord come with great patience to analyze the movements, performing them separately very slowly and carefully." (Montessori, 1965, p. 54)
and
"Such intervention, however, is almost always found to be unnecessary, for the children see their companions at work, and thus are encouraged to imitate them" (Montessori, 1965, p. 69)

Very important. I've often felt that even the youngest children need access to all of practical life and most of sensorial very early. Observation is the key to when they need a small or complete lesson.

She introduces the knobbed cylinders prior to the pink tower, and brown prisms. Her reasoning is very interesting here. "As a matter of fact, it is more difficult, as there is no control of the error in the material itself. It is the child's eye alone which can furnish the control." (Montessori, 1965, p. 76) A good point, but the materials them-self can be used to demonstrate when they are correctly placed. The pink tower when not built from largest to smallest is more unstable, and when very accurate the smallest cube will go around the edge of all others... (I have yet to see a child interested in building to that accuracy though!)

In many books, Maria Montessori is very clear about the need to treat the materials with care and without undue roughness. However, she is very clear that part of what will attract the child to building with the pink cubes is the ability to knock them over. "As soon as he has built the tower, the child, with a blow of his hand, knocks it down, so that the cubes are scattered on the carpet, and then he builds it up again." (Montessori, 1965, p. 72) WOW! Yet, I can see the attraction, and desire of this with young children. I've also watched young children build the tower incorrectly not aware of their errors, but friends rather insistently wanting to correct them.

My assessment skills and mathematical knowledge play a lot into what is going on when children are unable to correctly order any of the sensorial materials. It gives me a good insight into what they need practice in. I have also watched many teachers intervene to help the child. This is the best quote that I've read this morning, and in so many ways sums up Montessori.

"As the aim of the exercise, however is not that the rods be arranged in the right order of gradation, but that the child should practice by himself, there is no need to intervene." (Montessori, 1965, p. 76)

(The beginning of that quote is "The reason is that the mistakes which the child makes, by placing, for example, a small cube beneath one that is larger, are caused by his own lack of education, and it is the repetition of the exercise which, by refining his powers of observation, will lead him sooner or later to correct himself. Sometimes it happens that a child working with the long rods makes the most glaring mistakes." (Montessori, 1965, p. 76) )

Making Landforms

2009-10-08T10:35:00.000-07:00

On one of the yahoo groups there has been a discussion of landforms. Having tried this once and watched it not work, I followed the discussion carefully.

"Oil based sculpting clay" (plasticine) is the key.
I also love the idea of cutting out one shape to have the match. That's just perfect.

This write-up includes is fantastic and more detailed than I ever want to duplicate! I love how her's turned out.

About ready...

2009-10-04T16:10:00.001-07:00

I quit my job last week. I realized that my best efforts would only result in failure. More there was no way that I would be allowed to do anything that would benefit the children. I'm not sure why she hired me when it was clear that I was a strong individual capable of many things when she does not want to use my skills.

That's ok. I have plans.

It starts with a basic cleaning of the house and finishing of my thesis. Too many things haven't been put away in too long.

I will put my name out as a substitute and work hard to set that up. It will give me a chance to observe in many schools.

More... I will develop my own school.

I'm fixing all the little things that bother me on this blog, and it's about ready to be announced. An accumulation of good points from others and will be the thoughts about want I want to work on. A very good resource for links though. Also thinking of asking others to be involved in the quote blog. I need some help on it. Sharon's document is fantastic, but it needs people to build it.

I think I want to make a wishlist link/page. That will help people who want to buy stuff for me.

Literature and Fantasy

2009-10-02T16:25:00.000-07:00

Although I try really hard to use only reality based books, I have to honestly say that I am not 100%.Once in a while a book with animals talking sneaks its way in! For picture books I look for beautiful illustrations and interesting stories. I do read The Kissing Hand the first day of school basically because I have never found a book that is better than that on the subject of transition.

Books of the popular culture like Thomas the Train and Dora are not in my class and if children bring them in, they show their favorite page on the circle and out the book in their cubby. I am careful that what I read aloud to children has educational value...... When a child asks why.... I explain honestly that it will not help our learning.

I have never thought so much about exaggerations but I think a lot about offering a multicultural view of the world and people in it through the literature!

Posted by: "Cathie Perolman"

We had a HUGE discussion about this on this list last year or so and it gave me the motivation to "clean out" my class library. I took out all books that had animals portrayed as people, talking animals and in animate objects, etc. The children have never missed them. There are other books that seemed too fantasy based where it was quite confusing to the children. My feeling is that I am the teacher who the children look up to, and although parents are probably reading fantasy books, sharing fantasy stories, etc, the children know that they can count on me to help them sort out what is real and what is not real. I do have a section of fiction books, although small and non commercial, they passed my inspection years ago and remain on the shelf. To tell you the truth, the children rarely choose one of those books for me to read to them. They usually choose reality books about transportation(current), the seasons, planets, animals, plants and other people and places around the world.

2. If you have a "reality" only policy for books, do you believe that children are not influenced by outside literature or television programming. (Thomas the Tank, Dora Explorer)
Sure they are influenced but just like they know there are different rules at home then at school(it's ok to climb up slides at home, but not at school), they know without reminders what conversations will be at school. That doesn't mean that a cartoon character does not come up among friends, but the influence is not that major in the classroom. Of course, we have in our parent handbook, talk about such things (our classroom is reality based and what that means) so we tend to attract families that share that way of thinking. It is a family value. We still have occasional child that seems obsessed with a cartoon character from home, but I have noticed less children coming from homes that use tv as babysitters like I did at my last school.

Maureen

I don't think that the schools that I worked for had a "policy" about literature. I think that they left it to our descretion. My job before I was trained and was working as an assistant was to bring library books that I selected to school. This was a lesson for the children that the library is an interesting place full of wonderful books to borrow. I had a couple real lapses where I didn't read the books and brought them in and my teacher gave me a look. One was about a man dying of aids. This is a great tool for a parent to child situation but hardly appropriate for a class of thirty preschoolers. My other one was about a boy who fantasized turning himself into a monster and eating his enemies. She started to read this one before we both realized what the plot entailed. Needless to say I "always" read the books that I brought in from then on.

Posted by: "marie.hopkinson@comcast.net"

Music recommendations

2009-10-02T13:30:00.000-07:00

If you are looking for songs written by a Montessori teacher, try Frank Leto. He has also given some wonderful workshops at Montessori conferences in the U.S. His music is rhythmic and calming and I find the approach of singing a line and then having the children echo it is perfect for children who are learning English as a second language.
Elaine

Burchie and I are two long-time teachers at the Montessori School of Northampton, MA (USA) and have created an album of songs inspired by Maria Montessori's method and materials. Our CD is called "Taking My Dog to Dinner", a song of grace and courtesy. You can listen to our songs at
http://www.burchiemusic.com/index.html

Our goal is an album of songs catchy and sing-able enough that children are going to want to learn them and 'adult' enough for grown-ups to enjoy them over and over (and over) as well. And, of course, to flow from Montessori classroom ideas.

Our songs tap into all areas of our classrooms, and many forms of music, from the bluesy "Walkin' on the Line " and the gospel-rock sound of "One Pink Tower" (Sensorial) to the jazz of the "Monarch Butterfly's Blues," and a "Fishes' Song" (science), to "Picnic Basket" (math) and "Metal Insects" (language).

Out of the strata of the geography area comes "Get My Continental Drift? (The Continents Song)" and from everyday living: "My Work is Practical Life" and the "Water-table Blues." We set a brisk pace that we temper with lullabies "While You Were Sleeping" and "Owls and Lullabies," and Burchie's anthem, " My Montessori Classroom ."
And we stout-heartedly maintain "I Wanna Bring My Dog to Dinner" is a study in grace and courtesy.
- Matt Levin

Setting up a School

2009-09-12T10:13:00.000-07:00

Congratulations on your opportunity! Setting up a proper Montessori environment is a lot of work, but exciting as well. Brilliant idea placing an ad for the National Geographics! Maybe you could build your classroom library asking for donations of children's books?

A 5-day program is ideal (and more profitable) and I hope you can persuade your community of the value in it.

In our class, children wash their snack dishes in two round plastic basins on a low table. One for washing, one for rinsing. The children dry the dish and return it to the serving table. The assistant changes the water as needed, using anti-bacterial soap. The adult sanitizes all dishes again at the end of each day. This is not ideal
from a germ-control perspective, and some day care inspectors will not allow it, but it offers the most independence for the child and conservation of resources, b/c we're not using disposable products.

The day's used towels (from dish-drying or table-washing) go into a dirty laundry basket, and the teacher or assistant takes them home for laundering on the weekend. You might get a parent volunteer to this as well. Small cloths from polishing exercises, etc. are washed by the children in the cloth washing exercise. These too are periodically taken home for a real laundering. Thus you need a large
supply of each type of towel/cloth used in the classroom.

Articles on setting up a Montessori environment:
http://www.montessori.org/story.php?id=303

http://www.montessori.org/story.php?id=54

Photos of a Montessori environment:
http://mymontessorijourney.typepad.com/my_montessori_journey/2008/06/

setting-up-the.html
http://www.flickr.com/photos/montessoribyhand/sets/72157602128379274/

http://www.headstartmontessori.ca/images/method1.jpg

http://sunhillmontessori.tripod.com/id10.html

Very affordable materials:
http://www.kidadvance.com/

Seasonal lesson guides:
http://www.newchildmontessori.com/

For some practical help....
The way snack works in my classroom is this. There is a bowl of snack on and pitcher of drink on a counter. There is a table devoted to only snack that has flowers on it and three placemats. There are two small baskets near the snack set up. One basket has a small nametag with each child's name. The other basket is empty. The day begins with all the names in the left hand basket.

The child is hungry. She finds her namecard and places it at a place at the snack table saving her spot. She washes her hands and dries them. She looks at the snack chalkboard top see what there is for snack and how many. It might say 2 apples. She unfolds a paper napkin and places it into the snack carrying bowl. (It is simply a dollar store cereal bowl that color coordinates with the entire snack set up- in my class that is blue.) She counts out her snack and places it on the napkin. She carries the snack to her place and lifts the napkin containing the snack out of the bowl and places it on the placemat at her snack spot. Then she returns the snack bowl to the serving area. (We have a total of two snack carrying bowels.)

She gets a cup- paper or glass and pours her juice or dirnk. She carries that to her snack place. She sits down and enjoys her snack socializing with the other two children who are there as well. When she is done, she discards her napkin and her cup. She uses the small table sweep to sweep up the crumbs and replaces the sweep. Then if necessary, she gets a small bucket and a half size sponge and puts a small amount of water in the bucket, dips and squeezes the sponge, wipes the placemap, pours out the water in the large dirty water bucket that sits next to the sink. and puts the bucket back where it goes.

Lastly she places her namecard in the finished snack basket (sometimes I start the year with this being a margerine tub with only small slit in it so once it is in there, it can't be easily retrieved.) Now the snack space is available for another child.

Each child may have snack once a day and any time they would like. The namecard placed in the second basket is the reminder that this is the rule.

The first few days you begin this individualized snack process, it will be teacher intensive! You will need one adult monitoring the snack process untill the children master it. Then it is very easy to maintain it.

If the water at the sink is difficult to access, you might want to try one of those plastic jugs- like people take on picnics. Some hold about 5 gallons of water and that is usually enough for a day's water activities. We have done that in spaces that do not have a water source. You have to refill it each day but that is not too difficult.

Contacting parents...

2009-09-11T21:58:00.001-07:00

Naomi, everything you do that is unique or interesting can be a press
release. Interesting studies, field trips, art projects, etc. can be used
to tell the local parents about what is happening at your school...
Especially if it is unique to your school or Montessori. Most papers will
print it if it is concise, well written and includes a couple of interesting
pictures. Also, coffee with the head master once a month. Be sure to
invite local realtors, bankers and the Chamber to the coffee dates so that
they can help market your school. Many realtors, banks and the Chamber put
together packets to send or give to prospective families moving into your
area and education is always high on their list of questions about the area.
If you have some hair dressers that are friends with any of your parents,
invite them... Moms always talk about their children when getting their hair
done ;-) Be sure you have a decent brochure (not expensive, just with
beautiful pictures of children peacefully working and concentrating).
Finally, go to where the families are and set up a table. If you have
different festivals (music, art, heritage, etc) where families congregate,
be sure you have a booth/table there with some of the wonderful works. We
always take the division board, the fraction circles, some botany works,
etc. Be prepared to give lessons to the visiting children and show the moms
how engaged the children are. We ask the parents to rotate through on the
day of the event with their children. I would highly recommend letting the
children give the visiting children the lessons. Hope this helps!

Trish

Enrollment deposit

2009-09-11T21:55:00.001-07:00

My families sign a contract, in this contract it says they will give a 2 week written notice if they decide to leave. Then they get the deposit back or credit the current bill. If they don't I keep the deposit and bill them for the whole month. I know that a month deposit is common and that's what a lot of bigger schools do but some families can't afford to put down such a large deposit. So they are forced to choose other schools that aren't their first choice. Maybe while your starting out you could cut the deposit in half until your good name gets out there and families want you and then are willing to put up a larger deposit. We live in a small cummunity, so word gets around about my school. But money is a big thing right now. People have to work and are looking for deals.

Just my opinion.

Tami

New school

2009-09-11T21:51:00.000-07:00

The Montessori Foundation's Center for Montessori School Leadership offers
several popular courses that hundreds of schools have found useful. Here are
a few simple suggestions summarized from our 12-week online class, Finding
the Perfect Match: How to Recruit and Retain Your Ideal Enrollment

In today’s economy, many schools still need to recruit as many new students
for next fall as possible. Here are some strategies that we’ve used to both
respond to both temporary shortfalls and to build enrollment up to capacity
in the long-run. The key is to do several things at once to create resonance
(where the audience hears about your school from many different sources) and
to continue your efforts on some level year-round.

In other industries, it is common for companies to share the cost of
marketing in return for equal billing.

a. A School Brochure or a Brochure About Montessori: Many Montessori schools
do not have a real brochure. The Montessori Foundation is working on a
series of generic brochures and pamphlets that could be used by schools
individually or jointly.

b. Direct Mail: Many Montessori schools do not currently use direct mail
marketing. We have designed many pieces for ourselves and other schools over
the years, and had excellent response rates. We believe that direct mail,
used in conjunction with other marketing strategies, can be very effective
in recruiting both last minute families who are still open, or families who
have left or are enrolled in other schools and decide that the new school is
not working so well when school reopens in the fall.

c. Targeted advertising: Many Montessori schools only run bland print ads a
few times a year. The ones we usually see say little about the benefits and
outcomes of a Montessori education. Highly focused messages with appealing
photography can be very effective when placed in the right publications such
as a local family magazine or city magazine. Newspapers, on the other hand,
are often not a good investment because of their low shelf-life. In many
cases, a one day ad may not be effective enough to warrant the cost.

d. Cable TV: Cable TV ads can be mounted quickly and have been almost
always proven to be effective. A focused campaign of 10 weeks or so may be
enough if timed correctly.

e. Radio: In some areas, radio stations broadcast to such a wide audience
over a large region that the cost to reach families in your area may not as
cost effective as Cable TV. A year round sponsorship of National Public
Radio’s Morning Edition or All Things Considered may be worth considering
too.

f. Public talks and free workshops: One of the strategies that worked very
well for us over the years was a series of free talks and workshops open to
the general public. Radio stations and newspapers normally list upcoming
events like these as a public service.

g. Call prospective applicants who have not yet applied:

h. Contact past parents who were satisfied but transferred their children to
public or other private schools. See how they are doing, and gather
information about how well the children are adjusting. Done correctly, you
communicate your continuing interest and concern in their children.

i. Call local real estate agencies and personally stop in to leave
information about your school for their agents. Do the same with the local
pediatricians.

j. Make a special offer people can't refuse: Virtually any season or event
can serve as an opportunity to offer a special promotion. You can offer a
discount or a free trial week in the summer program.

k. Offer a pricing incentive through financial aid: Some money beats no
money. Offer a special scholarship award that's so tempting that the former
or prospective family simply can't say no.

l. School Flyers: Put up one-page flyers about the school on bulletin board
around town in grocery stores and libraries. Make sure they are placed in
spots that prospective families tend to frequent: pediatricians'
offices/family medical practices and clinics, health food stores and organic
grocers, gardening supply shops, and better toy stores.

Recruitment and Admissions - Long Term

3. The need to build enrollment over the long run

In addition to using the marketing strategies listed above year-round, we
suggest the follow steps:

a. Invite the local radio station that parents are most likely to tune in to
broadcast live from the school one morning -- especially good when something
special is going on at the school.

b. Church and Temple Bulletins: Ask local congregations to put a blurb
about the school in their newsletter, weekly e-updates, or bulletins. Don't
forget synagogues, mosques, Friends Meetings, and Unitarian churches.

c. Local Service Groups: Contact any "mothers" groups to see if they will
run a blurb in their newsletters or join and post something on their Yahoo
group ourselves.

d. Local OnLine Discussion Groups: Look for general Yahoo groups and other
electronic bulletin boards for our area and post messages about the school.
Go to http://groups.yahoo.com/

and type the name of the town in "Find a
Group."

e. Call the education reporter at the local newspapers and television
stations and ask to meet with them. Go to these meetings prepared with
interesting, appealing "press kits" describing New Gate and the exciting
things children are doing at the school. Invite the press to visit the
school for photos/footage.

p. Start a blog on the Montessori experience at your school from a parent's
perspective.

q. Website: Improve the content on the website for the school and keep it up
to date. Link to school videos and other useful files for prospective
families. Post your weekly newsletter, brochures, annual reports, and other
resources on the website where they can be easily found. Add a password
protected area for school families and staff.

r. Tomorrow's Child: Put a label w/the school contact info and website on
past copies of TOMORROW'S CHILD. Then leave them in the waiting rooms of
local pediatrician/family medicine practices and clinics. Encourage all
school parents to do this.

s. Create or rejuvenate your Parent Ambassador Program for assisting with
the admissions program and mentoring new families into the school community.

4. The need to build the strongest school community possible:

In great schools, new administrators and members of the faculty are chosen
according to the fit between their values and the schools, as well as their
other skills. The most qualified person who is neither an expert in
Montessori education, nor truly committed to Montessori in his or her heart,
will fail to succeed for long as the leader or an instructor at a Montessori
school. To us, this should be self-evident.

a. Full Staff retreat before school - Everyone who works at your school
should be considered part of the faculty from the classroom teachers to the
bus driver to the head of school. Each touches children and families in some
way as they go about their daily tasks. Many of the staff who are not
directly teaching children during the regular school day have talents and
skills which can be shared either in an afternoon studio program or as part
of children’s individual research and classroom projects. For example: the
maintenance person may be able to give older students practical life lessons
about the campus, or the receptionist may be a talented basket weaver who
can lead a studio after school on basket weaving.

b. Weekly faculty meetings - Open discussions about philosophy, curriculum
and celebrations, run according to the basis of Montessori Meetings, where
faculty can get back to being excited about all that a Montessori school can
offer and be.

c. Coffee Chats - Meetings with small groups of parents to answer questions,
to discuss Montessori and to exchange ideas for the school now and in the
future.

d. Class and Community Meetings - Evening and Saturday meetings for staff
and parents to meet about common questions and ideas about school life as
well as curriculum.

e. One-on-One or small group meetings with parents - informal small group
lunches with parents.

Tim Seldin

Sharon's ground rules

2009-09-11T21:50:00.001-07:00

I'm going to open a can of worms right at the outset with this one.

I know many classes have lists of "ground rules" - some very short and some
very long. I'm going to suggest that we look at an alternative to rules.
(or, at least, if you are going to have rules, then arrive at them
differently).

Rules are the way one person (big, powerful) tells another person (small and
without power) how to behave. In democracies then the majority tell everyone
else what they should do (either directly or through elected
representatives). Where there are rules, the mandated behaviour is enforced
- usually through fear of punishment. When you have rules you need to
enforce them or they are meaningless.

Dr. Montessori's approach is fundamentally different on all levels. While
she clearly felt that dangerous or disruptive behaviour should be stopped,
this is not because someone is breaking some rule (and has either forgotten
or disregarded the rule) but because the child moves towards pro-social
behaviour through a process of development of the will (and observing worthy
models). If we assume that a child who has not yet developed his will cannot
obey (thus the rules, in a sense, are just setting him up for failure) and
that a child who has normalized will behave with care and consideration
regardless of the rules, the rules are in a sense "impediments" to a child's
development. [I am talking about the first plane of development here.] If
you have rules, everyone will focus on the rules - but if you focus on the
child, and leading the children toward concentration then everything else
follows and you don't need rules - caring, compassion, kindness cannot be
legislated.

On the second plane all of this becomes more conscious and deliberate and
there is a fascination with rules - the child becomes interested in the
details of how these things fit together and should be involved in the
process of making rules - and constantly changing them - to meet the
changing needs of the group. But in this case it is the dialogue and process
of understanding how humans inter-related that is more important than the
rules themselves.

Sharon Caldwell

Not today.

2009-09-05T14:33:00.000-07:00

Sigh. I have a new template. I want to upload it. I forgot one key step. I need to go copy all the widgets and stuff first. And my husband wants my help so fixing links won't work either...

Another day.

Portfolios

2009-07-19T21:14:00.000-07:00

I do end-of-the-year portfolios for each of my students. The process gets a
little bit more refined each year. We made a checklist for each year of
student as to what we would like to include which translates roughly into
anywhere between 10-25 plastic sheet protectors in the folder or binder.
Throughout the year we take pictures of the students in the classroom, on
the playground, at cultural events or other special all-school events, on
field trips, etc...At our school we send any papers and parent notes home
weekly, so we pull any work at that time for the portfolios. I also try to
make it a point to periodically take pictures in each of the classroom areas
during work time. It sounds like a lot, but if you set up the
folders/binders at the beginning of the year and set aside time at least
once a month to work on them, it really isn't hard.

Posted by: "Amy Lewis

Possible schedule Notes

2009-07-19T20:28:00.000-07:00

7:30 - 8:00 Early children arrive and set the classroom up with me. We set dishwashing up, take chairs down, prepare snack, tidy anything that is glaring, etc. They are free to choose their first work after we've set up these basic things.

8:00 First assistant arrives. Other children begin trickling in around 8:15. These children are free to choose work, or we can gather if that seems necessary.

8:30 - 8:45 Second assistant arrives. Remaining children arrive. There is a huge rush of children at this point, so we will often gather, though we've had many days when everyone wants to go straight to their work.

8:30 - 11:20ish We work, gather, go pick flowers, hike, have lessons...I follow the children.

11:20 I sing a song that indicates the end of the morning work time. Children begin cleaning up and gathering with me. We usually sing songs, listen to a story, do something that I need to make sure everyone sees (like practice a fire drill). From this gathering, children are invited to tell me what they'd like to "check" (read: tidy/clean up) before they get their outdoor clothes on. Each assistant takes 7-9 children out to the playground (across the street). The remaining 8 children stay with me, and we set the classroom up for lunch. These are the eldest children, and they also have particular areas that they know to double check. By 11:45 we are all outside.

Noon Children start coming in for lunch in groups of 7-9. We start with the children who went outside first and proceed logically, until 12:20 or so. Children always go in and out with the same group.

By 12:50, most children are finishing up their lunch. 5 or so kids get picked up at 1. They can have a student led gathering or help classmates clean up their lunch until their parents arrive. Sleepers go take a nap in the half-day classroom from 1 - 3, rejoining the other all-day kids on the playground around 3. Older/non-sleepers stay with me in our room.

The non-sleepers "rest" for about 20 minutes while we read a chapter book. After the rest, we have a short work-time until 2:30.

2:30 Children who stay all-day head outside. Children who get picked up at 3 stay in with me, finish work, gather, tidy the classroom, etc.

4:00 Children come in to have an afternoon snack. Shelves that have more toy-type activities (dolls, legos, bean-bag toss, etc.) are opened up.

4:00 - 6:00 Children can choose work from the toy shelves or other shelves. Wanderers are usually invited to help with the end of day cleaning (take out garbage, run things through the sanitizer, check that windows are closed and doors are locked, do a final sweeping of the classroom, etc.).

Posted by Rochelle

8:30 Arrival and work cycle begins
11:30 Clean up and call to group(later if inclement weather)
11:30 Short singing, music or other group activity
11:35/40 12:00/12:10 outside time
12:00 dismissal for half day children
12:10 prepare for lunch, eat
1:00 lunch clean -up afternoon work cycle begins
no pull outs, one on one lessons, small group lessons, enrichment
projects or activities
2:45 Clean up and group snack, read a loud chapter book
3:00 dismissal

Hundred Board Extensions

2009-07-19T20:26:00.000-07:00

Posted by: "Ron and Linda Cameron

- Every fifth number
-I have blank printouts of the hundred board, write in several numbers randomly, have your child fill in the number that comes before and after the numbers
- give your child the blank page and 10 numbers such as 56, 3, 64, etc, have him color in those squares (no pattern, just random, or you can make a simple pattern, such as the first letter in his name)
- Also-make a design on a blank squared page, like a cross stitch design. Give your child a blank page plus a code, such as 56+4=, where he colours in the answer. At the end he will get the design you made. You can give him your design as the control when he is done. I've done circles, letters, easy figures, numbers, etc. Use take-aways too: 78-3. After the child build the hundred board he can easily count forwards or backwards. Challenge him later by giving longer sums: 46+9-3+17=

Peace Table Notes

2009-07-19T20:18:00.000-07:00

- There is a small photo of every child and the word peacekeepers on the wall next to it. There is also a pict of myself and my assistant when we were children. They come to rely on the photos being there and identifying themselves as peacekeepers/problem solvers.
- The table is covered with beautiful, soothing fabric that is rotated a few times a year. There is a small plaque that states the speaking and listening process using "I" messages. There is also a peace ball and a wheel of choices. The peace ball is a rainbow colored hacky-sack that serves the same purpose as the peace rose. The ball is gives a sensory outlet for frustration and feels really good to squeeze. (There are times when it gets tossed, but this is easily redirected and I have never seen it tossed in anger. The wheel of choices is a pie-like wheel that has words and pictures of 12 choices the children could make in resolving conflict. A few of the choices are; take a stop and cool off, count to ten and breathe, walk away, go back and try again, ignore it, use and I message, share and take turns, appologize, go to another work, what would love do. There is a blank spot for them to come up with their own idea.
-On stressful days where the feeling of peace is ellusive; but it does not warrent a class meeting, we will gather and toss the peace ball (gently underhand) to one another stating one way we can be a peacekeeper today.

Posted by: "jim blanchard" or Michelle

Admin

2009-06-03T19:53:00.000-07:00

http://www.scribd.com/doc/24547/Report-Card-Comments-Collection

Interesting idea. Some of those are interesting, however, I've always written about the children. I want to keep this for reference.

Cleaning the classroom...
Vinegar will kill most germs and is not as harsh as bleach. Orange oil is also a disinfectant and would be friendly to wood. I would simply wipe the material with one of these and let air dry

Outdoor time

2009-06-03T19:42:00.000-07:00

At our school we have a garden teacher who is there for the whole morning and during that time (9-12) any child may go outside . We have divided our garden into zones - physical activity, becasue some children need that huge physical release of running, climbing, kicking etc. We also have 1 little girl who has been teaching herslef to skip with a rope for the past few weeks and has spent hours practicing; diging and construction, this includes the veg beds but also has digging tools of all kinds, bricks (left over from building a wall), lots of differently sized planks of wood, some wooden guttering. This gets added to depending on childrens' interesets; a maths zone - this has an outdoor spindle box (10 buckets with 0-9 painted on them and equal length sticks collected on walks) lots of weatherproof maths games and chalk boards for recording; a literacy zone with a bower to read in, a box of books, table and chairs, writing tool boxes, white boards, chalk boards, pavement chalks, clip boards, pens pencils, crayons; a sand/water tray with drawers beside them with all sorts of different materials to be used with sand/water; a creative area with easel, paints, paper, crayons, junk for modelling, this is changed to reflect childrens' interesets; a den making zone with a big wooden packing box on its side, tarpaulens, bungee ropes, pegs, blankets, poles etc; a role play area, currently a garden centre, changed half termly and tweaked weekly; a small world area - train tracks, little people, little houses anything like that.

There is also a daily adult-led activity which is planned for in the weekly planning meeting and relfects the needs/interests of specific children. If only one child shows an interest that is as valuable as if 10 do.

We keep most of it outside in waterproof drawers which the children have free access to just like in the classroom. They have the same rules out as in - put it away when finished with . This is a new school (openend in september) so the garden is evolving and growing but the important thing is that we have some chidren who would be out there whatever the weather so it is up to us to make/ modify classroom materials that reflect their learning style. Not all children concentrate by being still and we would be failing them to insist on their outside time being restricted to "play" only.

It is very interesting to me to see it all writtin down like that!!! It really concentrated my mind as to why we have this area and how it is used. In many ways it is the most important part of the school. Some of our children are out there for 3 hours every day and need that physical space. They are doing the same work as the children inside because we have set it up to reflect the classroom. Some children go out for a specific activity and then come back in again, some are less predictable, depending on what they are interested in at the time. I have to tell you it has not been expensive to set up. We bought very little ready made - most of the materials are like the spindle box - made to do the same thing but to be durable and different looking. We are looking to add a practical life area this term and have washing clothes and some other activities in there but often they happen naturally in other parts of the garden.

Sorry this is so long but it may help you fight your cause!!!

Anna (Montessori by Hand)

A coherent Montessori curriculum - preschool

2009-03-11T21:03:00.000-07:00

Montessori Education includes a concept of education where you teach the "whole picture" then individual parts so the child can see and understand a coherent whole. They can develop and understand relationships when they have a framework to work from. Cosmic education teaches the elementary child with a series of "Great Lessons" that begin with the formation of the universe and then move closer to the child.

I spent a lot of time thinking about the elements of Cosmic Education that seem relevant to a preschooler. As in a Montessori classroom, many concepts can be taught simultaneously and will appeal to the child that is the most interested. (I have a child in my own class that is learning to read from advanced "Shark" books because of their appeal to him.) I see several major curriculum divisions though, and I'd love to hear what others think. Many of these overlap in different ways.

First - There is the division between Earth and the Solar system/Galaxy/Universe.
Second - There is the division between people, plants and animals.

People can be divided into either timeframe or where people live. (I'm sure there are other ways to study people as well.)
Plants can be divided into ecosystems, geography or timeframe.
Animals can be divided into living/extinct, mammals/birds/reptiles/

insects.

Children of the Universe

2009-03-11T21:02:00.000-07:00

"Children of the Universe: Cosmic Education in the Montessori Elementary Classroom." by Michael and D'Neil Duffy

Chapter 1 of this book is called "Cosmic Education" What it is and why we teach it." The Duffy's have done a fantastic job of answering that. Cosmic Education is the method of education that guides the child toward the examination of the questions "Who am I?" "Where do I come from?", "Why am I here?" and "Where am I going?" When the child understands their place in the world, they can understand the contributions of the human species and their individual contributions. This is the first step towards Maria Montessori's vision of education for peace. Maria then extended this idea with a series of "Great Lessons."

If you think of a series of concentric circles... "The Story of the Universe" (The Creation Story / The Big Bang) are the outer most circle with the Individual, Montessori and the Future and peace Education as the innermost circle.

The circles as described by the Duffy's in their book on Cosmic Education, related lessons and areas studied in the elementary program are as follows. (I am not elementary trained, so I'm not going to elaborate on the Great Lessons specifically. They are generally experiment and drama driven and designed for the older child.)

1. The story of the Universe
- metaphysics, astronomy
2. The story of the Stars and the Solar System
- physics, chemistry
3. The story of the Earth
- geology, geography
4. The story of Life
- biology
5. The story of Humans
- archaeology
6. The story of Civilization
- history
7. The individual, Montessori and the Future
- peace education

The elementary children have a coherent curriculum with organization behind it. Children from 3-6 are still learning with an absorbent mind- the conscious phase of the absorbent mind. Their actions are influenced by their minds. They also learn are willing and excited about learning many things. It is the time to "Follow the child."

Practical realities for most teachers and schools however, dictate a "curriculum." Schools or directors need a schedule of what is taught that they can plan materials for, show parents or demand teachers "teach to." (Unfortunately...) The presentation of different material, activities and interests can be what sparks a child's interest. Often in the 3-6 age it is merely one thematic unit after another with no connection between them.

Some themes are fantastic. The children always seem to love dinosaurs, oceans, solar system, nature, etc. I've seen "Californa" presented and the only interest was the art project. I watched one class spend an entire month on groundhog Day. Many themes can actually be taught under a coherent curriculum that approaches Cosmic Education at a younger level.

The initial question of "Who am I" can be a unit at the beginning of the year. "I am a child. I am part of a family. I am part of a class. I am part of..." This unit would include ground rules and grace and courtesy. It can also be an introduction into different people and respect for them.

Stars and Solar System can include many different units on space travel, planets, possible life on Mars, Europa or Io. Earth includes information about volcanoes, land formation, rocks, continents, Pangea etc... The story of Life. You can obviously introduce the dinosaurs. What about Mammoths and other extinct animals. Life began in the ocean. This might lead to an entire unit on the ocean. Etc.

My questions to you...
1. What are the themes that your kids have just loved the most?
2. What do you see as ideas to integrate the ideas of a child's place in the universe and connected education.

Thanks to everyone that is interested in this subject!

Logistics

2009-03-10T17:36:00.000-07:00

I have a logistical problem. I want to post some of the posts that I'm thinking about and writing about Montessori cosmic education here, except they are coming through a different email account at the moment.

My mind is distracted and I'm going to have to fix details. This is what life is about.

I'm learning about ODD. I have a child that I do not believe is ODD, but has been diagnosed as ODD in my class. There is no doubt that he is difficult.

I'm also making plans and dreaming about my own school. Let's get back to fixing problems... Yet, I'm not sure how at the moment. This may simply be in the wrong place at the moment.

The Day I went to Sea!

2008-09-20T11:44:00.000-07:00

This is one of the songs that Room 2 began to learn over the summer.

When I was one (hold up one finger)
I sucked my thumb (mock sucking thumb)
Then I went to sea. (hand over eyes)
I climbed aboard a pirate ship (climb a ladder)
And the captain said to me.
This way
That way
Backward
Forward
Over the Irish Sea

other verses
When I was two, I tied my shoe...
When I was three, I scraped my knee...
When I was four, I shut the door...
When I was five, I danced a jive... (or learned to dive)...

This is one of the songs that Room 2 began to learn over the summer.

Too Many Plans

2008-09-20T10:33:00.000-07:00

Two and a half weeks. I feel as if I'm barely breathing some of the time. It makes sense. I have several two year olds, several children with separation anxiety (although that's getting better!) and one special needs child. There may be another. I'm starting to watch him.

We've been having conferences with Eric's parents since the summer. I firmly believe the Montessori program is in fact right for him, but I'm concerned that teaching him will be at the cost of the other children. I don't believe that we have the ratio to handle him. It's a difficult situation because the parents so desperately need the child care. I finally came to the conclusion that offering them T/Th mornings only was the right fit for our school. The numbers are much lower, and the class younger. It still makes for a challenging day, but not nearly as difficult. We had an observer from the school district in today as part of his initial assessment. She was informing us that he has no motor planning. I want to understand what that means a bit more, especially since I've offered to teach him. I do wish that training in teaching special education was better grounded into the teaching curriculum. It becomes so prevalent these days.

Mary Katherine is interesting. She can throw an incredible tantrum. Screaming fit for an hour and a half, with nothing calming her down. Hard to get upset with her though when it's because she wants mom. This happened her first day. When I got the rest of the children settled, I took her into my arms and she fell asleep. Then I put her down on a mat. She woke up and continued her fit.

I'm looking at the class structure. We have a lot of boys. The boys want to build. We have a few girls, and they want to do art. I need to think about how I'm going to challenge these children and take their interests and get it into math and language. I'm glad that my thesis is about done, because all my brain is doing is thinking about the gadzillion things that I want to do.

I want to take art- Some of the simple drawings, and abstract pictures that I've found and create art projects with them. I want to work on cutting with symmetry projects. October is coming. I want to cut ghosts, spiders, pumpkins. I found a wonderful pattern for a haunted house that I want to use with numbers- or maybe the bulletin board. We do have so many bulletin boards. I need the pictures.

I'm working on the new language program that I'm bringing into the classroom. That is my current focus. I have to buy more laminate though. That's OK. I'll deal with that. I want the materials to actually last. I need to figure out how to get counters into the classroom. What we have is a gadzillion erasers.

I keep thinking of how to design works that will fascinate the boys. I want a maze with numbers and cars. I want a car track or an airplane track. Maybe I need to actually go by Toys R' Us to look at counter material. Haven't been there in years.

Learning

2008-08-21T12:40:00.000-07:00

I've been reading a very interesting book about how people learn. there are some thoughts that I've been wanting to record for a few days now about "Transfer." The ability of learning to transfer to another subject or different context.

One of the first relevant factors is that you actually have to master the initial subject with initial learning before transfer will occur. There is a difference between understanding and memorizing. Often an organizing lecture will help to provide a framework from which to learn. This is particularly true in a school setting when faced with tasks that have no meaning. Understanding when to use new knowledge is enhanced through contrasting cases.

Challenges must be at the proper level of difficulty to remain motivating and prevent frustration.

This leads a lot of things to think about when teaching preschool. In the Montessori classroom there is the opportunity to teach at many different levels, yet I also need to organize and adapt to everyone. This is ideal for the "Needs of Man" unit. It's a good time to think about abstract concepts, finding out what children know to begin with and building connections with their knowledge.

Most days I'm waking up with thoughts of the classroom in my mind. Processing some very useful things in my head.

Summer School is Over

2008-08-15T10:30:00.000-07:00

Wow. Today was more of a challenge then the last several days. I'm not used to working the last day of school. Just the way my schedule has been the last few years. I knew that it was coming, and I know exactly what triggered it. I still hate the chaos. It's primarily generated by the structure of the school. It was a combination of excitement, sadness, and changes in the classroom.

It's amazing how much I know them now, and how I know that I will miss them. The classroom will feel so strange when I go in on Monday to prep for the fall. One child had his best day yet- except for pulling over a chair and trying to reach the candles. Sigh. Another girl had a melt-down on a scale that I hadn't seen before. I knew some of the boys would go wild without some guidance so I pulled some new practical life and sensorial works specifically to involve them. It worked incredibly well. I know what they need now. I don't feel as if the classroom was properly prepared before. It's getting better.

I can't wait till some of the materials that I've ordered arrive. It's how I want to set things up. What we need. It's so nice to have a budget and the ability to spend it as I see fit. I know that I'm going to have to invest in Practical life materials. So much is so small that it's really only fit for more advanced work. No basic pouring, etc. I did make a good start on setting up several of the things that I've had in my mind.

The parents have loved the little notes that I've sent them. I have to find a way to type them though. Handwriting is like hand sewing. Far too slow!

The Needs of Man

2008-08-08T10:32:00.000-07:00

The fall curriculum is about Needs of Man. It's been a long time since I actually studied Mazlov's hierarchy. Looking at it briefly- it's much more detailed than I remember. However, the real point at this age is to connect with what they know/think/believe and distinguish between needs and wants. I think it will be interesting. Especially when you look at combining that with Grace & Courtesy and the beginnings of the peace curriculum.

I do wonder though if we should do more to follow up on the Olympics. It's starting now. The need to compete. The need to have fun. It ties in nicely. I'm going to look it up and think about it more.

Two weeks...

2008-07-26T20:45:00.000-07:00

Two weeks.
I've been working so hard, but I absolutely love it. I think I've stayed late every day except when I have another commitment. I know all the children in my class, and what they love the most. It's a funny thing that the older children really seem to be "stuck." They have found exactly what they want to do and asking something else of them is just like pulling teeth.

This class loves art and overall has very excellent control of their fine motor skills. I need to build on that. It also combines with my own love of using art to build the child's expression and the curriculum.

I'm working a lot right now on organizing the classroom, figuring out where the children are, and curriculum planning.

I'm not sure when I'm going to write my thesis. I'm behind...

Setting up...

2008-06-23T21:14:00.000-07:00

Spent the day setting up the classroom. I love being back in the classroom. I'm excited, and looking forward to the day that I start. I need to spend some time thinking about art. They are so used to markers and crayons, and I want so much more. Right now we are short on some materials, and I need to work around that at the beginning. I'm trying to find the balance in my heart between working with what is currently available and finding out the possibilities of what could be available. It's a challenge when you just don't know yet. I just don't know the materials that the school has, and I wonder how much I can create.

I'm excited because they have a CD player and some CD's with classical music. I may bring some of my other materials. I left my album there, and I'll take more up tomorrow. I need to clean more of the cabinets then.

I'm not happy with my birthday calendar pieces. They don't reflect the seasons the way that I would like them too. I need to look for more artistic pieces there. I love the people that I'm working with though. That makes such a difference.

Classical music lists

2008-05-31T15:00:00.000-07:00

Classical Music Everyone Can Enjoy

Track 1: Sprach Zarathustra - Strauss
Famous for: 2001: A Space Odyssey

Track 2: William Tell Overture - Rossini
Famous for: The Lone Ranger, William Tell Opera

Track 3: Hungarian Rhapsody - Liszt
Famous for: Bugs Bunny cartoon, Rhapsody Rabbit(1946), and other animated works

Track 4: Symphony no. 5, mvmt. 1 - Beethoven
Famous for: Extremely popular and widely played

Track 5: Hungarian Dance no. 5 - Brahms
Famous for: Used widely in movie soundtracks including The Cat in the Hat (2003) and Sixteen Candles

Track 6: Rhapsody in Blue - Gershwin
Famous for: Extremely popular jazz/classical work

Track 7: Fanfare for the Common Man - Copland
Famous for: Movie soundtracks, easily recognizable

Track 8: Hoedown - Copland
Famous for: Beef commercials

Track 9: Sabre Dance - Khatchaturian
Famous for: Scrubbing Bubbles commercials, plate spinner acts on the Ed Sullivan show, and other television shows

Track 10: Ride of the Valkyries - Wagner
Famous for: Used extensively in movies and cartoons

Road trip music list from About

Classical Music for Halloween

Bach - Toccata and Fugue in d minor, BWV 565
Grieg - In the Hall of the Mountain King
Brahms - Piano Quintet in g minor, Op. 25
Bartok - Music for Strings, Percussion, and Celesta (mvmt. 3, adagio)
Mozart - Requiem "Dies Irae"
Orff - Carmina Burana, O Fortuna
Ives - Robert Browning Overture
Brahms - Hungarian Dance No.

George Crumb - Vox balaenae
Bela Bartok - Out of Doors, BB 89: No. 3 Musette
Modest Mussorgsky - The Hut on Fowl's Legs (Baba-Yaba)
Dmitry Shostakovich Symphony No.10, mvmt. 2
Dmitry Shostakovich Symphony No. 2, mvmt. 2
Camille Saint-Saëns - Dance Macabre
Mark-Anthony Turnage - Three Farewlls - All will be Well
Allan Pettersson's Symphony No. 6
Krzysztof Penderecki's Symphony No. 1

List from About