"Rules" in the Primary Classroom

At this late point in the year, thoughts of barbecues, picnics, and pool parties are distracting the children from their cycles of concentration.  To make the best of this time, we focus more on botany and zoology lessons.  We spend time gardening, and watching insects metamorphosize.  We explore sensorial extension lessons.  We prepare for Mom's Day and Dad's Day celebrations. 

In addition to these spring-based activities, we also review our classroom's three basic rules.  This review helps me to emphasize that even though the year is winding down, we still treat each other with the utmost respect.

When it comes to rules (for children of all ages): THE SIMPLER, THE BETTER.

Therefore, our classroom has only three rules:

1. Respect Yourself
2. Respect Others
3. Respect the Environment (indoor & outdoor)

When we discuss the three rules at the beginning of the year, the children say:

"But what about touching someone else's work?  Shouldn't that be a rule?" 
I say, "Yes, that is a rule: we respect others." 
The children say, "Well shouldn't there be a rule about crumbing the table after snack?".
I respond, "Yes, that is a rule: we respect the indoor environment."  You get the idea.

A brief review of these three rules helps us to enjoy the last few weeks of school in our peaceful classroom.

Try implementing these three rules at home!  Have a family meeting (no matter how old your children are) and explain the three rules.  Give them examples, or for more fun, role play!  Help your children create a poster to serve as a visual, daily reminder.
Consider adding a comment below to let us know how it goes.

A "Normalized" Child

A few days ago, one of our kindergarteners was laughing with his friends near the peace shelf.  There is a framed picture of Dr. Montessori on the shelf.  He realized they were getting a little too loud so he said, "Ok guys, let's stop.  Maria Montessori is looking down on us."

I kid you not.

Buon Compleanno, Maria Montessori!

Happy 142nd Birthday, Dr. Montessori!  You've certainly changed my life and the lives of millions.  Thank you for your knowledge, your patience, and your perseverance.  We are doing our best to keep your Method as pure and authentic as possible.

A New Goal for a New Year

At the end of every summer, our teachers get together on our first work day for a group staff meeting.  We review last year's primary goal and discuss whether or not we met the goal.  Next, we take that response and create a new goal for this school year.
Last year's goal at our school was:  Get the Parents in the Door!
We wanted our parents to learn more about what we do and figure out why they send their children to a Montessori school.  Some parents remark that they can't believe their children "behave" for us in school because they are so "bad" at home.  I cringe because children are neither "good" nor "bad".  They just respond to their environment and the people interacting with them in that environment. It is up to us to help create a positive response to that environment.  We wanted to get the parents in the door, so they could learn some tools from us to use at home.  Simple remarks or gestures used with children go a long way.
So....the consensus was..... we were not as successful as hoped in getting them in the door.  We did have more guest readers and career talks than the previous year, but parent workshop attendance was at an all-time low.  I sent out an email asking parents what we could do to make a change and the responses were shocking.  Many parents said, "We're just so busy, if you want us to come...you have to require it."  Yikes.  I'm a Montessori teacher, I'm not really into "forcing".  However, I'm also a busy mom of three and I know how it is after school.
So..........this year's goal became:  Educate our Parents.
We will continue to encourage parents to come into the classroom.  But, in addition, we will now require attendance at several workshops.  We will continue to offer transition meetings for kindergarten and toddler levels, but we will also present a Montessori 101 Parent Education Series.  The workshops are short and sweet, only about an hour each, and are meant to be informative and inspiring.  Many Montessori schools across the globe require these parent workshops, and it makes all the difference.  As a result, many parents feel a closer connection with their child and the school community.
We strive for our parents to:

• understand why we call our activities "work" and not "play"
• address and diminish some of those pesky Montessori myths
• reflect on why we send our children to a Montessori school
• be able to give some differences between traditional preschool and Montessori preschool
• explore the materials in our Math, Language, Practical Life, Sensorial, and Cultural areas
• identify ways in which they can bring Montessori into the home

I'm looking forward to working as a team with our children, parents, and teachers in order to create a respectful, joyful, peaceful community of multi-age learners.

Kindergarteners and their Extension Ideas

Because "the Asia puzzle map was too easy"...

Because "just doing the map wasn't hard enough, I wanted to make my own"...

Because "I mastered this so long ago, I think I'm ready to make it harder"...

Most Montessori training facilities offer several ideas for students to use work creatively, after mastery is achieved.  However, it's interesting to see how the children themselves come up with extension activities on their own.  It's true when they say a child has never truly completed a work, its uses are endless!

Say What?

A parent once told me I should write a book with quotes from conversations I have with the children. 
A book?  No.  A blog post?  Sure!


Child (after starting the banana slicing work):  "What do I need to do next?  I forget."
Teacher:  "After serving your friends, you eat yourself."
Child:  "You mean...like...my skin?"


Teacher:  "Wow, that's a pretty bad cough you have there."
Child:  "No, it's ok, I'm not sick.  I just have a cough, sore throat, and a fever.  My mom told me to pretend I'm fine."


Teacher: "Why aren't you wearing your new hat? It's very cold outside today."
Child: "It's a hat that looks like a cat. I look absolutely ridiculous."

This "School" of Ours

I've been so busy getting ready for the school year to begin, but I wanted to share this great little cartoon I came across.  It illustrates Montessori's philsophy that children are individuals with a desire to go their own way and choose their own path.

Bare Bones

Welcome back!  I delivered my third daughter a few weeks ago and everyone is happy and healthy.  My two big girls- G and g - are thrilled to have a baby in the house.  I was a bit concerned about g, being that she's used to being the baby, but she's the most gaga out of us all!  Happy days ahead with three beautiful girls.

Here we are mid-summer and I'm already thinking about school.  I've planned out a third of the school year and I've started making some new work for the fall.  About this time of year, I start getting itchy to get back into the classroom.  I'm taking it easy and enjoying being at home, but my classroom is my passion!  If only everyone can say that about their work- I'm truly blessed.

At the end of every year, most Montessori teachers put away all of their materials.  They are cleaned, polished, and tucked away for safe storage.  (Check out the prices of the materials and you'll know why teachers treat them like gold.)  I've always wanted to get the children involved in that process, providing them with closure for the school year.  However, my school runs a summer camp and many of the materials are used during that program.  This means that I have to spend many hours in the classroom the week before school starts putting most of the materials away.  That's right, they stay away when the children come on the first day.

Why the bare bones for the start of the school year?  We like for the children to come into the room with a fresh start.  Full shelves can be very overwhelming for a young child.  Montessori children are taught the first days of school that they must have a lesson on a work in order for it to become a choice.  It is very difficult to police that rule when there are so many choices available.  It's also exciting for the children to see how many activities are gradually put out over the course of the year.

So, what then, do we put out those first days of school?  I know of some teachers who put out a bin of toys.  The children are free to choose from the bin.  New work is gradually put out on the shelves, and the teachers notice that the bin of toys is typically left untouched after a few days.  At that time, the teacher takes the bin away and continues adding Montessori materials.  I have never tried this method, I just don't like the thought of an unorganized bin of toys sitting in the middle of my classroom.  Instead, I usually put out Melissa and Doug-type puzzles and activities, gradually removing them and replacing them with "real" Montessori work.  I experimented last year; however, and was very surprised.  I put out play dough, simple art projects, and a few beginning Montessori materials.  I gave many lessons that first week on the Mont. materials and the children were very enthusiastic about the work.  I think I'll try that again this year in hopes that it wasn't just a fluke.  I wish I had a picture of the bare classroom to show you.  I'll try to remember to post one in September when school starts.  I'd love to post a before and after in June too!

I'm hoping to post more often now, so be sure to check back soon!

Holiday Gift Ideas for Montessori Teachers

Besides the traditional coffee mug, parents are sometimes stumped as to what to purchase for their child's teacher.  At our school, the teachers write classroom gift ideas on ornaments and hang them in the school foyer.  Parents choose an ornament and provide that gift for the classroom.  Oftentimes, Montessori teachers spend a great deal of money out of their own pocket for classroom materials, so any help is appreciated!  Here are some ideas that will show your child's teacher how much your appreciate his or her hard work and dedication.  Click on the links to view the item and description.

Ten Thousand Villages

Maracas
Balaphone
Wreath
Dish (for transferring work)
Coasters (for the nature table)

Montessori-N-Such

Touch Mona Lisa's Hair
Make Van Gogh's Bed
Pulley
The Growth of a Chicken
Animal Coverings

Montessori Services

French Knitting Flower
Shut the Box
Tibetan Table Chime


Gifts are certainly never expected from teachers.  The best gift that can be given to a teacher is your appreciation and acknowledgement.  Montessori teachers put in more time and dedication than any other professionals I've ever met.  The philosophy becomes a way a life for these teachers.  They spend every spring weekend and yard sales looking for small spoons and dishes, they pour through the dollar store in the weekend looking for magical little items that can inspire the children.  I appreciate all those Montessori teachers who are making a difference in little minds and hearts all over the world.

Conferences

We are currently midway through our conference week.  Conferences are exhausting for teachers, but can be absolutely wonderful on the other hand.  We love meeting with the parents and finding out how things are going at home.  I, personally, look forward to the questions that parents ask this time of year.  The questions are so different at the fall conference than at the spring conference.  Parents are so excited and eager to learn about the philosophy in the fall.  I thought I would provide a list of possible questions that parents might want to ask their child's Montessori teacher at conferences:

• What is my child's favorite work?
• Does my child interact with children of all ages?
• Does my child know how to interrupt the teacher appropriately?
• Is my child able to solve problems independently?
• What are some of the benefits of staying through the Kindergarten year?
• Is there anything I can do at home to increase my child's independence?

Normalization

Things have been going unbelievably well in school.  I see many new children who have already achieved "normalization".  These days, using a word like "normalization" seems like an invitation for an upset parent.  People immediately say "How can you say a child is not normal?  How dare you say that!"  Maria Montessori used the term normalization to describe a child who

• is capable of long periods of concentration
• loves to work
• can socialize peacefully
• utilizes self-discipline and perseverance

Ok, so now parents ask, "When will MY child be normalized??".  That's a great question.  Oftentimes, it can take only 6 weeks for a child in a well-run Montessori classroom to become normalized.  On the other hand, I have seen the rare child with a loud voice, short attention span, and no desire to work continue in the classroom for 2 years and then finally become normalized in that kindergarten year.  It truly varies from child to child. 

The North American Montessori Center states that the process of normalization occurs in 3 steps:

• Preparation for Work-  This includes gathering the materials necessary to do the work. The preparation allows the mind to begin to focus on the activity before the work actually begins.
• The work – The works in a Montessori classroom are meant to engage the child so that she is able to focus and concentrate in depth.
• Rest (or completion) – The work is done and the child has derived satisfaction of completing the work. This is a time of putting the Montessori materials away and sharing his accomplishments with others.

So when you hear your child's teacher mention the term "normalization", try not to think in terms of political correctedness.  Instead, keep Montessori's original words in mind:

"Normalization is the single most important result of our work."  ~Maria Montessori

From the Mouths of Babes

Today was our first full day class.  I'm exhausted, and from the looks on the other teachers' faces, they are too.  However, I'm thrilled with the work that was done today, and the level of maturity we've attained already from such a young group is astounding. 

This week we're discussing Parts of our Body, specifically the hands, feet, head, teeth and skin.  Today we discussed our hands and the many things we do with our hands.  The children listed so many things they had used their hands for just this morning..."to eat breakfast, to brush my teeth, to do my work, to touch the geometric solids" and the list goes on.  Tomorrow we dive into the world of the feet!  We'll do the song "Open, Shut Them" with our feet and we'll also match and roll socks! 

You know you've had a good day when a very young three year old girl walks up to you and says, "Will you please show me another work?  I just can't get enough."

First Days

We're enjoying our first week of school in our larger location.  I must say, in over ten years of Montessori teaching, I've never had a more peaceful, cooperative group.  The children seem so thankful for the lessons they receive and so proud of each and every tiny accomplishment.  I gave a small group lesson on cylinder block #1 to a group of young 3's.  At the end of the lesson, they all looked up at me with smiles and clapped.  They applauded the beauty of the lesson.  Needless to say, that cylinder block was out and used often the entire day.

I'm watching new friendships blossom.  Frienships that will grow and change and mature over the next three years.  I'm also watching new staff members learn more about Montessori and fall in love with the Method.  They have a look of awe on their faces as they watch these young people function independently in their small community.  I've said it many times over the course of the week and I'll say it again...this is going to be a great year!

Montessori In the Home: It Works!

In one of my previous posts, I gave some suggestions on how to "Montessorify" your home.  It gave me inspiration to work on my daughters' rooms.  I spent the afternoon working in their rooms today:  organizing, getting rid of clutter, collecting a bag for donations, and cleaning out closets.  My older daughter, G, walked into her room and said "Wow, I love this room!".  That was an hour and a half ago.  I was going to ask her to help make dinner tonight, but I think I'll just let her enjoy the cleanliness of her room. 

My younger daughter, g, walked into her room and went straight to one of her favorite toys, her wooden ark.  For her second birthday, we purchased an heirloom quality wooden Noah's Ark set.  I searched for a VERY long time to find just the right one and was so pleased when I found it on ebay here.  It's handcrafted by the Amish. Yes, it's very expensive, but I'm hoping we can pass it down for years to come.  And it's one of the only toys in her room.  We have it neatly displayed on this unit, which fits directly under her window.  Her books are stored in the milk crate baskets beneath.  Now, she has not really entered her Sensitive Period for order, she's still working out the Language phase.  Therefore, she was not quite as affected by the "new" room.

Keep in mind, their rooms were not disasters.  But there were certainly small things scattered about that were no longer played with and a desk that was starting to get cluttered. When organizing your children's bedrooms, less is definitely more.  They will enjoy spending more time looking at books or playing with their quiet toys when their rooms are clutter-free.

Montessori at Home...Where to Begin?

A parent recently spoke to me about incorporating Montessori into her home.  She noticed that her child seems so calm and fulfilled in school, but at home he is wild and frustrated.  She believes her parenting beliefs are in line with the school's, so it must be something else.  Immediately, the answer to her question popped into my head, but I was fearful to tell her the truth.  I've visited her home and the children's spaces are disastrous.  Again, I was hesitant to say something to her because God knows my home is not spotless.  Ahead of her time as always, Montessori discovered that too much clutter distracted a child's mind, decreased focus, which therefore increased negative behaviors.  She deduced that children between the ages of 3 and 6 are in a Sensitive Period for order.  Simply put, children at this age enjoy orderly rooms and play areas.  You may see children at this age lining up their cars or blocks in perfectly straight rows- again, this is a way to create that sense of order.  Read more about Sensitive Periods here.

Back to the inquiring parent...I did finally mention to her that one of the key aspects of the Montessori classroom is a clean, orderly environment.  She immediately understood what I was getting at, so I was able to give her some organizational tips.  Here are some tips on how to get started:

• Put 75% of your child's toys in organized storage.  Store toys based on age groups (0-3, 3-6, 6-9) or by theme (building materials in one labeled bin, art supplies in another).
• Place the remaining toys neatly on low shelves.  IKEA has some reasonably priced shelving.  Puzzles should not be stacked, they should be displayed nicely.
• Organize the playroom into little "centers" based on your child's interests.  This particular little boy was very interested in pirates and dressing up at the time.  I showed her how she could put a full length mirror on the wall, next to a "tree" coat rack, and some pegs hung low on the wall.  She could display 6 dress-up items at a time on the pegs and all of his pirate hats on the coat rack.  Any additional dress-up items should be stored away in a bin or chest.
• Rotate toys and dress-up clothes every 2-3 weeks or when interest wanes.
• The playroom should include a reading area.  Invest in a bookshelf that displays books rather than a typical bookshelf where only spines are showing, such as this library panel.  Place a small lamp and child-sized chair to add a warm touch.  Again, rotate books often. 
• Keep the area tidy with your child's help.  Reinforce putting toys away immediately after use, but be sure to clean up any remaining items at night so your child can have a fresh start in the morning.

Bathrooms and bedrooms are just as important to your child's behavior because these rooms help to start and end each day.  Keep the rooms as clutter-free as possible.  Books and soft toys should be arranged nicely in the bedroom.  Keep loud or musical toys in the playroom. 

Check out how this Montessori mom organized her home for her now mobile toddler:  Sew Liberated.

I think this post has inspired me to get upstairs and re-organize my kids' rooms!

A Wonderful Surprise

I received a totally unexpected email the other day.  It was from a former student who has just received her DRIVER'S LICENSE!  She is doing very well and fondly thinks back to her memories from Montessori school.  She recalls her "favorite teacher" and the sense of community she enjoyed in the Montessori environment.  This compliment could easily go to my head and boost my ego.  However, many people do not realize it's not the Montessori teacher or the materials that are the children's "favorite", deep down it's actually the philosophy.  Children who attend Montessori schools for 3+ years truly take away from the experience more than just a solid, well-rounded education.  Their core personality is formed and they leave the school caring, active leaders of the community.

Reflect on your "favorite" childhood teacher.  Did the teacher instill a sense of independence and community in the classroom?  Did you feel a sense of ownership over the classroom?  Maybe it was really just his/her philosophy of teaching that you preferred. 

...Or maybe she just let you erase the chalkboard from time to time. lol.

Playdates

I'm sitting in my family room folding laundry while my two girls are having a play date.  They are upstairs in G's room playing doctor.  She is with my friend's two children- one former student and one current student.  The baby monitor was still on, so I was able to catch a glimpse of their little world without spoiling it with my adult presence.  An outsider may not be able to tell that it's a room full of tiny Montessorians, but I can.  Here are some things I've heard:

• "Sure, you can have some of my snack.  There's enough for all of us."
• "Let's see, we've only got ten pieces of snack.  That means we can all have three and we'll give 'g' one because she's just so tiny."
• "You better get the doctor kit from the playroom, I'm going to have this baby any minute.  We should get packed for the hospital."
• "You'll be a great mother, I can just tell.  You're very patient."
• "It's 3:00, that means we have exactly one more hour to play. That's a lot of minutes!"

To most people, this just sounds like normal child's play.  To me, each comment reminds me of a lesson I gave one of them over the past four years.  The Montessori lessons truly do stay with the child for life.  They mold and shape their character traits to form caring, loving members of the community.

Special Announcement

I noticed one of our just-turned 3-year-olds (O.P.) quietly observing the class.  He must've noticed that several children were wandering about the room, trying to choose an activity.  He boldly stepped into the center of the classroom and announced:

"Now let's go people.  Let's get to work!"

He then walked back over to his mat and continued the lesson he was working on.  A few children noticed his announcement and took it quite seriously, moving to the shelves and finding work.  Our oldest student looked at me with a smile, shrugged, and said "I guess we better work."

Homework

When enrolling their child in a Montessori school, many new parents ask the question, "How much homework will my child receive?"  Teachers sometimes find it difficult to explain the answer to new parents who are still somewhat unsure of the philosophy.  Tim Seldin provides an excellent summary answer for teachers and parents in his article You Can't Hurry Love: Homework the Montessori Way.

"School is only one part of a child's day. Children work hard in school, just as their parents do at the office. All of the usual arguments that parents and mainstream teachers use to justify homework miss the point. Homework does not teach children responsibility, time management skills, self-discipline, or more of what they should be learning during the day. What it teaches is how to put up with a job that they dislike. Many teachers seem to think that they can help their students become better educated by requiring them to do tasks that few would ever do voluntarily. Gifted teachers get the job done in a normal school day by inspiring a sense of interest, curiosity, and enthusiasm among their students."

Ok, so that doesn't directly answer the question, "Does my child receive homework in Montessori?"  The answer depends on the age of the child and the school's individual philosophy.  In my school, as soon as a child is blending three letter words fluently, he or she is invited to take a phonetic reader home to practice and enjoy with the family.  There is no assigned number of pages to be read, children can just read at their own pace.  When I taught Montessori in the 6-9 classroom, I assigned a hands-on project every Monday and the students would present their completed homework on Friday. 
Some examples of projects I assigned for the lower elementary students:

• Write a play.  Ask a few friends to perform the play.
• Write a letter to a friend.  Read it to the class on Friday, then mail it out.
• Learn five words in another language and be prepared to teach the class on Friday.
• Make notes about A Day in the Life of _____.  Ask your parent and teacher to take pictures of you to add to your notes.
• Use the Montessori bells to compose a song.  Present the song to the class on Friday.

These assignments are intended to encourage "out of the box" thinking and to get families involved in their child's learning.  Some assignments called for these children to use materials from other classrooms, or to get involved with the care of younger students. 

Tim Seldin goes on to say, "After school, children should have time to follow their own interests and play with family and friends.  Homework can easily become a power struggle between children and adults. And the sad thing is that there is no need if schools instill a love of learning, rather than a sense of obligation and fear. Whenever children voluntarily decide to learn something, they tend to engage in their work with a passion and attention that few students will ever invest in tasks that have been assigned. Our goal is to inspire joyful thinking, not compliance."

Research Findings

I certainly realize the positive effects of Montessori in children, but I was curious about research findings for children who stay the full three years in the Primary classroom (3-6).  I enjoy when parents keep in touch after their kindergarteners leave my school.  I can almost hear them beaming through the phone when they describe their children's success in school.  Just recently, a graduating family called to tell me that at conference time the teacher commented that she'd like to clone the Montessori students that joined their class in first grade.  She noted that the children think outside the box, show respect for others, and genuinely enjoy the learning process.  What an affirmation for these Montessori parents who, the year before, struggled to make that crucial decision about whether or not to stay for the third year.

The Montessori Foundation has performed a great deal of reserach on the topic.  In 2006, they concluded that at the end of the third year, Montessori kindergarteners "were significantly better prepared for elementary school, outscoring their peers in reading and math skills.  They also tested better on 'executive function' the ability to adapt to changing and more complex problems. This is an indicator of future school and life success."

Some additional research findings:

• Montessori students scored 10 - 20 points higher on the California Achievement Test compared with students in traditional classrooms.
• Minority students enrolled in a Montessori program scored higher on self-concept, mathematical and geometric concepts, vocabulary recognition, attention strategies, and general intelligence.
• 75% of low SES children who attended a Montessori preschool in Cleveland, Ohio, scored above school norms on the California Achievement Test.
• Increases in attention strategies, general intelligence, and academic achievement occurred over time by Montessori students from all socioeconomic levels.

Despite negative misconceptions about the social aspect of Montessori classrooms, findings show enhanced social development.  "Montessori children in their kindergarten year demonstrated greater social development in the areas of sense of reasoning, justice, and fairness. They were more likely to engage in emotionally positive play with peers, and less likely to engage in rough, aggressive forms of play. By the end of their elementary program, Montessori children offered more positive solutions to social challenges."

As they say, the proof is in the pudding.