Montessori Teacher Training

NAMC Elementary Mastery Checklists: Blending Montessori with State Standards

2012-02-01T11:23:00.000-08:00

Following is a brief account of how one NAMC Upper Elementary Diploma Program student is using the NAMC Mastery Checklists to align her program with state standards. Our thanks to Jodi for sharing her insights and ideas.

The NAMC Upper Elementary math checklist is very similar to the checklist I have been using with my students. Each student receives a checklist that they paste into their Montessori Math Journals. The topics are along the left side of the page and are based on the State Standards/Critical Competencies for our District (my next project is to re-word them so that they match the Common Core Standards).

Also listed is a series of possible activities that incorporate all my general bag of tricks for each topic. Some are taken from the NAMC Lower Elementary math manuals, some from the NAMC Upper Elementary manuals, some are practice pages from the District-provided text books (which can be used in conjunction with the materials and/or work abstractly), trade books that teach math concepts through stories and some are random presentations that I have collected from various places.

Since we have to use a grading system in our school, I made a pre-test and post-test for each required section (daily work is not graded, since it varies so widely from student to student). These completed tests tell me what prior knowledge the student has on each subject and give me a good idea of what lessons they will most benefit from. Then I review and determine the lessons, presentations and practice I want the student to complete, and we go from there.

It is a vaguely sequential process, so students end up in unofficial ‘cohort’ groups of peers who happen to be working on the same topic and so choose to work together. It works well, although I have not been able to keep current on recording the dates of presentations, practice, and mastery very well—that ends up either being recorded by the student or just living in my head as I go from one student to the next.

I also leave the process open for students to ‘challenge’ a skill; if they think they know what the material is trying to convey and feel that extra practice is unnecessary, I have them show me what they can do and we renegotiate what practice (if any) they need to cover from that point.

Note from NAMC tutor, Michelle Irinyi:

Blending Montessori practices and principals with public school standards is entirely possible. Align the NAMC elementary checklists with your state standards, and then look to see where the gaps are. The NAMC checklists are also a great way to keep up to date on recording when presentation/practice/mastery occurs. By incorporating the Montessori philosophy and methods into your public school classroom, you will have an integrated, balanced approach which is both child-centered and state compliant.

As much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community.

For information about NAMC programs and material, visit: http://www.montessoritraining.net/

A NAMC Student’s Experience as a Montessori Parent

2012-01-30T12:01:00.000-08:00

Part 4 of 4 – Montessori For My Autistic Sons

The following four-part series include excerpts from an introductory letter written by a NAMC Lower Elementary diploma program student, Rachel, to her NAMC tutor. A mother of six boys, she was first introduced to Montessori in seeking alternative method of education for her first son. Her first four sons attended public school since kindergarten, with the oldest three beginning their education in Montessori preschool. Rachel’s two youngest boys, aged nine and ten, are autistic and she has chosen to complete her NAMC 6-9 diploma so that she may work with her sons using the Montessori method.

Why do I think the Montessori method will work for my Autistic children?

Before Maria Montessori opened her first Children’s House she worked with children in an “asylum.” This is where she developed her method. Building on equipment and theory available at the time she experimented with new methods of teaching “mentally deficient” children. Her equipment was originally designed to teach children who could not learn in a regular classroom. Several eight-year-old boys who were considered “deficient” passed standardized testing after learning through Montessori’s method of education.

Maria Montessori wondered what would happen if this same method were used with “normal” children. Since her “deficient” students were considered behind in development, she chose to present her method to preschool-aged children. After some practical modifications to the method (i.e. reducing some of the steps involved with the learning material), the children did extremely well and Montessori casa de bambini centers were started in many areas.

Maria Montessori has already created an effective way to teach both “normal” children and children with special needs. Why are we trying to reinvent the wheel?

After learning about Autism and pondering on the Montessori method I believe, though I do not have proof, that many of the children Montessori worked with had Autism. Why do I think this? First, because the type of children put in asylums in the early 1900’s were children with Autism, Down Syndrome and other disabilities that no one knew how to handle at that time. Second, because the method itself speaks volumes to me.

Children with Autism almost always have sensory issues. They can be sensory avoiders or sensory seekers. This is addressed in the sensorial portion of the classroom. Equipment in the sensorial section is designed to educate the senses. Much of this equipment can help desensitize autistic children to their special sensory difficulties, or provide much needed input for those who seek it.

Children with Autism have difficulty with self-help skills. The practical life sections of a Montessori classroom help by giving the child many opportunities to practice self-help skills.

Children with Autism have difficulty with abstract thought. Montessori teaches from the concrete to the abstract. The mathematical equipment shows the step by step process of moving from the concrete manipulatives to the abstract of numbers.

Children with Autism have difficulty with learning a whole concept all at once. Montessori takes larger concepts and breaks them down into their step by step processes, a common way to teach children with Autism.

Children with Autism often have difficulty in categorizing information they receive in and organized manner. Retrieving connected information or even connecting information that belongs together is difficult. The Montessori method teaches things from the whole to the part to the whole again. It teaches how and why things are connected and related.

Children with Autism often have trouble building vocabulary. Montessori equipment is designed to increase vocabulary. One little girl started at the Montessori school in which I volunteered at five years old. She could not speak. After working with the sound buckets (cylinders with a letter on the outside and objects that start with that sound on the inside) her vocabulary increased dramatically.

Families have difficulty exposing children with Autism to many varied environments. (This comes from experience. It was a nightmare to take my child anywhere.) Montessori curriculum is about different places, people, and environments. Montessori classrooms have animals of different species (bird, reptile, mammal, fish etc.). They have and study different environments (garden, indoor, outdoor, terrariums, etc.)

Children with Autism need to repeat things over and over. Montessori curriculum allows for repeating activities. A wise and observant directress will slowly add steps to the repetitive behavior, increasing the difficulty of the task until the equipment is being used to its fullest educational potential. Then, when all that can be learned has been mastered at this stage, the directress will redirect to a new task expanding the child’s world.

Children with Autism have difficulty with social skills. Montessori curriculum includes introducing people, being introduced, how to ask someone to do their work, and other social skills. As the children get older they are put into groups that work together. This builds social skills. My hope would be that “normal” children as well as disabled children would be in class together.

Children with Autism often have splinter skills. In some aspects of their behavior and knowledge they can be far ahead of their peers, whereas in other areas they may be far behind classmates. The Montessori method automatically individualizes the education to the specific needs of each child.

Why Montessori? Because the Montessori method was originally scientifically designed to educate special needs children. Some modifications would be required. The Toronto School for Autism uses ABA’s backward chaining model and discrete trial. I believe this probably puts back the steps that were taken out when the method was revised for “normal” children. Because the method is so individualized, mainstreaming would be much easier in a Montessori school than in public schools. Using picture communication and scheduling would also be helpful. Using the TEACCH method for those who need that kind of structure can be easily included. Using Dr. Greenspan’s Floortime model to get into the child’s world and bring him into ours would also be possible.

I realize that much of the above is talking about the preschool program, but I think some of the preschool curriculum can be included in an elementary classroom and I can find much of what I need for practical life and sensorial lessons online. If I do well with the NAMC 6-9 diploma program I plan on taking the NAMC 9-12 program and possibly the NAMC 3-6 program as well so that I will be able to work with my children’s splinter skills wherever they are, developmentally.

In my opinion Montessori seems to fit the needs of my children much better than what I am experiencing in the public school system, even though we are in a very good school district and that has worked well with my older sons.

I have thought about this deeply and for a long time. I am very excited and have already started reading and learning. The NAMC 6-12 Classroom Guide has already helped me better understand what I have read in Dr. Montessori’s books.

Related NAMC Blogs:

The NAMC diploma program and materials provide a comprehensive curriculum for Montessori educators:

North American Montessori Center: http://www.montessoritraining.net/

A NAMC Student’s Experience as a Montessori Parent

2012-01-27T11:47:00.001-08:00

Part 3 of 4 – Choosing Montessori Elementary Teacher Training

This four-part series include excerpts from an introductory letter written by a NAMC Lower Elementary diploma program student, Rachel, to her NAMC tutor. A mother of six boys, she was first introduced to Montessori in seeking alternative method of education for her first son. Her first four sons attended public school since kindergarten, with the oldest three beginning their education in Montessori preschool. Rachel’s two youngest boys, aged nine and ten, are autistic and she has chosen to complete her NAMC 6-9 diploma so that she may work with her sons using the Montessori method.

I chose the NAMC Lower Elementary diploma program to help my two youngest sons:

I have two autistic boys, ages nine and ten. They are struggling in the public school system. The ten year old hates being “told what to do” and thinks his teachers are “bossy”. I hope that he will thrive on being able to choose his own work and by integrating his studies into something that fascinates him.

Last year, he studied the nutrition pyramid. He was totally fascinated and spent every moment he could at school learning more about nutrition and the digestive tract. I think that had he been allowed to continue this study and had they integrated reading and writing and the body systems into this interest, he would have done well at school. Instead they pushed him into learning about the US government system in which he had no interest. He shut down and refused to do any more work for them and is now in a program for autistic children but still trying to be mainstreamed. This year he is interested in the US government system. He told me last week, “Did you know that the President lives at 1600 Pennsylvania Avenue?” Now would be a good time to allow him to delve into what a president is or if he is interested in housing, shelters around the world, but they have moved on to something else and he is now having a lot of behavior problems because he is being forced to do things he doesn’t want to.

My nine year old son has a language disability. He must be taught visually and be allowed to assimilate vocabulary at his own internal rate. Each year he falls further behind his classmates because teaching becomes more and more auditory. His auditory processing is very slow but if he can see and/or do something, he will understand and learn it. I have tried to explain to his teachers that he must have visuals, but they are not taking the time to create things that will capture attention and involve the students. I think he might be noticing that he is not doing as well as the other children and am afraid his self-esteem will be affected. Even my husband, who does not like the idea of homeschool, has realized that the public school system is not working for our nine year old son.

Related NAMC Blogs:

The NAMC diploma program and materials provide a comprehensive curriculum for Montessori educators:

North American Montessori Center: http://www.montessoritraining.net/

A NAMC Student’s Experience as a Montessori Parent

2012-01-26T10:29:00.000-08:00

Part 2 of 4 - Follow the Child

Some time ago I asked my niece, a high school history and Spanish teacher, what she thought about the Montessori method. I cannot quote her exactly because it has been too long. This is what I remember: she felt that students who entered the school from Montessori schools had difficulty conforming to the schedule of the school and the teachers. She felt they were undisciplined.

I find it very interesting that my fifth son (age nine) who has Autism is currently facing this very problem in the public school system he has always attended. He refuses to do his work and to move from place to place on an imposed schedule. I wonder how necessary this approach is, instead of children learning and working on their own internal time clocks.

Montessori teaches freedom within limits. Self-correcting Montessori learning material must be used properly and children are taught how to show respect for others and for their work. I am not sure that what my niece says is a detriment. I admit not knowing a lot about the Montessori method beyond preschool but from what I have read it seems that Montessori elementary students are encouraged to work in groups on projects, which is what most of the adult work world is doing. Or at least it is what my husband is doing and team building seems to be extremely important.

Related NAMC Blogs:

The NAMC diploma program and materials provide a comprehensive curriculum for Montessori educators:

North American Montessori Center: http://www.montessoritraining.net/

A NAMC Student’s Experience as a Montessori Parent

2012-01-24T12:54:00.001-08:00

Part 1 of 4 – Montessori For My Children

Dear Ms. Irinyi,

Thank you for being my tutor. I look forward to working with you as I learn the Montessori method for teaching lower elementary. This is a long introduction, but it will help you understand why I enrolled.

Why Montessori?

When my oldest son was 3 years old, he developed an interest in letters. He wanted me to sit with him for several hours and day and do flash cards. I could only stand going through the stack of cards twice before I was bored to tears. I was at my wits end and decided that when the next school year started he needed a preschool or I would go insane so I started asking around.

None of the schools that my friends put their children in felt right. Finally one of my friends told me about a local Montessori school. From her explanation, it sounded like the school taught the way I felt children learned. After visiting the school and learning more, we enrolled our son. I loved the concept and I loved what it did for him, as well as for my second and third sons.

When we moved away I tried to find another Montessori program but in my new area the schools were too expensive. I regret that my third son could not continue and my fourth son was never able to participate in a Montessori preschool. The Montessori preschool learning really helped my older two boys excel in school and gave them a self confidence that my second two do not seem to have.

After enrolling my oldest in the Montessori school, I got to know the teacher. We became friends and I began volunteering at the school. Soon, I wanted to learn the method myself and started a course but could not complete it because my family continued to grow and I found I did not have the time required. Because I have worked in a Montessori school, and because I studied the philosophy and some of the method, I believe it is an excellent method of teaching children and have long since wondered why our education system keeps experimenting with new methods when such an effective method has been in existence since the early 1900s, and has been proven over the last century in hundreds if not thousands of schools across not only the US but the world.

Related NAMC Blogs:

The NAMC diploma program and materials provide a comprehensive curriculum for Montessori educators:

North American Montessori Center: http://www.montessoritraining.net/

February is Black History Month

2012-01-20T11:21:00.000-08:00

2012 Theme, USA: Black Women in American Culture and History

February is Black History Month in Canada and the US, also known as African American History month. It is honored in Great Britain in October. The theme in the US for 2012 is Black Women in American Culture & History, and provides a catalyst for various Montessori classroom activities for all ages. Montessori educators can begin to prepare activities across all subject areas, including cultural and physical geography, history, language arts, art, and more.

NAMC links below provide helpful background information for this occasion, and subsequent links are provided to give you additional selections for topical studies that your Montessori students may choose to delve into, depending on their particular area of interest. As February gets underway, more online information may be available, so be sure to research your own particular area of interest.

Throughout your activities, incorporate lessons in alignment with Montessori Cosmic Education and Peace education: conflict resolution, community service, character education, grace and courtesy, etc. Strive to inspire your young students to believe in their own ability to make significant social contributions in their own lives. Here are a few suggestions for consideration:

Choose age-appropriate literature written by black women and engage your students in reading and comprehension activities.
Identify women who have had significant accomplishments toward your country’s culture and explore their lives and stories.
Study art by black women and discuss with your students the artists’ history and particular style of artistic expression. Alternatively or additionally, study black women in the performing arts (music, dance, film, etc.), both today and throughout your country’s history.
Learn about black women who have made significant contributions to civil rights and/or within the political realm of your state/country.
Discuss with your students their own ideas for peace and harmony within the constructs of family, friends, community, country and the world. Ask them to express their ideas and visions of peace through their own artistic and literary creations.

Remember to search the NAMC blog site for other articles that may provide you with further activity ideas related to character education, conflict resolution, etc.

It may also be helpful to keep in mind that March is Women’s History Month. Studies begun in February around the Black History Month women’s theme may serve as a springboard to further studies in women in leadership and peace studies.

Related NAMC blogs:

Other Links:

http://www.asalh.org/files/ExecutiveSummary2012.pdf

North American Montessori Center: http://www.montessoritraining.net/

When Montessori Mixed Age Groups are Challenged

2012-01-18T13:20:00.000-08:00

On the practical side, our method has, moreover, the advantage of being able to draw together children of very different backgrounds. In our first Children’s Houses there were children of two-and-a-half, still too young for the simplest exercises of the senses, and children over five who, because of their attainments, could have passed after a few months into the third grade. In our schools each child advances and perfects himself according to his own individual ability….As far as the teacher is concerned, she can remain a whole day with children of such different stages of development without exhausting herself… ~Maria Montessori, The Discovery of the Child

The following question posed by a Montessori teacher highlights some of the challenges associated with maintaining mixed age groupings within the mandates of regional jurisdictions. The question also brings to the forefront the importance of the Montessori teacher as role model and guide for students, regardless of varying environmental parameters. Thank you to NAMC faculty alumnus Bree Van Nes for her thoughtful response.

Q: How would you feel about changing the age groups in a Montessori environment? Our four year olds cannot be in the same classroom as the five year olds due to Ministry regulations, which leaves us in a predicament. Our school principal wants to group the five year olds with grade one and two students. Do you think the five years olds are better alone (this is working fine) or should the age groups be redefined?

~ A confused Montessori teacher.

A: In this instance it sounds like the Ministry has placed restrictions on the age grouping that schools are able to include in a single class setting, and it is unfortunate that they are not able to follow the traditional Montessori 3 to 6 (Preschool/Kindergarten) and 6 to 9 (grades 1-3) age grouping. I have had the opportunity for many years to implement the Montessori philosophy with a classroom community of just Kindergarten children, so I know firsthand that it is definitely feasible. I actually loved teaching Montessori Kindergarten (age 5-6) as there is so much you can do with the children because they are far more capable and confident than they were when they were younger. However, in my opinion, something was always missing in this environment. I always felt that my Montessori kindergarten students missed out on being the ‘big kids’ of the Montessori multi-age classroom and the important experience of being the leaders and helping the younger children in the classroom.

Any Montessori preschool/kindergarten teacher will attest to the fact that everything seems to come together for the kindergarten child in a Montessori 3-6 classroom. In particular, their social/emotional development and the preparations for later academic work are decidedly progressive. A big part of that can be attributed to the unique Montessori environment of the mixed age grouping.

In this Montessori casa classroom, it appears that they still adhere to the mixed age grouping without the kindergarten-aged students. In this scenario, although the preschoolers will miss out on having the guidance of the confident, capable kindergarten children it is still very much a feasible grouping for a Montessori environment. The four year olds will still act as mentors for the younger children and will still serve as role models. The three year olds will continue to be inspired by the older children and the environment should still emulate that endearing sense of community so indicative of the Montessori classroom.

The question is: should the kindergarten students be kept on their own or should they be mixed with the 6 and 7 year olds (grades 1 and 2)? I think for some kindergarten-aged students it would be a huge stretch to be included with the six and seven year olds, but overall, I do think the majority of them would rise to the challenge and would be motivated and inspired by the older children in the group. I do like the fact that they would still be a part of a mixed age grouping and by watching the older students at work in the environment, the kindergarten students would challenge themselves and look forward to future activities. I really believe that if a school is unable to accommodate the traditional Montessori preschool/kindergarten age grouping, it is better to have the kindergarten students with the six and seven year olds rather than on their own, simply because mixed age grouping is the backbone of a harmonious Montessori environment. We all know that a Montessori classroom thrives on the mixed age grouping, and it helps to form a bond only seen in small social communities and families. Being in a class with all kindergarten students would mean that the children miss out on that very important aspect.

I hope this is helpful.

NAMC blogs that may be of further interest:

The NAMC Classroom Guides provide helpful instruction for setting up and managing the Montessori environment.

North American Montessori Center: http://www.montessoritraining.net/

Chinese New Year – Montessori Curriculum Activities

2012-01-16T11:11:00.000-08:00

Chinese New Year is a 15-day cultural celebration that follows the lunisolar calendar. This year Chinese New Year begins with the full moon on January 23 and 2012 is considered the Year of the Water Dragon. It will end with the full moon 15 days later on February 7.

The following website is informative and provides several links that offer a springboard for student activities across a number of subject areas. Find out about the 15-day celebration of the Chinese New Year, the Chinese calendar, traditions of Chinese New Year, including traditional foods prepared for Chinese New Year, to name a few: http://education2.uvic.ca/Faculty/mroth/438/china/chinese_new_year.html

There are many ways your students can create and participate in their own Chinese New Year cultural celebration. Here are few ideas to get you started:

Learn about the lunisolar calendar, which is utilized by Asian countries particularly to celebrate traditional cultural events. The lunisolar calendar incorporates the rotation of the earth around the sun, and the movement of the moon around the earth.
Discover the symbolism of the animals associated with the Chinese zodiac calendar. 2012 marks the Year of the Water Dragon – find out more about this special animal in Chinese tradition. Why is the dragon dance part of Chinese New Year celebrations?
Discuss with your students how people prepare for and celebrate the Chinese New Year (i.e., housecleaning, family gatherings, festivals, etc.). With older students you may choose to discuss the topic of symbols/superstitions and some of those associated with Chinese New Year.
Discuss traditional Chinese New Year foods and decorations, and the symbolism behind them. Bring some oranges or tangerines to class and along with connecting these to the Chinese New Year tradition, include a lesson on the parts of a fruit. Share the fruit among your students as a tasty treat at the end of the lesson.
Discuss popular colors associated with Chinese New Year and why they are chosen.
Encourage other physical and cultural geography activities that focus on China. Find China on the world map or globe, learn about the Chinese flag, discuss some of the ancient history of China.
The origins of fireworks are generally attributed to China. Discuss how fireworks are incorporated into Chinese New Year celebrations. Use this as a springboard for further historical study into important Chinese inventions (papermaking, printing, compass, abacus, etc.).
Learn about Asian water dragons and their habitat.
Find out more about the Chinese community in your area. What is being planned to celebrate the Chinese New Year in your community? Are any of your students and their families participating?
Invite a representative of your community’s Chinese New Year celebrations to speak to your students in class.
The last day of Chinese New Year celebrations includes a lantern festival that children love to participate in. Discuss the lantern

Here are more online links for your further research/review:

http://www.thestar.com/article/1115086--chinese-new-year-2012-where-to-ring-in-the-year-of-the-water-dragon

Several student activities are provided by Scholastic:

http://www.scholastic.com/teachers/lesson-plan/chinese-new-year-celebration

More activities/crafts:

Related NAMC blogs:

The NAMC diploma program and materials provide a comprehensive curriculum for Montessori educators:

North American Montessori Center: http://www.montessoritraining.net/

Martin Luther King, Jr. Day of Service: January 16, 2012

2012-01-13T10:58:00.000-08:00

"If you want to be important, wonderful.

If you want to be recognized, wonderful.

If you want to be great, Wonderful!

But recognize that he who is greatest among you is your servant.

That’s the new definition of greatness.

This morning, what I like about it is that by giving it the definition of greatness it means everybody can be great because everyone can serve.

You don’t have to have a college degree to serve.

You don’t have to make your subject and your verb agree to serve.

You don’t have to know about Plato and Aristotle to serve.

You don’t have to know about Einstein’s Theory of Relativity to serve.

You don’t have to know the Second Theory of Thermodynamics in Physics to serve!

You only need a heart full of grace.

(A) soul generated by love. You can be that servant."

- Excerpt from Dr Martin Luther King Junior’s Speech “The Drum Major Instinct”

This year, January 16 marks the Martin Luther King, Jr. Day of Service in the US. Montessori teachers everywhere, not just the US, have the opportunity to help students honor his legacy of service toward peace through activities that span every subject area of the Montessori curriculum.

Following are some web links for Montessori teachers to prepare and provide a rich selection of research and practical activities for their young students.

About Martin Luther King, Jr. and the MLK Jr. Day of Service:

Activity Ideas:

Related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Elementary Perspectives: Math Facts – Follow the Child

2012-01-12T11:43:00.001-08:00

Children show a great attachment to the abstract subjects when they arrive at them through manual activity. They proceed to fields of knowledge hitherto held inaccessible to them, such as grammar and mathematics. I wonder how the theory arose that in order to work with the hand one must have an uncultivated mind, or that a cultivated mind consorted with manual helplessness! Must a man be classified either as a worker with his head or with his hands, instead of being allowed to function with his whole personality? Where is the logic in the view that one-sided development can be beneficial to the whole? ~ Maria Montessori, To Educate the Human Potential

The following question posed by a NAMC student gives us pause to reflect on the Montessori philosophy that reminds us to follow the child. It highlights an issue that some parents new to the Montessori method raise at the beginning of their child’s elementary educational journey. It also provides Montessori educators with the opportunity to communicate and demonstrate the important philosophy that lies behind the method, and engage Montessori parents in the wondrous experience of their child’s individual development.

Q: I have a question about multiplication facts. My Montessori first grade students are practicing multiplication and they are doing well with using the Montessori learning materials. However, they still cannot memorize the multiplication facts and parents ask why their children are practicing multiplication but cannot memorize their multiplication facts. At this point, what can I do?

A: Asking first grade students to memorize multiplication tables is developmentally inappropriate. Your Montessori students are doing exactly what they should and that is practicing math operations using the Montessori learning materials. Memorization of math facts takes time. The concept of multiplication must be understood and internalized using the Montessori materials. The Montessori math curriculum is designed so that the child is truly learning and owning each concept completely, which is different from memorizing. Memorization leads to forgetting as it utilizes only short term memory. True learning is established as long term memory.

I suggest you discuss with your Montessori parents that true learning takes place in a three year continuum in the Montessori classroom and that all math facts will be learned and internalized over the course of the three years. So-called “drill and kill” memorization techniques (i.e., flashcards) take away from the process of self-discovery that is so vital to maintaining a child’s interest and enthusiasm for learning. Drilling first grade students over memorization of math facts may create undue stress and contribute to resentment and distaste for learning. Your Montessori parents need to trust the Montessori method and patiently watch their children bloom and grow under your watchful and careful guidance.

I have worked with fourth grade Montessori students who did not have math facts memorized, yet understood the concept of mathematics and performed even complicated multi-digit multiplication and division operations successfully. The beauty of the Montessori math materials is that they do not rely on the memorization of math facts before a child can experience success. That would be like telling a child he can’t be read to until he can read independently. Eventually, all students will learn the math facts. But this is accomplished on the child’s unique timetable, not that of the parents or the teacher.

The NAMC Lower Elementary manuals are rich with activities that span the entire three-year curriculum.

North American Montessori Center: http://montessoritraining.blogspot.com/

The Montessori Movement: A US Historical Perspective

2011-12-22T10:30:00.001-08:00

The following contains a response to a NAMC student inquiry concerning becoming more informed about the history and efforts of those supporting Montessori in the United States, and why it is not broadly embraced in public school systems.

The Montessori method was close to being adopted in the US as the model for all public school instruction shortly before the start of WWI. However, in 1914 William Kirkpatrick (a follower of John Dewey’s) wrote a highly critical ‘expose’ on the Montessori method: The Montessori System Examined. In it he argued against Dr. Montessori’s use of scientific observation of children and her ideas of freedom and liberty. He believed the teacher to be the center of the classroom, not the child and argued that the teacher should direct all student activity. He argued for social group work before the child had approached the social second plane of development. Montessori was for children to learn self-reliance and independence; Kirkpatrick argued the need for conformity through social pressure! He called Montessori schools chaotic and anarchist; traditional schools were models of properly trained, well-behaved children who did exactly what they were told. Montessori schools encouraged divergent thinking; traditional school children, he said, did not question authority. Kirkpatrick asked:

Why allow the child to exercise his choice?
With free choice granted, how is cooperation in group activity to be secured?
How is the child to secure the requisite knowledge and skill?
How shall we secure conduct that conforms to social standards?

Kirkpatrick was also successful in getting people to believe that Montessori did not believe in play. Dewey was a big proponent of constructive and imitative play. Montessori believed that real work (her Practical Life activities) were more important to the child because they actually had meaning for the child, giving him a sense of purpose. Dewey wanted to teach through the use of ‘games’ while Montessori taught through real life activities and didactic materials. Kirkpatrick even went so far as to state that American games were far superior to the Italian Montessori materials. He said that Italian children may need to be taught the lessons of practical life, but American children certainly had no need as they had respectable mothers who saw to their needs. He said that Montessori eschewed the use of stories and imagination, never giving credit to the Montessori Five Great Lessons which provide the child with ample opportunity to use imagination to explore the world around them. Kirkpatrick said that children over the age of two did not benefit from sensorial exercises as it was impossible to train their senses after that time. And since the Montessori sensorial lessons had no “general transfer” use, they were not relevant.

Kirkpatrick also said that the use of phonetic training was merely a novelty in America, since teaching children to read and write using phonics was impossible. Italian is phonetic; English is not. He called it a novelty that would quickly die. He saw no use at all in the Montessori mathematical materials. He was quick to point out that “In this country, we seem pretty well agreed that these subjects, as a rule, better not be taught prior to the age of six.” (Kirkpatrick, page 59) He believed that introducing books too early was damaging to children: “The writer agrees, therefore, with those who would still exclude these formal school arts from the kindergarten period. To him a school for the young without books is Froebel’s chiefest glory.” (Kirkpatrick, page 60)

Reference: Kirkpatrick, Williams. The Montessori System Examined. Boston: Houghton Mifflin, 1914. eBook.

As you can see, for a society based on educating the masses to be skilled workers, Congressional decision makers were quick to jump on Kirkpatrick’s argument. Then, with the US involvement in WWI, all monies allocated toward education went to the war effort. And if that was not enough, the fact that Mussolini had initially funded all Italian Montessori schools was enough to have them all but abandoned in the US (never mind the fact that Montessori refused to join Mussolini’s fascist movement causing him to subsequently close all Italian Montessori schools and forced her into exile!)

The Montessori system experienced resurgence in the 1960s primarily through the work of Nancy McCormick Rambusch and Margaret Stephenson. Rambusch began the American Montessori Society (AMS) in 1960 and Stephenson received permission from Mario Montessori to start the Association Montessori Internationale (AMI) in the US. Montessori was slow to become established in the mainstream US due to the negative publicity at the early part of the century. Because of the Cold War, the US was in a race to achieve and succeed against the Soviets and the Montessori method was seen as too liberal. Most American Montessori schools in the 1960s were small grassroots homeschools, many of which grew into larger facilities. It was not until the mid 1970s that public school districts began to experiment with the Montessori method. You can read more about this in the Washington Post article “Montessori, Now 100, Goes Mainstream” Currently, with the growing number of disgruntled parents and teachers over the US “No Child Left Behind” initiative, the Montessori movement is gaining momentum as a dynamic alternative to conventional education.

For more information, you may wish to read Dr. Angelina Stoll Lillard’s book Montessori: The Science Behind the Genius. Once herself a Montessori skeptic, psychologist Lillard has spent more than two decades studying the Montessori method. You might also research the Montessori public schools in the Durham and Charlotte-Mecklenberg districts in North Carolina. They both are having amazing results and are adding more schools. Here is a recent article written about the Charlotte-Mecklenburg decision to open a Montessori middle school: Middle schoolers thrive in Montessori magnet.

North American Montessori Center: http://www.montessoritraining.net/

Winter Holidays - Montessori Practical Life and Grace and Courtesy

2011-12-15T13:41:00.000-08:00

As the winter holidays approach, it is a great time to reflect on the importance of practical life and grace and courtesy lessons for our Montessori children. Here are links to several related NAMC blogs to refresh. Be sure to select the additional links at the bottom of the post for more.

Enjoy!

North American Montessori Center: http://www.montessoritraining.net/

Hanukkah - Montessori Cultural Curriculum

2011-12-14T11:55:00.000-08:00

Hanukkah begins at sunset on Tuesday, December 20, 2011, and ends at sunset on Wednesday, December 28, 2011.

Here are two previous NAMC blogs to give you some background and activity ideas for your Montessori students:

Hanukkah in the Montessori Classroom

Chanukah “Did You Know?” – Montessori Curriculum Ideas

North American Montessori Center: http://www.montessoritraining.net/

Montessori 3-6 Perspectives: Community Celebration of Thanksgiving

2011-11-16T12:58:00.000-08:00

In the US, the Thanksgiving holiday is always celebrated on the fourth Thursday of November. There is background information on the American holiday in previous NAMC blogs, listed below.

In my first several years of teaching Montessori preschool, Thanksgiving celebrations focused on the original story involving the indigenous people of the US and the pilgrim settlers. Prior to Thanksgiving Day, I invited local Native Americans to our Montessori classroom to share their knowledge of those who originally lived in our region. Montessori parents and any visiting extended family members were also invited to these presentations.

Our special guests would bring replicas of the homes, show the lifestyle of the families, and also share many examples of their clothing, cooking utensils and pots, and common children’s games. My Montessori preschool students loved this experiential cultural study, and enjoyed participating in a very hands-on way.

That same week, our Montessori classroom hosted a Thanksgiving “feast”. Students prepared a dish together, such skillet corn bread, and parents were invited to bring supplemental dishes. Our Montessori students also created a variety of crafts such as napkin rings for their family table, placemats and turkey centerpieces. Each year we made a different version of a turkey using objects like pine cones, apples and one year, clear Christmas globe ornaments. Attaching colorful feathers was always a fun way to complete the project.

Over the years the focus naturally evolved into a Montessori community celebration. In the week before Thanksgiving, students brought different canned goods daily for donation to the local food pantry. We discussed what the children do when they are hungry. When I pointed out that not all children in our city had food readily available at home, our conversation turned to how fortunate we are to have enough food, and the importance of helping others less fortunate. Each day my Montessori students were so excited to see the donation containers fill. The highlight of the week was sorting all the cans and boxes for pickup. When the van arrived, it was a joy to see the happiness in those young faces.

Our Thanksgiving feast followed. Parents contributed several kinds of cleaned, raw vegetables and we created a vegetable turkey. Children took turns arranging various vegetables on the outline of a turkey covered with wax paper. They made a selection of Native American food - skillet corn bread, popcorn and there was always a basket of pumpkin muffins. The “veggie turkey” was a big hit, and nicely accommodated any vegetarian family guests. In keeping with our theme of giving thanks and helping others, we sang “Thanksgiving Day” by John Forster and Tom Chapin.

Those words and the beautiful voices of the children reflect the true meaning of the holiday:

Thanks for our health. Thanks for our hearth
And the bounty that grows from the ground.
With our loved ones near we bless the year.
That's brought us safely 'round.

Related NAMC blogs:

Other helpful resources:

North American Montessori Center: http://www.montessoritraining.net/

NAMC thanks Maureen Northacker for this blog contribution.

Montessori 3-6: Parent Education Meetings

2011-11-10T15:03:00.000-08:00

Every new school year brings parents who are new to the Montessori way. Many are eager to know more about what their children will be learning and doing in the Montessori classroom. Some have a general idea of what the Montessori program is about, others know only that they liked what they saw at their initial school visit.

In order for a Montessori school to build a strong, supportive parent and community base, it is important to provide a parent-friendly, informative Montessori parent education program. As parents develop their understanding of the Montessori philosophy and method, your Montessori community will strengthen and grow. I hope the ideas I share here will help you with your Montessori parent education programs.

I schedule one-hour meetings with prospective Montessori parents, which include a tour of the classroom and explanation of some of the materials and work habits children learn in the Montessori environment. Parents appreciate the opportunity to learn about the program and how the Montessori philosophy is interpreted at the school. Parents often find this kind of information lacking in many of their tours of other prospective schools.

Montessori parent education meetings can vary in format. Most schools like to schedule the meetings in early fall, when parent interest is at its highest. Some schools invite parents to evening sessions for about 1.5 hours each, several weeks in a row. Parents gather in their children's classroom and the Montessori teacher may cover a different curriculum area each week. Another approach is to have a different teacher cover a specific curriculum area. For example, if the five curriculum areas of the Montessori preschool environment are covered in one evening, each teacher repeats his/her specific curriculum presentation to five different groups of parents who rotate through the classrooms. Sometimes it works to have a Saturday morning session followed by a community-building luncheon.

Over the years, I have developed a successful Montessori parent education program whereby the first sessions take place every other week during the first two months of school. These 45-minute sessions are scheduled in the very early evening. My Montessori assistant (along with a helper, if needed) provides child care in the gymnasium or outside for the students and siblings. We provide simple refreshments as many parents arrive straight from work. In each session I present Montessori Practical Life, Sensorial Development, Language, and Mathematics curriculum areas.

In January we schedule a new Montessori parent education series covering the cultural curriculum and specific areas of interest to parents, which often includes general parenting issues. Using Montessori philosophy as the foundation for these discussions, I explain how a trained Montessorian might handle various matters. For example: setting up the home for Montessori Practical Life activities using child-size utensils and tools, low shelves instead of toy boxes, etc. Each meeting covers the Montessori materials, and always includes Montessori techniques such as the three-period lesson, how to roll a mat, how to carry the materials and other nuggets of information to help Montessori parents understand the routines and actions that occur in their children's Montessori classroom.

Related NAMC Blogs:

The NAMC 3-6 manuals are rich with activities that span the entire three-year curriculum, including the 3-6 Classroom Guide containing tools and techniques for classroom management.

NAMC’s Classroom Guides provide tips, tools and techniques for effective parent communication throughout the year. Order your copy today!

North American Montessori Center: http://www.montessoritraining.net/

NAMC thanks Maureen Northacker for this blog contribution.

Montessori 3–6: Orientation of New Students at Start of School

2011-11-04T12:56:00.000-07:00

Part 3 of 3 - Parent Involvement

In the first two parts of this series, I explained the value of the phase-in process for both the children and the teacher. Montessori preschool students gradually process the new and exciting ways of the Montessori approach to a school experience. They learn the grace and courtesy lessons at a pace that prevents them from feeling overwhelmed by too long of classroom time or too many other children. The Montessori teacher focuses on the procedures needed to support each child’s entry into the program. The smaller class size facilitates the teacher in becoming acquainted with each new student in order to guide the new child appropriately as class times grow in length and the needs of a large group change the Montessori classroom dynamics.

Often the parents’ first orientation/observation of a Montessori classroom takes place in the spring when the class is established, and they are considering placing their children in a Montessori program for the coming school year. At that time students are generally close to normalization, the goal that is worked toward all year, when the children are working peacefully and purposefully after several months of being in the classroom. New Montessori parents may not realize that one of the key aspects of reaching that goal is the preparation done at the beginning of the school year. Phasing-in as an orientation tool is one critical technique in setting the tone for the rest of the school year.

It is imperative that parents be informed of the school's phase-in policy at the point of enrollment because the phase-in period involves a graduated attendance schedule that is different from the regular school day that evolves once the student orientation is complete. This process can require special childcare arrangements to accommodate the child's limited and changing school attendance schedule. Also critical to parent phase-in communication is an explanation of why a phase-in approach is so important for their child. Until parents begin to understand why the larger class sizes of a Montessori environment work to the benefit to all the children, they need to know that the Montessori teacher is utilizing a technique that helps the new child transition into such a classroom.

When parents first inquire about the school, I always include in my parent information/enrollment package a detailed explanation of how we structure phase-in orientation. About a month before school starts, I send the parents the schedule of when their child will start school and at what times. Sometimes, I may have an older sibling already in the classroom, and I make adjustments to help out those parents. At our parent orientation meetings in the week before school begins, the phase-in process is again discussed. Any questions that arise are addressed to reassure parents that their child's best interests are being served through the phase-in orientation process.

Related NAMC Blogs:

North American Montessori Center: http://www.montessoritraining.net/

NAMC thanks Maureen Northacker for this blog contribution.

Montessori 3–6: Orientation of New Students at Start of School

2011-10-31T12:45:00.000-07:00

Part 2 of 3 - Summer Transition

In Part 1 of this three-part series, I began with some ideas for a phase-in approach to orienting new students in the Montessori 3-6 environment. This basically involves the introduction of new students through a shorter daily work period with a focus on grace and courtesy lessons, rules and routines, along with a phasing-in of the multi-age student body over the first weeks of the school year. For further information, please review Part 1 at your leisure.

A further option for phasing-in new students came about with the implementation of summer camp at our Montessori school. I found that for many years, my new students often attended our summer camps before the beginning of the school year in the fall. This was an excellent way for new children to acclimate to the school environment. I felt that having a phase in period was not as necessary as before. When I did get some new students later in the fall, it was not difficult to give them the time they deserved to acclimate to the school environment. In this instance, I felt that having a formal phase in orientation was not as necessary at the start of the new school year. When I did receive new students in the fall, it was not as difficult to give them the time they deserved to acclimate while the rest of the class, already accustomed to the environment, worked independently.

With the summer camps, I also found this a way to help parents by not having their children attend only an hour and half a day. We would spend the first half of a full morning class time outdoors or in the gym space for free play. Then we would enter the classroom and spend the rest of the morning there. Many of the students enrolling had been in day care in the years before starting Montessori, so they were used to being away from parents.

A shortened day did not seem as necessary as before, especially if I utilized our wonderful outdoor environment. This allowed new children the less structured approach of free play outdoors balanced with a shorter work period. And with the regular class times being utilized it was more convenient for parents. Some years I would start some children a day or two later than the original group, but once the regular school year began they continued their set schedule of attendance.

Related NAMC Blogs:

North American Montessori Center: http://www.montessoritraining.net/

NAMC thanks Maureen Northacker for this blog contribution.

Montessori 3–6: Orientation of New Students at Start of School

2011-10-28T11:44:00.000-07:00

Part 1 of 3 – Phase-In Orientation

Each year approximately one third of the established Montessori multi-aged classrooms will be children new to the Montessori experience. A phase-in orientation strategy in the first weeks of school is a valuable tool in helping new children become acclimated to the Montessori environment. The larger, established Montessori school likely already has an established phase-in policy that the Montessori 3-6 teachers follow. The independent Montessori school may have more flexibility in determining what approach works best for its particular group of students.

Phase-in orientation basically begins with a shortened work period and smaller class size to help introduce the environment to new students. At the same time, returning students also benefit from a review of the grace and courtesy lessons. The shortened work period does not make the new student feel that school is "too long", and she leaves each day wanting to return to continue her exploration of her new Montessori environment. The smaller class size also helps the Montessori teacher in her effort to establish grace and courtesy, and rules and routines in the Montessori classroom.

Over the years I have implemented the phase-in strategy in almost every way possible. My favorite is when I have only my returning five- and six-year-old students attend the morning class with the new three-year-olds. At midday, the three-year-olds return home. The four-year-olds then join the older students for the afternoon class.

Some Montessori schools start the year with a small combination of new and returning students that stay perhaps an hour and a half each day for the first week. There might be two "shifts" each morning with different children in attendance. Every few days more students are added to the initial group of each shift until the entire class is present for the full time period. This can also be done over a period of two or three weeks.

Related NAMC Blogs:

North American Montessori Center: http://www.montessoritraining.net/

NAMC thanks Maureen Northacker for this blog contribution.

Creativity and the Montessori Teacher

2011-10-19T13:05:00.000-07:00

What is it like to be a Montessori teacher? Is there much creativity in it?

Recently I read a reply to this question that said that those seeking creativity in a teaching job should look to other methods instead of Montessori. The reply stated that "the Montessori materials were already chosen" leaving little room for teachers to utilize their creativity.

I found this interesting. I remembered that as an art and design major in college the last profession to interest me at the time was teaching. However, once I discovered Montessori through my first child's preschool experience, I found myself drawn to this unique blend of order, movement, beauty and creativity. In the Montessori 3-6 classroom imagination and creativity abound as children choose to explore the Montessori materials. Children are free to explore without intervention or intrusion, as long as they are respectful of the material, themselves and others in the Montessori environment. The Montessori teacher/guide follows the children and their interests rather than a set curriculum that dictates what the children should learn at chosen times.

Of course, children in a Montessori multi-aged classroom (such as 2.5 to 6 years) do not have the same interests at the same time. The Montessori teacher must be a keen observer, excellent record keeper and be able to translate what is learned through this observation into a meaningful, attractive and dynamic learning environment. The Montessori environment is constantly evolving - daily, weekly and over the months. The Montessori teacher employs creativity in setting up a prepared environment with engaging, attractive materials and activities that meet the individual and unique needs of the children.

The Montessori environment is designed for the independence of its constituents. Children are able to make choices to meet their internal and intrinsic needs. The daily flow of the Montessori classroom changes over the hours as children choose different work throughout the day. It takes a lot of creativity on the teacher's part to help the children eventually become calm, focused and peaceful. The "prepared environment" is the key and its design is orchestrated by the Montessori teacher before the children even enter the space. The anticipatory and intelligent choices required to prepare the Montessori environment are challenging yet so thought provoking that being a Montessori teacher is the perfect way to utilize the creative mind.

Related NAMC blogs

The NAMC Classroom Guides provide helpful instruction for setting up and managing the Montessori environment.

North American Montessori Center: http://www.montessoritraining.net/

NAMC thanks Maureen Northacker for this blog contribution.

Montessori Perspectives – Elementary Standardized Testing

2011-10-14T09:49:00.001-07:00

I recently spoke with a NAMC student who, during the course of our conversations, told me that she did not give tests and quizzes in her Montessori classroom nor was she a fan of standardized testing, as there is no ”standard child.” But she went on to ask me which standardized test she should administer to her Montessori students. I was immediately curious. Why she would want to give a standardized test if she didn’t believe in them? If she did not give tests and quizzes (and rightly so!), then I need to question her on the need for a standardized test. Was it an administrative decision? Was it to appease parental concern?

In the private Montessori schools in which I have taught, we only started standardized testing in the fourth grade. It was felt across the board that testing children before fourth grade is developmentally inappropriate.

One Montessori school in which I worked used the test for internal purposes only; the administration wanted to see how our Montessori curriculum was lining up with the public schools. The information was never given to parents, as it was only to be used as a diagnostic tool for teachers.

At another private Montessori school, the scores were given to the parents who were asked by the school administration not to share the results with their children. That approach did not work at all. It seems the test scores were the topic of many dinner conversations that same evening. Children came to school the next day bragging about how well they did, according to their parents. Consequently, those who learned that they did not do as well felt terrible. Those who did not hear about their test scores from their parents were understandably confused. For a philosophy of equality and non-competitiveness such as Montessori is, the sharing of standardized test scores was extremely counterproductive. For weeks I had to reassure students that they were not poor students and should not compare themselves to the test scores of others.

When I taught at a public Montessori school, we were mandated by the state to administer standardized tests according to No Child Left Behind legislation (NCLB). It was devastating. Scores were posted for the whole community to see. It was humiliating and demoralizing for all.

If a Montessori school is testing to appease parents, I would suggest reminding parents of the Montessori philosophy and principles. I have explained to parents that standardized tests measure what a student is capable of doing on a given day, at a given time, under laboratory conditions. It is not a true measure of individual student ability. It is not holistic; it provides a brief snapshot of what the child is capable of doing on that day. What if the child is ill? Or tired? Or upset? What if they do not want to take the test? These factors may reflect poorly on test scores, upsetting parents and children alike.

I strongly suggest that Montessori educators examine the school policy, philosophy, and your own philosophy before you decide on administering standardized tests to your students. As far as which test to give, I know of no test which is holistic enough, where it is not a grade-level test. Simply stated, there is no standardized test which aligns itself with the three-year cyclical curriculum of the Montessori method. What fourth graders in the public school are learning is not necessarily what Montessori fourth graders are learning at the same time. If you are truly following the child, a test will not measure that.

Other NAMC blogs that may be of interest:

North American Montessori Center: http://www.montessoritraining.net/

Homework Revisited – Montessori Upper Elementary Perspectives

2011-10-11T12:21:00.001-07:00

A few years ago I stopped assigning homework in both my lower and upper elementary Montessori classrooms. (You can read about my experience here: Homework. You see, I had spent two years photocopying worksheets for both follow up work and homework. It was so time consuming and frustrating because no matter how hard I tried, nothing really aligned with the Montessori curriculum and materials. I also made the decision early on that I would not assign work that requires abstract thought while students are still using concrete materials to learn concepts in the Montessori curriculum. Consequently, that ruled out almost every math book around.

Recently, a NAMC upper elementary graduate called to discuss school culture that requires assigning math homework. There are different views and philosophies about assigning homework, and this can vary among individuals and schools. Math is certainly one of the elementary-level subjects that comes into question time and time again with respect to assigning homework.

I explained how, in my experience with assisting students in the math curriculum, I had discovered the “Keys to …” series (Keys to Fractions, Keys to Decimals, Keys to Percents, Keys to Algebra, Keys to Measurement, Keys to Geometry) from Key Curriculum Press. They are ideal! It is as if a Montessorian had written workbooks for the Montessori curriculum. These workbooks use Montessori principles and correspond directly with the presentations in Montessori teaching albums. On top of that, they are very inexpensive; much cheaper than buying math texts and workbooks. They even include short pre tests that can be used to assess what concepts and skills students need to practice and learn, and post tests that can be used to check for mastery.

However, the best thing is, my Montessori students LOVE them! After giving a Montessori upper elementary math lesson, I assign pages for follow up work and inevitably students ask for more or just do more spontaneously. Students who tell me in the beginning of the year how much they hate math start asking for more math lessons once I introduce these books to them. This phenomenon has happened with my Montessori elementary students at three different schools.

I have also used this series for private tutoring. Montessori parents have been impressed by the change in attitude and aptitude of their children. When my son was 12, we used the Keys to Algebra series over the summer. At first, he thought I was crazy and told me he was not going to do any math over the summer (his preference is reading and writing). But when he began to review the books he soon came to me, excited. He thought he was going to like algebra after all and asked when we could start!

In my opinion, children need time to be children and time spent outside playing after a long day at school is more important than sitting doing more work. I personally do not advocate assigning homework until 7th grade, but realize that sometimes circumstances dictate otherwise. I have had to assign homework at some schools. But at the schools where I have not assigned homework, I have not noticed a difference in retention of skills or information. In fact, I have noticed that the children are less stressed when the pressure of completing homework is absent. Homework also can create stress at home. For example, if a child needs help with math homework, parents may show “shortcuts” that they have learned which can undermine the work achieved in the classroom. Students can become confused and frustrated by this, and parents may wonder why their children aren’t being taught “the right way”. The last thing I want for my Montessori students, or any student, is to be frustrated and start to dread math. In my experience, encouraging students to come to me with their questions rather than assigning homework has been very effective.

Not assigning homework may also translate into less stress for the Montessori teacher. I thoroughly disliked having to “get after” children who had not completed their homework. Often their after-school schedules were so busy that they didn’t have time to do the assignments. Having their teacher upset as a result only made the situation worse for the student. Homework came to be viewed as a punishment, which I happily gave up when I was no longer required to assign it.

The NAMC Upper Elementary manuals provide the full three-year curriculum for teaching students aged 9-12 years.

North American Montessori Center: http://www.montessoritraining.net/

Thoughts on Daily Preparation – The Montessori 3-6 Environment, Part 2 of 2

2011-09-30T12:48:00.000-07:00

As stated in Part 1 of this series, it is the responsibility of each Montessori teacher to follow the child and present the learning activities that are conducive to the child’s changing needs. This is how the Montessori educator ensures the child’s success in every step of his/her development, and fosters a lifelong love of learning.

Each Montessori classroom does things a little differently and each teacher finds the balance that works for them and their students through thoughtful observation. One of the Montessori environments in which I have worked was essentially two spaces or “rooms” separated by a wall. Our Montessori environment was academically focused and rather than giving the children complete freedom to choose their daily work, we arranged one new presentation each day for students to complete. This functioned quite well and the children all loved working on their "big work". We divided the two rooms into the main Montessori preschool/kindergarten (ages 3-6) subject areas:

Room 1:

Practical Life and Art
Sensorial
Culture & Science
Snack Table
Circle Time Area

Room 2:

Language Arts
Math
Children’s Library

My co-teacher and I decided that it would work best if we both had equal time with the children so that we could collect and share insight into their various needs, strengths, weaknesses and academic levels. This facilitated collaboration as we observed and recognized the needs of each child. To do this, we alternated working in both rooms. In Room 2 we focused on Math and Language presentations while the work in Room 1 was focused on monitoring Practical Life & Art, Sensorial and Culture & Science, and classroom management such as assisting children when needed and reminding them of the rules and routines, i.e., tucking in chairs, working quietly, putting work away, etc.

In order to create the most productive use of our time with the children, we divided them into two groups after circle time. For example, we would invite 10 children (one at a time) to find something to work on in Room 1 and they have complete freedom to choose whatever they would like (Practical Life, Art, puzzles, blocks, Sensorial, Culture & Science, snack, maps, nomenclature material, etc).

The other 10 children were invited to Room 2 to look for their name tags, which were placed either on a mat or table with the work chosen for them to work on that day. Montessori students already familiar with the chosen material would work independently at their table or mat while others would be introduced to the material with a presentation by the Montessori teacher. As the children completed their work, they returned their Montessori work material to the shelf where it belonged and had the choice of choosing another Math or Language activity on their own, or they were free to move to Room 1 to choose work there. As a child left Room 2, the teacher marked down on her presentation list that he/she had completed the presentation and then invited a child from Room 1 that had not yet received the presentation to join her in Room 2.

The Montessori teacher responsible for Math and Language that day constantly referred to her list, marking off who she had worked with and inviting other children from Room 1 to join her for a Math or Language presentation. If a child that had not been called to Room 2 wanted to work there, that was just fine and this was never discouraged. When this occurred, I always explained to the child that I was going to be busy working with other children and that he/she would have a turn to work with me very soon. I also let the child know that he/she was welcome to choose an activity that he/she was already familiar with to work on independently. Quite often, there were children that spent their entire class time choosing Montessori Math and Language activities all by themselves to work on independently. It was truly amazing to observe!

As far as making a plan for the year, it is a good idea to write down the themes you wish to cover each month as it helps considerably with the planning process and with feeling organized and on top of things.

* The NAMC 3-6 diploma program includes record keeping sheets for each curriculum area. These are provided on CD-ROM for ease of use.

The NAMC 3-6 manuals are rich with activities that span the entire three-year curriculum, including the 3-6 Classroom Guide containing tools and techniques for classroom management.

Some related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Thoughts on Daily Preparation – The Montessori 3-6 Environment, Part 1 of 2

2011-09-29T10:17:00.000-07:00

A teacher is destined by his own special work to observe not simply insects or protozoa but man. And the man he is destined to observe is not one busy about his daily occupations, like those of insects when they wake up in the morning, but man when his intellectual life is awakening. ~ Maria Montessori, The Discovery of the Child

Daily preparation is an important part of a Montessori teacher’s routine, and there are many ways in which this can vary, according to the individual, the Montessori environment, and of course, the Montessori students themselves. Personally, I like to create a tentative plan at the end of each day as to which presentations I would like to introduce the following day. I am always flexible with my plan, but it serves as a helpful guide and aids my personal daily preparation and organization for the Montessori environment.

Essentially, it is the responsibility of each Montessori teacher to carefully observe each student in order to assess the academic strengths and abilities of each, and to present materials accordingly. Follow the child and present the learning activities that are conducive to the child’s changing needs; this is how the Montessori educator ensures the child’s success in every step of his/her development, and fosters a lifelong love of learning.

A critical element of the observation and evaluation process is taking clear notes with regard to the child’s progress. This is also an important part of the Montessori teacher’s daily preparation. I jot down notes throughout each day as to what I present. At the end of each day, I record my notes on my NAMC record-keeping sheets.* This helps to clearly identify those students with whom I have not yet worked. I then prepare to work with those children the following day.

In Part 2 of this series, I will describe the unique scheduling system that we created for our Montessori 3-6 environment.

* The NAMC 3-6 diploma program includes record keeping sheets for each curriculum area. These are provided on CD-ROM for ease of use.

The NAMC 3-6 manuals are rich with activities that span the entire three-year curriculum, including the 3-6 Classroom Guide containing tools and techniques for classroom management.

Some related NAMC Blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Elementary Perspectives: Following and Inspiring the Child

2011-09-23T10:41:00.001-07:00

Recently I received an email from a NAMC student asking about working with a family that is quite outspoken as to the precise curriculum schedule they want to be presented to their child. She was concerned about following and meeting the needs of their child within the confines of their demands for him to follow a rigorous and precise academic schedule.

Her question is a tough one. On the one hand, I completely understand the parents’ point of view – they want to make sure that their child does not ‘fall through the cracks’ and miss important information and lessons. On the other hand, I am a firm believer in Montessori’s wisdom of following the child and allowing him to discover his own path, and am secure in the knowledge that the child will eventually choose to work in all areas. I have experienced this firsthand with my own son. (You can read more about my son and his Montessori elementary years in my blog: Making Connections between Montessori and Traditional School).

The purpose of the Montessori environment is to develop the whole personality of the child, not merely his intellect. Montessori said “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” (Discovery of the Child)

Sometimes, however, it is not simply enough to follow the child. Sometimes we really need to know and understand the child and allow her interests and personality guide us to helping her learn. If the child shows no interest in math, ask yourself what does interest her that could incorporate math? Does she like space? Can we learn to calculate planetary years using the Checkerboard? Does she like chemistry? Can we figure out scientific notation based on chemical formulas? What about cooking? There’s addition, subtraction, multiplication, division, fractions, decimals, measurement conversions.

For very reluctant math students I have incorporated a great series of “real” math works from Rempub publishers. Using the idea of playing restaurant, students quickly learned to add, subtract, multiply, divide, and percents by figuring out sales tax and tips. My students like to play restaurant so much I have to take it off the math shelves for a while so they could explore other areas. It’s always such a great feeling when they come and say “Miss Michelle, can we do restaurant math today?” (http://www.rempub.com/n2oneportal/Items.aspx?g=118&scat=09)

What about geometry? The best way to interest students in geometry is to build something. The Montessori environment is full of opportunities for students to assemble a bookshelf, an aquarium or even a sandbox. Construction leads to discovering metric and standard measurement, perimeter, area, surface area, and volume. The best way to interest upper elementary students in anything is to let them touch it, feel it, eat it. In other words, make it real and let them “do it”.

Another topic is spelling. I required all my students to do spelling every week. However, my spelling lessons don’t look like traditional spelling lessons. Each child developed their own weekly list where half the words came from me and half the words came from them. I then gave 20 or more choices of what they could do to practice. These might include writing a story, making a puzzle, making a mobile, or writing and illustrating a comic strip. The work had meaning for the student and they were much more inclined to learn and remember the words.

Most importantly, it is up to you to advocate for both your Montessori students and your belief in the Montessori method. If parents insist a more traditional approach (“My child must study all areas of the curriculum each day. They must strictly adhere to the timeline and standard course of study as dictated by the state.”), then, unfortunately, the Montessori environment may not be the best choice to satisfy this demand.

You may also be interested in the following NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Elementary Perspectives – Thoughts on Curriculum Scheduling

2011-09-08T13:32:00.001-07:00

Actually, [the teacher] will learn from the child himself the ways and means to his own education, that is, he will learn from the child how to perfect himself as a teacher. ~ Maria Montessori, The Discovery of the Child

As many of our students and graduates begin a new year at their Montessori elementary schools, questions about how to schedule curriculum activities is often top of mind. Below are some thoughts on setting up Montessori lesson/activity schedules using examples in the cultural studies.

Firstly, I would like to remind our readers that while the Montessori curriculum is rich in lessons and resources, it is important to always keep in mind that the child has three years in which to learn the material. There are several schools of thought when approaching the issue of implementing the elementary curriculum in the Montessori classroom; here are three popular approaches:

Every subject is taught spontaneously throughout the year at three different age levels
Cultural subjects may be rotated over a three-year cycle
Cultural subjects may be rotated throughout the year, with different age-leveled presentations

Below are a few examples:

Every subject is taught spontaneously throughout the year at three different age levels

Every cultural lesson is placed on the shelves in the Montessori elementary classroom. As the students are interested, they approach their teachers for introductory lessons. More ideally, they find older classmates who have already mastered the particular material, and learn from them. After this, the teacher records the lessons and concepts that have been presented, as well as the level of mastery that the student has achieved or is working toward.

If a certain Montessori work is being over-used, the teacher may choose to remove it from the shelf for a time and replace it with another Montessori work. Or if, for example, a child only wants to do Montessori Landform work, the Montessori teacher may suggest that the student select a work in a different subject area.

When a child chooses an advanced work, the Montessori teacher guides the student to an introductory lesson or two, to help them learn and understand the concept before moving forward to the advanced work. This approach is very much in line with Montessori’s "follow the child" philosophy, where the child drives the curriculum choice through natural interest. However, it is important to keep in mind that not every child is interested in every area and may need careful and respectful prompting or direction toward work that covers the full curriculum over the three-year period. Alternatively, some Montessori teachers determine that the child is not yet ready for certain advanced work, and may allow the student to work on other areas until the child shows interest and/or readiness.

Cultural subjects may be rotated over a three-year cycle

In my personal experience, I have presented as many lessons as possible to all the students. For example, even though the NAMC 6-9 Zoology manual might suggest that a particular lesson is for Year 1 students, I do try to give all the Zoology lessons to Year 1, 2 and 3 students.

Here is an example of rotating subjects over a three-year cycle in the Montessori 6-9 classroom:

First year: Zoology, Cultural Geography
Second year: Botany, History, Health Sciences
Third year: Matter & Astronomy, Physical Geography
The Five Great Lessons activities are given each year separately, as a catalyst to the cultural studies of the year.

A note regarding the lessons on reproduction: I do not have a problem including the Year 1 students; it has been my experience that they absorb only what they are able. The language is not prohibitive, nor is it graphic. Another option might be to 'save' discussions on reproduction for only Year 3 students. Perhaps each year the Year 3 students will study plant and animal reproduction separately from the Year 1 and Year 2 students. This would ensure that everyone would have the coverage.

Cultural subjects can be rotated throughout the year, with different age-leveled presentations

If using this approach, Montessori teachers might split the school year into thirds and adjust the cultural curriculum accordingly. For example:

Fall: Five Great Lessons/Cosmic Ed. & Peace, Matter and Astronomy, Physical Geography
Winter: Zoology, History, Cultural Geography
Spring: Botany, Health Sciences

In this way, all lessons could be presented at all age levels throughout the year. For example, you could further split the Cultural Geography study into a 3-year continent continuum such as the following:

Year 1 students: North and South Americas
Year 2 students: Europe and Asia
Year 3 students: Africa, Oceania, and Antarctica

As rich as the Montessori curriculum is, it takes time for a Montessori teacher to construct a schedule with which she/he is most comfortable. Each Montessori school, classroom, and teacher is unique. Montessori described the classroom as a laboratory in which the teacher is guided to make decisions appropriately through careful observation of her students. As mentioned earlier, always remember when determining a schedule for lessons and activities that your Montessori students have three years to learn the material.

NAMC’s 6-9 Manuals provide comprehensive curriculum activities for teachers to implement in the Montessori classroom.

North American Montessori Center: http://www.montessoritraining.net/

NAMC Upper Elementary Students – Tips for Classroom Material Setup

2011-09-02T12:32:00.001-07:00

Setting up a Montessori upper elementary classroom for the first time can seem pretty overwhelming. I was looking through the latest Nienhuis flier that came in the mail recently and I am always amazed by the beautiful upper elementary Montessori materials they provide. However, for many Montessori classrooms, costs can be prohibitive.

For our NAMC Upper Elementary (9-12) Diploma Program students who may be setting up a Montessori upper elementary classroom and looking for some guidance as to where to begin with limited funds, here are a few suggestions that I hope will help.

Consider your Montessori Math materials first. Montessori upper elementary students are moving toward more abstraction but the concrete Montessori Math materials are still of great importance as students begin their advancement into upper elementary math concepts.

Do you have all three ages (9-12) in your new upper elementary Montessori classroom? Some schools start their Montessori upper elementary level with only the fourth-year (age 9) students. If this is the case, I suggest looking at NAMC’s Upper Elementary (9-12) Mathematics Mastery Checklist (available on your NAMC 9-12 Curriculum Support Material CD) to see which lessons are suggested for fourth-year students. Then, look at the materials for those lessons and see what you need to start with.

If, however, you have all three ages (9-12) in your classroom, I would suggest that you look at the Montessori materials on hand that you can share with your Montessori school’s lower elementary (6-9) classroom for now. I believe these would most likely include:

Bead Cabinet and Material
Checkerboard and Beads - multiplication
Racks & Tubes (Test Tubes) – division
Algebraic Pegboard & Pegs
Decanomial Material
Golden Bead Material
Fraction Circles and frames
Fraction Circle Box

In addition, you will be able to use the Geometric Cabinet from the Montessori lower elementary classroom and if you are lucky, they also have the Montessori Geometric Solids that you can use, too! You will need the Montessori material for area and volume, as well as Equivalency Figure Material (frames).

Next, look through the three NAMC upper elementary math manuals and look under the “Teaching Materials Used in This Section’s Activities” in each section. Most likely, you will need to begin by obtaining materials for work with decimal fractions. While the cubing material is beautiful and something you should strive to have in your Montessori classroom one day, I have had Montessori upper elementary classrooms that never had cubing material because of the expense.

Luckily, in the Language area of the Montessori upper elementary classroom, there are much fewer materials needed. Many of the UE Language materials can even be hand-made at little or no cost. In Language and the rest of the subjects, my best suggestion is to look through your NAMC Curriculum Support Material CD for each subject. There are many great materials that you can print, color, laminate and use right away.

Numerous Montessori material suppliers are available around the world; prices and quality vary. Below are a few that may be helpful in your research, and that our students have used. The USA/Canada suppliers listed may offer a 10% discount to NAMC students if you inquire:

USA

Canada

International

Ancona

North American Montessori Center: http://www.montessoritraining.net/

Montessori Perspectives: on the Montessori Method

2011-07-28T13:41:00.000-07:00

The following is a brief overview of some key elements of the Montessori method as reflected in the Montessori environment, as described by NAMC tutor, Bree.

What is the Montessori Method?

The Montessori method of education is more than just a set of nicely designed materials, and it is more than a few useful techniques. The Montessori method is a comprehensive approach to working with children based upon careful research which is passed on to teachers through training. It is a dynamic system of education in which each generation of teachers has the opportunity to pass on the knowledge gained through training and experience to future generations. It is a system of education where the best is kept and improvements are added and passed on. It has been used in different cultures and countries around the world and continues to be a very popular Method of teaching. But beyond this, the Montessori Method is a way of life -- it is a method of teaching that cultivates in each child a love for learning and gives them the confidence to tackle any challenge that they are faced with.

What are some of the main characteristics of the Montessori method?

The Montessori method of education teaches to individuals instead of to groups. In many other classrooms, lessons are presented to the whole class and sometimes to small groups. In Montessori schools the general rule is reversed. Most of the time, the teacher presents lessons to individuals. Other children can watch if they are interested. In this way, the teacher can address the specific needs of a child and can respond to that individual child’s interest and level of understanding. The child does not have to sit through something that he or she is not ready for. This individual attention also helps the teacher to be much more familiar with each child. Thus, the teacher understands the child more fully and better provides for that child.
Children learn through practicing tasks rather than through listening and having to memorize. In many non-Montessori classrooms children are expected to learn by listening to the teacher. Work is usually with paper and pencil. In a Montessori classroom, on the other hand, children learn by practicing with apparatus which embodies the concept to be mastered. For example, when learning about shapes such as triangles, squares, circles, etc., instead of listening to a teacher talk about the shapes and watching her draw them on a chalk board, Montessori students trace real figures and make designs. They fit different shapes together to make patterns. They make fine discriminations by fitting shapes into the correct corresponding holes.
The Montessori curriculum is much broader than many other programs. The Montessori program teaches more than just curriculum basics. First of all, it has exercises to develop the child's fundamental capacities: his or her ability to control movement (motor development), and to feel and have emotions (affective or emotional development). In this way, the Montessori program helps the child become a competent learner. This develops independence and responsibility. In addition, the Montessori curriculum also helps the child develop a strong foundation in language and math, and an in-depth study of physical and cultural geography, zoology, botany, physical science, history and art. Children further learn practical skills for everyday life such as cooking, carpentry, and sewing. But more than this, they learn how to be contributing members of a social community.
With regard to discipline, in a Montessori program the emphasis is on self-discipline developed through helping each child learn how to appropriately meet needs rather than discipline through the use of rewards and punishments.
In a Montessori classroom the organization of the room allows children easy access to a variety of learning experiences. The room is specifically organized to appear attractive and orderly. Materials are displayed on shelves.
The materials in a Montessori classroom are carefully designed and thoroughly researched to fit the developmental needs and characteristics of children.
Montessori teachers are trained to teach respect and positive values through their modeling as well as through the way they teach.
The Montessori method of helping a child is through a process of showing a child what to do in a positive manner. Montessori teachers attempt to avoid “put downs” or sarcastic comments, and try not to humiliate or embarrass the child.
The Montessori program is systematic and carefully sequenced according to principles of development. Every activity is carefully thought out to build upon previous preparation and to lead the intelligence on to a higher activity.
The Montessori program is designed to develop independence and responsibility. The organization of the classroom, the method of teaching, and the practical life lessons are oriented toward helping the child become a self-sufficient and disciplined individual.
The routine of the Montessori program is based upon the principle of freedom of choice rather than set times for prescribed activities. Since everything in the Montessori environment is something planned that is worthwhile and educational, the child can be free to choose.
In Montessori programs children are viewed as positive beings whose primary aim is the work of constructing an adult. Rewards and punishments, therefore, can only get in the way. Development and learning by themselves are adequate motivators. Likewise, children do not need to be appealed to through fantasy, bright colors, or gimmicks, as these things come between the child and real learning. Therefore, joy is discovered and experienced in the real world through the study of nature, science, math, music, reading, history and geography rather than in a world of comics, cartoons, and fantasy.

How does a Montessori education benefit children?

Experience and research both indicate that children attending Montessori schools tend to be competent, self-disciplined socially well adjusted, and happy.

Competence: Children in Montessori schools are often above grade level in their basic skills. Also, since the Montessori education is comprehensive; children are often exceptionally knowledgeable in a number of other areas as well.

Self Discipline: Montessori schools are well known for children’s development of self-discipline. Children choose to work long and hard. They treat materials and others with respect. They display patience and resistance to temptation and the ability to attend for long periods.

Social Adjustment: Montessori school children usually strike a visitor as friendly, empathetic, and cooperative. The classroom is a cheerful social community where children happily help each other. It is not uncommon to see a Montessori student offer to help another child in the classroom. Also, learning social grace and courtesy are a part of the Montessori curriculum.

Happiness: Most parents of children in a Montessori school comment on how much their children love school.

Children from a Montessori program are often several years ahead of grade level. They like school and are usually interested in everything. Typically, they are friendly, generous, cooperative, and respectful of both property and others.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Perspectives: Lower Elementary Reading Programs

2011-07-19T14:18:00.001-07:00

I love to teach language and literature; I would have to say it is my favorite curriculum area. But when I began to teach in the lower elementary Montessori classroom, I was initially at a loss to engage my struggling readers in appealing literature.

Today, my favorite readers to use at the Montessori lower elementary age (6-9) are the Junior Great Books, and I cannot say enough good things about them. The Junior Great Books program ties perfectly with the Montessori philosophy as it incorporates critical thinking rather than simply choosing the best answer to multiple-choice questions. The first three levels (appropriate for lower elementary) are meant to be read aloud by the teacher.

I used the Junior Great Books with my entire Montessori lower elementary class. Because at the lower elementary level, the teacher reads the stories, I was able to include even my special needs, non-readers. They actually had a chance to feel like they were successful in reading when I used the program. All 32 students in my LE class loved it and would beg for more. I even had children from other classrooms ask if they could come to me for reading! Using the Junior Great Books along with the Montessori reading/phonics program also works very well together.

Another series of readers that I highly recommend is the Bring the Classics to Life leveled readers. Montessori would have appreciated the great ways in which classic children’s literature is made accessible for such young and eager readers through this program. There are definitions of key words and how to use them in context. Although there are multiple choice questions, there are ample opportunities for critical discussions. The stories included will appeal to boys and girls alike.

Finally, I have also had wonderful success with increasing fluency by using the Read Naturally/One Minute Reader program with my Montessori lower elementary students, as well as in private tutoring. Fluency and comprehension have increased quickly and even the most reluctant readers enjoy challenging themselves and working individually at their own pace. I have to admit that I was initially extremely skeptical when I first attended staff development meetings about this program. However, after implementing it and seeing the remarkable progress students made in fluency, I quickly changed my mind and have gone on to recommend it to Montessori and public school teachers alike, as well as to parents and homeschoolers.

Some related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Perspectives: Environmental Design

2011-07-14T14:18:00.001-07:00

This is a student response to one of our NAMC blogs, The Peaceful Montessori Classroom: Environmental Design. We would like to share it with you. Thank you to NAMC Lower Elementary student Michelle S. for her insights!

I wish I had read this when I first started to learn about the Montessori method. I went through a stage of trying to define what made the prescription for the Montessori classroom. I lived in a rural area and had seen only a few elementary classrooms early in my training. I am proud to say my ability to set up, arrange and organize the Montessori elementary environment has grown through my NAMC experience.

I still go through brief moments of doubt when I feel everything is chaotic, and I miss my traditional rows of desks and everyone turning to the same page of their math textbooks. As a matter of fact, the last time I felt that way a few boys in the Montessori classroom were building a robot, one of my girls was solving binomials, several were working on the pin map of Africa, the Timeline of People was out with books on early man, another student was working on an embroidery project. The classroom felt like a whirlwind of activity.

Recently we had welcomed a new elementary student with no Montessori experience. On his first day, I invited him to join me for lessons and learn more about the Montessori classroom and curriculum, especially the cultural works. On the same day that I was feeling my brief insecurity about my Montessori environment, this new student approached me to say, “I like how everything is so organized. Even I know where to put things when it is time to clean up!” Perspective is awesome. In the midst of all this activity, he saw that it was organized and orderly.

I am growing as a Montessori teacher and now I see that by giving the classroom to the students, they give me so much more than I could ever ask for in return. Adding a few items that are beautiful, that show my personality and make it feel like our home contribute to the process of making our Montessori environment a comfortable place that encourages a love of learning.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Student Journals: Finding the Right Fit

2011-07-12T14:17:00.001-07:00

I have recently been asked similar questions about Montessori student journals that are worth sharing with our blog readers. The questions posed by NAMC elementary diploma program students are paraphrased as follows:

Instead of having a journal for every subject: Math, Language Arts, History, etc. did you ever use a three-ring binder or something similar for each student with dividers breaking the subjects up into different sections? In doing this, the Montessori students still get the beginning-of-the-year experience of labeling each section (as they can do this with the dividers), and it seems less wasteful (is all the paper in spiral bound notebooks used?) and for first graders, it seems a bit easier to handle. I did an observation in a Montessori elementary class with the various journals and found that the students’ cubbies did not have the same orderly appearance of the Montessori classroom. I realize that this is a skill that the Montessori teacher needs to guide children into. What do you think would be drawbacks, if any, of trying the one main notebook idea? On a side note, I think I would keep separate the creative writing journal and the travel journal that my Montessori students take outside to record observations.

These are good questions. Yes, I have tried using a 3-ring binder, but only in the upper elementary classroom (ages 9-12), and only for one year. Is my personal opinion that lower elementary (ages 6-9) students are not ready for the 3-ring binders mainly because the binders are big and bulky and first graders are so very small. The binders are hard to carry, they do not fit well on small laps, they take up a lot of room on floors and tables, they are hard to open and close (and pinch fingers!), they are a distraction – click, click, click, click…Imagine a calm, peaceful, Montessori work period being constantly interrupted by someone having to open a ring binder. In addition, papers are easily torn out of a 3-ring binder and then you need all those little gummed 3-hole reinforcements to be able to put the papers back in the binder. Those too, are a big distraction.

I found that using a 3-ring binder with dividers was also difficult for my Montessori upper elementary students. In addition to the above-stated reasons, papers did not always get filed right away, or arranged properly. The binders did not fit in the cubbies and had to be stored elsewhere. Binders broke. They were dropped, scattering loose papers everywhere.

Personally, I much prefer the small black and white composition books. Pages in spiral notebooks tear out too easily, the covers rip, and again, they are too large for the smaller students. Here is how I have used and divided them (with tabs) before:

Language - divided into spelling, grammar, and reading.
Writing – divided into journals and writing
Math
Science – Botany, Zoology, Matter/Astronomy
History & Geography – History, Cultural Geography, and Physical Geography

For loose papers, I have asked each of my Montessori students to use colored pocket folders for each subject. I employ a consistent color code system so everyone knows that the yellow folder is for language, red is for science, etc. It takes some training, but not nearly as much as a 3-ring binder.

As for the mess in cubbies, you correctly indicate this as a matter of the Montessori teacher guiding and modeling how things are to be stored in the cubby, being consistent about checking, and holding our Montessori students responsible for keeping their cubbies clean and organized.

North American Montessori Center: http://www.montessoritraining.net/

Lessons to Montessori Educators from the Subtraction Snake Game

2011-07-08T10:53:00.001-07:00

As a tutor for the North American Montessori Center, I enjoy the curiosity and thoughtful care in which our students approach their studies. Their questions often challenge me to help them understand the theory and philosophy behind the Montessori method, which is ultimately the truly important aspect of their training.

A recent response to one of my students’ questions prompted me to share it with our blog readers. I think it represents a critical, defining intention of the Montessori method. The question is paraphrased here:

“I don’t know why we should bother to teach students this [Subtraction Snake Game] when there is a much easier way and I could simply show them the shortcuts to reach the final result. Am I missing the point to these tedious materials?”

This was my response:

You have asked a valid question regarding showing students ‘shortcuts’ or easier ways than using the Montessori materials. You asked if you were missing ‘the point’. First, let me thank you for asking.

Conventional education reasons that if you teach children the easy way or the shortcuts, the students will “get it faster” and you can simply move on to the next lesson. Conventional education tells children “trust me”; the adult is the all knowing giver of information and the child is the empty receptacle waiting to be told how to do something. Once the child does this “thing”, they wait until they are told how to do more. Conventional education is about the product. If you can do it faster, you can produce more. More, in this case, is “good”.

Montessori education is about the process. Montessori theory (and Constructivism) states that when children understand why something is the way it is and they have constructed this knowledge themselves by using didactic materials, not only do they have a firm foundation from which to move forward, but they also become more self-reliant. They do not need to wait for the omniscient and omnipotent adult to tell them what they need to know; they can discover by themselves.

By constructing their own knowledge (and reality) children discover the shortcuts themselves and own that “Ah ha!” moment and readily seek out the next challenge. They build deeper connections because they understand the workings and concepts behind the concrete material which leads to greater abstraction of thought than can be given by simply telling them how to perform a shortcut. By giving children the answers/short-cuts we rob them of that “Ah ha” moment of self-actualization. Montessori education may seem ‘slower’ because of this, but in actuality, building that process knowledge leads to greater development of product. (Think: work smarter, not harder).

Montessori cautions her educators to avoid leaping over the “abyss separating the concrete from the abstract.” She states that the Montessori teacher should be trained to simply make experiments. In Montessori’s words: “The answer she expects from the child is that he should be interiorly moved to use the material presented to him” and the lesson “…should not have anything about it that is not the absolute truth.” (Maria Montessori, The Discovery of the Child)

There is so much more to the simplicity of the Montessori lessons than meets the eye, and all of it is there in the Montessori material, waiting to be discovered.

North American Montessori Center: http://www.montessoritraining.net/

Using Montessori Materials

2011-07-06T09:54:00.001-07:00

The first time I walked into a Montessori environment, I was speechless! I gazed around at the calm, organized environment and wondered in awe at the beautiful, child-size and developmentally appropriate materials. The combination of purchased and teacher-made works were displayed neatly and uncluttered on the shelves, as if there was all the space in the world and this one spot was made just to hold this beautiful work.

I quietly observed the children, ages 3-6, enter the Montessori classroom and it was as if the materials called to the children to take them off the shelves and get to work. There was no jostling about or loud voices. There was calm; there was purpose. There was intense concentration. There was work!

A few years later, I began my Montessori life teaching in the upper elementary Montessori environment. My “big kids” were accustomed to using the materials and if any untoward usage occurred, I was able to quickly refocus it with a glance.

Things changed when I entered the Montessori lower elementary environment. I found myself with several students who had never been in a Montessori environment before and they regarded the materials as toys rather than work. As my normalized Montessori students looked on aghast, I quickly realized it was time to start from the beginning and take time for lessons in how to properly use the materials.

The Golden Rule: Treat the materials with respect!

Modeling desired behavior is one of the best gifts we can give a child. I knew right away that in order to leave the biggest impression on my students, I would have to model the appropriate use of materials. I went around the room and quietly invited several students to join me by whispering “I have something to show you. Would you like to meet me at circle?” When I arrived back at circle, several beaming faces were ready for my lesson.

I silently got up and got my work rug and came back and slowly and deliberately unrolled it and smoothed it out. I then looked up at each child and smiled. I left again and wordlessly gathered my materials and placed them deliberately on the mat. I looked up, smiled again, and said quietly “This is my gift to you. This lesson was specially chosen to show you how special our materials are. This Montessori classroom is our home and each material in it has a special purpose. We treat our materials with respect, just as you would like me to treat your materials in your own home.”

Deviations will occur

Every new material is presented to the child using a fundamental lesson of use. The teacher, through observation, usually presents the material individually to each child when that child is ready. Montessori said that children not only need lessons that are interesting, but they also like to be shown exactly how to use the materials. Montessori understood that children are profoundly attracted to precision and these intricacies help keep their focus and attention. Once the child has been shown how to use the material, the teacher invites the child to use the materials independently. If the child continues successfully, the teacher quietly steps away. If the child is unsuccessful, rather than correcting, the teacher merely suggests the material be put away for another day and the lesson is repeated at another time.

Sometimes children who were once successful using a material find themselves distracted and using it inappropriately. Here are some suggestions on how to redirect inappropriate use of Montessori materials without correcting the child:

Quietly bend to the child’s level, look him/her in the eye and simply ask “Would you like a lesson on that material?” If they say no, ask them “Then, would you please demonstrate the appropriate way to use that material?”
Ask the child to give you a lesson with the material. “Sherri, I haven’t used the long division work in quite a while. Do you think you could give me a lesson on it, please?
Join in the work. “Oh, you’re using the Puzzle Map of Europe. That’s my favorite. May I work with you?”
Sometimes, it’s best to simply suggest the material be put away. “I see you are finished with snack. Thank you for putting everything away neatly.”

The simplest way to ensure proper behavior among your Montessori students is to model it at all times. When materials are introduced, handle them with great reverence and care, using slow, precise movements which tell the child “these are special”. When you make a new material, make a big deal about it: “Look what I made just for our classroom this weekend. I spent a lot of time coloring and making it just right. I do hope you’ll enjoy using it.” When your expectations are clear, your Montessori students will follow them.

Some related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-06-30T12:11:00.000-07:00

Planting Activities

Planting activities are one of my favorite things to do with preschoolers. They love being able to care for something that is real and to see firsthand the growth process! We have many enthusiastic botanists in our class this year and they have been incredibly enthusiastic about the planting activities that we implemented in the month of May.

Growing a Bean Plant

Each child was given the opportunity to plant their own bean seed as well as the responsibility to care for their seed and observe the growth process. Each child chose their own little pot, filled it with soil and then planted their very own bean seed. We have been housing the seeds in our greenhouse and every day the children took turns watering their seeds and charting the growth. We have learned about the parts of a bean seed and some of the older children made their own books and posters to compliment the learning process. Soon the bean plants will be ready to be taken home and planted in the garden!

Ceramic Duck

Years ago I found the cutest little ceramic duck and every year we fill him with dirt and grass seed and watch him grow ‘grass hair'. The children are very impressed with his Mohawk and we just gave him his first hair cut!

Growing Vegetables

Another exciting aspect of our class has been watching our carrot, radish and onion seeds sprout -- the children had fun guesstimating which seeds would grow first and the carrots definitely won the race! It is fun to see the children go to the window sill each morning to check out the new growth … hands-on learning at its best!

Potato Head People

Making our own Potato Head People was such a fun activity and the children loved it! Each child was given their own potato to hollow out with an ice cream scoop. Once the potatoes were hollowed out, each child had the opportunity to decorate their very own potato head person and let me tell you, no two were alike -- we had Grandma potatoes, alien potatoes, Mickey Mouse potatoes, various animal potatoes and many more. Once the decorating was done, we filled the potatoes with dirt and then we sprinkled on some grass seed. Within a few days, our potato head people were beginning to sprout hair and the children were thrilled! They have enjoyed giving their Potato Head haircuts and have been very careful to keep the soil moist with water.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-06-29T13:33:00.000-07:00

Jordan’s Love for Montessori Math

It has been so rewarding to follow Jordan’s progress this year and to observe his confidence grow in each curriculum area in our Montessori preschool environment. He began the school year knowing very few phonetic sounds and numbers and is completing the school year reading Grade 1 literature and being able to add and subtract using the Montessori Golden Bead Material -- Amazing!

Montessori math is an area that Jordan has been particularly interested in over the past couple of months and I can certainly understand why. Who wouldn’t love working with materials that are colorful, beautiful, intricate, and interesting! I love the fact that the materials clearly appeal to a child’s senses and that the emphasis is always on the process and not on simply getting the right answer. In doing so, it eliminates the fear and apprehension that often goes hand in hand with mathematics and instead, the focus is on discovery and exploration!

Jordan is so proud to be able to write numerals 1 through 9,999 and to be able to associate the numerals with the respective quantities. He has become very proficient with static addition and static subtraction using the Bead Material and is ready to explore the process of exchanging (“carrying” in arithmetic problems)…quite an achievement for a four year old!

Related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-06-23T13:28:00.000-07:00

Learning about Honeybees – Part 2 of 2

Here are a few more activity ideas with photos to share from our study of honeybees, which I began in Part 1 of this series.

I think the cutest part of the whole theme was seeing the children “buzzing” around the garden with their cotton swab honeybees taking great care to pollinate the various flowers. They took their job very seriously and it was adorable to watch!

Bee Washing:

I was so excited when I found this giant bee at the dollar store and I knew it would be the perfect addition to our honeybee theme. The children fill up the container with water and then use the toothbrush and soap to scrub the bee. Once they are done scrubbing the bee, they give him a rinse, empty out the water and then tidy everything up as they found it. It’s amazing how long some children will sit and scrub the bee … he is one clean honeybee!!!

Bee Scooping:

I found this set of bees at the dollar store as well and the beauty of them is that they float in the water. With this Practical Life activity, the child fills up the bucket with water and then pours the bees into the water. We all know that bees can’t survive in water so the children use the scoop to rescue the bees and place them back in the bowl where they are safe. This particular activity is a very popular one and in constant use!

Chopsticks and Colored Bees:

This activity was found at a teacher’s store and it is one of my favorites. The children first build the honeycomb any way they want and then use the chopsticks to place the colored bee in the corresponding colored cell of the honeycomb. It’s not only cute, but it is an excellent activity for refining a child’s fine motor control and concentration!

Beehive Finger Play:

The child hides the bees under the beehive and recites the following finger play. When they get to the end of the finger play, they remove the bees one by one and then arrange the numbers in order on the felt board.

Here is the beehive

But where are the bees

Hiding inside where nobody sees

Watch and you’ll see them come out of their hive -- 1, 2, 3, 4, 5

Buzzzzzzzzzzzzzzz

Q-tip Bee:

I was introduced to this concept at a nature workshop and the children loved it. First you insert a cotton swab in the end of a straw and tape it so it stays in place. Then you color the end of the cotton swab with a yellow marker and then use a black sharpie to make the stripes. Voila -- the perfect honeybee! Each child is given a “Cotton Honeybee” and shown how to pollinate the flowers in the garden. The children were so cute running around the garden collecting pollen from the stamens of the flowers and then buzzing along to the next flower. Such a fun, hands-on way to learn about pollination!

Related NAMC blogs:

Learning About Honeybees - Part 1 of 2

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-06-21T11:39:00.000-07:00

Learning about Honeybees – Part 1 of 2

We are now learning about honeybees in our Montessori preschool and discovering what amazing insects they are. We have talked about the parts of a honeybee and learned some big words like “thorax”, “abdomen”, “proboscis” and “antennae”. We were able to look at different flowers with a magnifying class and identify the pistil, the stamens, the calyx and the pollen. The children have also learned that nectar is sucked up through the proboscis (the bee’s tongue), mixed with enzymes in the stomach, and carried back to the hive, where it is stored in wax cells and evaporated into honey.

We examined a real honeycomb, made several unique bee crafts and explored the bee family. The children learned that the male bees are called “drones” and that they are very lazy bees who live a life of leisure doing no work and being fed by the worker bees (female bees). The children also learned to identify the important queen bee who lays all of the eggs. Last but not least, there are the hard-working “worker bees” who are always busy. They stay very busy gathering pollen which they stick to their back legs (the pollen basket), and carry back to the hive where it is used as food. Pollen from the stamens of one flower, stick to their bodies, and is carried to another flower where it rubs off onto the pistil, resulting in cross pollination. Mankind's food supply depends greatly on crop pollination by honeybees -- Amazing!

I have included a few photos in this two-part series to show you all that we’ve been up to and I hope you enjoy them. More to come in Part 2!

Bee Spooning:

A simple Practical Life activity where the children spoon the wooden honeybees (purchased at a dollar store) into a little tray (used for mixing paints).

Bees in Cornmeal:

Another fun Practical Life activity that involves the children hiding the bees in the cornmeal. Once the bees are hidden they scoop up some cornmeal and gently shake the spoon over the container. The cornmeal falls through the hole and the bee remains in the spoon. The idea is to find all of the hidden honeybees. This was a huge hit!!!

Beehive Art and Examining a Real Honeycomb:

The children had fun coloring the beehive and then glued on pieces of Honeycomb Cereal ... it took a lot of will power not to sample the cereal but they did it!

One of the parents brought in a real honeycomb and it was such a treat to be able to examine the cells with a magnifying glass and to see firsthand its intricate structure.

Honeybee Crayon Rubbings:

Crayon rubbing are always fun for the children and very simple to do. The child simply clips a piece of paper over the rubbing plate and then rubs back and forth with the side of a crayon. With a few seconds, the honeybee appears -- just like magic!

Making a Bee:

This has been another popular activity with the children. They simple take the collage tray to their table and choose 1 black head, 1 yellow body, 1 stinger, 2 googly eyes, 2 wax paper wings and a piece of black paper. The child then glues all of the pieces together and cuts strips from the black paper to make the stripes. We ended up with a class full of very cute ‘worker bees’!

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-06-14T14:00:00.000-07:00

Jordan and the Cylinder Blocks

One “work” that Jordan has consistently gravitated to throughout the Montessori preschool year is with the Cylinder Blocks. He began working with one block at time and now enjoys challenging himself by placing all four blocks in a square formation.

The material consists of four blocks, each containing 10 cylinders with knobs, with each cylinder fitting into a respective hole in the block. Each block contains cylinders that vary in one or two dimensions. In block 1 the cylinders vary in decreasing diameter only.

In block 2, the cylinders vary in decreasing diameter and height.

In block 3, the cylinders vary in decreasing diameter and increasing height.

In block 4, the cylinders vary in decreasing height only.

The Montessori Cylinder Blocks activity is a relatively simple exercise and I often watch in awe as children seem driven to repeat the exercise over and over again with intense concentration. The Cylinder Blocks appeal to a preschooler’s love of order, they allow for self correction and they refine a child’s pincer grasp. The Cylinder Blocks also allow a child to feel the weight differences based on the varying sizes of each cylinder.

When Jordan works with the Cylinder Blocks, it is as if, for him, nothing else in the Montessori classroom exists. I once heard him pretending aloud that each cylinder was a member of a family and it was time for them to go to bed. He tucked each one in bed by carefully placing them in their corresponding holes. It was adorable to hear him call each cylinder by name (tall man, skinny brother, short grandpa, etc.). Once each cylinder was in the correct hole, he would say, “shhhh and now it’s time to sleep”. Then he proceeded to carefully carry the Cylinder Blocks back to its correct place on the shelf with such pride and satisfaction. It was intriguing to see him completely absorbed in what he was doing and I love that he has come back to this material time and time again throughout the course of the school year.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-06-14T13:47:00.000-07:00

Year-End Activities – A Family Picnic

It is once again that time of year when we reflect on what we have accomplished as a school community and we start thinking about arranging a few year-end activities for the children and their parents. A few activities that I have implemented in the past include:

A year-end concert
A sports day
A multicultural potluck
A year-end family picnic
A special field trip/going out activity
An end-of-the-year craft project
Kindergarten graduation

For the past few years, we have organized a field trip in the month of June. This year we are planning to go to the Honeybee Center as a way to enrich our study of Honeybees. You will hear more about this in an upcoming blog.

Another tradition is our year-end picnic which is always enjoyed by parents and children alike! We have a beautiful park near our Montessori preschool that provides us with the perfect location for a family picnic. We send home a note a few weeks in advance post a sign-up sheet as well so that each family can sign up to contribute a specific item to share with the group (salads, desserts, fruit platter, veggie platter, drinks, etc.). There is always an abundance of yummy food and our Montessori preschool always supplies the hot dogs, buns and condiments.

We all meet at the park at 10:00 a.m. For the first 45 minutes or so, the children are free to play at the playground or in the large grassy field. Around 11:00 a.m. we begin the races and we explain to the children ahead of time that it doesn’t matter who wins or who loses -- it is about having fun with our friends! The races are always a highlight of the picnic and the children especially love the fact that after each race they are given a ribbon to be pinned on to their shirts! The races that have been the most popular over the years are:

Sac race
Obstacle race
Dress-up race
3-legged race
Marshmallow on a spoon race

The children usually work up quite an appetite during the races, so we have our picnic lunch shortly thereafter. Family members join the children and we all enjoy a special picnic together.

After lunch, we play some more and the children enjoy activities such as blowing bubbles, playing soccer, face painting, tattoos and a trip into the forest to find the “magical gummy tree.” Each year we prepare little bags of 3 or 4 gummies and hang them on a bush in the forest. The children love searching for the Magical Tree and are always intrigued with how the gummies get there each year -- A Montessori Mystery!!!

North American Montessori Center: http://www.montessoritraining.net/

Exploring the Seven Wonders of the World – Montessori Classroom Ideas

2011-06-09T13:32:00.001-07:00

When I was a child, I remember learning about the Seven Wonders of the Ancient World and dreaming of the day when I could explore them first-hand. Imagine my shock to learn that only the Pyramids of Giza are still standing!

Known to the Greeks as theamata, or things that must be seen, these ancient wonders are more available to your Montessori students than ever before. While you may not be able to physically travel there, virtual field trips (vft’s) and webquests add new life to these ancient and revered sites. Studying the ancient wonders in your Montessori classroom provides a cross-curricular look into ancient cultures. Through them, topics of literature, history, math, geometry, physics, chemistry, astronomy, botany, art, and physical and cultural geometry can be studied.

Wonders of the earth are not just limited to ancient history, however. On July 7, 2007, voters from the global online community voted on a ‘new’ set of Seven Wonders of the World. These include:

Chichen Itza, Mexico
Christ Redeemer, Brazil
The Great Wall, China
Machu Picchu, Peru
Petra, Jordan
The Roman Coliseum, Italy
The Taj Mahal, India

And while difficult for most of us to travel to see them, your Montessori students and a wealth of information available to them in both print and online media formats.

While the ancient and “new” lists of seven wonders focus on cultural geography and manmade objects, there is a list of the Seven Natural Wonders of the World.

Grand Canyon, Arizona, The United States
Great Barrier Reef, Australia
Harbor of Rio de Janeiro, Brazil
Mount Everest, Himalayas
Aurora Borealis
Parícutin Volcano, Michoacán, Mexico
Victoria Falls, between Zambia and Zimbabwe.

While exploring the wonders of the world and its people first hand is always preferable, modern technology allows children in the Montessori environment to explore beyond the walls of their classroom and community and seek to understand the world around them.

For more information, please visit:

Virtual Field Trip:

http://unmuseum.mus.pa.us/wonders.htm

Webquests:

NAMCs curriculum manuals provide many activities to act as a springboard for further discovery and exploration of the world, its history and culture.

North American Montessori Center: http://www.montessoritraining.net/

Vacationing Montessori Style: Canada’s Bounty

2011-06-07T13:57:00.001-07:00

Canada became a country on July 1, 1867 and this year marks its 144th birthday. When you think of Canada, what immediately comes to mind? Hockey? Quebec City? Niagara Falls? The rugged wilderness of the Canadian Rockies? Exploring Prince Edward Island and looking for Anne Shirley from the beloved and timeless children’s classic Anne of Green Gables? Or Chuck wagon races and steer roping at the Calgary Stampede?

Visitors and residents alike enjoy Canada’s rich cultural history and events, pursue outdoor adventures from skiing to sailing (sometimes on the same day), or communing with nature on the prairies, in the mountains, or on the water. The diverse geographical and cultural nature of Canada offers endless people, places and things to discover, explore, and enjoy.

Growing up in the Pacific Northwestern United States, my family and I traveled to Canada frequently. Crossing the border into Canada truly felt like you were entering a different country. The air seemed cleaner, the mountains higher, the cities more cosmopolitan, and the people friendlier. Later, I explored the cities of Quebec and Montreal, delighting in the history, language, and culture of French Canada.

"If some countries have too much history, we have too much geography". W.L. Mackenzie King (1874-1950) Prime Minster of Canada, 1921-1926

Canada is the second largest country in the world! Its vast area (9,970,610 square km/3,849,650 square miles) stretches from the Pacific to the Atlantic Oceans and from the United States border to the polar regions in north. Canada is also home to 9% of the world’s renewable water supply and the world’s third largest forest. Due to Canada’s rugged terrain and severe climate in some regions, its population is roughly 1/10th the population of the United States.

Before you go exploring Canada, you may wish to familiarize children with Canadian cultural and geographical icons by using or creating Montessori materials to use at home or in your Montessori classroom.

Explore the physical geography with the Canada Puzzle Map and Pin Map
Make Canadian famous landmarks 3-part cards
Make a memory game using Canadian cultural icons such as: the Canadian flag, a maple leaf, a beaver, ‘loonie’ and ‘toonie’ coins, a hockey stick, the Ottawa Capital building, the Canadian coat of arms, maple syrup, totem poles, canoes.
Older students who enjoy research can find out more about: Canadian explorers, famous Canadians, Canadian inventions, Canadian natural resources, Canadian tourism.

Finally, when traveling in Canada, use the above resources to create a scavenger hunt for the children to check off each item they find. For the younger child who is not yet reading, use the pictures from their Montessori materials to help them know what to look for.

Traveling to Canada with children can be a rewarding experience family experience. With so much to see and do, there’s sure to be something for everyone to enjoy.

For more information on visiting and traveling in Canada, please visit these resources:

Fun Things to Do with Kids in Canada (includes a list of books about Canada)
Family Vacations in Canada
Where to go on family vacation in Canada
Top 20 Vacation Spots in Canada
Family Vacations Directory - Canada
Travel Canada - About.com

NAMC's curriculum manuals provide many activities to act as a springboard for further discovery and exploration of Canada and our continent.

North American Montessori Center: http://www.montessoritraining.net/

Vacationing Montessori Style: America’s National Parks

2011-06-01T13:09:00.001-07:00

Guard it well, for it is far more precious than money… once destroyed, nature’s beauty cannot be repurchased at any price. ~ Ansel Adams

A few years ago, while my family and I were exploring the scenic waterways of the North Carolina coast, we came upon a sign for the Cape Lookout Lighthouse. Ready for an adventure, we set off down the road. Maintained by the National Park Service and accessible only by boat, Cape Lookout Lighthouse was one of those hidden gems that made for a great day of exploring not only North Carolina history, but also the flora, fauna, and physical geography of the North Carolina Coast.

The next year, when we were planning our vacation, my son, remembering the kind rangers at Cape Lookout, asked what other National Parks we might visit. That year we visited The Great Smoky Mountains National Park which borders both North Carolina and Tennessee. We went hiking, fishing, explored an old waterwheel and homestead, picnicked, named known flowers and trees, watched birds, looked for bears, and drove across the ancient mountains of Appalachia. It was amazing, driving across these mountains at sunset, with a thunderstorm on our heels. We began to understand why they were named the Smokies as the clouds and rain settled in.

The United States has over 400 National Parks. Exploring them together, truly puts Maria Montessori’s idea of Cosmic Education and the interconnectedness of all living and non-living things into perspective. Montessori also believed that the outdoors was the best classroom for children. Living, breathing, and interacting with nature is the best way to help children develop environmental awareness.

The U.S. National Park Service has put together a 15-page brochure called “Parks for Play: 35 National Adventures for Kids of All Ages”. This pamphlet is useful for helping you plan your own Montessori eco-friendly vacations. It includes brief descriptions and pictures of 35 national parks. In addition, it provides information on the Junior Ranger and WebRangers programs for kids. The Junior Rangers program helps children explore the parks through hands-on learning activities. The WebRangers allow children to explore the parks interactively at home. In addition, there are electronic field trips (EFTs) available for Montessori teachers and parents to help students explore these beautiful, natural national treasures.

When planning your summer vacation this year, think beyond theme parks and roller coasters. Think of the fun you can have exploring the beauty and wonder of the natural world.

For more information on visiting America’s National Parks, you may like to visit:

NAMCs curriculum manuals in natural sciences provide a full range of activities to help children learn more about our natural world, and the many opportunities we have to live in harmony with all living beings. http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-05-27T12:40:00.000-07:00

Jordan’s Experience with Numbers and Counters

Jordan has grown leaps and bounds since he began Montessori preschool/kindergarten in September and it is interesting to reflect back on his journey. Once Jordan had mastered the Number Rods and could correctly pair each rod together with the corresponding numeral, I introduced him to the Spindle Box where the numbers on the box are fixed, yet the quantity is free moving, which definitely provided a greater challenge. On his first try, Jordan was able to place the correct amount of spindles in each compartment and was very proud that he did it without any help. He also liked the fact that he didn’t get “tricked” by the ‘0’ compartment … he knew right away not to put any spindles in that compartment. I knew he was clearly ready to give the Numbers and Counters a try!

With the Numbers and Counters, nothing is fixed. Both the Numbers as well as the Counters are free-moving, presenting a much bigger challenge for the student. I gave Jordan the basket of Numbers and asked him if he would put them in order at the top of his mat from 1 to 10. At first he mixed up the 6 and 9 but he quickly corrected this. Once he had the Numbers in the correct order, I asked him if he would begin placing the Counters below the Numbers. I pointed to the number ‘1’ and asked him to tell me the name of the symbol. Jordan responded, “one”. Next, I asked if he would place one Counter below the number one. We continued in this manner all the way to the number 10 and I showed Jordan how to place the Counters in pairs. The reason I like placing the Counters in pairs below each Number is because it is a wonderful visual for demonstrating the concept of odd and even numbers.

Jordan still enjoys working with the Numbers and Counters. Every time I change the Counters, it seems to renew his interest in the activity. Some of the Counters he has enjoyed the most include: pennies, shells, smooth river rocks, pieces of “gold”, and most of all the dinosaur counters!

The NAMC 3-6 Mathematics manual provides the full range of math activities for this age group. A valuable teaching resource!

North American Montessori Center: http://www.montessoritraining.net/

Montessori Upper Elementary Practical Life: Outdoor Activities

2011-05-24T12:24:00.001-07:00

One Monday morning, my upper elementary Montessori students arrived at school surprised to see a huge, steaming mountain of mulch that had been delivered over the weekend. “Miss Michelle! Miss Michelle! Have you seen the mulch?” I laughed and said in fact, I had. “Are we going to spread it? When can we start?” They were so excited! We, of course, got busy right away.

That morning our circle time consisted of a few enterprising student leaders creating a plan and dividing the rest of the Montessori class into groups to share the workload. Students made lists of tools and equipment we would need, with some contacting parents to bring what it seemed we were lacking. They assigned people to work in different areas of the schoolyard. It seemed everyone wanted to push the wheelbarrows, so a chart was made for students to sign up to take turns. It was decided that the ‘workers’ would need refreshments, so a group of students quickly rallied to make yummy snacks in our kitchen.

We soon had our Montessori students and a few parent volunteers out on the blacktop shoveling and wheeling mulch all over the school grounds. The adults offered helpful tips, showed the proper way to push a wheelbarrow so it wouldn’t tip over, and demonstrated how to spread mulch to the desired thickness. Our “cooks” served fruit punch, cookies, and fruit salad so we weren’t weak with hunger. By mid-afternoon, our task was completed and the exhausted but contented students were picked up by some rather surprised parents at day end. I heard the next day that they had all slept well that night!

As I stated in a previous blog, upper elementary Montessori Practical Life activities work best when students are allowed to develop their talents and their leadership skills. Learning to function as part of a team is a valuable life skill. Being responsible for seeing a task through from start to finish is equally important. And having a sense of accomplishment for a job well done cannot be discounted.

Here are a few more ideas for upper elementary Montessori Practical Life outdoor activities:

Hauling things: dirt for a garden, sand for a playground, rocks for a pathway
Making paths and walkways along the school grounds
Creating and executing a plan to reduce, reuse and recycle at school
Raking leaves
Shoveling snow
Building and mending fences
Mowing grass
Planting and caring for a garden
Washing cars
Walking dogs
Routine car maintenance: checking oil, filling windshield fluid, changing a tire
Carpentry
Painting
Building playgrounds

Some of these activities such as washing cars or walking dogs could be turned into a fundraising activity with the monies either being used for class trips or to help with the class community service project. This builds an additional sense of responsibility to the Practical Life activities.

Upper elementary Montessori Practical Life activities teach students the skills they will require as adults. Learning to take care of their family, home, and community builds responsible adults and citizens.

Related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Upper Elementary Practical Life: Indoor Activities

2011-05-19T13:39:00.001-07:00

I remember walking into my first upper elementary Montessori classroom. The director showed me around my new classroom, pointing out the Montessori materials on the shelves. It was a beautiful environment with an entire wall of windows. Before she left, I asked the director where the Practical Life shelves where. Her response? “Upper elementary children don’t need Practical Life activities”.

Not need Practical Life activities? How can that be? I started thinking about my Montessori training. The purpose of Montessori Practical Life Activities is to develop the skills needed to be an independent adult and lead a happy and fulfilled life. Were my 9-12 year old fully independent adults? Certainly not! I decided to add a Practical Life section to my upper elementary classroom right away.

Indoor Practical Life Activities

Upper elementary Practical Life activities are quite different from preschool or even lower elementary. Yes, you may have to have a refresher on how to wipe a table or how to walk around a rug since upper elementary students are no longer in the sensitive period for order. They are, however, interested in making things with an end product in mind. They like to feel needed and appreciated. Whether they are making and frosting a cake or knitting a scarf for a friend, upper elementary students want to know they have made a difference.

Here are some ideas for indoor upper elementary Practical Life activities:

Using a sewing machine
Quilting (quilts may be donated to charities such as community shelters or Habitat for Humanity)
Knitting (hospitals are always looking for small blankets and hats for premature infants)
Assembling furniture
Woodworking
Latch hooking
Fixing leaky faucets
Doing laundry
Changing furnace filters
Newborn and toddler care
Needlework (this also works great at helping students having difficulty with handwriting develop those fine muscle skills)
Creating a website
Transferring photos to digital images
Downloading music from CDs to MP3 files
Visiting a shut-in
Reading with younger children

Practical Life activities foster responsibility and independence. Looking at the list above, how many typical 9-12 year old children would be given such responsibility? Learning to plan and follow through is an important part of growing up to be a responsible adult.

More ideas on Montessori upper elementary Practical Life activities will be covered in the next post, Upper Elementary Practical Life: Outdoor Activities.

Related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Upper Elementary Practical Life: Going Out

2011-05-13T11:43:00.001-07:00

One of my favorite questions in my upper elementary Montessori classroom is “Miss Michelle, can we go to…?” I usually respond with “Give me a full prospectus telling me why we should go and the logistics of getting there and back”. And off they go to research and write a report.

Now, if the word “prospectus” seems a bit too esoteric, consider this: Montessori Practical Life activities are meant to teach adult life skills. What better way to develop the ability to plan a project or trip than to do it in a safe, nurturing Montessori environment.

Montessori used “going out” trips to experience the real world, not that which is confined to the four walls of the classroom, as well as to acquire ‘culture’. Culture in the Montessori sense refers to learning and internalizing the basic standards, expectations, rules and laws of one’s own cultures as well as that of others. Going out trips may include going to the theatre, the symphony, an art museum or a fossil hunt. Or, they may be more extensive and exotic such as overnight environmental camping trips or visiting historical or cultural sites.

The overnight trip is a rite of passage for upper elementary Montessori students. Students are able to apply Practical Life skills that they’ve acquired through their Montessori years to a real life situation. They also have the opportunity to develop new skills and each student comes away with a new recognition and appreciation of his or her ability to make a meaningful contribution to the community. The learning environment is not just a few hours, but an extended period of time. Parent chaperones are not encouraged unless absolutely necessary in order to give students the freedom to learn and grow on their own.

An overnight going out is more than merely a campout. In true Montessori style, the students are responsible for the planning, organizing, and decision making. They select the location, which often is related to a current topic of study or student interest. There are trip logistics to be made: site location; transportation and chauffeurs; reservations; accommodations; menus; finances; packing lists; and activities. There are committees and teams to be formed. Permission must be granted both from the teachers, administration and parents. Budgets must be established and followed. Shopping lists and trips must be made. Inventories of camping gear, if necessary, must be taken. Schedules of chores must be assigned. What at first seemed a simple trip now turns into a major project.

As with all Montessori work there is an underlying purpose to these going out excursions. In a meaningful context, upper elementary students get to practice and apply all of the Practical Life skills they’ve been developing since their early years in the Montessori primary environment. With gentle, nurturing, proactive guidance from their Montessori teachers, they are able to actively pursue their own interests and find their own unique abilities within the safety of their immediate community.

Related NAMC blogs:

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-05-09T12:40:00.001-07:00

Jordan and the Number Rods

When Jordan first began preschool, he was able to recognize numbers 1 through 5 but had not yet grasped the quantity associated with each number. He could count on his own, but struggled with counting the actual quantities. He had a tendency to count much too quickly and of course that is often when errors were made.

The Montessori Number Rods were instrumental in helping Jordan learn to slow down and really understand each individual quantity. The Number Rods are the same as the Red Rods, except they have alternating blue and red segments. The first thing I asked Jordan to do with the Number Rods was build a stair just as he did with the Red Rods. When the stair was complete, he was still keen to continue so I introduced the first three rods to him via a three-period lesson. After the third rod, he was still attentive and focused so we were able to continue with the next three rods. We stopped at the 6-rod as I could tell Jordan was starting to get tired.

Over the next few weeks we continued our work with the Number Rods and eventually he was able to pair each rod together with the corresponding numeral … way to go Jordan!

The Number Rods are great for teaching one-to-one correspondence and it is made simple for the children because the quantities are fixed. The Number Rods also provide a visual understanding of the order of numbers (three goes between two and four). Jordan is now more than ready to begin work with the Spindle Box!

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-05-04T10:57:00.000-07:00

Overview of Montessori Math Curriculum

Recently I have had several requests to provide a brief overview of the Montessori Math curriculum. I have done my best to simplify the curriculum below and I apologize for the lengthy post, but there is just so much information to cover!

First of all there are the Montessori Sensorial Materials which indirectly prepare a child for work with the Montessori Math Materials. The Sensorial Materials allow the child to internalize and truly understand a wide range of concepts, each of which is done in a hands-on, concrete manner. The Sensorial Materials prepare the mind for a deep understanding of the principles of mathematics and at the same time prepare the child for work with the Montessori Math Materials. A great example of this is the Red Rods which are used for introducing the concept of comparative length. Through laying out the Red Rods one at a time, the child learns at the most basic concrete level how the quantities one to ten relate to one another. Upon mastery of the Red Rods, the child is now ready for the Number Rods.

The Number Rods are red and blue segmented rods which reinforce the concept of one-to-one correspondence and allow for the memorization of the 1 through 10 counting sequence. Each rod represents a given number and the relative difference between each number is clearly seen. My four-year-old student, Jordan, used to work with the Number Rods daily and took great pride in laying them out systematically. He even made his own set one day using a ruler, white Bristol board and a smelly red marker … amazing! Consequently, his understanding of quantity is fantastic and he is now teaching the younger children in the class.

Once a child has a solid understanding of the basic quantities 1 to 10, you can now teach the numerals. The Sandpaper Numerals are traced by the child one at a time to associate the number names with the fixed quantities that they have experienced with the Number Rods. Once the child has learned the names of the numbers, it is time to merge the quantities and numerals together to give them absolute clarity in the accurate association of numeral and quantity.

Next, you can introduce materials such as the Spindle Box to allow the child to see what “nothing” or zero looks like. A child needs to understand that ‘0’ on its own means nothing but when it is associated with a number (i.e. 2), it certainly indicates a bigger number (i.e., 20). I find it effective to play different games with the children to reinforce the concept of ‘0’ and it is fun to see the children play the games on their own, when the teacher is not participating.

Next, the child is introduced to the Cards and Counters where the child first lays the numerals 1 to 10 in the correct sequence and then below each numeral counts out the corresponding quantity. I find it absolutely brilliant that the entire Montessori Preschool/Kindergarten Math program reinforces the importance of 10 as the base for introducing the formal demonstrations of the Decimal System later on. On another note, I always have a few Cards and Counters activities available and I change the counters regularly to correspond with the current theme or season. Jordan especially loves the dinosaur counters and the river rocks which I spray-painted a golden color to look like pieces of gold … perfect for St. Patrick’s Day! I often introduce children to the Bead Stair at this point as they now have the ability to count the quantity of each bead bar and to memorize the quantity that each colored bead bar represents.

Once you are confident that a student has a sound knowledge of numbers one to ten as well as their corresponding quantities, it is time to introduce him to the exciting world of the Decimal System, better known as the Golden Bead Material! The Golden Bead Material intrigues children of all ages and it is always enjoyable to introduce them to units, tens, hundreds, thousands through the concrete learning materials. I love that the Golden Bead Material shows the decimal hierarchy in three-dimensional form:

units = single golden beads,

tens = a bar of 10 unit beads,

hundreds = 10 ten bars fastened together into a square,

thousands = a cube ten units long, ten units wide and ten units high.

The children learn to first recognize the quantities, then to form numbers with the bead material through 9,999 and to read them back. They also learn to read and write numerals up to 9,999, and to exchange equivalent quantities of units for tens, tens for hundreds, etc. I remember when I first introduced Jordan to the Golden Bead Material presentation tray. He immediately noticed that the unit bead is much lighter in weight than the thousand cube and even commented on how 1 is much less than 1000 … I knew we were off to a good start! Through the Decimal System Material, the child is able to clearly understand that when a number reaches 10, it then proceeds to the next hierarchy. Exchanging is a difficult concept to understand but made so simple using the Golden Bead Material coupled with a great deal of repetition. A child soon learns that if he has 10 ten bars, he must exchange those 10 ten bars for 1 hundred square and if the child has 10 hundred squares he must exchange them for 1 thousand cube.

In the later part of the mathematics program, traditional number names are introduced again by forming quantities with the concrete material first and then associating each quantity with their written symbols through the ‘Seguin Boards’. Jordan needs a fair bit of encouragement to work with the Seguin Boards as he feels he already ‘knows’ how to do it. He does know the names of the numerals, but needs help with associating the correct quantities with each numeral. We also have a teen frame in our class which has served as another great reinforcement tool for Jordan. He first places the numerals 11 to 19 in the correct sequence above the frame and hangs the corresponding bead bars below each numeral.

When a child gets to this point, he/she will continue to work extensively with the four operations (addition, multiplication, division and subtraction). However, the child will do so using the various boards, the Stamp Game (a manipulative system that represents the decimal system as color-keyed "stamps") and the Bead Frames (color-coded abacuses).

In my opinion, giving a child the opportunity to work through the Montessori Math curriculum is essentially giving that child the keys to unlock the world of mathematics. I have been amazed over the years at what young children are capable of learning and how the materials give them the confidence to tackle any math challenge that comes their way!

Related NAMC blogs:

The NAMC 3-6 Mathematics manual provides the full three-year Montessori math curriculum activities for this age group.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-05-02T12:09:00.000-07:00

Montessori Math Materials

There is something so profound about walking into a Montessori environment and seeing children as young as three, four and five years old working with advanced Math concepts and truly understanding what they are doing. The Montessori Materials really do make concepts come to life for children. Concepts that seem daunting and abstract become so simple and fun in a Montessori environment. The materials are beautiful and intriguing and I have seen year after year how they inspire young learners.

I love the fact that the Montessori Math curriculum is so systematic. The lessons build sequentially on previous learning, they are self-correcting, they introduce concrete learning before abstract learning, and they isolate the difficulty being learned. I love the fact that each child works through the curriculum at their own pace without pressure and/or expectations. The children are given the freedom to choose what it is they wish to work on and to repeat the steps as many times as they wish until they have the confidence to move on to the next step. Montessori students don’t just go through the motions to perform mathematical operations, they use hands–on Montessori classroom material (manipulatives) to ensure they are truly understanding the process … what a gift to give any child!

I have a nine-year-old daughter who came home from school feeling very frustrated a few weeks ago. She is in a French Immersion program but in a traditional setting and they had just begun learning subtraction with borrowing (dynamic subtraction). My poor daughter was completely lost … she was going through the motions but had no idea why she was crossing out certain numbers and putting the number ‘1’ in front of other numbers. She was making errors and in some cases just drawing a blank altogether. That weekend, she and I spent a couple of hours at my preschool working with the Golden Bead Material and after about an hour or so, the light bulb went on and the look of relief on her face almost brought me to tears. She gave me a big hug and said, “Thank you for helping me get it, Mom. Now it all makes sense!” With the work that she was doing in school, she was seeing the numbers (symbols) on the page and had been taught how to manipulate them, but none of it made any sense to her. Now after working with the actual materials she understands what the symbols represent and the “why” behind the process.

Related NAMC blogs:

The NAMC 3-6 Mathematics manual provides the full three-year Montessori math curriculum activities for this age group.

North American Montessori Center: http://www.montessoritraining.net/

The Golden Week in Japan: Study and Service in the Montessori Classroom

2011-04-28T10:32:00.000-07:00

A look at The Golden Week in Japan provides a special opportunity for geography and cultural activities in the Montessori classroom, while also encouraging the possibility of service and philanthropy for your students. The Golden Week includes four national Japanese holidays and two weekends. It becomes a very busy time in Japan when Showa Day, Constitution Day, Greenery Day, and Children’s Day (Kodomono-hi) are all celebrated. This year the weekends are not as well placed as usual, though Showa Day is April 29th, Constitution Day is May 3rd, Greenery Day is May 4th, and Children’s Day is May 5th.

Showa Day celebrates the birthday of former Emperor Showa. Constitution Day celebrates the day in 1947 that the new (post WW2) constitution was implemented. Greenery Day honors nature and the environment. On Children’s Day families pray for their sons’ health and success (a special day for daughters is held annually on March 3).

While your Montessori students explore the geography and culture of Japan, you can open your discussion with the recent natural disasters that have affected Japan, its people, and the world. You may have already discussed this with your students and/or they may have already heard about the events. Learn more about how people around the world are extending their help and support to the Japanese at this time of need.

As an extension to your exploration of The Golden Week, encourage your Montessori students to plan and organize a Showa Day, Constitution Day, Greenery Day, or Children’s Day celebration of their own. They can begin with researching customs that are part of the Japanese celebration and finding ways to incorporate themes and ideas into their own events.

If your students decide that they would like to help the people of Japan, parents and the administration of your Montessori school may be invited and encouraged to participate in the celebration with a small donation. At the event, your students could serve food they have made that is inspired by Japan. Donations could be accepted for the food to further your students' goal to contribute to the Japan relief effort. Students could also create artwork inspired by Japanese culture or the customs of The Golden Week holidays (for instance, the samurai dolls of Children’s Day, paper lanterns or a mobile of origami) and then auction off the art in a silent auction.

Related NAMC blogs:

The NAMC 3-6 Culture & Science teaching manual provides a rich curriculum for exploring our natural world and its history, and our place in this amazing universe.

North American Montessori Center: http://www.montessoritraining.net/

Teaching Civics in the Montessori Classroom: Voting

2011-04-27T13:00:00.001-07:00

Impress upon children the truth that the exercise of the elective franchise is a social duty of as solemn a nature as man can be called to perform; that a man may not innocently trifle with his vote; that every elector is a trustee as well for others as himself and that every measure he supports has an important bearing on the interests of others as well as on his own. ~ Daniel Webster, The Works of Daniel Webster (Boston: Little, Brown, and Company, 1853), Vol. II, p. 108.

The Age of Enlightenment brought with it the basic tenets of equality and social justice. These ideas spurred both the American and French Revolutions. The American colonists sought their independence by suppressing the rule of the English monarchy and putting the governing power back into their own assemblies. The French revolutionaries, however, sought to abolish their own government and social structure and forcibly create a new one. Both the United States and France were interested in democracy – a government in which the citizens of the country elect their officials in hopes that those officials represent the voice of their constituency.

Today, more than ever, the world’s governments are seeing more demands from their citizens. The political uprisings in Tunisia, Egypt, and Libya once again demonstrate humanity’s need for justice and freedom from sovereign regimes.

1. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. 2. Everyone has the right to equal access to public service in his country. 3. The will of the people shall be the basis of the authority of government; this shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held in secret vote or by equivalent free voting procedures. ~ Universal Declaration of Human Rights (UDHR), Article 21 (1948)

On December 10, 1948, the General Assembly of the United Nations drafted and adopted the Universal Declaration of Human Rights. This doctrine clearly states that, for the first time in history, fundamental human rights were to be universally protected. While the right to vote is now viewed as a fundamental human right, it is not upheld in many parts of the world.

As part of the Montessori Peace curriculum, it is important that elementary Montessori teachers not only teach their students about this fundamental human right, but how the voting process works, how to be an informed voter, and how to cast a vote as well in order for them to become fully informed and active citizens.

Lower elementary Montessori teachers can discuss and encourage voting by conducting polls at circle time. Explain to the children that they can only raise their hand to vote once. Then, ask a question such as “For our Friday art activity, would you rather make kites or paint butterflies?” Then, invite all those who would like to make kites to raise their hands. Select a student to count and tally the number of votes. Next, invite all those who would rather paint butterflies to raise their hands. After the votes have been tallied, announce the results. (Hint: This is also a good time to encourage good citizenship by talking about appropriate responses if your choice did not win.)

Canada is currently in the midst of a federal election campaign, with voters going to the polls on May 2. The next US federal election will take place on November 6, 2012. These are great opportunities for your Montessori upper elementary students to observe a real election taking place.

Upper elementary Montessori students can be more involved in actual elections. NAMC’s Upper Elementary US and Canadian History manuals provide lessons on the democratic process and structure of respective governments. Students can research candidates and their campaigns. They can watch televised debates and review them together as a class. At the end of the campaign, a mock election can be held to see if the class voted the same way as the nation. The National Student/Parent Mock Election project has put together an extensive curriculum for grades preschool through high school that offers even more ideas: http://www.nationalmockelection.org/curriculum.html

There cannot be peace as long as there is oppression in the world. Understanding the importance of a citizen’s right to vote for government leaders as a fundamental human right is a giant step toward helping our children in their “education for peace”.

Other NAMC blogs:

The NAMC History manuals provide lessons on the democratic process and structure of respective governments.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-04-26T12:49:00.000-07:00

Spring Is Here – Planting a Flower Garden

Spring is such a wonderful time of year and every day the children notice something different -- bulbs sprouting leaves in the garden, tiny buds emerging on the tree branches, and new birds visiting our bird feeder. With spring in the air, it is the perfect opportunity to provide children with a variety of different planting activities and it is amazing how much they enjoy them. Gardening encourages children to learn about the world around them and instills in each of them a love for nature. It provides them with the opportunity to experiment and it promotes social interactions as they compare, discuss and describe to one another what they are doing and what they observe.

Today we spent an hour or so planting primulas and pansies. Each child chose their favorite plant and had the opportunity to dig a hole for their plant, gently remove it from its pot and then place it in the hole and cover it up with soil. Their squeals of delight when they spotted the roots was music to my ears and the care they took when digging the hole and replacing the soil was adorable. Then their job was to fill up a watering can with water and give their plant a little drink.

My four-year-old student, Jordan loves to work in the garden and is the happiest when his hands are covered in dirt! He was so excited about our planting project and new exactly which primula he wanted to plant. He chose the red one and picked the perfect spot to plant it over by the fig tree. While digging his hole, he came across two earthworms and I heard him explain to a friend how the worms are helpers for the soil and how we always need to respect earthworms. Jordan carefully placed the worms by his red primula and said, “Perfect, now my primula won’t be lonely and the worms will help it grow.” --Another beautiful Montessori moment!

The NAMC 3-6 manuals provide a full selection of botany activities, complemented with nomenclature material on CD-ROM.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-04-21T12:13:00.000-07:00

Learning About Birds, Part 2 of 2

As mentioned in Part 1 of this series, in the weeks that followed our Montessori classroom visit from Charlie the Congo African Grey Parrot and Horton the Citron Crested Cockatoo, we have learned songs and finger plays about birds and have implemented a number of different bird activities to extend the theme and enrich our Montessori preschool students’ learning experiences.

A few of the extensions we have implemented in our Montessori preschool classroom include the following:

Learning About Birds - Extensions:

Feather Sorting: Charlie and Horton’s owner brought in a picture of each of the parrots as well as a collection of their feathers. I decided to create a sorting activity and my Montessori students have really enjoyed it. The child places both pictures on a mat and then sorts the feathers by looking at the picture and deciding whether the feather came from ‘Charlie’ or ‘Horton.’

Eggshell Collages: We sent home a note to our Montessori parents asking them to save well washed, clean eggshells and dye them with springtime pastels. The children then used a mortar and pestle to crush the dyed eggshells into small pieces and then used glue to apply the eggshells to construction paper eggs.

Parts of a Bird Puzzle: I absolutely love the Montessori Botany puzzles and the Zoology puzzles and the Parts of a Bird puzzle has definitely been a popular one over the past few weeks. The children enjoy naming the different parts, tracing the parts as well as matching them up on the control poster.

Parts of Bird Nomenclature: The children have also enjoyed learning about the parts of a bird and the function of each of the parts. They have created their own books, posters as well as labeled their own drawings.

Feather Painting: On the art shelf in our Montessori classroom, we created a painting tray with different types of feathers, paper and paint. The children have had great fun experimenting with different paint consistencies and types of feathers.

Bird Watching Basket: This has been a very popular activity with the students and was extremely easy to create. First, I printed pictures of birds that are found in our geographic region and created a poster of those birds, which I later laminated for added durability. I decided to print and laminate 10 bird identification posters and I keep them in a large basket along with several pair of binoculars. When we go outside, I bring the basket out with us and the children enjoy using the binoculars to search for birds and to find the matches to those on the bird identification posters. It is amazing how quickly they have learned the names of the different birds and can identify them based on certain key feature. We definitely have several bird-watching enthusiasts in our Montessori class!

Birdseed Collages: For the art shelf, we created a tray with bird seed, paper and white glue. The children enjoyed drizzling glue onto the paper and then sprinkling the birdseed over the glue. Some of the designs were very unique and no two were alike!

Bird Craft: I cut out several different bird templates on colored poster board and the children have used them for collages, sponge painting, and have especially enjoyed gluing on feathers to make their birds come to life!

Bird Sorting: Using tongs to pick up little penguins and sort them according to color has definitely been a popular activity with the children, especially the younger ones and the tongs are wonderful tools for refining their fine motor control.

Bird Clothespins: I was so excited when I found little bird clothespins at my local dollar store and knew exactly what I wanted to do with them. Inside each of the three colorful eggs, I placed 4 or 5 bird clothespins. The student’s job is to open each egg, remove the clothespins and clip them around the edge of the “nest” (basket). This activity always seems to be in use and again is wonderful for strengthening a young children fingers!

Robin's Eggs: After looking at pictures of a robin’s egg, we decided it would be fun to make our own robin eggs. I cut several eggs out of poster board and the children painted them blue and sprinkled them with sand to give them a specked effect!

Bird Finger Plays: The children have enjoyed learning different finger plays and I have included a few of the favorites below.

Birdie Finger Plays

Five little birds without any home,
(raise 5 fingers of right hand)
Five little trees in a row.
(raise right hand high over head)
Come and build your nests in our branches tall
(cup left hand for nest-right fingers in)
We'll rock you to and fro.
(then rock both hands)

________________________________________

Here's a nest for Robin,
(Cup hands to form nest)
Here's a hive for Bee,
(Fingertips together to form hive)
Here's a hole for Rabbit,
(Fingertips together to form hole)
And here’s a house for me.
(Interlock fingers, knuckles up, for house)

________________________________________

Two little birds sat up on a wall,
(two fingers placed on each shoulder)
One named Peter, one named Paul
(raise both fingers)
Fly away Peter, fly away Paul
(wiggle fingers as you move arm behind your back in arc.)
Come back Peter, come back Paul.
(bring hands in front, one at a time)

________________________________________

Two little blackbirds,
(hands closed with thumbs straight up for birds)
Sitting on a hill,
One named Jack,
(wiggle one thumb)
The other named Jill.
(wiggle other thumb)
Fly away Jack
(toss one hand at a time over shoulder)
Fly away Jill.
Come back Jack
(bring back hands one at a time)
Come back Jill.

________________________________________

Up in the sky, the little birds fly.
(flutter outstretched hands)
Down in their nests the little birds rest.
(lower hands into lap)
With a wing on the left, and a wing on the right,
(wave left hand, then right)
The dear little birdies sleep all night.
(fold hands under cheek)

________________________________________

A nest for Ruby Redbreast (cup hands)
A hive for Betty Bee (2 hands form a hive)
A hole for Jackie Rabbit (circle with thumb and index finger)
And a little bed for me (hands together on cheek and close eyes)

Related NAMC blog:

Learning About Birds, Part 1 of 2

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-04-20T09:49:00.000-07:00

Learning About Birds, Part 1 of 2

Birds are a wonderful theme to implement with young children and springtime is the perfect time of year to do so. As a Montessori teacher, I understand the importance of beginning each new theme with a concrete, hands-on experience and I decided the perfect way to do that would be to invite one of our Montessori parents for a classroom visit, along with her two parrots.

We were visited by Charlie, a Congo African Grey Parrot and Horton, a Citron Crested Cockatoo and the experience definitely sparked in the children an interest in birds and provided the perfect beginning to our theme! The owner of the parrots was extremely knowledgeable and the children learned so much. They learned what the parrots eat, how they eat their food, the importance of their beaks, how their wings work, and they especially enjoyed hearing their unique sounds.

Our Montessori preschoolers were particularly interested in the fact that the bones of a bird are hollow and that they have no teeth to help them glide and fly with ease. One child put up his hand and said, “No wonder I can’t fly----my teeth and bones are too heavy!” ... so cute! Charlie and Horton were wonderful guests and the children are still talking about them!

In the weeks to follow we have examined a variety of feathers under a microscope and explored a real bird’s nest using a magnifying glass. We have learned songs and finger plays about birds and have implemented a number of different bird activities to extend the theme and enrich each child’s learning experiences. A few of the extensions we have implemented in our Montessori preschool classroom are provided in Part 2 of this series.

Related NAMC blogs:

Learning About Birds, Part 2 of 2

The NAMC 3-6 Culture and Science manual is rich with zoology and botany activities.

North American Montessori Center: http://www.montessoritraining.net/

Earth Day in the Montessori Classroom

2011-04-19T10:59:00.000-07:00

On April 22, over one hundred countries will participate in Earth Day. Earth Day has been celebrated annually for over forty years. This year Earth Day’s theme is “A Billion Acts of Green.” Individuals and businesses around the world will make pledges and commitments to live in a more environmentally friendly fashion. Begin a discussion of Earth Day and “A Billion Acts of Green” to involve your Montessori students in activities that incorporate math and environmental education.

With your students, start a master list of activities they can do that are environmentally friendly. You can either start with a goal number in mind (100? 500? But probably not a billion), or keep listing to see how many you can come up with. To reinforce the math component, you can encourage your Montessori students to track the activities on the classroom list with bead chains, unit cubes or other math materials. As the list grows, students can group them by fives, tens, etc.

Once your Montessori students are satisfied with their list, you can begin a discussion on what to do with your new and wonderful ideas. Your students might want to implement one “green” idea a day at your Montessori school. They could do this as a class or individually. They might wish to explore doing their activities for one month or incorporate one daily until the list is exhausted. Use this discussion to explore how many days are in a month and/or how many days it would take to do an activity a day, etc. This process is also a great way to encourage daily habits, and to identify other activities that are ideal for monthly, bi-annual, or annual events. Perhaps bi-annual or annual events can extend beyond the Montessori classroom and school into the neighboring community!

Your students can also challenge another classroom or the school community as a whole to also complete a daily activity to help the earth. In addition to math and environmental education, your students could strengthen their language skills by documenting their green acts on posters, in a blog or school/parent newsletter, or by writing a book for the Montessori classroom and school.

One small act can lead to a billion ... and a better world. Enjoy exploring the possibilities with your young Montessori citizens!

Other NAMC blogs:

The NAMC teaching manuals provide a rich curriculum based on Montessori’s philosophy of Cosmic Education and Peace, emphasizing the interrelatedness of humans and all species.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-04-15T09:37:00.000-07:00

Montessori-inspired Easter Activities

With Easter just around the corner, we decided to enrich each area of our Montessori preschool classroom with Montessori-inspired Easter activities and the children have been thoroughly enjoying them! I have always found that seasonal activities help to renew a child’s interest in the classroom and the ideas for enriching a Montessori environment are endless!

I have included below some examples of activities that are currently in our Montessori classroom community, and I hope you enjoy them.

Sensorial

Sound Shakers: At the dollar store I bought a package of plastic Easter eggs and filled them with different materials (salt, rice, pebbles, beans, etc). I then used the glue gun to seal the eggs closed and placed the eggs in a basket on the Montessori Sensorial shelf. The children have enjoyed shaking the eggs to try and pair together the eggs that sound the same … a great way to refine a child’s auditory sense!

Color Tablets: A fun activity that I have been implementing for years incorporates the color tablets and it is a cheerful way to reinforce color recognition. First the child places the color tablets (Box 2) on a floor mat and pairs the 22 tablets together. While the child is pairing the tablets, I take the basket of 11 plastic eggs that match the colors of each color tablet (red, yellow, blue, green, orange, purple, pink, brown, black, white, grey) and hide them throughout the classroom. The student then chooses one color tablet from the mat, identifies the color and then searches the classroom to find the matching egg. Each time the correct egg is found, it is brought back to the mat and placed together with the corresponding color tablet pair.

Practical Life

Tongs and PomPoms: The following transferring work is done with an egg carton, colored pompoms and tongs/tweezers. Colored dots have been made with felt markers and placed inside the carton. My Montessori students are encouraged to match each pompom to the correct colored compartment. In a left to right motion, the child uses the tongs/tweezers to transfer the colored pompoms into the egg carton.

Egg Flipping: I created eggs out of fun foam and the children enjoy using a spatula to flip over each of the eggs in the miniature frying pan. This is a great activity that focuses on wrist control.

Transferring Foam Eggs: I found a wonderful package of sparkly foam eggs at my dollar store and the children love them! They enjoy using tongs or a spoon to transfer the eggs from one basket to the other. It is a great activity for promoting concentration and refining a child fine motor control and hand/eye co-ordination.

Transferring Colored Bunnies: I came across these little bunnies in a thrift store and they are the perfect size for a transferring activity. The children enjoy using tweezers or tongs to transfer the bunnies from the basket to fill up the ice cube tray.

Spooning Eggs: Spooning is a wonderful activity that encourages hand-eye coordination and helps the Montessori preschool student to focus on spooning without spilling. For this activity the child uses a spoon to scoop the egg beads into the silicone egg mould.

Tongs and Bunny Tray: This is another entertaining tonging activity which has been very popular this year. The bunny tray was found at a garage sale and the child’s job is to pick up each egg with the tongs and transfer it to the bunny tray until all of the eggs have been transferred … it is far more challenging than it sounds!

Math

Cards and Egg Counters: An extension of the traditional Montessori ‘Cards and Counters’ activity whereby the child places the numbers 1 through 9 in the correct order on a table or floor mat and then counts out the correct quantity below each numeral.

Duck and Rabbit Addition: I found the cutest little duck and rabbit erasers at the dollar store and wow, have they inspired many of the Montessori students in my class to practice addition! Students simply place the first quantity in the first dish, the second quantity in the second dish and then put both quantities together in the third dish to show the addition process. The child counts out the quantity of ducks/bunnies in the third dish and notates the answer.

Art

Decorating Foam Bunnies: The children have had fun using a glue stick to decorate their foam bunny with cotton, markers, sequins and other materials.

Paper Plate Bunnies (idea from: Cardboard Bunny Mask): I provided each child with a paper plate and two rabbit ears. Each student’s job is to draw the eyes or cut out the eyes and then draw or add the whiskers, the nose, the mouth and anything else the child wants to add (you may wish to include pipe cleaners, buttons, etc. to the material for this activity). Many children enjoyed creating their own bunny mask and we certainly are enjoying our Montessori classroom full of bunnies!

Paper Cup Chicks and Bunny (idea from: Amazing Moms): On the Montessori classroom art shelf was a tray that housed the supplies for creating either a paper cup chick or a paper cup bunny: beaks, googly eyes, feathers, ears, pipe cleaners and pompom noses. The children glue on each of the items of their choosing and create an adorable Easter/springtime keepsake!

North American Montessori Center: http://www.montessoritraining.net/

Studying Artists and their Works in the Montessori Classroom

2011-04-14T10:49:00.001-07:00

We cannot “teach” a child to be an artist, but as Dr. Montessori says, we can help him develop:
An Eye that Sees
A Hand that Obeys
A Soul that Feels
Shared with permission of The Joyful Child Montessori Company: (http://www.blogger.com/www.thejoyfulchild.us)

Maria Montessori wanted children to be surrounded by objects of beauty. Starting at birth, she admonished parents and care givers to use beautiful objects and toys to stimulate the baby’s senses. Reproductions of great masterpieces were to hang on the walls at children’s eye level rather than have them inundated with commercialized cartoons. She advised that the home be a perfect balance of beauty and order, with each piece carefully chosen not only for its function but also its form.

Teaching art appreciation is an important part of the Montessori art curriculum. Beginning in the Montessori 3-6 classroom, children are ready to hear stories about great artists. Art books, such as Mike Venezia’s The World’s Greatest Artists series can be place on your art shelves for children to read through at their leisure. They can also be used for whole class instruction on artists and techniques.

Using Marc Chagall as an example, there are a variety of lessons and activities that can be done with young children. After reading about Chagall, talk to children about how he used childhood memories and images to come up with his beautiful, dreamy, and mysterious artwork that we call surrealism. Discuss his use of bright, pure colors as well as his use of arbitrary color for ordinary objects as well as his use of unusual size. Talk about how he uses size and color to make objects seem important and to draws the viewer’s attention to it. Afterwards, using tempera paints, watercolors and crayons, allow the children to create their own works of art imitating Chagall’s style.

Be sure to check your local art museums for Chagall exhibits. There are several Chagall Museums worldwide. The Kohl Children’s Museum also rents a traveling Chagall ex hibit that may be of interest to your community.

As the poet, John Keats (1795 – 1821) once said:

A thing of beauty is a joy for ever: Its loveliness increases; it will never Pass into nothingness…

Children who learn to appreciate the beauty of artistic works open their souls to the beauty and goodness of humanity and will strive forever to protect it.

Other NAMC blogs:

Painting in the Montessori 3-6 Classroom

The NAMC Lower Elementary manual Introduction to Health Sciences, Art and Music contains great introductory activities in Art, including lines, shapes, proportion, perspective, light and shade.

North American Montessori Center: http://www.montessoritraining.net/

Exploring the Boston Marathon in the Montessori Classroom

2011-04-12T13:23:00.000-07:00

Did you know that the Boston Marathon is the oldest annual marathon in the world? Every year the city of Boston hosts the event on Patriots’ Day, which is the third Monday of April. This year the marathon will take place on April 18. Tens of thousands of runners, both amateur and professional, flock to the New England city to participate in the road race which happens to be one of the five World Marathon Majors. Why not use this current event as a springboard to math, history, and geography activities in your Montessori classroom? There’s plenty of information that can be explored in detail, whatever the student’s particular area of interest.

For example, the first Boston Marathon was held in commemoration of the fabled run from the Battle of Marathon to Athens, by the Greek soldier and messenger, Pheidippides. A study of this event can lead to further exploration of the origin of the word marathon, and how the concept has evolved into a global competitive sport.

Suggested Activities for the Montessori Classroom

Math

Questions for your students: How long is a marathon? What is its measurement in feet, miles, meters and kilometers?

Activity for your students: Ask your students to map a marathon route of their choice in your town using a map.

Boston and U.S. History

Questions for your students: What important events in U.S. history have taken place in Boston? When was Boston founded? What are some interesting historical facts about Boston? What is Patriots’ Day?

Activities for your students: Create a timeline of Boston’s history. Create a game show for other classmates about Boston’s history. Explore the history of Patriot’s Day

Marathon History

Discuss the inspiration for the Boston Marathon (the 1896 Summer Olympics) and when the marathon began (1897).

Activities for your students:

Research a past participant of the Boston Marathon and share their special story with classmates. For example, Dick and Rick Royt , a father and son team that race together despite Rick’s cerebral palsy, Students might also be interested in the scandal of Rosie Ruiz in 1980 or the death of Cynthia Lucero in 2002.

Geography

Activities for your students:

Students can locate and research the five cities of the World Marathon Majors (Berlin, Boston, Chicago, London, and New York City). Students can compare and contrast the climates, languages, animals, etc. of each of the five cities. Using clay, paper, and other materials, students can create a topographical map or diorama of the race course in Boston, including notable Boston locations such as Copley Square and Heartbreak Hill.

Related web information:

North American Montessori Center: http://www.montessoritraining.net/

A Focus on Peace at Pesach – Montessori Activity Ideas

2011-04-07T12:31:00.000-07:00

Jewish Passover (also called Pesach) is an extremely important holiday in the Jewish faith. Pesach marks the event of Moses leading the children of Israel out of persecution in Egypt in 1313 BCE.

In 2011, Passover will start at sunset on Monday, April 18th and will continue for 7 days until Monday, the 25th of April. Passover offers ample opportunities for Montessori students to explore and learn history, geography, culture, current events, and practical life surrounding cultural celebrations. Here are previous NAMC blogs that offers Montessori student activity ideas for Passover:

Jewish Passover: Connecting Montessori Activities with Cultural Celebrations

This year, you might consider a new activity such as a seder (a precise, ceremonial dinner) of peace!

Although the story of Passover may not appear to be a story of peace, it reminds us that we are the peacemakers of our world today. We can demonstrate tolerance, acceptance and respect for one another through our actions. Creating a seder of peace with your students can be a positive action to this end. Seders are special meals held during Passover, and you can learn more from the link provided below.

Begin a discussion with your Montessori students about peace and brainstorm whom they might know of who needs peace right now. They might think globally with warring nations or other nations in need such as Japan, locally with food banks or other community outreach services, or in their own classroom or school where children can participate in activities around character virtue, grace and courtesy, etc.

Encourage your Montessori students to choose a particular focus for your seder of peace. Your students might collect donations for their cause. They can also give well wishes before their meal. Another possibility is individual or group presentations or storytelling about peace before, during, or after the seder. Special table settings and cutlery may represent the peace theme. When planning the menu, students may choose to go with traditional seder foods such as matzoh, beitzah, and zeroah. Other menu options may include a menu related to the students’ selected peace theme or cause. Perhaps a combination of each would tie the remembrance of Passover with the new peace theme chosen by the students.

Your Montessori classroom can be an inspirational place for children to learn about and from history, and to apply that learning toward a more peaceful world. Enjoy exploring the possibilities with your young citizens!

Related web information:

Festival of Freedom

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-04-05T11:25:00.000-07:00

Sing Peace Around The World Project

For me the song, “Light a Candle for Peace” has so much meaning in my classroom and it is a song that we sing regularly which always creates a very calm tone during circle time. I am so grateful to Shelley Murley for composing such a beautiful song with so much meaning behind it. For those of you who don’t know who Shelley Murley is, she is a Montessorian as well as a talented composer from Vancouver, BC, Canada. In 2009, Shelley created a worldwide singing project to celebrate the United Nation’s Peace Day on September 21. She composed the piece called Light a Candle for Peace and it was sung all around the world by various Montessori schools. Starting with New Zealand, schools around the world sang the song over a 24-hour period, and it ended with the Hawaiian Islands. The project took place again in 2010, and will continue in 2011, so keep September 21 in mind and have your students participate in this global peace project! The lyrics to the song are so simple and I encourage you to visit her blog, which has a wonderful little video about the project and clips of children singing this beautiful song from schools all around the world. You can also download the song and lyrics for free.

If we are peaceful, if we are happy, we can smile and blossom like a flower, and everyone in our family, our entire society, will benefit from our peace. ~ Thich Nhat Hanh

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-03-31T13:08:00.000-07:00

Parent Communication, Part 2 of 2

Part 1 of this series offers some ideas for establishing and maintaining effective parent communication throughout the school year. As promised, here is a sample of a regular newsletter that we use – our parents really enjoy reviewing these together with their children, and it provides the opportunity to reflect and appreciate all the learning opportunities and progress of our young Montessori students. I hope you will find it helpful information for creating your own methods of Montessori parent communication.

Montessori May Newsletter

The most important period of life is not the age of university studies, but the period from birth to the age of six, for that is the time when intelligence itself is being formed and carried on throughout a lifetime. ~ Maria Montessori

What an exciting month we’ve had exploring metamorphosis, flowers, the water cycle and insects. Spring is always a wonderful time of year to help children feel connected with nature and to instill in them an appreciation for the amazing world in which we live!

The water cycle has continued to be a popular topic and the children really seem to be understanding the concept and using the terms in context. We had a child the other day comment on the water in Monty’s fish bowl and how it has “evaporated” and just today one of the children commented on how much “precipitation” is coming down from the clouds. The children take great pride in learning new terms, especially when the words have five syllables (e-vap-or-a-tion)!!!!

We have also been exploring the wonderful world of bugs and the children have been fascinated to learn facts about a variety of different insects. We have been classifying and sorting creatures and the children have learned that an insect has an exoskeleton, no backbone, six legs, three body parts (head, thorax, abdomen) and that all insects start from a tiny egg. To make the learning more concrete, we became bug explorers outside and they all had a chance to investigate insects up close with a variety of magnifying glasses. They also enjoyed using the magnifying glasses to look at their friends and see their giant eyes and noses … I wish I had brought my camera that day! We also had the opportunity to become a human centipede … we took all 20 of our Montessori students outside and blindfolded them in a line behind Clarian. Mrs. Currie was the head of the centipede and the children became the body and the 20 pairs of legs. They held on to the shoulders of the friend in front of them and explored the yard being careful to stay attached the whole time----definitely a lot of fun! We have been learning the importance of respecting all living creatures and the children have been taking that role very seriously. We have some very keen ‘bug rescuers’ and if they see a bug in a puddle or a worm out of the dirt, they quickly find a safe spot for it!

Metamorphosis was also a big topic of interest this month and the children have enjoyed creating posters and booklets, and hearing the story about the very hungry caterpillar who turned into a butterfly. The story was told with a sock puppet and felt pieces and the looks on their faces when the butterfly emerged from the cocoon was absolutely priceless!

In Music, the children have been creating even longer rhythm patterns than they have done in the past and have enjoyed the opportunity to act as a conductor for the entire group. They have become expert drummers and have refined their skills on the glockenspiel and xylophone. Ms. BJ always has fun games prepared for them and they always look forward to ‘Freeze Dancing’ at the end of music class … they especially enjoy Teacher Linda’s groovy dance moves!

In Language Arts, we have now completed the whole alphabet and the children are very proud to see the entire alphabet posted on our wall. It is so rewarding to see so many of the children choosing their own ‘reading works’ and being able to complete the activities independently … their confidence is truly soaring! The younger children continue to request lessons with the sandpaper letters and are keen to make a follow up booklet in which they trace the sounds to take home. A big “thank you” to everyone who attended the Usborne Literacy Fair. There were so many amazing books to choose from and our school benefitted from your purchases, as we now have a new set of phonetic readers and many other educational books that are full of vibrant pictures and interesting information.

In Art, the children have created some amazing ladybugs, flowers and butterflies and we apologize to those parents whose children came home looking like a spotted butterfly … a few of them got a little carried away with the bingo dabbers (LOL)! The art shelf is continually changing with new and exciting activities and this week stenciling seems to be a big favorite as well as the magic painting activity using a candle! It was also fun creating the Mother’s Day keepsakes and so cute to see the expression on the children’s faces as we painted their hands … some of them are very ticklish!! We hope the handprint hot plates/coasters will be a keepsake that you will cherish for many years to come, as your children are truly precious!

In Practical Life, the children have been refining their sweeping skills and also their folding skills. They have enjoyed polishing the class mirror and caring for the plants outside … the watering cans have been a huge hit and the children are very conscious that the ‘roots’ are getting enough to drink. Mrs. Currie is very lucky to have so many wonderful little helpers to help look after her beautiful garden! As well, we have continued mixing colors, and have had many opportunities to use measuring cups, a strainer, a funnel and so much more! I love the fact that a Montessori classroom helps children become such responsible little people. They are taking very good care of our classroom and are always on the lookout for chairs that need to be tucked in, for mats that need to be rolled up and for messes that need to be tidied. If only I could bring them all home with me---I would have the cleanest house around!

With the end of the school year just around the corner, it is great to see how far the children have come since the beginning of the year and how independent they have become. Several times this week, I took a step back and just observed how the class was functioning. I couldn’t help but smile as I observed 20 children choosing their own work, solving their own problems, cleaning up after themselves, lending a hand to those in need, reading, writing, adding, creating maps, drawing, painting and so much more! The growth from September to now is incredible! A child’s insatiable curiosity, infectious joy of discovery and respect for their peers and the world around them reminds me that children are capable of so much more than we give them credit for and we couldn’t be more proud of each and every one of them!

With Father’s Day a few weeks away, we would like to begin preparing for a special project. We will be creating something special for all of the Dads and would like to ask that each child bring in one white t-shirt that fits Dad. Please send the shirt to school in a bag that is clearly labeled with your child’s name. If we could have all of the shirts at school by (date), that would be great! Thank you so much!

Also, we hope that all of you have marked the year-end picnic on your calendars (date) and keep your fingers crossed for sunshine!

We look forward to another busy month ahead and as always, if anyone has questions or concerns, we welcome you to discuss things with us at anytime. Thank you for your continued support, everyone … we are truly blessed to have such a wonderful group of children and supportive parents!

Sincerely,

Teacher Bree, Mrs. Currie, Teacher Linda & Teacher Pat

Related NAMC blog:

Parent Communication Part 1 of 2

NAMC’s Classroom Guides provide tips, tools and techniques for effective parent communication throughout the year. Order your copy today!

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-03-31T11:40:00.000-07:00

Parent Communication, Part 1 of 2

As a teacher, I can’t stress enough the importance of establishing an open line of communication with each parent. Taking the time to communicate to the parents and keep them updated as to how their child is doing is paramount to achieving an environment where children feel happy and secure and families feel connected and informed.

Parent-teacher communication can be as simple as talking to the parents at drop-off and dismissal or as extensive as arranging a parent-teacher conference. Over the years I have found parents really appreciate an open door policy where they feel like they can come in at any time to ask questions and touch base about their child. It is rare that they do, but just knowing they have that option makes them feel more confident and secure.

At the beginning of the year, it is important to start out on the right foot and establish that sense of trust so I always provide a personal phone call to each family after the first couple of weeks. It is wonderful way to acquire addition information about each child and the perfect way to bond with each family. I also find it is helpful to arrange a couple of scheduled 30-minute observations throughout the year where parents can simply sit in the background and observe. It is always so interesting for them to see what their child does while at school and they are usually pleasantly surprised by how capable, responsible and busy they are! As a parent, there is nothing more rewarding than getting a glimpse into all that your child does while at preschool.

Another touch that goes a long way is a monthly newsletter or even weekly updates. I have received such positive comments over the years from parents with regard to the monthly newsletters that I email to each family. They love hearing about the themes that were covered, the new concepts that were learned and anything else that was special and exciting. I also find it important to give them a little “sneak peak” as to what’s in store for the month ahead.

Part 2 of this series offers a sample newsletter as an example of how I communicate regularly with each family.

Related NAMC Blog:

Parent Communication, Part 2 of 2

NAMC’s Classroom Guides provide tips, tools and techniques for effective parent communication throughout the year. Order your copy today!

North American Montessori Center: http://www.montessoritraining.net/

Teaching Civics in the Montessori Classroom

2011-03-29T11:11:00.001-07:00

If a person were to grow up with a healthy soul, enjoying the full development of a strong character and a clear intellect, they could not endure to uphold two kinds of justice—the one protecting life and the other destroying it. Nor would they consent to cultivate in their heart both love and hate. Neither could they tolerate two disciplines—the one aimed at building, and the other at tearing down what has been built.

Better humans than we are would use their intellects and the attainments of civilization to end the fury of war. War would not be a problem for them at all. They would see it simply as a barbarous state, opposed to civilization—an absurd and incomprehensible phenomenon, as expendable and defeatable as the plague. (Maria Montessori, Peace and Education, 1932)

Maria Montessori endured living through both World Wars. She watched as European nations crumbled under self-serving dictators. Forced into exile by the fascist regime of Benito Mussolini, Maria Montessori moved to India and turned her vision toward education and World Peace.

… they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society. (Maria Montessori, Education for a New World)

Civics, or Civic Education, is the course of study which applies knowledge of history and cultural geography to the world today. Aligned with Montessori’s vision of Cosmic Education and Peace, civics uses the study of state and local governments and the Common Needs of Humans to help children prepare to become citizens of the world. Children explore such common global themes such justice, law and morality, genocide, and religious and racial persecution. And they learn what it means to be a participating member of a community.

Most importantly, studying civics helps children become problem solvers. Working together, they challenge each other to creatively find solutions to social injustices. As a community, they choose an issue that matters to them and decide on a course of action to seek change. Working together with peers and adults, young people are able to enact change that might otherwise have been ignored.

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. (Paulo Freire, 1968)

Our job as Montessori teachers is to empower children to become the next world leaders. Civic education provides them the tools early on to be harbingers of peace and catalysts for change.

To learn more about teaching civics, as well as helpful teaching plans, please visit:

The NAMC cultural geography and history manuals provide rich curriculum activities to encourage active citizenship and community participation.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Insights and Reflections of a Preschool Student’s First Year

2011-03-18T12:37:00.000-07:00

Exploring South America

One of my favorite aspects of teaching in a Montessori environment is being able to celebrate diversity and instilling in my students an awareness of and interest in other cultures. This month we have been exploring the continent of South America and the theme has been integrated into every area of the classroom. The painted tree on our main wall has been transformed into a rainforest tree and the Montessori students have enjoyed creating animals and placing them in each of the layers (forest floor, understory, canopy and emergent layer).

When studying a particular continent, it is nice to reinforce the color of that continent by putting activities on the shelves that reflect the continent’s color and the Montessori Practical Life shelves gives us the perfect opportunity to do just that. I have included below a list of some of the activities that we have had on our shelves over the past few weeks:

Montessori Practical Life:

Transferring activity with pink pom poms
Pouring activity with pink rice
Spooning activity with coffee beans
Sewing a button on South America
Sorting nuts
Transferring plastic snakes (anacondas) with a pair of tongs
Slicing bananas
weaving a placemat
South America lacing
Beaded bracelets

Montessori Culture & Science:

Working with the puzzle map of South America
Reproducing flags of Brazil and Chile
Nomenclature for Parts of a Toucan and Parts of a Crocodile

Montessori Art Activities:

Tracing animals such as a capybara, on our light-up tracing table
Insect rubbings
Pink playdough
Painting toucans
Coffee filter butterflies
Paper plate piranhas
Making a button snake
Butterfly collage

Montessori Language Arts:

Matching activity with rainforest word labels and corresponding pictures
Journal stories about living in the rainforest
labeling the layers of a rainforest
South America booklets (labeling the animals)

Montessori Math:

Cards and counters with pink pom poms
Cards and counters with wooden ladybugs
Addition with tree frog counters

The NAMC 3-6 Culture & Science teaching manual provides a rich curriculum for exploring our natural world and its history, and our place in this amazing universe.

North American Montessori Center: http://www.montessoritraining.net/

Montessori Thoughts on Teaching Values: Apologies

2011-03-18T11:29:00.001-07:00

I recently had an encounter where the teenage son of a friend typed a very inappropriate response to a message I had sent my friend during an online chat. My response was “That was very inappropriate.” My friend was devastated when she realized what happened and was ready to ground her son. I asked her not to be hasty and let her know that I had already responded. I suggested that she allow some time for them both to calm down and then to ask what her child was thinking at the time. What made him think his response was okay? Why would he think to do that? And then, ask him what he was going to do to remedy the situation. She asked me if I wanted a written apology. I told her to please ask her son what he thought would be the right thing to do. If he wanted to apologize, that was fine, but it had to be his idea. An apology without sincerity is not an apology.

How many times have you had personal encounters which made you think a person just wasn’t sincere? Was it a disgruntled sales clerk who told you “Have a nice day” when you know she would rather have been texting her boyfriend? Maybe it was when you knew you were having a bad hair day and your mother told you looked great? Or maybe an older child pushed her younger sister down on the playground and yelled “sorry” over her shoulder as she laughed and ran away?

As Montessori parents and educators, we want our children to grow up happy, healthy, and responsible. We want them to be well-adjusted, caring and concerned members of adult society. We teach them to say please and thank you at an early age. However, teaching them the words is not enough. How do we teach a child about sincerity? It is a difficult task! We must teach them how to feel and care. We must teach them to not simply go through the motions, but to put themselves in the position of others.

Because children learn from their environment, modeling behaviors is crucial. Children are very perceptive. When adults demonstrate respect to others around them, the child sees and emulates that behavior. If the child sees that you respect people in the home, but show disrespect to others outside the home, that too can become the standard operating procedure.

Setting a good example is important, but it goes farther than that. Giving children the words to recognize their own thoughts and feelings and those of others can nurture understanding, empathy, and compassion. Ask children questions that help them understand their own behaviors.

How do you think grandma felt when you gave her a hug today?
How do you feel when someone is kind to you?
How would you feel if someone said “thank you” for a gift, but then threw it aside with the rest of the wrapping paper trash?
What could you have said or done differently?
What do you think you can do to remedy the situation?
Do you know why your words were hurtful?

My friend’s son later came online himself and apologized for his behavior. He told me he didn’t realize it was me and we had a very brief discussion on needing to think how his words and actions are perceived by others. I know he felt badly; he had acted on sheer impulse and regretted it.

It is important that we as adults take time to talk to our children about our own values and how we feel about things. We need to use daily occurrences as teachable moments so that our children grow up strong, moral, and happy.

NAMC related blogs:

North American Montessori Center: http://www.montessoritraining.net/